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For this assignment, you are to read current news articles about Latin America from the website for the North American Congress of Latin America (NACLA) and submit three short reviews during the semester. Please submit one review per due date. Each review is to be at least 3-4 pages and each due date corresponds to a regional topic in Latin America. In your works cited page, compose your article entry in a format like this:

Emilio Godoy, “Mexico Bans Glysophate But Tolerates Other Agrochemicals,” NACLA Report on the Americas website (January 28, 2021)

I am looking for two main points of discussion. First, you should devote the first half of the report to a summary of the main points in the article that you selected.to help you to address this issue, consider some of these questions: What is the main issue being discussed? (i.e. immigration, elections, education, environment, women’s issues, crime, etc.) Who are the main personalities mentioned in the article? (i.e. Mexican president Andrés Manuel López Obrador, Secretary of State Anthony Blinken, President Biden, Vice-President Harris, Former President Trump, etc.) How does the issue affect the people of the country mentioned in the article? Does the issue have any connection with United States interests? What do you think could be the best solution to resolve this problem?

And for the second point of discussion, please analyze the article that you selected and present your point of view on the story. For example, how do you feel about the story? How did this article contribute to your understanding about modern Latin America? And what do you think about the author’s perspective on the article? How does this topic relate to contemporary political, economic or cultural themes in the United States today?

Mexico, US Foreign Policy, Border Issues and Latinx Communities

Border Issues, Latinx Communities and US Foreign Policy:

Mexico:

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Please read the articles attached and answer these questions

Callaway (2015) Discussion:

  • What prior knowledge (preliminary research findings) spurred the principal investigators (Bhullar and colleagues) to do this experimental study with the jaw development of chicken embryos?
  • What did Bhullar et al. do in their experiment with chickens, and what did they find?
  • What is the principal implication of the experiment’s results?
  • What future research directions by the principal investigators of this study might be possible based on their findings?
  • What future research directions by other scientists might be possible based on this study
  • Singer (2015) Discussion:
    • What is the basic premise behind the “hopeful monsters” hypothesis?
    • What were the principal findings of the research on the immediate ancestors of extant birds by Brusatte?
    • What were the principal findings of the research on body size evolution in dinosaurs by Benton and colleagues?
    • What role did miniaturization play in the evolution of birds?

    General Discussion Questions (for submission):

    1. Paedomorphism is often characterized as the retainment of juvenile characteristics in adults. For example, some salamanders such as the Mexican axolotl possess gills as adults, whereas gills are lost during the transition from larvae to adults in other amphibians. How might paedomorphism have played a role in the evolution of birds?
    2. Bhullar and his colleagues did not hatch the modified chickens for “ethical reasons” (Singer article) and did not write that in their approved research protocol (Callaway article). Do you think that arresting the development right before hatching was sufficient for the team to achieve their research goals, or might they be missing something by not bringing the modified chicks to term?
    3. Do the independent research studies of Brusatte and Bhullar (described in the Callaway and Singer articles) support or refute the “hopeful monsters” hypothesis that evolution occurs in leaps and bounds? In what way(s)?
    4. Do you think that the findings from this line of research as described in the two articles indicate that birds are more closely related (in an evolutionary sense) to dinosaurs or crocodilians or lizards? Please explain.
    5. How do you imagine that the evolutionary process of natural selection may have operated to cause the separation of the two different lines of jaw development of birds versus other reptiles and mammals? (NOTE: This question is not answered explicitly in either paper that you read. Try to think of your own answer.)

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I’m working on a anthropology writing question and need an explanation and answer to help me learn.

Journal Assignment (3 Parts):
A journal assignment is neither a diary nor a polished written paper. Journal writing focuses on
connecting class activity with thoughts, emotions, and events in your everyday life. You do not need to
answer all the questions or answer the questions directly. Instead, use the questions as prompts to get
you thinking and writing a response about a topic related to race and racism. Approach the exercise with
the intention of being challenged.
Present your ideas in a coherent and thought-provoking manner. Each journal entry should be
approximately 300-500 words (one page single-spaced or two pages double-spaced). After you finish
writing, go back to correct spelling, grammar, and other mechanical issues so that a reader can easily
understand what you are trying to convey. However, you do not need to structure your journal writing
like a formal paper (e.g. introduction, thesis, argument, conclusion).
Journal entries will be collected several times during the quarter. For assignment entry 1 you should
respond to prompt 1, for assignment entry 2 you should respond to prompt 2, and for assignment entry
3 you should respond to prompt 3. Try to make concrete connections between journal entries. Link
personal reactions to the class material, but do not just summarize readings and lectures. You can
submit assignments 1 and 2 at any time before the due date, but you should wait to submit assignment
3 until close to the due date as it asks you to reflect on what you learned during the quarter.
The same set of instructions are being posted for all three journal entries. Turn in the entry for each
journal on its respective Canvas assignment link. Do not submit all the entries on the same link. Do not
do all three of the parts in one sitting.
Entry 3 Prompts: Recommendations about Racism
How have your knowledge, beliefs, or attitudes about race and racism changed over the quarter, if at
all? Looking back on your previous responses, can you describe an instance in which your thinking about
race or racism changed? What do you wish you would have learned or experienced that you did not?
What would you tell an UCSD administrator about the utility of the DEI requirement and how best to
promote DEI goals on campus?


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just pick any one of the articles in any of those subfolders, and you’re ready to roll!

FOR THIS ASSIGNMENT, YOU ARE TO READ A JOURNAL ARTICLE ABOUT A TOPIC RELATED TO A REGIONAL TOPIC WITHIN THE CONTEXT OF THE CLASS, AND YOU ARE ASKED TO USE ARTICLES FROM THE JSTOR DATABASE.

The report is to be 5-7 pages in length. Please be sure to use both a title page and works cited page. (title and works cited pages do not count toward the overall page count of your review) You are also encouraged to follow the MLA or Chicago formats to develop this report. Please double-space your review. This review will count as 20% toward your final grade. And in your works cited page, please list the name of the article that you will be summarizing and analyzing. This an example of the type of the format you should follow:

“Argentina in 1983: Reflections on the Language of the Military and George Orwell,” by Alberto Ciria. Canadian Journal of Latin American and Caribbean Studies, Vol. 11, No. 21 (1986), pp. 57-69.

In terms of the content of the report, I am looking for two main points of discussion. First, you should devote the first half of the report to a summary of the main points that the author is trying to convey to the reader. To help you to address this issue, consider some of these questions: What type of article is this? Is the author presenting an original feature, or is he/she conducting a book review? If this is a book review, what book (or books) is being reviewed? What is the author’s purpose for writing this article? What is the author’s academic or professional background?

As for the second point of discussion, this is where you provide your opinion or perceptions of the article. In other words, what did you think about it? What were the strengths or weaknesses of the article? How did the article relate to the class? You are definitely encouraged to write in first person singular (I feel that…, I think..) as you provide your opinions. As a general rule of thumb, your JSTOR review should be about 60% summary and 40% commentary. Thus a 5-page review with about 3 & 1⁄2 pages summary and 1 & 1⁄2 pages commentary is an ideal proportion.


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Bela Bartok, Piano Concerto Nr. 3 (1944)

https://ucsd.nml3.naxosmusiclibrary.com/catalogue/886446324067 (Links to an external site.)

(tracks 4, 5, 6)

Ludwig van Beethoven, String Quartet in a minor, Opus 132 (movement 3) (1825)

https://ucsd.nml3.naxosmusiclibrary.com/catalogue/00028947757054 (Links to an external site.)

(track 7)

Alban Berg, Violin Concerto (1935)

https://ucsd.nml3.naxosmusiclibrary.com/catalogue/HMC902105DI (Links to an external site.)

(tracks 1 and 2)

J. S. Bach, “Es ist genug” from Cantata 60, “O Ewigkeit Du Donnerwort” (1723)

https://ucsd.nml3.naxosmusiclibrary.com/catalogue/00028943939423 (Links to an external site.)

(track 53)

Anton Webern, Symphony Opus 21 (1928) (first movement)

https://ucsd.nml3.naxosmusiclibrary.com/catalogue/884977287189 (Links to an external site.)

(track 78)

Writing prompt:

This week’s listening features three orchestral works from the 1920s, 30s and 40s. These pieces could hardly be more different from last week’s Futurist-inspired music. These are private, intimate, organically shaped, largely non-repetitive creations; and while the Futurists wished to erase history, these pieces draw upon music history, especially the Bartok and the Berg, in very specific ways.

Listen to all of them all the way through, and then focus on the sections as specified below.

In the Bartok Piano Concerto, please write about the second movement, track 5 on the Naxos site. You only need to write about track 5, not about tracks 4 and 6. Bartok intentionally borrows music from the String Quartet Opus 132 of Beethoven in this part of the piece. Listen to the Beethoven string quartet movement to compare. Try to determine the manner in which Bartok integrates Beethoven’s music into his own. Do you hear the actual music of Beethoven echoed in the Bartok, or is it present more as an atmosphere or evocation? The title of the Beethoven movement is “Holy Song of Thanks to the Deity by One Who Has Regained Health,” and the intermittent sections with a quicker tempo are titled “Feeling New Strength;” this music was meant to reflect Beethoven’s own struggle with an almost fatal illness. Bartok, too, was struggling with serious illness when he composed the Third Piano Concerto.

The Berg Violin Concerto is an extremely difficult piece to comprehend. Listen to it carefully all the way through, and then listen to the Bach chorale, “Es ist genug.” Listen to the Berg concerto again, and indicate exactly where, in the second movement of the Berg, this Bach chorale appears Try to focus on how Berg manages the transition from his own very dissonant and turbulent music to the borrowed chorale of Bach; and then, how he comes out of the borrowed Bach chorale and ends the piece in his own, original musical language.

In the excerpt from the Webern Symphony, you will notice a similar technique to Webern’s orchestration of the Bach Ricercar from Week 1. Ask yourself which aspect of the music seems to carry the expressive weight, or “meaning,” of this music. Is it pitch, harmony, melody, rhythm, tempo, dynamic, contrast… or do these aspects recede from the listener’s attention, to be replaced by something else? What, in this case, might that be?

So these are your listening notes. In your writing, using some of the questions I pose above, try to briefly characterize the expressive nature of each of the three pieces, the kind of beauty, or aesthetic sense, they seem to project. For each of the three pieces, choose an art form outside of music to use as an imaginary example of what these pieces are doing in music… for example, a kind of literary form, or a visual art medium, or a film technique, that could achieve in that medium what these pieces do in music; in effect, describing these musical works as artworks in a different medium. Pay special attention to the manner in which a work of art from the past is integrated into a new work of art. And please answer all parts of this prompt in a single short essay of up to 500 words!


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Your Tasks

Task 1- Food Log

You will keep a 3-day food log, where you will record the meals and snacks that you ate throughout each day. You can choose to track this using Spark People or the provided Word document.

This week’s focus: carbohydrates, sugar, fiber, and calories.* You may record fat and protein; however, they are not required for this week.*

Please see the Everything You Need to Know About- DIETARY ANALYSIS ASSIGNMENTS page for more specific details on this process.

Task 2- Analysis

Please answer the following questions in complete sentences:

  1. In regard to calories-
    1. What was your average/mean (Links to an external site.) calorie count?
    2. Did your calorie count surprise you? Why or why not?
    3. What contributed the most to your calories?
  2. In regard to carbohydrates (general)-
    1. What was your average/mean (Links to an external site.) carbohydrate intake during the 3 days? Was your carbohydrate intake within the daily range (Links to an external site.) (recall that the average minimum is 130 g/day)? Were you surprised by your averages?
    2. What did you eat the most of: fast-releasing (simple) carbohydrates, starches, or fiber?
    3. Reflect on the carbohydrates consumed this week. Did some keep you more satiated than others? Which ones?
  3. In regard to fiber-
    1. What was your average/mean (Links to an external site.) fiber intake during the 3 days?
    2. Are you getting the recommended amount of daily fiber (38 g /day for men; 25 g/day for women)? If yes, what are some foods that you eat that provide the most fiber. If not, what are foods that you can incorporate to help increase your fiber needs?
  4. In regard to added sugars-
    1. Were you surprised by your added sugar values?
    2. Which foods contributed the most to these values?
      • Note to students using SparkPeople: SparkPeople does not count added sugar (clearly they need to catch up to the new food label practices 😝). If possible, record the amounts of added sugar on a piece of paper or document to help you answer this question.
  5. Looking forward-
    1. What are two foods that you can incorporate and/or swap in order to a) reduce calories; b) increase fiber; or c) reduce added sugar? Be creative!
      1. Example- “I eat a lot of ice cream. One food swap that I can do is eating a half cup of fruit instead of a bowl of ice cream as an after-dinner treat in order to cut back on added sugar”.

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Goal:

To explore your own implicit biases and how this may influence stereotyping and prejudice, as well as discuss your own lived experiences.

Remember- we ALL have implicit biases- and sometimes even explicit biases that come out in the form of prejudice or discrimination. This is going to be a conversation that might make you uncomfortable as the topic is often not discussed with family/friends. Please respect everyone’s lived experiences. Remember, if we don’t talk about these things and educate ourselves about how implicit and explicit biases work, we won’t be able to reduce these behaviors. Knowledge IS power.

Instructions

  1. In your OWN words, what is the difference between a stereotype, prejudice, and discrimination? Provide an example either from the videos or in your own personal life (something that may have happened to you OR you were prejudiced towards a particular individual/group) of prejudice stereotyping, and discrimination.
  2. What is the danger of a single story? What does viewing someone based solely on their membership in a specific group often lead to?
  3. What are 2 historical examples of prejudice and discrimination?
  4. What is a current example of prejudice/discrimination? FIND A RECENT ARTICLE (past year) and copy the URL here. Summarize the article in 3-4 sentences and discuss how it relates to the textbook and videos.
  5. What is your understanding of privilege? Discuss a time when you have experienced privilege and might not have known it. HINT: Privilege is more than race/ethnicity. While it is true white privilege exists, there are so many other examples as well, including having parents who are still married, having your own car, being able to pay bills every month and save some money.
  6. Racism, sexism, prejudice, and discrimination are pervasive within our social structures and often perpetuate oppression and inequality. What are some ways we can reduce implicit biases, prejudice and discrimination? In 3- 5 sentences, provide some concrete examples of strategies e can use to educate people about prejudice and ways to reduce it.

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this is the article (Cuba and the Missile Crisis)

this is the assignment instruction

For this assignment, you are to read a journal article about a topic related to a regional topic within the context of the class, and you are asked to use articles from the JSTOR database. Unfortunately, Grossmont College does not have JSTOR available from its library, but some of you may have used JSTOR from institutions like Mesa, Palomar and Southwestern Colleges, in addition to San Diego State or Cal State San Marcos. Therefore I have provided you with an ample selection of articles that I have downloaded from Palomar College’s JSTOR database. All you need to do is pick any of the articles for your review. Just click the “Files” section from the Canvas class menu, and open the folder that says “115_JSTOR_Articles.” Inside the folder are several subfolders with topics arranged by nation, in alphabetical order. The articles are in PDF format and labeled by the topic of the article, so just browse the collection of articles before you make your final selection. You do not need to notify me of your article choice, just pick any one of the articles in any of those subfolders, and you’re ready to roll!

THE REPORT IS TO BE 5-7 PAGES IN LENGTH. PLEASE BE SURE TO USE BOTH A TITLE PAGE AND WORKS CITED PAGE. (TITLE AND WORKS CITED PAGES DO NOT COUNT TOWARD THE OVERALL PAGE COUNT OF YOUR REVIEW) YOU ARE ALSO ENCOURAGED TO FOLLOW THE MLA OR CHICAGO FORMATS TO DEVELOP THIS REPORT. PLEASE DOUBLE-SPACE YOUR REVIEW. THIS REVIEW WILL COUNT AS 20% TOWARD YOUR FINAL GRADE. AND IN YOUR WORKS CITED PAGE, PLEASE LIST THE NAME OF THE ARTICLE THAT YOU WILL BE SUMMARIZING AND ANALYZING. THIS AN EXAMPLE OF THE TYPE OF THE FORMAT YOU SHOULD FOLLOW:

“ARGENTINA IN 1983: REFLECTIONS ON THE LANGUAGE OF THE MILITARY AND GEORGE ORWELL,” BY ALBERTO CIRIA. CANADIAN JOURNAL OF LATIN AMERICAN AND CARIBBEAN STUDIES, VOL. 11, NO. 21 (1986), PP. 57-69.


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Task: Your task is to select a recent current event and interpret the situation through the lens of a social psychological construct or theory discussed in class. You will provide a detailed analysis or interpretation of the example using at least one concept or theory from the list of concepts below.

Helping:

Bystander effect

Steps that deter helping

Pluralistic ignorance

Diffusion of responsibility

Aggression:

Deindividuation

Types of Conformity:

Normative Social Influence (to fit in)

Informational Social Influence (to be right)

Private acceptance

Minority influence

Obedience to Authority

Interpersonal Attraction:

Proximity/Similarity

Mere Exposure Effect

Misattribution of Arousal

Sternberg’s Triangle of Love

Equity Theory of Relationships

Communal vs. Exchange-based relationships

Stereotyping & Prejudice:

Social Identity Theory

ingroup favoritism vs. outgroup derogation

Automatic/Controlled Processing

Social categorization/Schemas

Implicit Bias

Structure of Paper

Opening Paragraphs: Description of Example (Personal Experience or Current Event)

1 Provide sufficient details to explain what happened in your situation or in the current event. End the paragraph with a thesis statement that describes which social psychological theory or construct(s) you will use to explain what is happening in your example.

Body Paragraphs: Define your concept(s), then justify and defend your analysis

1 Your primary goal is to demonstrate that you understand the concept(s) you are using and can correctly apply the concept(s) to a real life scenario. Successful papers first define the concept and clarify the meaning in their own words. (Remember to use APA citations if you use direct quotes from the text or lectures.) Please note that some theories have multiple components; you are responsible for defining or describing all relevant components in order to adequately defend your analysis.

2 Once you have defined what your concept means, you should then elaborate or explain how your chosen example fits the definition of the concept. Your goal is to convince the reader (me) why the concept you chose correctly explains what is happening in your example. To do this effectively, you will need to reference various aspects of the example you’ve provided and then tie that example to the definition of you provided.

Conclusion: Final Reflection

1 What are your personal thoughts on what happened in this situation or event? Were you initially shocked or surprised by your or the other person’s behavior/event?

2 How has learning about this concept affected you? Has it changed your thoughts, attitudes, or possible future behaviors? Discuss.


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1- The food additive I am focusing on is high fructose corn syrup which is a food sweetener made from corn that is very prevalent in a lot of popular foods like soda, candy, and many snack foods. High fructose corn syrup offers no benefits for nutrition or health and is known for its adverse effects on health as well as its links to one of the most lethal diseases in America, obesity. “High doses of fructose punch little holes in your intestinal lining, causing what we call a leaky gut, this allows foreign food proteins and bacterial proteins to enter into your bloodstream, which triggers inflammation, makes you gain weight and causes type 2 diabetes.” (Team, 2020). Unfortunately, high fructose corn syrup is hidden in many foods that Americans consume on a daily basis since it is an incredibly cheap resources for manufactures to use and it is also much sweeter than standard sugar meaning manufactures can cut on production costs. Despite recommendations to avoid HFCS entirely, many Americans consume them in excess. To avoid this mass consumption of HFCS and all the ailments that accompany it, the industry should make a much needed switch to Stevia which is a naturally derived no calorie sweetener that would be more beneficial to the body than HFCS. Overall, I do not feel that food additives are helpful or beneficial to our diets. A vast majority of them are simply preservatives or things to enhance taste, neither of these are necessary for a nutritionally balanced diet. Sure, they can add convenience to our lives by making food last longer or make our food taste richer, but these things come at a cost when you analyze the effects of some additives like HFCS. Food additives can easily be avoided by sticking to whole foods or by reading the ingredients list. A good rule of thumb is to stay away from ingredients you cannot pronounce.


2- The food additive that I am going to discuss is Monosodium Glutamate (MSG). The purpose of this additive that is added to intensify and enhance the flavor of savory dishes. You can normally find it in frozen dinners, salty snacks, and canned soups. There are some drawbacks to this additive especially since in 1969 when they did a study on mine that found that consuming large amounts of MSG caused neurological effects and impaired growth and development. But then again it was disputed because they also believe that it has little to no effect on the brain health because it can not cross the blood brain barrier. Also, MSG is linked to weight gain, and metabolic syndrome in some studies but then again other studies and research shows there is no association. (Link, 2018) Some other things that could be used as a replacement for MSG. For example, if you are using MSG at home use soy sauce, parmesan cheese, and even making your own beef stock. The food industry could also use things like herbs, such as garlic, tarragon, maybe even rosemary. There are not really any health benefits to using MSG as a food additive. It is purely there just to add flavor. I think that food additives are more harmful then helpful. Most food additives are used to help with flavor, coloring, and appeal. I say they are harmful because there is no nutritional value to them and if you do the research there are other alternatives that people including the food industry could use to make things better and healthier.



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Question 1. Before starting the lab work, define the terms below. If necessary, look these up in your biology textbook and print the definitions in the spaces below:

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  • allele

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  • trait

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  • gene

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  • dominant

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  • recessive

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  • homozygous

undefined

  • heterozygous

undefined

  • genotype

undefined

  • phenotype

undefined

  • genetics

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AABB X aabb P

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. . . .

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AaBb F1

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Question 2. Verify that the genotype of the F1 (above) is correct by doing the following:

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  • On the diagram above, write the genotypes of the parental gametes in the space below each parent (P) .

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  • Verify that the gametes you have written combine to form the F1genotype in the diagram. Notice that while the order of the alleles does not matter, we group alleles for the same trait together, with capital letters first. This makes it easier to recognize whether individuals have identical genotypes.

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  • What is the phenotype of the F1generation?

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Question 3. An individual of genotype AaBb would produce 4 types of gametes. Remember that each gamete gets one allele from each gene pair. What are the 4 kinds of gametes that could be produced?

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a)

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b)

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c)

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d)

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Question 4. Identify the phenotype associated with each of the following genotypes:

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AA _________________________ BB _________________________

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Aa _________________________ Bb _________________________

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aa _________________________ bb _________________________

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(7.) Complete the “offspring” column of Table 1 by writing the genotype derived by combining the two gametes in fertilization. To make similar genotypes easily identifiable, always group alleles for the same trait together, and write the letter for any dominant allele first. (e.g., Ab + ab = Aabb).

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Table 1

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Dihybrid Cross Laboratory Model:

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OBSERVED Genotypes of Offspring from the Cross

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AaBb X AaBb

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Note: Combine the first and second gametes to obtain the genotype of each offspring. For each offspring, group the alleles with the same letter together5, placing the capital letters first

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Breeding

First Gamete*

Second Gamete

Genotype of Offspring

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

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(8.) Count the observed number of each offspring genotype in Table 1. Tabulate these observed numbers according to the genotype list in Table 2.

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(9.) Determine the phenotype for each offspring genotype and fill in the phenotype column of Table 2. Use your answers to Question 4 (above) to help you identify the phenotypes.

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Table 2

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Tabulation of Offspring OBSERVED from the Dihybrid Cross

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AaBb x AaBb

undefined

undefined

Genotype

Number Observed

Phenotype

AABB

AABb

AAbb

AaBB

AaBb

Aabb

aaBB

aaBb

aabb

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(8.) Count the observed number of each offspring genotype in Table 1. Tabulate these observed numbers according to the genotype list in Table 2.

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(9.) Determine the phenotype for each offspring genotype and fill in the phenotype column of Table 2. Use your answers to Question 4 (above) to help you identify the phenotypes.

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(10). Using the numbers from Table 2, add up the total observed offspring of each of the six possible phenotypes. Record these values in the “observed” column of Table 3.

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Table 3

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Phenotype

Number Observed by your Team (from

Table 2)

Class Average Observed

Number Expected from Punnett Square (see Table 4)

curly hair, brown eyes

wavy hair, brown eyes,

straight hair, brown eyes

curly hair, blue eyes

wavy hair, blue eyes

straight t hair, blue eyes

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Send your Table to Number Observed to Instructor Before Friday 11/6/20

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(11.) The instructor will give you the class averages by Friday 11/6/20, copy the class averages for observed numbers into the proper column of Table 3.

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(12.) To determine the expected numbers for the offspring phenotypes, complete the Punnett Square below (Table 4):

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  • Write the genotypes of the 4 parental gametes in the indicated areas for each parent. (Recall you identified these in Question 3.) The first one has been done for you.

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  • In each of the 16 boxes of the Punnett Square, combine the row and column gametes to give the genotype of the offspring. Remember to group alleles with the same letter together, with the capital letters (dominant alleles) first.

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  • Add up all of the members of each phenotype in the Punnett Square and write the totals in the “expected” column of Table 3.

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Table 4

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Punnett Square: Calculating

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EXPECTED Offspring Frequencies from the Dihybrid Cross

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(Parent #1) AaBb x AaBb (Parent #2)

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Note: Combine the first and second gametes to obtain the genotype of each offspring. For each offspring, group the alleles with the same letter together, placing the capital letters first.

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GAMETE Genotypes – Parent #2

GAMETE

Genotypes –

Parent #1

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Question 5. Which were closer to your expected numbers for the offspring of the dihybrid cross: your team’s observed numbers or the class averages? Which observed numbers are more reliable predictors of population values?

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Question 6. Determine the probability of getting any of the 4 different kinds of gametes possible from each dihybrid individual. For help, refer to the following:

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  • The probability of any gamete genotype is a fraction:

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probability =

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  • List all the gamete genotypes for an AaBb individual and indicate their probabilities:

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Question 7. A married couple both happen to be doubly heterozygous (dihybrid) for eye color and hair form. They have only one child who has blue eyes and straight hair. Determine the probability of this couple producing a child with the aabb genotype. Follow these steps:

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  • Write the probability of an ab gamete from an AaBb parent:

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  • At the time of fertilization, the probability of specific gametes getting together is the product of the individual probabilities for each gamete (this is known as the multiplicative law). Therefore, we can calculate the aabbprobability using the following equation:

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P (offspring with aabb ) = P(ab sperm) P(ab egg ) =

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  • Examine your Punnett Square (Figure 4).

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How many total boxes are there?

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How many of these are the aabb genotype?

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What fraction of the offspring are expected to be aabb?

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  • Your probability calculation should agree with the Punnett Square proportion for the aabb genotype – does it?

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Question 8. Among the members of your class, is there a preponderance of numbers in any particular range of numbers, such as 1-32? Try to account for this.

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Question 9. It is likely that more than one person in your class have the same “number” on the hereditary wheel. Do these people look like they might be identical twins? Do you see a similarity between them which you do not see with other members of the class?

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Considering the vastness of the human genome, comment on your observations.

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Question 10. Do you suppose there are other Mendelian characteristics which could be added to a heredity wheel?

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How many different phenotypes would there be if you added just one more trait to the wheel? Two more traits?

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Question 11. Describe how the variety of human phenotypes illustrates one of the fundamental biological requirement for evolution by natural selection. (Read about the requirements for natural selection in your textbook if necessary.)

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Questions 12, 13, and 14 will not be done in this class.

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Use the information in Figure 2 to help you evaluate your blood type. Indicate your test results below.

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Did the “blood agglutinate?” (indicate + or -)

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Antiserum

Mr. Smith

Ms. Jones

Mr. Green

Ms. Brown

anti-A

anti-B

anti-D (Rh)

“blood” phenotype

comments

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  • Questions and Practice Problems

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Question 15. Blood transfusions aim to give the patient a temporary supply of erythrocytes until his body can manufacture enough of its own. It is desirable that the donor and the recipient of the transfusion be of the same blood type. But it has been found that a person of blood type O can safely give blood (in limited quantity, a pint seems always to be safe) to persons of any other blood type. Thus, type O is sometimes called the universal donor.

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How might this be explained? (Hint: refer to Figure 2.)

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Question 16. What complications might arise if large quantities of blood from a donor of type O were introduced into a recipient of any blood type other than O?

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Question 17. If persons of type O are sometimes called universal donors because they can donate to all other types, what blood type might be called the universal recipient? Why? (Refer to Figure 2.)

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Question 18. Explain the fact that blood types A and B each have two genotypes.

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Question 19. What blood types might occur among the children of a marriage between a person of blood type AB and a person of blood type O? Fill in the Punnett Square: show the gamete genotypes of each parent, then determine the offspring blood types.

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What is the probability of the parents having a child with type A blood? Question 17. If you are blood type O and your father is also blood type O, what type or types must your mother be? (Write your father’s gamete genotypes and your own genotype on the Punnett Square. Then identify what you know about your mother’s genotype.)

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Possible genotypes of mother:

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Could these same parents have a child with blood type AB? Explain.

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Question 20. Can a person of blood type A who marries a person of blood type B have type O children? (Explain your answer and show your work.)

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Question 21. If a homozygous Rh+ man fathered children with a homozygous Rh- woman, what fraction of the offspring would be Rh+? (Show your work: remember to first determine the egg and sperm genotypes.)

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Question 22. If an Rh- woman gave birth to an Rh- child, what could you conclude about genotype of the father?

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Question 23. Hemophilia is a hereditary disease characterized by poor clotting of the blood. As a result, hemophiliacs bleed excessively when injured. A certain kind of hemophilia is sex-linked and recessive. Sex-linked means that the allele for hemophilia is found on the X chromosome. Although recessive, the hemophilia allele (Xh) will determine the phenotype of the individual unless the individual is a female with a normal allele (XH) on her second X chromosome.

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Problem: A “normal” woman whose father was a hemophiliac marries a normal man. What genotypes and phenotypes are expected in the children and in what proportions? (When you are working with sex-linked traits, it is a good idea to include both types of sex chromosomes in your Punnett Square.)

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Question 24. It has been observed that there are more hemophiliac children of one sex than the other born in the general population. Explain.

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Question 25. The frequencies of the various blood groups have historically been quite stable in well-defined populations, i.e., they tend to remain unchanged in time, and characteristic of each group. The following chart shows these frequencies among several populations. Refer to Table 5 for the Biology 120 Class Frequencies and complete Table 6 by calculating the percentages of each blood type in your class.

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Table 6. Comparison of Blood Group Frequencies

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Population

Blood Group Frequencies

O

A

B

AB

Rh+

Rh-

Japanese

25%

39%

24%

12%

99%

1%

Whites (USA)

45%

38%

12%

5%

85%

15%

Blacks (USA)

47%

28%

20%

5%

93%

7%

Aborigines (Australia)

34%

66%

0

0

Eskimos (Labrador)

49%

51%

0

0

Pueblo Indians (New Mexico)

88%

12%

0

0

98%

2%

Biology 120 Class (frequencies)

Biology 120 Class (percents)

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Question 26. Is the frequency distribution for the Biology 120 class similar to any of the others? Comment on this.

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Question 27. Imagine that one of your lab partners thinks that recessive phenotypes must be “weaker” than dominant phenotypes. As a result, the student concludes that there must always be fewer recessive genes in the population. The student cites as an example the fact that there are fewer blue-eyed people than brown eyed people. Explain how you would use the information in this lab exercise to set your partner straight.

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Question 28. Suggest some factors which might act to bring about changes in the relative proportions of the various blood groups in a population. (Hint: consider reasons why the ethnic composition of an area might change.)

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Question 29. What factors might act to keep the blood group frequencies in a population fairly constant over time?

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Question 30. A man whose blood group genotype is AO marries a woman with Type AB blood. Assume both parents are also heterozygous for the Rh factor. Construct a Punnett Square which shows the genotypes of all possible offspring. Then organize the data: list all possible phenotypes, and the probability of this couple having any one of those phenotypes.

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  • Parent genotypes: X

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  • Punnett Square:

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GAMETES from- Parent # 2

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GAMETE

from-

Parent # 1

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  • Expected offspring phenotypes and probabilities are:

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This paper should be 500-750 words in length (a little longer is fine), times new roman, double-spaced, and formatted according to MLA style, including a works cited page. You are free to write about one or more of the assigned texts for the response paper. However, I don’t recommend discussing more than two texts unless they’re fairly short and your discussion is narrowly focused. The texts are going to be texts written by Poe and Whitman only.

Response papers give you an opportunity for interpretation, analysis, critical reading, and argument. There will be marks for errors in spelling, punctuation, and grammar, but it will be graded primarily on content (originality of thought, level of analysis, and effectiveness of persuasion). These papers are informal, which means you may write in first person and assume that your reader is familiar with the text, but you should focus on one major question/issue and use specific examples from the text to illustrate and support your argument. For example, here are some appropriate topics for a response paper:

Choose an important passage to analyze through close reading. Investigate the diction, dominant imagery, and meaning of this passage. Why is this a significant passage? How does it influence our understanding of the whole text?

Compare the text to other works by the same author OR to another author’s treatment of a similar idea. You may wish to focus on dominant symbols, themes, point of view, or diction in making your comparison.

Here are the following texts that are assigned to the response paper:

Emily Dickinson – “I heard a fly buzz when I died” , “Much madness is divinest sense” “Tell all the truth but tell it slant”

Claude McKay – “If We Must Die” , “America”


If you cannot find the texts anywhere online they are in Norton Anthology of American Literature, Shorter 9th Edition, if you have any trouble accessing these texts or have any questions for me please do not hesitate to ask.




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I am looking for two main points of discussion. First, you should devote the first half of the report to a summary of the main points in the article that you selected.to help you to address this issue, consider some of these questions: What is the main issue being discussed?  Who are the main personalities mentioned in the article? How does the issue affect the people of the country mentioned in the article? Does the issue have any connection with United States interests? What do you think could be the best solution to resolve this problem?

And for the second point of discussion, please analyze the article that you selected and present your point of view on the story. For example, how do you feel about the story? How did this article contribute to your understanding about modern Latin America? And what do you think about the author’s perspective on the article? How does this topic relate to contemporary political, economic or cultural themes in the United States today?

In your works cited page, compose your article entry in a format like this:

Schrader, Stuart, “From Police Reform to Police Repression: 50 Years after an Assassination,”  NACLA Report on the Americas website (August 10, 2020). 

Argentina:

Bolivia:

Brazil:

Chile:

Colombia:

Ecuador:

Paraguay:

Peru:

Suriname:

Uruguay:

Venezuela:


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Prompts for Essay, Please choose one from below as the topic of the essay.

Explain the theory of law in Confucianism

Explain the Confucian political economy

Explain the Confucian moral theory

Explain the role of the gentry in east Asia

Explain the concepts of the ecological family and human nature

Please answer one question in 6–7 pages. Please include the title of the prompt you are responding to. The bibliography page does not count toward your page count. If you use extensive amount of footnotes, then you should write more than 7 pages. The bottom line is that you need to demonstrate a keen understanding of the course materials. Playing with the format in order to write less will decrease the probability that you can demonstrate your understanding of the materials. Please do not include pictures, charts, or tables in your essay. Please do not copy/paste lecture notes into the text of your response. Please do not simply paraphrase the lecture notes or the book. You will need to cite both the lectures and assigned course readings in your papers. Do nouse outside sources beyond the lectures and assigned course readings.You must demonstrate a keen understanding of the course materials to receive a grade of A (94%) or higher.1Format.Use standard formatting (points will be deducted otherwise):Double spacing,Please use 12pt Times New Roman or Helvetica. Monospaced typeface such as Courier is not allowed,• 1-inch margins,No more than 1 inch of space dedicated to title and header (you only need to include the title of the prompt that you are responding to in the title/header),No extraneous space between paragraphs or headers.Citation.Cite lecture and readings where appropriate (points will be deducted otherwise):Include a bibliography page at the end of your paper,Include in-text citations throughout the paper,2You may use any standard citation style, (MLA, APA, Chicago, etc.),Please do not use outside sources, Extensive amount of footnotes is not encouraged,3Please do not copy/paste lecture notes into the text of your response. Please do not simply paraphrase the lecture notes or the book.Plagiarism will not be tolerated.


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Tab 1

  1. Summation Formula Errors (Row 54 and Column Y) (2.5 points): We will deduct .1 points for every summation formula error, capped at 1.25 points. So, the least you can get for this criteria is 1.25 points.
  2. Spending Item Descriptions (2.5 points): We will deduct .1 points for every missing spending item description, capped at 1.25 points. So the least you can get for this criteria is 1.25 points.
  3. Tracking the Full 15 Days of Spending (2.5 points): If you do not spend anything on a particular day during the spending tracker project, that is okay, but you need to put a note in your tracker to let us know that, either on the line for that day or in your Observations, Conclusions and Intended Actions. Ifi you do not let us know that, we will assume you omitted that day and will deduct .125 points for each day omitted, with no cap. So, it is possible to get a “0” for this criteria if you omit ten or more days.
  4. Detailed Account of Observations, Conclusions and Intended Actions (15 points): To earn the entire 15 points, your answer should at least fill the space provided, should be thoughtful and pertinent to the lessons learned during the course and should include observations, conclusions and intended actions. If you only provide one or two sentences of thoughtful and pertinent commentary, you can expect to receive no more than approximately 7.5 points (50%). Answers between that length and the full length of the space provided will receive anywhere from 7.5 to 15 points depending on how thoughtful and pertinent the commentary is and whether observations, conclusions and intended actions are all provided in sufficient detail. If you fail to provide an answer, you will receive a “0”.

Tab 2

  1. Pie Chart Properly Displayed (2.5 points): If the pie chart is properly displayed, you will received 2.5 points. If the pie chart is not properly displayed, we will deduct one point. So, the minimum you can receive for this criteria is 1.5 points.

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  1. You should submit an initial contribution with your own analysis and opinion.
  2. Once you can see other students opinions, you should contribute to the conversation.

Here is the situation:

Dr. Howard Johnson is a tenured Associate Professor in the biochemistry department at a public university. He has been collaborating with a large, multinational pharmaceutical firm for the past six years. During this time the company has supported his research to the extent that they are the sole source of his funding. The research is widely respected and he receives multiple requests each year for seminars, review articles, etc. He anticipates that his promotion credentials for Full Professor will be forwarded to the University Committee in two to three years. As part of his research program with the company, he serves as an “external reviewer” in the annual evaluation of the Research and Development section of the corporation. In doing so, he signs a confidentiality agreement that covers the research activities discussed during the review.

This year Dr. Johnson was inadvertently included in a discussion at the social gathering following the review where one of the corporate scientists revealed that they had been utilizing a widely recognized chemical synthesis to generate new compounds that could be used as antidotes to certain viral infections. Because of prior use and the obvious nature of the synthesis as presented in the literature, neither the process nor the compounds could be patented. Thus, as soon as word of this process leaks out, it would be available to any of their competitors.

During the course of this conversation, he learned that in secret trials one of the compounds reduced the mortality of Rift Valley Fever by 90%. About 5000 lives are lost annually to this and similar viruses in East African countries.

The strategic plan adopted by the company was to withhold the distribution of those compounds. Management decided that they could not afford to release this compound to a developing country which would amount to a purely philanthropic gesture until after they had time to develop the compounds for influenza and the common cold. This would require about five years to obtain all of the permits needed to market such an antidote in developed countries. Unless the market in developed countries could be reached the antidotes would not be economically feasible to develop. However, if developed tens of thousands of additional lives lost to influenza would be saved.


Ethical Dilemma:

Should Dr. Johnson break confidentiality and reveal the process?



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A total of 3 items should be submitted on Canvas via this assignment link (Implicit Bias Reflection):1-2) Screen shots of both test results (2 pic images, 1 for each test)3) Reflection response to the results of both tests (1, 1-2 page doc file for both tests)https://implicit.harvard.edu/implicit/takeatest.ht…People don’t always say what’s on their minds. One reason is that they are unwilling. For example, someone might report smoking a pack of cigarettes per day because they are embarrassed to admit that they smoke two. Another reason is that they are unable. A smoker might truly believe that she smokes a pack a day, or might not keep track at all. The difference between being unwilling and unable is the difference between purposely hiding something from someone and unknowingly hiding something from yourself.The Implicit Association Test (IAT) measures attitudes and beliefs that people may be unwilling or unable to report. The IAT may be especially interesting if it shows that you have an implicit attitude that you did not know about. For example, you may believe that women and men should be equally associated with science, but your automatic associations could show that you (like many others) associate men with science more than you associate women with science.Complete two implicit bias tests. 1) Race (‘Black – White’ IAT)One of the following:2a) Skin-tone (‘Light Skin – Dark Skin’ IAT)2b) Asian American (‘Asian – European American’ IAT)When you complete the test, take a screenshot of the test result. This is proof that you took the test. If you forget to do this, you need to re-take the test to completion to be able to take another screenshot.After having completed both tests, write a reflexive response that addresses both your test results. The response should be between 400 to 500 words (approximately one page single spaced or two pages double spaced). Your response should include:The scores you expected, and how, if at all, your actual scores differed from your expectations. Any rationalization you have for the difference between your expected and actual score.What you interpret your score to mean, in terms of race and racism.The emotional impact of seeing the difference between your expected and actual results. Assessment: 4 Points – Grading will be based on the completion of the tests and the thoughtfulness of your response.Completion of a test is worth 1 point (1 point per test = 2 points). The written response is worth 2 points and will be evaluated as follows:400 to 500 words


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In week 4, we will discuss the industry’s development process and the use of “coverage” or story analysis to assess scripts and other materials under consideration as feature films properties. Coverage is a document You will read a provided short story and write “coverage” of its contents (a cover page with short summaries, a 1-2 page plot synopsis and a 1-2 pages of “comments” on its potential as a possible film), as well as a 2-3-page response paper considering the effectiveness of coverage as an evaluative tool, whether it’s an appropriate instrument for measuring a property’s potential, or what else it does/doesn’t account for. This assignment is due at the end of week 5.

Coverage Template (download and use for your assignment) and the Short Stories (choose one to cover):

Ken Liu, “Paper Menagerie” WEB DuBois, “The Comet” Daphne DuMaurier, “The Blue Lenses” AND A SIMPLE OF COVERAGE ESSAY is in here https://we.tl/t-5d8QaQ2SPA

Coverage + Reflection Essay Instructions and Samples

Length/Format:

  • 5-6 pages, double-spaced, Times, 12pt font. You must use the template provided.
    • Note: normally coverage is single-spaced but to avoid confusion, you may doublespace both the coverage and response portion of the assignment.

Steps of Assignment

  • Read any of the provided short stories (“The Blue Lenses,” “The Comet,” “The Paper Menagerie”) and write coverage using the instructions below. Consult the provided coverage samples and additional tips as needed.
  • “Cover” the short story following the instructions below.
  • Write a reflection essay at the end of the document considering the effectiveness of coverage as an evaluative tool, whether it’s an appropriate instrument for measuring a property’s potential, or what else it does/doesn’t account for.

Instructions for the basic components of coverage:

  • Elements:Details about the story such as number of pages, author, format (short story, novel, screenplay), etc.
  • Logline: 1-2 sentence short description of what the story is about.
  • Comment Summary:A sentence summarizing your comments for executives (or in this case, professors) to take in at a glance.
  • Synopsis:A longer description of what happens over the course of the story. For this assignment, synopsize your short story in no more than 1-1.5 double-spaced pages.
    • It is up to you to decide which characters, events, etc., are important enough to include in that space. The first time you discuss a character in the synopsis, their name should appear in all caps, followed by their age (an estimate is ok if the age does not appear), and a descriptor if you think it necessary, for example: “SCOUT FINCH (6, tomboy).” Be sure to give some sense of where and when the action is happening up front and as you move through the narrative. Break up paragraphs for significant shifts in time, place or action.
    • Synopses should be written in present tense. If you encounter flashbacks that require more than a sentence or two to describe, start a new paragraph, denoting the shift backward (e.g. “Flashback to five years earlier”), then continue in the present tense.
  • Story Grid: Rate the script’s basic components.
  • Comments: Analyze the story’s strengths and weaknesses in 1-2 double-spaced pages.
    • Keep in mind that you are considering the material for screen adaptation. However, avoid discussing the story in terms of perceived box office potential or marketing except in the broadest of terms. Focus instead on whether it was a good story or not, and its potential or lack thereof as a film (NOTE: while you should assume that the story is being considered for the big screen, if you think it lends itself particularly well to a TV series or mini-series, it’s ok to include a note to that effect. Try to address the relevant story elements from the grid (idea, plot/structure, characters, dialog, setting/visual).
  • Recommendation: Your choices here are “Pass” (material not worthy of consideration), “Consider” (material merits further consideration), and “Recommend” (material is so good that you recommend without any reservations).

Instructions for the Short Reflection Essay: write a short essay of a few pages reflecting on what you learned about the movie business from writing coverage. Some questions you might consider:

  • Did you enjoy writing the coverage? Were there any difficulties?
  • Would you want to do this frequently, as part of your job in the future?
  • Is coverage an effective tool for evaluating scripted material?
  • What are some of the strengths and weaknesses of using coverage to judge incoming scripts and books?
  • Are there projects that would be difficult, to sum up in this way?
  • Is there a better way to do this or are there ways this process could be improved?
  • If you could add anything to the coverage form, what would you add?

In other words, if you were an executive, how might you change this part of the development process, or would you leave it as is

Grading for this assignment:

Part of getting a job in media production or anywhere else is being able to follow instructions and complete work to the best of your ability, and job candidates are often asked to cover scripts or provide coverage samples as part of the interview process. Grading for this portion of the assignment will be based on how completely you are able to execute coverage using the information available.

The reflection will be evaluated as a short essay (for writing style and critical/analytical insights).


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Hello, I would like you to follow the steps below and make sure all the work should be in your own words. I’m going to list all the steps below to help you write this assignment. The written report should be a minimum of 8-10 pages in length.

I want an essay of 8-10 pages without the work cited page at the end and the way the essay should be organized-are following the steps below:

The final project should include the following:

a) Description of community. Give an “urban planner’s” overview of your community, that includes: location, population size, amenities (ocean, proximity to important San Diego sites, etc.), principle economic activities (business sites in community)

b) Urban planning elements. Describe the different planning elements in your chosen community:

  • land use & housing: what are the land use patterns in your community? What kind of housing (single family, apartments, etc.)?
  • social ecology: what is the socio-economic breakdown of income groups, and patterns of social ecology within your community?
  • transportation: what transport facilities distinguish community: pedestrian, bicycle paths, roads, mass transit, etc.
  • environment: what are some ecological qualities of your chosen community? For example, is it near pollution sources (freeways, industry, etc.)? Is there open space (parks, etc.) and natural areas within it.
  • urban design/placemaking. What are some unique design qualities that distinguish your chosen neighborhood? Unique architecture, historic buildings or places, unique public spaces (in parks, waterfront, plazas, squares, walking streets, etc.).

c) Describe and analyze an urban planning controversy in your community. Examples might be: a controversial housing project, increasing density, a new development residents don’t want (transit line, etc.), and so forth. These can be identified by doing an internet search, especially reviewing newspaper articles in the San Diego Union Tribune, Voice of San Diego, Times of San Diego, San Diego Reader and other local sources. Based on what you learned in the class, offer your policy recommendations for solving the planning problem you have chosen. I would like you to put so much offered to part C as it is the important part for this project. Prof said; ” represents huge part of your grade”. Please do your Best!

d) Bibliography: List your data sources, including relevant citation information such as author, date, title, publisher, and (if appropriate) the URL where it was downloaded.

Note:

Choosing your case study community (within the City of San Diego) or city within San Diego County.

a) City of San Diego Communities.

A list of communities within the City of San Diego can be found here:

https://www.sandiego.gov/planning/community/profiles. Once you choose a community from that map/list, google “—- Community Plan” to find the detailed Community Plan. For example, if you choose North Park, google “North Park Community Plan”.

b) Cities/communities within San Diego County.

Here is a list of cities within the County of San Diego. https://www.sandiegocounty.gov/content/sdc/dpw/citylinks.html

From that list, you can google “Name of city- General Plan”, or “Name of City– Community Plan” for example Carlsbad General Plan, or Del Mar Community Plan.

At the End, please stick to (Downtown of El Cajon City only) and make sure to get all the information from the sources above and if you deiced one choosing different sources make sure to add it to work cited page with the rest of the resources.


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I have an essay due at midnight tonight on a reflection of the course. I do not have the time to write it but I will provide all information below, use it as an outline and a cheat sheet pretty much on what to write about. 

this class was about helping the students making sure they have all the resources they would need in order to succeed in this nursing school, so write some things about how they do that really well, as long as the student is looking for the help its definitely there. 

ASSIGNED PROMPT:

Reflect on what you have learned over the course of this class.

In a minimum of six paragraphs, address the following:

  • What topic(s) in this course affected you the most

in week 2 about making the most of your time. 

resources for week 2(possibly to cite): 

https://vark-learn.com/the-vark-questionnaire/ (i took the quiz and got “multimodal”, so find things about that and being a visual learner as well)

in week 8 about juggling stress, money, family, and work. 

resources for week 8(possibly to cite): https://www.learnpsychology.org/student-stress-anx…

http://highered.mheducation.com/sites/dl/free/0023…

http://highered.mheducation.com/sites/dl/free/0023…

https://www.bankrate.com/calculators/smart-spendin…

  • What type of learner are you? How will your learning style fit each of the modalities that WCU offers (face to face/fully online/blended)? 

I am a visual learner and although we havent been able to be on campus yet, I would prefer that as opposed to online learning. Also that I I have adjusted to online learning.

  • What are your academic strengths and weaknesses?
  • strengths: writing papers, using technology, using apa, finding resources for help. weaknesses: time management due to a busy home and family life, staying organized, understanding assignments right off the bat without further explanation from the teacher (I almost always ask my teachers questions about assignments even though they have provided a prompt)
  • How do you plan on accentuating your strengths and working on your weaknesses? (make something up)
  • What are the benefits of working collaboratively on interprofessional teams? (make something up)


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Prompts for Midterm Essay, Please choose one from below as the topic of the essay.

Identify and explain five core concepts related to Confucianism

Explain the what, why, where, and how of proper order

Explain the Confucian theory of international politics

Explain the significance of ritual in Confucianism

Explain the role of the gentry in east Asia

Explain the concepts of the ecological family and human nature 

Please answer one question in 6–7 pages.  Please include the title of the prompt you are responding to. The bibliography page does not count toward your page count. If you use extensive amount of footnotes, then you should write more than 7 pages. The bottom line is that you need to demonstrate a keen understanding of the course materials.  Playing with the format in order to write less will decrease the probability that you can demonstrate your understanding of the materials. Please do not include pictures, charts, or tables in your essay.  Please do not copy/paste lecture notes into the text of your response. Please do not simply paraphrase the lecture notes or the book. You will need to cite both the lectures and assigned course readings in your papers. Do nouse outside sources beyond the lectures and assigned course readings.You must demonstrate a keen understanding of the course materials to receive a grade of A (94%) or higher.1Format.Use standard formatting (points will be deducted otherwise):•Double spacing,•Please use 12pt Times New Roman or Helvetica.  Monospaced typeface such as Courier is not allowed,• 1-inch margins,•No more than 1 inch of space dedicated to title and header (you only need to include the title of the prompt that you are responding to in the title/header),•No extraneous space between paragraphs or headers.Citation.Cite lecture and readings where appropriate (points will be deducted otherwise):•Include a bibliography page at the end of your paper,•Include in-text citations throughout the paper,2•You may use any standard citation style, (MLA, APA, Chicago, etc.),•Please do not use outside sources, Extensive amount of footnotes is not encouraged,3•Please do not copy/paste lecture notes into the text of your response. Please do not simply paraphrase the lecture notes or the book.•Plagiarism will not be tolerated.

You can watch the lecture recording at: https://podcast.ucsd.edu/watch/s121/poli113a_a00

VIDEOS

https://drive.google.com/drive/folders/1YMm8500FQMx8S7ZlC1z1SOFEs569hNnc


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Think back over the entire semester. What have you learned about solving problems? You are going to create a wordle. Wordle is a free ‘word art’ tool that crunches any chunk of text in the production of a visual representation of the content. The resulting graphic emphasizes the most common words by amplifying their size based on frequency. Wordle is being used in interesting ways to provide compelling summaries of political speeches, blog posts, news articles and more. You are going to make a wordle of what you have learned about problem solving this semester. One way to make a wordle is to enter the text of a paper or speech. The more often a word appears, the bigger it will be in the wordle. You can also “cheat” and just enter words that you want to emphasize by entering them multiple times. I suggest creating a text file that you can copy and paste into the website so that you can change it easily if you want; the website will not save your text.

Steps to create a wordle:

1.Go to www.wordle.net

2.From here you can go to Create or Advanced (found on the menu across the top)

3.Both work the same way, except in Advanced you can take a shortcut by entering a numerical value to indicate frequency. (e.g. Teaching~Problem~Solving:100 ). In Create, I would need to enter Teaching~Problem~Solving more times than any other word to make it appear larger. To put word phrases together, use the tilde (~) between the words; spaces indicate different words.

4.Once it creates a wordle, you can see many different representations (hit Randomize). You can play around with Layout, Color and Font.

5.When you find one you like, you can print it. You can also print it to a pdf if you would like to keep it or save it. You may like to print out/save a few you like and then choose the best one. When creating your wordle, use as many words/phrases as possible (at least 25).

It won’t look very interesting if you only have a few words/phrases. Think about what you have learned about and experienced with problem solving the strategies and techniques you have learned, feelings/attitudes aboutproblem solving, etc. Be creative! Emphasize (by using frequency) the things that you feel are most important. To earn full credit, you must have at least 25 words/phrases related to problem solving of varying sizes. All words and phrases should not be the same size; the larger words/phrases represent those things that feel are the most important. Please print out your wordle or send me the pdf or a screenshot.

** You will need Java to use this website. If this is not possible you may do an alternate assignment. You will still list the 25 or more words/phrases related to problem solving. Next to each word give it a relative weight (just like you would with the wordle): the things that are most important will get a heavier weight than those that are less important. Instead of creating the wordle using the website, write a paragraph describing some of the things you learned in the class and how you will be able to transfer them to other things you do.


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Locke argues that having the same soul or substance is not necessary to the continued identity of a person (unity of consciousness).Group of answer choicesTrue

False

Parfit claims that the Bundle Theory of the self is more defensible than the Ego Theory of the self.Group of answer choicesTrue

False

The Tao can be comprehended through reason.Group of answer choicesTrue

False

Emerson claims that nature is constantly changing.Group of answer choicesTrue

False

Sartre argues that “existence precedes essence.”Group of answer choicesTrue

False

In “A Dialogue with Death,” the term Brahman refers toGroup of answer choicesthe most ancient part of the Vedas

ultimate reality

a type of mediation

the path of wisdom

According to Hume, belief in substance or fixed identity results from:Group of answer choicesa mistaken use of mathematical reasoning

analogical reasoning about the soul

the tendency to overlook gradual changes in what is being observed

belief in God

According to de Beauvoir, women have been traditionally relegated to the role of theGroup of answer choicesessential

nonexistent

equal

Other

One of Locke’s beliefs that Berkeley rejects isGroup of answer choicesLocke’s belief in God.

Locke’s distinction between primary and secondary qualities.

Locke’s claim that reason is the source of all knowledge.

Locke’s distinction between simple and compound ideas

When Hume tries to theoretically justify matter of fact claims, he ends withGroup of answer choicesa vicious circle.

the fact of his own existence.

demonstrative reasoning.

an appeal to authority.

According to Zack, self-emancipation is a social activity that begins withGroup of answer choicesa recognition of rights.

a third-person judgment.

a positive self-valuation.

a denial of self.

Short Answer Questions: Select three questions from the following six questions to answer. Each answer should be at least 4-5 sentences in length. Each short answer response will be worth 2 points (total 6 points).

  1. What, according to Descartes, are the essential differences between soul and body?
  2. In the Buddhist Scriptures, the king asks the following question of Nagasena: “Does he who is born remain the same or become another?” How does Nagasena answer this question?
  3. Carefully explain the following terms as they are used by Nietzsche: superman, last man, camel, lion, and child.
  4. Why does Buddha introduce the parable of the arrow?
  5. What does Locke mean by the term idea? From where are our ideas derived?
  6. What, according to Leibniz, is a Monad? How is one Monad related to other Monads?

Essay Questions: Select two questions to answer. Each essay should be about 3 paragraphs in length. Each essay will be worth 4 points (total 8 points)

  1. According to Skinner, what exactly does it mean to be a behaviorist? How does he argue that human freedom is an illusion?
  2. In the “Myth of the Cave,” by Plato, how does the world outside the cave differ from the world within the cave?
  3. Carefully explain two of the arguments that Descartes uses to undermine the reliability of sense experience, and two of the arguments that he uses to undermine the reliability of mathematical reasoning. What is Descartes’ ultimate purpose in formulating these arguments?
  4. Explain carefully Locke’s distinction between primary and secondary qualities. What are Berkeley’s principal reasons for rejecting this distinction?
  5. Compare and contrast what de Beauvoir says about sex or gender with what Zack says about race. How important is your sex or gender in determining who you are? How important is your race in determining who you are? Explain your answers.
  6. What does Sartre mean when he says that we are “condemned to be free?” How does he describe the relationship between freedom and responsibility? 

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Plot the data for the shells collected in the 1980s on the topgrid at the right. If you’re working with a partner, one of youshould read the number while the other places an X on the gridfor each shell. We have put an X on the grid for the firstshell (with a thickness of 14); you add the rest. When you havemore than one shell with the same thickness, stack the X’s ontop of each other.

Screen Shot 2021-05-11 at 4.42.44 PM.png

Next, plot the data for the shells collected in 1871 on the bottom grid at the right.

[ 1.1 ] Which snail population has the larger average shell thickness, the populationfrom 1871, or the population from the 1980s?

[ 1.2 ] Which snail population has the larger range of variation in shell thickness?

[ 1.3 ] Was Seeley’s prediction correct? In other words, is the average shell thickness and/or the range ofvariation in thickness different for the 1980s snail population versus the 1871 population?

[ 1 ]

[ 2.1 ] Which shell thicknesses are most common? Which are least common?

[ 3.1 ] Are the proportions of snails with different shell thicknesses in the histogram similar to the sample of snails youexamined in Question 2.1?

[ 4.1 ] First, make a prediction. What do you think will happen to the shell thickness distribution in this population ofsnails as you eat some of them?

[ 8.1 ] Do you notice any differences in the histogram of shell thicknesses now compared to the starting snail population? Ifso, explain why this change happened.

[ 12.1 ] Compare the starting histogram you saved earlier to this fourth-generation histogram. Has the distribution of shellthicknesses changed as you predicted in Step 4? Explain.

[ 16.1 ] Which snails tended to get eaten? Which snails tended to survive?

[ 17.1 ] How does the evolution of the snail population when predatory crabs are present compare to the evolution of the snailpopulation when you acted as predator?

[ 3.1 ] Is there any variation in shell thickness among the snails now?

[ 4.1 ] Make a prediction: Do you think this population of snails will evolve as predators start eating them? Explain why or whynot.

[ 6.1 ] Was there a change in the distribution of shell thickness among the snails? Explain why this is different from when you or thecrabs were eating snails before. Why does the distribution of shell thickness stay the same now, even though predators were eatingjust as many snails?

[ 9.1 ] Do the children have the same shell thicknesses as the parent (are the snails identical within each pair as before)?

[ 9.2 ] Do you think that the distribution of shell thickness in the population will change over several snail generations aspredators start eating snails? Why or why not?

[ 13.1 ] Why are the starting and ending shell thickness distributions similar to each other in shape, even after your crabs had threemeals of the thinnest-shelled snails?

[ 17.1 ] Do you think the distribution of shell thickness in the population will change over time as your super-crab startshaving meals? Why or why not?

[ 20.1 ] Was there a change in the distribution of shell thickness among the snail population? Is this what you expected? Explain.

[ 23.1 ] Are there changes in the shell thickness distribution from the initial pattern? Are these changes consistent among allthree of your trials?

[ 23.2 ] Try to explain any changes you observed in the populations. Consider whether the changes happen for the samereason as the changes in distribution in Exercise 1 of this lab. Could random chance result in any of the types ofchanges you’ve seen?

[ 1.1 ] Using the data from your experiments, describe the conditions under which the snail population will evolve towardthicker shells and the conditions under which it won’t. Refer back to your notes and the histograms you saved as evidence.

[ 2.1 ] Is there a limit to how far predatory crabs can drive shell thickness in the snail population? Why or why not?

[ 4.1 ] Are the children identical to each other (and to the parent)? Are there cases where one of the children is differentfrom the parent? If so, is the change usually towards a thinner shell, a thicker shell, or is it equally likely to be towardseither one?

[ 5.1 ] Can you drive the population further towards thicker shells now (with mutations) than you could before (withoutmutations)? Explain how this can happen, even though there are just as many mutations towards thinnershells as towards thicker shells.

[ 1.1 ] After they were born, did the individual snails ever change their shell thickness or color? If the individualsdidn’t change, how was it possible for the population to change?

[ 1.2 ] Did snails grow thicker shells because the snails needed them in order to survive? If not, where did new thicknessescome from?


[ 1.3 ] What role did the predators play in causing the population of snails to evolve? Did they create a need for the snailsto change – a need to which the snails responded? Or did the predators simply determine which snails survived toreproduce and which didn’t?

[ 1.1 ] What evidence, if any, does Seeley have that the flat periwinkles of Appledore island vary in the thickness of theirshells?

[ 1.2 ] What evidence, if any, does Seeley have that snails with thick shells are more likely to survive than snails with thinshells? (Think carefully about this.)

[ 1.3 ] What evidence, if any, does Seeley have that shell thickness is heritable? (Again, think carefully about this.)

[ 2.1 ] For which of the three conditions is the evidence you have seen the weakest? Explain.


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1. write an unprofessional email as way to understand the professional impact of your writing

3.  Choose from one of the three scenarios below to draft your email

Scenario#1:You are a third-year pharmacy student (this is a particularly realistic scenario!).You havean assignment that is due in a week that you will not be able to complete on time because 1) you did not manage your timeappropriately and 2) you have a test coming up in Cardiology classthat you’d prefer to study for. You know that the professor for my class has a strict policy where late work is not accepted and given a grade of zero.Given this information, email your professor and tell them you’ll be submitting your assignment late and demand that it be accepted for grading with no penalty.You’ve also cc’d the Dean of the School of Pharmacy on your response to the professor.

Scenario #2:You are a second-year pharmacy student in cardio class and are working with three other students on a group project. You are upset and feel that you are “doingall of the work”even though members of your group are in fact contributing to the project and are indeed working hardand doing good work.Given this information, email your professor and tell them that you demand to be reassigned to a new group or that the rest of your group members should get an “F” grade on the assignment while you deserve all the creditand an “A.”

Scenario #3:You are a second-year pharmacy student driving to your IPPE rotation with Dr. Grievous that is 15 minutes away from your apartment. During your commute, you unexpectedly get a flat tire. You call to get your car serviced on the side of the road and the estimate for the tire repair is one hour. Next, youemail your preceptor from your phone to tell them what happened and that you’ll be arriving in an hour after the tire has been fixed. After your repair, you go back home and fail to show up to your rotation later as promised. Later that evening, you receive an email from your preceptor informing you that you havefailed your rotationfor not showing up, as promised. Given this information, email your preceptor demanding an apology and explainthat their email is completely unfair, unprofessional,and that you’ll be showing up to the rotation tomorrow as originally scheduled. You’ve also cc’d the preceptor’s supervisoron your email.


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There are six prompts in total. 

Prompts (please take one)

•Explain how the security dilemma logic explains major power behavior in WW1

•Explain the origins of major power wars

•Provide a structural explanation of any major powers behavior in WW1

•Why did the assassination of Franz Ferdinand present Austria with a survival threat?

•Provide a structural explanation of Europe’s long cycle of war

•Explain the role of combat compliance in explaining the outcome of war

Readings You are responsible for completing selected readings in the following books. (Editions do not matter.) You can purchase the required texts from the UCSD bookstore or from a third-party online bookstore. You are expected to read the entire Fromkin. For the other books, you can read sections as you see fit for your papers. 1

• Fromkin, David. Europe’s Last Summer: Who Started the Great War in 1914? Vintage Books. 2005. 

  • Andrade, Tonio. The Gunpowder Age: China, Military Innovation, and the Rise of the Westin World History. Princeton University Press. 2016.
  • Kindsvatter, Peter S. American Soldiers: ground combat in the World Wars, Korea, and

Vietnam. University Press of Kansas. 2003.

General InstructionsFor each exam, please answer one question in 6–7 pages.  Please include the title of the prompt you are responding to. The bibliography page does not count toward your page count. If you use extensive amount of footnotes, then you should write more than 7 pages. The bottom line is that you need to demonstrate a keen understanding of the course materials.  Playing with format inorder to write less will decrease the probability that you can demonstrate your understanding of the materials.Please do not include pictures, charts, or tables in your essay.  Please do not copy/paste lec-ture notes into the text of your response.  Please do not simply paraphrase the lecture notes orthe book.You must demonstrate a keen understanding of the course materials to receive a grade of A (94%) or higher.


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1- I am choosing to focus on dieting as a whole instead of choosing a specific one such as keto or paleo as all diets tend to be restrictive regardless of what name is tacked on it. Diets could potentially be temporarily beneficial for a child’s physical health in sheading a few extra pounds, but research is finding that diets could also have devastating effects on their mental health and emotional well-being which in turn could also impact their long-term physical health as well. “Researchers polled parents who, as teenagers themselves, had been encouraged by their parents to diet, and found that not only were those parents more likely to be obese and have eating disorders, but they also were more likely to make the same mistake of stressing dieting over healthy eating with their own children.” (Rachael Zimlich, 2020).

Diets are designed for the participant to lose weight and in turn improve health, but dieting can have adverse effects on a child’s physical development due to the increased nutritional needs to fuel their rapid growth. “Kids usually do not need to diet, unlike adults, kids are still growing and developing. During this time, kids need a variety of healthy foods to keep their bodies growing properly. .” (Fabulous Food, 2021). Knowing that children need to adhere to a different standard of nutrition compared to an adult looking to diet, it is necessary for a parent to keep the restrictions of their perspective diet to themselves as it could cause harm to their children physically and mentally.

This is not to say that a parent should not diet if they feel so inclined but instead, they should still provide an adequate, nutritious diet for their children that still includes all the vital fats, carbs, and protein the parent could potentially be trying to restrict for themselves. Once those healthy meals are provided for their children, if they choose not the eat the same meal, that is their personal choice that only impacts themselves. The child should not be subjected to the parent’s restrictive diet by any means. However, if a parent were to adhere to the same nutritious diet that is being provided to their children, I am sure they would find that their weight loss progress would be more effective overall as opposed to the “quick fix” offered by fad diets. Eating healthy, nutritious foods as a family could increase health and offer an opportunity to bond if the child is introduced to safe cooking tasks in the kitchen. This could set up a positive, healthy foundation for nutrition that could last a lifetime.


2- Many kids around the world struggles to have some essential nutrients, in order to have an optimal developmental. According to pediatricians, a vegan diet in children’s does not provide all the micronutrients necessary therefore children’s are exposed to nutritional deficiency (Lemale et al., 2019). In this discussion board, it will be explore the results on a vegan diet on children and how parents can incorporate their kids on a diet decision.

Vegan diet has increase over the past ten years in Western society. Vegan diet is defined as excluding all types of meat and meat products, diary, seafood, eggs, honey fish, shellfish and crustaceans (Lemale et al., 2019). Studies done on children who follow vegan diet, shows a diversity of benefits, as well as a risk for developmental, if it does not follow with cautions. Parents who decide to follow a vegan diet for their kids, need to have the knowledge necessary of nutrition and alternative food supplement to meet a balance diet.

Some studies suggest that there some benefits for children’s when it comes to follow a vegan diet. This children’s are less obese, and they show a normal growth as any other kid with different diet (Sutter & Bender, 2021). In addition, it shows that if they continue to be a vegan as they adulthood can have even more benefits. For example, it reduce the risk for ischemic heat disease, diabetes type II, hypertension, certain types of cancer and obesity. However, if parents are not conscious of the nutrients required to have an optimal development they can develop a high risk of vitamin B12 deficiency. In the study illustrate how four of twenty seven vegetarian children, 15% had an average of B12 recommended. Knowing this information, is crucial to follow a blood test every six months or every year to know their vitamin levels and if there is the need for a vitamin supplement. In younger children, a urine sample can be perform and its as accurate as a blood sample. In another study it shows some of the consequences of being vegan is that there is nutrition deficiency and its recommended of not advice kids to be vegan. During the first years of life, its crucial to have a diet rich in vitamin B12, Vitamin D, iron, calcium, zin, and docosahexaenoic acid (Lemale et al., 2019). For this reason, some children’s need to consume vitamin supplement, especially vitamin D during wintertime or fortified foods.

Cooking is a fun activity in which parents should incorporated their kids when they are going to cook because when the kids are involve they can understand the importance of nutrients. A kid can have their own personality and they know what they like or dislike, but by incorporation in the decision of food choice can have some benefits. For example, if the kid is not presented with different texture, color, or taste how do they know if they can follow a vegan diet having all the nutrient necessaries for a health growth. In order for a diet to work, children’s need to cooperate and follow what the parent said otherwise, it will not work and children can suffer and not having a good nutrition.

In summary, we have to respect every individuals cultures, beliefs and preferences but we cannot put someone’s’ life in dangerous because of nutrition deficiency. Vegan diet can have many benefits, but it needs to contain the nutrient to have a healthy growth without having any nutrition deficiency.


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Götterdämmerung in Vienna_Kluge_transCC.pdfPreview the document

Listening assignments:

Luigi Nono, “Guai ai Gelidi Mostri” 

https://ucsd.nml3.naxosmusiclibrary.com/catalogue/item.asp?cid=NEOS10801-02 (Links to an external site.)

(listen to Part IV, which is track 4 on the Naxos site)

Richard Wagner, Act 3 from “Götterdämmerung”

https://ucsd.nml3.naxosmusiclibrary.com/catalogue/C356944L (Links to an external site.)

(disc 4, all tracks)

J. S. Bach, Ricercar à 6 from “The Musical Offering”

https://ucsd.nml3.naxosmusiclibrary.com/catalogue/item.asp?cid=BIS-2151 (Links to an external site.)

(track 9)

J. S. Bach: Ricercar à 6 from “The Musical Offering”

https://ucsd.nml3.naxosmusiclibrary.com/catalogue/item.asp?cid=CD92.100 (Links to an external site.)

(track 7)

Anton Webern / J. S. Bach: Ricercar à 6 from “The Musical Offering”

https://ucsd.nml3.naxosmusiclibrary.com/catalogue/00028943177429 (Links to an external site.)

(track 2)

Writing Prompt:

You have one story to read and five listening selections. The third, fourth and fifth listening selections are different versions of the same piece, but be sure to listen to all of them, as you will be comparing them.

In the story, “Götterdämmerung in Vienna,” the third act of Richard Wagner’s apocalyptic opera “Twilight of the Gods” is subjected to a series of transformations; starting from a planned performance in an opera house, we wind up at the end with rotting canisters of film, preserving in distorted form the recording of a desperate and weirdly fragmented performance. Trace these transformations and describe briefly, but as clearly as you can, the steps through which this performance and these recordings have gone. You might want to imagine the end result as presented near the end of the story, and then work back to how the music was presumably intended to sound. Describe these transformations with direct reference to the imagined sound production and performance, not just to the plot and the actions that the story describes. Of course this will require some effort of imagination.

In the Listening selections, listen to the final act of “Götterdämmerung” to hear how that music sounds in the “original.” In fact, this is a live recording from 1955, just 10 years after the setting of Kluge’s story! Thus the recording has some historical link to the premise of the story. Listen in particular for the extraneous sounds captured on this live recording, including the stomping of the feet of the singers on stage, and the audience noise. Compare this to the external sounds Kluge describes in his fictional account. (off the record: this is a very long selection, and it may be quite abrasive as a listening experience; listen to as much as you can, getting a feel for what this music does and how it feels and sounds.)

Then, listen to the last part of the Luigi Nono piece to get a sense of how this composer’s music sounds and functions. Nono is mentioned in the story as the composer to whom the fragmented Wagner recording is posthumously attributed. The vocal parts in Nono’s composition use a collage of texts borrowed from multiple sources, but then sung in such a way that the lyrics are intentionally unintelligible. Then listen to the three versions of the Bach Ricercar and try to identify the differences between them. The first and second versions aspire to the status of “authenticity,” while the third, an orchestration from 1935 (10 years before the setting of Kluge’s story!) clearly undertakes a process of fragmentation and re-arrangement. Comment on how this re-arranging and fragmenting is achieved by Webern, as best you can.

So this assignment is about fragmentation and transformation, and how this notion can be traced across the selections I’ve assigned. In the story, fragmentation is the result of destruction, breaking apart and decomposing, so to speak. In the Nono, it seems to be a process of saturation, and a kind of blurring and “bleeding over” so that contours are no longer legible. And Webern does it differently too, clarifying through differentiation.

https://www.youtube.com/watch?v=U7BqVavXID0 


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Module 3 – Case

LOCAL, STATE, AND FEDERAL PARTNERSHIPS

Case Assignment

Local, State, and Federal Partnerships:

Sometimes what appears to be a gas explosion, a local homicide situation, or a bomb threat may actually be instigated by domestic terrorists. Examples include drug-related terrorist acts, paramilitary radicals involvement, infrastructure sabotage, and toxins dispersal attempts.

Many Emergency Management Plans include a working partnership with local fire departments and law enforcement agencies. This case requires to review and discuss a specific plan to include the San Francisco Bay Area regional emergency coordination plan.

For this level, access the following:

  1. National Response Framework, Fourth Edition (2019, October 28). FEMA. Retrieved from https://www.fema.gov/sites/default/files/2020-04/NRF_FINALApproved_2011028.pdf
    Read “Roles and Responsibilities for Response,” pages 25 to 37.
  2. National Incident Management System (NIMS). NIMS works hand in hand with the NRF. NIMS provides the template for the management of incidents, while the NRF provides the structure and mechanisms for national-level policy for incident management.

Respond to the following:

  1. Explain the chain-of-command structure when receiving information about a possible act of terrorism in your city. The incident is confirmed to be the work of terrorists.
    a. How does the local law enforcer handle a case of suspected terrorism?
    b. San Francisco Plan: What is the function of the Terrorism Liaison Officer?
    c. Explain the involvement by the Federal Bureau of Investigation.
  2. Review the NRF and the NIMS in reference to terrorism (e.g., explosions, shootings, biological attacks) and note the locations in these documents.

What do the documents note concerning biological, chemical, radiological, and nuclear terrorism?

Assignment Expectations

Length: This Case Assignment should be 4-6 pages, not counting the title page and references.

References: At least two references should be included from academic sources (e.g., peer-reviewed journal articles). Required readings are included. Quoted material should not exceed 10% of the total paper (since the focus of these assignments is critical thinking). Use your own words and build on the ideas of others. When material is copied verbatim from external sources, it MUST be enclosed in quotes. The references should be cited within the text and listed at the end of the assignment in the References section (preferably in APA format).

Organization: Subheadings should be used to organize your paper according to question.

Grammar and Spelling: While no points are deducted for minor errors, assignments are expected to adhere to standard guidelines of grammar, spelling, punctuation, and sentence syntax. Points may be deducted if grammar and spelling impact clarity.

____________________________________________________________________________________________________

Module 3 – Background

LOCAL, STATE, AND FEDERAL PARTNERSHIPS

Required Reading

Disaster-specific memorandum of understanding (2017). FEMA. Retrieved from https://www.fema.gov/media-library-data/1416583062704-86cb8bebe23906b594ce14860d86f8af/Disaster-Specific_MOU_updated_weblinks.pdf

Emergency Support Function #9: Search and Rescue Annex (2016), FEMA. Retrieved from https://www.fema.gov/pdf/emergency/nrf/nrf-esf-09.pdf

Law enforcement preparedness for public health emergencies: An executive summary of the resources series (2010). BJA-US Department of Justice. Retrieved from https://www.policeforum.org/assets/docs/Free_Online_Documents/Public_Health/law%20enforcement%20preparedness%20for%20public%20health%20emergencies%20-%20an%20executive%20summary%20of%20the%20resources%20series%202010.pdf Read pp. 1-8.

Memorandum of understanding for emergency purchases — City of Santa Monica {n.d.). Retrieved from https://www.smgov.net/uploadedFiles/Departments/OEM/Preparedness/Emergency%20MOU%20template%20FINAL.pdf

Overview of MSCC, emergency management and the incident command system. Health and Human Services (2012). Retrieved from: http://www.phe.gov/preparedness/planning/mscc/handbook/chapter1/pages/default.aspx

RECP law enforcement and coroner/medical examiner subsidiary plan: San Francisco Bay Area regional emergency coordination plan (2008). Retrieved from: http://www.sfdem.org/ftp/uploadedfiles/DEM/PlansReports/LawEnforcementAnnex.pdf
Read the Introduction

Weine, S. (2017). How local law enforcement uses community policing to combat terrorism. Lawfare. Retrieved from https://www.lawfareblog.com/how-local-law-enforcement-uses-community-policing-combat-terrorism

Required Websites

Fusion Centers and Joint Terrorism Task Forces: https://www.dhs.gov/fusion-centers-and-joint-terrorism-task-forces

CA.gov: State Emergency Plan: https://w3.calema.ca.gov/Operational/OESHome.nsf/PDF/California%20Emergency%20Plan/$file/CEP-05.pdf

Preparing for emergencies: University of California San Francisco Police Department.
http://police.ucsf.edu/index.php?/Preparing-for-Emergencies/emergency-response-plan.html


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