The Cardiovascular System
NSCI/281 Version 5
5
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
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Exercise 9.7a: Imaging—Aortic Arch
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Exercise 9.7b: Imaging—Aortic Arch
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Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View
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Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
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In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within it?
9. What is the serous pericardium?
10. Name the structure that ...
Test Bank for Anatomy and Physiology 11th Edition (Patton, 2023).pdfnursing premium
A Test bank is a ready-made electronic Q&A testing resource that is tailored to the contents of an individual textbook. Feedback is often provided on answers given by students, containing page references to the book.
Test Bank for Anatomy and Physiology 11th Edition (Patton, 2023).pdfnursing premium
A Test bank is a ready-made electronic Q&A testing resource that is tailored to the contents of an individual textbook. Feedback is often provided on answers given by students, containing page references to the book.
TEST BANK For Anthony’s Textbook of Anatomy and Physiology, 21st Edition by P...robinsonayot
TEST BANK For Anthony’s Textbook of Anatomy and Physiology, 21st Edition by Patton, Verified Chapters 1 - 48, Complete Newest Version.pdf
TEST BANK For Anthony’s Textbook of Anatomy and Physiology, 21st Edition by Patton, Verified Chapters 1 - 48, Complete Newest Version.pdf
1. Describe in your own words the anatomy of a muscle. This sho.docxmonicafrancis71118
1. Describe in your own words the anatomy of a muscle. This should include from the muscle down to the myofibrils.
2. Explain in your own words how an action potential results in a muscle contraction.
3. List and describe in your own words the characteristics of skeletal muscle (aka the abilities that a skeletal muscle has).
4. Muscle Tissue
: Describe the appearance of the three types of muscle tissue.
a. Skeletal muscle:
b. Cardiac muscle:
c. Smooth muscle:
5. Muscle Anatomy
: Put the structures in anatomical order from superficial to deep.
Sarcolemma
Perimysium
Endomysium
Epimysium
6. Muscle Identification
: Palpate or locate each of the following muscles and list its origin, insertion, and action.
a. Masseter
b. Upper, middle, and lower trapezius
c. Sternocleidomastoid
d. Temporalis
e. Occipitofrontalis
f. Erector spinae
g. Scalenes
h. External/internal intercostalis
i. Rectus abdominis
j. External/internal oblique
k. Transverse abdominis
l. Rhomboids
m. Serratus anterior
n. Pectoralis major and minor
o. Teres major and minor
p. Latissimius Dorsi
q. Infraspinatus
r. Suprasinatus
s. Subscapularis
t. Deltoid
u. Triceps brachii
v. Biceps brachii
w. Brachialis
x. Brachioradialis
y. Wrist and finger flexors
z. Wrist and finger extensors
aa. Iliopsoas
bb. Tensor fasciae latae
cc. Gluteus maximus
dd. Gluteus medius
ee. Quadriceps
ff. Hamstrings
gg. Sartorius
hh. Adductor longus
ii. Gracilis
jj. Tibialis anterior
kk. Gastrocnemius
ll. Soleus
mm. Peroneals
.
Respiratory System Answer Keyt Textbook page references are provided a.docxIsaacEfsUnderwoodd
Respiratory System Answer Keyt Textbook page references are provided as a 4. The epiglotis directs food and water from guide for answering these questions. A compiete mawer the respintory pastages into this structure. ley was peevided for your instructoe. 5. Called the thrsat OBJECTIVES 6. Called the voice box becanse it contains 1. Deseribe the structare asd fusctioas of the oegini of the vocal cords the respirntory systern, and troe the mevement of air 7. The polat at which the tuchea bifureates from the postrils to the alveok. 2. Describe why luags collapic oc expind and the rolt of (9plits); the area is extremely sensitive and pulmonary surfactants. 3. Discuss the three steps in resplntion, incloding eliceits coughing when stimulated (as in pationing with a catheter) - Describe the relibionihip of Boyle 'slaw a ventinbiot 8. Locatod betieen the larynx and the bron- - Explain bow respiratcy masiles alfoct thomeic dhi and anteriot to the esophagas volume. - List thee conditioss that make the alveoli well seinad Composed of three parts - nase-, oro-, and for the exchangs of axygen and eacbon diotide. 4. List lung volumes and cepicities. 5. Discuss the volentary and imvolentayy control of 10. laryngbreathing incloding: - Explain the neanal and chemical eonetrol of reypiabioc. 11. Lage twhe that splits into brobehi - Describe common variaticas abd akeemalities of breathing. 12. These small struetures located within the breschial troe are composed primarily of atsooth muste. Part li Masfering the Basios 13. Tie exchango of the reppiratory gases berween the air and blood oecurs bere. MATCHING Large, sot, cone-abaped organs that conStructures of the Respiratory System tain the recpiratory passages and pal moeary capillaries; they fill moat of the thorncic casiby Dircetions Match she folloning tarms to the mait Becanse of smooth muscle, this structure appropriate definition by writing the correct inter in can cootrnet and relax, thereby causing the space proviled. Some terms may be ased more then onee. Sec texf, pp, 400-408. 12. The olfactory receptors are loeated within A. larynx B. trachisa G. alveoli this atructare. C. nose 1.. broochic 16. Mucus dreins in the nasal cavities from D. pharyan J. glotris there strectures located in the bead. E. paranseal sinuses: K. exophagus 17. The trachea splits into the righr and left. F. langs L. carina 18. Small rerpiratory passages that deliver ox- 1. Called the vindplpe, it is a strve? ygen to the alveolt cartilaginous tobe that condacts air to and 19. Seructures partially encircled by the polfrom the langs. monary capillaries 2. Respiratory structure that commaricates 20 . Called the reristance versels with the middle ear by the castachian tabe 21. Struchues that contain surfactants. 3. The Adam's appls of tuyroid cartilage is 22 . The space between the nocal cords 175 Coproti 9 2we alaver he 4 ido mares. Chyes: 22 Bespiratory Syptem
.
The changes required in the IT project plan for Telecomm Ltd would.docxmattinsonjanel
The changes required in the IT project plan for Telecomm Ltd would entail specific variation in the platforms used in the initial implementation plan. Initially, the three projects that were planned for implementation included; the installation of business intelligence platform, the implementation of Statistical Analysis System software technology, and the creation of an effectively network infrastructure. In this case, the changes would include an addition of an ERP software to ensure the performance of the workforce within the Telecomms Ltd employees.
ERP is an effectively coordinated information technology system that would ensure the company’s performance is enhanced. To understand how the implementation of a coordinated IT system offers a competitive advantage of a firm, it is essential to acknowledge three core reasons for the failure of information technology related projects as commonly cited by IT managers. In this case, IT managers cite the three reasons as; poor planning or management, change in business objectives and goals during the implementation process of a project, and lack of proper management support completion (Houston, 2011). Also, in the majority of completed projects, technology is usually deployed in a vacuum; hence users resist it. The implementation of coordinated information technology systems, such as ERP would provide an ultimate solution to the three reasons for failure, and thus would give Telecomms Ltd a competitive advantage in the already competitive market. Since the implementation of systems like ERP directly provides solution to common problems that act as drawbacks regarding the competitiveness of firm, it is, therefore, evident that its use place Telecomms Ltd above its rival companies in the market share (Wallace & Kremzar, 2001).
The use ERP, which is a reliable coordinated IT system entails three distinctive implementation strategies that a firm can choose depending on its specific needs. The changes in the projects would be as follows: The three implementation strategies are independently capable of providing a relatively competitive advantage for many companies. These strategies are: big bang, phased rollout, and parallel adoption. In the big bang implementation strategy, happens in a single instance, whereby all the users are moved to a new system on a designated (Wallace & Kremzar, 2001). The phased rollout implementation on the other hand usually involves a changeover in several phases, and it is executed in an extended period. In this case, the users move onto the new system in a series of steps (Houston, 2011). Lastly, the parallel adoption implementation strategy allows both legacy and the new ERP system to run at the same time. It is also essential to note that users in this strategy get to learn the new system while still working on the old system (Wallace & Kremzar, 2001). The three strategies effectively change the information system of Telecomms Ltd tremendously such that it positiv ...
The Catholic University of America Metropolitan School of .docxmattinsonjanel
The Catholic University of America
Metropolitan School of Professional Studies
Course Syllabus
THE CATHOLIC UNIVERSITY OF AMERICA
Metropolitan School of Professional Studies
MBU 514 and MBU 315 Leadership Foundations
Fall 2015
Credits: 3
Classroom: Online
Dates: August 31, 2015 to December 14, 2015
Instructor:
Dr. Jacquie Hamp
Email: [email protected]
Twitter: @drjacquie
Telephone: 202 215 8117 cell
Office Hours: By Appointment
Dr. Jacquie Hamp is an educator, coach and consultant with particular expertise in leadership development, organizational development and human resources development strategy. From 2006 to 2015 she held the position as the Senior Director of Leadership Development for Goodwill Industries International in Rockville, Maryland. Dr. Hamp was responsible for the design and execution of leadership development programs and activities for all levels of the 4 billion dollar social enterprise network of Goodwill Industries across 165 independent local agencies. Jacquie is also a part time Associate Professor at George Washington University teaching at the graduate level and she is an adjunct professor at Catholic University of America, teaching leadership theory in the Masters Program.
Jacquie has a Master of Science degree in Human Resources Development Administration from Barry University. She holds a Doctor of Education degree in Human and Organizational Learning from the Graduate School of Education and Human Development at George Washington University. Jacquie has received a certificate in Executive Coaching from Georgetown University, a certificate in the Practice of Teaching Leadership from Harvard University and holds the national certification of Senior Professional in Human Resources (SPHR).
Jacquie has been invited to speak at conferences in the United States and the United Kingdom on the topic of how women learn through transformative experiences and techniques for effective leadership development in the social enterprise sector. She is a member of the Society of Human Resource Management (SHRM) and the International Leadership Association (ILA). In 2011 Dr. Hamp was awarded the Strategic Alignment Award by the Human Resources Leadership Association of Washington DC for her work in the redesign of the Goodwill Industries International leadership programs in order to meet the strategic goals of the organization.
Course Description: Surveys, compares, and contrasts contemporary theories of leadership, providing students the opportunity to assess their own leadership competencies and how they fit in with models of leadership. Students also discuss current literature, media coverage, and case studies on leadership issues.
Instructional Methods This course is based on the following adult learning concepts:
1. Learning is done by the learners, who are encouraged to achieve the overall course objectives through individual learning styles that meet their personal learning needs. ...
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1. Describe in your own words the anatomy of a muscle. This sho.docxmonicafrancis71118
1. Describe in your own words the anatomy of a muscle. This should include from the muscle down to the myofibrils.
2. Explain in your own words how an action potential results in a muscle contraction.
3. List and describe in your own words the characteristics of skeletal muscle (aka the abilities that a skeletal muscle has).
4. Muscle Tissue
: Describe the appearance of the three types of muscle tissue.
a. Skeletal muscle:
b. Cardiac muscle:
c. Smooth muscle:
5. Muscle Anatomy
: Put the structures in anatomical order from superficial to deep.
Sarcolemma
Perimysium
Endomysium
Epimysium
6. Muscle Identification
: Palpate or locate each of the following muscles and list its origin, insertion, and action.
a. Masseter
b. Upper, middle, and lower trapezius
c. Sternocleidomastoid
d. Temporalis
e. Occipitofrontalis
f. Erector spinae
g. Scalenes
h. External/internal intercostalis
i. Rectus abdominis
j. External/internal oblique
k. Transverse abdominis
l. Rhomboids
m. Serratus anterior
n. Pectoralis major and minor
o. Teres major and minor
p. Latissimius Dorsi
q. Infraspinatus
r. Suprasinatus
s. Subscapularis
t. Deltoid
u. Triceps brachii
v. Biceps brachii
w. Brachialis
x. Brachioradialis
y. Wrist and finger flexors
z. Wrist and finger extensors
aa. Iliopsoas
bb. Tensor fasciae latae
cc. Gluteus maximus
dd. Gluteus medius
ee. Quadriceps
ff. Hamstrings
gg. Sartorius
hh. Adductor longus
ii. Gracilis
jj. Tibialis anterior
kk. Gastrocnemius
ll. Soleus
mm. Peroneals
.
Respiratory System Answer Keyt Textbook page references are provided a.docxIsaacEfsUnderwoodd
Respiratory System Answer Keyt Textbook page references are provided as a 4. The epiglotis directs food and water from guide for answering these questions. A compiete mawer the respintory pastages into this structure. ley was peevided for your instructoe. 5. Called the thrsat OBJECTIVES 6. Called the voice box becanse it contains 1. Deseribe the structare asd fusctioas of the oegini of the vocal cords the respirntory systern, and troe the mevement of air 7. The polat at which the tuchea bifureates from the postrils to the alveok. 2. Describe why luags collapic oc expind and the rolt of (9plits); the area is extremely sensitive and pulmonary surfactants. 3. Discuss the three steps in resplntion, incloding eliceits coughing when stimulated (as in pationing with a catheter) - Describe the relibionihip of Boyle 'slaw a ventinbiot 8. Locatod betieen the larynx and the bron- - Explain bow respiratcy masiles alfoct thomeic dhi and anteriot to the esophagas volume. - List thee conditioss that make the alveoli well seinad Composed of three parts - nase-, oro-, and for the exchangs of axygen and eacbon diotide. 4. List lung volumes and cepicities. 5. Discuss the volentary and imvolentayy control of 10. laryngbreathing incloding: - Explain the neanal and chemical eonetrol of reypiabioc. 11. Lage twhe that splits into brobehi - Describe common variaticas abd akeemalities of breathing. 12. These small struetures located within the breschial troe are composed primarily of atsooth muste. Part li Masfering the Basios 13. Tie exchango of the reppiratory gases berween the air and blood oecurs bere. MATCHING Large, sot, cone-abaped organs that conStructures of the Respiratory System tain the recpiratory passages and pal moeary capillaries; they fill moat of the thorncic casiby Dircetions Match she folloning tarms to the mait Becanse of smooth muscle, this structure appropriate definition by writing the correct inter in can cootrnet and relax, thereby causing the space proviled. Some terms may be ased more then onee. Sec texf, pp, 400-408. 12. The olfactory receptors are loeated within A. larynx B. trachisa G. alveoli this atructare. C. nose 1.. broochic 16. Mucus dreins in the nasal cavities from D. pharyan J. glotris there strectures located in the bead. E. paranseal sinuses: K. exophagus 17. The trachea splits into the righr and left. F. langs L. carina 18. Small rerpiratory passages that deliver ox- 1. Called the vindplpe, it is a strve? ygen to the alveolt cartilaginous tobe that condacts air to and 19. Seructures partially encircled by the polfrom the langs. monary capillaries 2. Respiratory structure that commaricates 20 . Called the reristance versels with the middle ear by the castachian tabe 21. Struchues that contain surfactants. 3. The Adam's appls of tuyroid cartilage is 22 . The space between the nocal cords 175 Coproti 9 2we alaver he 4 ido mares. Chyes: 22 Bespiratory Syptem
.
The changes required in the IT project plan for Telecomm Ltd would.docxmattinsonjanel
The changes required in the IT project plan for Telecomm Ltd would entail specific variation in the platforms used in the initial implementation plan. Initially, the three projects that were planned for implementation included; the installation of business intelligence platform, the implementation of Statistical Analysis System software technology, and the creation of an effectively network infrastructure. In this case, the changes would include an addition of an ERP software to ensure the performance of the workforce within the Telecomms Ltd employees.
ERP is an effectively coordinated information technology system that would ensure the company’s performance is enhanced. To understand how the implementation of a coordinated IT system offers a competitive advantage of a firm, it is essential to acknowledge three core reasons for the failure of information technology related projects as commonly cited by IT managers. In this case, IT managers cite the three reasons as; poor planning or management, change in business objectives and goals during the implementation process of a project, and lack of proper management support completion (Houston, 2011). Also, in the majority of completed projects, technology is usually deployed in a vacuum; hence users resist it. The implementation of coordinated information technology systems, such as ERP would provide an ultimate solution to the three reasons for failure, and thus would give Telecomms Ltd a competitive advantage in the already competitive market. Since the implementation of systems like ERP directly provides solution to common problems that act as drawbacks regarding the competitiveness of firm, it is, therefore, evident that its use place Telecomms Ltd above its rival companies in the market share (Wallace & Kremzar, 2001).
The use ERP, which is a reliable coordinated IT system entails three distinctive implementation strategies that a firm can choose depending on its specific needs. The changes in the projects would be as follows: The three implementation strategies are independently capable of providing a relatively competitive advantage for many companies. These strategies are: big bang, phased rollout, and parallel adoption. In the big bang implementation strategy, happens in a single instance, whereby all the users are moved to a new system on a designated (Wallace & Kremzar, 2001). The phased rollout implementation on the other hand usually involves a changeover in several phases, and it is executed in an extended period. In this case, the users move onto the new system in a series of steps (Houston, 2011). Lastly, the parallel adoption implementation strategy allows both legacy and the new ERP system to run at the same time. It is also essential to note that users in this strategy get to learn the new system while still working on the old system (Wallace & Kremzar, 2001). The three strategies effectively change the information system of Telecomms Ltd tremendously such that it positiv ...
The Catholic University of America Metropolitan School of .docxmattinsonjanel
The Catholic University of America
Metropolitan School of Professional Studies
Course Syllabus
THE CATHOLIC UNIVERSITY OF AMERICA
Metropolitan School of Professional Studies
MBU 514 and MBU 315 Leadership Foundations
Fall 2015
Credits: 3
Classroom: Online
Dates: August 31, 2015 to December 14, 2015
Instructor:
Dr. Jacquie Hamp
Email: [email protected]
Twitter: @drjacquie
Telephone: 202 215 8117 cell
Office Hours: By Appointment
Dr. Jacquie Hamp is an educator, coach and consultant with particular expertise in leadership development, organizational development and human resources development strategy. From 2006 to 2015 she held the position as the Senior Director of Leadership Development for Goodwill Industries International in Rockville, Maryland. Dr. Hamp was responsible for the design and execution of leadership development programs and activities for all levels of the 4 billion dollar social enterprise network of Goodwill Industries across 165 independent local agencies. Jacquie is also a part time Associate Professor at George Washington University teaching at the graduate level and she is an adjunct professor at Catholic University of America, teaching leadership theory in the Masters Program.
Jacquie has a Master of Science degree in Human Resources Development Administration from Barry University. She holds a Doctor of Education degree in Human and Organizational Learning from the Graduate School of Education and Human Development at George Washington University. Jacquie has received a certificate in Executive Coaching from Georgetown University, a certificate in the Practice of Teaching Leadership from Harvard University and holds the national certification of Senior Professional in Human Resources (SPHR).
Jacquie has been invited to speak at conferences in the United States and the United Kingdom on the topic of how women learn through transformative experiences and techniques for effective leadership development in the social enterprise sector. She is a member of the Society of Human Resource Management (SHRM) and the International Leadership Association (ILA). In 2011 Dr. Hamp was awarded the Strategic Alignment Award by the Human Resources Leadership Association of Washington DC for her work in the redesign of the Goodwill Industries International leadership programs in order to meet the strategic goals of the organization.
Course Description: Surveys, compares, and contrasts contemporary theories of leadership, providing students the opportunity to assess their own leadership competencies and how they fit in with models of leadership. Students also discuss current literature, media coverage, and case studies on leadership issues.
Instructional Methods This course is based on the following adult learning concepts:
1. Learning is done by the learners, who are encouraged to achieve the overall course objectives through individual learning styles that meet their personal learning needs. ...
The Case of Frank and Judy. During the past few years Frank an.docxmattinsonjanel
The Case of Frank and Judy.
During the past few years Frank and Judy have experienced many conflicts in their marriage. Although they have made attempts to resolve their problems by themselves, they have finally decided to seek the help of a professional marriage counselor. Even though they have been thinking about divorce with increasing frequency, they still have some hope that they can achieve a satisfactory marriage.
Three couples counselors, each holding a different set of values pertaining to marriage and the family, describe their approach to working with Frank and Judy. As you read these responses, think about the degree to which each represents what you might say and do if you were counseling this couple.
· Counselor A. This counselor believes it is not her place to bring her values pertaining to the family into the sessions. She is fully aware of her biases regarding marriage and divorce, but she does not impose them or expose them in all cases. Her primary interest is to help Frank and Judy discover what is best for them as individuals 459460and as a couple. She sees it as unethical to push her clients toward a definite course of action, and she lets them know that her job is to help them be honest with themselves.
·
· What are your reactions to this counselor's approach?
· ▪ What values of yours could interfere with your work with Frank and Judy?
Counselor B. This counselor has been married three times herself. Although she believes in marriage, she is quick to maintain that far too many couples stay in their marriages and suffer unnecessarily. She explores with Judy and Frank the conflicts that they bring to the sessions. The counselor's interventions are leading them in the direction of divorce as the desired course of action, especially after they express this as an option. She suggests a trial separation and states her willingness to counsel them individually, with some joint sessions. When Frank brings up his guilt and reluctance to divorce because of the welfare of the children, the counselor confronts him with the harm that is being done to them by a destructive marriage. She tells him that it is too much of a burden to put on the children to keep the family together.
· ▪ What, if any, ethical issues do you see in this case? Is this counselor exposing or imposing her values?
· ▪ Do you think this person should be a marriage counselor, given her bias?
· ▪ What interventions made by the counselor do you agree with? What are your areas of disagreement?
Counselor C. At the first session this counselor states his belief in the preservation of marriage and the family. He believes that many couples give up too soon in the face of difficulty. He says that most couples have unrealistically high expectations of what constitutes a “happy marriage.” The counselor lets it be known that his experience continues to teach him that divorce rarely solves any problems but instead creates new problems that are often worse. The counsel ...
The Case of MikeChapter 5 • Common Theoretical Counseling Perspe.docxmattinsonjanel
The Case of Mike
Chapter 5 • Common Theoretical Counseling Perspectives 135
Mike is a 20-year-old male who has just recently been released from jail. Mike is technically on probation for car theft, though he has been involved in crime to a much greater extent. Mike has been identified as a cocaine user and has been suspected, though not convicted, for dealing cocaine. Mike has been tested for drugs by his probation department and was found positive for cocaine. The county has mandated that Mike receive drug counseling but the drug counselor has referred Mike to your office because the drug counselor suspects that Mike has issues beyond simple drug addiction. In fact, the drug counselor’s notes suggest that Mike has Narcissistic personality disorder. Mike seems to have little regard for the feelings of others. Coupled with this is his complete sensitivity to the comments of others. In fact, his prior fiancé has broken off her relationship with him due to what she calls his “constant need for admiration and attention. He is completely self-centered.” After talking with Mike, you quickly find that he has no close friends. As he talks about people who have been close to him, he discounts them for one imperfection or another. These imperfections are all considered severe enough to warrant dismissing the person entirely. Mike makes a point of noting how many have betrayed their loyalty to him or have otherwise failed to give him the credit that he deserves. When asked about getting caught in the auto theft, he remarks that “well my dumb partner got me out of a hot situation by driving me out in a stolen get-a-way car.” (Word on the street has it that Mike was involved in a sour drug deal and was unlikely to have made it out alive if not for his partner.) Mike adds, “you know, I plan everything out perfectly, but you just cannot rely on anybody . . . if you want it done right, do it yourself.” Mike recently has been involved with another woman (unknown to his prior fiancé) who has become pregnant. When she told Mike he said “tough, you can go get an abortionor something, it isn’t like we were in love or something.” Then he laughed at her and toldher to go find some other guy who would shack up with her. Incidentally, Mike is a very attractive man and he likes to point that out on occasion. “Yeah, I was going to be a male model in L. A.,but my agent did not know what he was doing . . . could never get things settled out right . . . so I had to fire him.” Mike is very popular with women and has had a constant string of failed relationships due to what he calls “their inability to keep things exciting.” As Mike puts it “hey, I am too smart for this stuff. These people around me, they don’t deserve the good dummies. But me, well I know how to run things and get over on people. And I am not about to let these dummies get in my way. I got it all figured out . . . see?”
Effective Small Business Management: An Entrepreneurial Approach 9th Edition, 2009 IS ...
THE CHRONICLE OF HIGHER EDUCATIONNovember 8, 2002 -- vol. 49, .docxmattinsonjanel
THE CHRONICLE OF HIGHER EDUCATION
November 8, 2002 -- vol. 49, no. 11, p. B7
The Dangerous Myth of Grade Inflation
By Alfie Kohn
Grade inflation got started ... in the late '60s and early '70s.... The grades that faculty members now give ... deserve to be a scandal.
--Professor Harvey Mansfield, Harvard University, 2001
Grades A and B are sometimes given too readily -- Grade A for work of no very high merit, and Grade B for work not far above mediocrity. ... One of the chief obstacles to raising the standards of the degree is the readiness with which insincere students gain passable grades by sham work.
--Report of the Committee on Raising the Standard, Harvard University, 1894
Complaints about grade inflation have been around for a very long time. Every so often a fresh flurry of publicity pushes the issue to the foreground again, the latest example being a series of articles in The Boston Globe last year that disclosed -- in a tone normally reserved for the discovery of entrenched corruption in state government -- that a lot of students at Harvard were receiving A's and being graduated with honors.
The fact that people were offering the same complaints more than a century ago puts the latest bout of harrumphing in perspective, not unlike those quotations about the disgraceful values of the younger generation that turn out to be hundreds of years old. The long history of indignation also pretty well derails any attempts to place the blame for higher grades on a residue of bleeding-heart liberal professors hired in the '60s. (Unless, of course, there was a similar countercultural phenomenon in the 1860s.)
Yet on campuses across America today, academe's usual requirements for supporting data and reasoned analysis have been suspended for some reason where this issue is concerned. It is largely accepted on faith that grade inflation -- an upward shift in students' grade-point averages without a similar rise in achievement -- exists, and that it is a bad thing. Meanwhile, the truly substantive issues surrounding grades and motivation have been obscured or ignored.
The fact is that it is hard to substantiate even the simple claim that grades have been rising. Depending on the time period we're talking about, that claim may well be false. In their book When Hope and Fear Collide (Jossey-Bass, 1998), Arthur Levine and Jeanette Cureton tell us that more undergraduates in 1993 reported receiving A's (and fewer reported receiving grades of C or below) compared with their counterparts in 1969 and 1976 surveys. Unfortunately, self-reports are notoriously unreliable, and the numbers become even more dubious when only a self-selected, and possibly unrepresentative, segment bothers to return the questionnaires. (One out of three failed to do so in 1993; no information is offered about the return rates in the earlier surveys.)
To get a more accurate picture of whether grades have changed over the years, one needs to look at official student tran ...
The chart is a guide rather than an absolute – feel free to modify.docxmattinsonjanel
The chart is a guide rather than an absolute – feel free to modify or adjust it as need to fit the specific ideas that you are developing.
Area: SALES
Specific Change Plans for Functional Areas
Capability Being Addressed
This can be pulled from the strategic proposal recommended in Part 2B
How do the recommended changes (details provided below) help improve the capability?
This is a logic "double check". Be sure you can show how the changes recommended below improve the capability and help address the product and market focus and add to accomplishment of the value proposition
Details of Specific Changes:
Proposed Changes in Resources
Proposed Changes to Management
Preferences
Proposed Changes to Organizational
Processes
Detailed Change Plans
(Lay out here the specifics of all recommended changes for this area. Modify the layout as necessary to account for the changes being recommended)
Proposed Change
Timing
Costs
On going impact on budget
On going impact on revenue
Wiki
Template
Part-‐2:
Gaps,
Issues
and
New
Strategy
BUSI
4940
–
Business
Policy
1
THE ENVIRONMENT/INDUSTRY
1. Drivers of change
Key drivers of change begin with the availability of substitute products. Many
other
companies can easily provide a substitute and the firm will have to find a way to
stand
out among them. Next would be the ability to differentiate yourself among other
firms
that pose a threat in the industry. Last, the political sector. The the federal, state,
and local governments could all shape the way healthcare is everywhere.
2. Key survival factors
Key survival factors would include making the firm stand out above the rest in the
industry and creating a name for itself. Second would be making sure there is a
broad
network of providers available for the customers. Giving the customer options
will
make the customer happy. Providing excellent customer service is key to any
firm in
the industry.
3. Product/Market and Value Proposition possibilities
Maintaining the use of heavy discounts will keep Careington in the competitive
market. They also concentrate on constantly innovating technology to make
sure that
they have the latest devices to offer their customers. To have high value proposition, Careington
will need to show their costumers that they can believe in them and trust them to
do the right thing. Showing the customers that they can always be on top of the
latest
technology and new age products will help build trust with the customers.
STRATEGY OF THE FIRM
1. Goals
Striving to promote the health and well being of their clients by continuing to
provide
low cost health care solutions. A lot of this concentration is on clients that cannot
afford health care very easily or that a ...
The Challenge of Choosing FoodFor this forum, please read http.docxmattinsonjanel
The Challenge of Choosing Food:
For this forum, please read: https://www.washingtonpost.com/lifestyle/food/no-food-is-healthy-not-even-kale/2016/01/15/4a5c2d24-ba52-11e5-829c-26ffb874a18d_story.html?postshare=3401453180639248&tid=ss_fb-bottom
The article is from the Washington Post, January 17, 2016, by Michael Ruhlmanentitled: "No Food is Healthy, Not even Kale."
Based on your reading in the textbook share the following information with your classmates:
(1) To what degree to you agree with article, "No Food is Healthy, Not even Kale." Do semantics count? Should we focus on foods that are described as nourishing (nutrient-dense) instead of foods described as healthy because the word "healthy" is a "bankrupt" word? Explain and refer to information from the article.
(2) Based on the article and the textbook reading (review pages 9-30), how challenging is it for you to choose nutritious foods that promote health? What factors drive your food choices? Explain to your classmates.
(3) What do you think is the biggest concern we face health-wise in the US today?
(4) What are some obstacles as to why we may not be eating as well as we would like to?
Please complete all questions, if you have any question let me knowv
Test file, (Do not modify it)
// $> javac -cp .:junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .:junit-cs211.jar ProperQueueTests #run tests
//
// On windows replace : with ; (colon with semicolon)
// $> javac -cp .;junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .;junit-cs211.jar ProperQueueTests #run tests
import org.junit.*;
import static org.junit.Assert.*;
import java.util.*;
public class ProperQueueTests {
public static void main(String args[]){
org.junit.runner.JUnitCore.main("ProperQueueTests");
}
/*
building queues:
- build small empty queue. (2)
- build larger empty queue. (11)
- build length-zero queue. (0)
*/
@Test(timeout=1000) public void ProperQueue_makeQueue_1(){
String expected = "";
ProperQueue q = new ProperQueue(2);
String actual = q.toString();
assertEquals(2, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void ProperQueue_makeQueue_2(){
String expected = "";
ProperQueue q = new ProperQueue(11);
String actual = q.toString();
assertEquals(11, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void Queue_makeQueue_3(){
String expected = "";
ProperQueue q = new ProperQueue(0);
String actual = q.toString();
assertEquals(0, q.getCapacity());
assertEquals(expected, actual);
}
/*
add/offer tests.
- add a single value to a short queue.
- fill up a small queue.
- over-add to a queue and witness it struggle.
- add many but don't finish filling a queue.
- make size-zero queue, adds fail, check it's still empty.
*/
@Test(timeout=1000) public void ProperQueue_add_1(){
String expecte ...
The Civil Rights Movement
Dr. James Patterson
Black Civil Rights Movement
Basic denial of civil rights (review)
Segregation in society
Inferior schools
Job discrimination
Political disenfranchisement
Over ½ lived below poverty level
Unemployment double national ave.
Ghettoes: gangs, drugs, substandard housing, crime
Early Victories
WWII egalitarianism and backlash against German racism
Jackie Robinson integrated professional baseball—1947
Desegregation of the armed forces ordered by president Truman—1948
Marian Anderson performed at the New York Metropolitan Opera House—1955
Increased interest in civil rights a result of Cold War propaganda
Brown v. Board of Education
1954 – Topeka, Kansas
Linda Brown: filed suit to attend a neighborhood school
“Separate educational institutions are inherently unequal.”
Overturned Plessy v. Ferguson
Court says: integrate "with all deliberate speed.”
What did this mean?
Linda Brown and Family
Circumvention of Brown v. Board of Education Ruling
White supremacist parents feared racial mixing and attempted to block black enrollment.
Ignored the integration issue
Token integration
Segregation through standardized placement tests
Segregation through private schools
Stalling through legal action
By 1964, 10 years after the Brown case, only 1% of black children attended truly integrated schools.
Little Rock High School
1957 courts order integration in Little Rock
9 black students enrolled.
Governor called out militia to block it.
Mobs replaced militia after recall.
Eisenhower ordered federal troops to protect the students.
Daily harassment
Courageous black students persevered.
Montgomery Bus Boycott
1955--Rosa Parks arrested for not giving up seat to white man
Boycott of bus system led by Martin Luther King, Jr.:
Walking, church busses, car pools, bicycles
Bus lines caught in the middle
Rosa Parks being Booked
Supreme Court ruled bus companies must integrate.
Inspired other protests:
Sit-ins, wade-ins, kneel-ins
Woolworth’s lunch counter
Montgomery Bus Boycott
Martin Luther King, Jr.
Martin Luther King, Jr.
Non-Violent
Influenced by Ghandi
“The blood may flow, but it must be our blood, not that of the white man.”
“Lord, we ain’t what we oughta be. We ain’t what we wanna be. We ain’t what we gonna be. But thank God, we ain’t what we was.”
Freedom Riders
Activists traveled from city to city to ignite the protest.
Bull Conner:
in Montgomery
Dogs
Whips
Water hoses
Cattle prods
Television
Public backlash
Civil Rights March (AL. 1965)
1963 - Washington, D.C. "I have a Dream“—200,000 Attended
Civil Rights Legislation
1964 - Civil Rights Act
1964 - 24th Amendment
Abolished Poll Tax
1965 Voting Rights Act
Affirmative action
Int ...
The Churchill CentreReturn to Full GraphicsThe Churchi.docxmattinsonjanel
The Churchill Centre
Return to Full Graphics
The Churchill Centre | Calendar | Churchill Facts | Speeches & Quotations | Publications and Resources |
News | Join The Centre! | Churchill Stores | Contact Us | Links | Search
Their Finest Hour
Sir Winston Churchill > Speeches & Quotations > Speeches
June 18, 1940
House of Commons
I spoke the other day of the colossal military disaster which occurred when the French High Command
failed to withdraw the northern Armies from Belgium at the moment when they knew that the French front
was decisively broken at Sedan and on the Meuse. This delay entailed the loss of fifteen or sixteen French
divisions and threw out of action for the critical period the whole of the British Expeditionary Force. Our
Army and 120,000 French troops were indeed rescued by the British Navy from Dunkirk but only with the
loss of their cannon, vehicles and modern equipment. This loss inevitably took some weeks to repair, and in
the first two of those weeks the battle in France has been lost. When we consider the heroic resistance
made by the French Army against heavy odds in this battle, the enormous losses inflicted upon the enemy
and the evident exhaustion of the enemy, it may well be the thought that these 25 divisions of the
best-trained and best-equipped troops might have turned the scale. However, General Weygand had to fight
without them. Only three British divisions or their equivalent were able to stand in the line with their French
comrades. They have suffered severely, but they have fought well. We sent every man we could to France
as fast as we could re-equip and transport their formations.
I am not reciting these facts for the purpose of recrimination. That I judge to be utterly futile and even
harmful. We cannot afford it. I recite them in order to explain why it was we did not have, as we could have
had, between twelve and fourteen British divisions fighting in the line in this great battle instead of only
three. Now I put all this aside. I put it on the shelf, from which the historians, when they have time, will
select their documents to tell their stories. We have to think of the future and not of the past. This also
applies in a small way to our own affairs at home. There are many who would hold an inquest in the House
of Commons on the conduct of the Governments-and of Parliaments, for they are in it, too-during the years
which led up to this catastrophe. They seek to indict those who were responsible for the guidance of our
affairs. This also would be a foolish and pernicious process. There are too many in it. Let each man search
his conscience and search his speeches. I frequently search mine.
Of this I am quite sure, that if we open a quarrel between the past and the present, we shall find that we
have lost the future. Therefore, I cannot accept the drawing of any distinctions between Members of the
present Government. It was formed at a moment of crisis in order to unite a ...
The Categorical Imperative (selections taken from The Foundati.docxmattinsonjanel
The Categorical Imperative (selections taken from The Foundations of the Metaphysics of
Morals)
Preface
As my concern here is with moral philosophy, I limit the question suggested to this:
Whether it is not of the utmost necessity to construct a pure thing which is only empirical and
which belongs to anthropology? for that such a philosophy must be possible is evident from the
common idea of duty and of the moral laws. Everyone must admit that if a law is to have moral
force, i.e., to be the basis of an obligation, it must carry with it absolute necessity; that, for
example, the precept, "Thou shalt not lie," is not valid for men alone, as if other rational beings
had no need to observe it; and so with all the other moral laws properly so called; that, therefore,
the basis of obligation must not be sought in the nature of man, or in the circumstances in the
world in which he is placed, but a priori simply in the conception of pure reason; and although
any other precept which is founded on principles of mere experience may be in certain respects
universal, yet in as far as it rests even in the least degree on an empirical basis, perhaps only as to
a motive, such a precept, while it may be a practical rule, can never be called a moral law…
What is the “Good Will?”
NOTHING can possibly be conceived in the world, or even out of it, which can be called
good, without qualification, except a good will. Intelligence, wit, judgement, and the other
talents of the mind, however they may be named, or courage, resolution, perseverance, as
qualities of temperament, are undoubtedly good and desirable in many respects; but these gifts of
nature may also become extremely bad and mischievous if the will which is to make use of them,
and which, therefore, constitutes what is called character, is not good. It is the same with the
gifts of fortune. Power, riches, honour, even health, and the general well-being and contentment
with one's condition which is called happiness, inspire pride, and often presumption, if there is
not a good will to correct the influence of these on the mind, and with this also to rectify the
whole principle of acting and adapt it to its end. The sight of a being who is not adorned with a
single feature of a pure and good will, enjoying unbroken prosperity, can never give pleasure to
an impartial rational spectator. Thus a good will appears to constitute the indispensable condition
even of being worthy of happiness.
There are even some qualities which are of service to this good will itself and may
facilitate its action, yet which have no intrinsic unconditional value, but always presuppose a
good will, and this qualifies the esteem that we justly have for them and does not permit us to
regard them as absolutely good. Moderation in the affections and passions, self-control, and calm
deliberation are not only good in many respects, but even seem to constitute part of th ...
The cave represents how we are trained to think, fell or act accor.docxmattinsonjanel
The cave represents how we are trained to think, fell or act according to society, following our own way and not the way intended for us. The shadows are merely a reflection of what they perceived to be reality instead of an illusion. The prisoners are trapped in society, each one of us who choose to stay trapped in our own way. The man that escapes is the person who no longer is a slave to society and can see the difference between reality and illusion. The day light can be compared to God’s will. When you don’t follow the plan that has been laid out for you by God, than you are trapped and you will only see illusions or reflections of reality. Escaping and choosing to go into “the light,” or following the will of God, only then can you be set free from your prison.
When looking at a piece of art, a painting, for example, at first glance the painting can appear to be something other what it is intended to be (reality). This reminds me of those pictures that everyone sees on social media, the picture that has circles all over it. When you look at the picture it appears that the circles are moving, but in reality the circles do not move at all. So art can more or less be perceived as more of an illusion.
An example of the picture can be seen here http://www.dailyhaha.com/_pics/movie_circles_illusion.jpg
Accepting illusion as reality happens a lot more times than we probably think. Anything that we see on T.V., Social Media, internet, or even dating, can all be perceived as an illusion at some point. Take dating for example; how a person acts on a date is most likely not how they would act to someone they have known for a while (illusion). Not all people pretend to be something different but in many cases they do. Recognizing what you failed to see after the initial first date and thereafter is how you would know what you first seen was just simply an illusion and therefore not reality, unless of course in reality they are simply a fake person I suppose. Following this pattern makes you realize most people do not appear to be who they are. A good “first impression” doesn’t necessarily mean much when thinking about illusions vs reality, because that’s all the “first impression” is in fact more or less an illusion.
People live in shadows because they fail to recognize reality and choose to continue to believe in illusions. With the growth of Social media, more and more people are falling victim to what things appear to be and will stay in the dark (cave). We as a society are imprisoned by what we see and read through news channels and social media. We will believe anything that comes across CNN or any news station (not fox news though) and let them make up our mind for us. People comment on any shooting victims and assume the cop was in the wrong and is racist, in reality that is not always the case.
It’s interesting to think in terms of appearance vs reality when viewing not only art, but the world. Not taking things for what they appear to ...
The Case Superior Foods Corporation Faces a ChallengeOn his way.docxmattinsonjanel
The Case: Superior Foods Corporation Faces a Challenge
On his way to the plant office, Jason Starnes passed by the production line where hundreds of gloved, uniformed workers were packing sausages and processed meats for shipment to grocery stores around the world.
Jason's company, Superior Foods Corporation, based in Wichita, Kansas, employed 30,000 people in eight countries and had beef and pork processing plants in Arkansas, California, Milwaukee, and Nebraska City. Since a landmark United States–Japan trade agreement signed in 1988, markets had opened up for major exports of American beef, now representing 10 percent of U.S. production. Products called “variety meats”—including intestines, hearts, brains, and tongues—were very much in demand for export to international markets.
Jason was in Nebraska City to talk with the plant manager, Ben Schroeder, about the U.S. outbreak of bovine spongiform encephalopathy (mad cow disease) and its impact on the plant. On December 23, 2011, the U.S. Department of Agriculture had announced that bovine spongiform encephalopathy had been discovered in a Holstein cow in Washington State. The global reaction was swift: Seven countries imposed either total or partial bans on the importation of U.S. beef, and thousands of people were chatting about it on blogs and social networking sites. Superior had moved quickly to intercept a container load of frozen Asian-bound beef from its shipping port in Los Angeles, and all other shipments were on hold.
After walking into Ben's office, Jason sat down across from him and said, “Ben, your plant has been a top producer of variety meats for Superior, and we have appreciated all your hard work out here. Unfortunately, it looks like we need to limit production for a while—at least three months, or until the bans get relaxed. I know Senator Nelson is working hard to get the bans lifted. In the meantime, we need to shut down production and lay off about 25 percent of your workers. I know it is going to be difficult, and I'm hoping we can work out a way to communicate this to your employees.”
...
The Case You can choose to discuss relativism in view of one .docxmattinsonjanel
The Case:
You can choose to discuss relativism in view of one of the following two cases:
The Case:
· Start by giving a brief explanation of relativism (200 words).
· what is the difference between ethical & cultural relativism. Then discuss, in view of relativism, how we can reconcile the apparent conflict between the need for enforcement of human rights standards with the need for protection of cultural diversity. (400 words).
...
The Case Study of Jim, Week Six The body or text (i.e., not rest.docxmattinsonjanel
The Case Study of Jim, Week Six
The body or text (i.e., not restating the question in your answer, not including your references or your signature) of your initial response should be at least 300 words of text to be considered substantive. You will see a red U for initial responses that are not at least 300 words. Note: your initial response to this required discussion will not count toward participation
The Case Study of Jim, Week 6
Title of Activity: In class discussion of the case study of Jim, Week Six
Objective: Review the concepts of the case study in Ch.13 of Personality and then relate Jim’s case to the theorists discussed during the week. In addition, summarize the entire case study.
1. Read “The Case of Jim” in Ch. 13 of Personality.
2. Discuss the case. This week, discussion should focus on social-cognitive theory.
3. Provide a summary of the entire case.
THE CASE OF JIM Twenty years ago Jim was assessed from various theoretical points of view: psychoanalytic, phenomenological, personal construct, and trait.
At the time, social-cognitive theory was just beginning to evolve, and thus he was not considered from this standpoint. Later, however, it was possible to gather at least some data from this theoretical standpoint as well. Although comparisons with earlier data may be problematic because of the time lapse, we can gain at least some insight into Jim’s personality from this theoretical point of view. We do so by considering
Jim’s goals, reinforcers he experiences, and his self-efficacy beliefs.
Jim was asked about his goals for the immediate future and for the long-range future. He felt that his immediate and long-term goals were pretty much the same: (1) getting to know his son and being a good parent, (2) becoming more accepting and less critical of his wife and others, and (3) feeling good about his professional work as a consultant.
Generally he feels that there is a good chance of achieving these goals but is guarded in that estimate, with some uncertainty about just how much he will be able to “get out of myself” and thereby be more able to give to his wife and child.
Jim also was asked about positive and aversive reinforcers, things that were important to him that he found rewarding or unpleasant.
Concerning positive reinforcers, Jim reported that money was “a biggie.”
In addition he emphasized time with loved ones, the glamour of going to an opening night, and generally going to the theater or movies.
He had a difficult time thinking of aversive reinforcers. He described writing as a struggle and then noted, “I’m having trouble with this.”
Jim also discussed another social-cognitive variable: his competencies or skills (both intellectual and social). He reported that he considered himself to be very bright and functioning at a very high intellectual level. He felt that he writes well from the standpoint of a clear, organized presentation, but he had not written anything that is innovative or creative. Ji ...
The Case of Missing Boots Made in ItalyYou can lead a shipper to.docxmattinsonjanel
The Case of Missing Boots Made in Italy
You can lead a shipper to the water, but if the horse does not want to drink…
Vocabulary:
Shipper: In commercial trade, the person who gives goods to a shipping company to be transported to a foreign destination; in export transactions, it is usually the exporter. Do not confuse the shipper with the shipping company or carrier.
Consignee: The person who is ultimately receiving the goods, generally the buyer or importer. Sometimes these people will designate a “notify party” to be notified when the goods arrive in the port of entry, so that customs clearance can be arranged and the goods picked up for further domestic transport.
Carrier: A company that transports goods (sometimes referred to as a “shipping company” or a “freight company”).
Forwarder (or “freight forwarder”): A forwarder is like a travel agent for cargo – forwarders organize the transport of your goods from departure to destination, and charge a fee for their services. There are many different kinds of forwarders. There are firms that act as both forwarders and carriers. Sometimes forwarders will have relationships with a whole string of carriers and other forwarders, so that the shipper only deals with the forwarder but in the end the goods are actually carrier by a series of independent transport companies.
NVOCC: Non-vessel operating common carrier. A “common carrier” in the legal terminology refers to a carrier who has accepted the additional legal burdens imposed on a company that regularly carries goods for a fee (as opposed to someone with a truck who might agree to help you out just this once because you’re in trouble).
Container: Large standard-sized metal boxes for transporting merchandise; you see them on the back of trucks, or stacked up outside of ports like Lego toys, or on top of large ocean-going container ships. The capacity of container vessels is measured in TEU (twenty-foot equivalent units; containers generally measure 20 or 40 feet long; large vessels can now carry in excess of 4,000 TEU). There are different kinds of containers for different purposes. For example, refrigerated containers (for transporting meat or fruit, for example) are called “reefers,” so be careful where you use this term.
Consolidator: When large companies ship a lot of goods, they are usually able to fill entire containers. However, shippers who ship smaller amounts (like the shipper in the example below), often have their goods “stuffed” (the industry term) along with other goods into the same container; hence, they are “consolidated.” Some firms specialize in consolidating various shipments from different shippers, these are “consolidators.” A load which requires consolidation is a “LCL” or less-than-full-container load, as opposed to a “FCL” – full-container-load.
Marine Insurance: This is a common term for cargo insurance for international shipments, even in cases where much of the transport is NOT by sea; “marine insurance ...
The Cardiovascular SystemNSCI281 Version 51University of .docxmattinsonjanel
The Cardiovascular System
NSCI/281 Version 5
1
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
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Exercise 9.7a: Imaging—Aortic Arch
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Exercise 9.7b: Imaging—Aortic Arch
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Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View
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Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within it?
9. What is the serous pericardium?
10. Name the structure that ...
The British Airways Swipe Card Debacle case study;On Friday, Jul.docxmattinsonjanel
The British Airways Swipe Card Debacle case study;
On Friday, July 18, 2003, British Airways staff in Terminals 1 and 4 at London’s busy Heathrow Airport held a 24 hour wildcat strike. The strike was not officially sanctioned by the trade unions but was spontaneous action by over 250 check in staff who walked out at 4 pm. The wildcat strike occurred at the start of a peak holiday season weekend which led to chaotic scenes at Heathrow. Some 60 departure flights were grounded and over 10,000 passengers left stranded. The situation was heralded as the worst industrial situation BA had faced since 1997 when a strike was called by its cabin crew. BA response was to cancel its services from both terminals, apologize for the disruption and ask those who were due to fly not to go to the airport as they would be unable to service them. BA also set up a tent outside Heathrow to provide refreshments and police were called in to manage the crow. BA was criticized by many American visitors who were trying to fly back to the US for not providing them with sufficient information about what was going on. Staff returned to work on Saturday evening but the effects of the strike flowed on through the weekend. By Monday morning July 21, BA reported that Heathrow was still extremely busy. There is still a large backlog of more than 1000 passengers from services cancelled over the weekend. We are doing everything we can to get these passengers away in the next couple of days. As a result of the strike BA lost around 40 million and its reputation was severely dented. The strike also came at a time when BA was still recovering from other environmental jolts such as 9/11 the Iraqi war, SARS, and inroads on its markets from budget airlines. Afterwards BA revealed that it lost over 100,000 customers a result of the dispute.
BA staff were protesting the introduction of a system for electronic clocking in that would record when they started and finished work for the day. Staff were concerned that the system would enable managers to manipulate their working patterns and shift hours. The clocking in system was one small part of a broader restructuring program in BA, titled the Future Size and Shape recovery program. Over the previous two years this had led to approximately 13,000 or almost one in four jobs, being cut within the airline. As The Economist noted, the side effects of these cuts were emerging with delayed departures resulting from a shortage of ground staff at Gatwick and a high rate of sickness causing the airline to hire in aircraft and crew to fill gaps. Rising absenteeism is a sure sign of stress in an organization that is contracting. For BA management introduction of the swipe card system was a way of modernizing BA and improving the efficient use of staff and resources. As one BA official was quoted as saying We needed to simplify things and bring in the best system to manage people. For staff it was seen as a prelude to a radical shakeup in working ...
The Case Abstract Accuracy International (AI) is a s.docxmattinsonjanel
The Case
Abstract
Accuracy International (AI) is a specialist British firearms manufacturer based in Portsmouth,
Hampshire, England and best known for producing the Accuracy International Arctic Warfare
series of precision sniper rifles. The company was established in 1978 by British Olympic shooting
gold medallist Malcolm Cooper, MBE (1947–2001), Sarah Cooper, Martin Kay, and the designers
of the weapons, Dave Walls and Dave Craig. All were highly skilled international or national target
shooters. Accuracy International's high-accuracy sniper rifles are in use with many military units
and police departments around the world. Accuracy International went into liquidation in 2005, and
was bought by a British consortium including the original design team of Dave Walls and Dave
Craig.
Earlier this year, AI's computer network was hit by a data stealing malware which cost thousands of
pounds to recover from. Also last year there have been a couple of incidents of industrial
espionage, involving staff who were later sacked and prosecuted.
As part of an ongoing covert investigation, the head of Security at AI (DG) has hired you to
conduct a forensic investigation on an image of a USB device. The USB device, it is a non-
company issued device, allegedly belonging to an employee Christian Macleod, a consultant and
technical manager at AI for more than six years.
Case details
Christian’s manager, David Bolton, is the regional manager and head of R&D and has been
working at AI for the last three years. David initiated this fact finding covert investigation which is
conducted with the support of the head of Security at AI.
The USB device in question allegedly was removed from Christian's workstation at AI while he
was out of the office for lunch, the device was imaged and then it was plugged in back into
Christian's workstation. You have been provided with a copy of that image (the original copy is at
the moment secure in a secure locker at the security department).
You have been told by DG that Dave was alarmed by some of the work practices of Christian and
that prompted him to start this investigation by contacting the Head of Security at AI. According to
Dave, Christian would bring in devices such as his iPod and his iPhone and he would often plug
these into his workstation. There is no policy against personal music devices and there is no
BYOD policy but there is a strict policy against copying corporate data is any personal device. The
company's policy states that such data is not to be stored unencrypted, on unauthorised, non
company approved devices. According to DG, Dave has reasons to believe that an earlier malware
infection incident at AI had its origins in one of Christian's personal devices.
Supporting information
1. You need to be aware that Dave and Christian do not get along as they had a few verbal exchanges
in the last year. Christian has filled in a ...
The Case for TortureIt is generally assumed that torture is im.docxmattinsonjanel
The Case for Torture
It is generally assumed that torture is impermissible, a throwback to a more brutal age. Enlightened societies reject it outright, and regimes suspected of using it risk the wrath of the United States.
I believe this attitude is unwise. There are situations in which torture is not merely permissible but morally mandatory. Moreover, these situations are moving from the realm of imagination to fact.
Death: Suppose a terrorist has hidden an atomic bomb on Manhattan Island which will detonate at noon on July 4 unless . . . . ( here follow the usual demands for money and release of his friends from jail). Suppose, further, that he is caught at 10 A.M. on that fateful day but—preferring death to failure—won’t disclose where the bomb is. What do we do? If we follow due process—wait for his lawyer and arraign him—millions of people will die. If the only way to save those lives is to subject the terrorist to the most excruciating possible pain, what grounds can their be for not doing so? I suggest there are none. In any case, I ask you to face the question with an open mind.
Torturing the terrorist is unconstitutional? Probably. But millions of lives surely outweigh constitutionality. Torture is barbaric? Mass murder is far more barbaric. Indeed letting millions die in deference to one who flaunts his guilt is moral cowardice, an unwillingness to dirty one’s hands. If you caught the terrorist, could you sleep nights knowing that millions died because you could not bring yourself to apply the electrodes?
Once you concede that torture is justified in extreme cases, you have admitted that the decision to use torture is a matter of balancing innocent lives against the means to save them. You must now face more realistic cases involving more modest numbers. Someone plants a bomb on a jumbo jet. He alone can disarm it, and his demands cannot be met (or if they can, we refuse to set a precedent by yielding to his threats). Surely we can, we must, do anything to the extortionist to save the passengers. How can we tell 300, or 100, or 10 people who never asked to be put in danger, “I’m sorry, you’ll have to die in agony, we just couldn’t bring ourselves to. . . . “
Here are the results of an informal poll about a third, hypothetical case. Suppose a terrorist group kidnapped a newborn baby from a hospital. I asked four mothers if they would approve of torturing kidnappers if that were necessary to get their own newborns back. All said “yes”, the most “liberal” adding that she would like to administer it herself.
I am not advocating torture as a punishment. Punishment is addressed to deeds irrevocably past. Rather, I am advocating torture as an acceptable measure for preventing future evils. So understood, it is far less objectionable than many extant punishments. Opponents of the death penalty, for example, are forever insisting that executing a murderer will not bring back the victim (as if the purpose ...
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
The Cardiovascular SystemNSCI281 Version 55University of .docx
1. The Cardiovascular System
NSCI/281 Version 5
5
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries,
Anterior View
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Exercise 9.7a: Imaging—Aortic Arch
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Exercise 9.7b: Imaging—Aortic Arch
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Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior
View
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Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange
occur?
5. Name the blood vessels that carry oxygen-rich blood to the
heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
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In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but
atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the
trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from
the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in
question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within
it?
9. What is the serous pericardium?
10. Name the structure that served to shunt blood in the fetus
from the pulmonary artery to the aorta, bypassing the lungs.
What is it called in the adult?
11. Name all of the different sections of the aorta, and describe
where they are found.
12. Name the two major vessels that return oxygen-poor blood
15. to the heart. What are the drainages for each? Where do they
terminate?
Exercise 9.10: Cardiovascular System—Head and Neck,
Vasculature, Lateral View
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Exercise 9.11: Imaging—Carotid Artery
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Animation: Baroreceptor Reflex
18. After viewing the animation, answer these questions:
1. Where are baroreceptors located?
2. What is their function?
3. How do the arteries with baroreceptors, and all arteries for
that matter, respond to increased blood pressure?
4. What response do the baroreceptors have to this increased
blood pressure?
5. Where are these action potentials conducted?
6. What nerves conduct these impulses?
7. What is the parasympathetic response to and result of this
stimulation?
8. What is the sympathetic response and result?
9. What about sympathetic stimulation of the blood vessels?
10. What physical events combine to bring elevated blood
pressure back toward normal?
Animation: Chemoreceptor Reflex
After viewing the animation, answer these questions:
1. Where are chemoreceptors located?
2. What is their function?
3. Where are the impulses from the chemoreceptors conducted?
4. What nerves conduct these impulses?
5. What three events decrease parasympathetic stimulation of
the heart?
6. What effect does this decreased stimulation have on the
physiology of the heart?
7. What sympathetic response occurs during the three events
listed in question 5?
19. 8. What sympathetic response occurs in the blood vessels?
9. If the chemoreceptors are stimulated by decreased blood
oxygen, what physical changes occur as a result of the changes
in autonomic stimulation?
10. What would you deduce is the effect on blood pressure as a
result of the answer to question 9?
Exercise 9.12a: Imaging—Head and Neck
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Exercise 9.12b: Imaging—Head and Neck
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Exercise 9.12c: Imaging—Head and Neck
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Exercise 9.12d: Imaging—Head and Neck
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In Review
1. Name the gland that produces 25 percent of your saliva.
2. List three structures that pass through this gland.
3. Where does the duct from this gland empty?
4. Name two veins of the head and neck that lack valves.
5. Name a superficial vein that drains the temporal region.
6. List the areas drained by the maxillary veins.
7. What is an anastomosis? Give an example of one in the head
and neck region.
21. Exercise 9.13: Cardiovascular System—Brain, Arteries, Inferior
View
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Exercise 9.14: Cardiovascular System—Brain, Veins, Lateral
View
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23. Animation: Blood Flow Through Brain
1. Name the three arteries through which blood flows to the
brain.
2. Which two arteries supply blood to 80 percent of the
cerebrum? These are the terminal branches of which arteries?
3. Which arteries enter the cranial cavity through the foramen
magnum? They unite to form which artery?
4. Which arteries supply the occipital and temporal lobes of the
cerebrum?
5. Which arteries form an anastomosis at the base of the brain?
What is the name of this anastomosis?
6. What is the function of the anastomosis?
7. Blood is drained from the brain through small veins that
empty into vessel channels called .
8. From where does blood flow to enter the confluence of
sinuses?
9. From the confluence of sinuses, where does blood flow
before leaving the skull?
10. The blood leaves the skull via the .
In Review
1. Name the large crescent-shaped fold of dura mater that
separates the right and left cerebral hemispheres.
2. Name the small crescent-shaped fold of dura mater that
separates the right and left cerebellar hemispheres.
24. 3. Name the dural venous sinus that contains arachnoid
granulations. What is the function of these granulations?
4. Name the dural venous sinus that drains the medial cerebral
hemispheres.
5. Name the horizontal crescent-shaped fold of the dura mater
that separates the cerebral hemispheres and the cerebellum.
Exercise 9.19: Cardiovascular System—Shoulder and Arm,
Arteries, Anterior View
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
Exercise 9.20: Cardiovascular System—Shoulder and Arm,
Veins, Anterior View
Layer 2 (p. 499)
25. A. .
B. .
C. .
Layer 4 (pp. 499-500)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
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L. .
M. .
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Q. .
R. .
S. .
T. .
U. .
V. .
W. .
Exercise 9.28: Cardiovascular System—Abdomen, Celiac
Trunk, Anterior View
Layer 1 (p. 515)
A. .
B. .
C. .
D. .
E. .
F. .
26. G. .
H. .
Layer 2 (p. 515)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
Layer 3 (p. 516)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
Layer 4 (p. 516)
A. .
27. B. .
Layer 5 (p. 517)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
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P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
X. .
Y. .
Z. .
AA. .
Layer 6 (pp. 517-518)
A. .
B. .
C. .
D. .
E. .
F. .
28. G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
X. .
Y. .
Z. .
Exercise 9.32: Cardiovascular System—Abdomen, Mesenteric
Arteries, Anterior View
Layer 1 (p. 521)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
Layer 2 (pp. 521-522)
A. .
29. B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
Layer 3 (p. 522)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
Layer 4 (pp. 522-523)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
30. O. .
P. .
Q. .
R. .
S. .
T. .
Layer 5 (p. 523)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
Layer 6 (p. 524)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
31. J. .
K. .
L. .
M. .
N. .
O. .
P. .
Q. .
R. .
S. .
T. .
U. .
V. .
W. .
X. .
Y. .
Z. .
Exercise 9.38: Cardiovascular System—Hip and Thigh,
Arteries, Anterior View
Layer 1 (p. 541)
A. .
B. .
Layer 2 (p. 541)
A. .
B. .
C. .
Layer 3 (p. 542)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
32. J. .
K. .
L. .
M. .
N. .
O. .
Exercise 9.39: Cardiovascular System—Hip and Thigh,
Arteries, Posterior View
Layer 2 (p. 542)
A. .
B. .
C. .
D. .
E. .
Layer 3 (p. 543)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
Exercise 9.40: Cardiovascular System—Hip and Thigh, Veins,
Anterior View
Layer 2 (pp. 543-544)
A. .
B. .
C. .
33. D. .
E. .
Layer 4 (p. 544)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
L. .
M. .
N. .
O. .
P. .
Exercise 9.41: Cardiovascular System—Hip and Thigh, Veins,
Posterior View
Layer 2 (pp. 544-545)
A. .
B. .
C. .
D. .
E. .
Layer 3 (p. 545)
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
34. I. .
J. .
K. .
L. .
M. .
N. .
Reference
Broyles, R. B. (2012). Workbook to accompany anatomy &
physiology revealed version 3.0. New York, NY: McGraw-Hill.
Adapted with permission.
