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•Focus on two or three things in the Mesopotamian and/or Ovid's account of creation that differ from Genesis. How do they differ? What is the significance of these differences? •Focus on two or three things in the Mesopotamian and/or Ovid's account of the flood that differ from Genesis. How do they differ? What is the significance of these differences .

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[Type here] Ok. This school makes me confused. The summary of this week they posted like this: SUMMARY: This week introduced you to grand theories and middle-range theories that serve to articulate the voice of nursing within healthcare. Here are the key points covered: Grand theories are comparatively more abstract than middle-range theories since they are at a higher level of abstraction. Compared to grand theories, middle-range theories are made up of limited number of concepts that lend themselves to empirical testing. All theories help to explain human health behavior. · Sister Callista Royï's adaptive model theory is built on the conceptual foundation of adaptation. It identifies the positive role that nursing plays in the promotion and enhancement of client adaptation to environments that facilitate the healing process. · Leiningerï's culture care theory is pertinent in the current multicultural healthcare environment where nurses are exposed to diverse cultures. · Penderï's health promotion and disease prevention theory can be called as a "direction setting exercise" for nursing professionals. It believes in fostering the spirit of health promotion and disease and risk reduction. From the chapter, Models and Theories Focused on Nursing Goals and Functions, read the following:The Health Promotion Model: Nola J. Pender From the chapter, Models and Theories Focused on a Systems Approach, read the following: The Roy Adaptation Model From the chapter, Models and Theories Focused on Culture, read the following: Leininger's Cultural Care Diversity and Universality Theory and Model SO, THAT IS WHY I ASSUMED THAT HAS TO BE ONE OF THEM (Pender, Roy Adaptaion or Leininger) ANYWAY, I AM PUTTING INFORMATION TOGETHER. Week 4 Chapter 17 Models and Theories Focused on Nursing Goals and Functions The Health Promotion Model: Nola J. Pender Background Nola J. Pender was born in 1941 in Lansing, Michigan. She graduated in 1962 with a diploma in nursing. In 1964, Pender completed a bachelor’s of science in nursing at Michigan State University. By 1969, she had completed a doctor of philosophy in psychology and education. During this time in her career, Pender began looking at health and nursing in a broad way, including defining the goal of nursing care as optimal health. In 1975, Pender published a model for preventive health behavior; her health promotion model first appeared in the first edition of the text Health Promotion in Nursing Practice in 1982. Pender’s health promotion model has its foundation in Albert Bandura’s (1977) social learning theory (which postulates that cognitive processes affect behavior change) and is influenced by Fishbein’s (1967) theory of reasoned action (which asserts that personal attitudes and social norms affect behavior). Pender’s Health Promotion Model McCullagh (2009) labeled Pender’s health promotion model as a middle-range integrative theory, and rightly so. Fawcett (2005) decisively presented the differenc.

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© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Business Plan • Provides a more specific and detailed exploration of the venture’s goals and operations with a clear path on how the venture will succeed. • A written document that details the proposed venture: • Describes the current status, expected needs, and projected results of the new business. • Demonstrates a clear picture of what the venture is, where it is projected to go, and how the entrepreneur proposes it will get there. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Benefits of a Business Plan (slide 1 of 2) • For the Entrepreneur: • Time, effort, research, and discipline to create a formal plan forces the entrepreneur to view the venture critically and objectively. • Competitive, economic, and financial analyses subject the venture to close scrutiny. • For Outside Evaluators: • Develops and examines operating strategies and expected results. • Provides a tool for use in communications with outside financial sources. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Benefits of a Business Plan (slide 2 of 2) • Specifically for the Financial Sources: • Details the market potential and plans for securing a share of that market. • Shows the venture’s ability to service debt or provide an adequate return on equity. • Identifies critical risks and crucial events with a discussion of contingency plans. • Contains the necessary information for a thorough business and financial evaluation. • Assesses the entrepreneur’s managerial ability. © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Developing a Well-Conceived Business Plan • The Five-Minute Reading: 1. Determine the characteristics of the venture and its industry. 2. Determine the financial structure of the plan (amount of debt or equity investment required). 3. Read the latest balance sheet (to determine liquidity, net worth, and debt/equity). 4. Determine the quality of entrepreneurs in the venture (sometimes the most important step). 5. Establish the unique feature in this venture (find out what is different). 6. Read the entire plan lightly (this is when the entire package is paged through for a casual look at graphs, charts, exhibits, and other plan components). © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Putting the Package Together • Key Format Issues: • Appearance • Length • The cover and title page • The executive summary • The table of contents © 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly access.

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© 2016 Laureate Education, Inc. Page 1 of 3 RWRCOEL Professional Dispositions Professional Conduct 1. Ethical and Legal Conduct: The candidate demonstrates professionalism as outlined by legal and ethical guidelines within the profession. a. Demonstrates professional behavior as described in Walden’s Code of Conduct b. Demonstrates ethical behavior as described by professional codes of ethics 2. Professional Obligations: The candidate meets professional obligations in a responsible manner. a. Maintains a strong record of attendance and punctuality, communicating in advance the need for any absence or delay in meeting performance expectations b. Prepares for professional obligations and meets expected deadlines © 2016 Laureate Education, Inc. Page 2 of 3 3. Professional Appearance and Demeanor: The candidate demonstrates professional appearance and behaviors in the educational setting. a. Maintains appropriate appearance through professional dress and grooming b. Approaches teaching and learning tasks with initiative, confidence, and energy c. Exhibits composure and self-control d. Demonstrates flexibility in adapting to changing circumstances and student needs Professional Qualities 4. Professional Development/Growth: The candidate engages in ongoing professional development and growth to improve professional practice. a. Engages in continuous learning through participation in professional development opportunities b. Applies new ideas to professional practice based on existing data, reflection, and intellectual curiosity c. Engages in ongoing critical reflection of personal performance to improve professional practice 5. Advocacy: The candidate advocates for fairness, equity, and social change in the learning environment. a. Displays empathy, fairness, persistence, problem-solving skills, and appropriate risk-taking actions on behalf of others b. Advocates for the social, emotional, physical, educational, behavioral, and basic needs of others c. Promotes positive social change to enhance educational opportunities and promote student learning 6. Equity: The candidate demonstrates culturally responsive practices to create an inclusive learning environment that is respectful of diverse cultures, values, and beliefs of others. a. Displays equitable treatment of others i. Sets high expectations for all learners © 2016 Laureate Education, Inc. Page 3 of 3 ii. Treats others with respect and dignity iii. Recognizes individual differences in teaching and learning b. Engages in culturally responsive practices in interactions with students, families, colleagues, and communities c. Creates learning environments that are inclusive; free of bias and discrimination and respectful of diverse cultures, values, and beliefs d. Engages families and other stakeholders in planning for individual success Collabor.

© 2016 Laureate Education, Inc. Page 1 of 3 RWRCOEL Prof.docx

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© 2022 Post University, ALL RIGHTS RESERVED Due Date.docx

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{ Discrimination * GENERAL DISCRIMINATION + RACIAL DISCRIMINATION RELIGIOUS DISCRIMINATION (on freedom of religion) DISCRIMINATION ON SEXUAL ORIENTATION (still weak protection) GENDER DISCRIMINATION (CEDAW) TYPES OF DISCRIMINATION NON-DISCRIMINATION in INT’L LAW A. GENERAL DISCRIMINATION Arts 1 & 2 Universal Declaration on Human Rights Arts. 2 & 26 ICCPR Art. 14 ECHR & Add. Protocol 12 B. RACIAL DISCRIMINATION Int’l Convention against All Forms of Racial Discrimination (ICERD) Art . 2: (1). Each State Party to the present Covenant undertakes to respect and to ensure to all individuals within its territory and subject to its jurisdiction the rights recognized in the present Covenant, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. (2). States to take the necessary steps to adopt laws and measures to give effect to art. 2; (3). States to ensure effective remedy, determined by competent judicial, administrative or legislative authorities, or by any other competent authority and enforce such remedies. Art. 26: non-discrimination before the law and equal protection by the law ICCPR * Justification for differential treatment General Comment 18 HRC Not every differentiation of treatment will constitute discrimination: if the criteria are reasonable and objective and the aim is to achieve the purpose which is legitimate ICCPR cont. * “Racial discrimination" shall mean any distinction, exclusion, restriction or preference based on race, colour, descent, or national or ethnic origin which has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise, on an equal footing, of human rights and fundamental freedoms in the political, economic, social, cultural or any other field of public life (art. 1) States Parties particularly condemn racial segregation and apartheid and undertake to prevent, prohibit and eradicate all practices of this nature in territories under their jurisdiction (art. 3) RACIAL DISCRIMINATION- International Convention on the Elimination of All Forms of Racial Discrimination Direct discrimination: Indirect discrimination Formal equality: Substantive equality Discrimination in law: Discrimination in practice Non-discrimination: negative protection Equality: positive obligations -> special measures Is there a hierarchy in the protection of discrimination? Racial Discrimination (prohibition Jus Cogens); gender based discrimination? Religious-based discrimination?? Discrimination based on sexual orientation??? Discrimination (forms & grounds) = Affirmative action/ positive action Article 1.4 of ICERD: Special measures taken for the sole purpose of securing adequate advancement of certain racial or ethnic groups or individuals requiring such protection as may be necessary in order to ensure such groups or in.

{DiscriminationGENERAL DISCRIMINATI.docx

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~UEER THEORY AND TH'E JEWISH QUESTI01 Daniel Boyarin, Daniel Itzkovitz, and Ann Pellegrini, Editors COLUMBIA UNIVERSITY PRESS NEW YORK COLUMBIA UNIVERSITY PRESS Publishers Since 1893 New York Chichester, Ulest Sussex Copyright© 2003 Columbia University Press All rights reserved Library of Congress Cataloging-in-Publication Data Queer theory and the Jewish question I Daniel Boyarin, Daniel Itzkovicz, and Ann Pellegrini, editors. p. cm.-(Between meh-between women) ISBN 0-231-11374-9 (cloth: alk. paper)- ISBN 0-231-11375-7 (pbk.: olk. pape<) 1. Jewish gays. 2. Jewish lesbians. I. Boyarin, Daniel. II. Itzkovitz, Daniel. III. Pellegrini, Ann IV. Series. HQ75.15.Q5 2003 305.892'4-dcll 2003048494 Casebound editions of Columbia University Press books are printed on permanent and durable acid-free paper. Printed in the United States of America 010987654321 p10987654321 Acknowledgments Strange Bedfellows: An Introduction Daniel Boyarin, Daniel ltzkovitz, and Ann Pellegrini Category Crises: The Way of the Cross and the Jewish Star Marjorie Garber Epistemology of the Closet Eve Kosofsky Sedgwick Contents ix 19 41 Queers Are Like Jews, Aren't They? Analogy and Alliance Politics 64 Janet R. Jakobsen Freud, Bltiher, and the Secessio lnversa: Mannerbunde, Homosexuality, and Freud's Theory of Cultural Formation Jay Geller Jew Boys, Queer Boys: Rhetorics of Antisemitism and Homophobia in the Trial of Nathan "Babe" Leopoid Jr. and Richard "Dickie" Loeb Paul B. Franklin Viva la Diva Citizenship: Post-Zionism and Gay Rights Alisa Solomon 90 121 149 vii Queers Are Like Jews, Aren't They? Analogy and Alliance Politics JANET R. JAKOBSEN Queers are like Jews. Aren't they? What does it mean to pose the Jewish question in relation to queer theory? Is there any one Jewish question? And does not the Jewish question also pose the question of queer theory itself? What is the relationship berween "Jewish" and "queee'? Does queer, after all, refer to the identity of those with whom it is most commonly associated in the current milieu: homosexuals and other sexual dissidents? Or does queer mean something, well, "different" than that, different than a catch-all ca\egory with reference to sexuality? And if queer refers to something else-to~ for example, that which is other, different, odd, queer-what is its relation to the specific difference (queerness?)' of Jew- ish? One can certainly imagine instances in which it would be quite queer to be Jewish. But, if we simply take up the concept in this manner-that Jews are the queers of this or that setting-does not all difference get colonized into "queer"? And, doesn't the specter of sexual identity continue to haunt the word queer, leaving sexuality as the fundamental difference? What if Jewish is taken to mean something more than a specific difference? What of the implications of Jewishness beyond Jewish d.

~UEER THEORY AND THE JEWISH QUESTI01 Daniel Boyarin, Da.docx

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© 2017 Cengage Learning. All Rights Reserved.Chapter Twelve.docx

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`HISTORY 252A Early Modern Europe from 1500 to 1815 Dr. Burton Van Name Edwards (Van) Tuesday – Thursday 3:30-4:45 Unistructure 247 Third Paper Assignment Due Tuesday, December 13th The third paper will be based on a book in the list at the end of the syllabus. These works are generally works of literature, with some concerned with philosophy or politics. The student’s task will be to show how the chosen work reflects or shows the influence of conditions and events in Europe that were operating at the time of the writing of the work. This is not a book report. I am not interested in plots or descriptions of the general argument of a given work. Instead, I am looking for an analysis of specific sections of the chosen work that may illuminate social and economic attitudes or contemporaneous conditions. The paper should be 7-8 pages long. You will be expected to give a 5-10 minute oral report based on your finding in the third paper. This oral report will be a significant part of your class participation grade. .

`HISTORY 252AEarly Modern Europe from 1500 to 1815Dr. Burton .docx

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^ Acadumy of Management Journal 2001. Vol. 44. No. 2. 219-237. A SOCIAL CAPITAL THEORY OF CAREER SUCCESS SCOTT E. SEIBERT MARIA L. KRAIMER •̂ ' ' ' Cleveland State University ROBERT C. LIDEN University of Illinois at Chicago A model integrating competing theories of social capital with research on career success was developed and tested in a sample of 448 employees with various occupa- tions and organizations. Social capital was conceptualized in terms of network structure and social resources. Results of structural equation modeling showed that network structure was related to social resources and that the effects of social resources on career success were hilly mediated by three network benelits: access to information, access to resources, and career sponsorship. Organizational researchers have begun to develop increasingly comprehensive models of career success using demographic, human capital, work- family, motivational, organizational, and industry variables (e.g., Dreher & Ash, 1990; Judge & Bretz, 1994: Judge, Cable. Boudreau, & Bretz. 1995; Kirch- meyer, 1998). Although this work has provided considerable evidence regarding the determinants of career outcomes, the roles of informal interper- sonal behaviors have not been fully explored (Judge & Bretz, 1994; Pfeffer, 1989). Popular advice for getting ahead in one's career rarely fails to mention the importance of networking for the achievement of career goals (e.g., Bolles, 1992; Kanter, 1977). Indeed, Luthans, Hodgetts, and Rosenkrantz (1988) found that the most successful managers in their study spent 70 percent more time engaged in networking activities and 10 percent more time engaged in routine communication activities than their less successful counterparts. Recent advances in social capital theory (Coleman, 1990) have begun to provide a finer-grained analysis of the ways individuals' social networks affect their careers in organizations (Burt, 1992, 1997; Ibarra, 1995; Podolny & Baron, 1997; Sparrowe & Popielarz, 1995). This theoretical perspective has the poten- Data were collected and the manuscript was submitted and processed while Scott E. Seibert was in the Manage- ment Department at the University of Notre Dame and Maria L. Kraimer was a graduate student at the Univer- sity of Illinois at Chicago. Support for this project was provided by the Management Department at the Univer- sity of Notre Dame and the Alumni Office of the Univer- sity of Notre Dame. The current investigation is part of a larger study of career success. tial to considerably enhance scholars' knowledge of the role of social processes in career success. The first purpose of the current study was to integrate the current conceptualizations of social capital as they pertain to career success. Tbree different theoretical approaches—weak tie theory (Granovetter, 1973), structural hole theory (Burt, 1992), and social resource theory (Lin, 1990)— focus on different network properties as r.

^ Acadumy of Management Journal2001. Vol. 44. No. 2. 219-237.docx

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` Inclusiveness. The main difference that can distinguish a happy employee from disgruntled employee. As with all decisions that are made, there is always an audience that the decision will affect. When employees are privy and organizational decisions are inclusive to employees this can greatly increase their level of fulfillment. Whether or not the end user of the decision will be content with the outcome or not, there will always be critics. Which leads us to discuss key characteristics and the importance of involving employees in relative organizational decision making. It is not uncommon to find that during strategic organizational planning that top-level management will include their employees to engage and provide their input on complex processes. Human capital, whether the organization is large or small, corporate ran or small business managed is key to an organization’s success. Employee satisfaction level drives productivity and is what increases revenue for the company. Happy employees equal happy customers. What does it take to keep employees motivated? A critical and important element for employers to keep their employees happy and content is clear communication. It is critical that an organization’s objective and vision for future growth is communicated clearly throughout all levels. Top-level management must be skilled at delivering the company’s mission and values to every tier within their organization. Each tier within the organization with healthy communication should be able to open-mindedly accept the message and freely provide any feedback positive or negative without fear of repercussion. Keeping an open line of communication within an organization is key to building the foundation for success. As we move away from the golden days of traditional office operations consisting of fax machines, telephones, paper, pencils, etc. and move towards a more technologically repertoire, we lose the personable face to face interaction with one another. We spend most of the day behind our computer screen at our desk. The need to sustain job satisfaction amongst employees could not be ever more present than now. To maintain the morale amongst employees, organizations should be able to keep them challenged and motivated. Take technology for example. If the increase of new technology isn’t daunting enough, consider the challenge to remain current with technology all the while maintaining a competitive advantage in the industry? Reach internally to our internal resource, human capital. Employees must be given the opportunity to share their knowledge, skills, and abilities. When empowered to provide input concerning highly visible organizational decisions, employee morale is boosted. Not only is this beneficial for employees but also the employer as they receive ideas and input that could possibly lead to the solution. Employee engagement boosts the overall welfare of the organization. According to.

`Inclusiveness. The main.docx

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__MACOSX/Sujan Poster/._CNA320 Poster Presentation rubric.pdf __MACOSX/Sujan Poster/._CNA320+Poster+Template (1).ppt __MACOSX/Sujan Poster/._Helpful Hints for the Poster Presentation.docx Sujan Poster/Poster Abstract - Aspiration pneumonia (1).docx Title: Aspiration pneumonia: Best practice to avoid complications Background Aspiration pneumonia is a lung infection due to inhaled contents; this is a relevant topic because aspiration pneumonia is prevalent and accounts for up to 15% of all pneumonia cases and is particularly common in older people, and thus it is important for nurses to be aware of how to manage the condition particularly as the population is ageing so this will be of more concern (Kwong, Howden & Charles 2011). Target Audience The target audience for this presentation is experienced Registered Nurses and thus the presentation has been designed for this group. Main Findings Aspiration pneumonia is an infection within the lungs that occurs after a person aspirates either liquid, vomit or food into the larynx and lower respiratory tract; this can occur when an individual inhales their gastric or oral contents. Patients at risk include individuals who are elderly or those who have a marked disturbance of consciousness such as that resulting from a drug overdose, seizures, a massive cerebrospinal accident, dysphagia or dysphasia (Kwong, Howden & Charles 2011). Aspiration pneumonia can quickly develop into respiratory failure, abscess and empyema and this requires supportive care, which is the main form of therapy, however prophylactic antimicrobial therapy is also often prescribed (Joundi, Wong & Leis 2015). Best practice suggests suctioning, supplemental oxygen to keep O2 above 90%, septic shock therapy, management of hypotension and antibiotic therapy for 7-10 days. Sputum cultures should be taken so that antibiotics can be tailored appropriately (McAdams-Jones & Sundar 2012). Implications for Practice These findings are important for registered nurses to be aware of so that aspiration pneumonia can be managed appropriately and complications can be avoided, which could cause increased hospital stay and costs. Nurses need to be aware of the best practice recommendations such as oxygen supplementation, sit up while eating, provide thickened foods and drinks, dental care and about taking sputum cultures when managing aspiration pneumonia so that treatment can be tailored appropriately and recovery can occur quickly. Feedback from marker (Teacher) Thank you for your abstract. You have just managed a pass grade, your work is very basic and you will need to engage with the basic practice literature to ensure you have a comprehensive understanding of this topic in your poster. I am also unclear on your focus, is this about prevention of aspiration or management once it has occurred or both? Kind regards Andrea Sources of Evidence Joundi, R, Wong, B & Leis, J 2015, "Antibiotics “Just-In-Ca.

__MACOSXSujan Poster._CNA320 Poster Presentation rubric.pdf.docx

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[u03d2] Unit 3 Discussion 2RotationDefine the term rotation as.docx

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[INSERT YOUR BUSINESS LOGO] Starbucks Business Plan for Strategic Management Case Business Plan Table of Contents Business Plan Summary3 The Business3 The Market3 The Future3 The Finances3 The Business4 Business details4 Organisation chart5 Key personnel5 The Market4 S.W.O.T. analysis4 Your competitors5 Advertising & sales5 The Future6 Vision statement6 Mission statement6 Recommendations6 The Finances7 History 3 Years7 Projections 3 Years7 Balance sheet forecast8 Balance Sheet Profit and loss forecast9 Supporting documentation11 Business Plan Summary [Please complete this page last] [Your business summary should be no longer than a page and should focus on why your business is going to be successful. Your answers below should briefly summarise your more detailed answers provided throughout the body of this plan.] The Business Business name: [Enter your business name as registered in your state/territory. If you have not registered your business name, add your proposed business name.] Business structure: [Sole trader, partnership, trust, company.] ABN: [Registered Australian business number.] ACN: [Registered Australian company number, if applicable.] Business location: [Main business location] Date established: [The date you started trading.] Business owner(s): [List all of the business owners.] Relevant owner experience: [Briefly outline your experience and/or years in the industry and any major achievements/awards.] Products/services: [What products/services are you selling? What is the anticipated demand for your products/services?] The Market Target market: [Who are you selling to? Why would they buy your products/services over others?] Marketing strategy: [How do you plan to enter the market? How do you intend to attract customers? How and why will this work?] The Future Vision statement: [The vision statement briefly outlines your future plan for the business. It should state clearly what your overall goals for the business are.] Goals/objectives: [What are your short & long term goals? What activities will you undertake to meet them?] The Finances [Briefly outline how much profit you intend on making in a particular timeframe. How much money will you need up-front? Where will you obtain these funds? What portion will you be seeking from other sources? How much of your own money are you contributing towards the business?] The Business Business details Who they are/founded information: Products/services: [What products/services are you selling? What is the anticipated demand for your products/services?] Organisation chart [Outline your business structure in the chart below.] Key Personnel, name, job title, and # of years [Mr J Citizen Owner/Manager] [Mr Chris Brantley Marketing Manager] [Mrs Cherie Laws Office Manager] [Mrs Eileen Lawry Receptionist] [Mr John Blue Events Coordinator] [Mr Jo Stevens Operations] [Ms Fran Reid Salesperson] Figure 1: Organisatio.

[INSERT YOUR BUSINESS LOGO]Starbucks Business Plan for Strat.docx

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[Type text] [Type text] [Type text] [Type text] [Type text] [Type text] [Type text] [Type text] [Type text] LaBorde 1 Christopher LaBorde Professor Brett Evans English Composition II September 3, 2014 Why I Write Every Wednesday in my fifth grade English class I heard, “Chris LaBorde, Brian Guess and Bradley Tedesco please stand. Your skit is up next.” Our classmates loved our weekly skits; the lack luster emphasis on the correctness of the English language and childish humor was destined to be only appreciated by other fifth graders. We took pride in our weekly handwritten comedy skits, taking all weekend to prepare and practice our Emmy deserving performances. I remember the arguments we had over the arrangement in which the acts would be performed. The arguments themselves were sometimes written into the act. If we were not arguing we were always laughing. Laughing at topics we had brainstormed together, scripts we created that contained curse words, and we imagined the reaction of the teacher if we ever had the intestinal fortitude to read from the curse filled scripts in front of the class. We enjoyed those times. I enjoyed those times very much. I enjoyed writing and making people laugh. Laughter played a huge role in my youth. I was never the serious kid so when it came to writing assignments that had to be turned into the teacher for a serious grade I clammed up. How could I, a proven veteran fifth grade comedy sketch mogul, make an adult laugh through my writing? How could I achieve this insurmountable task while keeping the assigned subject matter on the right path? Those questions were answered on several occasions when corrected assignments were disseminated back to the rightful owners. Being the self-proclaimed comedy genius that I thought I was, I constantly had an un-humorous facial expression upon viewing my freshly red inked masterpieces. Routinely, the words “This assignment was not a joke!” appeared on the title pages along with the classic two dots and frowning smile. I always thought this type of criticism only happened to me but apparently not. Lorrie Moore wrote about her similar experience: “When you get it back, he has written on it: 'Some of your images are quite nice, but you have no sense of plot.’ When you are home, in the privacy of your own room, faintly scrawl in pencil beneath his black- inked comments: 'Plots are for dead people, pore- face'” (Moore). After receiving more than a few under par grades my hatred for writing blossomed. I felt as though my cortex was not in sync with the other smoothly running pieces of my youthful brain. I felt as though I lacked the talent for writing academic related essays, narratives, poems, etc. I just didn’t want to write anymore. According to Joan Didion, “a ‘good’ writer or a ‘bad’ writer but simply a writer, [is] a person whose most absorbed and passionate hours are spent arranging words on pieces of paper” (Didion). Well I was not a writer. Instead of completing w.

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[Type the document title][Type the date]TA 20 - Critique, A.docx

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[Type text] [Type text] [Type text] SHA502: Conducting Effective Hospitality Marketing Research Cornell School of Hotel Administration Conducting Effective Hospitality Marketing Research Action Plan Complete the grid below. Key Business Problem(s) Using information from an environmental analysis what is an effective marketing strategy you can use to address a current problem or performance gap? Strategies Show a SWOT Analysis analyzing marketing date and guiding your strategic solution. Steps Select a target market. Know the Sociocultural, demographic, economic, technological, political/legal, competitive, ecological areas of this market. Determine a strategic position. Timeline Create a timeline for the implementation of your strategy. Measurement/Results Explain how you will measure the results of the strategy that you implement. To submit this assignment, please refer to the instructions in the course. 1 © 2015 eCornell. All rights reserved. All other copyrights, trademarks, trade names, and logos are the sole property of their respective owners. If you reject the food, ignore the customs, fear the religion and avoid the people, you might better stay home. - James Michener New York City!! Often praised as ‘the Melting Pot of the World’, it is hard to imagine a city with more diversity in immigrant communities, cultural expressions, languages, celebrations, and … cuisine. Beyond the bagels, hotdogs, pretzels, pizzas, gyros and tacos on virtually every street corner, there is a world of ‘ethnic restaurants’ where cuisine and culture meet … or do they? Can food serve as an ambassador of a culture? Does it feed friendliness, understanding, and acceptance of the ‘other’? The potential role of restaurants as facilitators of cross-cultural understanding and interaction is worth examining. Restaurants can take the guest on a cultural as well as culinary exploration that extends even far beyond its doors, or, on the other end of the spectrum, simply yield to a ‘food is just food’ philosophy. As one of the most significant, most recent and fastest growing immigrant groups, the Mexican community and its cuisine shall be at the center of our exploration through three different New York neighborhoods. Is it possible to experience Mexican culture through its cuisine, in a way that would encourage a respectful and understanding interaction with the Mexican community in these areas? I. Jackson Heights Our culinary journey commences in one of New York City’s well-known multicultural neighborhoods – Jackson Heights. A multitude of ethnic eateries, specialty shops, bakeries, and restaurants set the scene for the diverse jumble of Hispanic, South Asian, Korean, and Chinese immigrants who live there, giving the impression of multicultural co-existence and tolerance. Annie, a longtime resident and English teacher in Jackson Heights, perceptively remarks, “This is truly a multicultural neighborhood, peaceful and tole.

[Type text][Type text][Type text]SHA502 Conducting Effectiv.docx

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[INSERT TITLE HERE] 7 BUS 499: Module 1 Homework Assignment Part I Directions: For this first week, you will work on a draft. It may change during the course of this class, but do your best and start with a business problem that you find interesting. It may be in your field or it may be interesting in another way. Begin to narrow the choices that you selected in the Check Your Understanding. Submit the following: The working title of your topic. Two to three paragraphs describing the topic and the rationale for choosing the topic. Use the 8 steps to outline your ideas. A preliminary list of 10 to 15 resources, composed exclusively of titles and URLs. One paragraph with your initial ideas for how you will conduct the research for this topic. Discuss the applicability of Quantitative, Qualitative, and Mixed Method research methods. How could you apply each one? Which one seems best at this time to use for your proposal? Begin to narrow down the selection you might use for your proposal. Note: Before submitting your final topic, please confer with your faculty advisor about your choice and options for a topic and get his or her input. The sooner you submit your topic to your advisor, the sooner you can begin your research on the topic. Part II Directions: Please fill in the areas shaded in blue. Exercise I: Developing a research instrument QUANTITATIVE STUDIES Now that you have gone through all the chapters that constitute Step I of the research process, this exercise provides you with an opportunity to apply that knowledge to formulate a research problem that is of interest to you. As you know, selecting a research problem is one of the most important aspects of social research, so this exercise will, therefore, help you in formulating your research problem by raising questions and issues that will guide you to examine critically various facets and implications of what you are proposing to study. The exercise is designed to provide a directional framework that guides you through the problem formulation path. Keep in mind that the questions and issues raised in this exercise are not prescriptive but indicative and directional; hence you need to be critical and innovative while working through them. Thinking through a research problem with care can prevent a tremendous wastage of human and financial resources. A research problem should be clearly stated and be specific in nature. The feasibility of the study in terms of the availability of technical expertise, finances, and time, and in terms of its relevance, should be considered thoroughly at the problem-formulation stage. In studies that attempt to establish a causal relationship or an association, the accuracy of the measurement of independent (cause) and dependent (effect) variables is of crucial importance and, hence, should be given serious consideration. If you have already selected a problem, you need not go through this process. Start by identifying a broad area y.

[INSERT TITLE HERE] 7BUS 499 Module 1 Homework AssignmentPa.docx

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[Type text] [Type text] [Type text] The Fifteen Ethical Traps and Lessons Learned on Avoiding Them Student name: Ethical Trap and Avoidance Mechanism One: Justification Justification trap involves people justifying bad decisions and unethical behavior by claiming it is necessary or the need of the hour. This trap makes people think that the reason they are being involved in unethical behavior is for greater good that will come out of it. The world has seen many signs of such justification traps. Killing a particular group of people that happen to be from a particular religion has been justified time and again for saving their own religion. This trap can be tackled by using reputation perspective. This perspective calls for a person to take responsibility and do the right thing at all the times. This perspective has principles that ask a person to do justice, show integrity and courage. Ethical Trap and Avoidance Mechanism Two: Money Money is thought of the means to achieve happiness. It is thought of as one the goals of life. This trap asks for people to make sure they get as much money as they can, leaving the way to achieve it to attain the happiness they require. A person is judged by money in world and it has replaced all of the comparison metrics. Earning money fast calls for taking wrong measures to get easy profits, give people a chance to not pay taxes and indulge in wrong and illegal activities. This trap can be tackled by ensuring people are weighed on the scale of their work, their attitude towards other people and giving money less weightage in life. Ethical Trap and Avoidance Mechanism Three: Conflicts of Interest Conflicts of Interest trap involves getting in a fix related to a situation where you get into the middle of it. It means that there are two parties and you can make sure only one party gets the benefit while other loses. This conflict of interest is created when a person solves such conflict by seeing where it would benefit him the most. This involves taking of bribe from one party in order to rule the conflict in his favor. Mill’s principles can make sure conflict of interest is avoided. Always act what is best as per rules. Integrity and honesty can make sure the person makes the best decision. Never accepting any favor and working under rules would make sure it is avoided at all times. Ethical Trap and Avoidance Mechanism Four: Faceless victims This trap involves generalizing victims. By this the unethical behavior done towards those affected diminishes in the mind of the person who did it. This trap involves not picturing the pain of the humans to make it easy for not taking any responsibility of the damage it caused. People died in a war referred to just as numbers is a part of this trap. This trap can be avoided by ensuring that all people are looked at the same way. The human factor shouldn’t go away from any victim. Responsibility should be taken and measures should be taken .

[Type text][Type text][Type text]The Fif.docx

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[Type text] [Type text] [Type text] BIOL 320 Final Exam BIOL 320 Final Exam The written take home final examination represents the final assessment for this class. You will have 48 hours from the time that this exam is made available to complete and submit your time final exam. Failure to submit the timed final exam document within the time period will result in your exam not being accepted. Use of your, notes, or other resources is strongly discouraged. 1) List and briefly explain the four steps in the scientific method. 2) Which of the following is the correct order of steps in the scientific method? A ) experiment, observation, hypothesis, conclusion B ) observation, experiment, hypothesis, conclusion C ) hypothesis, experiment, observation, conclusion D ) observation, hypothesis, experiment, conclusion Answer: 3) The two most important organelles in forensic DNA analysis are the _________________ and __________________________. 4) The DNA laboratory genotypes three suspects DNA extracted from blood, and DNA extracted from hair roots found at the scene. When the technician draws a conclusion based on the genotyping results, the forensic term for this test or process is called _____________. 5) An experiment is designed to test an hypothesis. A ) True B ) False Answer: 6) Due to television shows jurors are expecting to see perfect fingerprints and analyzable DNA on guns and other evidence. The absence of which has led jurors to exonerate otherwise guilty suspects. This is known as the ____ effect. 7) ___________________ is only inherited through the maternal lineage. 8) ______________________ is only inherited through the paternal lineage. 9) ________________________ is inherited through paternal and maternal lineages. 10) A mother is claiming that the only brother of her best friend is the father of her child. The brother is serving at a remote location in the easternmost reaches of Turkey. At the behest of his sister, the brother voluntarily provides DNA for a paternity test. Which of the following are the possible results and conclusions of the tests? A ) Since one-half of the alleles from the brother and child matched, then it is highly likely that the father is the brother. B ) Since none of the alleles from the brother matched, then it is highly unlikely that the father is the brother. C ) Since one-half the alleles did not match, it cannot be ruled out that the father is the brother. D ) Since only a few alleles match those of the child, it can be ruled out that the best friend is not the father. 11) Answer: 11) How many permanent teeth are typically found in a human mouth? A ) 18 B ) 32 C ) 30 D ) 36 Answer: 12) Measurements made on this bone, provide an accurate method of estimating the stature from skeletal remains A ) humerus B ) femur C ) tibia D ) fubula Answer: 13) Given that the offspring of human parents ha.

[Type text][Type text][Type text]BIOL 320 Final Exam BIO.docx

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[Type text] [Type text] [Type text] Halil Ibrahim Gozum Religion 212 Week 10 Religion Cosmogony - Origin of the Universe Nature of God View of Human Nature View of Good and Evil View of “Salvation” View of After Life Practices and Rituals Celebrations and Festivals Week 2 Hinduism and Jainism Hinduism does not have a single founder. Fisher, 2014, p 95 In Jainism, Rishabba, who is the first of the tirthankara is the founder. Fisher, 2014 pp. 121, 124 In Hinduism, their Gods include Vishnu, the supreme God in Hindu;s Vaishnavite tradition. Krishna, either one of the Supreme Being and/or and avatar of Vishnu. Brahma is the Hindu creation God. Shiva is one of the live primary form of God in Smarta tradition. Shakti is the form of divine feminine creative power is worshiped as the Supreme being. Fisher, 2014 pp 84-90 In Jainism, Jains believe that they are the ones who are in control of their destiny. They believe in the power of life. They view demons as being subject to the same passions of humans. One may achieve complete liberation only in a human form. Fisher, 2014 p.124 In Hinduism all the human beings are considered as the extension of the Brahma, the supreme being In Jainism, the soul is not created and it has an infinite knowledge and power. In Hinduism, the sanskirt word karma means “ actions” and refers to the fundamental Hindu principal that one’s morel actions have unavoidable and automatic effects on one’s fortunes in this lie and condition of rebirth. Fisher, 2014 p.77 Jainism teaches the two kind of karma; Ghati (Destructive) And Aghati (Non-destructive). The soul is affected by the former and the body is affected by the latter. In Hinduism, Salvation is the freedom from this cycle of birth and death. Fisher, 2014 p.77 In Jainism, the main prayer, salutes the five special categories of souls that have consciousness or are on their way to achieving it to match. In Hinduism, they believe in the rebirth and reincarnation of souls and souls are immortal. Fisher, 2014 p.77 In Jainism, Death may be same as reborn in another physical appearance in the “earthly realm”, suffering the punishment in one of the eight hells or joining the other liberated souls in the heaven. Fisher, 2014, p.125 In Hinduism, the central Hindu worship is Puja. Puja is a ritual to engage the senses of both devotee and the Gods. Darsham is the act of seeing and being seen by the deity to attain grace. Fisher, 2014 p.95 In Jainism, rituals are important to the Jain faith because beliefs and values are expressed through them. In Hinduism, Holi happens at the end of Winter and beginning fo spring. Janmashrami is Krishna;s birthday. Ganesh is the removal of obstacles celebration In Jainism, Divali Paryushan Mahaparva is the celebration with meditation, fasting and spiritual study. Fisher, 2014 pp 108-111, 131-133. Week 3 Buddhism Alternative to the ritual oriented Brahmanism if India There is no personal god. Buddha was not pessimist or.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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The global implications of DORA and NIS 2 Directive are significant, extending beyond the European Union. Amongst others, the webinar covers: • DORA and its Implications • Nis 2 Directive and its Implications • How to leverage directive and regulation as a marketing tool and competitive advantage • How to use new compliance framework to request additional budget Presenters: Christophe Mazzola - Senior Cyber Governance Consultant Armed with endless Excel files, a meme catalog worthy of the best X'os (formerly twittos), and a risk register to make your favorite risk manager jealous, I swapped my computer scientist cape a few years ago for that of a (cyber) threat hunter with the honorary title of CISO. Ah, and I am also a quadruple senior certified ISO27001/2/5, Pas mal non ? C'est francais. Malcolm Xavier Malcolm Xavier has been working in the Digital Industry for over 18 Years now. He has worked with Global Clients in South Africa, United States and United Kingdom. He has achieved Many Professional Certifications Like CISSP, Google Cloud Practitioner, TOGAF, Azure Cloud, ITIL v3 etc. His core competencies include IT strategy, cybersecurity, IT infrastructure management, data center migration and consolidation, data protection and compliance, risk management and governance, and IS program development and management. Date: April 25, 2024 Tags: Information Security, Digital Operational Resilience Act (DORA) ------------------------------------------------------------------------------- Find out more about ISO training and certification services Training: Digital Operational Resilience Act (DORA) - EN | PECB NIS 2 Directive - EN | PECB Webinars: https://pecb.com/webinars Article: https://pecb.com/article Whitepaper: https://pecb.com/whitepaper ------------------------------------------------------------------------------- For more information about PECB: Website: https://pecb.com/ LinkedIn: https://www.linkedin.com/company/pecb/ Facebook: https://www.facebook.com/PECBInternational/ Slideshare: http://www.slideshare.net/PECBCERTIFICATION

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