Student Name
LING 305W
Project #1 Final Draft - Handout
23 February 2012
Genre Analysis of the Online Article, ‘Superfoods’ Everyone Needs
Genre: online article
Author: Susan Seliger
Target Audience: variety of ages; healthy people, healthy cooks, people who want to eat better, people
with illnesses, diseases, or other health ailments
Article Title: ‘Superfoods’ Everyone Needs
Source: www.webmd.com
Date: February 2007
Author’s claim: “A healthy diet incorporating a variety of... superfoods will help you maintain your
weight, fight disease, and live longer.” (para. 4)
My analysis tool: COLFV model, which stands for five elements—content, organization, language,
format, and values
My claim: Using the COLFV model to analyze the genre of this informative online article, I find that
Seliger effectively uses organization, language, and values;
however, the content and format of the text could be improved.
CONTENT:
Feature 1 – Percentages
• In reference to the outside source, Elizabeth Somer, Seliger
includes percentages. “I’d say about 50%-70% of suffering
could be eliminated by what people eat and how they move:
heart disease, diabetes, cancer, hypertension can all be
impacted.” (para. 3)
✛ By including these percentages, the reader can easily
refer to them in the text.
✛ Percentages make the comment more tangible.
Feature 2 – Comparisons
• The author compares age with calcium levels for adults (para. 12). For example, the author includes:
“Age 9-18 – 1300mg; age 19-50 – 1000mg; age 51 and over – 1200mg,” in bullet point format on
separate lines.
✛ These comparisons by age and level of calcium help readers find which level fits them.
✕ These comparisons are important, however, the ages are limited to adults. Albeit the first group
includes children from ages 9-18, it can be useful for readers to be informed about the levels for
younger children.
ORGANIZATION:
Feature 1 – Classification
• Seliger classifies each highlighted superfood in the subheadings. For example, blueberries are the
“antioxident superfood” (above para. 5) whereas tea lowers cholesterol and inhibits cancer (above
para. 11).
✛ These classifications help distinguish the beneficial properties of each superfood.
Feature 2 –Expansion
Blueberries—one
of
the
superfoods
Seliger
describes.
Source:
www.sciencedaily.com
• Describing the preferred form of beans to purchase for the superfood, fiber, Seliger cites Dr. Ann
Kulze (para. 10). Kulze expands beyond the dried, fresh and frozen form of beans by mentioning that
consumers should try to avoid canned beans as they contain high amounts of sodium usually.
LANGUAGE:
Feature 1 – Informal
• The author uses vocabulary like “guess what?” (para. 1) and “yummiest” (above para. 13).
✛ Seliger does a great job of connecting to her more general audience by using informal vocabulary.
This shows readers that an expert, like Seliger, is more similar to them.
Feature 2 – Acronyms
• “ECGC” .
Project #1 Prompt Your task is to analyze a text, paying special.docxwkyra78
Project #1 Prompt
Your task is to analyze a text, paying special attention to the features that influence a piece of writing the most: the audience, the writer’s orientation, the rhetorical situation, and the genre (COLFV features). Use the sample rhetorical analysis on pages 42-47 as a flexible guide (not a rigid model). The content of your project should differ from the sample because you are analyzing a different text, but the format of your analysis should contrast with the sample as well, due to the nature of this assignment.
PART A : TEXT & SUMMARY
· Select one of the texts available on BlackBoard under Project #1, labeled “Text Options.” Annotate a hard copy of the text.
· Write a SUMMARY: Use one of the texts made available for this assignment on Blackboard. Apply what you have learned about analyzing texts using the COLFV model and write a summary of your findings. Your COLFV summary will include:
· 1: rhetorical information about the text
· 2: a brief description of content
· 3: a brief description of organization
· 4: a brief description of language
· 5: a discussion of the values that might be held by the discourse community of readers and writer.
Concussions and NFL: How the name
CTE came about
By Bennet Omalu
Updated 11:38 AM ET, Tue December 22, 2015
CNN Opinion - Political Op-Eds | Social Commentary
Editor’s Note: Dr. Bennet Omalu, chief medical examiner
of San Joaquin County, California, is an associate clinical
professor of pathology at the University of California, Davis.
His story is told in the new movie, "Concussion." The
opinions expressed in this commentary are his.
(CNN) — When I read Mike Webster's file before I began
his autopsy, I knew he was more than a 50-year-old heart
attack victim. His file and the television reports of the death
of the former Pittsburgh Steelers center described a long, steep fall into bizarre behavior. I
suspected he suffered from some sort of brain disorder.
The potential diagnoses on my mind were post-traumatic encephalopathy (encephalopathy
means brain disease, damage, or malfunction), Alzheimer's disease, dementia pugilistica, aka
punch drunk syndrome, and/or schizophrenia.
At this time there was no disease that I was aware of that
was called chronic traumatic encephalopathy, or CTE.
Dementia pugilistica was unlikely since he was not a
boxer. Schizophrenia was unlikely since he did not have
any diagnosis of that disease in the extensive pre-mortem
clinical workup that he had. Alzheimer's disease was less
likely given his age.
Post-traumatic encephalopathy was about the only
remaining diagnosis I had in mind while I performed the
autopsy and considered the case. Based on what I knew
about Webster's career and his post-football behavior, I
expected to see the residual damages of recurrent contusions and necrosis (death of body
tissue), and even atrophy of a lobe in his brain, which would be characteristic of post-traumatic
encephalo ...
430 Chapter 17 Death and DyingCase 17-1When Parents Refu.docxblondellchancy
430 Chapter 17 Death and Dying
Case 17-1
When Parents Refuse to Give Up1
Nine-year-old Yusef Camp began experiencing symptoms soon after eating a pickle bought
from a street vendor. He felt dizzy and fell down, he could not use his legs, and he began
to scream. By 10:00 p.m., he was hallucinating and was transported to the DC General
Hospital by ambulance. He went into convulsions. His stomach was pumped, and they
found traces of marijuana and possibly PCP. He soon stopped breathing, and by the next
morning, brain scans showed no activity.
Four months later, Yusef’s condition had not changed. The physicians believed his brain
was not functioning and wanted to pronounce him dead based on brain criteria. Several
difficulties were encountered, however. First, there was some disagreement among the
medical personnel over whether his brain function had ceased completely. Second, at that
time the District of Columbia had no law authorizing death pronouncement based on
brain criteria. It was not clear that physicians could use death as grounds for stopping
treatment. Most important, Ronald Camp, the boy’s father, protested vigorously any sug-
gestion that treatment be stopped. A devout Muslim, he said, “I could walk up and say
unplug him; but for the rest of my life I would be thinking, was I too hasty? Could he have
recovered if I had given it another 6 months or a year? I’m leaving it in Almighty God’s
hand to let it take whatever flow it will.”
The nurses involved in Yusef’s care faced several problems. Maggots were found
growing in Yusef’s lungs and nasal passages. His right foot and ankle became gangre-
nous. He showed no response to noises or painful stimuli. The nurses had the responsi-
bility not only for maintaining the respiratory tract and the gangrenous limb, but also for
providing the intensive nursing care needed to maintain Yusef in debilitated condition
on life support systems. Had the aggressive care been serving any purpose, they would
have been willing to provide it no matter how repulsive the boy’s condition was and in
spite of there being many other patients desperately needing their attention. However,
some of the nurses caring for Yusef were convinced that they were doing no good what-
soever for the boy. They believed they were only consuming enormous amounts of time
and hospital resources in what appeared to be a futile effort. In the process, other
patients were not getting as much care as would certainly be of benefit to them. Could
the nurses or the physicians argue that care should be stopped because he was dead?
Could they overrule the parents’ judgment about the usefulness of the treatment even
if he were not dead? Could they legitimately take into account the welfare of the other
patients and the enormous costs involved when deciding whether to limit their atten-
tion to Yusef?
1Weiser, B. (1980, September 5). Boy, 9, may not be “brain dead,” new medical examiner
shows. Washington Post, ...
Jason KnottBritain on ViewPhotolibrarychapter 1Psych.docxchristiandean12115
Jason Knott/Britain on View/Photolibrary
chapter 1
Psychology as a Science
Chapter Contents
• Research Areas in Psychology
• Scientific Thinking and Paths to Knowledge
• Hypotheses and Theories
• Searching the Literature
• Ethics in Research
CO_
CO_
new66480_01_c01_p001-046.indd 1 10/31/11 9:11 AM
CHAPTER 1Introduction
In an article in Wired magazine, journalist Amy Wallace described her visit to the annual conference sponsored by Autism One, a nonprofit group organized around the belief that autism is caused by mandatory childhood vaccines:
I flashed more than once on Carl Sagan’s idea of the power of an “unsatisfied
medical need.” Because a massive research effort has yet to reveal the precise
causes of autism, pseudoscience has stepped in to the void. In the hallways
of the Westin O’Hare hotel, helpful salespeople strove to catch my eye . . .
pitching everything from vitamins and supplements to gluten-free cookies . . .
hyperbaric chambers, and neuro-feedback machines.
(Wallace, 2009, p. 134)
The “pseudoscience” to which Wallace refers is the claim that vaccines generally do more
harm than good and specifically cause children to develop autism. In fact, an extensive statis-
tical review of epidemiological studies, including tens of thousands of vaccinated children,
found no evidence of a link between vaccines and autism. But something about this phrasing
doesn’t sit right with many people; “no evidence” rings of scientific mumbo jumbo, and a
“statistical review” pales in comparison to tearful testimonials from parents that their child
developed autistic symptoms shortly after being vaccinated. The reality is this: Research
tells us that vaccines bear no relation to autism, but people still believe that they do. Because
of these beliefs, increasing numbers of parents are foregoing vaccinations, and many com-
munities are seeing a resurgence of rare diseases including measles and mumps.
So what does it mean to say that “research” has reached a conclusion? Why should we
trust this conclusion over a parent’s personal experience? One of the biggest challenges
in starting a course on research methods is learn-
ing how to think like a scientist—that is, to frame
questions in testable ways and to make decisions
by weighing the evidence. The more personal
these questions become, and the bigger their con-
sequences, the harder it is to put feelings aside.
But, as we will see throughout this course, it is
precisely in these cases that listening to the evi-
dence becomes most important.
There are several reasons to understand the impor-
tance of scientific thinking, even if you never take
another psychology course. First, at a practical
level, critical thinking is an invaluable skill to
have in a wide variety of careers. Employers of all
types appreciate the ability to reason through the
decision-making process. Second, understanding
the scientific approach tends to make you a more
skeptical consumer of.
Vaccines And Its Effects On The DiseaseGina Alfaro
Multiple sclerosis is thought to be caused by an autoimmune reaction where the immune system mistakenly attacks the myelin sheath and oligodendrocytes in the central nervous system, leading to demyelination. Both cellular and humoral immune responses are involved, with T cells and macrophages first damaging the myelin sheath and B cells later secreting antibodies that further attack myelin. While the exact cause is unknown, genetic and environmental factors such as low vitamin D levels and Epstein-Barr virus infection are thought to increase the risk of developing multiple sclerosis.
Special video and in-person presentations awaited guests at
the February 10 dinner for the Friends of the National Library of
Medicine (FNLM) Board of Directors and the National Library of
Medicine (NLM) Board of Regents in the Lister Hill building lobby.
Guests attended a preview of a new video chronicling
the remarkable life and career of Michael E. DeBakey, M.D.,
pioneering cardiac surgeon, mentor to students young and
old, and tireless champion of the National Library of Medicine.
Dr. DeBakey died in 2008 at the age of 99.
Special video and in-person presentations awaited guests at
the February 10 dinner for the Friends of the National Library of
Medicine (FNLM) Board of Directors and the National Library of
Medicine (NLM) Board of Regents in the Lister Hill building lobby.
Guests attended a preview of a new video chronicling
the remarkable life and career of Michael E. DeBakey, M.D.,
pioneering cardiac surgeon, mentor to students young and
old, and tireless champion of the National Library of Medicine.
Dr. DeBakey died in 2008 at the age of 99.
The document discusses the challenges of writing an essay on the topic of "Essay Thesis Example", noting that it requires thorough research, crafting a strong thesis statement, presenting a unique perspective, structuring the essay well with a coherent introduction and conclusion, using effective language and rhetoric, and properly citing sources to avoid plagiarism. It also states that those who find the task overwhelming can seek assistance from various sources such as ordering a customized essay from HelpWriting.net.
Project #1 Prompt Your task is to analyze a text, paying special.docxwkyra78
Project #1 Prompt
Your task is to analyze a text, paying special attention to the features that influence a piece of writing the most: the audience, the writer’s orientation, the rhetorical situation, and the genre (COLFV features). Use the sample rhetorical analysis on pages 42-47 as a flexible guide (not a rigid model). The content of your project should differ from the sample because you are analyzing a different text, but the format of your analysis should contrast with the sample as well, due to the nature of this assignment.
PART A : TEXT & SUMMARY
· Select one of the texts available on BlackBoard under Project #1, labeled “Text Options.” Annotate a hard copy of the text.
· Write a SUMMARY: Use one of the texts made available for this assignment on Blackboard. Apply what you have learned about analyzing texts using the COLFV model and write a summary of your findings. Your COLFV summary will include:
· 1: rhetorical information about the text
· 2: a brief description of content
· 3: a brief description of organization
· 4: a brief description of language
· 5: a discussion of the values that might be held by the discourse community of readers and writer.
Concussions and NFL: How the name
CTE came about
By Bennet Omalu
Updated 11:38 AM ET, Tue December 22, 2015
CNN Opinion - Political Op-Eds | Social Commentary
Editor’s Note: Dr. Bennet Omalu, chief medical examiner
of San Joaquin County, California, is an associate clinical
professor of pathology at the University of California, Davis.
His story is told in the new movie, "Concussion." The
opinions expressed in this commentary are his.
(CNN) — When I read Mike Webster's file before I began
his autopsy, I knew he was more than a 50-year-old heart
attack victim. His file and the television reports of the death
of the former Pittsburgh Steelers center described a long, steep fall into bizarre behavior. I
suspected he suffered from some sort of brain disorder.
The potential diagnoses on my mind were post-traumatic encephalopathy (encephalopathy
means brain disease, damage, or malfunction), Alzheimer's disease, dementia pugilistica, aka
punch drunk syndrome, and/or schizophrenia.
At this time there was no disease that I was aware of that
was called chronic traumatic encephalopathy, or CTE.
Dementia pugilistica was unlikely since he was not a
boxer. Schizophrenia was unlikely since he did not have
any diagnosis of that disease in the extensive pre-mortem
clinical workup that he had. Alzheimer's disease was less
likely given his age.
Post-traumatic encephalopathy was about the only
remaining diagnosis I had in mind while I performed the
autopsy and considered the case. Based on what I knew
about Webster's career and his post-football behavior, I
expected to see the residual damages of recurrent contusions and necrosis (death of body
tissue), and even atrophy of a lobe in his brain, which would be characteristic of post-traumatic
encephalo ...
430 Chapter 17 Death and DyingCase 17-1When Parents Refu.docxblondellchancy
430 Chapter 17 Death and Dying
Case 17-1
When Parents Refuse to Give Up1
Nine-year-old Yusef Camp began experiencing symptoms soon after eating a pickle bought
from a street vendor. He felt dizzy and fell down, he could not use his legs, and he began
to scream. By 10:00 p.m., he was hallucinating and was transported to the DC General
Hospital by ambulance. He went into convulsions. His stomach was pumped, and they
found traces of marijuana and possibly PCP. He soon stopped breathing, and by the next
morning, brain scans showed no activity.
Four months later, Yusef’s condition had not changed. The physicians believed his brain
was not functioning and wanted to pronounce him dead based on brain criteria. Several
difficulties were encountered, however. First, there was some disagreement among the
medical personnel over whether his brain function had ceased completely. Second, at that
time the District of Columbia had no law authorizing death pronouncement based on
brain criteria. It was not clear that physicians could use death as grounds for stopping
treatment. Most important, Ronald Camp, the boy’s father, protested vigorously any sug-
gestion that treatment be stopped. A devout Muslim, he said, “I could walk up and say
unplug him; but for the rest of my life I would be thinking, was I too hasty? Could he have
recovered if I had given it another 6 months or a year? I’m leaving it in Almighty God’s
hand to let it take whatever flow it will.”
The nurses involved in Yusef’s care faced several problems. Maggots were found
growing in Yusef’s lungs and nasal passages. His right foot and ankle became gangre-
nous. He showed no response to noises or painful stimuli. The nurses had the responsi-
bility not only for maintaining the respiratory tract and the gangrenous limb, but also for
providing the intensive nursing care needed to maintain Yusef in debilitated condition
on life support systems. Had the aggressive care been serving any purpose, they would
have been willing to provide it no matter how repulsive the boy’s condition was and in
spite of there being many other patients desperately needing their attention. However,
some of the nurses caring for Yusef were convinced that they were doing no good what-
soever for the boy. They believed they were only consuming enormous amounts of time
and hospital resources in what appeared to be a futile effort. In the process, other
patients were not getting as much care as would certainly be of benefit to them. Could
the nurses or the physicians argue that care should be stopped because he was dead?
Could they overrule the parents’ judgment about the usefulness of the treatment even
if he were not dead? Could they legitimately take into account the welfare of the other
patients and the enormous costs involved when deciding whether to limit their atten-
tion to Yusef?
1Weiser, B. (1980, September 5). Boy, 9, may not be “brain dead,” new medical examiner
shows. Washington Post, ...
Jason KnottBritain on ViewPhotolibrarychapter 1Psych.docxchristiandean12115
Jason Knott/Britain on View/Photolibrary
chapter 1
Psychology as a Science
Chapter Contents
• Research Areas in Psychology
• Scientific Thinking and Paths to Knowledge
• Hypotheses and Theories
• Searching the Literature
• Ethics in Research
CO_
CO_
new66480_01_c01_p001-046.indd 1 10/31/11 9:11 AM
CHAPTER 1Introduction
In an article in Wired magazine, journalist Amy Wallace described her visit to the annual conference sponsored by Autism One, a nonprofit group organized around the belief that autism is caused by mandatory childhood vaccines:
I flashed more than once on Carl Sagan’s idea of the power of an “unsatisfied
medical need.” Because a massive research effort has yet to reveal the precise
causes of autism, pseudoscience has stepped in to the void. In the hallways
of the Westin O’Hare hotel, helpful salespeople strove to catch my eye . . .
pitching everything from vitamins and supplements to gluten-free cookies . . .
hyperbaric chambers, and neuro-feedback machines.
(Wallace, 2009, p. 134)
The “pseudoscience” to which Wallace refers is the claim that vaccines generally do more
harm than good and specifically cause children to develop autism. In fact, an extensive statis-
tical review of epidemiological studies, including tens of thousands of vaccinated children,
found no evidence of a link between vaccines and autism. But something about this phrasing
doesn’t sit right with many people; “no evidence” rings of scientific mumbo jumbo, and a
“statistical review” pales in comparison to tearful testimonials from parents that their child
developed autistic symptoms shortly after being vaccinated. The reality is this: Research
tells us that vaccines bear no relation to autism, but people still believe that they do. Because
of these beliefs, increasing numbers of parents are foregoing vaccinations, and many com-
munities are seeing a resurgence of rare diseases including measles and mumps.
So what does it mean to say that “research” has reached a conclusion? Why should we
trust this conclusion over a parent’s personal experience? One of the biggest challenges
in starting a course on research methods is learn-
ing how to think like a scientist—that is, to frame
questions in testable ways and to make decisions
by weighing the evidence. The more personal
these questions become, and the bigger their con-
sequences, the harder it is to put feelings aside.
But, as we will see throughout this course, it is
precisely in these cases that listening to the evi-
dence becomes most important.
There are several reasons to understand the impor-
tance of scientific thinking, even if you never take
another psychology course. First, at a practical
level, critical thinking is an invaluable skill to
have in a wide variety of careers. Employers of all
types appreciate the ability to reason through the
decision-making process. Second, understanding
the scientific approach tends to make you a more
skeptical consumer of.
Vaccines And Its Effects On The DiseaseGina Alfaro
Multiple sclerosis is thought to be caused by an autoimmune reaction where the immune system mistakenly attacks the myelin sheath and oligodendrocytes in the central nervous system, leading to demyelination. Both cellular and humoral immune responses are involved, with T cells and macrophages first damaging the myelin sheath and B cells later secreting antibodies that further attack myelin. While the exact cause is unknown, genetic and environmental factors such as low vitamin D levels and Epstein-Barr virus infection are thought to increase the risk of developing multiple sclerosis.
Special video and in-person presentations awaited guests at
the February 10 dinner for the Friends of the National Library of
Medicine (FNLM) Board of Directors and the National Library of
Medicine (NLM) Board of Regents in the Lister Hill building lobby.
Guests attended a preview of a new video chronicling
the remarkable life and career of Michael E. DeBakey, M.D.,
pioneering cardiac surgeon, mentor to students young and
old, and tireless champion of the National Library of Medicine.
Dr. DeBakey died in 2008 at the age of 99.
Special video and in-person presentations awaited guests at
the February 10 dinner for the Friends of the National Library of
Medicine (FNLM) Board of Directors and the National Library of
Medicine (NLM) Board of Regents in the Lister Hill building lobby.
Guests attended a preview of a new video chronicling
the remarkable life and career of Michael E. DeBakey, M.D.,
pioneering cardiac surgeon, mentor to students young and
old, and tireless champion of the National Library of Medicine.
Dr. DeBakey died in 2008 at the age of 99.
The document discusses the challenges of writing an essay on the topic of "Essay Thesis Example", noting that it requires thorough research, crafting a strong thesis statement, presenting a unique perspective, structuring the essay well with a coherent introduction and conclusion, using effective language and rhetoric, and properly citing sources to avoid plagiarism. It also states that those who find the task overwhelming can seek assistance from various sources such as ordering a customized essay from HelpWriting.net.
This document provides information on an 8-week online nurse educator course covering advanced pathophysiology and pharmacology. It includes discussion questions for each week focusing on analyzing case studies, comparing conditions, researching treatments, and discussing implications of genetic screening and alternative therapies. Students are asked to address pathophysiology, pharmacology, implications for practice, and strategies for patient education. Weekly assignments involve creating an herbal product information pamphlet and analyzing a case study on an acid-base imbalance.
This document provides an overview of the NUR 641E Complete Class course, which covers advanced pathophysiology and pharmacology for nurse educators. It includes discussion questions for each of the 8 weeks in the course as well as details on the weekly assignments. The questions and assignments address topics such as genetic disorders, immunizations, electrolyte imbalances, cardiovascular conditions, and endocrine disorders. Students are asked to analyze case studies, research diseases and treatments, develop patient education materials, and create presentations. The goal is for nurse educators to gain knowledge on pathophysiology, pharmacology, and patient education strategies for various health conditions.
This document provides information on an 8-week online course titled "Advanced Pathophysiology and Pharmacology for Nurse Educators". It includes discussion questions for each week covering topics like genetic disorders, immunizations, electrolyte imbalances, and endocrine disorders. Students are asked to respond to case studies, compare and contrast conditions, research treatments, and design patient education materials. The course aims to enhance nurses' understanding of disease processes and pharmacology to improve patient teaching.
This document provides an overview of the NUR 641E Complete Class course, which covers advanced pathophysiology and pharmacology for nurse educators. It includes discussion questions for each of the 8 weeks in the course as well as details on the weekly assignments. The questions and assignments address topics such as genetic disorders, immunizations, electrolyte imbalances, cardiovascular conditions, and endocrine disorders. Students are asked to analyze case studies, research diseases and treatments, interview patients, and develop educational materials for patients and staff. The goal is for nurse educators to gain deeper understanding of disease processes and pharmacology to effectively teach others.
This document provides an overview of an 8-week online nursing course on advanced pathophysiology and pharmacology for nurse educators. It includes discussion questions for each week covering topics like genetic disorders, immunizations, electrolyte imbalances, respiratory diseases, cardiovascular conditions, genitourinary infections, neurological disorders, and endocrine disorders. Students are asked to analyze case studies, compare conditions, research treatments, and consider implications for patient education. The course aims to enhance understanding of disease processes and pharmacology to inform nursing practice.
This document provides information on an 8-week online nurse educator course covering advanced pathophysiology and pharmacology. It includes discussion questions for each week focusing on analyzing case studies, comparing conditions, researching treatments, and discussing implications of genetic screening and alternative therapies. Students are asked to address pathophysiology, pharmacology, implications for practice, and strategies for patient education. Weekly assignments involve creating an herbal product information pamphlet and analyzing a case study on an acid-base imbalance.
This document provides an overview of the NUR 641E Complete Class course, which covers advanced pathophysiology and pharmacology for nurse educators. It includes discussion questions for each of the 8 weeks in the course as well as details on the weekly assignments. The questions and assignments address topics such as genetic disorders, immunizations, electrolyte imbalances, cardiovascular conditions, and endocrine disorders. Students are asked to analyze case studies, research diseases and treatments, interview patients, and develop educational materials for patients and staff. The goal is for nurse educators to gain deeper understanding of disease processes and pharmacology to effectively teach others.
The document provides information about a 89-year-old female patient, Mrs. Torralba, who was admitted to the hospital due to a fracture of the right femoral neck. She fell two days prior and experienced pain and limited movement in her right hip. Diagnostic tests revealed decreased hemoglobin and hematocrit levels, indicating anemia. Her prothrombin time was increased, suggesting a deficiency in clotting factors. All other lab results were normal. The patient has a history of breast cancer, diabetes, and osteoporosis, putting her at high risk for fractures from falls.
The text discusses how physical activity benefits health by communicating with other parts of the body. It describes how exercising muscles produce molecules called myokines that reduce inflammation and help prevent diseases. Over 600 myokines have been identified so far, but many remain unknown. While more research is still needed, myokines may someday be harnessed to treat illnesses for people unable to exercise on their own. Regular physical activity is emphasized as important for overall well-being due to the protective effects of muscle-produced myokines on the body.
you will post on a current political issue that interests you and be.docxemelyvalg9
you will post on a current political issue that interests you and begin the weekly debates. The debate topic will be centered on the content for this week but will include current issues that are happening in politics and government. It is essential to follow the debate guidelines set up in
Week 1
and participate fully in the debate process. Remember debating is not about who is right or wrong, but who can express their ideas in a professional manner using current evidence and a thorough understanding of the issue.
Some potential topics for this week include:
The Supreme Court often makes final judgments on a wide variety of cases. How does their decision affect the legislative review of the law or statute that was involved in the final decision? Discuss some of the ramifications of this decision based on other social issues occurring at the time.
Presidential appointments to the United States Supreme Court impact the judicial philosophy of that body and the outcome of rulings. The first female member of the Court was Associate Justice Sandra Day O’Conner (1981–2006), followed by Ruth B. Ginsburg (1993), Sonia Sotomayor (2009), and Elena Kagan (2010). What impact will these appointments have on the judicial philosophy of the Roberts Court?
Examples of interactions between the legislative and judicial branches of government—how did these interactions take place? Were they mandated in some way? Was there some other outside influence?
Recent examples of preliminary and declaratory judgments.
.
You will examine and summarize the public health responses to your s.docxemelyvalg9
You will examine and summarize the public health responses to your selected issue/topic which is HIV//AIDS...by identifying who is involved and what actions they are taking (the “who” and the “how”). Specifically, the following critical elements must be addressed: IV. Public Health Response: In this section, you will inspect the public health landscape to identify who is involved in responding to your public health issue and what actions they are taking. A. Describe the public health organizations involved in the response to the public health issue at the national and local levels. Use examples that show which entities are working on the issue and what they are doing. For example, what federal and local agencies and/or not-for-profit entities are involved, and what are their roles in the response? B. Explain the specific public health subdisciplines involved in understanding and responding to the issue, including what their roles are. Examples of public health subdisciplines include biostatistics, epidemiology, maternal and child health, and disaster-response planning. C. Explain the public health services involved in the response to the issue. What types of services, programs, or campaigns have been offered by organizations in response to the problem? Be sure to provide examples. Use the Public Health Interventions Worksheet to enter your descriptions. you are using worksheet ATTACHED
.
You will engage with intercultural communication outside of class..docxemelyvalg9
You will engage with intercultural communication outside of class. This assignment requires that you interact with and learn about a culture that is di
ff
erent from your own. The important consideration here is
involvement
, not just as a bystander or observer, but
engagement
with people from a cultural group other than your own.
.
You will create a critical book review. It MUST contain the followin.docxemelyvalg9
You will create a critical book review. It MUST contain the following sections:
I. Complete bibliography (APA)
II. A brief italicized summary of the thesis or purpose of the book (I.e., why the book’s author decided to write the book)
III. Critical description and review of main chapters/sections of the book in meeting the author’s purpose in writing the book, and how each of those chapters contributed or did not contribute to that purpose. Things to think about here include:
Is there an adequate, consistent development of the author's purpose throughout the chapters or sections? Why or why not?
What is the author’s purpose, i.e., what does he/she hope to accomplish through this
book? Does the author accomplish the purpose? If so, how does he/she do so? If not,
why not?
Does the author approach the subject with any biases, i.e., do the author’s professional, theological, experiential, philosophical, denominational, or cultural perspectives influence his/her conclusions?
Does the author properly support his/her thesis? Does the author adequately consider and refute opposing viewpoints?
Is the book limited in application to audiences and is the book relevant to contemporary business practices?
IV. A general summary that addresses each of the following:
What are the strengths of the book, i.e., what contributions does the book make?
Why should a person read this book?
What did you learn from this book?
How might you apply the lessons of this book going forward in your academics or career?
Would you recommend the book to others? Why, or why not?
.
You will craft a business report that demonstrates the company’s abi.docxemelyvalg9
You will craft a business report that demonstrates the company’s ability to understand the use of social media for the following purposes: Raise awareness, Influence desire,Encourage trial, Facilitate purchases, Create loyalty.
You will use ONE (1) of the following companies or brands:
Coca-Cola, Red Bull, Nike, Chanel, Uber, Boeing, MAC Cosmetics, LA Dodgers, Pampers, Netflix or McDonald’s
Your assignment is to analyze the brand or business’ use of social media by examining their presence on the following social media platforms:
Facebook
Twitter
Instagram
Pinterest
YouTube
Your report needs to be factual and analytical. Please don’t incorporate your personal feelings or emotional responses. Think of this report as the type of report created by a social media consultancy firm before a first meeting with a client. The goal is to assess where the client is in terms of their social media use while providing a sense of what the firm would/could do for them if they were to hire it. The report should include the following sections (
TIP: Follow the sections below as an outline and write your report with the specific sections!
)
Introduction
: Introduce the company and what it is that they do and why social media is important to their business; HINT: Look at the industry they operate within as well as norms/standards for social media use in that industry; Be succinct. No filler.
Overall summary of social media use and purpose:
Briefly summarize the company’s history with social media and current use of social media along with the overall strategic focus from one or several of the above purposes; Can you identify who manages social media for the business (marketing department, outside social media advertising firm etc.)? Are they using the different tools like Twitter, Instagram Pinterest etc. in ways that are unique or duplicative (of other companies or competitors or even of other platforms—in other words are they saying the same uninspired things over and over again across platform or are they a unique voce that adapts to the platform/medium? How are they leveraging each tool for best effect/impression?
Use of each listed tool:
List how each tool is used; provide examples
Assessment and recommendations:
Assess overall social media use. Make at least three recommendations based upon your assessment and research; HINT: look at strengths, weaknesses, opportunities and threats associated with the firm’s use of social media.
.
You will create a thread in response to the provided prompt for each.docxemelyvalg9
You will create a thread in response to the provided prompt for each forum. Each thread must be at least 400 words, demonstrate course-related knowledge, and integrate at least 2 peer-reviewed articles. In addition to the thread, you will reply to the threads of at least 3 classmates. Each reply must be at least 250 words and contain at least 1 citation from a peer-reviewed journal and 1 from the textbook
The case of Welcome Israel provides another opportunity to analyze individual and organizational approach to change(s) and the impact of those changes. The case provides a synopsis with Ofra Sherman and Glaxo’s situations as the change was unfolding between these two firms. As you reflect on the change in this case study, respond to the following prompts as you prepare your DB thread for this assignment:
What did Glaxo-Welcome do? What should they have done?
Did Ofra Sherman do the right thing? What would you have done?
What was Ofra Sherman’s predicament? How did she get into it?
How do you evaluate her actions as described in the case?
RESPOND TO THIS POST FROM FERGUSON
Wellcome Israel is a pharmaceutical company operating in Israel. Wellcome is being acquired by Glaxo and soon will become Wellcome-Glaxo. This appears to be a hostile bid type takeover to create a large pharmaceutical company. All employees and management were extremely surprised by the takeover and are having a hard time processing it. The main them and problem that will be noted in this post is the lack of communication, direction and vision.
Glaxo-Wellcome is on the way to becoming one of the largest pharmaceutical companies in the world. There is an apparent hostile takeover in progress that no one including Wellcome management is aware of. As with any change there are periods of uncertainty, fear, and anxiety. The main focus is a general manager Ofra Sherman and her team who works for Wellcome Israel through Promedico. This takeover was done in a manner that is very disturbing in the fact that there was no communication and very little guidance throughout the entire process.
What they should have done is really quite simple and that is communicate. As I mentioned before change is a very anxious time and can lead to stress and poor work performance for those involved. “Good communication throughout every stage of the change process is vital to keep everyone informed and motivation levels high.” (Kirke 2012) This takeover shouldn’t have been a surprise to Wellcome and they should have been upfront with employees about what was going to occur and then once the takeover by Glaxo started the communication should have ramped up. I think one of the best ways to have handled this would have been to have teams from both companies setting up meetings so there was a continuous flow of information.
Ofra Sherman in my mind was in a very tough spot once again a lack of communication between all the parties really left her between a rock and a .
you will choose a social issue affecting the workplace and working.docxemelyvalg9
you will choose a social issue affecting the workplace and working environment, and develop a paper that thoroughly discusses the issue from both the workplace and societal viewpoints. Be sure to include the positive and negative aspects of the issue in relation to the workplace, society, and workers, especially the unique worker groups who may be most affected (e.g., women, immigrants, LGBTQ citizens, the working or middle classes, and racial, ethnic or cultural groups). Analyze how the issue could be positively supported using various social controls (e.g., laws, organizational policies/practices, training/education, government or corporate involvement, or social change) and recommend interventions in these areas. In addition, discuss the potential social or economic benefits which may result if your recommendations were implemented.
Choose
one
of the following social issues:
The role of women in leadership
Sexual harassment
Executive versus worker compensation disparity
The gender wage gap
Whistleblowing
The paper must be eight to ten double-spaced pages in length (excluding the title and reference pages) and formatted according to APA style. You must use at least five scholarly sources. Cite your sources in text and on the reference page.
Writing the Paper
The Paper:
Must be eight to ten double-spaced pages in length (excluding title and reference pages), and formatted according to APA style
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least five scholarly sources
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page, formatted according to APA style
.
You will accomplish several acid-base titration exercises to complet.docxemelyvalg9
You will accomplish several acid-base titration exercises to complete this Case Assignment at the following Virtual Laboratory website:
Strong acid versus strong base titration and weak acid versus strong base titration
http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/stoichiometry/a_b_phtitr.html
First read the following article about pH indicators:
http://chemwiki.ucdavis.edu/Physical_Chemistry/Acids_and_Bases/Case_Studies/Acid_and_Base_Indicators
In this experiment you will be analyzing the neutralization between a strong acid and a strong base. According to the Arrhenius Acid-base Theory, when dissolved in water, an acid raises the concentration of hydrogen ion, H
+
while a base increases the hydroxide ion, OH
-
concentration. When reacted together the acid and base will neutralize each other according to the net ionic equation (1).
H
+
(aq) + OH
‐
(aq) → H
2
O(l) (1)
An acid is considered to be strong if it completely ionizes in water. In this lab, you will be using the strong acid, hydrochloric acid, HCl, to neutralize the strong base, sodium hydroxide, NaOH, according to the neutralization reaction below.
HCl(aq) + NaOH(aq) → NaCl(aq) + H
2
O(l) (2)
The progression of the reaction will be observed using a pH meter and a titration curve will be created using the experimental data. You will start with a sample containing only the acid and indicator and slowly add your standardized base. A titration curve is simply a plot of the pH of an acid versus the volume of base added, or vice versa. The titration curve gives a good description of how an acid-base reaction proceeds. The pH will start out low and acidic, then increase as it approaches the equivalence point, where the concentration of acid equals that of the base. Then as the solution becomes more basic, it will slowly rise and level off as an excess amount of base is added. Note that the equivalence point is slightly different from the endpoint of a titration. The endpoint is when the indicator changes color. This does not always correspond to the equivalence point.
As pre-laboratory preparation it is critical that you review the ideas on strong acid-strong base titration presented in your class readings.
Strong acid versus strong base
With your first sample, select an indicator from the two options and do a quick titration by adding 1 mL increments until you reach pH 2.5; then dropwise increments until you reach pH 10.7; after that add 1 mL increments until pH 11.5. Record your buret readings after the addition of each increment. Allow time for the reaction vessel to become equilibrated and for the pH reading to become stabilized and then record the pH value in your notebook alongside the buret reading. Leave an empty column between the buret reading and the pH in which to place the volume of NaOH added (difference between present buret reading and initial buret reading). Stop the titration when you have reach.
You will be creating the front page of The Terrace Gazette. Your.docxemelyvalg9
You will be creating the front page of
The Terrace Gazette
. Your front page will feature the following:
One story that summarizes the story and provides a discussion of the thoughts, actions, and motivations of Troy or Rose.
Two pictures - one should illustrate a major scene in the play; the other should illustrate a particular character. Each picture needs a caption.
One story that provides a detailed analysis of a character through the lens of a particular theme in the text.
One story that provides opinion - It can criticize a character, praise another... it needs evidence.
.
You want to create a study to examine the psychological factors affe.docxemelyvalg9
You want to create a study to examine the psychological factors affecting how teenagers in an impoverished urban area spend their time outside of school.
Use of the scientific method.
•Discussion of which methods you used, why, and potential sources of error.
•Explanation of the relationship between the hypothesis vs. the null hypothesis; and connection to your study.
•Analysis of potential ethical issues, their importance in research, and how to address them.
•Discussion of potential issues regarding culture, gender, diversity, or the environment and how to address them.
•Explanation of which types of sources were used and how these choices may affect results.
•An overview of how you would present your findings and why they can be classified as being within the field of psychology.
.
You will be completing a Spotlight on a selected African nation. .docxemelyvalg9
You will be completing a Spotlight on a selected African nation.
Here is the template for this assignment:
Spotlight template (editable)
These nations cannot be selected as they are covered in the course materials:
Algeria
Congo
Cote d'Ivoire (Ivory Coast)
Ethiopia
Egypt
Ghana
Liberia
Libya
Mauritania
Mali
Rwanda
South Africa
These nations have already been selected by your classmates:
Angola - Kelly
Cameroon - Christopher & Anthony (Because of my error, two are assigned to this nation)
Central Republic of Africa - Roman
Chad - Morgan
Djibouti - Leeann
Gabon - Nicholas
Kenya - Jacob
Madagascar - Jena
Morocco - Dylan
Mozambique - Rosalynn
Namibia - Domique
Nigeria - Avery
Republic of the Congo - Alexus
Senegal - Timothy
Sierra Leone - Evan & Dailaquon (Because of my error, two are assigned to this nation)
Somalia - Cierra
Sudan - Megan
Tanzania - Bobbie
Togo - Jacob
Note: Your instructor will update this list as nations are selected.
.
You receive a document (linked below) by certified mail. After readi.docxemelyvalg9
You receive a document (linked below) by certified mail. After reading the document, prepare a response that summarizes the approach you would take to the citations and penalties that have been proposed. Be sure to include the following in your response:
* steps you are required to take,
* options available to you,
* contacts you would make, and
* documentation necessary to respond to the citations and penalties.
Your response must be a minimum of two pages in length, using at least one reference. All sources must be cited and a reference provide using APA style.
.
You receive a document (linked below) by certified mail. After rea.docxemelyvalg9
You receive a document (linked below) by certified mail. After reading the document, prepare a response that summarizes the approach you would take to the citations and penalties that have been proposed. Be sure to include the following in your response:
steps you are required to take,
options available to you,
contacts you would make, and
documentation necessary to respond to the citations and penalties.
Your response must be a minimum of two pages in length, using at least one reference. All sources must be cited and a reference provide using APA style.
Click
here
to access the OSHA citation document for this assignment.
.
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you will post on a current political issue that interests you and be.docxemelyvalg9
you will post on a current political issue that interests you and begin the weekly debates. The debate topic will be centered on the content for this week but will include current issues that are happening in politics and government. It is essential to follow the debate guidelines set up in
Week 1
and participate fully in the debate process. Remember debating is not about who is right or wrong, but who can express their ideas in a professional manner using current evidence and a thorough understanding of the issue.
Some potential topics for this week include:
The Supreme Court often makes final judgments on a wide variety of cases. How does their decision affect the legislative review of the law or statute that was involved in the final decision? Discuss some of the ramifications of this decision based on other social issues occurring at the time.
Presidential appointments to the United States Supreme Court impact the judicial philosophy of that body and the outcome of rulings. The first female member of the Court was Associate Justice Sandra Day O’Conner (1981–2006), followed by Ruth B. Ginsburg (1993), Sonia Sotomayor (2009), and Elena Kagan (2010). What impact will these appointments have on the judicial philosophy of the Roberts Court?
Examples of interactions between the legislative and judicial branches of government—how did these interactions take place? Were they mandated in some way? Was there some other outside influence?
Recent examples of preliminary and declaratory judgments.
.
You will examine and summarize the public health responses to your s.docxemelyvalg9
You will examine and summarize the public health responses to your selected issue/topic which is HIV//AIDS...by identifying who is involved and what actions they are taking (the “who” and the “how”). Specifically, the following critical elements must be addressed: IV. Public Health Response: In this section, you will inspect the public health landscape to identify who is involved in responding to your public health issue and what actions they are taking. A. Describe the public health organizations involved in the response to the public health issue at the national and local levels. Use examples that show which entities are working on the issue and what they are doing. For example, what federal and local agencies and/or not-for-profit entities are involved, and what are their roles in the response? B. Explain the specific public health subdisciplines involved in understanding and responding to the issue, including what their roles are. Examples of public health subdisciplines include biostatistics, epidemiology, maternal and child health, and disaster-response planning. C. Explain the public health services involved in the response to the issue. What types of services, programs, or campaigns have been offered by organizations in response to the problem? Be sure to provide examples. Use the Public Health Interventions Worksheet to enter your descriptions. you are using worksheet ATTACHED
.
You will engage with intercultural communication outside of class..docxemelyvalg9
You will engage with intercultural communication outside of class. This assignment requires that you interact with and learn about a culture that is di
ff
erent from your own. The important consideration here is
involvement
, not just as a bystander or observer, but
engagement
with people from a cultural group other than your own.
.
You will create a critical book review. It MUST contain the followin.docxemelyvalg9
You will create a critical book review. It MUST contain the following sections:
I. Complete bibliography (APA)
II. A brief italicized summary of the thesis or purpose of the book (I.e., why the book’s author decided to write the book)
III. Critical description and review of main chapters/sections of the book in meeting the author’s purpose in writing the book, and how each of those chapters contributed or did not contribute to that purpose. Things to think about here include:
Is there an adequate, consistent development of the author's purpose throughout the chapters or sections? Why or why not?
What is the author’s purpose, i.e., what does he/she hope to accomplish through this
book? Does the author accomplish the purpose? If so, how does he/she do so? If not,
why not?
Does the author approach the subject with any biases, i.e., do the author’s professional, theological, experiential, philosophical, denominational, or cultural perspectives influence his/her conclusions?
Does the author properly support his/her thesis? Does the author adequately consider and refute opposing viewpoints?
Is the book limited in application to audiences and is the book relevant to contemporary business practices?
IV. A general summary that addresses each of the following:
What are the strengths of the book, i.e., what contributions does the book make?
Why should a person read this book?
What did you learn from this book?
How might you apply the lessons of this book going forward in your academics or career?
Would you recommend the book to others? Why, or why not?
.
You will craft a business report that demonstrates the company’s abi.docxemelyvalg9
You will craft a business report that demonstrates the company’s ability to understand the use of social media for the following purposes: Raise awareness, Influence desire,Encourage trial, Facilitate purchases, Create loyalty.
You will use ONE (1) of the following companies or brands:
Coca-Cola, Red Bull, Nike, Chanel, Uber, Boeing, MAC Cosmetics, LA Dodgers, Pampers, Netflix or McDonald’s
Your assignment is to analyze the brand or business’ use of social media by examining their presence on the following social media platforms:
Facebook
Twitter
Instagram
Pinterest
YouTube
Your report needs to be factual and analytical. Please don’t incorporate your personal feelings or emotional responses. Think of this report as the type of report created by a social media consultancy firm before a first meeting with a client. The goal is to assess where the client is in terms of their social media use while providing a sense of what the firm would/could do for them if they were to hire it. The report should include the following sections (
TIP: Follow the sections below as an outline and write your report with the specific sections!
)
Introduction
: Introduce the company and what it is that they do and why social media is important to their business; HINT: Look at the industry they operate within as well as norms/standards for social media use in that industry; Be succinct. No filler.
Overall summary of social media use and purpose:
Briefly summarize the company’s history with social media and current use of social media along with the overall strategic focus from one or several of the above purposes; Can you identify who manages social media for the business (marketing department, outside social media advertising firm etc.)? Are they using the different tools like Twitter, Instagram Pinterest etc. in ways that are unique or duplicative (of other companies or competitors or even of other platforms—in other words are they saying the same uninspired things over and over again across platform or are they a unique voce that adapts to the platform/medium? How are they leveraging each tool for best effect/impression?
Use of each listed tool:
List how each tool is used; provide examples
Assessment and recommendations:
Assess overall social media use. Make at least three recommendations based upon your assessment and research; HINT: look at strengths, weaknesses, opportunities and threats associated with the firm’s use of social media.
.
You will create a thread in response to the provided prompt for each.docxemelyvalg9
You will create a thread in response to the provided prompt for each forum. Each thread must be at least 400 words, demonstrate course-related knowledge, and integrate at least 2 peer-reviewed articles. In addition to the thread, you will reply to the threads of at least 3 classmates. Each reply must be at least 250 words and contain at least 1 citation from a peer-reviewed journal and 1 from the textbook
The case of Welcome Israel provides another opportunity to analyze individual and organizational approach to change(s) and the impact of those changes. The case provides a synopsis with Ofra Sherman and Glaxo’s situations as the change was unfolding between these two firms. As you reflect on the change in this case study, respond to the following prompts as you prepare your DB thread for this assignment:
What did Glaxo-Welcome do? What should they have done?
Did Ofra Sherman do the right thing? What would you have done?
What was Ofra Sherman’s predicament? How did she get into it?
How do you evaluate her actions as described in the case?
RESPOND TO THIS POST FROM FERGUSON
Wellcome Israel is a pharmaceutical company operating in Israel. Wellcome is being acquired by Glaxo and soon will become Wellcome-Glaxo. This appears to be a hostile bid type takeover to create a large pharmaceutical company. All employees and management were extremely surprised by the takeover and are having a hard time processing it. The main them and problem that will be noted in this post is the lack of communication, direction and vision.
Glaxo-Wellcome is on the way to becoming one of the largest pharmaceutical companies in the world. There is an apparent hostile takeover in progress that no one including Wellcome management is aware of. As with any change there are periods of uncertainty, fear, and anxiety. The main focus is a general manager Ofra Sherman and her team who works for Wellcome Israel through Promedico. This takeover was done in a manner that is very disturbing in the fact that there was no communication and very little guidance throughout the entire process.
What they should have done is really quite simple and that is communicate. As I mentioned before change is a very anxious time and can lead to stress and poor work performance for those involved. “Good communication throughout every stage of the change process is vital to keep everyone informed and motivation levels high.” (Kirke 2012) This takeover shouldn’t have been a surprise to Wellcome and they should have been upfront with employees about what was going to occur and then once the takeover by Glaxo started the communication should have ramped up. I think one of the best ways to have handled this would have been to have teams from both companies setting up meetings so there was a continuous flow of information.
Ofra Sherman in my mind was in a very tough spot once again a lack of communication between all the parties really left her between a rock and a .
you will choose a social issue affecting the workplace and working.docxemelyvalg9
you will choose a social issue affecting the workplace and working environment, and develop a paper that thoroughly discusses the issue from both the workplace and societal viewpoints. Be sure to include the positive and negative aspects of the issue in relation to the workplace, society, and workers, especially the unique worker groups who may be most affected (e.g., women, immigrants, LGBTQ citizens, the working or middle classes, and racial, ethnic or cultural groups). Analyze how the issue could be positively supported using various social controls (e.g., laws, organizational policies/practices, training/education, government or corporate involvement, or social change) and recommend interventions in these areas. In addition, discuss the potential social or economic benefits which may result if your recommendations were implemented.
Choose
one
of the following social issues:
The role of women in leadership
Sexual harassment
Executive versus worker compensation disparity
The gender wage gap
Whistleblowing
The paper must be eight to ten double-spaced pages in length (excluding the title and reference pages) and formatted according to APA style. You must use at least five scholarly sources. Cite your sources in text and on the reference page.
Writing the Paper
The Paper:
Must be eight to ten double-spaced pages in length (excluding title and reference pages), and formatted according to APA style
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least five scholarly sources
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page, formatted according to APA style
.
You will accomplish several acid-base titration exercises to complet.docxemelyvalg9
You will accomplish several acid-base titration exercises to complete this Case Assignment at the following Virtual Laboratory website:
Strong acid versus strong base titration and weak acid versus strong base titration
http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/stoichiometry/a_b_phtitr.html
First read the following article about pH indicators:
http://chemwiki.ucdavis.edu/Physical_Chemistry/Acids_and_Bases/Case_Studies/Acid_and_Base_Indicators
In this experiment you will be analyzing the neutralization between a strong acid and a strong base. According to the Arrhenius Acid-base Theory, when dissolved in water, an acid raises the concentration of hydrogen ion, H
+
while a base increases the hydroxide ion, OH
-
concentration. When reacted together the acid and base will neutralize each other according to the net ionic equation (1).
H
+
(aq) + OH
‐
(aq) → H
2
O(l) (1)
An acid is considered to be strong if it completely ionizes in water. In this lab, you will be using the strong acid, hydrochloric acid, HCl, to neutralize the strong base, sodium hydroxide, NaOH, according to the neutralization reaction below.
HCl(aq) + NaOH(aq) → NaCl(aq) + H
2
O(l) (2)
The progression of the reaction will be observed using a pH meter and a titration curve will be created using the experimental data. You will start with a sample containing only the acid and indicator and slowly add your standardized base. A titration curve is simply a plot of the pH of an acid versus the volume of base added, or vice versa. The titration curve gives a good description of how an acid-base reaction proceeds. The pH will start out low and acidic, then increase as it approaches the equivalence point, where the concentration of acid equals that of the base. Then as the solution becomes more basic, it will slowly rise and level off as an excess amount of base is added. Note that the equivalence point is slightly different from the endpoint of a titration. The endpoint is when the indicator changes color. This does not always correspond to the equivalence point.
As pre-laboratory preparation it is critical that you review the ideas on strong acid-strong base titration presented in your class readings.
Strong acid versus strong base
With your first sample, select an indicator from the two options and do a quick titration by adding 1 mL increments until you reach pH 2.5; then dropwise increments until you reach pH 10.7; after that add 1 mL increments until pH 11.5. Record your buret readings after the addition of each increment. Allow time for the reaction vessel to become equilibrated and for the pH reading to become stabilized and then record the pH value in your notebook alongside the buret reading. Leave an empty column between the buret reading and the pH in which to place the volume of NaOH added (difference between present buret reading and initial buret reading). Stop the titration when you have reach.
You will be creating the front page of The Terrace Gazette. Your.docxemelyvalg9
You will be creating the front page of
The Terrace Gazette
. Your front page will feature the following:
One story that summarizes the story and provides a discussion of the thoughts, actions, and motivations of Troy or Rose.
Two pictures - one should illustrate a major scene in the play; the other should illustrate a particular character. Each picture needs a caption.
One story that provides a detailed analysis of a character through the lens of a particular theme in the text.
One story that provides opinion - It can criticize a character, praise another... it needs evidence.
.
You want to create a study to examine the psychological factors affe.docxemelyvalg9
You want to create a study to examine the psychological factors affecting how teenagers in an impoverished urban area spend their time outside of school.
Use of the scientific method.
•Discussion of which methods you used, why, and potential sources of error.
•Explanation of the relationship between the hypothesis vs. the null hypothesis; and connection to your study.
•Analysis of potential ethical issues, their importance in research, and how to address them.
•Discussion of potential issues regarding culture, gender, diversity, or the environment and how to address them.
•Explanation of which types of sources were used and how these choices may affect results.
•An overview of how you would present your findings and why they can be classified as being within the field of psychology.
.
You will be completing a Spotlight on a selected African nation. .docxemelyvalg9
You will be completing a Spotlight on a selected African nation.
Here is the template for this assignment:
Spotlight template (editable)
These nations cannot be selected as they are covered in the course materials:
Algeria
Congo
Cote d'Ivoire (Ivory Coast)
Ethiopia
Egypt
Ghana
Liberia
Libya
Mauritania
Mali
Rwanda
South Africa
These nations have already been selected by your classmates:
Angola - Kelly
Cameroon - Christopher & Anthony (Because of my error, two are assigned to this nation)
Central Republic of Africa - Roman
Chad - Morgan
Djibouti - Leeann
Gabon - Nicholas
Kenya - Jacob
Madagascar - Jena
Morocco - Dylan
Mozambique - Rosalynn
Namibia - Domique
Nigeria - Avery
Republic of the Congo - Alexus
Senegal - Timothy
Sierra Leone - Evan & Dailaquon (Because of my error, two are assigned to this nation)
Somalia - Cierra
Sudan - Megan
Tanzania - Bobbie
Togo - Jacob
Note: Your instructor will update this list as nations are selected.
.
You receive a document (linked below) by certified mail. After readi.docxemelyvalg9
You receive a document (linked below) by certified mail. After reading the document, prepare a response that summarizes the approach you would take to the citations and penalties that have been proposed. Be sure to include the following in your response:
* steps you are required to take,
* options available to you,
* contacts you would make, and
* documentation necessary to respond to the citations and penalties.
Your response must be a minimum of two pages in length, using at least one reference. All sources must be cited and a reference provide using APA style.
.
You receive a document (linked below) by certified mail. After rea.docxemelyvalg9
You receive a document (linked below) by certified mail. After reading the document, prepare a response that summarizes the approach you would take to the citations and penalties that have been proposed. Be sure to include the following in your response:
steps you are required to take,
options available to you,
contacts you would make, and
documentation necessary to respond to the citations and penalties.
Your response must be a minimum of two pages in length, using at least one reference. All sources must be cited and a reference provide using APA style.
Click
here
to access the OSHA citation document for this assignment.
.
You recently received a Leader of the Year award from a local ci.docxemelyvalg9
You recently received a
Leader of the Year
award from a local civic group. As such, you have been asked to make a speech to a group of management graduates who wish to take up leadership roles in your industry. Write a speech that you would give to this group of graduates.
In your speech, discuss:
The leadership qualities that led to you receiving the award
Your sources of motivation and inspiration to be a good leader
Examples of influences by different colleagues—peers, juniors, and seniors—throughout your tenure as a leader
Please include a 10–12-slide PowerPoint presentation to accompany your speech. Apply APA standards to citation of sources.
Your presentation should include highlights from the speech, such as career progression, influences, mentor information, future goals, etc.
.
Student Name _________________________________ Date _____________SE.docxemelyvalg9
Student Name _________________________________ Date _____________SEC450 iLab3 Report
Initial Configuration ISP Router
version 12.3(4)T7
!
hostname ISP_Router
!
interface FastEthernet0/0
ip address 200.100.0.1 255.255.255.0
!
interface FastEthernet1/0
ip address 200.100.40.1 255.255.255.0
!
interface Serial0/0
ip address 200.100.10.1 255.255.255.0
!
interface Serial0/1
ip address 200.100.20.1 255.255.255.0
!
router rip
network 200.100.0.0
network 200.100.10.0
network 200.100.20.0
network 200.100.40.0
!
line con 0
line aux 0
line vty 0 4
password cisco
line vty 5 15
password cisco
!
end
Note: RED text indicates the required questions to answer
Task to Set up Security Policy for Offsite Database Server
#1. Explain the meaning of the "three P's" best practice rule to create ACL in routers
#2. Explain the difference between the following two access-list commands
a) access-list 101 permit tcp any any eq 80
b) access-list 101 permit tcp any eq 80 any
#3. What are well-known, registered, and ephemeral UDP/TCP ports?
#4. What is wrong with ACL 105?
access-list 105 permit tcp any any
access-list 105 deny tcp host 201.141.0.3 any
#5. What well-known TCP port does Oracle Database (sql net) server use?
#6. A company is managing an Oracle Database located in a Public Server to support day-to-day operations in Dallas and Chicago networks. The company has requested its Internet Access Provider (ISP) to create the necessary ACL at the ISP router securing that only responses from Oracle server to certain hosts are allowed to enter Dallas and Chicago LANs.
ISP network engineers decided to use extended ACL, and applies it to F0/0 interface in ISP router. Why did they decide to create an extended ACL and apply it in interface F0/0 for inbound traffic?
#7. Copy below ISP router’s initial running-config file from page 2, and add the commands needed to create and apply the ACL in the ISP router.
Answer all questions in this document and upload it in Week 3 iLab Dropbox.
3
Revision Date: 1103
1
SEC450 ACL Tutorial
This document highlights the most important concepts on Access Control List (ACL) that
you need to learn in order to configure ACL in CLI. This tutorial does not intend by any
mean to cover all ACL applications, but only those scenarios used in then SEC450
iLabs.
Introduction to Access Control List
A host-based firewall essentially works closing and/or opening ports in a
computer. The engine behind firewalls is built with Access Control Lists (ACL).
Network-based firewalls are implemented in device-specific appliances and
routers. Basically, firewalls in routers filter packets through interfaces to permit
or deny them.
Ports are layer-4 address specified in TCP/IP protocol suit that identify
networking processes running in clients and servers.
ACLs are configured using shell-specific commands. In Cisco IOS, CLI
commands.
Student NameStudent ID No. Assessment Task 2. .docxemelyvalg9
This document outlines the assessment criteria for a case study report on Starbuck's Coffee. It is divided into three questions. Question 1 asks students to identify and explain Starbuck's competitive strategy according to Porter. Question 2 asks students to discuss how Schultz implemented the competitive strategy through leadership, structure, information and control systems, and human resources. Question 3 asks students to discuss strategies and business activities Schultz used to expand Starbucks internationally. The document also notes criteria for academic writing, report format, referencing, in-text citations, and including a minimum of four academic references.
Student Name Brief #5 Use of Audit Software Review and Survey.docxemelyvalg9
Student Name Brief #5 Use of Audit Software: Review and Survey Date
Central Message: Auditing has had to change from “around the computer” to “through the
computer” due to sources only being available in electronic form. CAATs and CAATTs improve
efficiency and effectiveness of audits. A variety of standards and statements were issued because
new guidance was necessary once the growth of IT affected the nature, timing, and extent of audit
procedures. Continuous auditing is the key to improving the efficiency and effectiveness of audits.
Author’s Theme: Auditors are advised to use CAATs to gather evidence so that they can increase
the efficiency of inspection and analytical review. One of the many statements released on IT, SAS
94, stressed that IT’s impact on internal control is a result of the nature and extent of the system’s
complexity rather than the size of the firm, which is why auditing through the computer is
important when testing controls. Auditors can pinpoint the risk areas and thus have a better idea of
what to inquire when questioning management; improving the quality of the evidence and thus the
audit. Importance: Advancement in information technology has a direct impact on business
processes and the audit. Increasingly, auditors are required to perform audits in computerized
environments; therefore, additional standards are required to ensure that financial statements
auditors continue to perform high quality audits. Conclusion/Opinions: (1) The author concludes
that auditing through the computer is important when testing controls because of the impact IT has
on internal control. GAAS field work #2 supports this because the IT system is a part of the entity’s
environment, and especially, when it is complex, the auditor must audit through the computer to
adequately assess internal control risk. (2) Using CAATs can increase the efficiency of audit
procedures. SAS No. 106 indicates that CAATs allow auditors to inspect electronic evidence directly.
(3) Auditors should use data analysis from audit software in order to pinpoint the risk areas and
gain a better idea of what to ask management. AS # 5 states that risk assessment underlies the
entire audit process, including the determination of significant accounts and relevant assertions,
selecting controls to test, and determining the evidence necessary.
Auditing
Article-Briefs
All Briefs are Individual Assignments
Briefs are one (1) page write-ups of selected articles requiring you to (1) summarize the article with the central message and the author’s theme; (2) discuss 2 reasons why this is an important or unimportant topic for the audit profession; and (3) indicate your agreement or disagreement with 3 of the author’s conclusions or opinions and support your 3 points with different auditing standards (PCAOB, ASB, IAASB, ACFE, IIA etc.). Do not agree or disagree with the standards but agree or disagree with the author. You may NO.
Student Instructions.JPG
Student.xlsx
DocumentationCBAAuthorDatePurposeTo track data on active students at CBAData Definition TableFieldDescriptionData TypeNotesSIDStudent IDNumberLast NameStudent's last nameTextGenderStudent's genderTextMale, FemaleMajorStudent's majorTextAccounting, Finance, Marketing, Management, UndecidedGPAStudent's GPANumberFormat to two decimal placesScholarshipsStudent's receiving scholarshipNumberAccounting format, no decimal placesResidenceStudent's residenceTextIn state, Out of stateClassStudent's classTextFreshman, Sophomore, Junior, Senior
CBA DataSIDLast NameGenderMajorGPAScholarshipsResidenceClass101MccawleyMaleMarketing2.69Out of stateSenior102TatraiFemaleAccounting2.99In stateSophomore103AmukamaraMaleUndecided2.95In stateFreshman104SimonsenFemaleMarketing2.86Out of stateSenior105LarraldeMaleUndecided2.01Out of stateSophomore106ShearerMaleManagement2.32In stateJunior107OttoFemaleUndecided2.39In stateFreshman108BelloffFemaleMarketing2.88In stateSenior109BrizendineMaleManagement2.28In stateJunior110BreitenbachFemaleFinance3.27In stateSophomore111FullerFemaleUndecided2.98In stateFreshman112PomerenkeMaleManagement2.88In stateSenior113JohnsonMaleUndecided2.78In stateFreshman147LopezMaleManagement2.96$ 2,000In stateSenior118ThomasMaleMarketing2.98$ 2,000Out of stateJunior137LunaFemaleAccounting3.23$ 2,000In stateJunior117HullMaleManagement2.97In stateSophomore115LoertscherMaleMarketing3.25$ 2,000In stateSenior119RichardsonMaleMarketing3.85In stateSenior120RomeroFemaleAccounting2.96Out of stateSophomore121AgbebakuMaleUndecided2.99Out of stateFreshman122BocskayMaleAccounting2.27Out of stateSenior123ConnollyFemaleUndecided3.18Out of stateFreshman124CruzFemaleUndecided2.07In stateFreshman125JeffressFemaleFinance2.29In stateJunior126KangFemaleMarketing2.65Out of stateJunior127KreisherFemaleMarketing3.27In stateSophomore128LesinskiFemaleManagement2.85Out of stateJunior129RichMaleMarketing2.92In stateSenior130SantillanFemaleMarketing2.26In stateJunior114NkolMaleManagement3.59$ 2,000In stateSenior132LlanesFemaleUndecided2.07Out of stateFreshman133BrezinaMaleUndecided3.26Out of stateFreshman134ThurowFemaleAccounting2.30In stateSenior135BurnsFemaleManagement2.66Out of stateSenior136LucchesiMaleFinance2.32In stateJunior175DaveyFemaleManagement3.81$ 2,000Out of stateSenior138SchornackMaleManagement2.61Out of stateSophomore139GomezFemaleMarketing2.57In stateJunior140SkaarMaleMarketing2.86In stateSenior141RubinoFemaleManagement2.59In stateSophomore142DecarloFemaleUndecided2.95In stateFreshman143McclellandFemaleMarketing2.65Out of stateSenior144SupanMaleMarketing2.66In stateJunior145WinklerFemaleManagement2.96In stateSenior146GallegosMaleUndecided2.96Out of stateFreshman131SandovalFemaleFinance3.82$ 2,500Out of stateJunior148WaldronMaleUndecided2.93In stateFreshman149PerkinsFemaleMarketing2.57In stateJunior150SappFemaleManagement2.91Out of stateJunior151LicanoFemaleMarketing2.03In stateSophomore152GonzalezFemaleMark.
Student Lab Activity A. Lab # CIS CIS170A-A1B. Lab.docxemelyvalg9
Student Lab Activity
A. Lab # CIS CIS170A-A1
B. Lab 5s of 7: Modularization
C. Lab Overview – Scenario / Summary:
TCOs:
TCO: 7
Given a set of program specifications for a simple business problem utilizing a modular design, code and test a program that meets the specifications and employs best programming practices.
TCO: 8
Given a set of program specifications for a simple business problem, code and test a program that implements methods with parameter lists that are passed as supported by the chosen programming language
This lab will familiarize the student with the process of modularizing his or her code.
D. Deliverables:
Step
Deliverable
Points
5
Program Listing, Output, and Project Files
45
The Dropbox deliverables include the following.
1. Include a zipped file with all the files from your Visual Basic project (see directions in Doc Sharing on how to collect and zip files.)
2. Create a single MS Word document and include the following.
· For each lab, copy and paste your code directly into the MS Word file.
· Include screenshot(s) of your test data with test results. Enter enough data to demonstrate that all your code has been tested.
· Include another screenshot of the Visual Basic build output messages. Check your build output to make sure you have a successful build with (0) errors and (0) warnings. NOTE: The build output messages appear at the bottom of your window after you click the Build menu and before you click the Start Without Debugging option. Your build output messages provide a list of compiler warnings or errors and let you know whether your program compiled successfully.
· Include the Word document as part of the zipped project file.
3. Upload each part of the lab into its corresponding weekly Dropbox.
E. Lab Steps:
Preparation:
If you are using the Citrix remote lab, follow the login instructions located in the iLab tab in Course Home.
Locate the Visual Studio 2010 Icon on the desktop. Click to open.
Lab:
Step 1: Create a New Project
Create a new project in VB.NET. Name your project CIS170A_Lab05.
Practically every real-world professional program in existence today uses some type of modular design—this is just the way programs are designed and built. As a result, the primary objective of this lab is for you to understand how modular programs are designed and how data are passed between modules as the program is executing. This may be one of the most important lessons of this course, so it is critical that you focus on the modular design of the program; if you have any questions, post them to the Lab Forum threaded discussion.
In this project, we are going to use the Week 4 Hockey Player Statistics program that you created last week as a starting point and make a few minor changes in the program requirements. What you will do is take the existing project and with only slight modifications to the form design you will modularize the design of the code and then add a few new requirements. As you .
Student Name:________________
1. Article Title, Author, Date and Source:
Transmission Unaccomplished, John Authers September 24
th
2010 Financial Times Page 12
2. Article Summary:
“Transmission Unaccomplished” written in the Lex section of Friday’s Financial Times
offers an interesting and simplified perspective of the complex and sophisticated purpose and
workings of monetary policy. At a time when the world is reeling from the effects of
misunderstood monetary policy in the United States and other nations around the globe, this
article clearly cuts to the heart of the matter, provides a simple, easy to understand analogy
relating monetary policy to an automobile. The authors describe the key moving parts of the
economy as they correlate to their counterparts in an automobile. While he labor and
resources constitute the fuel of the economy, technology and institutions correspond to the
engine, and commerce is depicted as wheels. The financial system is the transmission,
responsible for moving the power and energy created by the fuel and engine to the wheels.
This simple analogy helps frame the context for the reason why central bankers – the
transmission mechanics – were facing increasing difficulty. In particular, the 1.6 % drop in
the dollar’s value, the lack of real economic turn-around, and the lagging increase in GDPs
around the world. The authors seem to think the US, despite an increasing saving rate and
10% deleveraging, still has long ways to go on the road to recovery, and the automobile
analogy suggests, is in need of significant repairs and rebuilding before it is truly road worthy.
3. How is the article is related to the readings and class discussions?
The concepts in the article mesh with the readings in chapters 3 – 5 as a current, real world
depiction of how monetary policy influences decisions in economics. The article highlights the
need for central bankers to properly manage monetary policy in order to maintain the
transmission of the vehicle, and keep the proper amount of power moving from the motor to the
wheels. It questions the true value of quantitative easing, and highlights the ramifications of
pursuing excessive QE as a policy. Just as was discussed in the first five chapters of the text
book, monetary policy involves a delicate balance of adjusting interest rates, setting currency
value, and establishing guidelines that enable prosperity and growth. The article also identifies
too much intervention as a possible means for enhancing the problems we face, rather than
ameliorating the problems.
4. What did I learn from this article?
This article certainly helped put monetary policy, something I seem to be familiar with only
through studying politics and economics, into a very concise, easy to understand framework that
enables a deeper understanding of greater associated issues. I learned that the US liabilities are
Student .
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Student NameLING 305WProject #1 Final Draft - Handout2.docx
1. Student Name
LING 305W
Project #1 Final Draft - Handout
23 February 2012
Genre Analysis of the Online Article, ‘Superfoods’ Everyone
Needs
Genre: online article
Author: Susan Seliger
Target Audience: variety of ages; healthy people, healthy cooks,
people who want to eat better, people
with illnesses, diseases, or other health ailments
Article Title: ‘Superfoods’ Everyone Needs
Source: www.webmd.com
Date: February 2007
Author’s claim: “A healthy diet incorporating a variety of...
superfoods will help you maintain your
weight, fight disease, and live longer.” (para. 4)
My analysis tool: COLFV model, which stands for five
elements—content, organization, language,
format, and values
My claim: Using the COLFV model to analyze the genre of this
informative online article, I find that
Seliger effectively uses organization, language, and values;
however, the content and format of the text could be improved.
CONTENT:
Feature 1 – Percentages
2. • In reference to the outside source, Elizabeth Somer, Seliger
includes percentages. “I’d say about 50%-70% of suffering
could be eliminated by what people eat and how they move:
heart disease, diabetes, cancer, hypertension can all be
impacted.” (para. 3)
✛ By including these percentages, the reader can easily
refer to them in the text.
✛ Percentages make the comment more tangible.
Feature 2 – Comparisons
• The author compares age with calcium levels for adults (para.
12). For example, the author includes:
“Age 9-18 – 1300mg; age 19-50 – 1000mg; age 51 and over –
1200mg,” in bullet point format on
separate lines.
✛ These comparisons by age and level of calcium help readers
find which level fits them.
✕ These comparisons are important, however, the ages are
limited to adults. Albeit the first group
includes children from ages 9-18, it can be useful for readers to
be informed about the levels for
younger children.
ORGANIZATION:
Feature 1 – Classification
• Seliger classifies each highlighted superfood in the
subheadings. For example, blueberries are the
“antioxident superfood” (above para. 5) whereas tea lowers
cholesterol and inhibits cancer (above
para. 11).
3. ✛ These classifications help distinguish the beneficial
properties of each superfood.
Feature 2 –Expansion
Blueberries—one
of
the
superfoods
Seliger
describes.
Source:
www.sciencedaily.com
• Describing the preferred form of beans to purchase for the
superfood, fiber, Seliger cites Dr. Ann
Kulze (para. 10). Kulze expands beyond the dried, fresh and
frozen form of beans by mentioning that
consumers should try to avoid canned beans as they contain
high amounts of sodium usually.
LANGUAGE:
Feature 1 – Informal
• The author uses vocabulary like “guess what?” (para. 1) and
“yummiest” (above para. 13).
✛ Seliger does a great job of connecting to her more general
audience by using informal vocabulary.
This shows readers that an expert, like Seliger, is more similar
to them.
Feature 2 – Acronyms
• “ECGC” is described as a powerful antioxident by the author
4. (para. 11).
✛ Including acronyms can help reduce reading time for readers.
✕ This particular acronym is not defined by each of its letters.
This leaves members of the target
audience to search for its definition or to overlook it.
FORMAT:
Feature 1 – Subheadings
• “Soy – Superfood to Lower Cholesterol” (above para. 9) and
“Calcium” (above para. 12) are two of
the subheadings used by Seliger.
✛ Subheadings nicely guide the reader to the specific content.
Specifically, each superfood receives
its own section with a subheading and a paragraph description.
Feature 2 – Bullet points
• Fourteen items (superfoods) after the fourth paragraph and the
comparisons by age after the twelfth
paragraph receive their own lines with bullet points.
✛ Bullet points help a reader quickly and easily follow
emphasized text.
✛ Seliger does a great job of including the fourteen superfoods
with bullet points as it resembles a
shopping list. In fact, a reader could potentially print this
portion of the article and refer to the
bulleted items as a shopping list at the supermarket.
✕ The comparisons could be enhanced for better reader
interpretation if the content were inserted
into a table or graph rather than in bullet points. The reader
could refer to a visual such as a table
5. more easily and compare each age group side-by-side.
VALUES:
Feature 1 - The author and the target audience share the same
interest in good health.
• “A healthy diet incorporating a variety of the following
superfoods will help you maintain your
weight, fight disease, and live longer.” (para. 4)
✛ For the readers (as described in the target audience on page
one of this handout), this line directly
connects the benefits of eating superfoods.
Feature 2 - The author and the audience share the same
understanding that health can be improved.
• The author refers to Somer in regards to an additional benefit
of Omega 3s being a depression reducer
(para. 7).
✛ For the target audience, additional benefits support Seliger’s
plea to eat superfoods.
Reference
Seliger, Susan.
Concussions and NFL: How the name
CTE came about
By Bennet Omalu
Updated 11:38 AM ET, Tue December 22, 2015
CNN Opinion - Political Op-Eds | Social Commentary
Editor’s Note: Dr. Bennet Omalu, chief medical examiner
6. of San Joaquin County, California, is an associate clinical
professor of pathology at the University of California, Davis.
His story is told in the new movie, "Concussion." The
opinions expressed in this commentary are his.
(CNN) — When I read Mike Webster's file before I began
his autopsy, I knew he was more than a 50-year-old heart
attack victim. His file and the television reports of the death
of the former Pittsburgh Steelers center described a long, steep
fall into bizarre behavior. I
suspected he suffered from some sort of brain disorder.
The potential diagnoses on my mind were post-traumatic
encephalopathy (encephalopathy
means brain disease, damage, or malfunction), Alzheimer's
disease, dementia pugilistica, aka
punch drunk syndrome, and/or schizophrenia.
At this time there was no disease that I was aware of that
was called chronic traumatic encephalopathy, or CTE.
Dementia pugilistica was unlikely since he was not a
boxer. Schizophrenia was unlikely since he did not have
any diagnosis of that disease in the extensive pre-mortem
clinical workup that he had. Alzheimer's disease was less
likely given his age.
Post-traumatic encephalopathy was about the only
remaining diagnosis I had in mind while I performed the
autopsy and considered the case. Based on what I knew
about Webster's career and his post-football behavior, I
expected to see the residual damages of recurrent contusions
and necrosis (death of body
tissue), and even atrophy of a lobe in his brain, which would be
characteristic of post-traumatic
7. encephalopathy.
The story of the discovery of Webster's brain disorder is worth
telling, not only because of the
upcoming release of the film "Concussion," but also because
some detractors have raised
questions that I believe are unjustified.
_______________________________
http://www.cnn.com/2015/12/21/opinions/omalu-discovery-of-
cte-football-concussions/
Dr. Bennet Omalu at a screening
of "Concussion."
No visible damage
I was flabbergasted when I opened his skull and saw a brain that
appeared completely
unremarkable without any visible damage. I saved his brain and
fixed it in formalin because I
was totally lost and confused by what I observed during the
autopsy.
When I examined his brain and requested a battery of tests --
histochemical and
immunohistochemical stains -- I honestly did not know what I
was looking for, and I did not have
any expectation of what I would see.
When I examined slides of Webster's brain under a microscope I
found abnormalities that I
could not explain. The unique and distinctive topographic
patterns of abnormal accumulations of
8. proteins called tau and amyloid did not match with any
neurodegenerative disease that I was
aware of.
Because I had already excluded Alzheimer's disease and
dementia pugilistica, I was very
surprised to see the abnormal accumulations of tau and amyloid
in his brain, both of which
occur in those diseases. Yet the topographic pattern, cellular
architecture and distribution of
these abnormal proteins were inconsistent with those diseases or
any other of which I knew. I
believed I had found something distinctive.
At this juncture, I wanted to show the slides to Dr. Ronald
Hamilton, my professor and mentor
who had taught me neurodegenerative diseases as a physician in
training.
Seeking Hamilton's opinion was consistent with the guidelines
and standards of practice of
pathology as has been established by the College of American
Pathologists, that when you see
something distinctive in a microscope, you may show it to a
second pathologist to confirm the
microscopic findings that you are observing. I took the slides to
Hamilton, and he confirmed that
I was not being delusional or hallucinatory: The microscopic
findings in Webster's brain were
distinctive and unique.
Hamilton suggested that we show the slides of Webster's brain
to Dr. Steven Dekosky, the
chairman of the University of Pittsburgh Medical Center
Department of Neurology, and director
of the Alzheimer's Disease Research Center. Hamilton arranged
9. the meeting. I went to
Dekosky's office and showed him the slides. He, too, confirmed
that this was not Alzheimer's
disease and it was not dementia pugilistica. He agreed that I had
observed a new syndrome
and advised me to publish the paper of my findings. At this
point we still had no clue what this
new syndrome was.
_______________________________
A new disease
I went home and began a very comprehensive and extensive
literature review to see if this
observation had been published before in an American football
player. I was utterly surprised
that it had not.
http://www.cnn.com/2015/12/21/opinions/omalu-discovery-of-
cte-football-concussions/
Not a single paper had been published describing what I had
observed in Webster's brain. None
whatsoever. I honestly could not, and did not believe it. It was
simply impossible. Yes, much had
been published on boxers, (the "punch drunk" condition known
as dementia pugilistica) but
nothing had been written on any American football player.
However, I did not want to report the paper simply as a case
report describing the distinct
pattern I had observed in Webster. I believed I had discovered a
new disease in an American
football player, a disease that had to be named. I did not know
10. what name to give it, but I
decided that whatever name I would give it would satisfy three
criteria:
1. The name must be erudite and intellectually sophisticated.
2. The name must have a good acronym to facilitate recall
should someone not be able to say
the scientific name.
3. The name must be sufficiently generic, so that if someone
down the road proved me wrong
that this was not a distinctive disease, the name would still
accurately describe the observed
symptoms.
I am a forensic pathologist, and in the medico-legal
consultations I had done, I had learned that
precedent is very important in case law. This same principle
applied to the acceptability of
medical concepts in the court of law, frequently referred to as
the Daubert rule or principle in the
American judicial system.
If I derived a name that had been used in the literature as a
descriptive terminology, took that
descriptive terminology and converted it into a proper noun as
the name of a disease, I was less
likely to be deemed a radical, making my proposition more
likely to be accepted by the medical
community.
I therefore went back to the medical literature looking for
descriptive terminologies that had
been used to describe conditions resulting from primary brain
injuries. In my research I identified
11. and selected 24 descriptive terminologies that referred to long-
term and delayed complications
and outcomes of traumatic brain injury, but were not proper
nouns of any specific disease with
established pathology, especially in an American football
player.
They are: cerebral neurasthenia, chronic traumatic brain injury,
chronic brain injury,
compensation hysteria, concussion neurosis, delayed traumatic
apoplexy, dementia traumatica,
encephalopathia traumatica, litigation neurosis, postconcussion
neurosis, postconcussion
syndrome, post-traumatic concussion state, post-traumatic head
syndrome, post-traumatic
psychoneurosis, terror neurosis, traumatic constitution,
traumatic encephalitis, traumatic
encephalopathy, traumatic encephalopathy of boxers, traumatic
hysterias, traumatic insanity,
traumatic neurosis, traumatic psychosis, and chronic traumatic
encephalopathy.
_______________________________
Choosing a name
http://www.cnn.com/2015/12/21/opinions/omalu-discovery-of-
cte-football-concussions/
I spent days going through these names and analyzing them
within the context of the three
criteria I listed above. I finally settled upon two names:
1. Chronic traumatic brain injury
12. 2. Chronic traumatic encephalopathy
Of the two, I preferred chronic traumatic encephalopathy. It
accurately described what I found in
Webster's brain. Chronic means long-term, traumatic is
associated with trauma, and
encephalopathy refers to brain damage, disease or malfunction.
The acronym, CTE, seemed
easy to grasp and remember. The name sounded intellectually
sophisticated. The name was
sufficiently generic that if I were proven wrong and this was not
a newly discovered brain
disease, it still referred to a bad brain associated with trauma .
Chronic traumatic encephalopathy, or CTE, thus became the
name of the disease I observed in
Webster's brain. Following DeKosky's advice, I documented my
findings in a paper entitled,
"Chronic Traumatic Encephalopathy in a National Football
League Player," which was published
in the journal Neurosurgery.
In the paper, which listed Hamilton and my boss, Dr. Cyril
Wecht, as co-authors, I differentiated
CTE as a distinctive disease, and presented the defining
microscopic features in a case report
defining Webster as a sentinel case. The paper indicated that
other football players also
suffered from the same disease. This is a very basic and
fundamental step in epidemiological
methods for the surveillance, identification and introduction of
new diseases.
Before the case report on Webster, there was not a disease
called chronic traumatic
13. encephalopathy or CTE, although chronic traumatic
encephalopathy had been used as a
descriptive terminology in the literature. And this is why the
National Institutes of Health recently
published a paper for the diagnostic criteria for the pathologic
diagnosis of CTE claiming that
this was the very first time in history the pathologic criteria for
the diagnosis of CTE were being
published. If it was not a new disease, why would the NIH be
publishing and presenting such
criteria today?
_______________________________
Discovering more cases
Having published the sentinel case, I began searching for more
cases in football players,
because I believed a great majority, if not all professional
football players, suffered from CTE.
Discovering new cases was not difficult. Going by
epidemiological methods, I published the
second case of CTE in Terry Long, a football player and
teammate of Webster, then a third in
Andre Waters, a football player who played for the Philadelphia
Eagles.
The third case qualified as a case series. I still searched for
more cases of CTE in football
players, and eventually published a cohort study. I identified
and linked CTE with a distinctive
constellation of presenting symptoms, which included suicidal
behavior and suicides, which I
also published.
http://www.cnn.com/2015/12/21/opinions/omalu-discovery-of-
cte-football-concussions/
14. I believed CTE existed in other high-impact contact sports
athletes, and when Chris Benoit, a
professional wrestler, committed suicide, I secured his brain
and identified the first case of CTE
in a wrestler. I again believed that some, if not all, the so called
PTSD in military war veterans
was a "blast variant" of CTE. Again I was the first to identify
CTE in military war veterans.
Moving forward, I believe CTE will become a disease that will
have sub-types and variants.
Today, chronic traumatic encephalopathy has become a
generally accepted disease and
principle, if not common knowledge, in the medical literature. It
has become a broadly
diagnosed disease by clinicians and pathologists. In fact, I am
very proud that some people
have described the Webster autopsy as one of the most
significant single events in the history
of sports because of the discovery and diagnosis of CTE.
_______________________________
Knowledge of the disease spreads
Knowledge of the disease has now spread through all levels of
football and society. Even my 8-
and 6-year-old daughter and son, Ashly and Mark, know what
CTE is. They may not be able to
say chronic traumatic encephalopathy, but they can say CTE.
The search for the real cause of Webster's death was, for me, a
faith journey that epitomizes
who we are as a common humanity. The search for this disease
15. was not about gaining any sort
of recognition for myself. Rather, I wanted to make a difference
both for Mike and for all of us.
Some detractors, just like NFL doctors in the past, continue to
deny that I discovered and
named CTE when I performed an autopsy on Webster. These
detractors continue to ridicule me
like the NFL doctors have done. These insinuations are
extremely hurtful and these are part of
the reason I have always said that I wish I never met Mike
Webster. I would never have
imagined that 13 years after the Webster autopsy that certain
people will still be making very
calculated efforts to dehumanize, belittle, discredit and
marginalize me and my work, just like it
was 2002 all over again.
According to the Oxford Dictionary, to discover something
means "to find (something or
someone) unexpectedly or in the course of a search." Therefore,
just like Will Smith has said in
the movie "Concussion," "If you continue to deny my work,
people will continue to die." Anyone
who continues to deny and misappropriate this work is
dehumanizing Webster and the other
athletes who guided me to the truth of the disease that
ultimately contributed to their deaths.
It is my conviction that we are one love, one hope, one spirit
and one body, bound together by
the bond of peace. I wish us all every joy and happiness this
Christmas, for that is actually what
the movie "Concussion" is all about.
http://www.cnn.com/2015/12/21/opinions/omalu-discovery-of-
16. cte-football-concussions/
Project #1 Prompt
Your task is to analyze a text, paying special attention to the
features that influence a piece of writing the most: the audience,
the writer’s orientation, the rhetorical situation, and the genre
(COLFV features). Use the sample rhetorical analysis on pages
42-47 as a flexible guide (not a rigid model). The content of
your project should differ from the sample because you are
analyzing a different text, but the format of your analysis
should contrast with the sample as well, due to the nature of
this assignment.
PART A : TEXT & SUMMARY
· Select one of the texts available on BlackBoard under Project
#1, labeled “Text Options.” Annotate a hard copy of the text.
· Write a SUMMARY: Use one of the texts made available for
this assignment on Blackboard. Apply what you have learned
about analyzing texts using the COLFV model and write a
summary of your findings. Your COLFV summary will
include:
· 1: rhetorical information about the text
· 2: a brief description of content
· 3: a brief description of organization
· 4: a brief description of language
· 5: a discussion of the values that might be held by the
discourse community of readers and writer.
here is the summary
Analysis of the essay “Concussions and NFL: How the name
CTE came about”
Bennet Omalu uses various rhetorical analysis devices to
communicate to the audience about the findings that have
become controversially discussed by opponents of chronic
trauma encephalopathy disorder or CTE. Rhetorical devices are
17. used to appeal to readers of any text through use of logos,
ethos, and pathos. Ethos refers to the appeal to ethics of
readers, pathos appeal to the emotions, and logos appeals to the
logical reasoning of the readers. The essay “Concussions and
NF: How the name CTE came about” is able to communicate to
the prospective audiences through utilization of rhetorical
devices that pass information to readers in an effective way. It
is important to note that the text provides information to the
football players and stakeholders on the causes of many deaths
among football veterans. This paper analyzes how Omalu is able
to pass information in an effective by using the appealing
techniques (Omalu, 2015, p. 1).
For Omalu, the work of autopsy on the body of Mike Webster
who was a former Pittsburgh Steeler center is the basis of a
great finding that led to the publication of journals about CTE.
Omalu speaks with academic authority of his professional.
Through analysis of Mike Webster, Omalu discovered that the
disorders that could be related to his death were unavailable. It
was a new finding that required proof and credible backing. The
experiments on the brain provided evidence that the disease that
could have led to the death of the veteran footballer was
different from other diseases whose findings had been
published. Cooperation with senior neurologists and other
professionals of the brain provide a backing that Omalu had
found a new disease that required publication. CTE was
confirmed on other players who suffered similar disease after
years of football. Omalu backs his analysis by consulting with
his mentor Dr. Ronald Hamilton whose academic qualifications
makes the findings credible. Throughout the writing, Omalu
shows the readers that in deed the findings and information
provided are credible (2-3).
Omalu organizes the text in a technical way that appeals to
readers who are in the field of neurology. Omalu selects his
audience by use of technical language that can be understood by
people who are professionals in medicine. Systematic
organization of the information collected in the experiments
18. carried out provides a good starting point to back his assertion
and findings of CTE disease. At the introduction, the author
discusses that the disease and findings of autopsy were different
from what was known to be main cause of many deaths among
players. To this end, there is backing of the information that
there was a new disease that had not been discovered (2-4).
Use of technical language is important aspect of the description
provided by Omalu. The information appeals to the ethics of the
medicine profession. For instance, the statement, “when I
examined his brain and requested a battery of tests-
histochemical and immunohistochemical stains” shows how
Omalu relied on ethical experiments before making his
conclusion (3).
Readers would be interested in finding out why Omalu wanted
to give the disease a new name. The new name is discussed and
analyzed through the continuous assessments. Information
provided throughout the essay implies that the author was a
professional and was credible to provide information. Omalu
appeals to the emotions of the readers by stating that those who
were opposing his findings are dehumanizing Webster and other
athletes. The way Omalu wrote the text is able to tell the
readers about the text and what could be expected in the movie
“Concussions” (Omalu, 2015).
· PART B : CONTEXT (Due Friday, Feb. 12th on Blackboard)
· • Use the close reading, summaries, and notes to analyze the
text — in particular, examine the effects of the audience,
writer’s orientation, rhetorical situation, and genre (COLFV
elements) by responding to each of the following questions with
2-5 sentences each. The format of this section should be a
numbered set of responses to each question, BUT this does not
mean giving short or one-word answers.
·
1.
What is the context of the issues? What do you know about the
topic? What issues does the topic raise? Is there a larger debate,
19. discussion, or controversy already going on? What seems to be
at stake?
2.Who is the writer? What do you know about the writer’s
background, credibility, knowledge of the topic, beliefs, and
social allegiances?
3.What is the publication/source? What do you know about its
intended readers, reputability, political slant, and the topics it
covers?
4.How does the writer define to rhetorical situation and identify
the call to write? What is the writer’s orientation toward the
issues involved? What is at stake for the writer?
5.Who is the intended audience? Is the writer addressing one
group of readers or more than one? Is the writer trying to bring
an audience into being (to create a group/ audience)? What kind
of relationship is the writer trying to establish with readers?
What assumptions about readers does the writer seem to make?
6.How does the writer use language? What is the writer’s tone?
What does the writer’s word choice chow about his or her
assumptions about readers? Does the writer use specialized
terms or slang? Are there memorable figures of speech? Does
the writer stereotype?
7.What is your evaluation of the rhetorical effectiveness? Does
the writer accomplish his or her purposes? What constraints, if
any, qualify the writing’s effectiveness?