Showing 145–153 of 728 results
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Nuclear Rites: Weapons Laboratory at the End of Cold War
$20.00Paper Contents
- The Acceptance and social Process and Tolerance of Gusterson’s Central Axiom
- How the Socialization Process Contributed to the Ideology of Nuclear Weapon Scientists
- Gusturson’s Evidence
- How the Axiom Force Impacts the Scientists Behavior and the Laboratory Environment or Culture
- How the Nuclear Industry Affects the Sociocultural Ideology
6 Pages
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Journal #6: Department of Pulmonary Care, Critical Care, & Sleep Medicine Administrator Other Administrators
$5.00Department of Medicine Budget Meeting
What are the inconsistencies between the ideal (what you have learned in classes) and the observed (what you see in practice in the organization)?
What are the hypotheses that can be formulated to explain the discrepancy?
How were your assumptions challenged?
How did you refine your thinking about the issue?
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Ethnographic Project Stage 2 Intervention
$25.00ANTH 350 Ethnographic Project: Stage 2 Intervention (Regular Exercise)
Applied Project Stage 2: Intervention (Due Week 5)
In stage 2, you will use what you learned in stage 1 about your own household’s production of health, as well as readings and discussions, to create an intervention to address this issue in your household. The intervention may promote wellness, prevent disease, educate household members, or be intended to cure or alleviate suffering in some way.
This exercise is not “for real” (unless you want it to be), and it can be as creative as you like. For example, if someone in your household suffers from chronic pain, based on your reading about how people from different cultural worlds cope with chronic pain, you might design an intervention that incorporates heat and ice, pain medications, acupuncture, meditation, psychotherapy, and shamanic healing.
Required Tasks:
- Develop an intervention that addresses at least one health-related issue in your household that you identified in your ethnographic (An intervention is some kind of action plan to eliminate or alleviate a problem.) This issue DOES NOT have to be the same issue discussed in component “f” above. Now is the time to focus on one issue. Try to find articles about your issue in the anthropology journals listed in the description of the Literature Review above or use any of our course readings that might deal with your issue to get ideas or to better understand how this issue may be experienced and dealt with in different cultural contexts.
- Ideas about the body, the person, health, illness, treatment, that underlie your intervention. These ideas should explain why you think your intervention will work. Think about your understandings and beliefs about how the body works, why “trouble” starts, what’s needed to fix it and why, etc. Again, if you can find articles about your issue in anthropology journals or if your issue has been discussed in any of our course readings, compare your ideas with those of others.
- Features of the social, political, and economic environment and available/unavailable resources that will either support or impede implementing your The point of this is to help you understand how “no man is an island” – your health and well-being are intricately connected to the context in which you live, to your immediate and larger social worlds.
- Possible unintended consequences (either positive or negative) of your intervention. Most interventions have unintended consequences. For example, if you institute an exercise regimen for one person in the household, s/he may injure him/herself or, on the other hand, an intervention introduced to help one person in your household may spill over to other members of the household and their health may improve though they were not the “target” of the intervention.
Intervention Developed a creative intervention for any issue that you identified in your ethnography that incorporated what has been learned in the course. This issue can be, but does NOT have to be related to the illness episode you described. Developed an intervention plan that related somewhat to what has been learned in the course
Intervention plan did not relate to what has been learned in the course or did not submit project Culturally Constructed Ideas Demonstrated excellent ability to identify cultural ideas about the body, person, health, illness, treatment, etc. that underlie your intervention. What do you think what you want to do will work?
Demonstrated adequate ability to identify cultural themes and underlying ideas Demonstrated poor or no ability to identify cultural themes and underlying ideas or did not submit project Environment Excellent discussion of the physical, political, social, and economic environment that will either facilitate or impede the implementation of the intervention Adequate discussion of the physical, political, social, and economic environment that will either facilitate or impede the implementation of the intervention
Inadequate discussion of the physical, political, social, and economic environment that will either facilitate or impede the implementation of the intervention or did not submit project Unintended Consequences Excellent discussion of possible unintended consequences of your intervention Adequate discussion of unintended consequences Inadequate discussion of unintended consequences or did not submit project Evaluation Plan Excellent and comprehensive evaluation plan including reasonable objectives, outcome measures, and other assessments that relate well to the intervention. Make sure you measure what you hope to achieve in your intervention. Adequate evaluation plan Inadequate evaluation plan that does not include objectives, outcome measures; in other words, a plan that does not actually evaluate the intervention or did not submit project
Comparison to Other Setting Demonstrated comprehensive knowledge of own setting and appropriately compared its resources and challenges to those of another setting Demonstrated adequate knowledge of own setting and appropriately compared its resources and challenges to those of another setting Inadequate demonstration of knowledge of own setting and inadequate comparison or did not submit project Writing Quality No or less than 3 3-5 errors in spelling More than 5 errors in spelling or or grammar errors in spelling grammar including including incomplete or grammar incomplete sentences sentences including incomplete sentences __________________________________________________________
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Assignment 1: Information System and Information Technology
$25.00Q.1 In today’s life, Individuals rely on information systems, generally Internet-based, for conducting much of their personal lives: for socializing, study, shopping, banking, and entertainment. Information technology refers to anything related to computing technology, such as networking, hardware, software, the Internet, or the people that work with these technologies. How do you differentiate between information system and information technology? Explain using an example.
- Differentiation between information system and information technology
- Explaining with an example
Q.2 Explain decision making with MIS using Travelling salesman problem
Q.3 How to use information system to support competitive strategy? Explain with an example.
Q.4 Decision making is a daily activity for any human being. In the decision making process, we choose one course of action from a few possible alternatives. In the process of decision making, we may use many tools, techniques and perceptions. Describe Herbert Simon model on Decision making.
Q.5 Write short notes on
- Data administration
- Managing concurrency
- Reduced data redundancy
- Recovery from crashes
- Data access
Q.6 Write short notes on
- Role of workplace monitoring
- Power over users
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Class: HETH 4210 Chapter 1 Dropbox question – Summary of the Affordable Care Act Apr 25, 2013
$15.00Chapter 1 Dropbox question and instructions:
Your mother has a chronic healthcare condition which requires many visits to her healthcare provider. She is concerned that you just turned 25 years of age and will be graduating from college. As her child, you have been covered under her healthcare plan but she is afraid you will lose coverage. She recently changed jobs, which will require your family to move to a new state. She is also afraid that she will not receive healthcare insurance from her new company and is worried about finding a new provider to take care of her. She wonders if she does find health insurance, whether her children will be covered under her healthcare plan or not. Explain to her about the new healthcare reform bill and how that will impact her situation.For your Dropbox Assignment:
Explain to her about the new healthcare reform bill and how all or some of the new regulations and changes will/may impact her and your situation. A minimum of 500 words is expected for this dropbox assignment utilizing Standard English protocol and the APA writing guide. -
Charles Bukowski: Laureate of the American Lowlife
$15.00Charles Bukowski: Laureate of the American Lowlife
For your research paper, you will choose any author that interests you to write about. A word of advice, choose an author that you want to know something about not one that you are already an expert on. If you are going to have to do research, learn something in the process instead of just reading the same stuff you already know.
Your paper will be 3-4 pages long with at least 4 sources. You’ll follow the MLA format. I highly recommend you read the section in the book on doing research before you begin writing.
In your paper, you will discuss your author’s biography, analyze one or more of their works, review the relevant criticism about them, and give your own personal criticism on the author. This strays slightly from a traditional research paper in that I want your personal views on the author after you have studied their life and works.
On the next several files/pages you’ll find resources that will help you. I’m including some links from Montgomery College Library that I’ve found helpful through the years.
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Environment and the growing population
$20.00Environment and the growing population and its rate of consumption Choose a topic to write your research on that relates to the course content, and email the instructor with a brief description of your chosen topic. Research
The purpose is to encourage in-depth research and clear and systematic argument on a specified topic.This is a short and formal paper of 1500-1800 words with proper citations and it is worth 20%. At least 2 sources from the course material and 2 academic sources must be cited. based on both fact and theory, and you will be graded on your description and analysis of the research you have found.
Your paper should include the following:
COMPONENT DESCRIPTION Issue Introduction Current environmental issue, clearly stated as a problem that needs to be resolved, and which is ethical in nature Position-Introduction Your position on the issue you have chosen, clearly stated, that indicates your side on the moral issue described above. Argument/Reasons Body Your reasons/argument for your position, briefly explained and made directly relevant to supporting your position. Objection(s) At least one paragraph A brief explanation of a possible objection to your argument. (just one) Response At least one paragraph A brief explanation of how you would respond to the objection. Conclusion At least one short paragraph A summary of what you have argued for in your paper. Sources/Preliminary Bibliography A list of research sources, referenced in a Preliminary Bibliography, using any standard referencing style (used consistently). Organization, spelling, grammar This assignment must be edited for spelling and grammar, and must be clearly organized. You must use full sentences. Tips: One way to write this paper is to find an example in the news or elsewhere about a current environmental issue (like the melting of the polar ice cap), and then think about how this is a MORAL issue. That is, what harms are brought about to humans, animals, or nature, as a result of this particular environmental problem? A moral issue is something that has two sides to it. For example, I might say that ‘we ought to do something about global warming because it is melting the polar ice caps’, whereas someone else might say, ‘we should not do anything about the melting polar ice caps’. These are two different positions on the same issue.
So, simply take a side on the issue you have chosen, and then provide reasons to support your position.
If I want to support my position above, then I might say, ‘We ought to do something about global warming because it is melting the polar ices caps, because 1. It affects northern wildlife, like polar bears, 2., It is wrong to harm northern wildlife species because of the principles of Deep Ecology, and 3., because we ought to be concerned about protecting species for future generations.
Then I simply have to explain each of these 3 points in the body, providing support from the articles in the textbook, or from research I have found elsewhere.
Topics: Throughout this course, students will have the opportunity to keep track of possible topics for their research, and share them with others. Anything relating to the environment, including animals, and that is moral in nature, is a suitable topic. So keep your eyes and ears open, and take notice of what interests you and what you would like to write about.
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Assignment 2: ITech1001 S1 – Body Adaptable Wearable Electronics
$12.00Assignment 2: ITech1001 S1 2014
Specification – Group Report and Presentation
Group Report – Collaborative Writing
The group report contains two parts, these being the writing of a group report and a review of group processes.
- Group task – The group is required to work collaboratively to complete a report on the selected topic. There are a number of tasks to complete and these are outlined below.
- Individual task – Each member of the group is required write a report reviewing the performance of the group.
The group report is to be submitted via TurnItin. Further details regarding the use of TurnItIn will be provided during class.
Overview
- The group is to meet on a regular basis, both within and outside of class. Brief details of these meetings should be recorded including date and time of meetings, who attended, and a short paragraph detailing what was discussed. This information is to be included in the appendix of your group report.
- The group is required to use at least one form of groupware technology to assist in the sharing of information. For example: a discussion forum within Moodle, Facebook, Google Docs, Drop box, Box or any other suitable form of groupware. A review of the groupware used (2-3 paragraphs) should be included in the appendix of your group report.
- The group is required to redevelop the initial mind map that was developed for the annotated bibliography. The new mind map should take into account the readings of all of the group members. A copy of the final mind map is to be included in the final report.
- The group is required to write a report on the topic that they have selected and should be structured according to the outline below. The report should read as if it was written by one person. In order to complete the report the following tasks are required to be undertaken:
- Each student is to write 1000 to 1500 words on their section of the mind map. This piece of writing is to be based upon the reading undertaken to complete the annotated bibliography and any extra resources that have been sourced.
- Each group member’s writing should be proof-read for use of reference material, typing, spelling and grammatical errors by another member of the group and the writing generally reviewed in a constructive manner. The review can take a number of forms including:
- A marked-up copy of the commentary with suggested changes to be made; and/or
- Two to three paragraphs indicating the suggested changes and improvements.
- Each student should revise their writing using the review provided by the group member. Note: only if the feedback is appropriate.
- The group should collate their final pieces of writing into a single report.
- The group is to write an introduction and a conclusion for the report.
Required Structure of Group Report
1. A completed copy of the SITE coversheet 2. A Report Cover page – giving group members names, date and the title of assignment.
3. Table of Contents
4. List of Figures (if required)
5. List of Tables (if required)
6. Introduction
7. Discussion/evaluation of the selected topic.
8. Conclusion
9. References (completed using APA format)
10. Appendices –
· initial individual pieces of writing and reviews;
· final version of the group mind map;
· bibliography of all references used by the group(completed using APA format);
· review of groupware used; and
· meeting records.
Notes:
- The final group report should be completed using Word and then submitted as either a Word file or a pdf file. Any tables, figures or illustrations are to be appropriately captioned. The document is to include page numbers, a table of contents, a list of figures/tables/illustrations (if used), and should be formatted according to the University Guide for the Presentation of Academic Work.
- The bibliography in the group report is only to contain all of the sources used by the group in completing their report. It is not an annotated bibliography.
Review of Group Processes – Individual Report
Each member of the group is to write a short report that includes:
- an indication of the strengths and weaknesses in the performance of their group;
- what they have learnt the experience of working in a group;
- what could have been done to improve the performance of the group; and
- an indication of, in the opinion of the member, how well the final report used each individual contribution to the topic and how well the final report integrated the individual contributions.
Submission Requirements:
- One group member is required to submit the group report using Moodle to be checked via TurnitIn.
- Each group member is required to submit a single file containing:
- a copy of the group report using Moodle; and
- an individual report on group processes.
Oral presentation:
Each group is to deliver a presentation on their group topic to the class during their normal laboratory time. This task is intended to provide the opportunity for students to demonstrate their:
- understanding of presentation theory;
- ability to present information to an uninformed audience; and
- ability to develop a presentation instructional product (PIP).
The group can use whatever presentation tool they would like including Microsoft Powerpoint or Prezi.
Tasks
There are a number of requirements for this assessment item, these being:
- The group should prepare a presentation plan. Time templates will be provided via tutorial classes for this task.
- Each individual student in the group must present once only and for between 4 to 5 minutes. For example: a group with 4 members their presentation should be between 16 to 20 minutes long.
- The presentation may incorporate a short video (maximum of 2 minutes) that is related to their topic. The video can be recorded by the group or obtained from the web.
- The presentation should be integrated and flow from one presenter to the next.
- The first presenter should include an introduction and the last presenter should include a brief summing up.
- All sources must be acknowledged in the list of references at the end of the presentation.
Peer Marking
Individual student presentation skills will also be marked by their peers. Audience members will be provided with a feedback sheet and marking guide that they will fill in during presentations. The feedback sheets will be collected and the average mark for each presenter calculated (out of 10) to be included in the students final mark for the presentation.
Submission Requirements:
Each student is required to submit a zip file containing the following files as pdf documents:
- a copy of the group’s presentation plan; and
- an electronic copy of their presentation slides.
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Answers to all these questions
$39.00Part I. Latin Words and Phrases (10 Points: 1 point each)
1. malum in se: ___________________________________________________________
2. malum prohibitum: ______________________________________________________
3. ex post facto: __________________________________________________________
4. res ipsa loquitor: ________________________________________________________
5. non sequitor: ___________________________________________________________
6. habeas corpus: _________________________________________________________
7. ad infinitum: __________________________________________________________
8. quid pro quo: __________________________________________________________
9. mens rea: _____________________________________________________________
10. stare decisis: __________________________________________________________
Part II. Name That Amendment (1 point each)
11. Which amendment guarantees the right of a citizen to bear arms? ________________
12. Which amendment guarantees the right of a citizen to free speech? _______________
13. Which amendment guarantees the right of a citizen against self-incrimination? _____
14. The 19th amendment did what? ___________________________________________
15. The 26th amendment did what? ___________________________________________
Part III. Short Answer (20 Points: 4 points each)
16. What is the significance of the holding of McCulloch v. Maryland? What are implied powers?
17. What is “Liberty of Contract”? Cite a relevant case.
18. When was the power first asserted in Marbury v. Madison next used again? What was the result?
19. What is the significance of the holding of Miranda v. Arizona? What was the result?
20. What is the significance of the holding of Griswold v. Connecticut? What was the result?
Part III. Analysis (50 Points: 10 points each)
21. The Supreme Court of the U.S. has the power to determine the constitutionality of acts by the other branches of government. From where did that power originate? What is it called? How was it first asserted?
22. What is a “long arm” statute? How does purposeful availment affect the evaluation of minimum contacts? Upon what is it based?
23. Why is the concept of intent important in law?
24. From where does the right of privacy originate? When was it first asserted?
25. How would you compare the William H. Rehnquist court to that of John Marshall?
Part V. Hypothetical – Argument (15 Points)
26. You have a friend, Charley, who considers himself an avant-guarde artist. Charley is constantly coming up with new ideas. This is a source of amusement for you as Charley often fails to think things through and is usually shocked when you point out the obvious flaws in his latest, greatest, idea. Recently, Charley heard of a college professor who was given a distinguished research award for playing a clarinet with birds, and was inspired, as Charley describes, to “new creative heights.”
Charley’s latest idea is to use recent advances in computer processing power and applications to make photo-realistic child pornography without actual children. He argues, “The pedophiles can get their jollies while no children are harmed.”
In a more structured way than you would try to explain to Charley, outline the legal and ethical arguments for and against his proposal.
Then I have these questions below also:
Part I. Latin Words and Phrases (1 point each)
1. malum in se:
2. malum prohibitum:
3. ex post facto:
4. res ipsa loquitor:
5. non sequitor:
6. caveat emptor:
7. datum:
8. quid pro quo:
9. mens rea:
10. stare decisis:
Part II. Analysis (8 points each)
11. The Supreme Court of the U.S. has the power to determine the constitutionality of acts by the other branches of government. From where did that power originate? What is it called? How was it first asserted?
12. What is a “long arm” statute? How does purposeful availment affect the evaluation of minimum contacts? Upon what is it based?
13. Why is jurisdiction a threshold issue regarding any legal matter?
14. From where does the right of privacy originate? When was it first asserted?
15. To what does the phrase: “the fruit of the poisonous tree,” refer? To which cases is the idea relevant?
Part III. Short Answer (5 points each)
16. When was the power first asserted in Marbury v. Madison next used again used again?
17. What is the significance of the holding of McCulloch v. Maryland? What are implied powers?
18. What is “Liberty of Contract”? Cite a relevant case.
19. What is a “Strict Constructionist”?
20. How would you compare the Earl Warren court to that of Stephen Field?
17. How would you compare the William H. Rehnquist court to that of John Marshall?
Part IV. Hypotheticals (10 points each)
18. You are in a computer lab that allows you root privileges and to install additional hardware. Taking advantage of this opportunity you decide to install a new graphics card. When you do so, something goes wrong and a small fire is started. Property is damaged and the person at the station next to you is injured. Are you guilty of any crime? Are you liable for the resulting damage? What are the considerations?
19. You are in a computer lab that allows you root privileges and to install additional hardware. Taking advantage of this opportunity you decide to install some shareware software you downloaded from the Internet. When you do so, a virus is spread throughout the various computer systems of the university causing private information to be exposed and causing multiple crashes costing thousands of dollars to repair. Are you guilty of any crime? Are you liable for the resulting damages? What are the considerations?