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The Chemistry of Life Worksheet SCI/230 Version 8 1 University of Phoenix Material The Chemistry of Life Worksheet Consult your weekly reading and the following nutrition website: http://www.nutrition.gov/whats-food/carbohydrates-proteins-fats-fiber Answer each of the following questions in a minimum of 150 words. Question: Student Response: 1. What is the significance of proteins, carbohydrates, fats and fiber in a healthy diet? Why do living organisms need these molecules? 2. Explore the “Salt & Sodium” and “Food Additives” sections. After reviewing the articles has your opinion changed about your current diet? List 2 new things you learned from the articles in these sections. Include references and in-text citations as needed in APA format. . (If needed:) References APA-formatted citation APA-formatted citation Copyright © 2015 by University of Phoenix. All rights reserved. ...

The Chemistry of Life Worksheet
SCI/230 Version 8
1
University of Phoenix Material
The Chemistry of Life Worksheet
Consult your weekly reading and the following nutrition
website: http://www.nutrition.gov/whats-food/carbohydrates-
proteins-fats-fiber
Answer each of the following questions in a minimum of 150
words.
Question:
Student Response:
1. What is the significance of proteins, carbohydrates, fats and
fiber in a healthy diet? Why do living organisms need these
molecules?
2. Explore the “Salt & Sodium” and “Food Additives” sections.
After reviewing the articles has your opinion changed about
your current diet? List 2 new things you learned from the
articles in these sections.
Include references and in-text citations as needed in APA
format.
.
(If needed:)

References
APA-formatted citation
APA-formatted citation
Copyright © 2015 by University of Phoenix. All rights reserved.

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1 Course Syllabus College of Natural Science SCI/241 10/14/13 – 12/15/13 Nutrition Copyright © 2013 by University of Phoenix. All rights reserved. Course Description This course introduces students to the world of human nutrition. Students examine the components included in a healthy, balanced diet and develop strategies to meet their changing nutritional needs throughout the various stages of life. Specific topics for the course include the digestion process, functions and health benefits of specific nutrients, weight management and fitness, and the effects of nutritional deficiencies. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: · University policies: You must be logged into the student website to view this document. · Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Grosvenor, M. B., & Smolin, L. A. (2012). Visualizing Nutrition: Everyday choices (2th ed.). Hoboken, NJ: John Wiley. All electronic materials are available on the student website. Week One: Fundamentals of Health and Diet Details Due Points Objectives 1.1 Identify how nutrient intake affects current and future health. 1.2 Identify the six classes of nutrients. 1.3 Interpret food labels. Course Preparation Read the course description and objectives. Read the instructor’s biography and post your own. Monday 10/14 Video Watch the “Food Label and You” video. 10/14-10/20 Video Watch the “Estimating Portion Size”video animation in Ch. 1 of WileyPLUS located under the Nutrition Animations and Tutorials heading. 10/14-10/20 Reading Read Ch. 1 of Visualizing Nutrition: Everyday Choices. 10/14-10/20 Reading Read Ch. 2 of Visualizing Nutrition: Everyday Choices. 10/14-10/20 Reading Read Appendix F of Visualizing Nutrition: Everyday Choices. 10/14-10/20 Reading Read “How to understand and use the Nutrition Facts Label.” 10/14-10/20 Reading Read “Eating Healthier and Feeling Better Using the Nutrition Facts Label.” 10/14-10/20 Reading Review the week’s Electronic Reserve Readings 10/14-10/20 Participation Participate in class discussion. 10/14-10/20 5 Discussion Questions Respond to weekly discussion questions. 10/14-10/20 5 Nongraded Activities and Preparation Introduction to WileyPLUS Resource: WileyPLUS Become familiar with WileyPLUS, an interactive supplemental website designed to provide the chapter readings for the course text, Visualizing Nutrition: Everyday Choices. WileyPLUS also provides additional resources—such as video clips, animations, and interactive activities—to help clarify the concepts in this course. 10/14-10/20 .

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The changes required in the IT project plan for Telecomm Ltd would entail specific variation in the platforms used in the initial implementation plan. Initially, the three projects that were planned for implementation included; the installation of business intelligence platform, the implementation of Statistical Analysis System software technology, and the creation of an effectively network infrastructure. In this case, the changes would include an addition of an ERP software to ensure the performance of the workforce within the Telecomms Ltd employees. ERP is an effectively coordinated information technology system that would ensure the company’s performance is enhanced. To understand how the implementation of a coordinated IT system offers a competitive advantage of a firm, it is essential to acknowledge three core reasons for the failure of information technology related projects as commonly cited by IT managers. In this case, IT managers cite the three reasons as; poor planning or management, change in business objectives and goals during the implementation process of a project, and lack of proper management support completion (Houston, 2011). Also, in the majority of completed projects, technology is usually deployed in a vacuum; hence users resist it. The implementation of coordinated information technology systems, such as ERP would provide an ultimate solution to the three reasons for failure, and thus would give Telecomms Ltd a competitive advantage in the already competitive market. Since the implementation of systems like ERP directly provides solution to common problems that act as drawbacks regarding the competitiveness of firm, it is, therefore, evident that its use place Telecomms Ltd above its rival companies in the market share (Wallace & Kremzar, 2001). The use ERP, which is a reliable coordinated IT system entails three distinctive implementation strategies that a firm can choose depending on its specific needs. The changes in the projects would be as follows: The three implementation strategies are independently capable of providing a relatively competitive advantage for many companies. These strategies are: big bang, phased rollout, and parallel adoption. In the big bang implementation strategy, happens in a single instance, whereby all the users are moved to a new system on a designated (Wallace & Kremzar, 2001). The phased rollout implementation on the other hand usually involves a changeover in several phases, and it is executed in an extended period. In this case, the users move onto the new system in a series of steps (Houston, 2011). Lastly, the parallel adoption implementation strategy allows both legacy and the new ERP system to run at the same time. It is also essential to note that users in this strategy get to learn the new system while still working on the old system (Wallace & Kremzar, 2001). The three strategies effectively change the information system of Telecomms Ltd tremendously such that it positiv ...

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THE CHRONICLE OF HIGHER EDUCATION November 8, 2002 -- vol. 49, no. 11, p. B7 The Dangerous Myth of Grade Inflation By Alfie Kohn Grade inflation got started ... in the late '60s and early '70s.... The grades that faculty members now give ... deserve to be a scandal. --Professor Harvey Mansfield, Harvard University, 2001 Grades A and B are sometimes given too readily -- Grade A for work of no very high merit, and Grade B for work not far above mediocrity. ... One of the chief obstacles to raising the standards of the degree is the readiness with which insincere students gain passable grades by sham work. --Report of the Committee on Raising the Standard, Harvard University, 1894 Complaints about grade inflation have been around for a very long time. Every so often a fresh flurry of publicity pushes the issue to the foreground again, the latest example being a series of articles in The Boston Globe last year that disclosed -- in a tone normally reserved for the discovery of entrenched corruption in state government -- that a lot of students at Harvard were receiving A's and being graduated with honors. The fact that people were offering the same complaints more than a century ago puts the latest bout of harrumphing in perspective, not unlike those quotations about the disgraceful values of the younger generation that turn out to be hundreds of years old. The long history of indignation also pretty well derails any attempts to place the blame for higher grades on a residue of bleeding-heart liberal professors hired in the '60s. (Unless, of course, there was a similar countercultural phenomenon in the 1860s.) Yet on campuses across America today, academe's usual requirements for supporting data and reasoned analysis have been suspended for some reason where this issue is concerned. It is largely accepted on faith that grade inflation -- an upward shift in students' grade-point averages without a similar rise in achievement -- exists, and that it is a bad thing. Meanwhile, the truly substantive issues surrounding grades and motivation have been obscured or ignored. The fact is that it is hard to substantiate even the simple claim that grades have been rising. Depending on the time period we're talking about, that claim may well be false. In their book When Hope and Fear Collide (Jossey-Bass, 1998), Arthur Levine and Jeanette Cureton tell us that more undergraduates in 1993 reported receiving A's (and fewer reported receiving grades of C or below) compared with their counterparts in 1969 and 1976 surveys. Unfortunately, self-reports are notoriously unreliable, and the numbers become even more dubious when only a self-selected, and possibly unrepresentative, segment bothers to return the questionnaires. (One out of three failed to do so in 1993; no information is offered about the return rates in the earlier surveys.) To get a more accurate picture of whether grades have changed over the years, one needs to look at official student tran ...

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THE CHRONICLE OF HIGHER EDUCATIONNovember 8, 2002 -- vol. 49, .docx

THE CHRONICLE OF HIGHER EDUCATIONNovember 8, 2002 -- vol. 49, .docx

The chart is a guide rather than an absolute – feel free to modify or adjust it as need to fit the specific ideas that you are developing. Area: SALES Specific Change Plans for Functional Areas Capability Being Addressed This can be pulled from the strategic proposal recommended in Part 2B How do the recommended changes (details provided below) help improve the capability? This is a logic "double check". Be sure you can show how the changes recommended below improve the capability and help address the product and market focus and add to accomplishment of the value proposition Details of Specific Changes: Proposed Changes in Resources Proposed Changes to Management Preferences Proposed Changes to Organizational Processes Detailed Change Plans (Lay out here the specifics of all recommended changes for this area. Modify the layout as necessary to account for the changes being recommended) Proposed Change Timing Costs On going impact on budget On going impact on revenue Wiki Template Part-‐2: Gaps, Issues and New Strategy BUSI 4940 – Business Policy 1 THE ENVIRONMENT/INDUSTRY 1. Drivers of change Key drivers of change begin with the availability of substitute products. Many other companies can easily provide a substitute and the firm will have to find a way to stand out among them. Next would be the ability to differentiate yourself among other firms that pose a threat in the industry. Last, the political sector. The the federal, state, and local governments could all shape the way healthcare is everywhere. 2. Key survival factors Key survival factors would include making the firm stand out above the rest in the industry and creating a name for itself. Second would be making sure there is a broad network of providers available for the customers. Giving the customer options will make the customer happy. Providing excellent customer service is key to any firm in the industry. 3. Product/Market and Value Proposition possibilities Maintaining the use of heavy discounts will keep Careington in the competitive market. They also concentrate on constantly innovating technology to make sure that they have the latest devices to offer their customers. To have high value proposition, Careington will need to show their costumers that they can believe in them and trust them to do the right thing. Showing the customers that they can always be on top of the latest technology and new age products will help build trust with the customers. STRATEGY OF THE FIRM 1. Goals Striving to promote the health and well being of their clients by continuing to provide low cost health care solutions. A lot of this concentration is on clients that cannot afford health care very easily or that a ...

The chart is a guide rather than an absolute – feel free to modify.docx

The chart is a guide rather than an absolute – feel free to modify.docx

The chart is a guide rather than an absolute – feel free to modify.docx

The Challenge of Choosing Food: For this forum, please read: https://www.washingtonpost.com/lifestyle/food/no-food-is-healthy-not-even-kale/2016/01/15/4a5c2d24-ba52-11e5-829c-26ffb874a18d_story.html?postshare=3401453180639248&tid=ss_fb-bottom The article is from the Washington Post, January 17, 2016, by Michael Ruhlmanentitled: "No Food is Healthy, Not even Kale." Based on your reading in the textbook share the following information with your classmates: (1) To what degree to you agree with article, "No Food is Healthy, Not even Kale." Do semantics count? Should we focus on foods that are described as nourishing (nutrient-dense) instead of foods described as healthy because the word "healthy" is a "bankrupt" word? Explain and refer to information from the article. (2) Based on the article and the textbook reading (review pages 9-30), how challenging is it for you to choose nutritious foods that promote health? What factors drive your food choices? Explain to your classmates. (3) What do you think is the biggest concern we face health-wise in the US today? (4) What are some obstacles as to why we may not be eating as well as we would like to? Please complete all questions, if you have any question let me knowv Test file, (Do not modify it) // $> javac -cp .:junit-cs211.jar ProperQueueTests.java #compile // $> java -cp .:junit-cs211.jar ProperQueueTests #run tests // // On windows replace : with ; (colon with semicolon) // $> javac -cp .;junit-cs211.jar ProperQueueTests.java #compile // $> java -cp .;junit-cs211.jar ProperQueueTests #run tests import org.junit.*; import static org.junit.Assert.*; import java.util.*; public class ProperQueueTests { public static void main(String args[]){ org.junit.runner.JUnitCore.main("ProperQueueTests"); } /* building queues: - build small empty queue. (2) - build larger empty queue. (11) - build length-zero queue. (0) */ @Test(timeout=1000) public void ProperQueue_makeQueue_1(){ String expected = ""; ProperQueue q = new ProperQueue(2); String actual = q.toString(); assertEquals(2, q.getCapacity()); assertEquals(expected, actual); } @Test(timeout=1000) public void ProperQueue_makeQueue_2(){ String expected = ""; ProperQueue q = new ProperQueue(11); String actual = q.toString(); assertEquals(11, q.getCapacity()); assertEquals(expected, actual); } @Test(timeout=1000) public void Queue_makeQueue_3(){ String expected = ""; ProperQueue q = new ProperQueue(0); String actual = q.toString(); assertEquals(0, q.getCapacity()); assertEquals(expected, actual); } /* add/offer tests. - add a single value to a short queue. - fill up a small queue. - over-add to a queue and witness it struggle. - add many but don't finish filling a queue. - make size-zero queue, adds fail, check it's still empty. */ @Test(timeout=1000) public void ProperQueue_add_1(){ String expecte ...

The Challenge of Choosing FoodFor this forum, please read http.docx

The Challenge of Choosing FoodFor this forum, please read http.docx

The Challenge of Choosing FoodFor this forum, please read http.docx

The Civil Rights Movement Dr. James Patterson Black Civil Rights Movement Basic denial of civil rights (review) Segregation in society Inferior schools Job discrimination Political disenfranchisement Over ½ lived below poverty level Unemployment double national ave. Ghettoes: gangs, drugs, substandard housing, crime Early Victories WWII egalitarianism and backlash against German racism Jackie Robinson integrated professional baseball—1947 Desegregation of the armed forces ordered by president Truman—1948 Marian Anderson performed at the New York Metropolitan Opera House—1955 Increased interest in civil rights a result of Cold War propaganda Brown v. Board of Education 1954 – Topeka, Kansas Linda Brown: filed suit to attend a neighborhood school “Separate educational institutions are inherently unequal.” Overturned Plessy v. Ferguson Court says: integrate "with all deliberate speed.” What did this mean? Linda Brown and Family Circumvention of Brown v. Board of Education Ruling White supremacist parents feared racial mixing and attempted to block black enrollment. Ignored the integration issue Token integration Segregation through standardized placement tests Segregation through private schools Stalling through legal action By 1964, 10 years after the Brown case, only 1% of black children attended truly integrated schools. Little Rock High School 1957 courts order integration in Little Rock 9 black students enrolled. Governor called out militia to block it. Mobs replaced militia after recall. Eisenhower ordered federal troops to protect the students. Daily harassment Courageous black students persevered. Montgomery Bus Boycott 1955--Rosa Parks arrested for not giving up seat to white man Boycott of bus system led by Martin Luther King, Jr.: Walking, church busses, car pools, bicycles Bus lines caught in the middle Rosa Parks being Booked Supreme Court ruled bus companies must integrate. Inspired other protests: Sit-ins, wade-ins, kneel-ins Woolworth’s lunch counter Montgomery Bus Boycott Martin Luther King, Jr. Martin Luther King, Jr. Non-Violent Influenced by Ghandi “The blood may flow, but it must be our blood, not that of the white man.” “Lord, we ain’t what we oughta be. We ain’t what we wanna be. We ain’t what we gonna be. But thank God, we ain’t what we was.” Freedom Riders Activists traveled from city to city to ignite the protest. Bull Conner: in Montgomery Dogs Whips Water hoses Cattle prods Television Public backlash Civil Rights March (AL. 1965) 1963 - Washington, D.C. "I have a Dream“—200,000 Attended Civil Rights Legislation 1964 - Civil Rights Act 1964 - 24th Amendment Abolished Poll Tax 1965 Voting Rights Act Affirmative action Int ...

The Civil Rights Movem.docx

The Civil Rights Movem.docx

The Civil Rights Movem.docx

The Churchill Centre Return to Full Graphics The Churchill Centre | Calendar | Churchill Facts | Speeches & Quotations | Publications and Resources | News | Join The Centre! | Churchill Stores | Contact Us | Links | Search Their Finest Hour Sir Winston Churchill > Speeches & Quotations > Speeches June 18, 1940 House of Commons I spoke the other day of the colossal military disaster which occurred when the French High Command failed to withdraw the northern Armies from Belgium at the moment when they knew that the French front was decisively broken at Sedan and on the Meuse. This delay entailed the loss of fifteen or sixteen French divisions and threw out of action for the critical period the whole of the British Expeditionary Force. Our Army and 120,000 French troops were indeed rescued by the British Navy from Dunkirk but only with the loss of their cannon, vehicles and modern equipment. This loss inevitably took some weeks to repair, and in the first two of those weeks the battle in France has been lost. When we consider the heroic resistance made by the French Army against heavy odds in this battle, the enormous losses inflicted upon the enemy and the evident exhaustion of the enemy, it may well be the thought that these 25 divisions of the best-trained and best-equipped troops might have turned the scale. However, General Weygand had to fight without them. Only three British divisions or their equivalent were able to stand in the line with their French comrades. They have suffered severely, but they have fought well. We sent every man we could to France as fast as we could re-equip and transport their formations. I am not reciting these facts for the purpose of recrimination. That I judge to be utterly futile and even harmful. We cannot afford it. I recite them in order to explain why it was we did not have, as we could have had, between twelve and fourteen British divisions fighting in the line in this great battle instead of only three. Now I put all this aside. I put it on the shelf, from which the historians, when they have time, will select their documents to tell their stories. We have to think of the future and not of the past. This also applies in a small way to our own affairs at home. There are many who would hold an inquest in the House of Commons on the conduct of the Governments-and of Parliaments, for they are in it, too-during the years which led up to this catastrophe. They seek to indict those who were responsible for the guidance of our affairs. This also would be a foolish and pernicious process. There are too many in it. Let each man search his conscience and search his speeches. I frequently search mine. Of this I am quite sure, that if we open a quarrel between the past and the present, we shall find that we have lost the future. Therefore, I cannot accept the drawing of any distinctions between Members of the present Government. It was formed at a moment of crisis in order to unite a ...

The Churchill CentreReturn to Full GraphicsThe Churchi.docx

The Churchill CentreReturn to Full GraphicsThe Churchi.docx

The Churchill CentreReturn to Full GraphicsThe Churchi.docx

The Categorical Imperative (selections taken from The Foundations of the Metaphysics of Morals) Preface As my concern here is with moral philosophy, I limit the question suggested to this: Whether it is not of the utmost necessity to construct a pure thing which is only empirical and which belongs to anthropology? for that such a philosophy must be possible is evident from the common idea of duty and of the moral laws. Everyone must admit that if a law is to have moral force, i.e., to be the basis of an obligation, it must carry with it absolute necessity; that, for example, the precept, "Thou shalt not lie," is not valid for men alone, as if other rational beings had no need to observe it; and so with all the other moral laws properly so called; that, therefore, the basis of obligation must not be sought in the nature of man, or in the circumstances in the world in which he is placed, but a priori simply in the conception of pure reason; and although any other precept which is founded on principles of mere experience may be in certain respects universal, yet in as far as it rests even in the least degree on an empirical basis, perhaps only as to a motive, such a precept, while it may be a practical rule, can never be called a moral law… What is the “Good Will?” NOTHING can possibly be conceived in the world, or even out of it, which can be called good, without qualification, except a good will. Intelligence, wit, judgement, and the other talents of the mind, however they may be named, or courage, resolution, perseverance, as qualities of temperament, are undoubtedly good and desirable in many respects; but these gifts of nature may also become extremely bad and mischievous if the will which is to make use of them, and which, therefore, constitutes what is called character, is not good. It is the same with the gifts of fortune. Power, riches, honour, even health, and the general well-being and contentment with one's condition which is called happiness, inspire pride, and often presumption, if there is not a good will to correct the influence of these on the mind, and with this also to rectify the whole principle of acting and adapt it to its end. The sight of a being who is not adorned with a single feature of a pure and good will, enjoying unbroken prosperity, can never give pleasure to an impartial rational spectator. Thus a good will appears to constitute the indispensable condition even of being worthy of happiness. There are even some qualities which are of service to this good will itself and may facilitate its action, yet which have no intrinsic unconditional value, but always presuppose a good will, and this qualifies the esteem that we justly have for them and does not permit us to regard them as absolutely good. Moderation in the affections and passions, self-control, and calm deliberation are not only good in many respects, but even seem to constitute part of th ...

The Categorical Imperative (selections taken from The Foundati.docx

The Categorical Imperative (selections taken from The Foundati.docx

The Categorical Imperative (selections taken from The Foundati.docx

The cave represents how we are trained to think, fell or act according to society, following our own way and not the way intended for us. The shadows are merely a reflection of what they perceived to be reality instead of an illusion. The prisoners are trapped in society, each one of us who choose to stay trapped in our own way. The man that escapes is the person who no longer is a slave to society and can see the difference between reality and illusion. The day light can be compared to God’s will. When you don’t follow the plan that has been laid out for you by God, than you are trapped and you will only see illusions or reflections of reality. Escaping and choosing to go into “the light,” or following the will of God, only then can you be set free from your prison. When looking at a piece of art, a painting, for example, at first glance the painting can appear to be something other what it is intended to be (reality). This reminds me of those pictures that everyone sees on social media, the picture that has circles all over it. When you look at the picture it appears that the circles are moving, but in reality the circles do not move at all. So art can more or less be perceived as more of an illusion. An example of the picture can be seen here http://www.dailyhaha.com/_pics/movie_circles_illusion.jpg Accepting illusion as reality happens a lot more times than we probably think. Anything that we see on T.V., Social Media, internet, or even dating, can all be perceived as an illusion at some point. Take dating for example; how a person acts on a date is most likely not how they would act to someone they have known for a while (illusion). Not all people pretend to be something different but in many cases they do. Recognizing what you failed to see after the initial first date and thereafter is how you would know what you first seen was just simply an illusion and therefore not reality, unless of course in reality they are simply a fake person I suppose. Following this pattern makes you realize most people do not appear to be who they are. A good “first impression” doesn’t necessarily mean much when thinking about illusions vs reality, because that’s all the “first impression” is in fact more or less an illusion. People live in shadows because they fail to recognize reality and choose to continue to believe in illusions. With the growth of Social media, more and more people are falling victim to what things appear to be and will stay in the dark (cave). We as a society are imprisoned by what we see and read through news channels and social media. We will believe anything that comes across CNN or any news station (not fox news though) and let them make up our mind for us. People comment on any shooting victims and assume the cop was in the wrong and is racist, in reality that is not always the case. It’s interesting to think in terms of appearance vs reality when viewing not only art, but the world. Not taking things for what they appear to ...

The cave represents how we are trained to think, fell or act accor.docx

The cave represents how we are trained to think, fell or act accor.docx

The cave represents how we are trained to think, fell or act accor.docx

The Case: Superior Foods Corporation Faces a Challenge On his way to the plant office, Jason Starnes passed by the production line where hundreds of gloved, uniformed workers were packing sausages and processed meats for shipment to grocery stores around the world. Jason's company, Superior Foods Corporation, based in Wichita, Kansas, employed 30,000 people in eight countries and had beef and pork processing plants in Arkansas, California, Milwaukee, and Nebraska City. Since a landmark United States–Japan trade agreement signed in 1988, markets had opened up for major exports of American beef, now representing 10 percent of U.S. production. Products called “variety meats”—including intestines, hearts, brains, and tongues—were very much in demand for export to international markets. Jason was in Nebraska City to talk with the plant manager, Ben Schroeder, about the U.S. outbreak of bovine spongiform encephalopathy (mad cow disease) and its impact on the plant. On December 23, 2011, the U.S. Department of Agriculture had announced that bovine spongiform encephalopathy had been discovered in a Holstein cow in Washington State. The global reaction was swift: Seven countries imposed either total or partial bans on the importation of U.S. beef, and thousands of people were chatting about it on blogs and social networking sites. Superior had moved quickly to intercept a container load of frozen Asian-bound beef from its shipping port in Los Angeles, and all other shipments were on hold. After walking into Ben's office, Jason sat down across from him and said, “Ben, your plant has been a top producer of variety meats for Superior, and we have appreciated all your hard work out here. Unfortunately, it looks like we need to limit production for a while—at least three months, or until the bans get relaxed. I know Senator Nelson is working hard to get the bans lifted. In the meantime, we need to shut down production and lay off about 25 percent of your workers. I know it is going to be difficult, and I'm hoping we can work out a way to communicate this to your employees.” ...

The Case Superior Foods Corporation Faces a ChallengeOn his way.docx

The Case Superior Foods Corporation Faces a ChallengeOn his way.docx

The Case Superior Foods Corporation Faces a ChallengeOn his way.docx

The Case: You can choose to discuss relativism in view of one of the following two cases: The Case: · Start by giving a brief explanation of relativism (200 words). · what is the difference between ethical & cultural relativism. Then discuss, in view of relativism, how we can reconcile the apparent conflict between the need for enforcement of human rights standards with the need for protection of cultural diversity. (400 words). ...

The Case You can choose to discuss relativism in view of one .docx

The Case You can choose to discuss relativism in view of one .docx

The Case You can choose to discuss relativism in view of one .docx

The Case Study of Jim, Week Six The body or text (i.e., not restating the question in your answer, not including your references or your signature) of your initial response should be at least 300 words of text to be considered substantive. You will see a red U for initial responses that are not at least 300 words. Note: your initial response to this required discussion will not count toward participation The Case Study of Jim, Week 6 Title of Activity: In class discussion of the case study of Jim, Week Six Objective: Review the concepts of the case study in Ch.13 of Personality and then relate Jim’s case to the theorists discussed during the week. In addition, summarize the entire case study. 1. Read “The Case of Jim” in Ch. 13 of Personality. 2. Discuss the case. This week, discussion should focus on social-cognitive theory. 3. Provide a summary of the entire case. THE CASE OF JIM Twenty years ago Jim was assessed from various theoretical points of view: psychoanalytic, phenomenological, personal construct, and trait. At the time, social-cognitive theory was just beginning to evolve, and thus he was not considered from this standpoint. Later, however, it was possible to gather at least some data from this theoretical standpoint as well. Although comparisons with earlier data may be problematic because of the time lapse, we can gain at least some insight into Jim’s personality from this theoretical point of view. We do so by considering Jim’s goals, reinforcers he experiences, and his self-efficacy beliefs. Jim was asked about his goals for the immediate future and for the long-range future. He felt that his immediate and long-term goals were pretty much the same: (1) getting to know his son and being a good parent, (2) becoming more accepting and less critical of his wife and others, and (3) feeling good about his professional work as a consultant. Generally he feels that there is a good chance of achieving these goals but is guarded in that estimate, with some uncertainty about just how much he will be able to “get out of myself” and thereby be more able to give to his wife and child. Jim also was asked about positive and aversive reinforcers, things that were important to him that he found rewarding or unpleasant. Concerning positive reinforcers, Jim reported that money was “a biggie.” In addition he emphasized time with loved ones, the glamour of going to an opening night, and generally going to the theater or movies. He had a difficult time thinking of aversive reinforcers. He described writing as a struggle and then noted, “I’m having trouble with this.” Jim also discussed another social-cognitive variable: his competencies or skills (both intellectual and social). He reported that he considered himself to be very bright and functioning at a very high intellectual level. He felt that he writes well from the standpoint of a clear, organized presentation, but he had not written anything that is innovative or creative. Ji ...

The Case Study of Jim, Week Six The body or text (i.e., not rest.docx

The Case Study of Jim, Week Six The body or text (i.e., not rest.docx

The Case Study of Jim, Week Six The body or text (i.e., not rest.docx

The Case of Missing Boots Made in Italy You can lead a shipper to the water, but if the horse does not want to drink… Vocabulary: Shipper: In commercial trade, the person who gives goods to a shipping company to be transported to a foreign destination; in export transactions, it is usually the exporter. Do not confuse the shipper with the shipping company or carrier. Consignee: The person who is ultimately receiving the goods, generally the buyer or importer. Sometimes these people will designate a “notify party” to be notified when the goods arrive in the port of entry, so that customs clearance can be arranged and the goods picked up for further domestic transport. Carrier: A company that transports goods (sometimes referred to as a “shipping company” or a “freight company”). Forwarder (or “freight forwarder”): A forwarder is like a travel agent for cargo – forwarders organize the transport of your goods from departure to destination, and charge a fee for their services. There are many different kinds of forwarders. There are firms that act as both forwarders and carriers. Sometimes forwarders will have relationships with a whole string of carriers and other forwarders, so that the shipper only deals with the forwarder but in the end the goods are actually carrier by a series of independent transport companies. NVOCC: Non-vessel operating common carrier. A “common carrier” in the legal terminology refers to a carrier who has accepted the additional legal burdens imposed on a company that regularly carries goods for a fee (as opposed to someone with a truck who might agree to help you out just this once because you’re in trouble). Container: Large standard-sized metal boxes for transporting merchandise; you see them on the back of trucks, or stacked up outside of ports like Lego toys, or on top of large ocean-going container ships. The capacity of container vessels is measured in TEU (twenty-foot equivalent units; containers generally measure 20 or 40 feet long; large vessels can now carry in excess of 4,000 TEU). There are different kinds of containers for different purposes. For example, refrigerated containers (for transporting meat or fruit, for example) are called “reefers,” so be careful where you use this term. Consolidator: When large companies ship a lot of goods, they are usually able to fill entire containers. However, shippers who ship smaller amounts (like the shipper in the example below), often have their goods “stuffed” (the industry term) along with other goods into the same container; hence, they are “consolidated.” Some firms specialize in consolidating various shipments from different shippers, these are “consolidators.” A load which requires consolidation is a “LCL” or less-than-full-container load, as opposed to a “FCL” – full-container-load. Marine Insurance: This is a common term for cargo insurance for international shipments, even in cases where much of the transport is NOT by sea; “marine insurance ...

The Case of Missing Boots Made in ItalyYou can lead a shipper to.docx

The Case of Missing Boots Made in ItalyYou can lead a shipper to.docx

The Case of Missing Boots Made in ItalyYou can lead a shipper to.docx

The Cardiovascular System NSCI/281 Version 5 1 University of Phoenix Material The Cardiovascular System Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View Layer 1 (p. 470) A. . B. . C. . D. . E. . F. . G. . H. . Layer 2 (p. 470) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . Layer 3 (p. 471) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . Layer 4 (pp. 471-472) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . K. . L. . M. . N. . O. . P. . Q. . R. . S. . T. . U. . V. . W. . Layer 5 (p. 472) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . K. . Layer 6 (pp. 472-473) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . K. . L. . M. . N. . O. . P. . Q. . R. . S. . T. . U. . V. . W. . X. . Exercise 9.7a: Imaging—Aortic Arch A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . K. . L. . M. . N. . O. . P. . Q. . R. . S. . T. . U. . V. . W. . X. . Y. . Z. . AA. . Exercise 9.7b: Imaging—Aortic Arch A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . K. . L. . M. . N. . O. . P. . Q. . R. . S. . T. . U. . Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View Layer 2 (pp. 474-475) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . Layer 3 (p. 475) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . Layer 4 (p. 476) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . K. . L. . M. . N. . O. . P. . Q. . R. . S. . T. . U. . V. . W. . Layer 5 (pp. 476-477) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . Layer 6 (p. 476) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . K. . L. . M. . N. . O. . P. . Q. . R. . S. . Animation: Pulmonary and Systemic Circulation After viewing the animation, answer these questions: 1. Name the two divisions of the cardiovascular system. 2. What are the destinations of these two circuits? 3. In the systemic circulation, where does gas exchange occur? 4. In the pulmonary circulation, where does gas exchange occur? 5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate? Exercise 9.9: Imaging—Thorax A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . K. . In Review 1. What is the name for the fibrous sac that encloses the heart? 2. Name the lymphatic organ that is large in children but atrophies during adolescence. 3. Name the bilobed endocrine gland located lateral to the trachea and larynx. 4. How do large arteries supply blood to body structures? 5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart. 6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs. 7. Name the blunt tip of the left ventricle. 8. What is the carotid sheath? What structures are found within it? 9. What is the serous pericardium? 10. Name the structure that ...

The Cardiovascular SystemNSCI281 Version 51University of .docx

The Cardiovascular SystemNSCI281 Version 51University of .docx

The Cardiovascular SystemNSCI281 Version 51University of .docx

The Cardiovascular System NSCI/281 Version 5 5 University of Phoenix Material The Cardiovascular System Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View Layer 1 (p. 470) A. . B. . C. . D. . E. . F. . G. . H. . Layer 2 (p. 470) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . Layer 3 (p. 471) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . Layer 4 (pp. 471-472) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . K. . L. . M. . N. . O. . P. . Q. . R. . S. . T. . U. . V. . W. . Layer 5 (p. 472) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . K. . Layer 6 (pp. 472-473) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . K. . L. . M. . N. . O. . P. . Q. . R. . S. . T. . U. . V. . W. . X. . Exercise 9.7a: Imaging—Aortic Arch A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . K. . L. . M. . N. . O. . P. . Q. . R. . S. . T. . U. . V. . W. . X. . Y. . Z. . AA. . Exercise 9.7b: Imaging—Aortic Arch A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . K. . L. . M. . N. . O. . P. . Q. . R. . S. . T. . U. . Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View Layer 2 (pp. 474-475) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . Layer 3 (p. 475) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . Layer 4 (p. 476) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . K. . L. . M. . N. . O. . P. . Q. . R. . S. . T. . U. . V. . W. . Layer 5 (pp. 476-477) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . Layer 6 (p. 476) A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . K. . L. . M. . N. . O. . P. . Q. . R. . S. . Animation: Pulmonary and Systemic Circulation After viewing the animation, answer these questions: 1. Name the two divisions of the cardiovascular system. 2. What are the destinations of these two circuits? 3. In the systemic circulation, where does gas exchange occur? 4. In the pulmonary circulation, where does gas exchange occur? 5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate? Exercise 9.9: Imaging—Thorax A. . B. . C. . D. . E. . F. . G. . H. . I. . J. . K. . In Review 1. What is the name for the fibrous sac that encloses the heart? 2. Name the lymphatic organ that is large in children but atrophies during adolescence. 3. Name the bilobed endocrine gland located lateral to the trachea and larynx. 4. How do large arteries supply blood to body structures? 5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart. 6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs. 7. Name the blunt tip of the left ventricle. 8. What is the carotid sheath? What structures are found within it? 9. What is the serous pericardium? 10. Name the structure that ...

The Cardiovascular SystemNSCI281 Version 55University of .docx

The Cardiovascular SystemNSCI281 Version 55University of .docx

The Cardiovascular SystemNSCI281 Version 55University of .docx

The Case of Jeff: Pedophile in Institution Jeff is a 35-year-old male who is an inmate in your maximum security facility. Jeff has recently been transferred to your facility from another facility, largely for protective reasons. Jeff has come to you because he is very, very worried. Jeff is a pedophile and he has been in prison for nearly five years. His expected release date is coming up and he may very well get released due to prison overcrowding problems and his own exemplary behavior. He has been in treatment and, as you look through his case notes, you can tell that he has done very well. ISBN 1-269-20248-0 Correctional Counseling, First Edition, by Robert D. Hanser, Scott M. Mire, and Alton Braddock. Published by Prentice Hall. Copyright © 2011 by Pearson Education, Inc. Chapter 1 • The Role of the Correctional Counselor 19 But there were other inmates at his prior prison facility who did not want to see him get paroled. In fact, it is a powerful inmate gang, and Jeff had received “protection” from this gang in exchange for providing sexual favors to a select trio of inmate gang members. Jeff discloses that while humiliating, he had to do this to survive in the prison subculture, particularly since he was a labeled and known pedophile. The gang knew this, of course, and used this as leverage to ensure that Jeff was compliant. In fact, the gang never even had to use any physical force whatsoever to gain Jeff ’s compliance. Jeff notes that this now bothers him and he doubts his own sense of masculinity. Jeff has performed well in treatment for sex offenders. But he has also been adversely affected by noxious sexual experiences inside the prison. You are the first person that he has disclosed this to. Further, he is beginning to wonder if he may have HIV/AIDS; he notes that he feels fatigued more frequently and that he gets ill more easily. However, he makes it very clear that he does not want to be tested until he is out of prison and he does not want his fears known to others in the prison. As you listen to his plight, you begin to wonder if his issues with sexuality are actually now more unstable than they were in prison. Though his treatment notes seem convincing, this is common among pedophiles. But what was not known to the other therapist was how Jeff had engaged in undesired sexual activity while incarcerated. This activity has created a huge rift in Jeff ’s masculine identity. Will this affect his likelihood for relapse on the outside? Will Jeff be able to have a true adult–adult relationship on the outside? If not, will he be more enticed to have an adult–child relationship? Does Jeff need to resolve his concerns with consensual versus forced homosexual activity? You begin to wonder. Now as you listen, you realize that if you make mention of this, then the classification system is not likely to release Jeff, and this condemns him to more of the same type of exploitation (gang members are in this prison, too; they just are of diff ...

The Case of Jeff Pedophile in InstitutionJeff is a 35-year-old .docx

The Case of Jeff Pedophile in InstitutionJeff is a 35-year-old .docx

The Case of Jeff Pedophile in InstitutionJeff is a 35-year-old .docx

The British Airways Swipe Card Debacle case study; On Friday, July 18, 2003, British Airways staff in Terminals 1 and 4 at London’s busy Heathrow Airport held a 24 hour wildcat strike. The strike was not officially sanctioned by the trade unions but was spontaneous action by over 250 check in staff who walked out at 4 pm. The wildcat strike occurred at the start of a peak holiday season weekend which led to chaotic scenes at Heathrow. Some 60 departure flights were grounded and over 10,000 passengers left stranded. The situation was heralded as the worst industrial situation BA had faced since 1997 when a strike was called by its cabin crew. BA response was to cancel its services from both terminals, apologize for the disruption and ask those who were due to fly not to go to the airport as they would be unable to service them. BA also set up a tent outside Heathrow to provide refreshments and police were called in to manage the crow. BA was criticized by many American visitors who were trying to fly back to the US for not providing them with sufficient information about what was going on. Staff returned to work on Saturday evening but the effects of the strike flowed on through the weekend. By Monday morning July 21, BA reported that Heathrow was still extremely busy. There is still a large backlog of more than 1000 passengers from services cancelled over the weekend. We are doing everything we can to get these passengers away in the next couple of days. As a result of the strike BA lost around 40 million and its reputation was severely dented. The strike also came at a time when BA was still recovering from other environmental jolts such as 9/11 the Iraqi war, SARS, and inroads on its markets from budget airlines. Afterwards BA revealed that it lost over 100,000 customers a result of the dispute. BA staff were protesting the introduction of a system for electronic clocking in that would record when they started and finished work for the day. Staff were concerned that the system would enable managers to manipulate their working patterns and shift hours. The clocking in system was one small part of a broader restructuring program in BA, titled the Future Size and Shape recovery program. Over the previous two years this had led to approximately 13,000 or almost one in four jobs, being cut within the airline. As The Economist noted, the side effects of these cuts were emerging with delayed departures resulting from a shortage of ground staff at Gatwick and a high rate of sickness causing the airline to hire in aircraft and crew to fill gaps. Rising absenteeism is a sure sign of stress in an organization that is contracting. For BA management introduction of the swipe card system was a way of modernizing BA and improving the efficient use of staff and resources. As one BA official was quoted as saying We needed to simplify things and bring in the best system to manage people. For staff it was seen as a prelude to a radical shakeup in working ...

The British Airways Swipe Card Debacle case study;On Friday, Jul.docx

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The Case Abstract Accuracy International (AI) is a specialist British firearms manufacturer based in Portsmouth, Hampshire, England and best known for producing the Accuracy International Arctic Warfare series of precision sniper rifles. The company was established in 1978 by British Olympic shooting gold medallist Malcolm Cooper, MBE (1947–2001), Sarah Cooper, Martin Kay, and the designers of the weapons, Dave Walls and Dave Craig. All were highly skilled international or national target shooters. Accuracy International's high-accuracy sniper rifles are in use with many military units and police departments around the world. Accuracy International went into liquidation in 2005, and was bought by a British consortium including the original design team of Dave Walls and Dave Craig. Earlier this year, AI's computer network was hit by a data stealing malware which cost thousands of pounds to recover from. Also last year there have been a couple of incidents of industrial espionage, involving staff who were later sacked and prosecuted. As part of an ongoing covert investigation, the head of Security at AI (DG) has hired you to conduct a forensic investigation on an image of a USB device. The USB device, it is a non- company issued device, allegedly belonging to an employee Christian Macleod, a consultant and technical manager at AI for more than six years. Case details Christian’s manager, David Bolton, is the regional manager and head of R&D and has been working at AI for the last three years. David initiated this fact finding covert investigation which is conducted with the support of the head of Security at AI. The USB device in question allegedly was removed from Christian's workstation at AI while he was out of the office for lunch, the device was imaged and then it was plugged in back into Christian's workstation. You have been provided with a copy of that image (the original copy is at the moment secure in a secure locker at the security department). You have been told by DG that Dave was alarmed by some of the work practices of Christian and that prompted him to start this investigation by contacting the Head of Security at AI. According to Dave, Christian would bring in devices such as his iPod and his iPhone and he would often plug these into his workstation. There is no policy against personal music devices and there is no BYOD policy but there is a strict policy against copying corporate data is any personal device. The company's policy states that such data is not to be stored unencrypted, on unauthorised, non company approved devices. According to DG, Dave has reasons to believe that an earlier malware infection incident at AI had its origins in one of Christian's personal devices. Supporting information 1. You need to be aware that Dave and Christian do not get along as they had a few verbal exchanges in the last year. Christian has filled in a ...

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