Thanksgiving Week Quiz F18 CENE 253 Due 28112018 .docx

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Thanksgiving Week Quiz F18 CENE 253 Due: 28/11/2018 Name Each question has 1 point 1. Where is the tunnel located? 2. Why the tunnel was built? 3. How many tubes does the tunnel have? 4. What is the design period for the tunnel? 5. What did they use for locating the points of excavation? 6. What are the steps in conventional cutting through rocks? 7. What machine do you think has torsion in this video? 8. Why in some part they could not use massive tunnel boring machine to cut through the rocks? 9. How did they stabilize the tunnel wall? 10. What did they add in the design of this tunnel for ensuring 100% safety especially in case of fire? .

Thanksgiving Week Quiz F18 CENE 253
Due: 28/11/2018 Name
Each question has 1 point
1. Where is the tunnel located?
2. Why the tunnel was built?

3. How many tubes does the tunnel have?
4. What is the design period for the tunnel?

5. What did they use for locating the points of excavation?
6. What are the steps in conventional cutting through rocks?

7. What machine do you think has torsion in this video?
8. Why in some part they could not use massive tunnel boring
machine to cut through the
rocks?

9. How did they stabilize the tunnel wall?
10. What did they add in the design of this tunnel for ensuring
100% safety especially in case
of fire?

Thanksgiving Week Quiz F18 CENE 253 Due 28112018 .docx

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The advent of the microphone in the mid-1920s brought about the vocal style of crooning. This gave the listener a private experience and the ability to hear all the nuances of a voice, as well as allowed the singers to treat the text using their vocal abilities, giving special attention to certain words and notes. Choose two favorite crooners, one from the 1920s –1950s era and one from modern music today. Discuss their similarities and differences in vocal treatment. Please post links to the YouTube video of each that you wish to use as a reference point. Response Parameters Your response should be a minimum of 300 words. The source material used in all assignments, including the class text, must be properly cited and referenced in accordance with APA style .

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The Aeneid and The Divine Comedy The labyrinth of initiation, the underworld, and the sacred grove Publius Vergilius Maro 70 – 21 BCE Virgil was regarded by the Romans as their greatest poet. His influence on Dante and Western literature, like that of Ovid, is profound. The Aeneid is his most famous work and became Rome’s national epic. The son of a farmer in northern Italy, Virgil came to be regarded as one of Rome's greatest poets. Virgil devoted his life life to poetry and to studies connected with it. He never married, and the first half of his life was that of a scholar and near recluse. But, as his poetry won him fame, he gradually won the friendship of many important men in the Roman world. (adapted from Encyclopedia Britannica and poetry foundation.org) Dante Alighieri 1265 – 1321 CE Dante Alighieri was born in Florence, Italy to a notable family of modest means. His mother died when he was seven years old, and his father remarried, having two more children. Dante was never married to his “Beatrice.” They met twice, at a nine year interval (although it might be a symbolic time period). They were both married to other people, and she died at 25. But he continued to write about throughout his life. We consider his love for her to be a type of “courtly love.” It is otherworldly and has a spiritual aspect. His most famous work is the Divine Comedy. The story begins when he finds himself lost in a woods in middle age. Virgil finds him and leads him through hell and purgatory. Beatrice is his guide in Paradise. (adapted from poets.) Dante is very important to western literature. T. S. Eliot claimed: Dante and Shakespeare divide the world between them, there is no third. And Virgil is very important to Dante. Dante, addressing Virgil in Canto 1 of the Divine Comedy: Thou art my master. We will start with The Aeneid. Who is Aeneas? There are multiple myths about the founding of Rome. One very important one is told in The Aeneas, the story of a Trojan prince who brought together the survivors from Troy. They boarded ships and sailed in search of a new home. The Aeneid tells their story, focused of course on their leader. As The Aeneid opens, Aeneas and the Trojans come to Carthage, where he falls in love with the Queen Dido. His bliss is short lived, as he is told by the gods that he must leave her. Our reading, Book 6, comes half way through the story. Aeneas’s father has died along the way, and Aeneas wants to see him. To do that, he must descend into the underworld—and come back. Very few have ever made the round trip journey. He is guided by the priestess of Apollo. The Temple of Apollo built by Daedalus. Book 6 of The Aeneid gives an elaborate description of how Daedalus had depicted the story of Theseus, the minotaur, Ariadne, and his escape from Crete on the doors. Aeneas must go through these doors, get advice from the Sybil, enter the wood sa.

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The Admission Committee considers your Career Goals Statement to be an essential part of your application. While factors such as cumulative grade point average and social work-related experience are important, your rationale for entering the social work profession, your self-awareness, creativity, critical thinking and writing skills are major factors committee members consider when reviewing your application. Respond openly and honestly to each section. The average statement length is four pages; submissions exceeding six pages are discouraged. Please double-space your statement, use a font size of no less than 12 and put your name in the upper right corner of each page. Answer questions 1-6 below. Answering question 6 is optional. Prior to writing your essay, review the NASW Code of Ethics . RATIONALE Identify significant factors that influenced your decision to pursue a Master of Social Work (MSW degree and how you intend to use it in the future. (1-2 paragraphs) SOCIAL WORK VALUES AND ETHICS Describe your understanding of the social work profession and its core values. Compare your own values with the professional social work values, any potential value based or ethical conflicts you might experience and how you plan to address or reconcile these conflicts (whether it be in the classroom, in field, in future practice or in any other areas). (1 page) PERSONAL & PROFESSIONAL ATTRIBUTES AND LIABILITIES Describe any cultural, economic or social challenges and/or opportunities that have provided you with a unique perspective about social work issues. What insights have you gained from these experiences about how to maintain professional judgement and performance during times of distress? (1 page) EMPLOYMENT AND VOLUNTEER EXPERIENCES Discuss the relationship between your educational, employment and volunteer experiences and what qualities equip you for the social work profession. Describe your experiences and feelings about working with populations different from your own. (1 Page) WORK LIFE BALANCE Explain your plan for managing your graduate education. Consider how you will balance work, family and other responsibilities with the required courses, homework and internship responsibilities. (2-3 paragraphs) OPTIONAL Please address any special academic or other considerations that you would like GSSW to consider in the review of your application. .

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The 6-D model of national culture Geert Hofstede, assisted by others, came up with six basic issues that society needs to come to term with in order to organize itself. These are called dimensions of culture. Each of them has been expressed on a scale that runs roughly from 0 to 100. Dimension maps of the world: Individualism Each dimension has been derived by comparing many, but not all, countries in the world. The findings can be summarized into six world maps of the distribution of that dimension. Of course, in reality there can be quite a bit of within-country variation; these maps should be seen as rough 'climate maps' of culture. The last two dimensions The last two dimensions were found later, and in different studies, than the first four. This is why different countries appear on the world maps. These maps are taken from the 2007 book "Why we are different and similar" by Michael Minkov. In our 2010 book they are re-scaled to a 0-100 format. Remember, the numbers do not really 'mean' anything. They are just there for convenience. Dimension maps: Long-term Orientation Culture-Based Negotiation Styles In an anonymous article, a Japanese writer describes United States negotiators as hard to understand. One of the reasons for this, we are told, is because "unlike Japanese, the Americans are not racially or culturally homogenous."[1] While it is difficult to characterize any national or cultural approach to negotiation, generalizations are frequently drawn. These generalizations are helpful to the extent that the reader remembers that they are only guides, not recipes. Any generalization holds true or not depending on many contextual factors including time, setting, situation, stakes, history between the parties, nature of the issue, individual preferences, interpersonal dynamics and mood. Any generalization will apply to some members of a group some of the time. This is best seen by considering generalizations about groups to which you belong. If you hear that women or men tend to negotiate in this way, or Americans in another way, what effect does it have on you as a member of these groups? If you want to answer, "Actually, it depends," you are among the majority, for most of us resist easy categorization and broad classifications. At the same time, it can be useful to back up and attempt to see ourselves and others from a distance so that the patterns and habits that define what is "normal" in negotiation can be examined for what they are: culturally bound and culturally defined common sense. In this essay, some generalizations about cultural and national approaches to negotiation will be outlined. These may help negotiators and mediators prepare for negotiations by raising the kinds of differences that occur across cultures, and pointing out possible pitfalls of lack of attention to cultural factors. They should be taken as a series of starting points rather than defini.

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The 6-D model of national culture Geert Hofstede, assisted.docx

The 820 children at a certain school were asked what they prefer to drink with their lunch, and the following responses were obtained. Drink Number soft drinks 341 milk/chocolate milk 210 water 97 tea 38 other 134 The school only serves milk, chocolate milk, or water with lunch. What is the probability that the first student in line for lunch will be served their preferred beverage with their lunch? Round to two decimal places. .

The 820 children at a certain school were asked what they prefer to .docx

The 820 children at a certain school were asked what they prefer to .docx

The 820 children at a certain school were asked what they prefer to .docx

The Accidental Statesman: General Petraeus and the City of Mosul, Iraq  In late April 2003, Major General David Petraeus and the US Army's 101st Airborne Division entered the northern Iraqi city of Mosul, capital of Nineveh Province. It was less than a month since the start of the US invasion of Iraq. But US troops had already captured Baghdad, dictator Saddam Hussein had fled and, while security was still an overriding concern, the US military was no longer in full battle mode. In Mosul, Petraeus quickly found himself confronting the question: What next? The city of 1.7 million was a shambles as much from looting as from war. US Marines had just killed 17 Iraqis during a riot. The streets were in chaos, with police and other security forces nowhere to be seen. The city had no electricity, running water or garbage removal. Shops were closed. Most public buildings and factories lay in ruins. There was no administrative or economic infrastructure; ministries in Baghdad which under Saddam had controlled all economic activity were now inoperative. Those who had led the old Iraq had vanished: political leaders, judges, university faculty, teachers, factory managers, ministry directors. The most senior of them were anyway suspect as members of the reviled former ruling Baath, Party. Addressing these deficiencies was hardly standard military business. But there was no one else to do it. As Petraeus saw it, his task was to provide the building blocks for a new Iraqi society. How, the general wondered, could he and his "Screaming Eagles" --as the division had been known since World War II--reestablish conditions for normal daily life and help create the norms of a democratic society? Whom could he trust? What was most urgent? What message should he give his troops? What was the trade-offs between security and building bridges to the local population? Petraeus found himself arbitrating a dizzying array of questions: How could he involve Iraqis in the rebuilding? Should there be elections? If so, who should stand? Could some Baath Party officials retain their jobs? If so, which ones? How and who should pay the thousands of unemployed civil servants? What about controlling inflation? Should border crossings reopen for trade? How could he re-start the university, open banks, and foster the creation of new businesses? What about the media? Underlying these operational dilemmas lay a deeper uncertainty: could Petraeus establish himself as a leader whose decisions were not only appropriate--but whose style would command the respect of a society not his own? Run-up to Mosul When the 101st Airborne first crossed into Iraq from Kuwait on Friday, March 21, 2003, Petraeus had not known that the division would be sent to Mosul. In fact, the entire short war, like its lead-up, had been one of continual adaptation to changing circumstances. Petraeus had gotten word only on February 6 that the division, based at Fort Campbell, Kentucky, would deploy to Kuw.

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The Accidental Statesman General Petraeus and the City of Mosul.docx

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