The City of Vancouver has a number of historic sections or buildings.docx
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The City of Vancouver has a number of historic sections or buildings of historical value(ST. Paul Hospital) . Using books and other search results, explore the current state and past history of one of Vancouver’s historic buildings or districts. Based on your understanding of urban history, explore the following themes: What themes or events of Canadian history do the team members find demonstrated by the building or district? Does the architecture or structure represent themes from the past? What do the transformations over the years suggest about the development of Vancouver? What has led to the preservation of the building or district? Then, based on the research, group discussion, and field trip, write a 1200 word paper that does the following: 1. Explains the historical background to the building or district, its origins or rational for construction. 2. Identifies key transitions in the building or district over the years. 3. Explains why the building or district continues to exist. 4. Tells (in summary form) key stories from the building or district’s past. 5. identifies what was learned from the field trip that was not present in other sources (and something can ALWAYS be learned from a field trip that was not presen Notes for the powerpoint presentation. .
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Reflection on Digital Field Trip to National ArchivesTEMPLATE.docx
Reflection on Digital Field Trip to National Archives
TEMPLATE
Task: This week you will take a digital field trip to view the Founding Documents Gallery at the National Archives. Located in Washington D.C., the National Archives are dedicated to preserving important historical and cultural documents, including the founding documents of the United States. Your visit to the digital archive will help you develop your understanding of definitions of democracy and political revolution, and provide key details about the contexts that these forms emerge from.
1. Visit the National Archives at: https://www.archives.gov/founding-docs
2. Select one primary example from the archive on which to reflect (i.e., answer the following).
3. State title of the document you chose:
4. Explain the origins of your document (WHY WAS IT WRITTEN or WHAT INSPIRED THE WRITING OF THE DOCUMENT?):
5. Describe the content of the document (WHAT DOES THE DOCUMENT ADDRESS/DISCUSS?):
6. IN YOUR OPINION, why is this document significant/important to our society?
7. FROM YOUR OWN OBSERVATIONS, how does your chosen document still influence our world today?
...
ANCESTOR SCAVENGER HUNTOVERVIEWWorld History is an incredibl
ANCESTOR SCAVENGER HUNT
OVERVIEW
World History is an incredibly broad subject and we will just scratch the surface of some key historical events, figures, religions, and ideas; however, each of us has ancestors from around the world and this assignment focuses on our relationship to them and our past.
This assignment is designed for you to practice research on the web and locate Primary and Secondary Sources. Additionally we are developing several course competencies including acquiring information, breaking multiple sources down into parts, use of library resources, recognizing secondary sources and locating primary sources.
Be sure you understand the difference between Primary Sources and Secondary Sources when researching history by visiting the resources page and visiting websites that describe the difference, such as the Canadian Collections, a site provided by the Canadian Government.
INSTRUCTIONS
Step I: Select the culture of one of your earliest known ancestors. (For example, are you German, African, Japanese, Chinese, Austrian, or Russian?) OR if you prefer, you may select one of the peoples from this module (Egyptian, Mesopotamian, Indian, Chinese).
Step II: Search the Module 1 Web Resources pages and the Internet for 10 different sources that relate to the culture term. DO NOT USE the library to search for sources. You must have a specific resource for each one, not an index and you should have 10 different types of sources from the following list that relate to the earliest recorded history of your ancestor’s homeland. What you find must predate 1500 CE.
Map
Video Clip
Audio Clip
Photograph of ruins, monument, person, or historical site
Government document or records, tablet, rock art, hieroglyphs
Letter written by someone from the region
Diary written by someone from the region
Newspaper Article
History Journal Article
Web Article
Glossary or encyclopedia-type description of the region and culture of the past
Picture of artifact
Artwork related related to the culture of region
Novel or short story about any topic related to your region and culture before 1500 CE
Textbook Reference
Museum Exhibit
Memorial or monument dedicated to an event or person related to your culture or region prior to 1500 CE
Picture (painting or other depiction of building, town, people) related to topic
Modern movie made about the culture or region before 1500 CE
Step III: Create an assignment that includes:
A one-paragraph description of what you learned about your ancestor’s culture, everyday life, and region. (You should concentrate on historical aspects of the culture.)
A list of your sources with a brief description of each source and how it relates to your ancestor's homeland and culture.
Identify whether you think each web source is a primary or secondary source based on the definition at the links above.
Step IV: Submit your paper as either a Microsoft Word file (.docx) or in Rich Text Format (rtf) to the assign ...
ANCESTOR SCAVENGER HUNTANCESTOR SCAVENGER HUNTOVERVIEWWo.docx
ANCESTOR SCAVENGER HUNT
ANCESTOR SCAVENGER HUNT
OVERVIEW
World History is an incredibly broad subject and we will just scratch the surface of some key historical events, figures, religions, and ideas; however, each of us has ancestors from around the world and this assignment focuses on our relationship to them and our past.
This assignment is designed for you to practice research on the web and locate Primary and Secondary Sources. Additionally we are developing several course competencies including acquiring information, breaking multiple sources down into parts, use of library resources, recognizing secondary sources and locating primary sources.
Be sure you understand the difference between Primary Sources and Secondary Sources when researching history by visiting the resources page and visiting websites that describe the difference, such as this
LibGuide
from American University.
INSTRUCTIONS
Step I
: Select the culture of one of your earliest known ancestors. (For example, are you German, African, Japanese, Chinese, Austrian, or Russian?)
OR
if you prefer, you may select one of the peoples from this module (Egyptian, Mesopotamian, Indian, Chinese).
Step II
: Search the Module 1 Web Resources pages and the Internet for 10 different sources that relate to the culture term. DO NOT USE the library to search for sources. You must have a specific resource for each one, not an index and you should have 10 different types of sources from the following list that relate to the earliest recorded history of your ancestor’s homeland. What you find must predate 1500 CE.
Map
Video Clip
Audio Clip
Photograph of ruins, monument, person, or historical site
Government document or records, tablet, rock art, hieroglyphs
Letter written by someone from the region
Diary written by someone from the region
Newspaper Article
History Journal Article
Web Article
Glossary or encyclopedia-type description of the region and culture of the past
Picture of artifact
Artwork related related to the culture of region
Novel or short story about any topic related to your region and culture before 1500 CE
Textbook Reference
Museum Exhibit
Memorial or monument dedicated to an event or person related to your culture or region prior to 1500 CE
Picture (painting or other depiction of building, town, people) related to topic
Modern movie made about the culture or region before 1500 CE
Step III
: Create an assignment that includes:
A one-paragraph description of what you learned about your ancestor’s culture, everyday life, and region. (You should concentrate on historical aspects of the culture.)
A list of your sources with a brief description of each source and how it relates to your ancestor's homeland and culture.
Identify whether you think each web source is a primary or secondary source based on the definition at the links above.
Step IV
: Submit your paper as either a Microsoft Word file (.docx) or in Rich Text Format (rtf) to the assig.
ANCESTOR SCAVENGER HUNTANCESTOR SCAVENGER HUNTOVERVIEWWo.docx
This document outlines an assignment asking students to research the culture and history of one of their earliest known ancestors. Students are instructed to select an ancestor's culture from before 1500 CE and search for 10 primary or secondary sources relating to that culture, such as maps, videos, photographs, documents, or artworks. Students then write a one paragraph description of what they learned about their ancestor's everyday life and culture, along with a list and brief description of each source and whether it is primary or secondary. The goal is for students to practice researching online sources and distinguishing between primary and secondary source materials from their ancestor's homeland.
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A lesson plan for young history detectives on how to research historic buildings using Chronicling America as a primary source. Comes with a handy checklist and worksheet to guide student research.OVERVIEWWorld History is an incredibly broad subject and we .docx
OVERVIEW
World History is an incredibly broad subject and we will just scratch the surface of some key historical events, figures, religions, and ideas; however, each of us has ancestors from around the world and this assignment focuses on our relationship to them and our past.
This assignment is designed for you to practice research on the web and locate Primary and Secondary Sources. Additionally we are developing several course competencies including acquiring information, breaking multiple sources down into parts, use of library resources, recognizing secondary sources and locating primary sources.
Be sure you understand the difference between Primary Sources and Secondary Sources when researching history by visiting the resources page and visiting websites that describe the difference, such as this
LibGuide
from American University.
INSTRUCTIONS
Step I
: Select the culture of one of your earliest known ancestors. (For example, are you German, African, Japanese, Chinese, Austrian, or Russian?)
OR
if you prefer, you may select one of the peoples from this module (Egyptian, Mesopotamian, Indian, Chinese).
Step II
: Search the Module 1 Web Resources pages and the Internet for 10 different sources that relate to the culture term. DO NOT USE the library to search for sources. You must have a specific resource for each one, not an index and you should have 10 different types of sources from the following list that relate to the earliest recorded history of your ancestor’s homeland. What you find must predate 1500 CE.
Map
Video Clip
Audio Clip
Photograph of ruins, monument, person, or historical site
Government document or records, tablet, rock art, hieroglyphs
Letter written by someone from the region
Diary written by someone from the region
Newspaper Article
History Journal Article
Web Article
Glossary or encyclopedia-type description of the region and culture of the past
Picture of artifact
Artwork related related to the culture of region
Novel or short story about any topic related to your region and culture before 1500 CE
Textbook Reference
Museum Exhibit
Memorial or monument dedicated to an event or person related to your culture or region prior to 1500 CE
Picture (painting or other depiction of building, town, people) related to topic
Modern movie made about the culture or region before 1500 CE
Step III
: Create an assignment that includes:
A one-paragraph description of what you learned about your ancestor’s culture, everyday life, and region. (You should concentrate on historical aspects of the culture.)
A list of your sources with a brief description of each source and how it relates to your ancestor's homeland and culture.
Identify whether you think each web source is a primary or secondary source based on the definition at the links above.
Step IV
: Submit your paper as either a Microsoft Word file (.docx) or in Rich Text Format (rtf) to the assignment folder by the due date.
See the Course Sche.
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Reflection on Digital Field Trip to National ArchivesTEMPLATE.docx
Reflection on Digital Field Trip to National Archives
TEMPLATE
Task: This week you will take a digital field trip to view the Founding Documents Gallery at the National Archives. Located in Washington D.C., the National Archives are dedicated to preserving important historical and cultural documents, including the founding documents of the United States. Your visit to the digital archive will help you develop your understanding of definitions of democracy and political revolution, and provide key details about the contexts that these forms emerge from.
1. Visit the National Archives at: https://www.archives.gov/founding-docs
2. Select one primary example from the archive on which to reflect (i.e., answer the following).
3. State title of the document you chose:
4. Explain the origins of your document (WHY WAS IT WRITTEN or WHAT INSPIRED THE WRITING OF THE DOCUMENT?):
5. Describe the content of the document (WHAT DOES THE DOCUMENT ADDRESS/DISCUSS?):
6. IN YOUR OPINION, why is this document significant/important to our society?
7. FROM YOUR OWN OBSERVATIONS, how does your chosen document still influence our world today?
...
ANCESTOR SCAVENGER HUNTOVERVIEWWorld History is an incredibl
ANCESTOR SCAVENGER HUNT
OVERVIEW
World History is an incredibly broad subject and we will just scratch the surface of some key historical events, figures, religions, and ideas; however, each of us has ancestors from around the world and this assignment focuses on our relationship to them and our past.
This assignment is designed for you to practice research on the web and locate Primary and Secondary Sources. Additionally we are developing several course competencies including acquiring information, breaking multiple sources down into parts, use of library resources, recognizing secondary sources and locating primary sources.
Be sure you understand the difference between Primary Sources and Secondary Sources when researching history by visiting the resources page and visiting websites that describe the difference, such as the Canadian Collections, a site provided by the Canadian Government.
INSTRUCTIONS
Step I: Select the culture of one of your earliest known ancestors. (For example, are you German, African, Japanese, Chinese, Austrian, or Russian?) OR if you prefer, you may select one of the peoples from this module (Egyptian, Mesopotamian, Indian, Chinese).
Step II: Search the Module 1 Web Resources pages and the Internet for 10 different sources that relate to the culture term. DO NOT USE the library to search for sources. You must have a specific resource for each one, not an index and you should have 10 different types of sources from the following list that relate to the earliest recorded history of your ancestor’s homeland. What you find must predate 1500 CE.
Map
Video Clip
Audio Clip
Photograph of ruins, monument, person, or historical site
Government document or records, tablet, rock art, hieroglyphs
Letter written by someone from the region
Diary written by someone from the region
Newspaper Article
History Journal Article
Web Article
Glossary or encyclopedia-type description of the region and culture of the past
Picture of artifact
Artwork related related to the culture of region
Novel or short story about any topic related to your region and culture before 1500 CE
Textbook Reference
Museum Exhibit
Memorial or monument dedicated to an event or person related to your culture or region prior to 1500 CE
Picture (painting or other depiction of building, town, people) related to topic
Modern movie made about the culture or region before 1500 CE
Step III: Create an assignment that includes:
A one-paragraph description of what you learned about your ancestor’s culture, everyday life, and region. (You should concentrate on historical aspects of the culture.)
A list of your sources with a brief description of each source and how it relates to your ancestor's homeland and culture.
Identify whether you think each web source is a primary or secondary source based on the definition at the links above.
Step IV: Submit your paper as either a Microsoft Word file (.docx) or in Rich Text Format (rtf) to the assign ...
ANCESTOR SCAVENGER HUNTANCESTOR SCAVENGER HUNTOVERVIEWWo.docx
ANCESTOR SCAVENGER HUNT
ANCESTOR SCAVENGER HUNT
OVERVIEW
World History is an incredibly broad subject and we will just scratch the surface of some key historical events, figures, religions, and ideas; however, each of us has ancestors from around the world and this assignment focuses on our relationship to them and our past.
This assignment is designed for you to practice research on the web and locate Primary and Secondary Sources. Additionally we are developing several course competencies including acquiring information, breaking multiple sources down into parts, use of library resources, recognizing secondary sources and locating primary sources.
Be sure you understand the difference between Primary Sources and Secondary Sources when researching history by visiting the resources page and visiting websites that describe the difference, such as this
LibGuide
from American University.
INSTRUCTIONS
Step I
: Select the culture of one of your earliest known ancestors. (For example, are you German, African, Japanese, Chinese, Austrian, or Russian?)
OR
if you prefer, you may select one of the peoples from this module (Egyptian, Mesopotamian, Indian, Chinese).
Step II
: Search the Module 1 Web Resources pages and the Internet for 10 different sources that relate to the culture term. DO NOT USE the library to search for sources. You must have a specific resource for each one, not an index and you should have 10 different types of sources from the following list that relate to the earliest recorded history of your ancestor’s homeland. What you find must predate 1500 CE.
Map
Video Clip
Audio Clip
Photograph of ruins, monument, person, or historical site
Government document or records, tablet, rock art, hieroglyphs
Letter written by someone from the region
Diary written by someone from the region
Newspaper Article
History Journal Article
Web Article
Glossary or encyclopedia-type description of the region and culture of the past
Picture of artifact
Artwork related related to the culture of region
Novel or short story about any topic related to your region and culture before 1500 CE
Textbook Reference
Museum Exhibit
Memorial or monument dedicated to an event or person related to your culture or region prior to 1500 CE
Picture (painting or other depiction of building, town, people) related to topic
Modern movie made about the culture or region before 1500 CE
Step III
: Create an assignment that includes:
A one-paragraph description of what you learned about your ancestor’s culture, everyday life, and region. (You should concentrate on historical aspects of the culture.)
A list of your sources with a brief description of each source and how it relates to your ancestor's homeland and culture.
Identify whether you think each web source is a primary or secondary source based on the definition at the links above.
Step IV
: Submit your paper as either a Microsoft Word file (.docx) or in Rich Text Format (rtf) to the assig.
ANCESTOR SCAVENGER HUNTANCESTOR SCAVENGER HUNTOVERVIEWWo.docx
This document outlines an assignment asking students to research the culture and history of one of their earliest known ancestors. Students are instructed to select an ancestor's culture from before 1500 CE and search for 10 primary or secondary sources relating to that culture, such as maps, videos, photographs, documents, or artworks. Students then write a one paragraph description of what they learned about their ancestor's everyday life and culture, along with a list and brief description of each source and whether it is primary or secondary. The goal is for students to practice researching online sources and distinguishing between primary and secondary source materials from their ancestor's homeland.
Y8 medieval europe t3
This document provides an overview of lessons on researching medieval Europe in the 8th to 13th centuries. It discusses using the library catalogue interface, keywords, primary and secondary sources, note-taking tips, and reference lists. Students will choose a topic to research related to changes in castles, military systems, or towns/trade. They will learn skills like Boolean searching, evaluating source relevance, and developing effective notes to answer their research question.
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This document provides an overview of the resources available through the VSB Digital Library, including digital databases, ebooks, newspapers and media subscriptions, as well as streaming video content. Users can access curated online content on a variety of topics from databases, evaluate and organize materials, and find tutorials and recommendations for using the different features and collections within the Digital Library. The resources are accessible from any location and aim to support students' research and learning.
History Detectives: Researching Local Historic Buildings Using Vermont Newspa...
History Detectives: Researching Local Historic Buildings Using Vermont Newspa...Vermont Digital Newspaper Project
A lesson plan for young history detectives on how to research historic buildings using Chronicling America as a primary source. Comes with a handy checklist and worksheet to guide student research.OVERVIEWWorld History is an incredibly broad subject and we .docx
OVERVIEW
World History is an incredibly broad subject and we will just scratch the surface of some key historical events, figures, religions, and ideas; however, each of us has ancestors from around the world and this assignment focuses on our relationship to them and our past.
This assignment is designed for you to practice research on the web and locate Primary and Secondary Sources. Additionally we are developing several course competencies including acquiring information, breaking multiple sources down into parts, use of library resources, recognizing secondary sources and locating primary sources.
Be sure you understand the difference between Primary Sources and Secondary Sources when researching history by visiting the resources page and visiting websites that describe the difference, such as this
LibGuide
from American University.
INSTRUCTIONS
Step I
: Select the culture of one of your earliest known ancestors. (For example, are you German, African, Japanese, Chinese, Austrian, or Russian?)
OR
if you prefer, you may select one of the peoples from this module (Egyptian, Mesopotamian, Indian, Chinese).
Step II
: Search the Module 1 Web Resources pages and the Internet for 10 different sources that relate to the culture term. DO NOT USE the library to search for sources. You must have a specific resource for each one, not an index and you should have 10 different types of sources from the following list that relate to the earliest recorded history of your ancestor’s homeland. What you find must predate 1500 CE.
Map
Video Clip
Audio Clip
Photograph of ruins, monument, person, or historical site
Government document or records, tablet, rock art, hieroglyphs
Letter written by someone from the region
Diary written by someone from the region
Newspaper Article
History Journal Article
Web Article
Glossary or encyclopedia-type description of the region and culture of the past
Picture of artifact
Artwork related related to the culture of region
Novel or short story about any topic related to your region and culture before 1500 CE
Textbook Reference
Museum Exhibit
Memorial or monument dedicated to an event or person related to your culture or region prior to 1500 CE
Picture (painting or other depiction of building, town, people) related to topic
Modern movie made about the culture or region before 1500 CE
Step III
: Create an assignment that includes:
A one-paragraph description of what you learned about your ancestor’s culture, everyday life, and region. (You should concentrate on historical aspects of the culture.)
A list of your sources with a brief description of each source and how it relates to your ancestor's homeland and culture.
Identify whether you think each web source is a primary or secondary source based on the definition at the links above.
Step IV
: Submit your paper as either a Microsoft Word file (.docx) or in Rich Text Format (rtf) to the assignment folder by the due date.
See the Course Sche.
OVERVIEWWorld History is an incredibly broad subject and we .docx
OVERVIEW
World History is an incredibly broad subject and we will just scratch the surface of some key historical events, figures, religions, and ideas; however, each of us has ancestors from around the world and this assignment focuses on our relationship to them and our past.
This assignment is designed for you to practice research on the web and locate Primary and Secondary Sources. Additionally we are developing several course competencies including acquiring information, breaking multiple sources down into parts, use of library resources, recognizing secondary sources and locating primary sources.
Be sure you understand the difference between Primary Sources and Secondary Sources when researching history by visiting the resources page and visiting websites that describe the difference, such as this
LibGuide
from American University.
INSTRUCTIONS
Step I
: Select the culture of one of your earliest known ancestors. (For example, are you German, African, Japanese, Chinese, Austrian, or Russian?)
OR
if you prefer, you may select one of the peoples from this module (Egyptian, Mesopotamian, Indian, Chinese).
Step II
: Search the Module 1 Web Resources pages and the Internet for 10 different sources that relate to the culture term. DO NOT USE the library to search for sources. You must have a specific resource for each one, not an index and you should have 10 different types of sources from the following list that relate to the earliest recorded history of your ancestor’s homeland. What you find must predate 1500 CE.
Map
Video Clip
Audio Clip
Photograph of ruins, monument, person, or historical site
Government document or records, tablet, rock art, hieroglyphs
Letter written by someone from the region
Diary written by someone from the region
Newspaper Article
History Journal Article
Web Article
Glossary or encyclopedia-type description of the region and culture of the past
Picture of artifact
Artwork related related to the culture of region
Novel or short story about any topic related to your region and culture before 1500 CE
Textbook Reference
Museum Exhibit
Memorial or monument dedicated to an event or person related to your culture or region prior to 1500 CE
Picture (painting or other depiction of building, town, people) related to topic
Modern movie made about the culture or region before 1500 CE
Step III
: Create an assignment that includes:
A one-paragraph description of what you learned about your ancestor’s culture, everyday life, and region. (You should concentrate on historical aspects of the culture.)
A list of your sources with a brief description of each source and how it relates to your ancestor's homeland and culture.
Identify whether you think each web source is a primary or secondary source based on the definition at the links above.
Step IV
: Submit your paper as either a Microsoft Word file (.docx) or in Rich Text Format (rtf) to the assignment folder by the due date.
See the Course Sche.
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This week you will take a digital field trip to view the Founding Do.docx
This week students will take a digital field trip to the National Archives website to view founding documents like the Declaration of Independence and Constitution. The National Archives works to preserve important historical artifacts. Students must read assigned lessons, participate in discussions, visit the National Archives website, and write a two-page reflection paper analyzing a primary source document's origins, context, connections to this week's textbook readings, and relevance to modern government issues.
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This is the Unit 2 lecture of a 3 Unit Blackboard Course I created in my Master's in Instructional Technology Program at Brandman University. This Course focuses on California history, primarily the Spanish Mission and Gold Rush eras. Units 2 and 3 are a 2-part series. The activities in Unit 2 are built on and finished in Unit 3.
Info about my final project hw is not the final project. Homework
Info about my final project hw is not the final project. Homework directions start on 3rd page.
My Final Project
My topic is a travel log about the renaissance.
My format will be travel diaries.
Final Project: Travel LogPurpose
Learners will create a travel journal or log about an imaginary trip they take back in time to a period, region, and culture studied during this course to assess students’ ability to describe the significance of cultural achievements of Western Civilizations.Description
Students will create a travel journal about their travels back to one of the cultures or societies studied in the course and write about the sites and events that they visited. The journal can be presented in a digital format such as a website, blog, social media posting series, or storyboard.
Important: Travel Logs created using Word or PowerPoint will not be accepted for grading. See media options below.Details
1. Students must choose a minimum of 5 sites or events from a single culture or society.
A. Examples of site: monuments, temples, churches, castles, famous marketplaces, battlefields, statues, painters’ workshops, taverns, etc.
B. Example of events: gladiator fights, dinner parties, sermons, receptions, parades, religious festivals or ceremonies, marriage ceremonies, etc.
2. Students will use at least 10 sources (5 primary, 5 secondary) to research how the sites were constructed and used by the societies, what events took place at these locations, and the significance of these events and monuments for the culture visited.
A. Pay attention to descriptions and images of the monument or site
B. Be sure to understand the society that site, or event was relevant to
C. Consider who might visit such a site. What types of people might the traveler encounter?
D. Imagine what sounds, smells, conversations the traveler might overhear.
Acceptable Primary and Secondary Sources include but are not limited to:
· Primary sources (court records, memoirs/autobiographies, letters, artifacts, etc.)
· Print secondary sources
· Scholarly journals
· Newspaper and other media and video archives
· Appropriate history-related websites and databases (not Wikipedia)
· Historical documentaries
· History textbooks
Please contact a NOVA librarian or your instructor if you have questions on locating sources.
3. Students will submit an annotated bibliography in Module 5
4. Descriptions of the 5 sites or events should be at least 300-500 words for each site or event presented. The descriptions should accurately demonstrate the cultural achievements and significance of the society studied and presented.
A. Consider utilizing photos of the site or an event that may have been similar to help illustrate your narrative
5. The student will present their travel narrative and descriptions of location, along with any accompanying images (properly label and cited) on a digital platform of their choice. Here are some options:
A. Google sites
B. Blogger
C. Wix
D. Weebly
E. WordPress
F. ...
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This course examines world architecture throughout history using themes rather than chronology. Each building will reveal stories about the culture and people who created it, while also providing context for New York City architecture. The class is for high school students on Tuesdays and Thursdays for 75 minutes. The course goals are to increase appreciation for other cultures through their architecture, augment other subjects with historical and cultural context, and encourage personal exploration of cultures. Projects include designing a medieval church and a journey map. Classes involve lectures, discussions, and a field trip around New York City.
Choose any building made before 1500 CE which either remains standin.docx
Choose any building made before 1500 CE which either remains standing or whose construction and design are well understood––preferably in one of the civilizations we have considered in this course. Write a paper about your building, focusing on a set of important question (please do not try to answer each of the questions I pose below… take them, rather, as a guide for how to think about your paper topic):
Describe how your building was constructed—in terms of materials, engineering considerations, features of design, etc. What was its primary purpose? Did it serve other purposes as well? For how long a period was it used? What happened to it in later eras?
At least half of your paper should focus on the following questions
: How, precisely, does the building you’ve chosen reflect different aspects of the civilization that produced it? What does the building tell us about this earlier world—about the people; the technology; the economy; the ritual activities? What parts of the civilization does it seem to speak to most clearly?
You can choose a building with religious significance; with political significance; with social significance. Your building might be huge and complex, or it might be simple, but it must consist of built space that either provided living space, or space for the dead, or space for other human activities.
You must write your paper using one of the following voices
:
The building’s architect, explaining the design to the people who have commissioned the building.
A modern tour guide, leading a group around the building.
A preservationist, defending the building against plans to destroy it.
An alien reporting back your mother-ship.
More Ground Rules
You need to do some research about your building, and there is plenty of information on the web. Your sources need to be legitimate secondary-level sources. You can use “Wikipedia” or “Brittanica Online” to get initial information, but these sources are tertiary—at a third level of remove from the original facts. You should have at least
four
separate secondary level sources in your paper, ideally a combination of good books and journal articles and .edu/.org based websites. Those of you who have access to written texts are encouraged to explore libraries and their collections. Those of you who have limited access to written texts will need to make sure that your web-based resources are strong. You should include Google Books and JStor in your search for material.
Don’t waste our time with an extended introduction that describes general components and historical periods of the civilization involved in your paper.
Spend a paragraph or two describing your building with some good and careful precision—itemize the key details on which you will focus your subsequent discussion.
Support your general statements about your building and its civilization with precise observations and details.
Just for the record, understand that we are very good at sniffing out mat.
The case presented is a philosophy of practice, by Ulf Donner, leade.docx
The case presented is a philosophy of practice, by Ulf Donner, leader of the Foundation Home at the psychiatric nursing home in Finland that for 15 years has based its practice on Eriksson’s caritative theory of caring.
Even at an early stage in our serving in caring science, we caregivers recognized ourselves in the caring science theory, which stresses the healing force of love and compassion in the form of tending, playing, and learning in faith, hope, and charity. The caritative culture is made visible with the help of rituals, symbols, and traditions, for instance, with the stone that burns with the light of the Trinity and the daily common time for spiritual reflection. In every meeting with the suffering human being, the attributes of love and charity are striven for, and the day involves discussions of reconciliation, forgiveness, and how we as caregivers can tend by nourishing and cleansing on the level of becoming, being, and doing. In the struggle in love and compassion to reach a fellow human being who, because of suffering, has withdrawn from the communion to find common horizons, the sacrifice of the caregiver is constantly available.
We work with people who often have the feeling that they do not deserve the love they encounter and who, in various ways, try to convince us caregivers of this. We experience patients’ disappointment in their destructive acts, and we constantly have to remember that it may be broken promises that produce such dynamics. Sometimes, it may be difficult to recognize that suffering expressed in this way in an abstract sense seeks an embrace that does not give way but is strong enough to give shelter to this suffering, in a way that makes a becoming movement possible. In recognizing what is bad and what is difficult, horizons in the field of force are expanded, and the possibility of bringing in a ray of light and hope is opened.
As caregivers, we constantly ask ourselves whether the words, the language we use, bring promise, and how we can create linguistic footholds in the void by means of images and symbols. In our effort to nourish and cleanse, that which constitutes the basic movement of tending, we often recognize the importance of teaching the patient to be able to mourn disappointments and affirm the possibilities of forgiveness in the movement of reconciliation.
We also try to bring about the open invitation to the suffering human being to join a communion with the help of myths, legends, and tales concerned with human questions about evil versus good and about eternity and infinity. Reading aloud with common reflective periods often provides us caregivers a possibility of getting closer to patients without getting too close, and opens the door for the suffering the patient bears.
In the act of caring, we strive for openness with regard to the patient’s face and a confirmative attitude that responds to the appeal that we can recognize that the patient directs to us. When we as caregivers re.
The Case of Will Smithers To Exhume or not Exhume, that is the .docx
The Case of Will Smithers: To Exhume or not Exhume, that is the Question
A surprising amount of information can be gleaned about an individual just from one’s tissues. In this case, you have been assigned to shadow histopathologist Dr. Jonas Riehm as he attempts to identify the cause of death of 42-year-old Will Smithers. Mr. Smithers’s body was discovered sitting in his car near an alley several miles from his home. There was no obvious cause of death, necessitating an autopsy to determine if the death was from natural causes or foul play. However, due to a clerical error, the decedent’s body was released and interred before a proper autopsy could be performed, and an official cause of death was not established.
Fortunately, several tissue samples were taken before the interment and remain available for examination. Mr. Smithers’s family does not wish to have his body exhumed, so local law enforcement professionals have asked Dr. Riehm to examine the tissue samples in the hopes of determining his cause of death and whether or not an exhumation is needed. The following sections have been taken from the official report that Dr. Riehm sent to the local coroner’s office. You are to report to Dr. Riehm’s office with your anatomy and physiology textbook. He expects students to answer questions related to the work that he does in his histopathology laboratory.
Dr. Riehm enjoys teaching, and has a collection of microscope slides that he uses to introduce students to the fascinating universe of histology. He starts with the following definition: histology is the study of the normal structure of tissues. Although Dr. Riehm is an expert in the study of the diseases and abnormalities of tissues, histopathology, he is a firm believer that you must be able to recognize normal tissue before you can understand diseased tissue. He has set up four microscope stations for students to get familiar with how the microscopes function and to view slides of normal tissues.
Each station has a microscope with a slide of one of the four primary tissue types. (a) Define tissue and organ, and then describe how each fits into the levels of body organization. (b) Describe what you would expect to observe on the epithelial tissue slide. What are the general functions of this tissue? (c) Describe what you would expect to see on the connective tissue slide. What are the general functions of this tissue? (d) Describe what you would expect to see on the muscle tissue slide. What are the general functions of this tissue? (e) Describe what you would expect to observe on the nervous tissue slide. What are the general functions of this tissue?
Satisfied that you are properly introduced to the concepts of normal tissue, Dr. Riehm begins to fill you in on the details of Mr. Smithers’s case, whose tissue samples have coincidentally arrived just in time for your shadowing visit. The first set of slides included an epithelium sample taken from Mr. Smithers’s forehead. The slide w.
The Case of ChadCPSS405 Version 21University of Phoenix M.docx
The Case of Chad
CPSS/405 Version 2
1
University of Phoenix Material
The Case of Chad
Chad is a 45-year-old man currently in prison for raping 3 women. Chad had met these women on separate occasions at a bar. In each case, he put Rohypnol in their drinks when they were not looking. He would wait for the drugs to take effect and then take each of his victims to the bathroom and rape them. He reported the rapes were about feeling powerful, and he liked feeling as if he had control over these women.
Copyright © 2016 by University of Phoenix. All rights reserved.
1 Sexual Offenses and Offenders
There are few groups of individuals who are more reviled than sexual offenders. Though this has been true for more than a century, the past two decades have brought forth intense scrutiny from the public, politicians, and policymakers. Several emotionally-charged cases of child sexual abuse were highly publicized in the 1980s and 1990s, reigniting public intolerance for sexual offenders. And although the incidence of sexual offenses has been decreasing, sanctions for sex offenders have been constantly increasing over the last two decades. Unfortunately, empirical research does not show that such sanctions significantly deter offenders or reduce recidivism, and yet this legislation creates significant financial strain for local jurisdictions and states that must implement the policies (Zgoba et al., 2008). Despite the questionable efficacy of these laws, there is no sign of reducing the sanctions for this group.
This is not the first time historically that society has exhibited a “moral panic” about the dangers of sexual abuse. This panic has waned and ebbed throughout the last century. Jenkins (1998, p. 4) explains that the perception of sex offenders is the effect of “socially constructed realities” influenced by existing social and political ideologies. The public desire to incapacitate sex offenders today is similar to social attitudes in the 1930s, when sexual psychopathy laws emerged to incapacitate those considered to be “unfortunate but dangerous wretches” (Robson, 1999, p. 2). So although empirical research has consistently shown that sex offenders constitute a heterogeneous population of individuals for whom a one-size-fits-all policy will not be effective, such policies regarding the supervision, monitoring, and incapacitation of sexual offenders have gone full circle since the beginning of the century.
The purpose of this text is to provide the reader with a general understanding of sex offenders and the societal responses to them. Historically, sex offender research has focused on why sex offenders commit such offenses, and the characteristics of different types of offenders. Sex offender research today is centered around three general topic areas: (1) the factors associated with sexual offending, including personal characteristics as well as situational variables; (2) sex offenders' risk of recidivism; and (3) the efficacy of polici.
The Case of SamSam is a 62-year-old, widowed, African American male..docx
The Case of SamSam is a 62-year-old, widowed, African American male. He is unemployed, receives Social Security benefits, and lives on his own in an apartment. Sam has minimal peer relationships, choosing not to socialize with anyone except his daughter, with whom he is very close. Sam raised his daughter as a single father after his wife passed away. Melissa is 28 years old and works as an emergency medical technician (EMT). When Sam was 7years old, he was placed in foster care and has had very limited contact with his extended family. Prior to September 11, 2001, Sam had a steady employment history in food services and retail.He hadno psychiatric history before that time. Sam reportedhis religious background is Catholic, but he is not affiliatedwith a congregation or church. Sam became depressed and psychotic sometimeafter 9/11 and had to be taken to an emergency room. He was hospitalized at that time for several weeks. His mental status exam (MSE)and diagnostic interview showed no history of alcohol or substance abuse issues,and he had no criminal background or current legal issues. Sam was released to outpatient care but was deemed unable to return to work. At that time,he had a diagnosis of major depression with psychotic features; he alsohas a history of high blood pressure and migraines. After several additional multiple psychiatric hospitalizations, he was gradually stabilized. Sam has been seeing a psychiatrist once a month for over a decade for medication management and is currently prescribedDepakote®, Abilify, and Wellbutrin®. Sam has a positive history of medication and treatment compliance. He wastreated by a social worker at an outpatient program for about 2years after his hospitalizations for his psychosis and depression. He gradually stopped attending sessions with the social worker after his symptoms stabilized, and his termination from the outpatient program was deemed appropriate; he continued to see the psychiatrist monthly for medication management.After about 10years of seeing only the psychiatrist, Sam scheduled a meeting with this social worker for increased feelings of depression. These feelings were broughton after his daughter moved out of the apartment they had shared for many years to live with her boyfriend. He reported difficulty adjusting to living alone and said he often feels lonely and anxious. He reported during sessions with his social worker that he speaks to his daughter frequently, and although she only lives 10blocks away, he misses her terribly.Our sessions for the last 3months have focused on his mixed feelings around his daughter’s new life with her boyfriend. He said he is happy that she is happy but misses her very much. I emphasized his strengths and helped him reframe his situation by focusing on the positive changes in her life as well as his own life. Our goals were to help him reduce his symptoms of anxiety and begin searching for new opportunities for socialization outside of his daughter.
.
The Case of Sam Sam is a 62-year-old, widowed, African American ma.docx
The Case of Sam Sam is a 62-year-old, widowed, African American male. He is unemployed, receives Social Security benefits, and lives on his own in an apartment. Sam has minimal peer relationships, choosing not to socialize with anyone except his daughter, with whom he is very close. Sam raised his daughter as a single father after his wife passed away. Melissa is 28 years old and works as an emergency medical technician (EMT). When Sam was 7 years old, he was placed in foster care and has had very limited contact with his extended family. Prior to September 11, 2001, Sam had a steady employment history in food services and retail. He had no psychiatric history before that time. Sam reported his religious background is Catholic, but he is not affiliated with a congregation or church. Sam became depressed and psychotic sometime after 9/11 and had to be taken to an emergency room. He was hospitalized at that time for several weeks. His mental status exam (MSE) and diagnostic interview showed no history of alcohol or substance abuse issues, and he had no criminal background or current legal issues. Sam was released to outpatient care but was deemed unable to return to work. At that time, he had a diagnosis of major depression with psychotic features; he also has a history of high blood pressure and migraines. After several additional multiple psychiatric hospitalizations, he was gradually stabilized. Sam has been seeing a psychiatrist once a month for over a decade for medication management and is currently prescribed Depakote®, Abilify, and Wellbutrin®. Sam has a positive history of medication and treatment compliance. He was treated by a social worker at an outpatient program for about 2 years after his hospitalizations for his psychosis and depression. He gradually stopped attending sessions with the social worker after his symptoms stabilized, and his termination from the outpatient program was deemed appropriate; he continued to see the psychiatrist monthly for medication management. After about 10 years of seeing only the psychiatrist, Sam scheduled a meeting with this social worker for increased feelings of depression. These feelings were brought on after his daughter moved out of the apartment they had shared for many years to live with her boyfriend. He reported difficulty adjusting to living alone and said he often feels lonely and anxious. He reported during sessions with his social worker that he speaks to his daughter frequently, and although she only lives 10 blocks away, he misses her terribly. Our sessions for the last 3 months have focused on his mixed feelings around his daughter’s new life with her boyfriend. He said he is happy that she is happy but misses her very much. I emphasized his strengths and helped him reframe his situation by focusing on the positive changes in her life as well as his own life. Our goals were to help him reduce his symptoms of anxiety and begin searching for new opportunities for socialization outsi.
The case of OD in an NGO in IndiaNisha NairIndian Instit.docx
The case of OD in an NGO in India
Nisha Nair
Indian Institute of Management Indore, Indore, India, and
Neharika Vohra
Indian Institute of Management Ahmedabad, Ahmedabad, India
Abstract
Purpose – This paper aims to report an organizational development (OD) exercise carried out in a
prominent non-governmental organization (NGO) that works in the area of rights and advocacy in
India.
Design/methodology/approach – The exercise was part of the first author’s graduate program,
which required the application of behavioral science theory to a live organization under the
supervision of her advisor, the second author. The organizational development exercise spread over
four months, involved entering an organization, interacting with key participants and stakeholders of
the organization both formally and informally, diagnosing issues facing the organization and a
mirroring exercise with the management at the end of the intervention to provide feedback.
Findings – Some of the issues and improvement areas that emerged through the exercise are
discussed in the paper. It also offers reflections on some of the key lessons learnt during the process of
intervention, with implications for OD in developmental organizations.
Originality/value – The paper offers insights into OD interventions in the developmental sector,
posing a different set of challenges than conventional organizations, and also because the organization
itself was in a state of flux at the time of the intervention.
Keywords Non-governmental organizations, Business development, Organizational effectiveness,
Labour efficiency, Change management, India
Paper type Case study
Introduction
Organization development (OD) work has largely been carried out in business or for
profit organizations. Bargal and Schmid (1992) refer to the paucity of literature on
consultation done in developmental organizations. OD in nonprofit organizations
provides some unique challenges for the consultant that may not exist in business
organizations (Ramos, 2007; Waysman and Savaya, 1997). Developmental
organizations are thought to differ from for-profit organizations in a number of
ways (Brown and Covey, 1987). Studies have shown that employees in developmental
organizations seek greater autonomy and less organizational control in their work
(Mirvis and Hackett, 1983). Since there is a need for flexibility and local discretion in
the working of developmental organizations, they tend to be more informal and loosely
organized than business organizations ( Joseph, 2000; Lewis, 2003). Another often cited
concern is the existence of high role ambiguity and lack of clarity about roles and
procedures in such organizations (Goldman and Kahnweiler, 2000; McDonald, 1999). In
his study of organizational change in a human service organization, Ramos (2007)
discusses the poor communication across the various units/programs of the nonprofit.
Given that values and ideology play a central role in developmental organizations
(B.
The Case of Hector”.docx
The Case of “Hector”
Case Study 1: Chronic Hepatitis (Cirrhosis of Liver) & Wernicke-Korsakoff Syndrome
I. Case History
Background Information
Hector is a 44 year old, Hispanic male of low socioeconomic status. He lives on the southwest side of Chicago, Illinois in a neighborhood that is heavily populated with people of his ethnic background. Hector lives in a 3 bedroom home that he is currently renting.
Family History/Current Relationships
Hector was born in San Juan, Mexico and was raised in a two parent household, and has four siblings. Hector is the youngest of the four children. He comes from a Catholic background. Hector’s father worked as a carpenter, and his mother was a homemaker. Hector’s father was an alcoholic and was both physically and verbally abusive to the family. Hector lost his father at age 10 due to a physical altercation that took place at a local watering hole, which resulted in a fatal injury. His mother decided to relocate to the United States where she could receive the support of her family. At age 23, Hector met his current wife. Hector lives with his wife Consuela (age 40), and his 3 children Veronica (age 8), Mateo (age 6) and, Alejandro (age 2). Recently, his mother, and two cousins have moved into the home due to medical and financial reasons. Hector indicates that although times are hard, he is very committed to his family and grateful for their ongoing support.
Support Systems
Hector considers his family to be his primary support system. He indicates that they work very hard to be there for one another no matter what the situation. He indicates that he has a few friends but feel that they are not necessarily positive support systems, but can often times provide an outlet to stress.
Education
Hector has not graduated high school, but when time permits, he attends classes at a community agency who is assisting him with prep classes that will enable him to take the G.E.D. However, Hector admits that he is not able to consistently pursue obtaining his G.E.D because earning a living is his priority at this time.
Employment
Hector indicates that he is the primary provider in the home at this time. He indicates that they are able to receive some government assistance (Medicaid, food-stamps, WIC), but the income is supplemented, depending on his ability to obtain work. Hector currently works as a seasonal worker for a construction company. He reports that when he is actually called in to work, he can make decent money. However, there is question as to whether Hector receives his salary “under the table”. Hector does not have reliable transportation. Although he owns a mini-van, he reports that it is in constant need of repair. Hector chooses use public transportation and carpooling as a primary mode of transportation, because his license is suspended due to receiving his second DUI/DWI.
II. Description of Presenting Problem
Hector reports that he knows that he has an issue wi.
The Case of Joe the Jerk1The Case of Joe the Jerk (or,.docx
The Case of Joe the Jerk
1
The Case of Joe the Jerk (or, the Very Capable Jerk)
You have been asked to consult with a module manager in a public service center of the Social Security Administration. A module is a group of about forty workers who work together in processing claims for social security coverage (i.e., requests for the beginning of payments, or other services such as changes and information). A module has all the specialists needed to process a claim from beginning to end——claims authorizers, benefits authorizers, file clerks, and typists/word processors. Each module has a module manager (hereafter, MM) and two assistant module managers (AMMs) who lead and manage the team of workers in the module.
The MM, Joan, has a serious concern about one of the AMMs, Joe. Joe is very intelligent, talented, and younger than most AMMs. As far as his knowledge of the work and technical details is concerned, he is extremely promising and has excellent prospects to move up to become MM and then move on up beyond that. Joe, however, is arrogant in his dealings with the workers in the module. He talks down to people and treats them curtly and rudely. He behaves as if he deserves more special treatment and attention than the module members because he is an AMM. On the other hand, Joe also takes some stands and actions that are not necessarily bad or unjustified.
Some incidents:
One of the file clerks arrives late fairly often. Joe has begun to confront her very aggressively, in front of the other members of the module, criticizing her for arriving late. He has initiated disciplinary action against her. Some other members of the module have pointed out to Joe and Joan that the file clerk is a young single mother with a lot of personal problems. Her brother was recently shot to death in a street fight, apparently drug related. Her child is sick a lot and she has problems getting good child care. Joe, however, insists on going forward with the disciplinary action, saying he cannot let a person arrive late regularly without being unfair to those who do arrive on time. Besides, he says, it is essentially illegal for him not to take action. Joan has to decide whether to intervene in the disciplinary action or let it go through.
Joan is concerned about Joe’s effect on motivation and work satisfaction in the module. He speaks very condescendingly to module members who make mistakes, acting as if he is very superior to them and a lot smarter than they are——which is often true, in a sense. Joan was so concerned about growing tensions in the module that she arranged for a weekend retreat, where the group went through some team development exercises with a consultant. Throughout the retreat and the exercises, Joe had a virtual sneer on his face, and he made repeated sarcastic comments about the time the group was wasting on ―touchy-feely nonsense.
The members of the module have group meetings to discuss problems and changes. Joe has gotten up and wal.
The CASE JournalStakeholders and corporate environmental dec.docx
The CASE Journal
Stakeholders and corporate environmental decision making: The BP Whiting Refinery controversy
Bryan T. Stinchfield
Article information:
To cite this document:
Bryan T. Stinchfield , (2009),"Stakeholders and corporate environmental decision making: The BP Whiting Refinery controversy",
The CASE Journal, Vol. 6 Iss 1 pp. 5 - 18
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http://dx.doi.org/10.1108/TCJ-06-2009-B002
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http://dx.doi.org/10.1108/TCJ-06-2009-B002
Bryan T. Stinchfield
Franklin & Marshall College_______________________________________
INTRODUCTION
During the late summer of 2007, Bob Malone, British Petroleum (BP) America Chairman
and President, was faced with one of the most important decisions of his career – to
expand the Whiting Refinery in northwest Indiana on the banks of Lake Michigan, or to
yield to pressure from the public and not expand operations. Regional and global
consumer demand for gasoline was rising, which helped push prices toward record highs,
and the refinery had an opportunity to expand capacity to help meet that demand.
However, thousands of citizens, a host of environmental groups, and eve.
The Case of Emily P.Emily is a 62-year-old, single, heterosexual.docx
The Case of Emily P.Emily is a 62-year-old, single, heterosexual, African American female who seeks treatment for anxiety. She says she is very concerned since she recently has been pulling her hair out,and it has become noticeable on top of her head. She is taking to wearing hats,which she finds acceptable. She worries about many things, which is not new to her,and she finds that scrubbing her home clean is her best therapy to ease her anxiety.Emily reports that germs have been a regular concern of hers since adolescence, when she learned in health classes about the risks of serious diseases including sexual transmittable disease. Emily presented with meticulous grooming, although the knees of her pants were noted as worn. She has arthritis in herspine and knees and uses a walker to help her manage mobility safely. With her physical disabilities it is challenging sometimes to scrub clean the house daily. This worries her shouldshe get a visitor and the house is not in order as she would like it. She is no longer working,so the amount of time it takes her to scrub the house clean doesn’t delay her daily schedule as it used to.Emily receives Social Security income and is not employed. Although the Social Security is acceptable,her living expenses are always a concern to her. She lives alone in a subsidized apartment in the same building as her 72-year-old, unmarried sister,so rent should not increase. Emily and her sister shared an apartment for over 30 years, beginning when each of their marriages dissolved. Emily reported that when her sister began a romantic relationship 5 years ago, Emily began to feel very anxious and started to cry often. Emily moved into an apartment down the hall in the building and began to pull the hair from her head,hiding her hair loss by wearing wigs. This behavior occurred at different times and resulted in scabbing. Emily said she feels better after but does not always notice how much she is pulling. Her sister learned of Emily’s hair pulling after her wig slipped off one evening to reveal bald spots. She set up a schedule over the past few months with her sister to help stop the hair pulling. Sometimes it works and sometimes it doesnot. She is worried that she will be disappointing her sister by not sticking to the schedule to reduce her hair pulling. Her sister encouraged Emily to seek treatment rather than “hiding her ways.” Emily is reliant upon her sister for transportation and for a sense of social and emotional connection. Emily worries about bothering her sister due to her transportation needs,and she worriesthatwithouther sister she would be helpless. She knows she is edgy with her sister often and worries that might be from a lack of good sleep. She agreed to this session even though she is pessimistic about anything working. During our initial visit at our local mental health center, Emily shared that when she was 2 years old her mother died from tuberculosis, and the following year her father, an a.
The Capital Budgeting ProcessConsidering the 2014 article by Bat.docx
The Capital Budgeting Process
Considering the 2014 article by Batra and Verma assigned in this unit, "An Empirical Insight Into Different Stages of Capital Budgeting," discuss the following:
Describe the capital budgeting process.
Explain how the capital budgeting process is used in organizations.
Describe the types of projects that are subject to capital budgeting.
Explain why the capital budgeting process is important for the allocation of resources.
.
The C-130 is large and unmaneuverable compared to tactical jets. .docx
The C-130 is large and unmaneuverable compared to tactical jets. With a C-130 crew of 7-10 compared to the 1-2 of tactical jets, it would be risky to operate the C-130 exposed to enemy defenses. So although the C-130's readiness would be increased by keeping it airborne for earlier snatch of descending aviators, it wouldn't be wise to hold it airborne near enemy targets. It should be kept in 'safe areas' over Iran or maybe offshore until needed.
But the pronged C-130 is a potential addition to other rescue forces such as helicopters, so the C-130 too is subject to the same kinds of time delays in communication to get it headed to the site of a potential downing. (And remember it has to get there before the surface is reached by the downed aviator.)
How many people could each C-130 theoretically catch mid air? Is it one person rescued per plane? THE TIMING IS TIGHT, SO GETTING A SECOND DESCENDING AVIATOR WOULD BE VERY RARE EVEN IF TECHNICALLY FEASIBLE.
How fast is the C-130 compared to other options like a search and rescue helicopter? MAX SPEED OF A C130 IS 368 MPH, BUT THAT'S GOING 'DOWNHILL. CRUISING SPEED IS UNDER 300 MPH.
If a C-130 didn't reach it's window of time to grab a pilot midair, is it feasible for this type of plane to conduct the rescue on the ground? NOT VIA THE PRONG (WHICH IS INTENDED TO CATCH AN UNFURLED CHUTE). BUT THERE ARE TECHNIQUES SUCH AS FULTON SKYHOOK THAT MIGHT WORK (BUT ARE NOT PART OF YOUR PROBLEM).
What elevation would the tactical aircraft pilots be flying at, and could they lose altitude after getting hit and while still assessing their situations? (Important for determining time constraints.) SMART WEAPONS PERMIT DELIVERY FROM 15,000 FEET OR ABOVE
How would the C-130 locate a pilot upon arriving at the likely downing position? Visually? Some sort of beacon? /Presumably, sighting the pilot, adjusting to compensate for the pilot's descent, and making the grab would all take a good deal of time, especially if the C-130 comes under enemy fire and must conduct evasive maneuvers. VISUALLY/RADIO WITH PILOT IN CHUTE/PERHAPS GPS
IT WOULD BE QUITE RISKY FOR THE PILOT DESCENDING OR AFTER REACHING THE SURFACE, BUT HE/SHE MIGHT USE FLARES TO MAKE SIGHTING BY RESCUE CREWS EASIER. YES, TIME IS OF THE ESSENCE
You mentioned that C-130s are manned by 7-10 people. What is the typical size of a S&R helicopter crew, for comparison? 3-4
A C-130 would probably be an attractive target for Iran's capable air defense systems. How well is the aircraft able to deal with enemy fire? PROBLEMATIC Would it be escorted during S&R? LIKELY, BY JETS Would S&R helicopters be any less vulnerable (presumably not, as they would be descending to make pick-ups)?LESS VULNERABLE DUE SMALLER RADAR SIGNATURE AND DUE GREATER MANEUVERABILITY
.
the butterflys wayAlso by Edwidge DanticatBre.docx
the butterfly's way
Also by Edwidge Danticat
Breath, Eyes, Memory
Krik? Krak!
The Farming of Bones
the butterfly's way
VOICES FROM THE HAITIAN DYASPORA
IN THE UNITED STATES
EDITED BY Edwidge Danticat
The Butterfly's Way: Voices from the Haitian Dyaspora in the United States
Copyright © 2001 by Edwidge Danticat
All rights reserved.
"You and Me against the world," by Martine Bury, copyright © 1999, is reprinted by permission of the author. "Restavek" is from
Restavec: From Haitian Slave Child to Middle-Class American by Jean-Robert Cadet, copyright 1998, reprinted by permission of the
University of Texas Press. "The Million Man March" by Anthony Calypso, copyright © 1998, first appeared as "The Chicken Bone
Express" under the pen name, Tbnven Bolewo, in Tea for One and appears here by permission of the author. "Present Past Future" by
Marc Christophe is adapted from the poem "Present Passe Futur" which appeared in Le Pain De L'Exile, copyright © 1988, and is
reprinted by permission of the author. "A Cage of Words" by Joel Dreyfuss, copyright © 1999, first appeared in The Haitian Times and
is reprinted by permission of the author. "Another Ode to Salt" by Danielle Legros Georges first appeared in The Caribbean Writer,
Volume 9, copyright © 1995, and is reprinted by permission of the author. "America, We Are Here" by Dany Laferriere, copyright ©
1987, first appeared in his book Why Must a Black Writer Write About Sex? (David Homel translator, Coach House Press, Toronto)
and appears here by permission of the author. "Homelands" by Marie-Helene Laforest first appeared in slightly different form in
Diasporic Encounters (Liguori Editore, Naples, January 2000) and is reprinted by permission of the author. "Made Outside" by Francie
Latour first appeared in a slightly different form in The Virginian-Pilot, copyright © 1995, and is reprinted by permission of the author.
"Something in the Water ... Reflections of a People's Journey" by Nikol Payen first appeared in The Crab Orchard Review, copyright ©
1997, and is reprinted by permission of the author. "The White Wife" by Gary Pierre-Pierre first appeared in Essence Magazine,
copyright © 1998, and is reprinted by permission of the author. "Haiti: A Memory Journey" by Assoto Saint is from Spells of a Voodoo
Doll, copyright © 1996, and appears by permission of Michele Karlsberg, Estate of Assoto Saint. "Looking for Columbus" is from
Silencing the Past by Michel-Rolph Trouillot, copyright © 1996 by Michel-Rolph Trouillot, reprinted by permission of Beacon Press,
Boston. "Do Something for Your Soul, Go to Haiti," by Babette Wainwright, copyright © 1999, first appeared in slightly different form as
"Fencing in the People" in Sheperd Express, April 15, 1999 and is reprinted by permission of the author. All other contributions first
appear here by permission of their respective authors, copyright © 2001.
Library of Congress Cataloging-in-Publication Data
The butterfly's way : voices from the .
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OVERVIEWWorld History is an incredibly broad subject and we .docx
OVERVIEW
World History is an incredibly broad subject and we will just scratch the surface of some key historical events, figures, religions, and ideas; however, each of us has ancestors from around the world and this assignment focuses on our relationship to them and our past.
This assignment is designed for you to practice research on the web and locate Primary and Secondary Sources. Additionally we are developing several course competencies including acquiring information, breaking multiple sources down into parts, use of library resources, recognizing secondary sources and locating primary sources.
Be sure you understand the difference between Primary Sources and Secondary Sources when researching history by visiting the resources page and visiting websites that describe the difference, such as this
LibGuide
from American University.
INSTRUCTIONS
Step I
: Select the culture of one of your earliest known ancestors. (For example, are you German, African, Japanese, Chinese, Austrian, or Russian?)
OR
if you prefer, you may select one of the peoples from this module (Egyptian, Mesopotamian, Indian, Chinese).
Step II
: Search the Module 1 Web Resources pages and the Internet for 10 different sources that relate to the culture term. DO NOT USE the library to search for sources. You must have a specific resource for each one, not an index and you should have 10 different types of sources from the following list that relate to the earliest recorded history of your ancestor’s homeland. What you find must predate 1500 CE.
Map
Video Clip
Audio Clip
Photograph of ruins, monument, person, or historical site
Government document or records, tablet, rock art, hieroglyphs
Letter written by someone from the region
Diary written by someone from the region
Newspaper Article
History Journal Article
Web Article
Glossary or encyclopedia-type description of the region and culture of the past
Picture of artifact
Artwork related related to the culture of region
Novel or short story about any topic related to your region and culture before 1500 CE
Textbook Reference
Museum Exhibit
Memorial or monument dedicated to an event or person related to your culture or region prior to 1500 CE
Picture (painting or other depiction of building, town, people) related to topic
Modern movie made about the culture or region before 1500 CE
Step III
: Create an assignment that includes:
A one-paragraph description of what you learned about your ancestor’s culture, everyday life, and region. (You should concentrate on historical aspects of the culture.)
A list of your sources with a brief description of each source and how it relates to your ancestor's homeland and culture.
Identify whether you think each web source is a primary or secondary source based on the definition at the links above.
Step IV
: Submit your paper as either a Microsoft Word file (.docx) or in Rich Text Format (rtf) to the assignment folder by the due date.
See the Course Sche.
L1 Social Studies 1.1 practice external powerpoint
This document provides instructions for an assessment on describing cultural change using the Vikings as a case study. Students will research how Viking culture changed from the 8th-11th centuries to modern cultures of Norway, Sweden and Denmark. They are to describe: the cultural change and groups involved; contrasting viewpoints on the change; and processes (like assimilation, colonization, integration of new ideas) that led to change and why these were important. Students will complete initial research, plan their response using a template, and have three periods to write their assessment response using open notes.
This week you will take a digital field trip to view the Founding Do.docx
This week students will take a digital field trip to the National Archives website to view founding documents like the Declaration of Independence and Constitution. The National Archives works to preserve important historical artifacts. Students must read assigned lessons, participate in discussions, visit the National Archives website, and write a two-page reflection paper analyzing a primary source document's origins, context, connections to this week's textbook readings, and relevance to modern government issues.
Colonial Colleges in Higher ED HESA Salem State
This document provides an overview of a course on colonial colleges. It includes learning objectives focused on understanding the political, economic, social and religious factors that shaped colonial colleges. It lists required readings, including chapters from a textbook on the history of higher education as well as primary sources like the Harvard Charter of 1650 and Laws of Harvard College from 1655. Key terms related to the history of higher education are defined. There are announcements about assignments, including a synthesis essay and research paper. Students are also given examples of additional resources on the history of colonial colleges like Harvard.
Integrated History / Literacy Program: 1850's
What was life like in the 1800’s ? What impact did The Gold Rush and Eureka Stockade have on the development of the colonies? How did the landscape around Albany, WA change as a result of the new British migrants?
Unit 3 lecture
This is the Unit 2 lecture of a 3 Unit Blackboard Course I created in my Master's in Instructional Technology Program at Brandman University. This Course focuses on California history, primarily the Spanish Mission and Gold Rush eras. Units 2 and 3 are a 2-part series. The activities in Unit 2 are built on and finished in Unit 3.
Info about my final project hw is not the final project. Homework
Info about my final project hw is not the final project. Homework directions start on 3rd page.
My Final Project
My topic is a travel log about the renaissance.
My format will be travel diaries.
Final Project: Travel LogPurpose
Learners will create a travel journal or log about an imaginary trip they take back in time to a period, region, and culture studied during this course to assess students’ ability to describe the significance of cultural achievements of Western Civilizations.Description
Students will create a travel journal about their travels back to one of the cultures or societies studied in the course and write about the sites and events that they visited. The journal can be presented in a digital format such as a website, blog, social media posting series, or storyboard.
Important: Travel Logs created using Word or PowerPoint will not be accepted for grading. See media options below.Details
1. Students must choose a minimum of 5 sites or events from a single culture or society.
A. Examples of site: monuments, temples, churches, castles, famous marketplaces, battlefields, statues, painters’ workshops, taverns, etc.
B. Example of events: gladiator fights, dinner parties, sermons, receptions, parades, religious festivals or ceremonies, marriage ceremonies, etc.
2. Students will use at least 10 sources (5 primary, 5 secondary) to research how the sites were constructed and used by the societies, what events took place at these locations, and the significance of these events and monuments for the culture visited.
A. Pay attention to descriptions and images of the monument or site
B. Be sure to understand the society that site, or event was relevant to
C. Consider who might visit such a site. What types of people might the traveler encounter?
D. Imagine what sounds, smells, conversations the traveler might overhear.
Acceptable Primary and Secondary Sources include but are not limited to:
· Primary sources (court records, memoirs/autobiographies, letters, artifacts, etc.)
· Print secondary sources
· Scholarly journals
· Newspaper and other media and video archives
· Appropriate history-related websites and databases (not Wikipedia)
· Historical documentaries
· History textbooks
Please contact a NOVA librarian or your instructor if you have questions on locating sources.
3. Students will submit an annotated bibliography in Module 5
4. Descriptions of the 5 sites or events should be at least 300-500 words for each site or event presented. The descriptions should accurately demonstrate the cultural achievements and significance of the society studied and presented.
A. Consider utilizing photos of the site or an event that may have been similar to help illustrate your narrative
5. The student will present their travel narrative and descriptions of location, along with any accompanying images (properly label and cited) on a digital platform of their choice. Here are some options:
A. Google sites
B. Blogger
C. Wix
D. Weebly
E. WordPress
F. ...
Design & Education
This course examines world architecture throughout history using themes rather than chronology. Each building will reveal stories about the culture and people who created it, while also providing context for New York City architecture. The class is for high school students on Tuesdays and Thursdays for 75 minutes. The course goals are to increase appreciation for other cultures through their architecture, augment other subjects with historical and cultural context, and encourage personal exploration of cultures. Projects include designing a medieval church and a journey map. Classes involve lectures, discussions, and a field trip around New York City.
Choose any building made before 1500 CE which either remains standin.docx
Choose any building made before 1500 CE which either remains standing or whose construction and design are well understood––preferably in one of the civilizations we have considered in this course. Write a paper about your building, focusing on a set of important question (please do not try to answer each of the questions I pose below… take them, rather, as a guide for how to think about your paper topic):
Describe how your building was constructed—in terms of materials, engineering considerations, features of design, etc. What was its primary purpose? Did it serve other purposes as well? For how long a period was it used? What happened to it in later eras?
At least half of your paper should focus on the following questions
: How, precisely, does the building you’ve chosen reflect different aspects of the civilization that produced it? What does the building tell us about this earlier world—about the people; the technology; the economy; the ritual activities? What parts of the civilization does it seem to speak to most clearly?
You can choose a building with religious significance; with political significance; with social significance. Your building might be huge and complex, or it might be simple, but it must consist of built space that either provided living space, or space for the dead, or space for other human activities.
You must write your paper using one of the following voices
:
The building’s architect, explaining the design to the people who have commissioned the building.
A modern tour guide, leading a group around the building.
A preservationist, defending the building against plans to destroy it.
An alien reporting back your mother-ship.
More Ground Rules
You need to do some research about your building, and there is plenty of information on the web. Your sources need to be legitimate secondary-level sources. You can use “Wikipedia” or “Brittanica Online” to get initial information, but these sources are tertiary—at a third level of remove from the original facts. You should have at least
four
separate secondary level sources in your paper, ideally a combination of good books and journal articles and .edu/.org based websites. Those of you who have access to written texts are encouraged to explore libraries and their collections. Those of you who have limited access to written texts will need to make sure that your web-based resources are strong. You should include Google Books and JStor in your search for material.
Don’t waste our time with an extended introduction that describes general components and historical periods of the civilization involved in your paper.
Spend a paragraph or two describing your building with some good and careful precision—itemize the key details on which you will focus your subsequent discussion.
Support your general statements about your building and its civilization with precise observations and details.
Just for the record, understand that we are very good at sniffing out mat.
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L1 Social Studies 1.1 practice external powerpoint
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This week you will take a digital field trip to view the Founding Do.docx
This week you will take a digital field trip to view the Founding Do.docx
Info about my final project hw is not the final project. Homework
Info about my final project hw is not the final project. Homework
Choose any building made before 1500 CE which either remains standin.docx
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The case presented is a philosophy of practice, by Ulf Donner, leader of the Foundation Home at the psychiatric nursing home in Finland that for 15 years has based its practice on Eriksson’s caritative theory of caring.
Even at an early stage in our serving in caring science, we caregivers recognized ourselves in the caring science theory, which stresses the healing force of love and compassion in the form of tending, playing, and learning in faith, hope, and charity. The caritative culture is made visible with the help of rituals, symbols, and traditions, for instance, with the stone that burns with the light of the Trinity and the daily common time for spiritual reflection. In every meeting with the suffering human being, the attributes of love and charity are striven for, and the day involves discussions of reconciliation, forgiveness, and how we as caregivers can tend by nourishing and cleansing on the level of becoming, being, and doing. In the struggle in love and compassion to reach a fellow human being who, because of suffering, has withdrawn from the communion to find common horizons, the sacrifice of the caregiver is constantly available.
We work with people who often have the feeling that they do not deserve the love they encounter and who, in various ways, try to convince us caregivers of this. We experience patients’ disappointment in their destructive acts, and we constantly have to remember that it may be broken promises that produce such dynamics. Sometimes, it may be difficult to recognize that suffering expressed in this way in an abstract sense seeks an embrace that does not give way but is strong enough to give shelter to this suffering, in a way that makes a becoming movement possible. In recognizing what is bad and what is difficult, horizons in the field of force are expanded, and the possibility of bringing in a ray of light and hope is opened.
As caregivers, we constantly ask ourselves whether the words, the language we use, bring promise, and how we can create linguistic footholds in the void by means of images and symbols. In our effort to nourish and cleanse, that which constitutes the basic movement of tending, we often recognize the importance of teaching the patient to be able to mourn disappointments and affirm the possibilities of forgiveness in the movement of reconciliation.
We also try to bring about the open invitation to the suffering human being to join a communion with the help of myths, legends, and tales concerned with human questions about evil versus good and about eternity and infinity. Reading aloud with common reflective periods often provides us caregivers a possibility of getting closer to patients without getting too close, and opens the door for the suffering the patient bears.
In the act of caring, we strive for openness with regard to the patient’s face and a confirmative attitude that responds to the appeal that we can recognize that the patient directs to us. When we as caregivers re.
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The Case of Will Smithers: To Exhume or not Exhume, that is the Question
A surprising amount of information can be gleaned about an individual just from one’s tissues. In this case, you have been assigned to shadow histopathologist Dr. Jonas Riehm as he attempts to identify the cause of death of 42-year-old Will Smithers. Mr. Smithers’s body was discovered sitting in his car near an alley several miles from his home. There was no obvious cause of death, necessitating an autopsy to determine if the death was from natural causes or foul play. However, due to a clerical error, the decedent’s body was released and interred before a proper autopsy could be performed, and an official cause of death was not established.
Fortunately, several tissue samples were taken before the interment and remain available for examination. Mr. Smithers’s family does not wish to have his body exhumed, so local law enforcement professionals have asked Dr. Riehm to examine the tissue samples in the hopes of determining his cause of death and whether or not an exhumation is needed. The following sections have been taken from the official report that Dr. Riehm sent to the local coroner’s office. You are to report to Dr. Riehm’s office with your anatomy and physiology textbook. He expects students to answer questions related to the work that he does in his histopathology laboratory.
Dr. Riehm enjoys teaching, and has a collection of microscope slides that he uses to introduce students to the fascinating universe of histology. He starts with the following definition: histology is the study of the normal structure of tissues. Although Dr. Riehm is an expert in the study of the diseases and abnormalities of tissues, histopathology, he is a firm believer that you must be able to recognize normal tissue before you can understand diseased tissue. He has set up four microscope stations for students to get familiar with how the microscopes function and to view slides of normal tissues.
Each station has a microscope with a slide of one of the four primary tissue types. (a) Define tissue and organ, and then describe how each fits into the levels of body organization. (b) Describe what you would expect to observe on the epithelial tissue slide. What are the general functions of this tissue? (c) Describe what you would expect to see on the connective tissue slide. What are the general functions of this tissue? (d) Describe what you would expect to see on the muscle tissue slide. What are the general functions of this tissue? (e) Describe what you would expect to observe on the nervous tissue slide. What are the general functions of this tissue?
Satisfied that you are properly introduced to the concepts of normal tissue, Dr. Riehm begins to fill you in on the details of Mr. Smithers’s case, whose tissue samples have coincidentally arrived just in time for your shadowing visit. The first set of slides included an epithelium sample taken from Mr. Smithers’s forehead. The slide w.
The Case of ChadCPSS405 Version 21University of Phoenix M.docx
The Case of Chad
CPSS/405 Version 2
1
University of Phoenix Material
The Case of Chad
Chad is a 45-year-old man currently in prison for raping 3 women. Chad had met these women on separate occasions at a bar. In each case, he put Rohypnol in their drinks when they were not looking. He would wait for the drugs to take effect and then take each of his victims to the bathroom and rape them. He reported the rapes were about feeling powerful, and he liked feeling as if he had control over these women.
Copyright © 2016 by University of Phoenix. All rights reserved.
1 Sexual Offenses and Offenders
There are few groups of individuals who are more reviled than sexual offenders. Though this has been true for more than a century, the past two decades have brought forth intense scrutiny from the public, politicians, and policymakers. Several emotionally-charged cases of child sexual abuse were highly publicized in the 1980s and 1990s, reigniting public intolerance for sexual offenders. And although the incidence of sexual offenses has been decreasing, sanctions for sex offenders have been constantly increasing over the last two decades. Unfortunately, empirical research does not show that such sanctions significantly deter offenders or reduce recidivism, and yet this legislation creates significant financial strain for local jurisdictions and states that must implement the policies (Zgoba et al., 2008). Despite the questionable efficacy of these laws, there is no sign of reducing the sanctions for this group.
This is not the first time historically that society has exhibited a “moral panic” about the dangers of sexual abuse. This panic has waned and ebbed throughout the last century. Jenkins (1998, p. 4) explains that the perception of sex offenders is the effect of “socially constructed realities” influenced by existing social and political ideologies. The public desire to incapacitate sex offenders today is similar to social attitudes in the 1930s, when sexual psychopathy laws emerged to incapacitate those considered to be “unfortunate but dangerous wretches” (Robson, 1999, p. 2). So although empirical research has consistently shown that sex offenders constitute a heterogeneous population of individuals for whom a one-size-fits-all policy will not be effective, such policies regarding the supervision, monitoring, and incapacitation of sexual offenders have gone full circle since the beginning of the century.
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The Case of SamSam is a 62-year-old, widowed, African American male. He is unemployed, receives Social Security benefits, and lives on his own in an apartment. Sam has minimal peer relationships, choosing not to socialize with anyone except his daughter, with whom he is very close. Sam raised his daughter as a single father after his wife passed away. Melissa is 28 years old and works as an emergency medical technician (EMT). When Sam was 7years old, he was placed in foster care and has had very limited contact with his extended family. Prior to September 11, 2001, Sam had a steady employment history in food services and retail.He hadno psychiatric history before that time. Sam reportedhis religious background is Catholic, but he is not affiliatedwith a congregation or church. Sam became depressed and psychotic sometimeafter 9/11 and had to be taken to an emergency room. He was hospitalized at that time for several weeks. His mental status exam (MSE)and diagnostic interview showed no history of alcohol or substance abuse issues,and he had no criminal background or current legal issues. Sam was released to outpatient care but was deemed unable to return to work. At that time,he had a diagnosis of major depression with psychotic features; he alsohas a history of high blood pressure and migraines. After several additional multiple psychiatric hospitalizations, he was gradually stabilized. Sam has been seeing a psychiatrist once a month for over a decade for medication management and is currently prescribedDepakote®, Abilify, and Wellbutrin®. Sam has a positive history of medication and treatment compliance. He wastreated by a social worker at an outpatient program for about 2years after his hospitalizations for his psychosis and depression. He gradually stopped attending sessions with the social worker after his symptoms stabilized, and his termination from the outpatient program was deemed appropriate; he continued to see the psychiatrist monthly for medication management.After about 10years of seeing only the psychiatrist, Sam scheduled a meeting with this social worker for increased feelings of depression. These feelings were broughton after his daughter moved out of the apartment they had shared for many years to live with her boyfriend. He reported difficulty adjusting to living alone and said he often feels lonely and anxious. He reported during sessions with his social worker that he speaks to his daughter frequently, and although she only lives 10blocks away, he misses her terribly.Our sessions for the last 3months have focused on his mixed feelings around his daughter’s new life with her boyfriend. He said he is happy that she is happy but misses her very much. I emphasized his strengths and helped him reframe his situation by focusing on the positive changes in her life as well as his own life. Our goals were to help him reduce his symptoms of anxiety and begin searching for new opportunities for socialization outside of his daughter.
.
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The case of OD in an NGO in India
Nisha Nair
Indian Institute of Management Indore, Indore, India, and
Neharika Vohra
Indian Institute of Management Ahmedabad, Ahmedabad, India
Abstract
Purpose – This paper aims to report an organizational development (OD) exercise carried out in a
prominent non-governmental organization (NGO) that works in the area of rights and advocacy in
India.
Design/methodology/approach – The exercise was part of the first author’s graduate program,
which required the application of behavioral science theory to a live organization under the
supervision of her advisor, the second author. The organizational development exercise spread over
four months, involved entering an organization, interacting with key participants and stakeholders of
the organization both formally and informally, diagnosing issues facing the organization and a
mirroring exercise with the management at the end of the intervention to provide feedback.
Findings – Some of the issues and improvement areas that emerged through the exercise are
discussed in the paper. It also offers reflections on some of the key lessons learnt during the process of
intervention, with implications for OD in developmental organizations.
Originality/value – The paper offers insights into OD interventions in the developmental sector,
posing a different set of challenges than conventional organizations, and also because the organization
itself was in a state of flux at the time of the intervention.
Keywords Non-governmental organizations, Business development, Organizational effectiveness,
Labour efficiency, Change management, India
Paper type Case study
Introduction
Organization development (OD) work has largely been carried out in business or for
profit organizations. Bargal and Schmid (1992) refer to the paucity of literature on
consultation done in developmental organizations. OD in nonprofit organizations
provides some unique challenges for the consultant that may not exist in business
organizations (Ramos, 2007; Waysman and Savaya, 1997). Developmental
organizations are thought to differ from for-profit organizations in a number of
ways (Brown and Covey, 1987). Studies have shown that employees in developmental
organizations seek greater autonomy and less organizational control in their work
(Mirvis and Hackett, 1983). Since there is a need for flexibility and local discretion in
the working of developmental organizations, they tend to be more informal and loosely
organized than business organizations ( Joseph, 2000; Lewis, 2003). Another often cited
concern is the existence of high role ambiguity and lack of clarity about roles and
procedures in such organizations (Goldman and Kahnweiler, 2000; McDonald, 1999). In
his study of organizational change in a human service organization, Ramos (2007)
discusses the poor communication across the various units/programs of the nonprofit.
Given that values and ideology play a central role in developmental organizations
(B.
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The Case of “Hector”
Case Study 1: Chronic Hepatitis (Cirrhosis of Liver) & Wernicke-Korsakoff Syndrome
I. Case History
Background Information
Hector is a 44 year old, Hispanic male of low socioeconomic status. He lives on the southwest side of Chicago, Illinois in a neighborhood that is heavily populated with people of his ethnic background. Hector lives in a 3 bedroom home that he is currently renting.
Family History/Current Relationships
Hector was born in San Juan, Mexico and was raised in a two parent household, and has four siblings. Hector is the youngest of the four children. He comes from a Catholic background. Hector’s father worked as a carpenter, and his mother was a homemaker. Hector’s father was an alcoholic and was both physically and verbally abusive to the family. Hector lost his father at age 10 due to a physical altercation that took place at a local watering hole, which resulted in a fatal injury. His mother decided to relocate to the United States where she could receive the support of her family. At age 23, Hector met his current wife. Hector lives with his wife Consuela (age 40), and his 3 children Veronica (age 8), Mateo (age 6) and, Alejandro (age 2). Recently, his mother, and two cousins have moved into the home due to medical and financial reasons. Hector indicates that although times are hard, he is very committed to his family and grateful for their ongoing support.
Support Systems
Hector considers his family to be his primary support system. He indicates that they work very hard to be there for one another no matter what the situation. He indicates that he has a few friends but feel that they are not necessarily positive support systems, but can often times provide an outlet to stress.
Education
Hector has not graduated high school, but when time permits, he attends classes at a community agency who is assisting him with prep classes that will enable him to take the G.E.D. However, Hector admits that he is not able to consistently pursue obtaining his G.E.D because earning a living is his priority at this time.
Employment
Hector indicates that he is the primary provider in the home at this time. He indicates that they are able to receive some government assistance (Medicaid, food-stamps, WIC), but the income is supplemented, depending on his ability to obtain work. Hector currently works as a seasonal worker for a construction company. He reports that when he is actually called in to work, he can make decent money. However, there is question as to whether Hector receives his salary “under the table”. Hector does not have reliable transportation. Although he owns a mini-van, he reports that it is in constant need of repair. Hector chooses use public transportation and carpooling as a primary mode of transportation, because his license is suspended due to receiving his second DUI/DWI.
II. Description of Presenting Problem
Hector reports that he knows that he has an issue wi.
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The Case of Joe the Jerk
1
The Case of Joe the Jerk (or, the Very Capable Jerk)
You have been asked to consult with a module manager in a public service center of the Social Security Administration. A module is a group of about forty workers who work together in processing claims for social security coverage (i.e., requests for the beginning of payments, or other services such as changes and information). A module has all the specialists needed to process a claim from beginning to end——claims authorizers, benefits authorizers, file clerks, and typists/word processors. Each module has a module manager (hereafter, MM) and two assistant module managers (AMMs) who lead and manage the team of workers in the module.
The MM, Joan, has a serious concern about one of the AMMs, Joe. Joe is very intelligent, talented, and younger than most AMMs. As far as his knowledge of the work and technical details is concerned, he is extremely promising and has excellent prospects to move up to become MM and then move on up beyond that. Joe, however, is arrogant in his dealings with the workers in the module. He talks down to people and treats them curtly and rudely. He behaves as if he deserves more special treatment and attention than the module members because he is an AMM. On the other hand, Joe also takes some stands and actions that are not necessarily bad or unjustified.
Some incidents:
One of the file clerks arrives late fairly often. Joe has begun to confront her very aggressively, in front of the other members of the module, criticizing her for arriving late. He has initiated disciplinary action against her. Some other members of the module have pointed out to Joe and Joan that the file clerk is a young single mother with a lot of personal problems. Her brother was recently shot to death in a street fight, apparently drug related. Her child is sick a lot and she has problems getting good child care. Joe, however, insists on going forward with the disciplinary action, saying he cannot let a person arrive late regularly without being unfair to those who do arrive on time. Besides, he says, it is essentially illegal for him not to take action. Joan has to decide whether to intervene in the disciplinary action or let it go through.
Joan is concerned about Joe’s effect on motivation and work satisfaction in the module. He speaks very condescendingly to module members who make mistakes, acting as if he is very superior to them and a lot smarter than they are——which is often true, in a sense. Joan was so concerned about growing tensions in the module that she arranged for a weekend retreat, where the group went through some team development exercises with a consultant. Throughout the retreat and the exercises, Joe had a virtual sneer on his face, and he made repeated sarcastic comments about the time the group was wasting on ―touchy-feely nonsense.
The members of the module have group meetings to discuss problems and changes. Joe has gotten up and wal.
The CASE JournalStakeholders and corporate environmental dec.docx
The CASE Journal
Stakeholders and corporate environmental decision making: The BP Whiting Refinery controversy
Bryan T. Stinchfield
Article information:
To cite this document:
Bryan T. Stinchfield , (2009),"Stakeholders and corporate environmental decision making: The BP Whiting Refinery controversy",
The CASE Journal, Vol. 6 Iss 1 pp. 5 - 18
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http://dx.doi.org/10.1108/TCJ-06-2009-B002
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(2000),"Leadership influence in a high power distance and collectivist culture", Leadership & Organization Development
Journal, Vol. 21 Iss 8 pp. 414-426 http://dx.doi.org/10.1108/01437730010379258
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http://dx.doi.org/10.1108/TCJ-06-2009-B002
Bryan T. Stinchfield
Franklin & Marshall College_______________________________________
INTRODUCTION
During the late summer of 2007, Bob Malone, British Petroleum (BP) America Chairman
and President, was faced with one of the most important decisions of his career – to
expand the Whiting Refinery in northwest Indiana on the banks of Lake Michigan, or to
yield to pressure from the public and not expand operations. Regional and global
consumer demand for gasoline was rising, which helped push prices toward record highs,
and the refinery had an opportunity to expand capacity to help meet that demand.
However, thousands of citizens, a host of environmental groups, and eve.
The Case of Emily P.Emily is a 62-year-old, single, heterosexual.docx
The Case of Emily P.Emily is a 62-year-old, single, heterosexual, African American female who seeks treatment for anxiety. She says she is very concerned since she recently has been pulling her hair out,and it has become noticeable on top of her head. She is taking to wearing hats,which she finds acceptable. She worries about many things, which is not new to her,and she finds that scrubbing her home clean is her best therapy to ease her anxiety.Emily reports that germs have been a regular concern of hers since adolescence, when she learned in health classes about the risks of serious diseases including sexual transmittable disease. Emily presented with meticulous grooming, although the knees of her pants were noted as worn. She has arthritis in herspine and knees and uses a walker to help her manage mobility safely. With her physical disabilities it is challenging sometimes to scrub clean the house daily. This worries her shouldshe get a visitor and the house is not in order as she would like it. She is no longer working,so the amount of time it takes her to scrub the house clean doesn’t delay her daily schedule as it used to.Emily receives Social Security income and is not employed. Although the Social Security is acceptable,her living expenses are always a concern to her. She lives alone in a subsidized apartment in the same building as her 72-year-old, unmarried sister,so rent should not increase. Emily and her sister shared an apartment for over 30 years, beginning when each of their marriages dissolved. Emily reported that when her sister began a romantic relationship 5 years ago, Emily began to feel very anxious and started to cry often. Emily moved into an apartment down the hall in the building and began to pull the hair from her head,hiding her hair loss by wearing wigs. This behavior occurred at different times and resulted in scabbing. Emily said she feels better after but does not always notice how much she is pulling. Her sister learned of Emily’s hair pulling after her wig slipped off one evening to reveal bald spots. She set up a schedule over the past few months with her sister to help stop the hair pulling. Sometimes it works and sometimes it doesnot. She is worried that she will be disappointing her sister by not sticking to the schedule to reduce her hair pulling. Her sister encouraged Emily to seek treatment rather than “hiding her ways.” Emily is reliant upon her sister for transportation and for a sense of social and emotional connection. Emily worries about bothering her sister due to her transportation needs,and she worriesthatwithouther sister she would be helpless. She knows she is edgy with her sister often and worries that might be from a lack of good sleep. She agreed to this session even though she is pessimistic about anything working. During our initial visit at our local mental health center, Emily shared that when she was 2 years old her mother died from tuberculosis, and the following year her father, an a.
The Capital Budgeting ProcessConsidering the 2014 article by Bat.docx
The Capital Budgeting Process
Considering the 2014 article by Batra and Verma assigned in this unit, "An Empirical Insight Into Different Stages of Capital Budgeting," discuss the following:
Describe the capital budgeting process.
Explain how the capital budgeting process is used in organizations.
Describe the types of projects that are subject to capital budgeting.
Explain why the capital budgeting process is important for the allocation of resources.
.
The C-130 is large and unmaneuverable compared to tactical jets. .docx
The C-130 is large and unmaneuverable compared to tactical jets. With a C-130 crew of 7-10 compared to the 1-2 of tactical jets, it would be risky to operate the C-130 exposed to enemy defenses. So although the C-130's readiness would be increased by keeping it airborne for earlier snatch of descending aviators, it wouldn't be wise to hold it airborne near enemy targets. It should be kept in 'safe areas' over Iran or maybe offshore until needed.
But the pronged C-130 is a potential addition to other rescue forces such as helicopters, so the C-130 too is subject to the same kinds of time delays in communication to get it headed to the site of a potential downing. (And remember it has to get there before the surface is reached by the downed aviator.)
How many people could each C-130 theoretically catch mid air? Is it one person rescued per plane? THE TIMING IS TIGHT, SO GETTING A SECOND DESCENDING AVIATOR WOULD BE VERY RARE EVEN IF TECHNICALLY FEASIBLE.
How fast is the C-130 compared to other options like a search and rescue helicopter? MAX SPEED OF A C130 IS 368 MPH, BUT THAT'S GOING 'DOWNHILL. CRUISING SPEED IS UNDER 300 MPH.
If a C-130 didn't reach it's window of time to grab a pilot midair, is it feasible for this type of plane to conduct the rescue on the ground? NOT VIA THE PRONG (WHICH IS INTENDED TO CATCH AN UNFURLED CHUTE). BUT THERE ARE TECHNIQUES SUCH AS FULTON SKYHOOK THAT MIGHT WORK (BUT ARE NOT PART OF YOUR PROBLEM).
What elevation would the tactical aircraft pilots be flying at, and could they lose altitude after getting hit and while still assessing their situations? (Important for determining time constraints.) SMART WEAPONS PERMIT DELIVERY FROM 15,000 FEET OR ABOVE
How would the C-130 locate a pilot upon arriving at the likely downing position? Visually? Some sort of beacon? /Presumably, sighting the pilot, adjusting to compensate for the pilot's descent, and making the grab would all take a good deal of time, especially if the C-130 comes under enemy fire and must conduct evasive maneuvers. VISUALLY/RADIO WITH PILOT IN CHUTE/PERHAPS GPS
IT WOULD BE QUITE RISKY FOR THE PILOT DESCENDING OR AFTER REACHING THE SURFACE, BUT HE/SHE MIGHT USE FLARES TO MAKE SIGHTING BY RESCUE CREWS EASIER. YES, TIME IS OF THE ESSENCE
You mentioned that C-130s are manned by 7-10 people. What is the typical size of a S&R helicopter crew, for comparison? 3-4
A C-130 would probably be an attractive target for Iran's capable air defense systems. How well is the aircraft able to deal with enemy fire? PROBLEMATIC Would it be escorted during S&R? LIKELY, BY JETS Would S&R helicopters be any less vulnerable (presumably not, as they would be descending to make pick-ups)?LESS VULNERABLE DUE SMALLER RADAR SIGNATURE AND DUE GREATER MANEUVERABILITY
.
the butterflys wayAlso by Edwidge DanticatBre.docx
the butterfly's way
Also by Edwidge Danticat
Breath, Eyes, Memory
Krik? Krak!
The Farming of Bones
the butterfly's way
VOICES FROM THE HAITIAN DYASPORA
IN THE UNITED STATES
EDITED BY Edwidge Danticat
The Butterfly's Way: Voices from the Haitian Dyaspora in the United States
Copyright © 2001 by Edwidge Danticat
All rights reserved.
"You and Me against the world," by Martine Bury, copyright © 1999, is reprinted by permission of the author. "Restavek" is from
Restavec: From Haitian Slave Child to Middle-Class American by Jean-Robert Cadet, copyright 1998, reprinted by permission of the
University of Texas Press. "The Million Man March" by Anthony Calypso, copyright © 1998, first appeared as "The Chicken Bone
Express" under the pen name, Tbnven Bolewo, in Tea for One and appears here by permission of the author. "Present Past Future" by
Marc Christophe is adapted from the poem "Present Passe Futur" which appeared in Le Pain De L'Exile, copyright © 1988, and is
reprinted by permission of the author. "A Cage of Words" by Joel Dreyfuss, copyright © 1999, first appeared in The Haitian Times and
is reprinted by permission of the author. "Another Ode to Salt" by Danielle Legros Georges first appeared in The Caribbean Writer,
Volume 9, copyright © 1995, and is reprinted by permission of the author. "America, We Are Here" by Dany Laferriere, copyright ©
1987, first appeared in his book Why Must a Black Writer Write About Sex? (David Homel translator, Coach House Press, Toronto)
and appears here by permission of the author. "Homelands" by Marie-Helene Laforest first appeared in slightly different form in
Diasporic Encounters (Liguori Editore, Naples, January 2000) and is reprinted by permission of the author. "Made Outside" by Francie
Latour first appeared in a slightly different form in The Virginian-Pilot, copyright © 1995, and is reprinted by permission of the author.
"Something in the Water ... Reflections of a People's Journey" by Nikol Payen first appeared in The Crab Orchard Review, copyright ©
1997, and is reprinted by permission of the author. "The White Wife" by Gary Pierre-Pierre first appeared in Essence Magazine,
copyright © 1998, and is reprinted by permission of the author. "Haiti: A Memory Journey" by Assoto Saint is from Spells of a Voodoo
Doll, copyright © 1996, and appears by permission of Michele Karlsberg, Estate of Assoto Saint. "Looking for Columbus" is from
Silencing the Past by Michel-Rolph Trouillot, copyright © 1996 by Michel-Rolph Trouillot, reprinted by permission of Beacon Press,
Boston. "Do Something for Your Soul, Go to Haiti," by Babette Wainwright, copyright © 1999, first appeared in slightly different form as
"Fencing in the People" in Sheperd Express, April 15, 1999 and is reprinted by permission of the author. All other contributions first
appear here by permission of their respective authors, copyright © 2001.
Library of Congress Cataloging-in-Publication Data
The butterfly's way : voices from the .
The California LegislatureDifferences from the U.S. Congress.docx
The California Legislature
Differences from the U.S. Congress
Equal Bicameral
• Lower house is the Assembly
• 80 members elected every 2 years
• Each district has about 450,000 constituents (700,000 for the U.S. House of
Representatives)
• Upper house is the Senate
• 40 members serve for 4 years
• Half run each 2 years
• Each district has about 900,000 constituent
• Term limits
• Legislators are limited to a total of 12 years in the legislature
• May serve in one or both houses
• Only about 1/3 of bills become laws
Leadership
• Speaker of the Assembly is much more powerful than the Speaker of
the House:
• Controls committee appointments
• Present Speaker is John Perez (new Speaker will be Toni Atkins)
• President Pro tem in the Senate not as powerful
• Shares power with rules committee
• Became more influential under old term limits rules because Senators could
serve for 8 years (as opposed to the 6 for Assembly)
Other features
• Governor may use the line item veto for an appropriations bill
• State legislature is less visible to voters than Congress (media rarely
covers it)
• State legislature is not involved in judicial appointments
• No filibuster
• Initiative process means that legislature doesn’t have a monopoly on
legislation (for good or ill)
• Seniority plays a much smaller role
Problems
• Term limits
• Never develop sufficient expertise
• Especially a problem for leadership
• Less willing to compromise because they don’t have a long working
relationship with other legislators
• Cedes power to bureaucrats & lobbyists
• Has contributed to a rise in minority representation
• E.g., Latino legislators increased from 6% in 1990 to 23% today
• Gridlock over taxation
• 2/3 vote required for increasing taxes by state legislature (Prop. 13)
• Staff slashed by 40% in 1990 (first term limits initiative)
The bright side
• Term limits have contributed to a rise in minority representation
• E.g., Latino legislators increased from 6% in 1990 to 23% today
• (see NCSL web site for more demographic information)
• No filibuster
• 2/3 requirement for passing state budget removed in 2010
• Districts now drawn by a citizen commission rather than by the
legislature
• Open primary encourages less extremism
gcc
Federalism
gcc
Confederal Government
States act together through a central
government for limited purposes, but
retain ultimate authority and can veto
actions of the central government (53)
gcc
Confederal Government
STATE
GOVERNMENT
STATE
GOVERNMENT
STATE
GOVERNMENT
CENTRAL GOVERNMENT
gcc
Unitary Government
The central government has ultimate
authority and may create (and
eliminate) state governments for its
own purposes (53)
gcc
Unitary Government
CENTRAL
GOVERNMENT STATE
GOVERNMENT
STATE
GOVERNMENT
STATE
GOVERNMENT
STATE
GOVERNMENT
gcc
Federal Government
Ultimate authority is divided between a
central government an.
The Canterbury Tales Prologue1.) What are Chaucer’s views on the c.docx
The Canterbury Tales Prologue
1.) What are Chaucer’s views on the church, based on his descriptions of the clergymen (the Monk, the Friar, etc.)? Using at least two examples from the text, answer this question in no less than seven sentences.
2.) Choose one of the characters in the Prologue. Describe the character in your own words. Who are they? What do they believe? Why are they going on this pilgrimage? Make sure your answer is thorough and complete and at least seven sentences in length.
.
The case file is up loaded ,An analysis of the evidence related to t.docx
The document discusses analyzing evidence related to a crime victim to understand why they were targeted and whether it was a targeted attack or opportunistic. It asks discussants to share their initial thoughts on how the victim impacts their analysis of the offense, what else they would like to know about the victim, and what other issues are presented based on the victim evidence.
THE CASE FOR MIXED REALITY TO IMPROVEPERFORMANCEStuart W.docx
THE CASE FOR MIXED REALITY TO IMPROVE
PERFORMANCE
Stuart W. Volkow Alex C. Howland, PhD
The world of work is rapidly changing. Now, more than ever, the need for continuous workforce training
is needed. While there are many benefits to social and experiential offerings of face-to-face training,
distance learning is typically more practical in today’s society. Unfortunately, current distance-learning
technologies lack the immersion necessary for learning 21st-century skills. Virtual reality and
augmented reality (i.e., mixed realities) can be more effective for training and learning than traditional
flat-screen media.
THE FUTURE OF WORK AND THE
OPPORTUNITY OF MIXED REALITIES TO
IMPROVE PERFORMANCE
Robots, automation, and artificial intelligence are rapidly
changing the face of the American workforce. As more
and more jobs are filled by machines, experts agree that
the education marketplace will need to change to keep up
with the growing and widespread need for worker retrain-
ing (Pew Research Center Internet & Technology, 2017).
While there are benefits to the social and experiential
learning experiences that can be offered in a face-to-face
setting, distance learning is often an affordable and flexible
way to provide that training.
Unfortunately, most eLearning and webinar platforms
only offer participants a passive experience (e.g., watch-
ing videos, listening to a lecture). With corporate edu-
cation, including employee orientation, onboarding, and
skill building, passive learning is the norm, consisting
largely of sitting down and consuming pre-packaged con-
tent in bulk that’s presented formally by an educator
(Hinchcliffe, 2017). Such offerings do not help develop the
vital skills needed in today’s increasingly global and dis-
tributed economy, such as teaming, communication, lead-
ership, and cultural intelligence. They also do not immerse
learners into the context of the learning and provide the
ability for learners to practice in a safe environment. As
a result, many learners develop feelings of isolation, dis-
connectedness, and frustration, often associated with poor
retention rates and low return on investment (Willging &
Johnson, 2009).
Mixed-reality technologies (i.e., virtual reality and aug-
mented reality) provide solutions to these problems by
allowing people to come together in an active simulated
environment that allows them to see and interact with fel-
low participants and the simulated environment, regard-
less of geographic location. Such technologies have the po-
tential to dramatically transform education, training, and
human performance. The aim of this article is to provide
an overview of mixed realities (MR), to discuss theories as-
sociated with how the technologies can provide value for
performance, and to provide specific examples of effective
early-use cases.
Introduction to Mixed Realities
Well told, any story can be immersive. From spoken word
to literature, film, and television, imagination work.
The Career Development of Mexican American Adolescent Women.docx
The Career Development of Mexican American Adolescent Women:
A Test of Social Cognitive Career Theory
Lisa Y. Flores
The Ohio State University
Karen M. O’Brien
University of Maryland, College Park
This study tested R. W. Lent, S. D. Brown, and G. Hackett’s (1994) model of career choice with 364
Mexican American adolescent women. Path analyses were run to determine the influence of contextual
and social cognitive variables on career aspiration, career choice prestige, and traditionality. Partial
support for the model was evidenced as nontraditional career self-efficacy, parental support, barriers,
acculturation, and feminist attitudes predicted career choice prestige. Acculturation, feminist attitudes,
and nontraditional career self-efficacy predicted career choice traditionality. Feminist attitudes and
parental support predicted career aspiration. The paths between nontraditional career interests and the 3
outcome variables were not supported. Finally, none of the background contextual variables in this study
predicted nontraditional career self-efficacy. Implications of the results and suggestions for future
research are discussed.
Mexican American women constitute a significant portion of the
American population (U.S. Bureau of the Census, 1996), are
underrepresented at all levels of education (Carter & Wilson, 1993;
Lango, 1995; McNeill et al., 2001; U.S. Bureau of the Census,
1991), and are overrepresented in low-paying occupations tradi-
tionally occupied by women (Arbona, 1989; Arbona & Novy,
1991; Ortiz, 1995). Relatively little empirical research has been
conducted to identify the variables that contribute to the educa-
tional and occupational underachievement of Mexican American
women. Indeed, researchers have noted that the career develop-
ment of Hispanics has received only slight consideration in the
counseling and vocational literature (Arbona, 1990; Fouad, 1995;
Hoyt, 1989; McNeill et al., 2001), and they have questioned the
generalizability of career development theories to Hispanics (Ar-
bona, 1990, 1995; Fitzgerald & Betz, 1994; Hackett, Lent, &
Greenhaus, 1991). The purpose of this study was to investigate the
applicability of a current model of career choice to the experiences
of Mexican American adolescent women and to extend the current
model to incorporate variables that are hypothesized to be salient
to this population.
It is well documented that Hispanics are the least educated when
compared with other major racial/ethnic groups in the United
States and that, among Hispanics, Mexican Americans have the
lowest high school and college completion rates (47% and 6.5%,
respectively; U.S. Bureau of the Census, 1996). Mexican Ameri-
can women are less likely to graduate from college than their male
counterparts (Ortiz, 1995; Tinajero, Gonzalez, & Dick, 1991), and
their representation in higher education decreases significantly at
each successive level (Carter & Wilson, 1993). Moreover, those
Mexican American women who pu.
The budget process for Albany, GA is easy to get access to a sim.docx
The budget process for Albany, GA is easy to get access to a simple search was able to get me a lot of information. My untrained eye is unsure how detailed it is, so it could be a lot of fluff. The budget process does seem to be coherent due to the different levels and approvals that the city manager has to go through. The citizens are involved through a public hearing this year was held on June 2nd for the FY 2021. From the search I did, I couldn’t find much commentary that showed that the community disagreed with the process. The process seems very open from the Albany city website. Albany commission leaders and the city manager are very vocal from the local news I see that they are held to task for many of their decisions. I’m not sure is it due to COVID19 but even I tune in the local Facebook open commission meetings now. The impression I get is that the city is more involved and cares more for showing to citizens that they are listening. The citizens from my view are pleased with that response and that difference from when I was in Valdosta I couldn’t even tell u who the major was. It's interesting as someone who has never thought to think how my city spends money to find a lot of resources breaking it down.
Reference
City of Albany. (n.d.). Retrieved September 11, 2020, from
https://www.albanyga.gov/about-us/city-departments/finance-department/budget-document
less
1
.
The bully, the bystander and the victim.There are 3 parts of a b.docx
The bully, the bystander and the victim.
There are 3 parts of a bully situation. Look at the latest research surrounding all the parts, what is the motivation behind the bully, bystander and victim and what can be done to help all 3. After doing research you can include your own personal experiences with any of these positions.
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How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
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.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
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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...
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
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Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
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Film vocab for eal 3 students: Australia the movie
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
The City of Vancouver has a number of historic sections or buildings.docx
- 1. The City of Vancouver has a number of historic sections or buildings of historical value(ST. Paul Hospital) . Using books and other search results, explore the current state and past history of one of Vancouver’s historic buildings or districts. Based on your understanding of urban history, explore the following themes: What themes or events of Canadian history do the team members find demonstrated by the building or district? Does the architecture or structure represent themes from the past? What do the transformations over the years suggest about the development of Vancouver? What has led to the preservation of the building or district? Then, based on the research, group discussion, and field trip, write a 1200 word paper that does the following: 1. Explains the historical background to the building or district, its origins or rational for construction. 2. Identifies key transitions in the building or district over the years. 3. Explains why the building or district continues to exist. 4. Tells (in summary form) key stories from the building or district’s past. 5. identifies what was learned from the field trip that was not present in other sources (and something can ALWAYS be learned from a field trip that was not presen Notes for the powerpoint presentation.