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Running head: oprah winfrey 1 oprah winfrey 8Oprah Winfrey Paula King Walden University Lifespan Development (DPSY-6215) Dr. Matthew Hertenstein March 10, 2018 Oprah Winfrey The influential individual chosen for the paper is Oprah Winfrey. Selection of Oprah Winfrey is as the individual on whom the discussion will be based informed by aspects of her life about development as well as her contributions to humanistic psychology. Her growth was endowed with problems in the environmental and social-economic spheres. She was faced with a terrible childhood because of a dysfunctional family and poverty but persevered nevertheless. She is immensely involved in charity work through philanthropic endeavors engaged. She has been voted the most generous celebrity, and her actions have persuaded other to participate in charity work. She has also created schools and clubs, and this has helped to further touch the lives of other people; especially the poor. They are reminiscent of attributes discussed by developmental theories of psychology (Crain, 2015). The developmental argument to be used is Erikson’s psychological theory. It holds the idea that development occurs in eight stages and it is mainly influenced nature of social interactions of persons. Conflicts that emerge from social communications are essential in shaping the psychological development of persons. One fundamental assumption of the viewpoint is that growth occurs throughout the life of persons as opposed to other theories that focus on a limited aspect of human development. The ability of persons to successfully deal with conflicts that emerge at various levels, therefore, determines their development. According to the Erikson’s viewpoint, social-economic and environmental factors are crucial to the development of the individual. For example, poverty and dysfunctional families affect the growth of persons (Crain, 2015). Reference Crain, W. (2015). Theories of Development: Concepts and Applications. Psychology Press. Kelley, K. (2010,2011). OPRAH: A BIOGRAPHY. I I. B. Productions, Inc.; Three Rivers Press: Crown Publishing Group, a division of Random House Inc., Ne ...

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the poor. They are reminiscent of attributes discussed by
developmental theories of psychology (Crain, 2015).
The developmental argument to be used is Erikson’s
psychological theory. It holds the idea that development occurs
in eight stages and it is mainly influenced nature of social
interactions of persons. Conflicts that emerge from social
communications are essential in shaping the psychological
development of persons. One fundamental assumption of the
viewpoint is that growth occurs throughout the life of persons
as opposed to other theories that focus on a limited aspect of
human development. The ability of persons to successfully deal
with conflicts that emerge at various levels, therefore,
determines their development. According to the Erikson’s
viewpoint, social-economic and environmental factors are
crucial to the development of the individual. For example,
poverty and dysfunctional families affect the growth of persons
(Crain, 2015).
Reference
Crain, W. (2015). Theories of Development: Concepts and
Applications. Psychology Press.
Kelley, K. (2010,2011). OPRAH: A BIOGRAPHY. I I. B.
Productions, Inc.; Three Rivers Press: Crown Publishing Group,
a division of Random House Inc., Ne

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Elements of Music #1 Handout 1. Rhythm the flow of music in terms of time 2. Beat the pulse that recurs regularly in music 3. Meter the regular pattern of stressed and unstressed beats 4. Tempo the speed of the beats in a piece of music 5. Polyrhythm two or more rhythm patterns occurring simultaneously 6. Pitch the perceived highness or lowness of a musical sound 7. Melody a series of consecutive pitches that form a cohesive musical entity 8. Counterpoint two or more independent lines with melodic character occurring at the same time 9. Harmony the simultaneous sounds of several pitches, usually in accompanying a melody 10. Dynamics the amount of loudness in music 11. Timbre tone quality or tone color in music 12. Form the pattern or plan of a musical work Framework for Improving Critical Infrastructure Cybersecurity Version 1.1 National Institute of Standards and Technology April 16, 2018 April 16, 2018 Cybersecurity Framework Version 1.1 This publication is available free of charge from: https://doi.org/10.6028/NIST.CSWP.04162018 ii No t e t o Rea d er s o n t h e U p d a t e Version 1.1 of this Cybersecurity Framework refines, clarifies, and enhances Version 1.0, which was issued in February 2014. It incorporates comments received on the two drafts of Version 1.1. Version 1.1 is intended to be implemented by first-time and current Framework users. Current users should be able to implement Version 1.1 with minimal or no disruption; compatibility with Version 1.0 has been an explicit objective. The following table summarizes the changes made between Version 1.0 and Version 1.1. Table NTR-1 - Summary of changes between Framework Version 1.0 and Version 1.1. Update Description of Update Clarified that terms like “compliance” can be confusing and mean something very different to various Framework stakeholders Added clarity that the Framework has utility as a structure and language for organizing and expressing compliance with an organization’s own cybersecurity requirements. However, the variety of ways in which the Framework can be used by an organization means that phrases like “compliance with the Framework” can be confusing. A new section on self- assessment Added Section 4.0 Self-Assessing Cybersecurity Risk with the Framework to explain how the Framework can be used by organizations to understand and assess their cybersecurity risk, including the use of measurements. Greatly expanded explanation of using Framework for Cyber Supply Chain Risk Management purposes An expanded Section 3.3 Communicating Cybersecurity Requirements with Stakeholders helps users better understand Cyber Supply Chain Risk Management (SCRM), while a new Section 3.4 Buying Decisions highlights use of the Framework in understanding risk associated with commercial off-the-shelf products and services. Additional Cyber SCRM criteria we.

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Elements of Music Report Instruments For the assignment on the elements of music, students will write a report with a minimum of 300 words. Students must select one element of music that they consider to be the most important element: Melody Rhythm Harmony Form When writing the report, be sure you address the following questions: Why did you select this element from among all the rest? Do you think that all kinds of music could exist without your selected element? Elaborate on your view. Describe a piece of music that highlights the use of your selected element. I encourage students do research on their element of music in order to get ideas for their reports. All reports must be original works! Do not quote any source or anybody’s thoughts. Quotes are not permitted in this Instruments Report. I am interested in your own personal thoughts, opinions, and the material you have learned from your research. .

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Elements of Genre After watching three of the five movie clips listed in the Multimedia section, above, describe how they fit into a specific genre (or subgenre) as explained in the text. What elements of the film are characteristic of that genre? How does it fulfill the expectations of that genre? How does it play against these expectations? Your initial post should be at least 150 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. .

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Elements of Design During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène. Respond to the following prompts with at least one paragraph per bulleted topic: Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format. Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell? Describe the setting, including the time period, location, and culture in which the film takes place. Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot? Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters? Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene? .

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Elements of a contact due 16 Oct Read the Case Campbell Soup Co. v. Wentz in the text. Answer the following questions: 1. What were the terms of the contract between Campbell and the Wentzes? 2. Did the Wentzes perform under the contract? 3. Did the court find specific performance to be an adequate legal remedy in this case? 4. Why did the court refuse to help Campbell in enforcing its legal contract? 5. How could Campbell change its contract in the future so as to avoid the unconsionability problem? Facts: Per a written contract between Campbell Soup Company (a New Jersey company) and the Wentzes (carrot farmers in Pennsylvania), the Wentzes would deliver to Campbell all the Chantenay red cored carrots to be grown on the Wentz farm during the 1947 season. The contract price for the carrots was $30 per ton. The contract between Campbell Soup and all sellers of carrots was drafted by Campbell and it had a provision that prohibited farmers/sellers from selling their carrots to anyone else, except those carrots that were rejected by Campbell. The contract also had a liquidated damages provision of $50 per ton if the seller breached, but it had no similar provision in the event Campbell breached. The contract not only allowed Campbell to reject nonconforming carrots, but gave Campbell the right to determine who could buy the carrots it had rejected. The Wentzes harvested 100 tons of carrots, but because the market price at the time of harvesting was $90 per ton for these rare carrots, the Wentzes refused to deliver them to Campbell and sold 62 tons of their carrots to a farmer who sold some of those carrots to Campbell. Campbell sued the Wentzes, asking for the court's order to stop further sale of the contracted carrots to others and to compel specific performance of the contract. The trial court ruled for the Wentzes and Campbell appealed. Issues: Is specific performance an appropriate legal remedy in this case or is the contract unconscionable? Discussion: In January 1948, it was virtually impossible to obtain Chantenay carrots in the open market. Campbell used Chantenay carrots (which are easier to process for soup making than other carrots) in large quantities and furnishes the seeds to farmers with whom it contracts. Campbell contracted for carrots long ahead, and farmers entered into the contract willingly. If the facts of this case were this simple, specific performance should have been granted. However, the problem is with the contract itself, which was one-sided. According to the appellate court, the most direct example of unconscionability was the provision that, under certain .

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Elements for analyzing mise en scene Identify the components of the shot, but explaining the meaning or significance behind those components and connecting the shot to the themes of the film 1. Dominant: Where is the eye attracted first? Why? 2. Lighting key: High key? Low key? High contrast? Some combination of these? 3. Shot and camera proxemics: What type of shot? How far away is the camera from the action? 4. Angle: Is the viewer (through the eye of the camera) looking up or down on the subject? Or is the camera neutral (eye level)? 5. Color values: What is the dominant color? Are there contrasting foils? Is there color symbolism? 6. Lens/filter/stock: How do these distort or comment on the photographed materials? 7. Subsidiary contrasts: What are the main eye-stops after taking in the dominant? 8. Density: How much visual information is packed into the image? Is the texture stark, moderate, or highly detailed? 9. Composition: How is the two-dimensional space segmented and organized? What is the underlying design? 10. Form: Open or closed? Does the image suggest a window that arbitrarily isolates a fragment of the scene? Or a proscenium arch, in which the visual elements are carefully arranged and held in balance? 11. Framing: Tight or loose? Do characters have little to no room to move, or can they move freely without impediments? 12. Depth: On how many planes is the image composed? Does the background or foreground comment in any way on the midground? 13. Character placement: What part of the framed space do the characters occupy? Center? Top? Bottom? Edges? Why? 14. Staging positions: Which way do the characters look vis-à-vis the camera? 15. Character proxemics: How much space is between the characters? What are the 4 distinct formal elements that make up a film's mise en scene? • staging of the action • physical setting and decor • the manner in which these materials are framed • the manner in which they are photographed .

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el señor Díaz Addressing him: Talking about him: Question 2 with 2 blanksJimena y Marissa Addressing them: Talking about them: Question 3 with 2 blanksMaru y Miguel Addressing them: Talking about them: Question 4 with 2 blanksla profesora Addressing her: Talking about her: Question 5 with 2 blanksun estudiante Addressing him: Talking about him: Question 6 with 2 blanksel director de una escuela Addressing him: Talking about him: Question 7 with 2 blankstres chicas Addressing them: Talking about them: Question 8 with 2 blanksun pasajero de autobús Addressing him: Talking about him: Question 9 with 2 blanksJuan Carlos y Felipe Addressing them: Talking about them: Question 10 with 2 blanksuna turista Addressing her: Talking about her .

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Electrochemical Cells and Cell Potentials Objective: The purpose of this experiment is to create and experiment galvanic cell and collect/interpret data by using a multimeter to describe the flow of electrons. The we g=had to determine how it is calculated by using the formulas given. Procedure: Exercise 1: Construction of a Galvanic Cell 1. Gather all of the supplies listed in the materials list. 2. Use the scissors to cut a strip of the filter paper approximately 1.5 inches in width (1/4 the size of the sheet of filter paper). 3. Cut a strip of filter paper and fold the strip of filter paper in half (widthwise) and then in half again. 4. Folding the filter paper in half and then in half again and put on the safety gloves and goggles. 5. Create the salt bridge by carefully winding the folded filter paper into a circle so that it fits into the bottom of the 9 oz. plastic cup. Add the potassium chloride to the cup with the filter paper until the paper is completely covered with the potassium chloride. 6. Folded filter paper in cup. The potassium chloride is added to the cup to cover the filter paper. 7. Allow the paper to soak up the potassium chloride for a minimum of 10 minutes or until you are ready to add it to the galvanic cell, as described later in the experiment. 8. Place the 2 glass beakers on a table. Add approximately 45 ml of zinc sulfate (approximately ½ of the bottle) to one of the beakers. To the second beaker, add approximately 45 ml of copper sulfate. 9. Pick up a fresh strip of zinc and insert 1 end of it into the copper sulfate solution. After approximately 5 seconds, remove the zinc from the copper sulfate and place it on a piece of paper towel.10. Pick up a fresh strip of copper and insert 1 end of it into the zinc sulfate solution. After approximately 5 seconds, remove the copper from the zinc sulfate and place it on the piece of paper towel.11. Metal in solutions. A. Zinc being inserted into copper sulfate. B. Copper being inserted into zinc sulfate and observe the 2 metal strips and record observations in Data Table 1 in your Lab Report Assistant. 12. From the observations, determine which of the 2 reactions is spontaneous. Record this in the observations section of Data Table 1. 13. Set up the voltmeter as follows; a. Make sure the on/off switch of the voltmeter is in the "off" position. b. Place the end of the black probe into the bottom right hole of the voltmeter. c. Place the end of the red probe into the hole directly above the location of the black probe. d. Turn the voltage dial so that the arrow end of the dial is pointing to 20 DCV. e. Add 1 jumper cable clip to each end of the probes. It does not matter what color jumper cable clips are provided in your kit, or which color is attached to either probe. 14. Put the salt bridge into place by submerging 1 end on the copper sulfate and the other end in the zinc sulfate. Adjust the beakers as necessary so that the salt bridge does not sink between the beakers. .

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toltonkendal

Electricity Restructuring and Competition Electricity MarketsTraditional Organization of Electricity Provision in U.S.Govt regulated, vertically integrated public utilitiesLast 25 YearsWave of restructuring and introduction of electricity trading and competition across U.S. and other nationsNow large-scale wholesale electricity markets operate across many parts of U.S. Factors leading to restructuring & deregulation Prior track record of deregulating energy markets and other industries once considered natural monopolies telecomm, airlines, railroads, High electricity prices in spite of regulation In U.S. states such as NY, California, New England In other countries, such as U.K. As the U.S. electricity transmission grid was built out in the 2nd half of 20th century, electric utilities started buying and selling energy from each other This illustrated feasibility of trading energy across the grid in markets Political Push 2nd Bush President Electricity Restructuring – A How-To GuideUnbundle generation from transmission and distributionIt’s important to allow multiple business firms to own and operate generation plants (independent power producers (IPPs) or merchant generators)This may require forcing some vertically integrated IOUs to divest some of their generation assets Electricity Restructuring – A How-To GuideEstablish an organized market for wholesale electricity tradingSellers are firms like merchant generators that inject energy into the gridBuyers are retail distributors and industrial users that withdraw energy from the gridMarket rules might include an advance-trading (e.g., day-ahead) market as well as a real-time balancing market Electricity Restructuring – A How-To GuideSet up an organization to manage and coordinate energy flows over the gridThis could be an independent system operator (ISO) or a regional transmission organization (RTO)Key responsibilitiesBalance energy supply and demand in real timeMaintain system reliabilityCoordinate new transmission investments Wholesale Market Competition Electricity Restructuring – A How-To GuideRetail distributionOwnership and operation of local distribution networks would typically continue as regulated public utilities (natural monopoly rationale)But it is feasible to introduce retail competition via brokers and energy re-sellers who purchase wholesale energy, re-sell it to retail customers, and pay fees to local distribution companies for use of the local network. Wholesale Electricity MarketsLet’s examine a perfect competition model of a short-run (hourly) wholesale electricity marketDemand SideDemand varies hour by hour, as weather conditions and desired electricity usage changeVery price inelastic – most retail customers pay fixed retail pricesSupply SideMost supply comes from fossil fuel generatorsFF supply is driven by cost of generation and capacities of generation units.Generation from renewables is intermittent Fossil Fuel Generation a.

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Progress in understanding the molecular basis of primary neurulation has occurred on two fronts: neural induction and shaping and bending of the neural plate. In regard to the former, the neural plate is now known to be the default state of the ectoderm, and induction of the neural plate actually involves suppressing the formation of the epidermal ectoderm (neural induction is not considered further herein). In regard to shaping and bending of the neural plate, about 100 mutations in the mouse have been identified that result in defective shaping and/or bending and, consequently, result in neural tube defects (NTDs); thus, these mutations provide insight into which genes are involved in both normal and abnormal neurulation. Because these form-shaping events of neurulation are driven by changes in cell behavior, as discussed earlier, it is not surprising that mutation of cytoskeletal, extracellular matrix/cell adhesion, cell cycle, and cell death genes results in NTDs. Neurulation is a highly choreographed morphogenetic series of events that must be precisely timed and coordinated across multiple tissues. This presumably involves signaling among tissues. It is the hope of studies using mouse mutations that such signaling pathways will be identified, ultimately leading to an understanding of the molecular basis of neurulation and the formation of NTDs in both animal models and ultimately in humans. In the following sections, we discuss what has been learned about the molecular basis of shaping and bending of the neural plate.Embryology Neurulation is the critical morphogenetic event occurring during the fourth week of human gestation, converting the previously developed neural plate into the ectoderm covered neural tube that will eventually differentiate into the brain and spinal cord. Genetic regulation of the events involved in mammalian neural tube morphogenesis is a complicated process that involves a multitude of genes. These genes have vital functions in a range of biological activities that are thought to include signaling molecules, transcription proteins and factors, cytoskeletal and gap junction proteins, growth factors, and tumor suppressor genes (Copp et al., 2003; Ewart et al., 1997; Sah et al., 1995; Zhang et al., 1996). The neural tube, formed by the cell shape changes and movements, ultimately fuses at several discrete points.Neurulation (or primary neurulation) starts in the fourth week of gestation and is the process that leads to the formation of the neural tube from the neural plate, the rudiment of the CNS [34]. It encompasses four essential and overlapping events: (1) neural induction, (2) shaping, (3) bending of the neural plate, and (4) closure of the neural tube. Neural induction (1) is the process of neural plate formation, that is, the beginning of the development of the CNS. It occurs during gastrulation starting on day 18. As described earlier, cells of the ectoderm differentiate into the neuroectoderm, a pseudostratif.

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1. Running head: oprah winfrey 1 oprah winfrey 8Oprah Winfrey Paula King Walden University Lifespan Development (DPSY-6215) Dr. Matthew Hertenstein March 10, 2018 Oprah Winfrey The influential individual chosen for the paper is Oprah Winfrey. Selection of Oprah Winfrey is as the individual on whom the discussion will be based informed by aspects of her life about development as well as her contributions to humanistic psychology. Her growth was endowed with problems in the environmental and social-economic spheres. She was faced with a terrible childhood because of a dysfunctional family and poverty but persevered nevertheless. She is immensely involved in charity work through philanthropic endeavors engaged. She has been voted the most generous celebrity, and her actions have persuaded other to participate in charity work. She has also created schools and clubs, and this has helped to further touch the lives of other people; especially

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