Author: chris

Assignment 3: Cultural Activity Report

Due Week 5 and worth 100 points

As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience. Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 111 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 112. For instance, one might go to the same museum as done for HUM 112, but this HUM 111 report will focus on entirely different works and displays.

1. Visit a museum or gallery exhibition or attend a theater or musical performance before the end of Week 5. The activity (museum or performance) should have content that fits our course well. Have fun doing this.
2. Write a two to three (2-3) page report (500-750 words) that describes your experience.

• • Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
  • Provide specific information and a description of at least two (2) pieces (e.g., art, exhibits, music, etc.).
  • Provide a summary of the event and describe your overall reaction after attending the event.
  • Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text.

Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town/state or zip code) for a good activity in your general area.

Visiting a Museum

• It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what there is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
• If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
• Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 111 class and book. Since HUM 111 covers from ancient times to the 1500s AD, it makes more sense to focus on items from that time frame. In general, museums with artistic cultural artifacts and fine arts work better than history museums.
• Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Generally, we do not expect students to travel over an hour to get to an approved activity.
• Take notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
• The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two (2) or three (3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums even have benches where you can sit and study a particular piece.
• If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?

Attending a Performance

• Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement.
• A performance that is relevant to a HUM 111 course is more difficult to find than a performance that would be relevant to HUM 112 (which covers from 1600 to the present). However, our course does cover Shakespeare and Greek tragedy and drama, so any performances of those will work. Note: One can sometimes find music performances of music from the Renaissance or Reformation period, or even earlier.
• Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Generally, we do not expect students to travel over an hour to get to an approved activity.
• Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up” a bit.
• Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to take notes on it during or after the performance.
• Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off.
• Most long musical performances have at least one (1) intermission. If the lights start blinking, it is a sign that the performance is about to begin.
• Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to take notes of the things which you find enjoyable as well as the things which are not enjoyable.

If a student is unable to attend a cultural event in person due to circumstances beyond the student’s control, then the instructor will recommend an alternate event / activity for the student to “attend” online. The “virtual” event / activity is usually only for students who, due to their physical location, cannot possibly attend an event / activity in person; typically, these students are stationed overseas or have no means of transportation. Experience shows most museums and activities are modest in cost and manageable for students, and you will often see students from other universities there on similar course projects. If you are facing financial hardship, keep in mind that many museums have a free day each week and performance discounts are often available for students and veterans, among others. Feel free to ask your instructor to help with finding low-cost options. If you believe that you have a legitimate reason for attending a “virtual” activity, you must contact the instructor no later than Week 5 for your request to be considered.

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the course shell for reference).
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.

The specific course learning outcomes associated with this assignment are:

• Explain the importance of situating a society’s cultural and artistic expressions within a historical context.
• Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions
• Use technology and information resources to research issues in the study of world cultures.
• Write clearly and concisely about world cultures using proper writing mechanics.

Financial management in healthcare setting is critical to the success and well being of healthcare organization. There are very important elements of financial planning that every healthcare organization must follow.

What are the four recognized elements of financial management? Which do you think is most important and why?

AND

The Affordable Care Act (ACA) has made a huge impact on healthcare delivery system and especially in regard to financial management of healthcare organizations and delivery of high quality healthcare services.

The timeline for the Affordable Care Act continues until 2015. Locate 3–4 updates on the timeline that are related to healthcare finance. Discuss these changes or initiatives. Your discussion should include what is changing and your thoughts on how this will impact healthcare finance now and in the future.

U.S. Department of Health & Human Services. (2011). Timeline of the Affordable Care Act.

Retrieved from http://www.healthcare.gov/law/timeline/index.html

1. What is the “’master narrative’ about weight in the United States” according to Honeycutt? What are the master narrative’s “ideological underpinnings?”

2, Based on their responses to the master narrative, she classifies her respondents into three groups: the Fat Busters, the Equivocators, and the Fat Boosters. How does she define each group, especially in terms of how they view their weight and appearance?

3. How does Honeycutt use Table 1 in her argument? Why does she include it and what information does it convey?

4. She argues that the Fat Busters’ perspective can be viewed as “an accommodation of gender norms,” especially regarding femininity (131). How is this the case?

5. She claims the Equivocators are passive in several ways. How so?

6. She discusses an exchange between two members during dinner at the 1997 NAAFA national convention (133). What was this exchange, and how does Honeycutt use it as evidence to support her claim?

7. In the final sections, she focuses on the similarities between the three groups, similarities which she didn’t anticipate finding. How are the groups similar, especially in relation to the role of “surveillance” (136) and  “cultural hegemony?” (137)

Core reading is How Schools Kill Creativity”

http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity

(19:25 Minutes)

(For captions, play video, click “Subtitles,” and select language.)

This is Analysis — Rhetorical Analysis    Paper

part one: Situation Analysis Specifics

• Minimum 150 words (successful analyses are often longer)
• Following Step 2 in CHAPTER 3, analyze and specifically describe your Audience, Time, Place, and Purpose of your draft and answer the “Examine the Relevance” questions in Step 2 of CHAPTER 8.
• NOTE: Your audience consists of other members of this class and your instructor

Place the situation analysis at the beginning of your first draft, before the first page of your actual composition

part two:

• A Rhetorical Analysis of the core reading you wrote about for Writing Project 1

• Clear identification, early in the draft, of the core reading by full author name and full article title (following MLA  style for formatting titles) and brief overview of its content (This is usually part of the introduction.)
• Clearly developed thesis statement making a claim about the purpose or effectiveness of rhetorical features of the core reading
• Well-reasoned analysis of the core reading’s rhetorical strategies, supported with evidence
• Use of at least one additional source found using the Ivy Tech Virtual Library databases.
• Use of at least 10 quotes and/or paraphrases of the core reading and/or your outside source, cited using correct in-text citations
• MLA manuscript style, as specified by your instructor, with in-text citations and a References or Works Cited list including ALL sources used. (References or Works Cited list does not count in the minimum word-count requirement)
• Observation of the conventions of Standard English

• 750 words minimum for first draft (the minimum 150 words for the situation analysis is not included in this count)

Read the Ammons (1999) journal article, and referencing the journal reviews you have chosen to use in your final project, complete the following:

Part A: In your own words answer the following:

• How are budgetary controls beneficial?
• Describe the dangers of not having a budget.
• What are some of the common mistakes in budgeting?
Part B: Benchmarking is the process of comparing the practices and technologies of other companies to your organization’s practices.

Briefly explain the concept of benchmarking as a control. Identify the weaknesses and limitations of benchmarking as well as its benefits. While thinking about ways to use benchmarking as a control in the company you chose for your final assignment, what companies might you use as comparable benchmark companies? Why did you choose these companies and are there any specific areas of service or production you would benchmark to validate the efficacy of your project?

Part C: Using your final project proposal, complete the following financial controls:

• Balance sheet
• Sample balance sheet
• Profit and loss statement
• Financial ratios statement
Part A should be completed in paragraph form with at least one paragraph per question. It is suggested to use the templates on the SBA Web site to complete Part B. Part C will be part of your final project (FINAL PROJECT COMPANY IS WALT DISNEY COMPANY); for this assignment, please submit the four items as Appendices. All references should be cited according to APA format.

Assignment Step-by-Step Instructions

Part 1: Research Paper

1. Research the photographer from your set listed under Week 4 – Robert Rauschenberg. Look up the photographer in your textbook, check for references in the Week 4 lectures, conduct thorough Internet searches, or visit your local library.
2. Make notes in your own words while researching. Keep track of quotations and sources so that you can reference the information later.
3. Create an outline for your research paper and then fill out the details. Compose a written paper that discusses all the following topics:
   1. A brief biography of the photographer, including his or her birth and death dates, nationality, and occupation and places where the photographer’s works were published
   2. A discussion of the works, photographic styles, and approaches of the photographer
   3. At least one visual example from photography, painting, or another medium that was an influence on this photographer, as well as your interpretation of how the photographer was influenced by this artist or artwork
   4. A discussion identifying the social, political, economic, or cultural influences of the works as related to the time period
   5. A description of how the photographer’s works differ from his or her peers’ in style or approach and where he or she exemplifies the fine art photography aesthetic
4. Locate three examples of images by your photographer. Embed copies of the images in your paper and cite the source. Critique all three images using the describe, interpret, and evaluate method.
5. Conduct an Internet search for recent examples (within the last two years) of fine art photography. Find at least one contemporary artist who cites your photographer as an innovator or an influence. Make connections between the two photographers by discussing the similarities and differences in their works. Embed at least one image by the recent photographer and cite the source.
6. Add a works-cited page to your Microsoft Word document that lists all the sources you used in your research. Follow MLA conventions.
7. Save your paper, which should be a minimum of 750 words,

Part 2: Creative Brief

1. Review the four photographers you’ve studied already in the final project and look ahead at the last two weeks. Select one photographer whose works inspire you and pick one image he or she created. By Week 5, you will present your own photograph inspired by this master photographer.
2. Once you’ve selected the image you will re-create, open a new Microsoft Word document and embed a copy of the master work.
3. Research the image in more depth, and in a narrative paper, which should be a minimum of 300 words, discuss the following in your creative brief:
   1. What is the date of creation of this image?
   2. How was the image made? Discuss the specific process in depth and the equipment required, as well as how innovative the process was at the time. How difficult was it for the photographer to acquire the materials and equipment needed for this image?
   3. How long was the exposure? How did this impact the look of the image?
   4. Critique the image, focusing specifically on:
      1. Subject matter
      2. Stylistic choices
      3. Lighting
      4. Background
      5. Message or intent
   5. Compose a plan to re-create the image. Discuss how you plan to:
      1. Scout a similar location.
      2. Cast for subjects with similar physical appearances.
      3. Locate similar costumes, props, and accessories.
      4. Light the scene or choose an appropriate time of day and appropriate weather to re-create the natural lighting.
      5. Use analog methods or digital postprocessing to mimic the look of the historical process, borders of the photograph, etc. Remember, you may use film or digital media, scanner or recombined artwork, Adobe Lightroom presets, Adobe Photoshop filters, and even Instagram to create your final piece

Discussion 1: due 1/29/16

Only one of the topic

Topic 1

Personal Philosophy: From your readings about teaching and learning theories, develop and discuss your personal philosophy of teaching in nursing.

Or

Topic 2

Recall a clinical learning experience you enjoyed. Describe the experience and identify specific aspects such as educational setting, motivational strategy, learning theory, and delivery of content (how was the material presented).

Discussion 2: due 2/2/16

Topic 1

Select two stages of development. Identify the main characteristics of each stage that influence the ability to learn. Describe three main teaching strategies for each of the developmental stages selected.

Or

Topic 2

Discuss a clinical experience in which you had to incorporate one or more learning styles such as visual, kinesthetic, and auditory. Explain the outcomes and how you created an effective learning experience.

Discussion 3: due 2/8/16

Topic 1

Reflect on a three-part lesson you would like to teach to a friend or family member. Determine the level of your learning objectives using Bloom’s taxonomy. Construct three learning objectives containing appropriate active verbs. Identify a possible teaching strategy for each of your objectives. Indicate how you plan to measure each objective.

Organizer link: http://managedcourse.next.ecollege.com/pub/content/8077f1d8-13b9-4554-a970-0b2fbbd0df23/SU_NSG4028_W3_Organizer.pdf

Or

Topic 2

You have been assigned to teach a class using gaming, in which 75% of the students are from a particular ethnic group (you decide the content area, class size, and ethnic group). Choose the topic of your choice and take into account the ethnic group’s special needs. Describe your approach, and provide details regarding the assumed characteristics of the ethnic group. Identify the tools or technology, services, and resources needed for developing the instructional gaming material.

Discussion 4: due 2/13/16

Topic 1

Create a pamphlet to be used as patient education material about a topic of your choice that can be used in your nursing practice. Evaluate the readability by comparing two different readability tests: the Fog index and the SMOG formula. Describe your results.

Or

Topic 2

Identify an experience where you had to assess the needs, interests, and goals of a patient with an ethnic background, different from yours, that resulted in a positive learning experience. How did you turn the situation into a positive learning experience? Did you personally have to deal with any stereotypical beliefs?

Discussion 5: due 2/18/16

Topic 1

Seasoned nurse educators possess wisdom about teaching (a kind of “with-it-ness”), which they have developed through practical experience over the years. As a person new to nursing education, you have a great deal to learn from a seasoned mentor. In order to gain access to that knowledge, you will conduct an interview with an experienced nurse educator either in a hospital or college setting. Your interview may be conducted face-to-face, online, or by telephone.

For this assignment, you are to:

• Generate a list of questions you will ask during the interview such as teaching strategies, theories, technology, and evaluation techniques.
• Conduct the interview.
• Your  discussion post should include:
  • The setting.
  • How the interview was conducted.
  • The questions asked and the responses given.
  • Anything else you think to be important.

Or

Topic 2

Thinking back discussion 3 when you discussed a topic you would like to teach to a friend or family member, create a formative and summative assessment for that hypothetical educational encounter. The instructional methods can be traditional or nontraditional. Explain how you can communicate the results of the evaluation to the learner.

Although many people view evaluation as something that is done once a project is complete, evaluation must actually be planned for well before a project starts in order to be executed properly and effectively. As the business consultant Steven Covey (2004) advocated, one essential ingredient in any venture is to “begin with the end in mind” (p. 95). This assignment provides you the opportunity to plan your SPP to facilitate effective evaluation in all its phases.

Because an evaluation plan is largely about people as much as paper, considerations such as stakeholder participation and cultural and ethical ramifications should be taken into account in any evaluation plan. This is why organizations such as the American Evaluation Association have developed standards for evaluation that include cultural competence and ethical practices.

submit a 5- to 7-page evaluation plan for your SPP that includes the following:

• The four types of evaluation (formative, process, impact, and outcome) each of which includes the following:
  • Types of data to be collected (e.g., quantitative, qualitative)
  • Evaluators and stakeholders who would be involved
  • Goals of the evaluation

Your plan must demonstrate that you understand the following:

• The differences between the types of evaluation
• Ethical considerations related to evaluation
• Cultural considerations related to evaluation

You are an economist for the Vanda-Laye Corporation, which produces and distributes outdoor cooking supplies. The company has come under new ownership and management and will be undergoing changes in its product lines and operating structure. As an economist, your responsibilities include examining the market factors that affect success or failure of a product, including the supply and demand for the product, market conditions, and the behavior of competitors with similar products.

The new owners are evaluating the operating structure, and you have two possible alternatives. One alternative requires a high level of investment in fixed costs compared to the other alternative. Jorge, your supervisor, has assigned you the task of evaluating the two alternatives.

Assume that the company has no debt. Regardless of the alternative selected, market conditions will require the selling price of the product to be $3.45 per unit. The details for each alternative are given in the table.

Jorge has asked you to provide detailed responses to the following questions:

• How does CVP analysis help management in the planning stage of a new business? How does CVP analysis assist the decision makers of an existing business?
• What is the break-even quantity for each of the investment alternatives, calculated using an algebraic approach? Complete the tables for each alternative using the Microsoft Excel Template given below and indicate the break-even points. Using Microsoft Excel, graph the relevant data, showing the break-even points and the profit levels for each alternative. Explain the differences between the two alternatives.
• What is the degree of operating leverage (DOL) for each alternative at 90,000 units?
• What is the significance of different DOLs using this example?
• What does the return on equity (ROE) ratio tell management? How is it used in the decision-making process?
• What is the ROE under each alternative at an output level of 124,000 for Alternative 1 and 60,000 for Alternative 2? (As the company has no debt, the formula for ROE becomes profit/assets. Use this formula.) Explain the reason for and significance of your answers.
• Which alternative would you recommend to the company? Explain the pros and cons of each alternative and the reasons for your selection.

(Excel template attached)

Submission Details:

• Compile your calculations and graph in a Microsoft Excel spreadsheet and your analysis in a Microsoft Word document.

Wearing Uniforms in Public Schools

ENG122

January 17, 2016

Wearing Uniforms in Public Schools
Introduction
There have been many debates on whether wearing uniforms in public school is considered appropriate for students and should be implemented as law or not. Uniforms are considered easier for administrators to enforce than dress codes. The movement towards uniforms in public schools has spread to about a quarter in elementary schools while the number of middle schools and high school is about a half of the number of elementary schools. Although if uniforms are considered to reduce and stop violence, the number of crime rate is more prevalent in middle and high schools. Unprofessional dress of students has some sets backs the student’s behavior, safety and they became more concerned with how they looked and perceived than how they do with their academic success and achievement.
Cost Effective
Wearing uniforms are considered cost effective because there is the reduction of expenses and saves money. Uniform policies at school help most families to concentrate mostly on important matters such as the quality of their child’s education. Many parents also argue that uniforms are not tight because they are supposed to spend money on school wardrobe and also in the casual wardrobe. Uniforms are considered more expensive up-front, as the parent must invest in all of the staples at the beginning of the school year .Also, it also helps to eliminate the race between families on dressing up their children as movie stars when going to school. Parents can minimize their financial burden when their children are limited to wearing one simple outfit every day. Parents have also released the weight and pressure to compete with other families by purchasing fashionable clothes for their children (Lane, 1994).
Bullying
The best solution to bullying in school is the introduction of wearing school uniform. It is convenient and efficient because Students who cannot afford expensively or designer clothing are often an easy target to bullying. For example, there is a group of students called the nerds mostly they do not give too much importance to their dressing and are careless towards what they should and shouldn’t wear at school. Often they are prime targets of bullying. Uniform intends on achieving equality for all students without being discriminated by their social status and physical appearance. Uniforms also play a significant role in reducing peer pressure among students and increase the level of acceptability in the schools. Students are made to feel important by and as if they are a part of a team by wearing a uniform. It is necessary for the school; to control bullying because bullying is considered as one of the major problems that student’s face (Anderson, 2002).
Professionalism
School uniforms improve professionalism and enhance image in schools. It is important for students to embrace professionalism because this will be reflected when they climb the cooperate ladder in their careers. When students are required to dress up daily in uniform, they are learning and practicing to abide by policies and exist in an environment guided by principles. Students that are wearing school uniforms are well perceived by teachers. (Wilde & Wilde, 2016). Uniforms are good preparation for the future career. It helps students to know that in a setting where they must conduct themselves professionally, proper dressing code should be implemented too. When you get in a job setting where wearing the uniform is mandatory it will be easier to adjust if you were introduced to wearing the uniform at a younger age. Wearing uniforms in schools or an adult in a workforce helps one to prepare them for the task at hand (Character-education.info, 2016).
In conclusion, the debate over uniforms in public schools encompasses many larger issues than simply what children should wear to school on a daily basis. It also touches on issues such as freedom of expression and cultural wars. There are many critics of school uniform, but they are usually seen to be fighting many lost battles in schools. The concept of school uniform will with the safety in schools decrease the disciplinary issues facing schools and promote a positive school climate. Research has shown that lack of individuality and comfort among student results due to student wearing uniforms. Deciding on whether uniforms are right for your child depends on individual circumstances. There have also been a lot of questions about whether public school uniforms are excellent for children. The choice to implement a school uniform policy is viewed as difficult and will likely be the topic of debate for years to come.

References
Anderson, Wendell (2002). School Dress Codes and Uniform Policies. Retrieved February 2004, from http//:www.eric.uoregon.org
Character-education.info, (2016). School Uniforms. Retrieved 18 January 2016, from http://www.character-education.info/Articles/Case_for_Uniforms.htm
Lane, Kenneth (1994). Student Dress Policies. Retrieved February 2004. Retrieved from http://ericfacility.net
Wilde, M., & Wilde, M. (2016). Do uniforms make schools better? | GreatKids. GreatKids. Retrieved 18 January 2016, from http://www.greatschools.org/gk/articles/school-uniforms/