The Cost of Economic GrowthIn Chapter 7 The Environment.docx
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The Cost of Economic Growth In Chapter 7: The Environment – Part II, Hite and Seitz (2016) discuss the existing tension between development and the environment. Development brings economic growth as well as social and environmental changes. To a developing country, economic growth may be of a higher priority than the consequences to the long-term health of its citizens or its environment. On the other hand, poverty can also harm the environment such as how searching for land to farm contributes to deforestation. Do wealthy nations using the labor of developing nations have responsibilities to the people and environment of that country? Why or why not? Be sure to use examples of existing companies to support your response. .
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The BLOCK COMPARISON ORGANIZATIONstyleof a comparison/contrast essay has been formatted for you below. In this type of essay, you discuss three points about Topic A (person, place, thing) in your first body paragraph. Then you discuss the same three points about Topic B (person, place or concept) in Body Paragraph #2. Determine your paragraph order depending on the point you wish to make at the end of your essay.
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Notes Receivable128,000 -
Investments (short Term)141,600 -
Accounts Payable- 81,600
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Introductory Paragraph
Thesis statement or core idea.
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DebitsCredits
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Investments (short Term)141,600 -
Accounts Payable- 81,600
Accumulated Depreciation—Equipment- 49,600
Sales Discounts16,800 -
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Accounts Receivable206,400 -
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Cash Dividends Declared112,000 -
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Supplies on Hand17,600 -
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Short term Investment80,000 -
Freight-out24,000 -
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Other Operating Expenses (30% Selling, 70% Administrative)182,400 -
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Provision for Bad and Doubtful Account- 54,400
Equipment208,000 -
Merchandise Inventory126,400 -
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Purchases800,000 -
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Loss on Sale of Investment20,800 -
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THE COMPANY ETHICAL ISSUES
Student’s Name: John Blair
Institution Affiliation: Rasmussen College
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The consumer electronics industry is highly changing as various players strive to drive strategies such as presenting customers with cutting edge devices.
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Employee Responsibility
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3
ETHICAL …CONT.
Good moral conduct
Job completion
Honest
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4
TRENDING ISSUES
Partnership with different organization
Globalization
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Is this a community? Why or why not?
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How does this contribute to community?
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http://www.youtube.com/watch?v=aq33c6FhRes
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What kind of community is this?
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http://www.phila.gov/phils/Docs/otherinfo/pname1.htm
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http://www.volunteermatch.org/
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https://www.youtube.com/watch?reload=9&v=Vr6b-WzIcyo
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Department of Environmental Protection Bureau of Oil and Gas Management Marcellus Shale Formation
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Mariner 1 project reuses existing pipes
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Increased demands for infrastructure buildup in the southeastern PA region
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THE COMETW.E.B. DuBoisHe stood a moment on the steps of .docx
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brought him back. He was sounding and working again when suddenly the whole black wall
swung as on mighty hinges, and blackness yawned beyond. He peered in; it was evidently a
secret vault—some hiding place of the old bank unknown in newer times. He entered
hesitatingly. It was a long, narrow room with shelves, and at the far end, an old iron chest. On a
high shelf lay the two missing volumes of records, and others. He put them carefully aside and
stepped to the chest. It was old, strong, and rusty. He looked at the vast and old-fashioned lock
and flashed his light on the hinges. They were deeply incrusted with rust. Looking about, he
found a bit of iron and began to pry. The rust had eaten a hundred years, and it had gone deep.
Slowly, wearily, the old lid lifted, .
The Columbian Exchange.1. Select3items or elements.docx
'The Columbian Exchange'
.
1. Select
3
items or elements
of the exchange in the Columbian Exchange that you think had the greatest impacts on the Old and New Worlds and history going forward. Explain in detail how and why?
2.
Decisions for slavery
:
Why did the colonists make the decisions that led to race based chattel slavery rather than adopting other forms of labor like wage based work or continuing to use indentured servants? What were the steps creating the legal framework? What factors went into these decisions?
Do you think slavery was inevitable under the circumstances or could things have gone differently?
3.
Research
a big
London slave trader, Humphrey
Morice,
at the link below or listed in the assignment folder.
Describe
his business operation in detail
. What is your reaction to his story? How do you explain his participation and that of those like him in this trade? What kind of a man was he?
http://www.ampltd.co.uk/collections_az/slavemorice/editorial-introduction.aspx
4. Search
the article from the
William and Mary Quarterly
to learn about the operation and economics of the British slave trade, which supported the American colonies. Use highlights from the article to describe the
many economic interests and persons involved
in the slave trade in England and the colonies. Prepare 2 paragraphs discussing the various
interests
involved in the operation of the slave trade and
what role
they played and how they profited.
Think outside the box to
include everyone
who was in some way connected with the trade and slavery itself or who benefited, even those who never saw a slave, not just traders and owners.
In light of all this, can you make a case that nearly every American's hands were in some way, directly or indirectly, sullied by slavery?
.
The Collision of Cultures, England’s Colonies, Colonial Ways of .docx
The Collision of Cultures, England’s Colonies, Colonial Ways of Life, From Colonies to States, the American Revolution
Name:
Score:
Answer
three
of the following questions:
Describe the development of Spanish rule over its territory in America
In what ways the phrase “collision of cultures an accurate assessment of the early relationship between the Old and New Worlds?
By the early 18th century, the British had outstripped both the French and Spanish in the New World by becoming the most populous, prosperous, and powerful. Explain how this happened.
Georgia’s colonial beginnings are remarkably different than those of other colonies. Discuss how Spain’s presence in Florida affected the southern colonies
Describe the background, major events, and results of the French and Indian War. In what ways did the French and Indian War pave the way for the American Revolution?
Describe the details of both the Virginia and New Jersey Plans as they were presented at the Constitutional Convention.
.
The color of a defendant and victims skin plays a crucial and unacc.docx
The document discusses how the race of a defendant and victim impacts who receives the death penalty in America, with people of color disproportionately represented among those executed and awaiting execution. Specifically, people of color accounted for 43% of total executions since 1976 and 55% of those currently awaiting execution, while 42% of those on death row in 2014 were black.
The Colonial Context of Filipino American Immigrants’ Psycholo.docx
The Colonial Context of Filipino American Immigrants’ Psychological
Experiences
E. J. R. David
University of Alaska Anchorage
Kevin L. Nadal
John Jay College of Criminal Justice – City University of
New York
Because of the long colonial history of Filipinos and the highly Americanized climate of postco-
lonial Philippines, many scholars from various disciplines have speculated that colonialism and its
legacies may play major roles in Filipino emigration to the United States. However, there are no
known empirical studies in psychology that specifically investigate whether colonialism and its
effects have influenced the psychological experiences of Filipino American immigrants prior to their
arrival in the United States. Further, there is no existing empirical study that specifically investigates
the extent to which colonialism and its legacies continue to influence Filipino American immigrants’
mental health. Thus, using interviews (N ! 6) and surveys (N ! 219) with Filipino American
immigrants, two studies found that colonialism and its consequences are important factors to
consider when conceptualizing the psychological experiences of Filipino American immigrants.
Specifically, the findings suggest that (a) Filipino American immigrants experienced ethnic and
cultural denigration in the Philippines prior to their U.S. arrival, (b) ethnic and cultural denigration
in the Philippines and in the United States may lead to the development of colonial mentality (CM),
and (c) that CM may have negative mental health consequences among Filipino American immi-
grants. The two studies’ findings suggest that the Filipino American immigration experience cannot
be completely captured by the voluntary immigrant narrative, as they provide empirical support to
the notion that the Filipino American immigration experience needs to be understood in the context
of colonialism and its most insidious psychological legacy— CM.
Keywords: Filipino Americans, immigrants, colonial mentality, internalized oppression, mental health
Filipinos have one of the longest histories of immigration to the
United States, dating back to 1587 when Filipino slaves aboard
Spanish galleon ships landed in what is now known as Morro Bay,
California—making Filipinos the first Asians on U.S. soil (Cor-
dova, 1983). The first Asian settlement in the United States was
also established by Filipino immigrants— escapees from Spanish
galleon ships—in New Orleans, Louisiana, in 1763 (Espina, 1988).
These early settlements were very small, however, and thus they
do not account for the large numbers of Filipinos in the country
today. Indeed, the 2010 Census reported that there are currently 3.4
million Filipinos in the United States, 1.7 million of whom are
foreign born, making them the third largest American immigrant
group next to Mexicans and Chinese (Hoeffel, Rastogi, Kim, &
Shahid, 2012).
The more recent (beginning circa early 1900s) influx of
Filipino immigrants into the United States ca.
The collection of evidence is an activity that occurs with an endgam.docx
The collection of evidence is an activity that occurs with an endgame in mind. For example, law enforcement professionals collect evidence to support a decision to charge those accused of criminal activity. Similarly, evidence-based healthcare practitioners collect evidence to support decisions in pursuit of specific healthcare outcomes.
In this Assignment, you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach.
To Prepare:
Reflect on the four peer-reviewed articles you critically appraised in Module 4.
Reflect on your current healthcare organization and think about potential opportunities for evidence-based change.
The Assignment:
(Evidence-Based Project)
Part 5: Recommending an Evidence-Based Practice Change
Create an 8- to 9-slide PowerPoint presentation in which you do the following:
Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)Chicago Lakeshore Hospital
Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
Add a lessons learned section that includes the following:
A summary of the critical appraisal of the peer-reviewed articles you previously submitted
An explanation about what you learned from completing the evaluation table (1 slide)
An explanation about what you learned from completing the levels of evidence table (1 slide)
An explanation about what you learned from completing the outcomes synthesis table (1 slide)
Rurbic:
Part 5: Recommending an Evidence-Based Practice Change
Create an 8- to 9-slide PowerPoint presentation in which you do the following:
· Briefly describe your healthcare organization, including its culture and readiness for change.
· Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.--Levels of Achievement:Excellent 18 (18%) - 20 (20%)
The prese.
The collection of usability data from consumers can come fro.docx
The collection of usability data from consumers can come from a variety of format methods (i.e., a Website, text message, door-to-door, phone call, etc.). NVivo and Atlas are two (2) well-known data analysis tools described in the textbook. Determine which tool you prefer over the other and explain why.
There are key steps involved in product development before the design process can proceed. Explain the purpose of having user involvement and product goals before requirements can be established. Suggest the degree to which most users should be involved.
.
The collaboration and communication that you create and sustain with.docx
The collaboration and communication that you create and sustain within a school site will be partially determined by the type of service delivery model that is utilized. See the Instructor Guidance page for specific information regarding the following service delivery models:
Collaborative Teaming
Co-teaching
Complementary Instruction
Role Exchange
Consulting
Initial Post:
Using the textbook and at least one scholarly source:
Explain in two to three paragraphs how different service delivery models promote a variety of roles for the team members who provide collaborative academic support for students with disabilities.
Text
Cohen, L. G., & Spenciner, L. J. (2009).
Teaching students with mild and moderate disabilities: Research-based practices
.
Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Articles
Meier, J. D. (2011).
Five conflict management styles at a glance (Links to an external site.)
.
Sources of Insight
. Retrieved from http://sourcesofinsight.com/conflict-management-styles-at-a-glance/
Thomas, K. & Kilmann, R. (N.D.)
Thomas Kilmann conflict mode instrument. (Links to an external site.)
Retrieved from http://lnu.se/polopoly_fs/1.88249!thomas-kilman-conflict%20english%20original.pdf
wikiHow (n.d.).
How to give a feedback sandwich (Links to an external site.)
. Retrieved from http://www.wikihow.com/Give-a-Feedback-Sandwich
Yu, C. (2014).
10 examples & non-examples of differentiated instruction (Links to an external site.)
. Teachthought. Retrieved from http://www.teachthought.com/teaching/what-is-differentiated-instruction/
Identify at least one strength and one weakness for each of the models.
Provide a complete APA 6th edition formatted citation, including the database where you retrieved the article.
.
The Collapse of the Late Bronze AgeThe three primary Late Br.docx
The Collapse of the Late Bronze Age
The three primary Late Bronze Age superpowers suffered a near total systems collapse in the middle of the 13th century B.C. While we do not know the precis mechanisms enacting the collapse.
Debate Theory
1.Economic Factors are the sole reason for the Late Bronze Age Collapse
Assignment Requirements
1. Research your Debate theory and provide a list of five lines of evidence that support your assigned theory. Make sure to provide parenthetical references to the source from which your line of evidence came.
2. Research the other theories and provide a list of five lines of evidence that go against any one or combination of theories. Make sure to provide parenthetical references to the source from which your line of evidence came.
Other theories
- Climatic Change(s) are the sole reason for the Late Bronze Age Collapse
- Internal Social Conflict is the sole reason for the Late Bronze Age Collapse
- Foreign Invasion is the sole reason for the Late Bronze Age Collapse
3. You may or may not agree with your assigned topic. Write a paragraph (3-5 good sentences) explaining your personal perspective on why the Late Bronze Age collapse happened.
.
The collapse of Communism began with deepening of respect of human .docx
The collapse of Communism began with “deepening of respect of human rights” and the “creation of democratic institutions” (Thomas, 2005, p. 110). Liberalism began to shift people’s views from Communism. Poland, Hungary, East Germany, Bulgaria, Czechoslovakia, and Romania all started to turn away from those political governments ruled by Communists. There were civilian protests, which got violent in Romania. One of the reasons that Communism was so popular to begin with, especially in the Soviet Union, was the thought that it would help the economy. After Stalin died in 1953, there was a scramble by several Communists to become ruler. Gorbachev tried to use Nationalism to be the driving force for those who were thinking of becoming reformed. Strikes occurred over the mishandling of the government. The Soviets were able to cease anti-Communist outbreaks for a little while in Hungary and Poland. Later, the mass demonstrations all over Europe caused the demise of Communism. When Poland used inflation to overthrow the Communist government, other countries took notice and wanted the same. The generational differences definitely helped the decline of Communism because younger people seemed to be more liberal and more courageous in speaking out against what they felt was wrong. One of the best remarks I have discovered in regards to the collapse of Communism is this from White (2000): “In one of the most extravagant formulations, it was claimed that Eastern Europe had seen not just the end of communist rule, but the ‘end of history’ itself, as democracy became (in another celebrated phrase) the ‘only game in town’” (p. 72). He goes on to write that the fall of Communism was a historical revisit to the times of the past such as Roman law and feudalism. Communist leaders were like dictators who were not concerned with law because in their eyes, they were the law.
References
Shubert, A. & Goldstein, R.J. (2012).
Twentieth-century Europe
[Electronic version]. Retrieved from https://content.ashford.edu/
Thomas, D. C. (2005). Human Rights Ideas, the Demise of Communism, and the End of the Cold War.
Journal of Cold War Studies
, 7(2), 110–141.
https://doi-org.proxy-library.ashford.edu/10.1162/1520397053630600 (Links to an external site.)Links to an external site.
White, S. (2000).
Communism and its Collapse.
Retrieved from
https://ebookcentral-proquest-com.proxy-library.ashford.edu (Links to an external site.)
.
The Cold War was a conflict between the USA (the Free World) and the.docx
The Cold War was a conflict between the USA (the Free World) and the USSR (the Communist World) in which the two sides supported lands in wars, made diplomatic clashes, and competed in every arena of modern life.
Select THREE of these events/laws
and describe WHY they were important in the Cold War.
-THE BERLIN AIRLIFT
-THE KOREAN WAR
-BAY of PIGS
-The CUBAN MISSILE BLOCKADE
-The U-2 CRISIS
-SPUTNIK
.
The Cold War was quickly replaced by the rise of Terrorism acros.docx
The Cold War was quickly replaced by the rise of Terrorism across the globe, particularly involved with Islamic extremists.
Describe the impact of three (3) of these events in the War on Terrorism:
-SADDAM and DESERT STORM
-US EMBASSY SEIZED IN IRAN
-1993 WORLD TRADE CENTER
-9-11
-1995 OKLAHOMA CITY BOMBING
.
The closest frame of reference I have similar to the situationadver.docx
The closest frame of reference I have similar to the situation/adversity facing today was when I entered middle school. Where I grew up there five elementary schools, four were for the “average” students and one for the “gifted” students. There was only one middle school. All of the gifted students were placed in advanced classes. I was fortunate to be one of the few from the average school to place in advanced classes. After the first month of class, I received my first “C+” ever and it was in English. I was sick to my stomach and holding back tears. I told my teacher Mrs. Eaves that I was sick and went to
the principal’s office
to call my parents. I balled my eyes out while I waited for them partly due to fear of my parents finding out I scored low, and partly because I was disappointed in myself. When my parents
arrived, they
kept asking me what was wrong, but I stayed silent. Your have to understand I come from a culture where getting a 99% meant that there was 1% room for improvement. When I returned to school the next day I was determined to never feel like that again. I worked hard, completed all my assignments on time, and took every chance I could for extra-credit. Mrs. Eaves would task me with getting her mail and other small tasks. Everyone would just say I was the “teachers pet”, but I didn’t think anything of it. Despite all my hard work, I still ended the school year with “B” in English. Growing up in a bilingual household was tough, trust me trying to explain the movie “Inception “ in
Urdu
to my grandpa was insane. At the end of year awards ceremony as I watched many of my friends get
awards
for science, math, social studies, ENGLISH, etc. I felt sad because the chances of me getting an award were slim. Mrs. Eaves comes on stage and presents the last award before she announces recipient or subject she explained that the award was the most important and has only given it out twice in her career. The room was silent because she goes into depth about its importance and meaning, but to be
honest, I
was scratching my head because all the smart kids in the class had already received
their
award. Then I hear my name and presents me with
his
“Mr Dependability” award and I just ecstatic. Not because of what the award meant, but just the fact I got an award. From that year on, I used that motivation and I pushed harder and harder eventually ending each year with awards in math, science, or social studies. I kept in touch with Mrs. Eaves throughout the years and she came to my wedding. At my wedding, I asked her why she gave me that award and was it just
a consolation prize
. She told me that when her father passed
away, I
was the only student to come up to her and console her and it eased her day. I do not even remember what I said or even that her father passed away. She said that she had not seen that level of maturity in any sixth grader. Dependable person is reliable, responsible, and trustworthy. In the world of Inf.
The Cortez Family Paula is a 43-year-old HIV-positive Latina .docx
The Cortez Family Paula is a 43-year-old HIV-positive Latina woman originally from Colombia. She is bilingual, fluent in both Spanish and English. Paula lives alone in an apartment in Queens, NY. She is divorced and has one son, Miguel, who is 20 years old. Paula maintains a relationship with her son and her ex-husband, David (46). Paula raised Miguel until he was 8 years old, at which time she was forced to relinquish custody due to her medical condition. Paula is severely socially isolated as she has limited contact with her family in Colombia and lacks a peer network of any kind in her neighborhood. Paula identifies as Catholic, but she does not consider religion to be a big part of her life. Paula came from a moderately well-to-do family. She reports suffering physical and emotional abuse at the hands of both her parents, who are alive and reside in Colombia with Paula’s two siblings. Paula completed high school in Colombia, but ran away when she was 17 years old because she could no longer tolerate the abuse at home. Paula became an intravenous drug user (IVDU), particularly of cocaine and heroin. David, who was originally from New York City, was one of Paula’s “drug buddies.” The two eloped, and Paula followed David to the United States. Paula continued to use drugs in the United States for several years; however, she stopped when she got pregnant with Miguel. David continued to use drugs, which led to the failure of their marriage. Once she stopped using drugs, Paula attended the Fashion Institute of Technology (FIT) in New York City. Upon completing her BA, Paula worked for a clothing designer, but realized her true passion was painting. She has a collection of more than 100 drawings and paintings, many of which track the course of her personal and emotional journey. Paula held a full-time job for a number of years before her health prevented her from working. She is now unemployed and receives Supplemental Security Insurance (SSI) and Medicaid. Paula was diagnosed with bipolar disorder. She experiences rapid cycles of mania and depression when not properly medicated, and she also has a tendency toward paranoia. Paula has a history of not complying with her psychiatric medication treatment because she does not like the way it makes her feel. She often discontinues it without telling her psychiatrist. Paula has had multiple psychiatric hospitalizations but has remained out of the hospital for at least five years. Paula accepts her bipolar diagnosis, but demonstrates limited insight into the relationship between her symptoms and her medication. Paula was diagnosed HIV positive in 1987. Paula acquired AIDS several years later when she was diagnosed with a severe brain infection and a T-cell count less than 200. Paula’s brain infection left her completely paralyzed on the right side. She lost function of her right arm and hand, as well as the ability to walk. After a long stay in an acute care hospita.
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THE COMPANY ETHICAL ISSUES Student’s Name John Blair.docx
THE COMPANY ETHICAL ISSUES
Student’s Name: John Blair
Institution Affiliation: Rasmussen College
Date : September 16, 2018
INTRODUCTION
The consumer electronics industry is highly changing as various players strive to drive strategies such as presenting customers with cutting edge devices.
More so, there are more and more new entrants that are changing the manner in which traditional players are meeting the needs of the consumers through intensive research and innovative strategies.
Therefore, it is important the organization to value the need of the consumer in effort of maintain the customers and most important, attracting new consumers of the products and services of the organization by providing quality products and services.
However, ethical issues impact negatively the performance of the organization and therefore, addressing ethical issues is important for any business.
ETHICAL EXPECTATION OF THE EMPLOYEES
Employees obligation to aligned with the guidelines and the expectation of the organization.
Training and recruitment
Employee Responsibility
Justice and caring
The employees are the key people contributing to the success of the organization. Therefore, the employees should reflect the moral obligation of the organization by flowing the guideline, policy and the rules to achieve the objectives and the goals of the organization. more so, it is important for the employees to acquire the essential skills required to perform duties to ensure he/she provide quality services and products to the consumers. Employees should be responsible for his/ her duties as well reflecting the sense of caring and justices when providing services to the employees. For instance, the ethical issues which have been coming up are that of companies manufacturing devices with materials which are of low quality. It means that materials of low quality are being used to make the devices. Therefore, the purchases department should supervise the type of materials before ordering and approving them for developing electronics for the company.
3
ETHICAL …CONT.
Good moral conduct
Job completion
Honest
When employers perform certain checkups on employees, often completing regular evaluations and other job-performance checks, managers cannot keep all employees under watch at the same time. Therefore, the employees are expected to complete all the task and reflects trustworthy aspect to ensure the company find solution regarding the ethical issues affecting the company.
4
TRENDING ISSUES
Partnership with different organization
Globalization
Marketing through different platforms
In the consumer electronics industry, players are competing with each other to create cutting edge devices that are more appealing to the consumers. Due to this need, majority of the manufacturers have employed various strategies such as partnering with third party manufacturers in a bid to lower operational costs hence being able to present consumers with c.
The company being used is COCA COLA 10 pages not including cover.docx
The document provides instructions for a business report on Coca Cola including its name, mission statement, legal ownership, corporate social responsibility strategies, and code of ethics. The report should be 10 pages, not including cover and references, and follow APA format.
The community college’s career development center (CDC) was impres.docx
The community college’s career development center (CDC) was impressed with your salary presentation. In your role as a compensation specialist and with your experience in Human Resources, they have now asked you to put together a presentation about benefits so that their students can understand what they need to look for in regards to benefits when they begin their job search. The CDC would like for you to discuss:
• the major components of a benefits program,
• what options students might see in various benefits programs, and
• what may be important to them from a short-term perspective and a long-term perspective.
You should use PowerPoint to create your slide presentation. Your presentation should be at least 12 slides (not including title and reference slide), and use at least one additional source other than your textbook
Chapter 17
Course Textbook
Henderson, R. I. (2006).
Compensation management in a knowledge-based world
(10th ed.). Upper Saddle River, NJ: Prentice Hall.
.
The Community as a StakeholderI The Business-Community R.docx
The Community as a Stakeholder
I The Business-Community Relationship
II Philanthropy & Corporate Community Development
III Building Local Living Economies
Is this a community? Why or why not?
Is this a community? Why or why not?
How does this contribute to community?
Or this?
How does this contribute to community?
Or this?
How does this contribute to community?
http://www.youtube.com/watch?v=aq33c6FhRes
What kind of community is this?
What kind of community is this?
Is this a space that builds community?
The firm and its communities…
Site community: geographical location of a company’s offices, operations, or assets
Fenceline community: immediate neighbors receiving the positive and negative effects of company’s activities
Impact community: anyone affected by externalities from the firm
Cyber community: anyone that uses the internet to learn about or communicate with the company
Community of interest: stakeholders with a real interest in the company
Community of practice: those who engage in similar activities or practices
Employee community: those who work or live near the facility
http://www.phila.gov/phils/Docs/otherinfo/pname1.htm
What Community wants from BusinessSupport for art & cultural activitiesSupport for traffic managementParticipation in urban planning and community developmentSupport of local health care programsSupport of schoolsUnited Way Campaign supportAssistance for the less advantagedSupport for pollution control http://www.epa.gov/epahome/commsearch.htmParticipation in emergency planningSupport of local recycling programs
http://www.volunteermatch.org/
What Business wants from CommunityEducation and cultural resources that appeal to employeesFamily recreation facilitiesPublic services – police & fire protection; sewer, water, & electric servicesTaxes that are equitable and do not discourage business operationsBusiness participation in community lifeAdequate transportation systemsPublic officials who operate honestly and with integrity
https://www.bloomberg.com/news/videos/2017-03-13/quicktake-pros-and-cons-of-the-fracking-boom
https://www.youtube.com/watch?reload=9&v=Vr6b-WzIcyo
http://vimeo.com/44367635
Sunoco’s Marcus Hook Facility
http://www.dep.state.pa.us/dep/deputate/minres/oilgas/2011PermitDrilledmaps.htm
5
Department of Environmental Protection Bureau of Oil and Gas Management Marcellus Shale Formation
The Issues
Mariner 1 project reuses existing pipes
Much of the pipe dates from 1932 – 82 years old
Pressure to increase pressure from 800 to approximately 1,500 psi
18 new pump stations and 17 valve control stations
Scheduled for use for middle of 2015 for 70,00 barrels/day pure propane
No financial benefit to impacted communities, as 90% committed to shippers
Mariner 2 announced and has committed shippers
Official filings with the DEP as of April 2015
Increased demands for infrastructure buildup in the southeastern PA region
Scheduled to carry 275,.
The comments Good start ! Id loke to know more on the point you.docx
This document contains questions for a student to answer in a 4-page paper regarding their experience studying in America and how it will help them upon graduating and returning to Kuwait. Specifically, the student is asked to provide more details on what American schools do better, how they differ from Kuwaiti schools, what specialty they encountered and overcame in America, and what advantages this experience will provide for them.
The color of an artwork can effect my feelings or moods by the war.docx
The color of an artwork can effect my feelings or moods by the warmth or coolness of the colors and the lightness or darkness of the tones of colors. For example, art that includes dark tones of red, orange and yellow can remind someone of burning flames and could cause someone to feel uneasy or even anxious. If this color scheme were brighter toned, it may remind someone of the fall season and it could cause excitement and joy. Artwork with darker tones of green, blue and purple could remind someone of a rainstorm and cause them to feel depressed, whereas a work with lighter tones of this color scheme could remind someone of calming ocean waves and make them feel at peace. I would personally use color and composition in art to provoke a calming response because I tend to enjoy artwork that makes me feel calm and peaceful. I would use bright tones of cool colors along with white, cream colors, and even some light gray shades to evoke a laid-back feeling to the piece. I would also not use any sharp edged shapes and lines and i would use a more rounded technique to whatever type of art I would create in order to make the piece easy to look at and in turn make the viewer feel at ease.
This piece of artwork I have included is one of the canvas prints I have hanging up in my room. I don't know who it was created by since it was just something I bought from a popular store a long time ago, but it is one of my favorite pieces ever and if I had the means (or the talent) to create something like this, I would! I would make something like this because it has bright tones of cool colors like blue and purple and bits of bright pink and white, which are colors that bring me peace and make me think of things like ocean waves over a surfer. I like that it makes me imagine the surfer instead of a surfer being included in the work. I would also create this sort of piece because there are minimal harsh or pointed lines and shapes in it, and it flows effortlessly from one end of the canvas to the other.
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.
THE COMETW.E.B. DuBoisHe stood a moment on the steps of .docx
THE COMET
W.E.B. DuBois
He stood a moment on the steps of the bank, watching the human river that swirled down
Broadway. Few noticed him. Few ever noticed him save in a way that stung. He was outside the
world—"nothing!" as he said bitterly. Bits of the words of the walkers came to him.
"The comet?"
"The comet——"
Everybody was talking of it. Even the president, as he entered, smiled patronizingly at him, and
asked:
"Well, Jim, are you scared?"
"No," said the messenger shortly.
"I thought we'd journeyed through the comet's tail once," broke in the junior clerk affably.
"Oh, that was Halley's," said the president; "this is a new comet, quite a stranger, they say—
wonderful, wonderful! I saw it last night. Oh, by the way, Jim," turning again to the messenger, "I
want you to go down into the lower vaults today."
The messenger followed the president silently. Of course, they wanted him to go down to the
lower vaults. It was too dangerous for more valuable men. He smiled grimly and listened.
"Everything of value has been moved out since the water began to seep in," said the president;
"but we miss two volumes of old records. Suppose you nose around down there,—it isn't very
pleasant, I suppose."
"Not very," said the messenger, as he walked out.
"Well, Jim, the tail of the new comet hits us at noon this time," said the vault clerk, as he passed
over the keys; but the messenger passed silently down the stairs. Down he went beneath
Broadway, where the dim light filtered through the feet of hurrying men; down to the dark
basement beneath; down into the blackness and silence beneath that lowest cavern. Here with
his dark lantern he groped in the bowels of the earth, under the world.
He drew a long breath as he threw back the last great iron door and stepped into the fetid slime
within. Here at last was peace, and he groped moodily forward. A great rat leaped past him and
cobwebs crept across his face. He felt carefully around the room, shelf by shelf, on the muddied
floor, and in crevice and corner. Nothing. Then he went back to the far end, where somehow the
wall felt different. He sounded and pushed and pried. Nothing. He started away. Then something
brought him back. He was sounding and working again when suddenly the whole black wall
swung as on mighty hinges, and blackness yawned beyond. He peered in; it was evidently a
secret vault—some hiding place of the old bank unknown in newer times. He entered
hesitatingly. It was a long, narrow room with shelves, and at the far end, an old iron chest. On a
high shelf lay the two missing volumes of records, and others. He put them carefully aside and
stepped to the chest. It was old, strong, and rusty. He looked at the vast and old-fashioned lock
and flashed his light on the hinges. They were deeply incrusted with rust. Looking about, he
found a bit of iron and began to pry. The rust had eaten a hundred years, and it had gone deep.
Slowly, wearily, the old lid lifted, .
The Columbian Exchange.1. Select3items or elements.docx
'The Columbian Exchange'
.
1. Select
3
items or elements
of the exchange in the Columbian Exchange that you think had the greatest impacts on the Old and New Worlds and history going forward. Explain in detail how and why?
2.
Decisions for slavery
:
Why did the colonists make the decisions that led to race based chattel slavery rather than adopting other forms of labor like wage based work or continuing to use indentured servants? What were the steps creating the legal framework? What factors went into these decisions?
Do you think slavery was inevitable under the circumstances or could things have gone differently?
3.
Research
a big
London slave trader, Humphrey
Morice,
at the link below or listed in the assignment folder.
Describe
his business operation in detail
. What is your reaction to his story? How do you explain his participation and that of those like him in this trade? What kind of a man was he?
http://www.ampltd.co.uk/collections_az/slavemorice/editorial-introduction.aspx
4. Search
the article from the
William and Mary Quarterly
to learn about the operation and economics of the British slave trade, which supported the American colonies. Use highlights from the article to describe the
many economic interests and persons involved
in the slave trade in England and the colonies. Prepare 2 paragraphs discussing the various
interests
involved in the operation of the slave trade and
what role
they played and how they profited.
Think outside the box to
include everyone
who was in some way connected with the trade and slavery itself or who benefited, even those who never saw a slave, not just traders and owners.
In light of all this, can you make a case that nearly every American's hands were in some way, directly or indirectly, sullied by slavery?
.
The Collision of Cultures, England’s Colonies, Colonial Ways of .docx
The Collision of Cultures, England’s Colonies, Colonial Ways of Life, From Colonies to States, the American Revolution
Name:
Score:
Answer
three
of the following questions:
Describe the development of Spanish rule over its territory in America
In what ways the phrase “collision of cultures an accurate assessment of the early relationship between the Old and New Worlds?
By the early 18th century, the British had outstripped both the French and Spanish in the New World by becoming the most populous, prosperous, and powerful. Explain how this happened.
Georgia’s colonial beginnings are remarkably different than those of other colonies. Discuss how Spain’s presence in Florida affected the southern colonies
Describe the background, major events, and results of the French and Indian War. In what ways did the French and Indian War pave the way for the American Revolution?
Describe the details of both the Virginia and New Jersey Plans as they were presented at the Constitutional Convention.
.
The color of a defendant and victims skin plays a crucial and unacc.docx
The document discusses how the race of a defendant and victim impacts who receives the death penalty in America, with people of color disproportionately represented among those executed and awaiting execution. Specifically, people of color accounted for 43% of total executions since 1976 and 55% of those currently awaiting execution, while 42% of those on death row in 2014 were black.
The Colonial Context of Filipino American Immigrants’ Psycholo.docx
The Colonial Context of Filipino American Immigrants’ Psychological
Experiences
E. J. R. David
University of Alaska Anchorage
Kevin L. Nadal
John Jay College of Criminal Justice – City University of
New York
Because of the long colonial history of Filipinos and the highly Americanized climate of postco-
lonial Philippines, many scholars from various disciplines have speculated that colonialism and its
legacies may play major roles in Filipino emigration to the United States. However, there are no
known empirical studies in psychology that specifically investigate whether colonialism and its
effects have influenced the psychological experiences of Filipino American immigrants prior to their
arrival in the United States. Further, there is no existing empirical study that specifically investigates
the extent to which colonialism and its legacies continue to influence Filipino American immigrants’
mental health. Thus, using interviews (N ! 6) and surveys (N ! 219) with Filipino American
immigrants, two studies found that colonialism and its consequences are important factors to
consider when conceptualizing the psychological experiences of Filipino American immigrants.
Specifically, the findings suggest that (a) Filipino American immigrants experienced ethnic and
cultural denigration in the Philippines prior to their U.S. arrival, (b) ethnic and cultural denigration
in the Philippines and in the United States may lead to the development of colonial mentality (CM),
and (c) that CM may have negative mental health consequences among Filipino American immi-
grants. The two studies’ findings suggest that the Filipino American immigration experience cannot
be completely captured by the voluntary immigrant narrative, as they provide empirical support to
the notion that the Filipino American immigration experience needs to be understood in the context
of colonialism and its most insidious psychological legacy— CM.
Keywords: Filipino Americans, immigrants, colonial mentality, internalized oppression, mental health
Filipinos have one of the longest histories of immigration to the
United States, dating back to 1587 when Filipino slaves aboard
Spanish galleon ships landed in what is now known as Morro Bay,
California—making Filipinos the first Asians on U.S. soil (Cor-
dova, 1983). The first Asian settlement in the United States was
also established by Filipino immigrants— escapees from Spanish
galleon ships—in New Orleans, Louisiana, in 1763 (Espina, 1988).
These early settlements were very small, however, and thus they
do not account for the large numbers of Filipinos in the country
today. Indeed, the 2010 Census reported that there are currently 3.4
million Filipinos in the United States, 1.7 million of whom are
foreign born, making them the third largest American immigrant
group next to Mexicans and Chinese (Hoeffel, Rastogi, Kim, &
Shahid, 2012).
The more recent (beginning circa early 1900s) influx of
Filipino immigrants into the United States ca.
The collection of evidence is an activity that occurs with an endgam.docx
The collection of evidence is an activity that occurs with an endgame in mind. For example, law enforcement professionals collect evidence to support a decision to charge those accused of criminal activity. Similarly, evidence-based healthcare practitioners collect evidence to support decisions in pursuit of specific healthcare outcomes.
In this Assignment, you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach.
To Prepare:
Reflect on the four peer-reviewed articles you critically appraised in Module 4.
Reflect on your current healthcare organization and think about potential opportunities for evidence-based change.
The Assignment:
(Evidence-Based Project)
Part 5: Recommending an Evidence-Based Practice Change
Create an 8- to 9-slide PowerPoint presentation in which you do the following:
Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)Chicago Lakeshore Hospital
Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
Add a lessons learned section that includes the following:
A summary of the critical appraisal of the peer-reviewed articles you previously submitted
An explanation about what you learned from completing the evaluation table (1 slide)
An explanation about what you learned from completing the levels of evidence table (1 slide)
An explanation about what you learned from completing the outcomes synthesis table (1 slide)
Rurbic:
Part 5: Recommending an Evidence-Based Practice Change
Create an 8- to 9-slide PowerPoint presentation in which you do the following:
· Briefly describe your healthcare organization, including its culture and readiness for change.
· Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.--Levels of Achievement:Excellent 18 (18%) - 20 (20%)
The prese.
The collection of usability data from consumers can come fro.docx
The collection of usability data from consumers can come from a variety of format methods (i.e., a Website, text message, door-to-door, phone call, etc.). NVivo and Atlas are two (2) well-known data analysis tools described in the textbook. Determine which tool you prefer over the other and explain why.
There are key steps involved in product development before the design process can proceed. Explain the purpose of having user involvement and product goals before requirements can be established. Suggest the degree to which most users should be involved.
.
The collaboration and communication that you create and sustain with.docx
The collaboration and communication that you create and sustain within a school site will be partially determined by the type of service delivery model that is utilized. See the Instructor Guidance page for specific information regarding the following service delivery models:
Collaborative Teaming
Co-teaching
Complementary Instruction
Role Exchange
Consulting
Initial Post:
Using the textbook and at least one scholarly source:
Explain in two to three paragraphs how different service delivery models promote a variety of roles for the team members who provide collaborative academic support for students with disabilities.
Text
Cohen, L. G., & Spenciner, L. J. (2009).
Teaching students with mild and moderate disabilities: Research-based practices
.
Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Articles
Meier, J. D. (2011).
Five conflict management styles at a glance (Links to an external site.)
.
Sources of Insight
. Retrieved from http://sourcesofinsight.com/conflict-management-styles-at-a-glance/
Thomas, K. & Kilmann, R. (N.D.)
Thomas Kilmann conflict mode instrument. (Links to an external site.)
Retrieved from http://lnu.se/polopoly_fs/1.88249!thomas-kilman-conflict%20english%20original.pdf
wikiHow (n.d.).
How to give a feedback sandwich (Links to an external site.)
. Retrieved from http://www.wikihow.com/Give-a-Feedback-Sandwich
Yu, C. (2014).
10 examples & non-examples of differentiated instruction (Links to an external site.)
. Teachthought. Retrieved from http://www.teachthought.com/teaching/what-is-differentiated-instruction/
Identify at least one strength and one weakness for each of the models.
Provide a complete APA 6th edition formatted citation, including the database where you retrieved the article.
.
The Collapse of the Late Bronze AgeThe three primary Late Br.docx
The Collapse of the Late Bronze Age
The three primary Late Bronze Age superpowers suffered a near total systems collapse in the middle of the 13th century B.C. While we do not know the precis mechanisms enacting the collapse.
Debate Theory
1.Economic Factors are the sole reason for the Late Bronze Age Collapse
Assignment Requirements
1. Research your Debate theory and provide a list of five lines of evidence that support your assigned theory. Make sure to provide parenthetical references to the source from which your line of evidence came.
2. Research the other theories and provide a list of five lines of evidence that go against any one or combination of theories. Make sure to provide parenthetical references to the source from which your line of evidence came.
Other theories
- Climatic Change(s) are the sole reason for the Late Bronze Age Collapse
- Internal Social Conflict is the sole reason for the Late Bronze Age Collapse
- Foreign Invasion is the sole reason for the Late Bronze Age Collapse
3. You may or may not agree with your assigned topic. Write a paragraph (3-5 good sentences) explaining your personal perspective on why the Late Bronze Age collapse happened.
.
The collapse of Communism began with deepening of respect of human .docx
The collapse of Communism began with “deepening of respect of human rights” and the “creation of democratic institutions” (Thomas, 2005, p. 110). Liberalism began to shift people’s views from Communism. Poland, Hungary, East Germany, Bulgaria, Czechoslovakia, and Romania all started to turn away from those political governments ruled by Communists. There were civilian protests, which got violent in Romania. One of the reasons that Communism was so popular to begin with, especially in the Soviet Union, was the thought that it would help the economy. After Stalin died in 1953, there was a scramble by several Communists to become ruler. Gorbachev tried to use Nationalism to be the driving force for those who were thinking of becoming reformed. Strikes occurred over the mishandling of the government. The Soviets were able to cease anti-Communist outbreaks for a little while in Hungary and Poland. Later, the mass demonstrations all over Europe caused the demise of Communism. When Poland used inflation to overthrow the Communist government, other countries took notice and wanted the same. The generational differences definitely helped the decline of Communism because younger people seemed to be more liberal and more courageous in speaking out against what they felt was wrong. One of the best remarks I have discovered in regards to the collapse of Communism is this from White (2000): “In one of the most extravagant formulations, it was claimed that Eastern Europe had seen not just the end of communist rule, but the ‘end of history’ itself, as democracy became (in another celebrated phrase) the ‘only game in town’” (p. 72). He goes on to write that the fall of Communism was a historical revisit to the times of the past such as Roman law and feudalism. Communist leaders were like dictators who were not concerned with law because in their eyes, they were the law.
References
Shubert, A. & Goldstein, R.J. (2012).
Twentieth-century Europe
[Electronic version]. Retrieved from https://content.ashford.edu/
Thomas, D. C. (2005). Human Rights Ideas, the Demise of Communism, and the End of the Cold War.
Journal of Cold War Studies
, 7(2), 110–141.
https://doi-org.proxy-library.ashford.edu/10.1162/1520397053630600 (Links to an external site.)Links to an external site.
White, S. (2000).
Communism and its Collapse.
Retrieved from
https://ebookcentral-proquest-com.proxy-library.ashford.edu (Links to an external site.)
.
The Cold War was a conflict between the USA (the Free World) and the.docx
The Cold War was a conflict between the USA (the Free World) and the USSR (the Communist World) in which the two sides supported lands in wars, made diplomatic clashes, and competed in every arena of modern life.
Select THREE of these events/laws
and describe WHY they were important in the Cold War.
-THE BERLIN AIRLIFT
-THE KOREAN WAR
-BAY of PIGS
-The CUBAN MISSILE BLOCKADE
-The U-2 CRISIS
-SPUTNIK
.
The Cold War was quickly replaced by the rise of Terrorism acros.docx
The Cold War was quickly replaced by the rise of Terrorism across the globe, particularly involved with Islamic extremists.
Describe the impact of three (3) of these events in the War on Terrorism:
-SADDAM and DESERT STORM
-US EMBASSY SEIZED IN IRAN
-1993 WORLD TRADE CENTER
-9-11
-1995 OKLAHOMA CITY BOMBING
.
The closest frame of reference I have similar to the situationadver.docx
The closest frame of reference I have similar to the situation/adversity facing today was when I entered middle school. Where I grew up there five elementary schools, four were for the “average” students and one for the “gifted” students. There was only one middle school. All of the gifted students were placed in advanced classes. I was fortunate to be one of the few from the average school to place in advanced classes. After the first month of class, I received my first “C+” ever and it was in English. I was sick to my stomach and holding back tears. I told my teacher Mrs. Eaves that I was sick and went to
the principal’s office
to call my parents. I balled my eyes out while I waited for them partly due to fear of my parents finding out I scored low, and partly because I was disappointed in myself. When my parents
arrived, they
kept asking me what was wrong, but I stayed silent. Your have to understand I come from a culture where getting a 99% meant that there was 1% room for improvement. When I returned to school the next day I was determined to never feel like that again. I worked hard, completed all my assignments on time, and took every chance I could for extra-credit. Mrs. Eaves would task me with getting her mail and other small tasks. Everyone would just say I was the “teachers pet”, but I didn’t think anything of it. Despite all my hard work, I still ended the school year with “B” in English. Growing up in a bilingual household was tough, trust me trying to explain the movie “Inception “ in
Urdu
to my grandpa was insane. At the end of year awards ceremony as I watched many of my friends get
awards
for science, math, social studies, ENGLISH, etc. I felt sad because the chances of me getting an award were slim. Mrs. Eaves comes on stage and presents the last award before she announces recipient or subject she explained that the award was the most important and has only given it out twice in her career. The room was silent because she goes into depth about its importance and meaning, but to be
honest, I
was scratching my head because all the smart kids in the class had already received
their
award. Then I hear my name and presents me with
his
“Mr Dependability” award and I just ecstatic. Not because of what the award meant, but just the fact I got an award. From that year on, I used that motivation and I pushed harder and harder eventually ending each year with awards in math, science, or social studies. I kept in touch with Mrs. Eaves throughout the years and she came to my wedding. At my wedding, I asked her why she gave me that award and was it just
a consolation prize
. She told me that when her father passed
away, I
was the only student to come up to her and console her and it eased her day. I do not even remember what I said or even that her father passed away. She said that she had not seen that level of maturity in any sixth grader. Dependable person is reliable, responsible, and trustworthy. In the world of Inf.
The Cortez Family Paula is a 43-year-old HIV-positive Latina .docx
The Cortez Family Paula is a 43-year-old HIV-positive Latina woman originally from Colombia. She is bilingual, fluent in both Spanish and English. Paula lives alone in an apartment in Queens, NY. She is divorced and has one son, Miguel, who is 20 years old. Paula maintains a relationship with her son and her ex-husband, David (46). Paula raised Miguel until he was 8 years old, at which time she was forced to relinquish custody due to her medical condition. Paula is severely socially isolated as she has limited contact with her family in Colombia and lacks a peer network of any kind in her neighborhood. Paula identifies as Catholic, but she does not consider religion to be a big part of her life. Paula came from a moderately well-to-do family. She reports suffering physical and emotional abuse at the hands of both her parents, who are alive and reside in Colombia with Paula’s two siblings. Paula completed high school in Colombia, but ran away when she was 17 years old because she could no longer tolerate the abuse at home. Paula became an intravenous drug user (IVDU), particularly of cocaine and heroin. David, who was originally from New York City, was one of Paula’s “drug buddies.” The two eloped, and Paula followed David to the United States. Paula continued to use drugs in the United States for several years; however, she stopped when she got pregnant with Miguel. David continued to use drugs, which led to the failure of their marriage. Once she stopped using drugs, Paula attended the Fashion Institute of Technology (FIT) in New York City. Upon completing her BA, Paula worked for a clothing designer, but realized her true passion was painting. She has a collection of more than 100 drawings and paintings, many of which track the course of her personal and emotional journey. Paula held a full-time job for a number of years before her health prevented her from working. She is now unemployed and receives Supplemental Security Insurance (SSI) and Medicaid. Paula was diagnosed with bipolar disorder. She experiences rapid cycles of mania and depression when not properly medicated, and she also has a tendency toward paranoia. Paula has a history of not complying with her psychiatric medication treatment because she does not like the way it makes her feel. She often discontinues it without telling her psychiatrist. Paula has had multiple psychiatric hospitalizations but has remained out of the hospital for at least five years. Paula accepts her bipolar diagnosis, but demonstrates limited insight into the relationship between her symptoms and her medication. Paula was diagnosed HIV positive in 1987. Paula acquired AIDS several years later when she was diagnosed with a severe brain infection and a T-cell count less than 200. Paula’s brain infection left her completely paralyzed on the right side. She lost function of her right arm and hand, as well as the ability to walk. After a long stay in an acute care hospita.
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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