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Study Guide Midterm #2 Week 6: February 28 & March 1 - U.S. Encroachment into Mexico Gonzalez, Chapter 5 “Mexicans: Pioneers of a Different Type” (96-107) The author, Juan Gonzalez, in this chapter describes the history of Mexican Americans in the U.S. Southwest from the 1820s to the 1960s. He did this primarily through the life experiences of the Canales family in Texas. Be familiar with this history (e.g., loss of land, lynchings), and be able to write at least 3 paragraphs on what Gonzalez wrote about Mexican Americans. Martinez, “Mexican Independence and U.S. Invasion” (22-50) In this section of the book, Martinez presents an array of information Mexico/U.S. relations during the mid to late 1800s. Take general notes on this historical period. Again as with Gonzalez’ chapter, have enough information to write at least 3 paragraphs. Lecture: 1. According to Barrera, what were the three key developments influencing the social, political and economic status of Chicanos in the Southwest during the Nineteenth Century? 2. Barrera presents six explanations for U.S. expansion into the Southwest and for the Mexican American War. How many different explanations did you find in this chapter? a. What reasons do each of these 6 explanations offer for U.S. expansion? b. What are the strengths and weaknesses of each of these explanations? 3. When did Mexico win its independence from Spain? 4. Compare the various means by which land was transferred in California to how it was transferred in New Mexico and Texas. In other words, in what different ways were Chicanos displaced from the land? Week 7 - March 7 & 9 - 20th Century: Mexican Revolution and Chicana/Mexicana Labor Activism inthe U.S. Martinez, 500 Years of Chicano History, a) La Revolution Mexicana, 51-72 Conduct research on 3 individuals or events or places mentioned in this section of the book. Take notes on each and cite your sources. Only on can be from Wikipedia. b) Labor Activism, 92-112 For this section of the book. do your research on 2 individuals or historically significant incidents. As with the previous section, take notes and cite your source. Del Castillo, Between Borders: Essays on Mexicana/Chicana History: a) Calderon & Zamora, “Manuela Solis Sager and Emma B. Tenayuca: A Tribute” b) Ruiz, “A Promise Fulfilled: Mexican Cannery Workers in Southern California” 1. Both of these articles focus on the labor activism of Mexican/Chicana women during the 1930s and 1940s. The first article, by Calderon and Zamora, concentrates largely on the stories of two labor activists. Explain who these women were and their accomplishments. 2. In the chapter written by Ruiz in what industry did the women organize? How did the women organize or mobilize and what did they do to create better working conditions? Lastly, what led to the success of the union and its eventual demise? Know some of the names of the women who he ...
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CHICANA FEMINIST THOUGHTTHE BASIC HISTORICAL WRITINGS
CHICANA FEMINIST THOUGHT
THE BASIC HISTORICAL WRITINGS
2
CHICANA FEMINIST THOUGHT
THE BASIC HISTORICAL WRITINGS
EDITED BY
ALMA M. GARCÍA
Sociology/Ethnic Studies
Santa Clara University
3
First published 1997 by Routledge
Published 2014 by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
711 Third Avenue, New York, NY, 10017, USA
Routledge is an imprint of the Taylor & Francis Group, an informa business
Copyright © 1997 by Routledge, Inc.
All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical or other means,
now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission
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Library of Congress Cataloging-in-Publication Data
Chicana feminist thought : the basic historical writings / edited by Alma M. García.
p. cm.
1. Feminism—United States. 2. Feminist theory—United States. 3. Mexican American women—Political activity. 4. Mexican American
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HQ1421.C52 1997
305.48′868′72073—dc21 96-49916
CIP
British Library Cataloging-in-Publication Data also available.
ISBN 13: 978-0-415-91800-8 (hbk)
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Introduction
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CHICANA FEMINIST THOUGHTTHE BASIC HISTORICAL WRITINGS
CHICANA FEMINIST THOUGHT
THE BASIC HISTORICAL WRITINGS
2
CHICANA FEMINIST THOUGHT
THE BASIC HISTORICAL WRITINGS
EDITED BY
ALMA M. GARCÍA
Sociology/Ethnic Studies
Santa Clara University
3
First published 1997 by Routledge
Published 2014 by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
711 Third Avenue, New York, NY, 10017, USA
Routledge is an imprint of the Taylor & Francis Group, an informa business
Copyright © 1997 by Routledge, Inc.
All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical or other means,
now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission
in writing from the publishers.
Library of Congress Cataloging-in-Publication Data
Chicana feminist thought : the basic historical writings / edited by Alma M. García.
p. cm.
1. Feminism—United States. 2. Feminist theory—United States. 3. Mexican American women—Political activity. 4. Mexican American
women—Social conditions. I. García, Alma M.
HQ1421.C52 1997
305.48′868′72073—dc21 96-49916
CIP
British Library Cataloging-in-Publication Data also available.
ISBN 13: 978-0-415-91800-8 (hbk)
ISBN 13: 978-0-415-91801-5 (pbk)
4
Introduction
ALMA M. GARCÍA
“Sisterhood is powerful”
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“There is a pretense to a homogeneity of experience covered by the word sisterhood that does not in fact exist”
—Audre Lorde
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3 sources of annotated bibliography about (Chicano stereotypes)..docx
3 sources of annotated bibliography about
(Chicano stereotypes
).
This some examples i have for annotated bibliography
Acuña
, Rodolfo.
Anything But
Mexican :
Chicanos in Contemporary Los Angeles
. New York: Verso, 1996. Print.
Provides a focused perspective on the role of the
Chicana
in the workforce and education through the use of historical documents.
Includes relevant evidence about the contributions of
Chicanas
to the
Chicana
/o movement throughout Southwest history with examples from education, politics, and the economy.
Addresses pertinent social justice issues and responses by both the
Chicana
/o and the
anglo
populations.
--- .
Occupied
America :
A History of Chicanos
. New
York :
Longman, 2000. Print.
Described the gender inequality within the Chicano Movement and the impact of
Chicana
feminism on the overall progress of 1970s social actions.
Comprehensive coverage of the
Chicana
/o history with a careful examination and analysis of key events and players in the quest for ethnic and gender equality.
Cabera
, Nolan L., and Amado M. Padilla.
“Entering and Succeeding in the Culture of College: The Story of Two Mexican Heritage Students.”
Hispanic Journal of
BehavioralSciences
26.2 (May 2004): 152-169.
Academic Search Elite (
Ebsco
).
Web.
7 February 2009.
Discusses the academic resilience of two Stanford Latino students using in-depth interviews.
Provides insights into the common struggles faced by many first-time college students who rely on emotional support of families and academic support from faculty and staff at institutions of higher education.
Discusses and evaluates various services available to students at crucial points in a college career and the strategies that assist in the efforts for academic success.
.
A Continent Of Color Langston Hughes And Spanish America
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Historian Alan Knight states that, “modern Mexico is a racial mix” and goes on to outline several examples from Mexico’s history to support one of the main claims of his essay. Identify one of the examples found in Knight’s essay and comment on its importance to the main themes of the essay overall. How would you summarize Knight’s views on the Mexican Revolution´s impact on the concepts of race and race relations in
postrevolutionary
Mexico? ths week's question for discussion
Weekly Discussion Board Response
The weekly discussion board response serves as a forum for students to participate and discuss assigned readings with classmates and the professor. This weekly assignment is broken down into 2 parts: (1) your response and (2) commenting on two other posts. The class has been organized to include the same amount of readings as a class that would meet in person. Each student is required to write a response about the Tuesday reading by Thursday – no later than 6:00 PM EST (I am including eastern standard time because several students are taking the class while outside of the country).
Students are expected to write responses that are three paragraphs in length and demonstrate a strong understanding of the themes, events, and people contained in the readings. In addition, each student must pick two other student posts and comment on their response for the week. Comments should be constructive, thoughtful and focused. The purpose of the each student’s comment response is to promote dialogue between students that would typically occur in a classroom setting. Comments should be one paragraph.
Weekly Response Paper
Students are responsible for writing a response paper at the end of each week. The paper’s topic will draw from the readings assigned for that week. The paper’s question (or set of questions) will build off the weekly discussion response. The purpose of the weekly response paper is for students to demonstrate that they have completed the assigned readings and can critically apply the material to larger questions of history and political economy. The paper should follow the basic format of: introduction, body, conclusion, and footnotes that follow the Chicago-style format (do not cite in the body of the text). All papers should contain the student’s own, individual voice that is supported with evidence and facts drawn from the assigned readings. Other secondary sources used to complement or strengthen your argument are acceptable, however Wikipedia entries and blog posts are not acceptable as sources.
It was very interesting to see the different race relations and concepts Alan Knight touches upon in his essay. One major claim that he points upon is the mestizo concept that coincides with Indian racism. Within this concept, he uses first hand references that have witnessed this racism and have also offered diagnostics on this idea as well.
As Knight explores two individual groups and their history, the racist his.
httpwww.jstor.orgWomen in Revolutionary Movements in La.docx
http://www.jstor.org
Women in Revolutionary Movements in Latin America
Author(s): Jane S. Jaquette
Source: Journal of Marriage and the Family, Vol. 35, No. 2, Special Sections: Moving and the
Wife, Women in Latin America, (May, 1973), pp. 344-354
Published by: National Council on Family Relations
Stable URL: http://www.jstor.org/stable/350664
Accessed: 28/04/2008 06:32
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
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Women in Revolutionary Movements
in Latin America
JANE S. JAQUETTE
Department of Political Science,
Occidental College
The image of the female revolutionary, dressed
in fatigues and carrying a gun, stands in stark
contrast to our North American view of the
passive, "oppressed" Latin American woman.
For that reason alone it would be interesting to
explore the role of the female guerrillera as a
significant aspect of the Latin American revolu-
tionary experience. Yet the implications of
female participation should be spelled out more
clearly. First, the act of taking up a gun and
entering a guerrilla band implies a new relation-
ship of equality with men and a consequent
change in patterns of role differentiation by
sex. Second, there is the effect of the inter-
national feminist movement today on the
development of new role models and institu-
tions. From the example of the Vietnamese
women to Bernadette Devlin and Angela Davis,
the female revolutionary has become a shared
symbol, one which transcends national differ-
ences. As Chris Camarano (1971:48) wrote in
her article on Cuban women:
... I have come to feel... the need for inter-
nationalism in the women's movement, as in all
revoluntionary movements. Most especially, it is
important for us to try to u ...
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This document is a syllabus for a summer course on the history of the U.S.-Mexico border from the 1820s to the 1990s. The course will use an interdisciplinary approach to examine the social, economic, and political organization of the borderlands. It will cover topics like the various cultures that interacted in the border region, the militarization of the border in recent decades, and representations of the border experience. The syllabus outlines the course topics by week, assigned readings, and documentary films. It also lists the course requirements as a midterm exam, final exam, and papers.
Welcome to Mexican American History I (HIST 2327). This.docx
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experience along the contemporary U.S.-Mexico border because doing so would undermine the importance of
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finely to account for distinction of native country, most day-to-day experiences with language, learning,
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Categorizing on the basis of physical features, of course is an
accepted practice in the United States. In fact, this society
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through the brutal process of U.S. imperial expansion. They
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This common experience has caused them to form a unified
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In truth, most people who self-identify as Latino/a in the United States have entered the country due to U.S.
imperial activity in their native country, as we will see in later in the course. Those who did not enter the United
States, but instead witnessed the United States passing over into their country and annexing them have also
1 Angel R. Oquendo, “Re-imagining the Latino/a Race,” reprinted in A Critical Reader: The Latino Condition, edited by
Richard Delgado and Jean Stefan ...
The Mexican War Essay
The Mexican-American War was driven by American beliefs in Manifest Destiny and tensions over territorial borders. There were two main causes of the war: disputes over the border between Texas and Mexico after Texas gained independence, and American desires to acquire Mexican territories in California and New Mexico, which Mexico refused. After attempts to purchase these lands failed, President Polk provoked Mexico into attacking American troops to justify war. The US ultimately defeated Mexico and gained over 500,000 square miles of Mexican territory in the Southwest through the Treaty of Guadalupe Hidalgo in 1848.
1 History 161 Latin American History Final exam stu.docx
1
History 161: Latin American History
Final exam: study questions
Friday, December 13, 10:15-12:15
Format of the exam: bring at least one blue book. You are allowed to bring an outline for the long essay.
Each outline for each question should be no longer than one page: one side only and one outline per
page. During the exam, only the outline of the question chosen will be allowed so make sure you
prepare them in separate sheets. Read the instructions carefully and make sure to ask all the pertinent
questions before the day of the exam. Feel free to email me any questions about the exam. I am happy to look
at drafts of the outlines. Your deadline to submit a draft is Thursday, December 12 at noon.
The final exam will consist of three main parts:
Section A: long essay, worth 40 points
Section B: short essay, worth 25 points
Section C: multiple choice, worth 35 points
Section A: long essay, worth 40 points. Two of the following six questions will appear on the exam. You will
have to choose only ONE. Plan to allocate around 45/60 minutes to respond to this question. Write the
outline at home, read it several times to make sure it discusses all the relevant material and become very
familiar with it. Try to use examples from the sources discussed in class, the readings, and the lectures.
1- “The course of events in the Western Hemisphere over the centuries following contact demonstrates
that the Iberian factor in early Latin America was uniform and the result of long term processes. The
native peoples and the resources of their lands were the primary determinants of differentiation.”
In an integrated essay, discuss this statement with special emphasis on the long term processes, “uniformity”
of the Iberian experience, the “diversity” of native peoples, the reasons for the conquest success and its
consequences. In order to prepare for this essay you may want to consider at least (but not only) the
following questions: Why did the Iberians come to Latin America? What did they find in Latin America?
How did the Latin American circumstances shape the conquest? How and where did the Iberians develop a
“conquest strategy?” What explains the conquest success? What were the consequences of the conquest?
2- “After the conquest epoch, the Spanish Indies experienced a long time of relative stability and slow
evolution. During this period, the conditions created by the conquest had entered into certain
equilibrium with some rather uniform hallmarks such as a centralized political and economic
administration and a distinctive and hierarchical social structure. The eighteenth century altered this
pattern profoundly.”
Critically analyze the statement focusing on the stability of political and economic institutions, the ethnic
hierarchy, and the changes that resulted from the Bourbon reforms. In order to prepare for this essay you may
want to consider at least (but not only) the ...
NPV, IRR, Payback period,— PA1Correlates with CLA2 (NPV portion.docx
NPV, IRR, Payback period,—> PA1
Correlates with CLA2 (NPV portion)
Real world examples
Which method is used more commonly?
Reference
**************
make 4 PPT slides. bullet points on the slides. speech notes on note area needed references
.
Now that you have had the opportunity to review various Cyber At.docx
Now that you have had the opportunity to review various Cyber Attack Scenarios, it is now your turn to create one. As a Group you will identify a Scenario plagued with Cyber Threats. Each team will then be required to create a Threat Model (Logic Diagram) with various options. Selections will result in another option.
Below are some examples of possible Threat Modeling activities.
https://insights.sei.cmu.edu/sei_blog/2018/12/threat-modeling-12-available-methods.html
Each team will be required to present their Threat Model via Powerpoint and present to the class on Day 3. Each member of the team will be required to submit a copy of their teams powerpoint.
Subject :
Spring 2020 - Emerging Threats & Countermeas (ITS-834-25) - Full Term
Documentation :
https://www.cs.montana.edu/courses/csci476/topics/threat_modeling.pdf
Example :
https://www.helpsystems.com/blog/break-time-6-cybersecurity-games-youll-love
1. Targeted Attack: The Game
2. Cybersecurity Lab
3. Cyber Awareness Challenge
4. Keep Tradition Secure
What you need to do:
Write one page abstract
DO one page PPT
Write 2 pages main paper for this two topics( Library users and librarian & User credentials )
Draw a diagram if possible
.
Now that you have completed a series of assignments that have led yo.docx
Now that you have completed a series of assignments that have led you into the active project planning and development stage for your project "
Work Overload in Healthcare System"
, briefly describe your proposed solution to address the problem, issue, suggestion, initiative, or educational need and how it has changed since you first envisioned it. What led to your current perspective and direction?
.
Now that you have completed your paper (ATTACHED), build and deliver.docx
Now that you have completed your paper (ATTACHED), build and deliver a presentation that details your solution to the healthcare issue that serves as your topic.
In your presentation, you should:
Exhibit comprehensive research and understanding by referencing important points and insights from the perspectives of inquiry papers.
Present your issue and your argument for your solution
Demonstrate effective oral communication skills:
Exhibit competency in using virtual presentation tools and techniques.
Demonstrate planning, preparation, and practice.
Employ effective visual elements (multimedia).
.
Now that you have identified the revenue-related internal contro.docx
Now that you have identified the revenue-related internal control that relates to the five assertions (existence, completeness, accuracy or valuation, rights and obligations, and presentation and disclosure), the test of controls will need to be identified for each assertion and internal control.
For this assignment, you will write and submit 400–500 words that set specific tests of internal controls for the 5 internal controls related to management assertions that you identified for the Unit 4
.
Now that you have read about Neandertals and modern Homo sapiens.docx
Now that you have read about Neandertals and modern Homo sapiens, do you think that peoples' attitudes towards Neandertals in the past (and some today) was and is racist in nature? If you do, do you think the view is changing?
Answer the above question in an essay between 125 and 150 words.
.
Now that you have had an opportunity to explore ethics formally, cre.docx
Now that you have had an opportunity to explore ethics formally, create a reflective assessment of your learning experience and the collaborations you engaged in throughout this session. You will submit
both
of the following:
A written reflection
For the written reflection, address Jane Doe's and respond to the following:
Articulate again your moral theory from week eight discussion (You can revise it if you wish). What two ethical theories best apply to it? Why those two?
week 8 discussion :’’The ethical philosophy chosen is utilitarianism. This philosophy is attributable to happiness if identified actions are right or harmful if the actions are considered to be wrong regardless of the prevailing conditions (Sen, 2019). It is meaningful to me since it is focused on contentment. Thus its moral obligation and importance is that it advocates for the satisfaction of the parties involved. The precedents of utilitarianism philosophy entail the following; that happiness of everyone counts uniformly, that actions are right if they result in pleasure otherwise wrong if they render unhappiness and that pleasure is the only thing that matters.
John Doe's involves a fiction scenario tailored at protecting the identity of witnesses in a case. Thus it is a slang name that informally represents the witnesses in a case to prevent them from manipulation by the defendant as their identity is rendered secretive (Smart, 2018). By application of the utilitarianism philosophy, a witness is considered to be happy (contented) if the identity is not revealed before the case for law during prosecution and hence we aspire to gain useful evidence. The morality of the theory revolves around its reliability as its only main obligation is to render witnesses pleasured. However, it might be termed immoral in situations where faithful information is required about every detail of the underlying case since no matter what; identity of the witnesses ought not to be revealed. Thus compromises its integrity.
Veil of ignorance constitutes the ethical reasoning whereby fair ruling is anticipated from a case by denying the parties involved any information that might bias them into suspecting who might benefit more from the ruling(Heen,2020). Thus in John Doe's case, when the identity of the witnesses is hidden, it is hard to identify possible relations of them with the plaintiff or defendant. This makes the judges seek justice independent of any information are sympathy to one of the parties at the expense of the other.’’
Apply to Jane Doe's case your personal moral philosophy as developed in week eight discussion and now. Use it to determine if what Jane Doe did was ethical or unethical per your own moral philosophy.
Consider if some of these examples are more grave instances of ethical transgressions than others. Explain.
Propose a course of social action and a solution by using the ethics of egoism, utilitarianism, the "veil of ignorance" method, deontological pr.
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Muñoz the chicano_movement
This document provides a summary of the history of the Chicano Movement in the United States from the 19th century to recent years. It discusses how Mexicans became an oppressed racial group after the U.S. conquered territory in the Mexican-American War. It describes the early anti-Mexican racism they faced and their segregation in education. It also covers the emergence of the Chicano Movement in the 1960s which fought for civil rights, events like the Brown Berets and Plan de Aztlan, and their efforts around immigrant rights, Chicano arts and studies. The document analyzes how understanding this history is important for assessing contemporary Latino struggles and civil rights movement building.
Mexican Revolution in World Historical Context: IB History of the Americas
The Mexican Revolution in a world-historical context. Includes long-term causes back to pre-conquest Latin America, current historiography, world-systems analysis and extrapolations to modern Mexico and the Zapatista movement of 1994.
Mexicanos
The document provides a historical overview of Mexicanos in the United States from pre-Columbian civilizations through the present day. It covers major periods and events including the Spanish conquest in the 1500s, the Mexican-American War of the 1840s which ceded Mexican territory to the US, waves of Mexican immigration in the early 1900s and again starting in the 1960s, the development of the Chicano movement in the 1960s-70s advocating for civil rights, and recent debates around immigration and the growing influence of Mexican culture in the US. The document traces the integration and adaptation of Mexican culture over time as the population increased and dispersed throughout the US.
Mexicanos
This document summarizes the history of Mexico and Mexican Americans from prehistory to the present. Key events include Spanish conquest in the 15th-16th centuries led by figures like Christopher Columbus and Hernan Cortes; Mexican independence from Spain in 1821; the Mexican-American War of 1846-1848 and subsequent Treaty of Guadalupe Hidalgo; the Mexican Revolution from 1910-1920; large waves of Mexican immigration to the U.S. in the early 20th century; and the Chicano civil rights movement of the 1960s-70s advocating for equality and cultural pride. It examines the experiences of Mexican immigrants and Mexican Americans over time through wars, economic difficulties, discrimination, and empowerment movements
3 sources of annotated bibliography about (Chicano stereotypes)..docx
3 sources of annotated bibliography about
(Chicano stereotypes
).
This some examples i have for annotated bibliography
Acuña
, Rodolfo.
Anything But
Mexican :
Chicanos in Contemporary Los Angeles
. New York: Verso, 1996. Print.
Provides a focused perspective on the role of the
Chicana
in the workforce and education through the use of historical documents.
Includes relevant evidence about the contributions of
Chicanas
to the
Chicana
/o movement throughout Southwest history with examples from education, politics, and the economy.
Addresses pertinent social justice issues and responses by both the
Chicana
/o and the
anglo
populations.
--- .
Occupied
America :
A History of Chicanos
. New
York :
Longman, 2000. Print.
Described the gender inequality within the Chicano Movement and the impact of
Chicana
feminism on the overall progress of 1970s social actions.
Comprehensive coverage of the
Chicana
/o history with a careful examination and analysis of key events and players in the quest for ethnic and gender equality.
Cabera
, Nolan L., and Amado M. Padilla.
“Entering and Succeeding in the Culture of College: The Story of Two Mexican Heritage Students.”
Hispanic Journal of
BehavioralSciences
26.2 (May 2004): 152-169.
Academic Search Elite (
Ebsco
).
Web.
7 February 2009.
Discusses the academic resilience of two Stanford Latino students using in-depth interviews.
Provides insights into the common struggles faced by many first-time college students who rely on emotional support of families and academic support from faculty and staff at institutions of higher education.
Discusses and evaluates various services available to students at crucial points in a college career and the strategies that assist in the efforts for academic success.
.
A Continent Of Color Langston Hughes And Spanish America
This article discusses the transnational dimensions of the Harlem Renaissance and Langston Hughes' engagement with Latin America. It notes that early black American anthologies and collections like The Book of American Negro Poetry and The New Negro included writings from the Caribbean and Latin America, recognizing a broader African diaspora. Figures like Alain Locke were aware of parallel movements in Mexico and Latin America. The article then focuses on Langston Hughes' travels to and writings about Latin America, which demonstrated his awareness of black cultural connections across the Americas.
Mexicanos powerpoint
The document discusses the history of Mexicans and Native Americans in the Americas. It covers the Spanish conquest of Mexico led by Hernan Cortes, and the Aztec and Mayan civilizations. It also discusses the Spanish exploration and settlement of the northern frontier regions including New Mexico and California. Later sections cover Mexican independence from Spain and the American conquest and settlement of the Southwest, including the anti-Mexican attitudes and struggles over land ownership that Mexican populations faced.
Mexicanos by manuel e gonzalez power point
This document provides a summary of each chapter in the book "Mexicanos by Manuel E Gonzalez" which discusses the history of Mexicans in the United States from prehistory to the present. Some key points covered include the Spanish conquest of the Aztecs in the 1500s, the Mexican-American war of 1848 which ceded Mexican territory to the US, the period of heavy Mexican immigration from 1900-1930 known as the "Great Migration," the rise of the Chicano movement in the 1960s-70s advocating for civil rights, and recent trends of the growing Mexican population in the US now exceeding 47 million people.
Mexicanos by manuel e gonzalez power point
This document provides a summary of each chapter in the book "Mexicanos by Manuel E Gonzalez" which discusses the history of Mexicans in the United States from the Spanish conquest of the Aztecs to the present day. Some key points covered include the cultural influences between native Americans and Spanish colonizers, the Mexican-American war and loss of Mexican territory, periods of large migration in the 20th century driven by economic factors, the development of Mexican-American identity and civil rights movements in the 1960s-70s, and the current large Mexican population in the US.
Historian Alan Knight states that, modern Mexico is a racial mix” a.docx
Historian Alan Knight states that, “modern Mexico is a racial mix” and goes on to outline several examples from Mexico’s history to support one of the main claims of his essay. Identify one of the examples found in Knight’s essay and comment on its importance to the main themes of the essay overall. How would you summarize Knight’s views on the Mexican Revolution´s impact on the concepts of race and race relations in
postrevolutionary
Mexico? ths week's question for discussion
Weekly Discussion Board Response
The weekly discussion board response serves as a forum for students to participate and discuss assigned readings with classmates and the professor. This weekly assignment is broken down into 2 parts: (1) your response and (2) commenting on two other posts. The class has been organized to include the same amount of readings as a class that would meet in person. Each student is required to write a response about the Tuesday reading by Thursday – no later than 6:00 PM EST (I am including eastern standard time because several students are taking the class while outside of the country).
Students are expected to write responses that are three paragraphs in length and demonstrate a strong understanding of the themes, events, and people contained in the readings. In addition, each student must pick two other student posts and comment on their response for the week. Comments should be constructive, thoughtful and focused. The purpose of the each student’s comment response is to promote dialogue between students that would typically occur in a classroom setting. Comments should be one paragraph.
Weekly Response Paper
Students are responsible for writing a response paper at the end of each week. The paper’s topic will draw from the readings assigned for that week. The paper’s question (or set of questions) will build off the weekly discussion response. The purpose of the weekly response paper is for students to demonstrate that they have completed the assigned readings and can critically apply the material to larger questions of history and political economy. The paper should follow the basic format of: introduction, body, conclusion, and footnotes that follow the Chicago-style format (do not cite in the body of the text). All papers should contain the student’s own, individual voice that is supported with evidence and facts drawn from the assigned readings. Other secondary sources used to complement or strengthen your argument are acceptable, however Wikipedia entries and blog posts are not acceptable as sources.
It was very interesting to see the different race relations and concepts Alan Knight touches upon in his essay. One major claim that he points upon is the mestizo concept that coincides with Indian racism. Within this concept, he uses first hand references that have witnessed this racism and have also offered diagnostics on this idea as well.
As Knight explores two individual groups and their history, the racist his.
httpwww.jstor.orgWomen in Revolutionary Movements in La.docx
http://www.jstor.org
Women in Revolutionary Movements in Latin America
Author(s): Jane S. Jaquette
Source: Journal of Marriage and the Family, Vol. 35, No. 2, Special Sections: Moving and the
Wife, Women in Latin America, (May, 1973), pp. 344-354
Published by: National Council on Family Relations
Stable URL: http://www.jstor.org/stable/350664
Accessed: 28/04/2008 06:32
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless
you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you
may use content in the JSTOR archive only for your personal, non-commercial use.
Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at
http://www.jstor.org/action/showPublisher?publisherCode=ncfr.
Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed
page of such transmission.
JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We enable the
scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that
promotes the discovery and use of these resources. For more information about JSTOR, please contact [email protected]
http://www.jstor.org/stable/350664?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/action/showPublisher?publisherCode=ncfr
Women in Revolutionary Movements
in Latin America
JANE S. JAQUETTE
Department of Political Science,
Occidental College
The image of the female revolutionary, dressed
in fatigues and carrying a gun, stands in stark
contrast to our North American view of the
passive, "oppressed" Latin American woman.
For that reason alone it would be interesting to
explore the role of the female guerrillera as a
significant aspect of the Latin American revolu-
tionary experience. Yet the implications of
female participation should be spelled out more
clearly. First, the act of taking up a gun and
entering a guerrilla band implies a new relation-
ship of equality with men and a consequent
change in patterns of role differentiation by
sex. Second, there is the effect of the inter-
national feminist movement today on the
development of new role models and institu-
tions. From the example of the Vietnamese
women to Bernadette Devlin and Angela Davis,
the female revolutionary has become a shared
symbol, one which transcends national differ-
ences. As Chris Camarano (1971:48) wrote in
her article on Cuban women:
... I have come to feel... the need for inter-
nationalism in the women's movement, as in all
revoluntionary movements. Most especially, it is
important for us to try to u ...
USMexicoBorder-Course-Camargo
This document is a syllabus for a summer course on the history of the U.S.-Mexico border from the 1820s to the 1990s. The course will use an interdisciplinary approach to examine the social, economic, and political organization of the borderlands. It will cover topics like the various cultures that interacted in the border region, the militarization of the border in recent decades, and representations of the border experience. The syllabus outlines the course topics by week, assigned readings, and documentary films. It also lists the course requirements as a midterm exam, final exam, and papers.
Welcome to Mexican American History I (HIST 2327). This.docx
Welcome to Mexican American History I (HIST 2327). This packet contains introductory reading and will assist
you with this week’s activities. In this first reading assignment students will explore information about identity,
the Mexican American Studies Program, the historian’s purpose, and the course learning objectives.
Identity
While this course is titled Mexican American History, the topics explored in this course will extend beyond the
Mexican-American experience of residents in the United States southwest. We will study the caste system in
New Spain, otherwise known as colonial Mexico. As we progress through the course students will develop an
understanding of ethnic distinctions, how different groups self-identify, and the historical aspects of institutions
governing these diverse groups. This class will explore the experiences of Puerto Ricans, Cubans, Philippinos; we
will investigate United States’ policies in Latin America. This course is not just a study of the Mexican-American
experience along the contemporary U.S.-Mexico border because doing so would undermine the importance of
recognizing similarities of life experiences among the broader Hispanic/Latino population. Based on the 2010
Census, one in four children in the United States is Hispanic. While the census data does reduce identity more
finely to account for distinction of native country, most day-to-day experiences with language, learning,
interactions with law enforcement, representation, etc. are experiences shared by all Latino/as, regardless of
national origin. The following passage, written by Puerto-Rican born Angel Oquendo, illustrates the importance
of broadening the scope of our course study:
Categorizing on the basis of physical features, of course is an
accepted practice in the United States. In fact, this society
has primarily used physiognomy to create the “Hispanic”
category. Yet what really unites Latino/as is their unique
history of oppression. Unlike other immigrant groups, the
largest Latino/as groups—Mexicans and Puerto Ricans—did
not come into the United States via Ellis Island; they entered
through the brutal process of U.S. imperial expansion. They
were militarily attacked, invaded, colonized, and annexed.
This common experience has caused them to form a unified
community, which now includes other people of Latin
American ancestry.1
In truth, most people who self-identify as Latino/a in the United States have entered the country due to U.S.
imperial activity in their native country, as we will see in later in the course. Those who did not enter the United
States, but instead witnessed the United States passing over into their country and annexing them have also
1 Angel R. Oquendo, “Re-imagining the Latino/a Race,” reprinted in A Critical Reader: The Latino Condition, edited by
Richard Delgado and Jean Stefan ...
The Mexican War Essay
The Mexican-American War was driven by American beliefs in Manifest Destiny and tensions over territorial borders. There were two main causes of the war: disputes over the border between Texas and Mexico after Texas gained independence, and American desires to acquire Mexican territories in California and New Mexico, which Mexico refused. After attempts to purchase these lands failed, President Polk provoked Mexico into attacking American troops to justify war. The US ultimately defeated Mexico and gained over 500,000 square miles of Mexican territory in the Southwest through the Treaty of Guadalupe Hidalgo in 1848.
1 History 161 Latin American History Final exam stu.docx
1
History 161: Latin American History
Final exam: study questions
Friday, December 13, 10:15-12:15
Format of the exam: bring at least one blue book. You are allowed to bring an outline for the long essay.
Each outline for each question should be no longer than one page: one side only and one outline per
page. During the exam, only the outline of the question chosen will be allowed so make sure you
prepare them in separate sheets. Read the instructions carefully and make sure to ask all the pertinent
questions before the day of the exam. Feel free to email me any questions about the exam. I am happy to look
at drafts of the outlines. Your deadline to submit a draft is Thursday, December 12 at noon.
The final exam will consist of three main parts:
Section A: long essay, worth 40 points
Section B: short essay, worth 25 points
Section C: multiple choice, worth 35 points
Section A: long essay, worth 40 points. Two of the following six questions will appear on the exam. You will
have to choose only ONE. Plan to allocate around 45/60 minutes to respond to this question. Write the
outline at home, read it several times to make sure it discusses all the relevant material and become very
familiar with it. Try to use examples from the sources discussed in class, the readings, and the lectures.
1- “The course of events in the Western Hemisphere over the centuries following contact demonstrates
that the Iberian factor in early Latin America was uniform and the result of long term processes. The
native peoples and the resources of their lands were the primary determinants of differentiation.”
In an integrated essay, discuss this statement with special emphasis on the long term processes, “uniformity”
of the Iberian experience, the “diversity” of native peoples, the reasons for the conquest success and its
consequences. In order to prepare for this essay you may want to consider at least (but not only) the
following questions: Why did the Iberians come to Latin America? What did they find in Latin America?
How did the Latin American circumstances shape the conquest? How and where did the Iberians develop a
“conquest strategy?” What explains the conquest success? What were the consequences of the conquest?
2- “After the conquest epoch, the Spanish Indies experienced a long time of relative stability and slow
evolution. During this period, the conditions created by the conquest had entered into certain
equilibrium with some rather uniform hallmarks such as a centralized political and economic
administration and a distinctive and hierarchical social structure. The eighteenth century altered this
pattern profoundly.”
Critically analyze the statement focusing on the stability of political and economic institutions, the ethnic
hierarchy, and the changes that resulted from the Bourbon reforms. In order to prepare for this essay you may
want to consider at least (but not only) the ...
Similar to Study GuideMidterm #2Week 6 February 28 & March 1 - U.S..docx (15)
Mexican Revolution in World Historical Context: IB History of the Americas
Mexican Revolution in World Historical Context: IB History of the Americas
3 sources of annotated bibliography about (Chicano stereotypes)..docx
3 sources of annotated bibliography about (Chicano stereotypes)..docx
A Continent Of Color Langston Hughes And Spanish America
A Continent Of Color Langston Hughes And Spanish America
Historian Alan Knight states that, modern Mexico is a racial mix” a.docx
Historian Alan Knight states that, modern Mexico is a racial mix” a.docx
httpwww.jstor.orgWomen in Revolutionary Movements in La.docx
httpwww.jstor.orgWomen in Revolutionary Movements in La.docx
Welcome to Mexican American History I (HIST 2327). This.docx
Welcome to Mexican American History I (HIST 2327). This.docx
1 History 161 Latin American History Final exam stu.docx
1 History 161 Latin American History Final exam stu.docx
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NPV, IRR, Payback period,— PA1Correlates with CLA2 (NPV portion.docx
NPV, IRR, Payback period,—> PA1
Correlates with CLA2 (NPV portion)
Real world examples
Which method is used more commonly?
Reference
**************
make 4 PPT slides. bullet points on the slides. speech notes on note area needed references
.
Now that you have had the opportunity to review various Cyber At.docx
Now that you have had the opportunity to review various Cyber Attack Scenarios, it is now your turn to create one. As a Group you will identify a Scenario plagued with Cyber Threats. Each team will then be required to create a Threat Model (Logic Diagram) with various options. Selections will result in another option.
Below are some examples of possible Threat Modeling activities.
https://insights.sei.cmu.edu/sei_blog/2018/12/threat-modeling-12-available-methods.html
Each team will be required to present their Threat Model via Powerpoint and present to the class on Day 3. Each member of the team will be required to submit a copy of their teams powerpoint.
Subject :
Spring 2020 - Emerging Threats & Countermeas (ITS-834-25) - Full Term
Documentation :
https://www.cs.montana.edu/courses/csci476/topics/threat_modeling.pdf
Example :
https://www.helpsystems.com/blog/break-time-6-cybersecurity-games-youll-love
1. Targeted Attack: The Game
2. Cybersecurity Lab
3. Cyber Awareness Challenge
4. Keep Tradition Secure
What you need to do:
Write one page abstract
DO one page PPT
Write 2 pages main paper for this two topics( Library users and librarian & User credentials )
Draw a diagram if possible
.
Now that you have completed a series of assignments that have led yo.docx
Now that you have completed a series of assignments that have led you into the active project planning and development stage for your project "
Work Overload in Healthcare System"
, briefly describe your proposed solution to address the problem, issue, suggestion, initiative, or educational need and how it has changed since you first envisioned it. What led to your current perspective and direction?
.
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Now that you have completed your paper (ATTACHED), build and deliver a presentation that details your solution to the healthcare issue that serves as your topic.
In your presentation, you should:
Exhibit comprehensive research and understanding by referencing important points and insights from the perspectives of inquiry papers.
Present your issue and your argument for your solution
Demonstrate effective oral communication skills:
Exhibit competency in using virtual presentation tools and techniques.
Demonstrate planning, preparation, and practice.
Employ effective visual elements (multimedia).
.
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Now that you have identified the revenue-related internal control that relates to the five assertions (existence, completeness, accuracy or valuation, rights and obligations, and presentation and disclosure), the test of controls will need to be identified for each assertion and internal control.
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.
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Now that you have read about Neandertals and modern Homo sapiens, do you think that peoples' attitudes towards Neandertals in the past (and some today) was and is racist in nature? If you do, do you think the view is changing?
Answer the above question in an essay between 125 and 150 words.
.
Now that you have had an opportunity to explore ethics formally, cre.docx
Now that you have had an opportunity to explore ethics formally, create a reflective assessment of your learning experience and the collaborations you engaged in throughout this session. You will submit
both
of the following:
A written reflection
For the written reflection, address Jane Doe's and respond to the following:
Articulate again your moral theory from week eight discussion (You can revise it if you wish). What two ethical theories best apply to it? Why those two?
week 8 discussion :’’The ethical philosophy chosen is utilitarianism. This philosophy is attributable to happiness if identified actions are right or harmful if the actions are considered to be wrong regardless of the prevailing conditions (Sen, 2019). It is meaningful to me since it is focused on contentment. Thus its moral obligation and importance is that it advocates for the satisfaction of the parties involved. The precedents of utilitarianism philosophy entail the following; that happiness of everyone counts uniformly, that actions are right if they result in pleasure otherwise wrong if they render unhappiness and that pleasure is the only thing that matters.
John Doe's involves a fiction scenario tailored at protecting the identity of witnesses in a case. Thus it is a slang name that informally represents the witnesses in a case to prevent them from manipulation by the defendant as their identity is rendered secretive (Smart, 2018). By application of the utilitarianism philosophy, a witness is considered to be happy (contented) if the identity is not revealed before the case for law during prosecution and hence we aspire to gain useful evidence. The morality of the theory revolves around its reliability as its only main obligation is to render witnesses pleasured. However, it might be termed immoral in situations where faithful information is required about every detail of the underlying case since no matter what; identity of the witnesses ought not to be revealed. Thus compromises its integrity.
Veil of ignorance constitutes the ethical reasoning whereby fair ruling is anticipated from a case by denying the parties involved any information that might bias them into suspecting who might benefit more from the ruling(Heen,2020). Thus in John Doe's case, when the identity of the witnesses is hidden, it is hard to identify possible relations of them with the plaintiff or defendant. This makes the judges seek justice independent of any information are sympathy to one of the parties at the expense of the other.’’
Apply to Jane Doe's case your personal moral philosophy as developed in week eight discussion and now. Use it to determine if what Jane Doe did was ethical or unethical per your own moral philosophy.
Consider if some of these examples are more grave instances of ethical transgressions than others. Explain.
Propose a course of social action and a solution by using the ethics of egoism, utilitarianism, the "veil of ignorance" method, deontological pr.
Novel Literary Exploration EssayWrite a Literary Exploration Ess.docx
Novel Literary Exploration Essay
Write a Literary Exploration Essay for
Crow Lake
and additional texts on the following topic:
What is your opinion of the idea that the past can affect whom people become as adults?
.
Notifications My CommunityHomeBBA 3551-16P-5A19-S3, Inform.docx
Notifications My CommunityHome
BBA 3551-16P-5A19-S3, Information Systems Management
Unit VIII
Unit VIII Introduction
During this term we have introduced many
different aspects of information systems
management. I hope you have learned lots of
new terms and concepts that will help you in
school and your career. In this unit we will
cover how systems are developed or created.
Organizations have a variety of tools,
methodologies, and processes that can be
used to assist in the development and
deployment of their information system.
Keep up the good work. Let me know if you
have any questions or issues.
Professor Bulloch
Unit VIII Study Guide
Click the link above to open the unit study
guide, which contains this unit's lesson and
reading assignment(s). This information is
necessary in order to complete this course.
Unit VIII Discussion Board
Weight: 2% of course grade
Grading Rubric
Comment Due: Saturday, 05/18/2019
11:59 PM (CST)
Response Due: Tuesday, 05/21/2019
11:59 PM (CST)
Go to Unit VIII Discussion Board »
Unit VIII Essay
Weight: 12% of course grade
Grading Rubric
Due: Tuesday, 05/21/2019 11:59 PM
(CST)
Instructions
Identify the components of an
information system (IS) using the five-
component framework, and provide a
brief summary of each.
Explain Porter’s five forces model.
Management IS (MIS) incorporate
software and hardware technologies to
provide useful information for decision-
making. Explain each of the following IS,
and use at least one example in each to
support your discussion:
a collaboration information system,
a database management system,
a content management system,
a knowledge management/expert
system,
a customer relationship
management system,
an enterprise resource planning
system,
a social media IS,
a business intelligence/decision
support system, and
an enterprise IS.
Identify and discuss one technical and
one human safeguard to protect against
IS security threats.
There are several processes that can be
used to develop IS and applications
such as systems development life cycle
(SDLC) and scrum (agile development).
Provide a brief description of SDLC and
scrum, and then discuss at least one
similarity and one difference between
SDLC and scrum
Sum up your paper by discussing the
importance of MIS.
In this final assignment, you will develop a
paper that reviews some of the main topics
covered in the course. Compose an essay
to address the elements listed below.
Your paper must be at least three pages in
length (not counting the title and reference
pages), and you must use at least two
resources. Be sure to cite all sources used
in APA format, and format your essay in
APA style.
Submit Unit VIII Essay »
�
›
� Logout�� Mary Katz
5/15/19, 12(27 PM
Page 1 of 1
BBA 3551, Information Systems Management
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
1. .
November-December 2013 • Vol. 22No. 6 359Beverly Waller D.docx
November-December 2013 • Vol. 22/No. 6 359
Beverly Waller Dabney, PhD, RN, is Associate Professor, Southwestern Adventist University,
Keene, TX.
Huey-Ming Tzeng, PhD, RN, FAAN, is Professor of Nursing and Associate Dean for Academic
Programs, College of Nursing, Washington State University, Spokane, WA.
Service Quality and Patient-Centered
Care
L
eaders of the U.S. Depart -
ment of Health & Human
Services (2011) urge providers
to improve the overall quality of
health care by making it more
patient centered. Patient-centered
care (or person-centered care) refers
to the therapeutic relationship
between health care providers and
recipients of health care services,
with emphasis on meeting the
needs of individual patients. Al -
though the term has been used
widely in recent years, it remains a
poorly defined and conceptualized
phenomenon (Hobbs, 2009).
Patient-centered care is believed
to be holistic nursing care. It pro-
vides a mechanism for nurses to
engage patients as active partici-
pants in every aspect of their health
(Scott, 2010). Patient shadowing
and care flow mapping were used to
create a sense of empathy and
urgency among clinicians by clarify-
ing the patient and family experi-
ence. These two approaches, which
were meant to promote patient-cen-
tered care, can improve patient sat-
isfaction scores without increasing
costs (DiGioia, Lorenz, Greenhouse,
Bertoty, & Rocks, 2010). A better
under standing of attributes of
patient-centered care and areas for
improvement is needed in order to
develop nursing policies that in -
crease the use of this model in health
care settings.
The purpose of this discussion is
to clarify the concept of patient-cen-
tered care for consistency with the
common understanding about pa -
tient satisfaction and the quality of
care delivered from nurses to
patients. Attributes from a customer
service model, the Gap Model of
Service Quality, are used in a focus
on the perspective of the patient as
the driver and evaluator of service
quality. Relevant literature and the
Gap Model of Service Quality
(Parasuraman, Zeithaml, & Leonard,
1985) are reviewed. Four gaps in
patient-centered care are identified,
with discussion of nursing implica-
tions.
Background and Brief
Literature Review
Patient-Centered Care
The Institute of Medicine (IOM,
2001a) and Epstein and Street (2011)
identified patient-centeredness as
one of the areas for improvement in
health care quality. The IOM (2001b)
defined patient-centeredness as
…health care that establishes a
partnership among practition-
ers, patients, and their families
(when appropriate) to ensure
that decisions respect patients’
wants, needs, and preferences
and that patients have the edu-
cation and support they require
to make decisions and partici-
pate in their own care… (p. 7)
Charmel and Frampton (2008)
defined patient-centered care as
…a healthcare setting in which
patients are encouraged to be
actively involved in their care,
with a physical environment
t.
NOTEPlease pay attention to the assignment instructionsZero.docx
NOTE:
Please pay attention to the assignment instructions
Zero plagiarism
Five references
The Assignment: (1- to 2-page Comparison Grid; 1- to 2-page Legislation Testimony/Advocacy Statement)
Part 1: Legislation Comparison Grid
Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Comparison Grid Template. Be sure to address the following:
Determine the legislative intent of the bill you have reviewed.
Identify the proponents/opponents of the bill.
Identify the target populations addressed by the bill.
Where in the process is the bill currently? Is it in hearings or committees?
Is it receiving press coverage?
Part 2: Legislation Testimony/Advocacy Statement
Based on the health-related bill you selected, develop a 1- to 2-page Legislation Testimony/Advocacy Statement that addresses the following:
Advocate a position for the bill you selected and write testimony in support of your position.
Describe how you would address the opponent to your position. Be specific and provide examples.
Recommend at least one amendment to the bill in support of your position.
.
NOTE Use below Textbooks only. 400 WordsTopic Which doctrine.docx
NOTE: Use below Textbooks only. 400 Words
Topic: Which doctrines studied caused you to reconsider, change, or develop your position on theology during the course and why?
Thread: Post your thread (400 words).
Demonstrate knowledge of the subject matter by inserting substantive content.
- Also, present the logic, cogency, and evidence of your explanation(s) and argument(s).
-Avoid casual talks and testimonies by interacting theologically and critically.
-Use parenthetical citations as specified by the Reference List Style discussed within the Turabian manual. Here is an example: (Erickson 2014, 224–25). If you use any additional theological resource(s) to strengthen your explanation or argument, you would use the same parenthetical citation format.
TEXTBOOKS
1) CHRISTIAN THEOLOGY
Third Edition
© 2013 by Millard J. Erickson
2) EVANGELICAL DICTIONARY OF THEOLOGY
Second Edition
© 2001 by Walter A. Elwell
.
NOTE Everything in BOLD are things that I need to turn in for m.docx
NOTE: Everything in
BOLD
are things that I need to turn in for my part.
Think of how many risks come into play when you decide to conduct a simple project, such as painting your living room. The following are some examples of risks:
What type of paint will you use (and can you afford high-quality paint)?
Who will move that brand new, big screen TV?
Who is going to paint?
Do you have the time, money, and resources?
Have you ever considered any of this, or do you simply cover up as much things as you can and start painting?
Risks exist regardless of whether people acknowledge it or not. Depending on the complexity of the project, the number and type of risk multiplies. Everyone has their own solution to each risk, but when working with a group within an organization, fragmentation such as this becomes counterproductive and a major risk in the end.
Scenario :
I have come with an Idea called ROSE which stands for Reserve on Site Easily, its a application that can be used on any phone. How it works is by lets say someone doesn't have a Wi-Fi connection or is not by Wi-Fi. What would happen is once by or near Wi-Fi their reservations will be saved and than will be sent to the hotel they would like to stay at, this will save a lot of time for not only them but the hotel as well. This will also save their spot until they have reached Wi-Fi, this will also be able to show what's available and what's not available when not on Wi-Fi.
Assignment:
Group Portion
As a group, you are to describe a project that all of you will participate in, and include the following:
Define the goal of the project
List the project's duration
Explain who are the stakeholders (those who participate)
*** Review benefits by the project implementation *** (My Portions)
Explain your need for resources
You need not go into in-depth details on the project.
Individual Portion
Each group member is to come up with 2 risks to this project. Each risk must include the following elements:
What technique(s) was used to identify the risk?
What type of risk is it, and does it have specific IT elements and considerations?
How was the risk assessed, and how does it rank with all of the risks identified by the group?
Is the risk qualitative or quantitative, and does it work with an EMV or Pareto analysis with all of the risks identified by the group?
What is the response to this risk, assuming it occurs during the project's lifecycle?
Provide at least 2 contingency plans for this risk (one primary and a second backup).
Group Portion
Combine the individual portion into a cohesive 6–8-page report that also includes the following:
A summary of the project (as discussed in the 1st group discussion)
How will the risks be monitored and controlled?
How will risks be communicated to all project participants?
*** What EVM comes from the risk management plan? *** (My Portion)
Are there any special tools utilized by the plan to manage all identified risks?
.
Note Be sure to focus only on the causes of the problem in this.docx
Note: Be sure to focus only on the causes of the problem in this paper; do not consider effects or solutions.
A. Write a causal analysis essay (
suggested length of 3–7 pages
). In your essay, do the following:
1. Address an appropriate topic.
2. Provide an effective introduction.
3. Provide an appropriate thesis statement that previews
two
to
four
causes.
4. Explain the causes of the problem.
5. Provide evidence to support your claim.
6. Provide an effective conclusion.
B. Include
at least
two
academically credible sources in the body of your essay.
1. For your sources, include all in-text citations and references in APA format.
C. Demonstrate professional communication in the content and presentation of your submission.
.
Note I’ll provide my sources in the morning, and lmk if you hav.docx
Note: I’ll provide my sources in the morning, and lmk if you have any questions since the instructions aren’t very detailed.
Objective
This research paper is an opportunity to demonstrate your understanding of issues and theories in critical Canadian Communication Studies. It is also an opportunity to demonstrate and practise scholarly research, critical thinking and good writing. Your paper will present an identifiable argument, a clear thesis and scholarly research.
Evaluation (20% of final grade)
Evaluation will be based on evidence that you have used
10 scholarly sources
to support and interpret your thesis. Use sources from your annotated bibliography. Include any number of additional popular sources (e.g., government documents, news item, film, web material) in addition to your 10 scholarly sources. The latter (in brackets above) are not scholarly sources.
Format
Margins: 2.5cm (one inch)
Length: 6-8 pages (not including title page or bibliography), double-spaced text
Font: 12-point, Times New Roman
APA format
Topic:
Fake news
is a recently-named genre in our contemporary media landscape. With reference to a specific example, argue for or against the idea that fake news harms democracy in Canada. Potential examples include disinformation tactics during an election campaign or deep fakes of notable people. Consider questions such as these: What is fake news? What are the implications for democracy in Canada and for the “marketplace of ideas” if we cannot distinguish fake news? Does objective and balanced journalism lose validity in the face of fake news?
.
Note Here, the company I mentioned was Qualcomm 1. Email is the.docx
Note: Here, the company I mentioned was Qualcomm
1. Email is the most commonly used form of communication for businesses. To what degree does your company use email?
2. Imagine that this internship position is your long-term place of employment. What computer or technology equipment would you change and why?
.
Note Please follow instructions to the T.Topic of 3 page pape.docx
Note: Please follow instructions to the T.
Topic of 3 page paper : a brief presentation on the corona virus on the U.S economy. I am asking for a 3 page summary presentation on the current status of the corona virus as it effects those working in government emergency management positions --focus on the emergency management operations centers (EOCs) in the state of Florida. This report paper will discuss the current involvement of the EOC in working with the businesses and other industries in the state of Florida that are dealing with the closing of businesses and other either forced closing of certain businesses and industries . Please provide information on what you are finding in your 3 page report are the effects of the corona virus on the closing of commerce and the potential repercussion of these forced shut downs by our government that will effect the economy. Make the paper a research type paper of interest to you and what you are concerned about as it may effect you and your job should a force closing be made that effects you.
PLEASE READ THIS ARTICLE BELOW AND USE THE SUBJECT MATTER IN THIS ARTICLE AS DIRECTION FOR YOUR PAPER
Example of a report as follows-- please do not copy an printed document/ article or other publication --make this your work and a report with your opinions and concerns.
Coronavirus triggers cancellations, closures and contingency planning across the country
With daily reports of the deadly coronavirus spreading (Links to an external site.) into communities across the country, schools (Links to an external site.), companies, religious organizations and local governments are grappling with whether to shut down facilities and cancel events or to proceed, cautiously, as planned.
Increasingly, organizations are opting to cancel large gatherings, encourage remote work or take other steps (Links to an external site.) reflecting an abundance of caution about the virus, according to interviews with officials in several states. Others are making contingency plans about more-significant steps they might take in the case of a wider outbreak.
Washington Gov. Jay Inslee (Links to an external site.) (D) said people should prepare for disruptions in their daily lives as a result of the novel coronavirus, which has killed nine people in the state.
“Folks should begin to think about avoiding large events and assemblies,” Inslee said Monday. “We are not making a request formally right now for events to be canceled, but people should be prepared for that possibility.”
While the virus has been deadliest in Washington state, it has spread across the United States, with more than a dozen states reporting infections. There have been several instances of people contracting the virus while inside the country.
The response effort so far has been fragmented, with conflicting messages about the level of threat and the need for significant lifestyle changes.
“The general rule is, use common sense,” said Health and Human Services Secret.
Note A full-sentence outline differs from bullet points because e.docx
Note:
A full-sentence outline differs from bullet points because each section of the outline must be a complete sentence. Each part may only have one sentence in it. Capital letters are ideas that support the thesis.
Your outline must contain a minimum of 12 full sentences as follows.
The thesis statement of the paper (2 sentences minimum)
4 key points to support the thesis statement:
What is the issue and why is it significant? (2 full sentences minimum to clarify this point)
How would your first philosopher address your issue? (2 full sentences minimum to clarify this point)
How would your second philosopher address your issue? (2 full sentences minimum to clarify this point)
How would you apply your philosophers’ principles to your issue in modern society? (2 full sentences minimum to clarify this point)
Conclusion (2 sentences minimum)
Topic: Is the issue of racism painful in today's society?
Philosophers: John Locke & Thomas Hobbes
Resources
.
Notable photographers 1980 to presentAlmas, ErikAraki, No.docx
Notable photographers: 1980 to present
Almas, Erik
Araki, Nobuyoshi
Balog, James
Bar-Am, Micha
Barbieri, Olivo
Clang, John
Clark, Larry
Consentino, Manuel
Crewdson, Gregory
Day, Corinne
Effendi, Rena
Flores, Ricky
Fontana, Franco
Galella, Ron
Geddes, Anne
Ghirri, Luigi
Goldberger, Sacha
Goldblatt, David
Goldin, Nan
Goldsworthy, Andy
Grannan, Katy
Gursky, Andreas
Herbert, Gerald
Higgins Jr., Chester
Hockney, David
Johansson, Erik
Johnson, Kremer
Jones, Charles
JR
Kander, Nadav
Kawauchi, Rinko
Kepule, Katrina
Kruger, Barbara
Kwon, Sue
Lanting Frans
Lassry, Elad
Lemoigne, Jean-Yves
Leone, Lisa
Luce, Kirsten
Manzano, Javier
Mapplethorpe, Robert
McGinley, Ryan
Modu, Chi
Mull, Carter
Neshat, Shirin
Nick Knight
Nilsson, Lennart
Opie, Catherine
Pao, Basil
Peters, Jennifer (and Michael Taylor)
.
Note 2 political actions that are in line with Socialism and explain.docx
Note 2 political actions that are in line with Socialism and explain why and how they relate to the concepts attached to this ideology. List your sources.
2- Answer the questions below. List your source(s) for all your answers:
A) Why is Communism considered a dying ideology? Provide 2 arguments to support your answer.
B) Has Communism ever existed in practice? Use one example to support your answer.
800 words maximum
.
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NOTEPlease pay attention to the assignment instructionsZero.docx
NOTEPlease pay attention to the assignment instructionsZero.docx
NOTE Use below Textbooks only. 400 WordsTopic Which doctrine.docx
NOTE Use below Textbooks only. 400 WordsTopic Which doctrine.docx
NOTE Everything in BOLD are things that I need to turn in for m.docx
NOTE Everything in BOLD are things that I need to turn in for m.docx
Note Be sure to focus only on the causes of the problem in this.docx
Note Be sure to focus only on the causes of the problem in this.docx
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Note I’ll provide my sources in the morning, and lmk if you hav.docx
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Note Here, the company I mentioned was Qualcomm 1. Email is the.docx
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Note Please follow instructions to the T.Topic of 3 page pape.docx
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Note A full-sentence outline differs from bullet points because e.docx
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- 1. Study Guide Midterm #2 Week 6: February 28 & March 1 - U.S. Encroachment into Mexico Gonzalez, Chapter 5 “Mexicans: Pioneers of a Different Type” (96-107) The author, Juan Gonzalez, in this chapter describes the history of Mexican Americans in the U.S. Southwest from the 1820s to the 1960s. He did this primarily through the life experiences of the Canales family in Texas. Be familiar with this history (e.g., loss of land, lynchings), and be able to write at least 3 paragraphs on what Gonzalez wrote about Mexican Americans. Martinez, “Mexican Independence and U.S. Invasion” (22-50) In this section of the book, Martinez presents an array of information Mexico/U.S. relations during the mid to late 1800s. Take general notes on this historical period. Again as with Gonzalez’ chapter, have enough information to write at least 3 paragraphs. Lecture: 1. According to Barrera, what were the three key developments influencing the social, political and economic status of Chicanos in the Southwest during the Nineteenth Century? 2. Barrera presents six explanations for U.S. expansion into the Southwest and for the Mexican American War. How many different explanations did you find in this chapter? a. What reasons do each of these 6 explanations offer for U.S.
- 2. expansion? b. What are the strengths and weaknesses of each of these explanations? 3. When did Mexico win its independence from Spain? 4. Compare the various means by which land was transferred in California to how it was transferred in New Mexico and Texas. In other words, in what different ways were Chicanos displaced from the land? Week 7 - March 7 & 9 - 20th Century: Mexican Revolution and Chicana/Mexicana Labor Activism inthe U.S. Martinez, 500 Years of Chicano History, a) La Revolution Mexicana, 51-72 Conduct research on 3 individuals or events or places mentioned in this section of the book. Take notes on each and cite your sources. Only on can be from Wikipedia. b) Labor Activism, 92-112 For this section of the book. do your research on 2 individuals or historically significant incidents. As with the previous section, take notes and cite your source. Del Castillo, Between Borders: Essays on Mexicana/Chicana History: a) Calderon & Zamora, “Manuela Solis Sager and Emma B. Tenayuca: A Tribute” b) Ruiz, “A Promise Fulfilled: Mexican Cannery Workers in Southern California” 1. Both of these articles focus on the labor activism of Mexican/Chicana women during the 1930s and 1940s. The first article, by Calderon and Zamora, concentrates largely on the stories of two labor activists. Explain who these women were and their accomplishments.
- 3. 2. In the chapter written by Ruiz in what industry did the women organize? How did the women organize or mobilize and what did they do to create better working conditions? Lastly, what led to the success of the union and its eventual demise? Know some of the names of the women who helped organize the cannery workers. Video: https://www.democracynow.org/2017/2/28/forgotten_history_in _1930s_us_deported What did you learn about this “forgotten history” of the 1930s massive deportation? LECTURE: 1. What were the five components of a colonial labor system? Be able to define each of these aspects. 2. What were the factors “pushing” Mexican from Mexico, and factors “pulling” Mexicans to migrate to the U.S. 3. What were the immigration policies implemented during this period? Week 8: March 15 & 17 - Chicana/o Movement Martínez, 500 Years, “El Movimiento,” pp. 121-223 In this section of the book, Martínez presents the many aspects and dimension of this time period: from the student in the different states, to community mobilization efforts, labor organizing and immigrant rights activism. Identify 3 acts of mobilization, activists or organizations you found particularly interesting, disturbing and/or inspirational. Do research on each of these 3 and cite your courses with no more that I
- 4. Wikipedia reference. Be ready to discuss in class by Tuesday. Acuña, Occupied America, Chap.13 “Goodbye America: The Chicano in the 1960s” pp. 295- 315 & 318-325 1. A number of political and economic changes took place during the exciting Movement Era of the 1960s and 1970s. Among these occurrences were the Chicano student activities, events and organizations. Mention and elaborate on four of these. 2. Extensive labor and community organizing was also taking place during this historic period. Discuss and elaborate on two of these union and/or community organizing efforts. Identify the region, key issues and the people involved. 3. In what manner did this baby boom generation reaffirm its ties to its Mexican heritage? 2:00pm class - Rev Lawson’s workshop on Non Violence Social Change 1) Identify 3 things you learned from Revered Lawson’s workshop 2) Identify the connection between this workshop and our course.