Survivor activity
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The document summarizes a survivor activity where a group had to choose 4 people out of 13 to save in an underground bunker to repopulate society. They chose the scientist for his knowledge of science and biology, the pregnant woman because she could give birth to two people, the doctor for medical needs and teaching, and begrudgingly the priest to appease the group. People not chosen were deemed liabilities who would require more resources than they provide.
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Survival 101
The group chose to save the scientist, pregnant woman, lawyer, and doctor. The scientist will be able to make useful products and grow food. The pregnant woman will repopulate the earth. The lawyer will establish order and rules. The doctor is needed to assist the pregnant woman and treat any illnesses. They killed the priest, hippie couple, officer, elderly woman, disabled person, welfare dependent, and professor. The priest was unnecessary as bibles or religious knowledge could be found elsewhere. The hippie couple and officer may have been violent. The elderly woman and disabled person would not contribute to rebuilding. The welfare dependent was lazy and the professor's knowledge overlapped with others saved.
Survival 101
The document describes a survival exercise where a group had to determine which people to keep and which to kill based on their available resources and skills. They decided to keep the scientist for growing plants, the pregnant woman for raising children, the doctor for medical skills, and the university professor for educating future generations. They killed the priest as religion was not helpful for survival, the drug addicted hippies for being unmotivated, the 5 year old girl as she needed constant care, the unstable army officer as he could be dangerous, the elderly woman as she could not contribute and not reproduce, the disabled person as they would not be as helpful, and the lawyer and welfare dependent as their skills were not needed in the new society.
Survivor
The document describes a scenario where 13 people are trapped in a bunker after a viral apocalypse wipes out the rest of the planet's population. The bunker only has enough supplies to sustain 4 people for the 2 years it will take for the virus to dissipate. The group must decide which 4 people to sacrifice in order to maximize the chances of repopulating the earth. They choose to keep a scientist, doctor, pregnant woman, and engineering professor based on their specialized skills. The others, including a priest, drug addicts, disabled person, and lazy dependent are sacrificed as they are deemed less able to contribute to the group's survival.
Fys survival essay
The document summarizes a scenario where 13 people have found a bunker that can only support 4 people. It describes why the author chose to save a scientist, doctor, lawyer, and university professor. These 4 were selected because of their specialized knowledge and skills in areas like medicine, law, education, and science that would be crucial for survival and rebuilding civilization. The document also explains why other candidates like a priest, drug addicts, elderly or disabled people, pregnant woman, unstable military officer, and lazy person were not chosen to conserve resources for those most likely to contribute.
Survivor activity
Our group was tasked with deciding which four people out of a list should be kept to develop a new society on Earth. We chose to keep the doctor due to their medical background, a pregnant woman and her daughter to help repopulate society, and a professor who could teach others. We eliminated the hippies, elderly, disabled, and welfare dependent because we believed they would not contribute much labor to the community. The priest, soldier, lawyer, and scientist were also excluded as not being immediately necessary roles for the new society.
Survivor document for fys
The document describes a scenario where a flu virus has wiped out the global population except for 13 survivors who have taken shelter in an underground bunker. However, the bunker's resources are only enough to sustain 4 people for the 2 years needed to outlive the virus. The group decided to keep the scientist, army officer, doctor, and a botanist professor to make use of their skills. The scientist and army officer are male, while the doctor and botanist professor are female. The other 8 survivors - including a priest, addicted couple, pregnant woman, elderly woman, disabled person, lawyer, and welfare dependent - were deemed less useful and would be killed off.
Survivor
The group had to pick 4 people out of 10 to survive in a bunker for 2 years. They chose a male scientist, a female doctor, a pregnant lady, and her 5 year old daughter. They focused on choosing people who could reproduce and be self-reliant to help the group survive and rebuild after emerging from the bunker following an apocalyptic event.
Fys survival activity
The document summarizes a class activity where students had to choose 4 survivors from a list of people who would rebuild society after a global catastrophe. The group chose a doctor to provide medical care and education, a pregnant woman to repopulate society, a scientist botanist to grow food, and a history professor to establish laws and governance. They eliminated a priest, elderly person, child, drug addicts, mentally unstable army officer, and welfare dependent as they did not see how they could productively contribute or were deemed risks.
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Survival 101
The group chose to save the scientist, pregnant woman, lawyer, and doctor. The scientist will be able to make useful products and grow food. The pregnant woman will repopulate the earth. The lawyer will establish order and rules. The doctor is needed to assist the pregnant woman and treat any illnesses. They killed the priest, hippie couple, officer, elderly woman, disabled person, welfare dependent, and professor. The priest was unnecessary as bibles or religious knowledge could be found elsewhere. The hippie couple and officer may have been violent. The elderly woman and disabled person would not contribute to rebuilding. The welfare dependent was lazy and the professor's knowledge overlapped with others saved.
Survival 101
The document describes a survival exercise where a group had to determine which people to keep and which to kill based on their available resources and skills. They decided to keep the scientist for growing plants, the pregnant woman for raising children, the doctor for medical skills, and the university professor for educating future generations. They killed the priest as religion was not helpful for survival, the drug addicted hippies for being unmotivated, the 5 year old girl as she needed constant care, the unstable army officer as he could be dangerous, the elderly woman as she could not contribute and not reproduce, the disabled person as they would not be as helpful, and the lawyer and welfare dependent as their skills were not needed in the new society.
Survivor
The document describes a scenario where 13 people are trapped in a bunker after a viral apocalypse wipes out the rest of the planet's population. The bunker only has enough supplies to sustain 4 people for the 2 years it will take for the virus to dissipate. The group must decide which 4 people to sacrifice in order to maximize the chances of repopulating the earth. They choose to keep a scientist, doctor, pregnant woman, and engineering professor based on their specialized skills. The others, including a priest, drug addicts, disabled person, and lazy dependent are sacrificed as they are deemed less able to contribute to the group's survival.
Fys survival essay
The document summarizes a scenario where 13 people have found a bunker that can only support 4 people. It describes why the author chose to save a scientist, doctor, lawyer, and university professor. These 4 were selected because of their specialized knowledge and skills in areas like medicine, law, education, and science that would be crucial for survival and rebuilding civilization. The document also explains why other candidates like a priest, drug addicts, elderly or disabled people, pregnant woman, unstable military officer, and lazy person were not chosen to conserve resources for those most likely to contribute.
Survivor activity
Our group was tasked with deciding which four people out of a list should be kept to develop a new society on Earth. We chose to keep the doctor due to their medical background, a pregnant woman and her daughter to help repopulate society, and a professor who could teach others. We eliminated the hippies, elderly, disabled, and welfare dependent because we believed they would not contribute much labor to the community. The priest, soldier, lawyer, and scientist were also excluded as not being immediately necessary roles for the new society.
Survivor document for fys
The document describes a scenario where a flu virus has wiped out the global population except for 13 survivors who have taken shelter in an underground bunker. However, the bunker's resources are only enough to sustain 4 people for the 2 years needed to outlive the virus. The group decided to keep the scientist, army officer, doctor, and a botanist professor to make use of their skills. The scientist and army officer are male, while the doctor and botanist professor are female. The other 8 survivors - including a priest, addicted couple, pregnant woman, elderly woman, disabled person, lawyer, and welfare dependent - were deemed less useful and would be killed off.
Survivor
The group had to pick 4 people out of 10 to survive in a bunker for 2 years. They chose a male scientist, a female doctor, a pregnant lady, and her 5 year old daughter. They focused on choosing people who could reproduce and be self-reliant to help the group survive and rebuild after emerging from the bunker following an apocalyptic event.
Fys survival activity
The document summarizes a class activity where students had to choose 4 survivors from a list of people who would rebuild society after a global catastrophe. The group chose a doctor to provide medical care and education, a pregnant woman to repopulate society, a scientist botanist to grow food, and a history professor to establish laws and governance. They eliminated a priest, elderly person, child, drug addicts, mentally unstable army officer, and welfare dependent as they did not see how they could productively contribute or were deemed risks.
Fys survival activity
The document summarizes a class activity where students had to choose 4 survivors from a list of people who would rebuild society after a global catastrophe. The group chose a doctor to provide medical care and education, a pregnant woman to repopulate society, a scientist botanist to grow food, and a history professor to establish laws and governance. They eliminated a priest, elderly person, child, drug addicts, mentally unstable army officer, and welfare dependent as they did not see how they could productively contribute or were deemed risks.
Survival Exercise
Group 3 chose to bring a mechanical engineer, army officer, female doctor, and female biochemical engineer into the bunker. They decided the engineer could build things, the officer provide survival skills and order, the doctor care for people's health and teach medicine, and the engineer manage the greenhouse and food growth. They eliminated a priest as they could start their own religion, a married couple as they may be addicted, a pregnant woman and child as medical care was limited, an elderly woman who couldn't reproduce, a disabled person requiring assistance, a lawyer who wouldn't be very useful, and a lazy dependent who wouldn't contribute. The author found the exercise of discriminating between people to determine who lived or died to feel horrible.
Survivor
The student participated in a class activity called "Survivor" where groups had to choose 4 out of 13 people on a list to survive a disease outbreak with limited supplies. The student's group chose the pregnant woman, 5-year old child, doctor, and college professor. They reasoned the doctor could treat injuries/illnesses and the professor had biology knowledge. The student would have instead chosen the pregnant woman, child, ex-military man for survival skills, and doctor. While an interesting exercise, the student wishes individual opinions had also been collected.
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The document summarizes a group assignment where 13 survivors had to choose 4 people to receive food rations for 6 months in an underground bunker after a flu pandemic wiped out the rest of the population. The group chose a scientist, doctor, pregnant woman and her 5-year old child. They reasoned the doctor could provide medical care, the pregnant woman and child would help repopulate, and the scientist may be able to develop a cure or help with farming.
Survival activity
The document discusses who would be selected to survive in a post-apocalyptic scenario. It lists four individuals who would be kept: a pregnant lady, a doctor, an old lady, and a scientist. It then lists individuals who would be sacrificed, including a lazy welfare recipient, a priest, drug-addicted hippies, a university professor, an army officer with issues, a lawyer, and a disabled person.
Survival activity
The document discusses 4 individuals who would be chosen to stay and help rebuild society after an apocalyptic event: a pregnant lady, a doctor, an old lady, and a scientist. It also lists 8 individuals who would be sacrificed: a lazy welfare recipient, a priest, drug-addicted hippies, a university professor, an army officer with issues, a lawyer, and a disabled person. The chosen individuals would help with reproduction, healthcare, childcare, and food production. The sacrificed individuals would not be useful or productive members of the new community.
Andrew lybrand
An avian flu outbreak has killed most of the world's population, leaving 13 people trapped in a bunker where only 4 can survive for the 2 years needed to outlive the virus. The author chose to save a scientist, priest, lawyer, and doctor based on their skills and gender - the scientist and lawyer (female) can be mothers, while the priest and doctor (male) can be fathers to repopulate the world.
Fys survival paper
The group chose to keep the scientist, doctor, army officer, and 5-year-old girl in the bunker. The scientist and doctor could help find a cure for diseases and teach their children. The army officer would provide security and teach order. The young girl could help in the future and have children with the scientist and doctor's children to repopulate the world. They did not select others like the priest, drug-addicted couple, pregnant woman, elderly or disabled as they could not adequately contribute or survive in the bunker.
Fys survival paper
The group chose to keep the scientist, doctor, army officer, and 5-year-old girl in the bunker. The scientist and doctor could help find a cure for diseases and teach their children. The army officer would provide security and teach order. The young girl could help in the future and have children with the scientist and doctor's children to repopulate the world. They did not select others like the priest, drug-addicted couple, pregnant woman, elderly or disabled as they could not adequately contribute or survive in the bunker.
Survival
The group chose four survivors for a post-apocalyptic bunker: a botanist scientist to develop crops, an army officer with PTSD for security, a doctor to provide medical care, and an engineering professor to help rebuild civilization. The botanist will use her plant knowledge for greenhouse farming and future rebuilding. The officer will protect the group after leaving the bunker, and his military skills can provide food. The doctor can treat illness and assist with childbirth, passing on his medical knowledge. The professor's engineering expertise is crucial for reconstructing civilization.
Survival 101
The document summarizes who was chosen to survive in an underground bunker during an avian flu pandemic. A female scientist was selected to help with agriculture and biology. A male army officer was picked for his strength and leadership skills, despite concerns about his mental stability. A male doctor was chosen for his medical skills to keep the group healthy. A female university professor was selected to educate future civilizations using the bunker's books. Those not chosen included a priest due to not needing religion, a married couple who were drug addicts, a lawyer whose knowledge was redundant, a welfare dependent who would not contribute, and disabled, elderly, and pregnant individuals who would require more resources.
Survivor
The document summarizes a group assignment where students had to choose 4 people to survive in a bunker for 2 years after a virus killed everyone else. The group selected a female botanist to grow food, a pregnant woman to reproduce, a male army officer to provide security despite having an eating disorder, and a male professor with a medical and law background. While the group's choices were good, the student acknowledges their group could have improved by adding someone with engineering or construction skills.
William Spiegelberg survival
The document discusses a group assignment where students had to choose 4 out of 16 people to admit into a bunker during an apocalyptic scenario with limited supplies for 2 years. The group prioritized logic over morality, choosing to save a scientist who could grow plants, a druggie wife to care for a 5-year-old girl also selected, and a doctor for healthcare, leaving out a priest, military officer, elderly, disabled and others deemed less useful for survival. The goal was keeping the 4 individuals alive for the duration.
Survivor Activity
The group chose to save the doctor, university professor, scientist, and priest in their bunker during an epidemic. They selected the doctor for his medical skills, the professor to later help the scientist revive the earth alongside the doctor, the scientist to manage the greenhouse and later heal the earth, and the priest to provide hope and help the other survivors without complaint. They did not select the disabled person, pregnant mother and child, drug addict, hippy, lazy dependent, lawyer, elderly woman, or unstable army officer.
Survivors
My group chose to save the scientist, 5-year-old girl, doctor, and university professor to help rebuild civilization. The scientist could rediscover lost knowledge and teach future generations, the girl could be taught skills to help the group and later repopulate, the doctor could keep the survivors healthy, and the professor could educate the girl and later other children.
We killed the priest, drug-addicted couple, pregnant woman, army officer, elderly woman, disabled person, lawyer, and welfare-dependent as they seemed useless for survival or repopulation. The priest, drug addicts, pregnant woman, officer, elderly, and disabled would need extra care that would burden the group. A lawyer was unnecessary and the welfare
Survivor
The group decided to keep the scientist, doctor, university professor, and pregnant woman to maximize their chances of survival and rebuilding civilization after emerging from the bunker. The scientist could use his botanical skills to grow food from the greenhouse seeds. The doctor was necessary to care for any medical issues or deliver the pregnant woman's baby. The professor could engineer repairs and teach the child from the books. However, the group realized they did not select anyone suited for manual labor tasks.
FYS 00 Survivor
This assignment was the first of the semester and required students to work in groups to decide which 4 of 13 people they would save in an apocalyptic scenario. They had to choose people who would be useful to the group's survival. The groups collectively chose to save the scientist, professor, doctor, and army officer, meaning they had to kill off people like the disabled person, pregnant woman, and five year old child. The assignment showed that the groups made similar choices and helped the students start practicing critical thinking skills which are important for the class.
Survival 101
The author chooses the doctor, scientist, and hippie couple to survive and rebuild civilization. The doctor is necessary to provide medical care and keep everyone healthy. The scientist can help advance food production, medicine, and productivity for long-term survival. The hippie couple have experience growing crops for short-term food, and the male is needed for reproduction.
001 Survival 101
This document presents a scenario where 13 survivors of an avian flu pandemic must decide which 4 of the survivors will stay in an underground bunker that can only sustain 4 people for 2 years. The 13 survivors include a scientist, priest, married drug-addicted couple, single pregnant woman with a 5-year old daughter, mentally unstable army officer, elderly woman, disabled person, lawyer, lazy welfare dependent, and university professor. After discussion, the group decided to keep the scientist for his knowledge and ingenuity, the 5-year old girl to carry on the human race, the doctor to care for their health, and the university professor to educate the child. However, upon further class discussion, they realized the assumptions and
Survival 101
The document discusses 13 people who survived a deadly flu outbreak and made it to an underground bunker with limited resources for 4 people to survive for 2 years. The group consisted of a scientist, priest, married hippie couple, pregnant woman and child, unstable army officer, elderly woman, disabled woman, lawyer, welfare dependent, doctor, and professor. The summarizer's group chose the scientist, professor, doctor, and male hippie to survive as they could pass on knowledge of science, education, medicine, and the hippie could grow food in the greenhouse to sustain the group long-term.
Flounder the goldfish
Flounder, a goldfish, lived in a bowl with other fish but wanted to move to a nearby bowl. He trained daily for two weeks to strengthen his fins for the four inch jump. On the day of the jump, Flounder successfully made it to the other bowl, but discovered too late that it contained salt water, which he could not breathe in as a freshwater fish. Flounder quickly jumped back to his original bowl, learning that satisfaction comes from appreciating what you have rather than wanting more.
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The document discusses an experiment called "the angry eye" that aimed to demonstrate discrimination by isolating and treating people with green eyes poorly based on their eye color alone. The experiment subjected green-eyed participants to harsh verbal abuse and demoralization. While it effectively showed the hardships of discrimination, the author argues the experiment could have gone further by not letting participants walk away from the punishment so easily.
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Fys survival activity
The document summarizes a class activity where students had to choose 4 survivors from a list of people who would rebuild society after a global catastrophe. The group chose a doctor to provide medical care and education, a pregnant woman to repopulate society, a scientist botanist to grow food, and a history professor to establish laws and governance. They eliminated a priest, elderly person, child, drug addicts, mentally unstable army officer, and welfare dependent as they did not see how they could productively contribute or were deemed risks.
Survival Exercise
Group 3 chose to bring a mechanical engineer, army officer, female doctor, and female biochemical engineer into the bunker. They decided the engineer could build things, the officer provide survival skills and order, the doctor care for people's health and teach medicine, and the engineer manage the greenhouse and food growth. They eliminated a priest as they could start their own religion, a married couple as they may be addicted, a pregnant woman and child as medical care was limited, an elderly woman who couldn't reproduce, a disabled person requiring assistance, a lawyer who wouldn't be very useful, and a lazy dependent who wouldn't contribute. The author found the exercise of discriminating between people to determine who lived or died to feel horrible.
Survivor
The student participated in a class activity called "Survivor" where groups had to choose 4 out of 13 people on a list to survive a disease outbreak with limited supplies. The student's group chose the pregnant woman, 5-year old child, doctor, and college professor. They reasoned the doctor could treat injuries/illnesses and the professor had biology knowledge. The student would have instead chosen the pregnant woman, child, ex-military man for survival skills, and doctor. While an interesting exercise, the student wishes individual opinions had also been collected.
Survival
The document summarizes a group assignment where 13 survivors had to choose 4 people to receive food rations for 6 months in an underground bunker after a flu pandemic wiped out the rest of the population. The group chose a scientist, doctor, pregnant woman and her 5-year old child. They reasoned the doctor could provide medical care, the pregnant woman and child would help repopulate, and the scientist may be able to develop a cure or help with farming.
Survival activity
The document discusses who would be selected to survive in a post-apocalyptic scenario. It lists four individuals who would be kept: a pregnant lady, a doctor, an old lady, and a scientist. It then lists individuals who would be sacrificed, including a lazy welfare recipient, a priest, drug-addicted hippies, a university professor, an army officer with issues, a lawyer, and a disabled person.
Survival activity
The document discusses 4 individuals who would be chosen to stay and help rebuild society after an apocalyptic event: a pregnant lady, a doctor, an old lady, and a scientist. It also lists 8 individuals who would be sacrificed: a lazy welfare recipient, a priest, drug-addicted hippies, a university professor, an army officer with issues, a lawyer, and a disabled person. The chosen individuals would help with reproduction, healthcare, childcare, and food production. The sacrificed individuals would not be useful or productive members of the new community.
Andrew lybrand
An avian flu outbreak has killed most of the world's population, leaving 13 people trapped in a bunker where only 4 can survive for the 2 years needed to outlive the virus. The author chose to save a scientist, priest, lawyer, and doctor based on their skills and gender - the scientist and lawyer (female) can be mothers, while the priest and doctor (male) can be fathers to repopulate the world.
Fys survival paper
The group chose to keep the scientist, doctor, army officer, and 5-year-old girl in the bunker. The scientist and doctor could help find a cure for diseases and teach their children. The army officer would provide security and teach order. The young girl could help in the future and have children with the scientist and doctor's children to repopulate the world. They did not select others like the priest, drug-addicted couple, pregnant woman, elderly or disabled as they could not adequately contribute or survive in the bunker.
Fys survival paper
The group chose to keep the scientist, doctor, army officer, and 5-year-old girl in the bunker. The scientist and doctor could help find a cure for diseases and teach their children. The army officer would provide security and teach order. The young girl could help in the future and have children with the scientist and doctor's children to repopulate the world. They did not select others like the priest, drug-addicted couple, pregnant woman, elderly or disabled as they could not adequately contribute or survive in the bunker.
Survival
The group chose four survivors for a post-apocalyptic bunker: a botanist scientist to develop crops, an army officer with PTSD for security, a doctor to provide medical care, and an engineering professor to help rebuild civilization. The botanist will use her plant knowledge for greenhouse farming and future rebuilding. The officer will protect the group after leaving the bunker, and his military skills can provide food. The doctor can treat illness and assist with childbirth, passing on his medical knowledge. The professor's engineering expertise is crucial for reconstructing civilization.
Survival 101
The document summarizes who was chosen to survive in an underground bunker during an avian flu pandemic. A female scientist was selected to help with agriculture and biology. A male army officer was picked for his strength and leadership skills, despite concerns about his mental stability. A male doctor was chosen for his medical skills to keep the group healthy. A female university professor was selected to educate future civilizations using the bunker's books. Those not chosen included a priest due to not needing religion, a married couple who were drug addicts, a lawyer whose knowledge was redundant, a welfare dependent who would not contribute, and disabled, elderly, and pregnant individuals who would require more resources.
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The document summarizes a group assignment where students had to choose 4 people to survive in a bunker for 2 years after a virus killed everyone else. The group selected a female botanist to grow food, a pregnant woman to reproduce, a male army officer to provide security despite having an eating disorder, and a male professor with a medical and law background. While the group's choices were good, the student acknowledges their group could have improved by adding someone with engineering or construction skills.
William Spiegelberg survival
The document discusses a group assignment where students had to choose 4 out of 16 people to admit into a bunker during an apocalyptic scenario with limited supplies for 2 years. The group prioritized logic over morality, choosing to save a scientist who could grow plants, a druggie wife to care for a 5-year-old girl also selected, and a doctor for healthcare, leaving out a priest, military officer, elderly, disabled and others deemed less useful for survival. The goal was keeping the 4 individuals alive for the duration.
Survivor Activity
The group chose to save the doctor, university professor, scientist, and priest in their bunker during an epidemic. They selected the doctor for his medical skills, the professor to later help the scientist revive the earth alongside the doctor, the scientist to manage the greenhouse and later heal the earth, and the priest to provide hope and help the other survivors without complaint. They did not select the disabled person, pregnant mother and child, drug addict, hippy, lazy dependent, lawyer, elderly woman, or unstable army officer.
Survivors
My group chose to save the scientist, 5-year-old girl, doctor, and university professor to help rebuild civilization. The scientist could rediscover lost knowledge and teach future generations, the girl could be taught skills to help the group and later repopulate, the doctor could keep the survivors healthy, and the professor could educate the girl and later other children.
We killed the priest, drug-addicted couple, pregnant woman, army officer, elderly woman, disabled person, lawyer, and welfare-dependent as they seemed useless for survival or repopulation. The priest, drug addicts, pregnant woman, officer, elderly, and disabled would need extra care that would burden the group. A lawyer was unnecessary and the welfare
Survivor
The group decided to keep the scientist, doctor, university professor, and pregnant woman to maximize their chances of survival and rebuilding civilization after emerging from the bunker. The scientist could use his botanical skills to grow food from the greenhouse seeds. The doctor was necessary to care for any medical issues or deliver the pregnant woman's baby. The professor could engineer repairs and teach the child from the books. However, the group realized they did not select anyone suited for manual labor tasks.
FYS 00 Survivor
This assignment was the first of the semester and required students to work in groups to decide which 4 of 13 people they would save in an apocalyptic scenario. They had to choose people who would be useful to the group's survival. The groups collectively chose to save the scientist, professor, doctor, and army officer, meaning they had to kill off people like the disabled person, pregnant woman, and five year old child. The assignment showed that the groups made similar choices and helped the students start practicing critical thinking skills which are important for the class.
Survival 101
The author chooses the doctor, scientist, and hippie couple to survive and rebuild civilization. The doctor is necessary to provide medical care and keep everyone healthy. The scientist can help advance food production, medicine, and productivity for long-term survival. The hippie couple have experience growing crops for short-term food, and the male is needed for reproduction.
001 Survival 101
This document presents a scenario where 13 survivors of an avian flu pandemic must decide which 4 of the survivors will stay in an underground bunker that can only sustain 4 people for 2 years. The 13 survivors include a scientist, priest, married drug-addicted couple, single pregnant woman with a 5-year old daughter, mentally unstable army officer, elderly woman, disabled person, lawyer, lazy welfare dependent, and university professor. After discussion, the group decided to keep the scientist for his knowledge and ingenuity, the 5-year old girl to carry on the human race, the doctor to care for their health, and the university professor to educate the child. However, upon further class discussion, they realized the assumptions and
Survival 101
The document discusses 13 people who survived a deadly flu outbreak and made it to an underground bunker with limited resources for 4 people to survive for 2 years. The group consisted of a scientist, priest, married hippie couple, pregnant woman and child, unstable army officer, elderly woman, disabled woman, lawyer, welfare dependent, doctor, and professor. The summarizer's group chose the scientist, professor, doctor, and male hippie to survive as they could pass on knowledge of science, education, medicine, and the hippie could grow food in the greenhouse to sustain the group long-term.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Article: https://pecb.com/article
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DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdHow to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Recently uploaded (20)
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Survivor activity
- 1. Survivor Activity In this activity we had to choose 4 people to save in an under ground bunker out of 13 people in all. for the purpose of the assignment we had justify why we kept who we did, and how they would benefit us in repopulating a damned society. The people we kept, from the group were the scientist, doctor, priest and the pregnant woman. we kept the scientist because he has knowledge about Science and biology and would be able to work in the lab to create necessities. The scientist is also a man The pregnant woman because we can get two for the price of one. Also we know that she can procreate so it a good start for the new society that has to be built. The doctor could be there for medical needs also she has the knowledge to teach the future people the how to become doctors. The priest stayed because I was out numbered in votes for who could stay and who left. I personally wanted to keep the hippies for entertainment. We didn't keep The elderly woman the disabled person, the lazy dependent, the married hippies and the crazy ex- military guy. Basically the reason for all of these people being kept out of the group is because they all seemed like they would be liabilities and more work than what they were worth. all of them seemed like they would not be useful to the prosperity of the people