Friday, December 20, 2019

Int Task 1 Essay - 767 Words

Visual Organizer for QBT1 Language Comm (V1 Undergrad-1211)-PA TASK 3 Teassa Eubanks WGU Student ID #270035 July 25, 2013 Works Cited Jackson, J. (2013). Learning Environments For Homeschooling: EzineArticles.com Retrieved July 25, 2013 from http://ezinearticles.com/?Learning-Environments-For-Homeschoolingid=2286248 Wenner, M. (2008). Study: Religion is Good for Kids: Live Science Retrieved July 25, 2013 from http://www.livescience.com/1465-study-religion-good-kids.html Skurchak, G.( 2010). Homeschooling Effects on Children. Livestrong.com Retrieved May 2, 2013 from†¦show more content†¦Ideas can be explored thoroughly in a dynamic home school environment, where in a traditional classroom it might need to be pushed aside in order to meet the next learning objective on time. (Jackson, 2013) Religion practices in public schools are a thing of past and are not allowed in public schools. Home schooled children are able to practice whatever religion they choose. Prayer, pledge of allegiance and bible study can be participated in freely, which is a big reason some parents are turning to home schooling. Children with religion in the classroom have better social skills. Kids with religion in their home are better behaved and adjusted than other children, according to a new study that is the first to look at the effects of religion on young child development. (Wenner, 2008) Pressure created by the drama of public school can be detrimental to children’s well being. Bullying is all too real in today’s youth and its not just limited to a certain gender or race. Some kids that are faced with bullying or peer pressure eventually fail or drop out of school completely. Home schooled kids aren’t as subjected to these typed of detriment and most excel, go on to college and become very successful adults. â€Å"Peer pressure isn’t as prevalent as with public school setting. Children are less likely to be rebellious and in trouble, as they are more family focused and oriented. These children seem to be closer to theirShow MoreRelatedINT 1 Task 11735 Words   |  7 PagesPart One Changes in DNA Understanding - a Continuing Process INT - Task 1 Understanding Genetics a Timeline of DNA Science ââ€"  ââ€"  ââ€"  ââ€"  ââ€"  ââ€"  1700’s - it is believed that all traits are acquired. Example - a giraffe has a long neck due to stretching to reach the leaves in the taller trees. 1800’s - Carl Linnaeus classified by visible traits. 1866 - Gregor Mendel, through pea plant breeding and research; discovered that traits are inherited not acquired- before anyone knew or understood anything aboutRead MoreAssignment Notes : Public Class Benchmarking Techniques714 Words   |  3 Pagesassignment unit 1; import java.util.*; public class BenchmarkingSortingAlgorithms { // Here I compute banchmarks of two different sorting techniques intmaxArraySize=10000; // Array Size int[] sortingArray1 = new int[maxArraySize]; // First Array int[] sortingArray2 = new int[maxArraySize]; // Second Array public BenchmarkingSortingAlgorithms(){ //The class Constructor for (int i = 0; i sortingArray1.length; i++) { // Fill two arrays with the same random numbers. sortingArray1[i]=(int)(IntegerRead MoreWhat Input Will Be Entered Into A Program : Program Analysis976 Words   |  4 Pagespurchased by the customer. 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C STORAGE CLASS There are various types of storage class which are usedRead MorePatient Billing software srs1594 Words   |  7 PagesCharacteristics 2.6 Constraints 2.7 Use Case Model Description 2.8 Class Diagram 2.9 Sequence Diagram 2.10 Database Design 2.10.1 ER Diagram 2.11 Assumptions and Dependencies 3.0 Specific Requirements 3.1 Use Case Reports Software Requirements Specification 1. Introduction: 1.1 Purpose: The Software is for the automation of Patient Billing. The Software includes:Maintaining Patient details. Providing Prescription details. Providing and maintaining all kinds of tests for a patient. Billing and Report generationRead MoreEssay on Java767 Words   |  4 Pagesfuture, in the year 2016, the cable news empire has fallen, and former talking heads have stooped to running for political office. In fact, five former talk show stars are running for President of the United States, and locked in a close race. Your task is to design and implement a set of classes that process a collection of Integer objects, corresponding to votes for each candidate. The integers are stored in a queue by a driver. In particular, the following code must compile error free and executeRead MoreJava Essay797 Words   |  4 Pagesfuture, in the year 2016, the cable news empire has fallen, and former talking heads have stooped to running for political office. In fact, five former talk show stars are running for President of the United States, and locked in a close race. Your task is to design and implement a set of classes that process a collection of Integer objects, corresponding to votes for each candidate. The integers are stored in a queue by a driver. In particular, the following code must compile error free and execute

Thursday, December 12, 2019

Teaching the Seven Wonders of the Ancient World Essay Example For Students

Teaching the Seven Wonders of the Ancient World Essay After teaching a lecture course called The Seven Wonders of the Ancient World at Beloit College in the spring of 1996,1 decided to bring it to the attention of other classicists, for three reasons. First, it attracted, and engaged the interest of, a large number of students. Judging by their frequent in-class references to The Learning Channel, I assume that this is partly because of the current popularity of the Wonders (and other topics related to archaeology) on some cable television channels. Second, I have not heard of a similar course being taught anywhere else. I would be interested to hear whether such courses have in fact been offered elsewhere, and with what success. But the main reason why I think this course deserves publicity is the compelling nature of its overarching theme: how members of one culture view other cul tures, and what use they make of other cultures in their own world. In other words, the title of the course is only a partial reflection of its content. Eac h of its seven main sections includes, in addition to lectures on the construction of one of the Wonders, lectures (and opportunities for class discussion) on the cultural and historical context in which the monument was created, and on the meaning which it assumed in later years. Raising these issues in a course on the Seven Wonders has several advantages. From a classicists point of view, it obviates the necessity for expertise in Egyptology and Assyriology: I presented the Pyramid of Giza and the Hanging Gardens of Babylon prima rily from the perspective of the Greek and Roman writers who provide so much written testimony about them. The same issues of point of view and cultural cross-fertilization also surfaced when I presented the Nachleben of each monument, with the result that by the time the course ended, the students had been reminded of the connections between their world and the ancient Mediterranean in two ways. Besides seeing some of the broad sweep of Mediterra nean history, from antiquity to the present, they focused in the final section of the course on the crucial period of the late eighteenth and   nineteenth centuries in Europe, which saw the development of Egyptology, Assyriology, and Classics, as well as unprecedented uses of ancient ide as and symbols in the formation of modern national identities. Hence they gained some insight into the work ings of academic disciplines, and the cross-fertilizations that have taken place in both the past and the present between academia and the real world. Texts for the course were four in number. All were chosen with the assumption that most of the students in the class knew nothing of the ancient Mediterranean. The Seven Wonders of the Ancient World, edited by Peter Clayton and Martin Price (London 1991), provides basic information on the history (ancient and modem) of all seven monuments, as well as a brief guide to the creation of the canonical list of seven during the Renaissance. Lionel Cassons Travel in the Ancient World (Baltimore 1994), pronounced entertain ing and readable by students, reinforced the general historical information dispensed in class and gave a lively picture of tourism in antiquity. For a general introduction to mythology I chose Barry Powells Classical Myth (Englewood Cliffs 1995). David Grenes translation of Herodotus (Chicago 1988) rounded out the list. Half of the course grade came from eight quizzes: one on each of the monument-sections of the course, and a final geography/chronol ogy quiz. I allowed students to drop one of these grades. The other half of the course grade came from the final project, an account of five wonders of the modem world (see below). .uf4ee44da65c494331e86dd3d8efa93ff , .uf4ee44da65c494331e86dd3d8efa93ff .postImageUrl , .uf4ee44da65c494331e86dd3d8efa93ff .centered-text-area { min-height: 80px; position: relative; } .uf4ee44da65c494331e86dd3d8efa93ff , .uf4ee44da65c494331e86dd3d8efa93ff:hover , .uf4ee44da65c494331e86dd3d8efa93ff:visited , .uf4ee44da65c494331e86dd3d8efa93ff:active { border:0!important; } .uf4ee44da65c494331e86dd3d8efa93ff .clearfix:after { content: ""; display: table; clear: both; } .uf4ee44da65c494331e86dd3d8efa93ff { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf4ee44da65c494331e86dd3d8efa93ff:active , .uf4ee44da65c494331e86dd3d8efa93ff:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf4ee44da65c494331e86dd3d8efa93ff .centered-text-area { width: 100%; position: relative ; } .uf4ee44da65c494331e86dd3d8efa93ff .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf4ee44da65c494331e86dd3d8efa93ff .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf4ee44da65c494331e86dd3d8efa93ff .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf4ee44da65c494331e86dd3d8efa93ff:hover .ctaButton { background-color: #34495E!important; } .uf4ee44da65c494331e86dd3d8efa93ff .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf4ee44da65c494331e86dd3d8efa93ff .uf4ee44da65c494331e86dd3d8efa93ff-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf4ee44da65c494331e86dd3d8efa93ff:after { content: ""; display: block; clear: both; } READ: Climate Change and World Food Supply EssayThe course is organized as follows: The first week is spent orienting students to the relevant geography, chronology, and history. The emphasis from the beginning is not on the Wonders alone, but rather on the cultures that produced them. I should mention that I also stress basic knowledge of geography and chro nology throughout the course (as I find it necessary to do in every class I teach). The first handout students received was a timeline of ancient Mediterranean and Near Eastern history, with the dates of construction of the seven Wonders added. I chose the room in which I taught the Seven Wonders class because it had an enor mous pull down map of the Mediterranean and the Near East, to which I referred almost daily. I also frequently distributed maps, xeroxed mainly from Michael Grants Atlas of Classical History (New York 1994). In the final quiz, students were asked to put in chronological order a jumbled list of people and events stretching from Khufu (Cheops) to Mussolini, and to add to a map of the Mediterranean the names of the seven Wonders in their proper places. To return to a synopsis of the course: During weeks two through twelve, we spent two to four class sessions on each of the seven Wonders. These lectures include not only descriptions of the monu ments themselves and their Nachleben, but also topics related to each monument and the culture that produced it. An example is barbarians in the eyes of Classical Greeks. Students read extended passages in Herodotus, not only his description of Babylon (while they learned about the Hanging Gardens), but also his characteriza tions of the Persians and Scythians and his account of the Greek resistance to barbarian invasion (as background for the statue of Zeus at Olympia). They also saw, and heard about, references to the Greek victory in the iconography of classical Athens. Two more examples, introduced during sessions on the Artemision at Ephesos, are the phenomenon of mother-goddess worship and the myth of the Amazons, including the recent archaeological evidence from north of the Black Sea which may corroborate Herodotus descrip tion of these women. During sessions on the Pharos of Alexandria, besides providing a general introduction to Alexandrian culture, I touched on Cleopatra and the multiple meanings that she has assumed over the centuries. The issue of Afrocentrism and the responses of classicists to Bernals Black Athena (New Brunswick 1987, 1991) were natural corollaries to this. I presented a brief lecture on the topic, followed by discussion. The topic of weeks twelve through fourteen was the attitudes to antiquities evinced by people from the Roman period to the present. In other words, having looked at the seven Wonders through the eyes of ancient writers like Herodotus, we then turned to the points of view adopted by people closer to our own day. During this phase of the course students heard about and reflected on the Grand Tour, the Greek War of Independence, and the ongoing debate over the Parthenon marbles. We also considered some of the modern political uses of Greek, Roman, and Egyptian antiquities, examin ing briefly the attitudes of Napoleon, Mussolini, and Hitler to the artefacts of the ancient Mediterranean. During the last week of class, students presented excerpts from their final projects: accounts of five wonders of the modern world. What is crucial in this exercise is not so much the monuments they chose to write about, but rather the poin t of view or persona they adopted and the underlying assumptions they revealed as they wrote: Did they wish to seem skeptical, awestruck, curious, ostensi bly impartial? I asked students to consider taking Herodotus as a model in terms of persona or style (or both), and several of them did, composing lengthy digressions, comparanda and complex aetiologies. Several chose to describe monuments located in the Mid west-the Mall of America, I discovered, lends itself particularly well to Herodotean analysis. Of course, several students placed their narrators in a remote post-holocaust future of some sort, unable to recognize the Statue of Liberty, etc., a la David Macaulays Motel of the Mysteries (Boston 1979) .u1956f5925a4e9b7d50c0726c675d1b00 , .u1956f5925a4e9b7d50c0726c675d1b00 .postImageUrl , .u1956f5925a4e9b7d50c0726c675d1b00 .centered-text-area { min-height: 80px; position: relative; } .u1956f5925a4e9b7d50c0726c675d1b00 , .u1956f5925a4e9b7d50c0726c675d1b00:hover , .u1956f5925a4e9b7d50c0726c675d1b00:visited , .u1956f5925a4e9b7d50c0726c675d1b00:active { border:0!important; } .u1956f5925a4e9b7d50c0726c675d1b00 .clearfix:after { content: ""; display: table; clear: both; } .u1956f5925a4e9b7d50c0726c675d1b00 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1956f5925a4e9b7d50c0726c675d1b00:active , .u1956f5925a4e9b7d50c0726c675d1b00:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1956f5925a4e9b7d50c0726c675d1b00 .centered-text-area { width: 100%; position: relative ; } .u1956f5925a4e9b7d50c0726c675d1b00 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1956f5925a4e9b7d50c0726c675d1b00 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1956f5925a4e9b7d50c0726c675d1b00 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1956f5925a4e9b7d50c0726c675d1b00:hover .ctaButton { background-color: #34495E!important; } .u1956f5925a4e9b7d50c0726c675d1b00 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1956f5925a4e9b7d50c0726c675d1b00 .u1956f5925a4e9b7d50c0726c675d1b00-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1956f5925a4e9b7d50c0726c675d1b00:after { content: ""; display: block; clear: both; } READ: William Shakespeare is undisputedly, the world's greatest playwright Essay  As I said to my students at the beginning of my remarks on Bernal, Lefkowitz et al., my goal that day, and indeed throughout the course, was to show them that Classics is neither monolithic nor static. A course on the seven Wonders could also demonstrate this while focusing on entirely different topics, chosen to take advan- tage of another instructors strengths and interests: architectural history, travel narratives, comparative mythology, cultural studies. But I believe that wherever the focus lies, a course with the Wonders as its framework will succeed not only in drawing large numbers of stu dents, but also in demonstrating to them the vitality of our discipline and the connections between it and them.

Wednesday, December 4, 2019

Invitation and Recruitment Practices in Research †MyAssignmenthelp

Question: Discuss about the Invitation and Recruitment Practices in Research. Answer: Introduction The main objective of this assignment is bring out that if the customers under the law of contact can legally enforce the agreement that Alan had proposed before he put up a notice on the board regarding the advertisement he had published in the newspaper for giving manicure and pedicure at low rates. This paper also throws light on the consequence that will be faced by Allan if he argued that $15 for manicure and pedicure is very less. This essay will also talk about the legal issues in relation to the free haircut he has promised which is not given to Jill due to coming later than 7 days. Are the 40 customers who produced the advertisement eligible to enforce any legal agreement advertisement before the notice was put up on the window? When an advertisement[1] is made as an offer it is considered to be a unilateral contract or bilateral contract. In the case of Alan, this advertisement made by him was considered to be a bilateral contract. As, he had specified as a special offer in a newspaper advertisement that he would give manicure and pedicure to the customers for $15 on the production of the advertisement. The 40 customers who had produced the advertisement to Alan before the notice was put up by him on the board stating that the advertisement had now been exhausted, are legally enforceable[2] to get their manicure and pedicure for $15. As this was considered as an invitation to treat and have the scope to be bargained in the future, as they are temporary in nature. Hence, it can be said that the advertisement by Alan was an offer made to increase his clients. Thus, he will be liable to them. A contract has specific rules that have to be followed by both the parties. This advertisement was a bilateral contract and only the parties to such offer can avail the services that would oblige by the terms and conditions[3] mentioned in it. Not abiding by it would lead to breach of contract. It was clearly mentioned in the advertisement by Alan that only those customers can avail his services of getting manicure and pedicure for $15 who would produce the advertisement. These customers could not avail any special service of $15 nor could they enforce the agreement[4] against Alan as they did not abide by the rules of the contract. In a contract there is an offer made and there has been an acceptance. In a bilateral contract there is nothing permanent as there are chances of the product getting over or exhausted. It is also unreasonable to expect the advertisement to sell to everyone as there are high chances of the product or services getting exhausted. The advertisement made by Alan was invitation[5] to treat which an invitation is made to the customers to submit themselves to the offer. The willingness of Alan to make a deal is seen clearly in the advertisement. But it does not have the elements of an offer, sometimes it can be stated as an invitation to bargain. This is an invitation for the public to come and avail the services that have been offered by Alan. It was Alans own terms and conditions he had put in the newspaper advertisement as a special offer to attract customers. On getting a lot of response he thought his salon would suffer loss[6], he had the power to stop the services, but he could not change the price of the $15 manicure and pedicure to $60 just because he later realised he would go into loss. Application This invitation to treat or bid does not fall under the category of offer until there is any further negotiation. Generally, the party making the invitation does it individually and the other parties to whom it is issued may accept it or reject it on their own whims and boons. When Alan withdraws his promotion he can charge his clients the normal rate for manicure and pedicure and he is no longer liable for any obligations for his special offer. Alan had put up an advertisement saying that up to $75 will make your nails look good, and also stated that anyone who did not get a date within 7 days of getting manicure and pedicure will get a free haircut. Jill did not since she comes 14 days late. Will Alan have to provide her with it? Invitation to a treat is not considered as an offer. Since there is no negotiations involved. There are no expressed or implied[7] terms involved. The invitation is made clear and precise. There is a time frame made for accepting such an invitation. A closing date should be made to avoid any confusion. By specifying a closing date of 7 days to avail free haircut, Alan has made his invitation very clear. Hence, he will not have to comply with anyone who comes after 7 days to avai[8]l the free haircut he has to offer. But he cannot withdraw is offer before the dead line in that case he will be liable to his customers. Had Alan not specified an expiry time of the free haircut service his offer could be revoked. We can see this in the case of Murray V Rennie Angus, the outcome of this case was that there was a quotation to carry out a masonry work which was open for acceptance 11 days later. Conclusion Generally contract is an agreement between two parties and there has to be some form of negotiations. In an invitation to treat there is no mandatory acceptance it is open to all. In Alans case he had made a special offer in the newspaper to invite customers. Thus, he was entitled to give the 40 customers the offer they had availed. But at the same time he was not liable to give any special service to the 20 customers who did not produce the advertisement. Also he could not in the special contract increase the cost of the services just because he was suffering loss, he could only do so after the expiry of his special service. Alan was also not liable to Jill for she came 14 days later to avail her free haircut and it was clearly mentioned that free haircut could only be given with 7 days. Reference List: Bishop, Jonathan. "My Click is My Bond: The Role of Contracts, Social Proof."Gamification for Human Factors Integration: Social, Education, and Psychological Issues: Social, Education, and Psychological Issues(2014): 1. Candy, B., et al. "Exploring Invitation and Recruitment Practices in Research with Children and Young People with Life Limiting Conditions (LLC) or Life Threatening Illnesses (LTI) and their Families-A Systematic Review." Hayward Medical Communications, 2015. Jobes, Karen H., and Moiss Silva.Invitation to the Septuagint. Baker Academic, 2015. Khan, Ashraful Islam, et al. "Early invitation to food and/or multiple micronutrient supplementation in pregnancy does not affect body composition in offspring at 54 months: follow?up of the MINIMat randomised trial, Bangladesh."Maternal child nutrition11.3 (2015): 385-397. Li, Yi Lut, and Rita Yi Man Li. "An Offer, An Invitation to Treat and Transaction Costs."Law, Economics and Finance of the Real Estate Market. Springer Berlin Heidelberg, 2014. 95-104. Nyondo, Alinane Linda, et al. "Invitation cards during pregnancy enhance male partner involvement in prevention of mother to child transmission (PMTCT) of human immunodeficiency virus (HIV) in Blantyre, Malawi: a randomized controlled open label trial."PLoS One10.3 (2015): e0119273. Sparrow, Andrew.Film and television distribution and the Internet: a legal guide for the media industry. CRC Press, 2016. Urban, Randall J., et al. "Translational studies in older men using testosterone to treat sarcopenia."Transactions of the American Clinical and Climatological Association125 (2014): 27.