The topic is: the California Drought – Current – Causes and Effects
Write a 4-5 page research paper on CA drought, what has caused it & what are the effects currently. Papers should be typed (using Microsoft Word 2010 or newer only) with size 12 font using the standard Microsoft Word (2010-2016) template. Hand written papers or papers in other formats will not be accepted! Your project will be graded using the following criteria:
Name your Word file ‘Last Name_First Name_Research.docx (i.e. Smith_Joe_Research.docx)
Must include a cover page (not included in the 4-5 pages) (2 points) Must use at least 4 sources (4 points)
At least one source must be from peer-reviewed academic journal articles or textbooks
Think about the way most countries measure the quality of life. Some countries determine the market value of all final goods and services and divide it by the population. In other words, most countries use the GDP per capita. Several disadvantages occur when using the GDP per capita. For that reason, some people have tried to think of other ways to measure the quality of life that address these limitations and even include other factors. For this project, invent a measure of well-being that differs from the GDP per capita.
OBJECTIVES
Define quality of life.
Select the factors that describe quality of life.
Invent a new measurement for well-being.
Materials
For this project, you will need:
Computer and/or paper and pencil
Project
Based on your understanding of the components of GDP per capita and the alternative measurements that include other factors used to describe the quality of life, determine what quality of life means and how to measure it. Remember, the measure of well-being should be different from the GDP per capita.
As you complete each step of this assignment, save your work on your own computer, as you will turn in all of your answers together for the final project.
1. Jot down three to four sentences to define quality of life, and note one example that supports your definition. Your definition should reflect your personal belief about what quality of life means to you. This will help you develop your personal statement for the project.
2. Research alternative measurements of quality of life. Gather more information about how a country’s quality of life can be measured. Consider how sources affect your personal views. When researching, be sure to follow these guidelines, to ensure your sources are reputable:
The source clearly identifies who the author is.
The source’s author has expertise in the field in which the person is writing. For instance, if you are reading a source on an environmental issue, you would want the author to be someone who has research experience with the topic.
The source is academic, meaning it is published by a respected site or source in the field of study, such as an official government Web sites, a university, academic journals, or reputable news sources.
The source does not state opinions as facts.
The source clearly cites where its information came from.
The source is current and does not include dated information.
Be sure to use at least two sources to support your views. You will need to cite them later, so copy down their information.
3. Once you have completed your research, list three alternative factors you would use to measure quality of life. After each, explain why this factor is important using the information, you have found from an outside source. For example, suppose you choose education as a factor. Then, your sentence could be about measuring the number of people who finished high school.
Cite your sources for each factor. It is OK if your opinions have changed after completing your research.
4. Now that your opinion is researched, you will discuss your ideas with your peers. Remember the following differences between discussions and debates.
Discussion is collaborative: Multiple sides work toward shared understanding.
Debate is oppositional: Two opposing sides try to prove each other wrong.
In discussion, one listens to understand, to make meaning, and to find common ground.
In debate, one listens to find flaws, to spot differences, and to counter arguments.
Discussion enlarges and, possibly, changes a participant’s point of view.
Debate affirms a participant’s point of view.
Discussion reveals assumptions for examination and re-evaluation.
Debate defends assumptions as truth.
Discussion creates an open-minded attitude, an openness to being wrong and an openness to change.
Debate creates a close-minded attitude, a determination to be right.
In discussion, one submits one’s best thinking, expecting that other people’s reflections will help improve it rather than threaten it.
In debate, one submits one’s best thinking and defends it against challenge to show that it is right.
5. After you have discussed your ideas with your peers take a minute to reconsider your own opinions. Ask yourself the following questions.
Did your opinion change?
What factors, such as more reputable sources or convincing discussions, caused your shift in opinion?
In the space below:
Add your original definition of quality of life from step 1.
Add your list of factors to determine quality of life and your sources from step 3.
Reflect on your peer discussion and answer the following questions in complete, complex sentences.
Did your opinions change?
Did your peers’ opinions and sources change your mind about some or all of your factors? Explain why.
If your opinion changed, identify what changed and why. If it did not, explain why.
What would you like to do next?
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What was the legacy of this failed civil rights
movement for the African-American community?
How did it set the stage for the next one that
did not hit critical mass until almost 100 years later?
Write an exam essay of at least six to seven double spaced 12 point New Times Roman font,
discussing your thoughts on these readings. You must use a minimum of three sources. You
may not collaborate with others.
If you cut and paste text, then quote, do not paraphrase with cut and paste as it tends to not
work well and may cause plagiarism allegations. Proper paraphrasing is best done by reading
text on one side of your screen and writing on the other one. If you need help ask a librarian. All
papers must be submitted on Canvas by the deadline and will be screened by Turnitin. No paper copies will be accepted.
Ignore the disclaimer, as this exam will weigh heavily on your final grade.
There are further instructions that will be sent to upon agreeing to do the assignment.
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Description
papers analyze an interest group seeking to influence domestic policy at any level of government. Papers must apply theories and readings explored in class. Length is 8-10 pages plus bibliography and title page.
You must organize your paper around at least 4 sections:
1.Introduction (provide background on your topic, discuss its importance, explain how this
project will advance our understanding of organized interests)
2.Literature Review (what has already been written about your topic in the scholarly literature;
what are key themes in the literature; what is missing in the literature)
3.Analysis (provide supporting evidence for your argument; identify a counterargument and
show why it is less convincing than your own claim; insert relevant course readings conceptually
into your analysis)
4.Conclusion (identify your key findings, possible directions for future research. Link relevant
course readings to your conclusions.)
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Smiling makes you more attractive. It lifts your mood and the mood of everyone around you. It is believed to be infectious and may even make you live longer.
How Smiling Affects your Brain
Each time you smile your brain feels really happy. Smiling activates the release of feel- good-messengers that work towards fighting stress. These messengers help you experience a whole range of emotions, from happiness to sadness, anger to depression.
When a smile flashes across your face; dopamine, endorphins and serotonin are all released into your bloodstream, making not only your body relax but also work to lower your heart rate and blood pressure. Endorphins are natural painkillers – 100%
naturally produced by your own body, without the negative effects of medication.
How Smiling Affects Your Body
When you smile, people treat you differently. You’re seen as attractive, reliable, relaxed and sincere. Scientists found that seeing an attractive smiling face activates your orbitofrontal cortex, the region in your brain processing sensory rewards. This suggests
that when you view a person smiling, you actually feel that you’re being rewarded.
How Smiling Affects Other People
Smiling is infectious, because the part of your brain that is responsible for your facial expression of smiling when happy or mimicking another person’s smile is located in the cingulate cortex, an unconscious automatic response area. In a Swedish study, subjects were shown pictures of different emotions, including joy, fear, anger, and surprise.
The participants were told to frown when shown a smiling person. Instead, as you might have already guessed, participants echoed the emotions of the people rather than following the researcher’s instructions.We can’t always control what happens to us, but smiling and laughing more often can really change your internal and external experience, and brighten your perspective on life. So just keep smiling!
The project.
The professor will select a group of three or more students to go to a public place (mall, flea market, bus station, college campus, park, beach, downtown, etc.). This group will prepare themselves to select a location. Each student will take turns in smiling to
complete strangers. The other two students will be the observers of the effects of not only the strangers, but of the student themselves. The students will randomly select different people from the community and smile to them. The range of smiling can be from a fake smile, a smirk, or full blown smile with a laugh attached to it. There are a minimum of 30 observable smiles per student to men and women from our society.
You are smiling to babies, toddlers, teenagers, young adults, middle aged, and elderly.
Separate your smiles evenly among your sample strangers. There is no need for interaction from the smiling student; however, the other two students must be able to be nearby to see the reaction of the general public and observe it’s effects.
The group will share the entire load of organizing a day to do this research, taking turns in smiling, writing the observation, writing the essay, and making the graphs.
Each person of the group will assist in writing the five (5) page essay (introduction – body – conclusions) which explains your entire work of where you went for the smiling, the effects of the public, the effects of the student, and the final thoughts of all three students after completing this project. The final page of this project would be to make two (2) graphs which depict your findings. The graphs have to be quantitative which depict your results of your study.
Assignment Overview
You will write a five (5) page essay of your findings after there has been 30 smiling interactions from your team. Page one is the cover sheet with all student’s names, page two through four is your essay, and page five is your graphs.
Instructions
To successfully complete this assignment follow the steps below:
1. Get assigned into a group. Get to know your group.
2. Within the group, plan a day or days to go within your community to begin smiling.
3. Smile to 30 strangers, (10 per student) of people of your community.
4. Each member of the group will submit the same graphs. This graphs will have a cover page with the class name, date, professor’s name, and the names of all students within the group.
5. Submit the graphs using Canvas.
6. The group will create four (2) graphs depicting quantitative data of your research.
Submit your essay and graphs using Canvas.
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Please write a one to two page paper that explores the following questions in response to the primary source reading the Two Versions of the Biblical Flood Story: (be sure to scroll down through page 1 to get to the body of the text):
How do the two versions of the story compare- the Yahwist version (in the left column) and the Priestly Writer version (in the right column? How are they similar? Different?
How do these stories compare to last week’s reading The Epic of Gilgamesh?
How does the worldview of the people in the Biblical Flood Story differ from the worldview of Gilgamesh?
The Traditional Source Division of the Flood Story (Genesis 6:5-9:17)The Yahwist The Priestly Writer Introduction 6:5 The LORD saw that the wickedness of man was great in the earth, and that every imagination of the thoughts of his heart was only evil continually. 6 And the LORD was sorry that he had made man on the earth, and it grieved him to his heart. 7 So the LORD said, “I will blot out man whom I have created from the face of the ground, man and beast and creeping things and birds of the air, for I am sorry that I have made them.” 8 But Noah found favor in the eyes of the LORD. Introduction 6:9 These are the generations of Noah. Noah was a righteous man, blameless in his generation; Noah walked with God. 10 And Noah had three sons, Shem, Ham, and Japheth. 11 Now the earth was corrupt in God’s sight, and the earth was filled with violence. 12 And God saw the earth, and behold, it was corrupt; for all flesh had corrupted their way upon the earth. 13 And God said to Noah, “I have determined to make an end of all flesh; for the earth is filled with violence through them; behold, I will destroy them with the earth. Concerning the Ark 7:1 Then the LORD said to Noah, “Go into the ark, you and all your household, for I have seen that you are righteous before me in this generation. 2Take with you seven pairs of all clean animals, the male and his mate; and a pair of the animals that are not clean, the male and his mate; 3 and seven pairs of the birds of the air also, male and female, to keep their kind alive upon the face of all the earth. 4 For in seven days I will send rain upon the earth forty days and forty nights; and every living thing that I have made I will blot out from the face of the ground.” 5 And Noah did all that the LORD had commanded him. Concerning the Ark 6:14 Make yourself an ark of gopher wood; make rooms in the ark, and cover it inside and out with pitch. 15 This is how you are to make it: the length of the ark three hundred cubits, its breadth fifty cubits, and its height thirty cubits. 16 Make a roof for the ark, and finish it to a cubit above; and set the door of the ark in its side; make it with lower, second, and third decks. 17 For behold, I will bring a flood of waters upon the earth, to destroy all flesh in which is the breath of life from under heaven; everything that is on the earth shall die. 18 But I will establish my covenant with you; and you shall come into the ark, you, your sons, your wife, and your sons’ wives with you. 19And of every living thing of all flesh, you shall bring two of every sort into the ark, to keep them alive with you; they shall be male and female. 20 Of the birds according to their kinds, and of the animals according to their kinds, of every creeping thing of the ground according to its kind, two of every sort shall come in to you, to keep them alive. 21 Also take with you every sort of food that is eaten, and store it up; and it shall serve as food for you and for them.” 22 Noah did this; he did all that God commanded him. The Advent of the Flood 7:7 And Noah and his sons and his wife and his sons’ wives with him went into the ark, to escape the waters of the flood. 8 Of clean animals, and of animals that are not clean, and of birds, and of everything that creeps on the ground (they boarded). 10And after seven days the waters of the flood came upon the earth. 12 And rain fell upon the earth forty days and forty nights; 16band the LORD shut him in. The Advent of the Flood 7:6 Noah was six hundred years old when the flood of waters came upon the earth. 9 Two and two, male and female, went into the ark with Noah, as God had commanded Noah. 11In the six hundredth year of Noah’s life, in the second month, on the seventeenth day of the month, on that day all the fountains of the great deep burst forth, and the windows of the heavens were opened. 13 On the very same day Noah and his sons, Shem and Ham and Japheth, and Noah’s wife and the three wives of his sons with them entered the ark, 14 they and every beast according to its kind, and all the cattle according to their kinds, and every creeping thing that creeps on the earth according to its kind, and every bird according to its kind, every bird of every sort. 15 They went into the ark with Noah, two and two of all flesh in which there was the breath of life. 16a And they that entered, male and female of all flesh, went in as God had commanded him. The Flood 7:17 The flood continued forty days upon the earth; and the waters increased, and bore up the ark, and it rose high above the The Flood 7:18 The waters prevailed and increased greatly upon the earth; and the ark floated on the face of the waters. 19 And the waters earth. 22 Everything on the dry land in whose nostrils was the breath of life died. 23 He blotted out every living thing that was upon the face of the ground, man and animals and creeping things and birds of the air; they were blotted out from the earth. Only Noah was left, and those that were with him in the ark. prevailed so mightily upon the earth that all the high mountains under the whole heaven were covered; 20 the waters prevailed above the mountains, covering them fifteen cubits deep. 21 And all flesh died that moved upon the earth, birds, cattle, beasts, all swarming creatures that swarm upon the earth, and every man. 24 And the waters prevailed upon the earth a hundred and fifty days. The End of the Flood 8:2b Then the rain from the heavens was restrained, 3a and the waters receded from the earth continually. 6 At the end of forty days Noah opened the window of the ark which he had made, 7 and sent forth a raven; and it went to and fro until the waters were dried up from the earth. 8 Then he sent forth a dove from him, to see if the waters had subsided from the face of the ground; 9 but the dove found no place to set her foot, and she returned to him to the ark, for the waters were still on the face of the whole earth. So he put forth his hand and took her and brought her into the ark with him. 10 He waited another seven days, and again he sent forth the dove out of the ark; 11 and the dove came back to him in the evening, and lo, in her mouth a freshly plucked olive leaf; so Noah knew that the waters had subsided from the earth. 12 Then he waited another seven days, and sent forth the dove; and she did not return to him any more. 13 b So Noah removed the covering of the ark, and looked, and behold, the face of the ground was dry. The End of the Flood 8:1 But God remembered Noah and all the beasts and all the cattle upon the earth.” 18 So Noah went forth, and his sons and his wife and his sons’ wives with him. 19 And every beast, every creeping thing, and every bird, everything that moves upon the earth, went forth by families out of the ark. Conclusion 8:20 Then Noah built an altar to the LORD, and took of every clean animal and of every clean bird, and offered burnt offerings on the altar. 21 And when the LORD smelled the pleasing odor, the LORD said in his heart, “I will never again curse the ground because of man, for the imagination of man’s heart is evil from his youth; neither will I ever again destroy every living creature as I have done. 22 While the earth remains, seedtime and harvest, cold and heat, summer and winter, day and night, shall not cease.” Conclusion 9:1 And God blessed Noah and his sons, and said to them, “Be fruitful and multiply, and fill the earth. 2 The fear of you and the dread of you shall be upon every beast of the earth, and upon every bird of the air, upon everything that creeps on the ground and all the fish of the sea; into your hand they are delivered. 3 Every moving thing that lives shall be food for you; and as I gave you the green plants, I give you everything. 4 Only you shall not eat flesh with its life, that is, its blood. 5 For your lifeblood I will surely require a reckoning; of every beast I will require it and of man; of every man’s brother I will require the life of man. 6 Whoever sheds the blood of man, by man shall his blood be shed; for God made man in his own image. 7 And you, be fruitful and multiply, bring forth abundantly on the earth and multiply in it.” 8 Then God said to Noah and to his sons with him, 9 “Behold, I establish my covenant with you and your descendants after you, 10 and with every living creature that is with you, the birds, the cattle, and every beast of the earth with you, as many as came out of the ark. 11 I establish my covenant with you, that never again shall all flesh be cut off by the waters of a flood, and never again shall there be a flood to destroy the earth.” 12 And God said, “This is the sign of the covenant which I make between me and you and every living creature that is with you, for all future generations: 13 I set my bow in the cloud, and it shall be a sign of the covenant between me and the earth. 14When I bring clouds over the earth and the bow is seen in the clouds, 15 I will remember my covenant which is between me and you and every living creature of all flesh; and the waters shall never again become a flood to destroy all flesh. 16 When the bow is in the clouds, I will look upon it and remember the everlasting covenant between God and every living creature of all flesh that is upon the earth.” 17 God said to Noah, “This is the sign of the covenant which I have established between me and all flesh that is upon the earth.
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The Jonas Brothers are looking for new markets for four major reasons: the increased safety regulations in the US, increased competition, high insurance costs to cover legal risks for owners, and children’s safety groups. The brothers believe their trampolines are safe and that they furnish beneficial exercise to children and adults (as well as being a good source of family entertainment). They believe it is essential to find new markets outside the US.
Using the illustration entitled “Figure Four Ways of Doing Business,” in International Business Management (https://www.tutorialspoint.com/international_business_management/international_business_management_tutorial.pdf) on page 32 of the Tutorials Points link, help the Jonas’ decide whether to go global or to stay local while improving the current business in a holistic manner.
Explain how you arrived at your answer and what other factors must be considered in choosing a strategic option.
Learning Activity #2
The Jonas Brothers think that they can go into other countries and manage the business just like the one in the US.
Explain to the Jonas’ in a memo some of the major differences and challenges in managing the operations abroad.
Please only post a single discussion thread that includes your responses to both learning activity 1 &2.
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Theme #1: Strategic Compulsions, Options and Factors that Activate Strategic Options
Businesses enter the international marketplace in search of sustainability that acts to force the business to search for new and larger market opportunities. Larger markets can mean a new and different customer base. Thus, it is necessary to develop new strategies to win customers.
Effective strategic management for a business requires strategic estimation, planning, application review and control. Strategic management is triggered by compulsions like modern developments in societal and economic theory and recent changes in business forms. Strategic compulsions force a company to become international if they want to gain the global market and greater value.
This theme will examine the areas of strategic compulsions driving businesses to go global. For instance, e-commerce and Internet activities, hyperactive competition, diversification, active pressure groups, and a motive for corporate social responsibility.
Read or View:
International Business Management (Part 3 section 12 pages 29-33)
10 Reasons to Go International
6 Steps to Help You Decide to Go Global
Strategy Constraints and Compulsions
Internet Data Flow and Trade
Impact the Internet on Business
Why are Canadian Companies Afraid to Go Global
Theme #2: A hit list of areas to include in Strategically Managing organizational behavior and operations.
Rather than delve into areas of organizational behavior or operations management in detail, you will need to approach this subject by identifying some of the challenges that can face management in setting up a strategic approach to an international business.
Read or View:
International Business Management (Part 3 sections 15-17 pages 40-54; Part 4 sections 18- 22 pages 55-74)
The specific assignment is for you to complete and submit an original paper answering the following questions/prompts:
Prepare an introductory section about the selected company detailing size, locations (number, international, domestic, etc.), type of company, main competitors, place in the market (leading the segment, trailing, etc.). Identify the company’s stated mission and values. Most companies publish this on their websites and they could be called Mission Statement, Values Statement, Vision Statement, Credo or possibly even something else. This is difficult to write in a limited number of words and time should be devoted to refining this paragraph until the student is certain that all of these items are included.
In a second section you should review the company’s social responsibility (CSR) strategy; mention briefly all of the company’s current CSR initiatives. In this same paragraph, you should identify the cause, or various causes being addressed by the company’s current CSR activities. Use vocabulary from the textbook and other class readings to demonstrate a thorough understanding of the concepts and your ability to identify them within a hospitality or tourism company.
Select one initiative to describe in more detail in a third section. Here you should analyze the one selected initiative in terms of strengths, weaknesses, benefits, concerns, and keys to success
In a 4th section you should provide your personal evaluation of whether or not the initiative is strategically aligned with the company’s mission and business values.anything you might have done differently if you were running the company and support your statements with specific reasoning.
Include a References (bibliography) section at the end which should mention all sources of information that you have used to prepare your Case Study. If you obtained the information from a website, you should include the URL and indicate the date you accessed the information. For help from FIU Libraries on this topic go to: http://libguides.fiu.edu/citation. You may submit your references in any of the styles mentioned. I prefer APA only because that’s what I use in my work but if you are already accustomed to one of the other styles that are perfectly acceptable.
Label (put a heading at the beginning of) each section which should be a minimum of one paragraph and a maximum of one page each.
Even though you will have collected a lot of interesting information about your company and its cause(s) do not submit more than what I’ve described above. Please just cover in this assignment exactly what I’m asking for and save the researched information. Save everything you don’t use because some of this material will become the foundation of your CSR Plan where you will go into detail on CSR initiatives as a part of your recommendation to the company for its 2019 CSR Strategic Plan.
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Application Assignment: Behavioral Observation
#1
Participant observation is an important part of a cultural anthropologist’s research toolkit. A key aspect of this method is that the anthropologist gradually becomes a participant in the everyday activities of the community they want to better understand. This allows the anthropologist to observe cultural activities in multiple ways and check the validity of their own observations and thoughts about what they observe. An anthropologist begins as an observer and then, over time, becomes a cultural participant with deeper understanding of the goings on in a community.
For this activity, students will engage in a mini-process of participant observation. Please follow the steps listed below:
(1) Select a public space on or close to campus (ex. Schwitzer Student Center, a restaurant, grocery store, library, fitness facility, etc.). It helps to select a place that you do not frequent (or during a time of day that you typically wouldn’t be there).
2) Spend ½ hour observing how people behave in this environment. Be sure to observe only- do not participate. Take notes on what you observe.
3) Using your notes, make two 2 lists –behavior that is considered typical or “normal,” and behavior that considered atypical or “abnormal.”
4) Type a memo explaining your ideas about the following questions: What is the cultural scene you observed? What behaviors appear to be culturally-specific? What is considered “normal” for that environment? Did you observe anyone “breaking” cultural rules? If so, how did people react? Why? What might account for this behavior? Consider individual preferences, other cultural practices, financial reasons, etc. What, if anything, surprised you?
After completing this memo, return within a day or two to deepen your observations.
5) Return to your place of observation and participate in an activity taking place in that setting (1/2 hour).
6) Type a set of field notes about your experience. What role did you play in the setting? What was your experience of the activity? What did you observe going on around you? Did anyone react to your presence? How did you feel during this activity?
7). Reflect on your two sets of notes/observations in relation to one another. Are they complementary? How so? Are they contradictory? How so? Which method of observation did you prefer and why?
Turn in all notes, typed memos and observations, and reflections in class on the due date.
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