Globalization and genocide Essay

The twentieth century has seen a lot of inventions come into being, from the invention of the engine, to the manufacturing of airplanes. Then there came the aspect of globalization. The world that was so large started shrinking on a daily basis until finally, borders seemed to have evaporated into thin air even between continents. Today, a person may be in London in the morning and in the evening he is in Washington. Communication has also been made easier and more efficient in such a way that you can talk to a person who is thousands of miles away, as if you are talking to the person next door. The world has become a small community. Successes and failures However, there are shortcomings that have come with globalization. Lechner and Boli (2004) in their book The Globalization Reader argues that while there has been shortcoming of globalization because of the strain it has exerted on the environment thereby degrading it. While the countries all over the world have been working to see their economies develop, this has been at the expense of the environment. One of these causes of environmental degradation according to their argument is the destroying of the natural environment. Large tracts of forest covered land are destroyed each year leaving the land bare and in a few years no longer unproductive. This, they argue, is not the only cause of environmental degradation. Another cause is the releasing of harmful chemicals into the environment. Example is the Chernobyl nuclear accident. After this accident, there were many nuclear substances that were released into the environment and over the years have caused cancer. Fossil fuels have also contributed greatly to the destruction of the environment. While these have provided fuel for industries, carbon dioxide emissions has been on the rise thereby causing global warming. Are there ways and means to reverse the current trends of environmental degradation in order to make secure our future? However, despite all this destruction, there has been an effort to try and slow down if not to completely stop the rate at which the environment is destroyed. Whereas the governments have not been keen enough to conserve the environment, Lechner and Boli (2004) argue that there are environmentalists who have rallied for conservation of this precious environment. In 1992, Rio de Janeiro Declaration on Environment and Development proposed that, for a meaningful development to be achieved, environment conservation must come first. There are also who have argued that for environment to be conserved especially in poor nations, the rich nations must cancel their debts since the small governments spend all their earnings paying debts at the expense of local development, thus forcing it people to solely rely on an already deprived land hence furthering the effects of environmental destruction. Others have used all their minerals on debts without caring much on the effects this has on the environment. There are also organizations that were formed to champion for the protection of the environment. Their call is on the political class to make their priorities right by spending less on military and more on environment protection, not just for this generation but also for future generation. Issues of poverty have been cited as the biggest enemy to the protection of the environment. An example is of Mau forest in Kenya. While this forest has been the water catchments and the source of many rivers in Kenya, it faces the danger of being destroyed because of human activities. At the moment, part of the forest has been inhabited by people who are poor and therefore not willing to move out. The government of Kenya on the other hand is also unable to settle these people elsewhere since it doesn’t have resources. The neighboring nations namely Uganda and Tanzania face the same plight as Kenya and cannot help the Kenyan government yet these rivers drain in Lake Victoria which is shared among them. These activities that have affected a nation environmentally do not affect just one person. The Mau forest in Kenya is a good example. If the future of Mau forest is not solved, eventually, Egypt which doesn’t even border Kenya will be affected since it depends on water from Lake Victoria through river Nile for its irrigation. Human beings faced the danger of extinction on a daily, more so from environmental degradation. Nevertheless, it is possible to have a better world. A world where pollution is controlled and excellent environment that is not contaminated is the ultimate choice for everyone. There have been meetings called by different people all over the world to fight for the right to live in a non polluted environment. An urge to have those that are considered the minority in the society to participate in the process of policy making has been on the rise. Is it possible, when we are united together as a people, to fight for our environment? Genocide The effects of globalization have not been felt in the environmental circle alone. Social life in many places throughout the world has been altered because of globalization. According to Gellately and Kiernan (2003) examines the atrocities that have been committed against humanity, some among them committed by the ‘civilized’ as they championed for globalization. For example, there were mass murders that were committed at Guatemala, sponsored by the US government. In this revolution, the Mayan community was massacred and the world kept mum. Even when as a commission to investigate these events was setup, their report did not reveal the motives behind these killings, and the people behind it. The Mayan people are not the only ones that have been affected. Yugoslavia in 1991 faced genocide whereby a minority group was targeted and massacred. Politics and cruelty has been the order of the day. Politicians have been known to use people to get into position and then turn against these people. These acts of brutality are yet to end. Societies throughout the world still experience mass murders in their midst. Technology, which is supposed to ease the way life, is now being used against people. US is not spared either. September 11 attacks proved that people are willing to go all the way to destroy others. While we may toy around with the idea of whether to reevaluate our stand towards globalization or not, we must always remember that a time is coming when we shall not enjoy the relaxation our beaches offer us as we do today. At that time, there will be no trees for our wildlife and therefore no rain. For countries in Sub Saharan Africa, this will mean that there will be no food since these communities have always depended on rain for their agricultural activities. Just as a reminder, that time is already at hand. We are already seeing the effects of globalization on our environment. Yet, the question we ask ourselves is, ‘Are we ready to shove the idea of globalization beneath the carpet and look for a new alternative? ’ Some of the greatest crimes against humanity were committed at a time when we considered the world to be on a highway to becoming one community with no barriers. That was in the mid 1990s, a genocide that left many dead with many other maimed. Yet, the global community never spoke a single word until it was all over. According to Gellately and Kiernan (2003), these acts of brutality have often been sparked by oppression through the years by those who are powerful. After many years of oppression, those who have been oppressed pour their anger on those who are helpless and vulnerable and therefore cannot defend themselves. In the end, we witness the kind of crimes like those that happened in Rwanda (p 375). We cannot also ignore the fact that technological advances in warfare have also been the cause of genocides in our communities. Cases in point are the Nazis in Germany; the use of poisonous gases against the Kurds in Iraq; the September 11 attacks on US soil. These have all employed the use of technology to perpetrate crime. Thus, the globalization that was supposed to bring us together has also been the source of death and segregation in our communities. Are we as human being going through a transition that is changing us for the worse i. e. turning us against each other? Is globalization therefore the cause of genocide or a solution to eradicating genocide in the current world? Are we our own enemies? References Lechner, F & Boli, J. (2004). The globalization reader. New Jersey, USA: Published by Wiley-Blackwell. Gellately, R. & Kiernan, B. (2003). The specter of genocide: mass murder in historical perspective. Cambridge, UK: Published by Cambridge University Press.

John Proctor Essay

The audience now have conflicting emotions; there is confusion as although we know he has made a mistake, he doesn’t deserve to die for it, we also feel disappointed that Proctor has given into Danforth showing a weakness rather than power and bravery. The courts are relieved that Proctor decides to confess and they want him to sign a confession, Danforth explains why it needs to be signed ‘Why, for the good instruction of the village†¦ ‘ Proctor first shows signs of changing his mind ‘You have all witnessed it- it is enough’ Proctor is adamant that he doesn’t want to take his verbal confession any further. He says ‘I have given you my soul; leave me my name! ‘ he is in a desperate situation as although he has confessed to impiety he doesn’t want everyone in Salem to see the evidence of it. Proctor †¦ tears the paper and crumples it, but he is weeping in fury but erect. He has resolved his dilemma and has made his final decision to hang. The audience feel empathy for Proctor however we are glad he has made the righteous decision, redeeming himself in the end. His final words convey his good sense of morals and his courage. He says ‘†¦ I do think I see some shred of goodness in John Proctor. ‘ The audience agree with his decision as it separates him from the hypocrisy of others. It also expresses his honesty in direct conflict with Danforth who is completely corrupt and irrational; Proctor says ‘Show honour now, show a stony heart and sink them with it! ‘ It is a heroic end for Proctor showing his strength and dignity. By the end of the play some of the characters hold different views on Proctor. At the beginning of the play when Hale first arrived in Salem he was very enthusiastic about the witchcraft but throughout the play his views swayed towards Proctor’s explanation of the accusations. He realises that the witch-hunts are a consequence of dangerous pretence caused by a young girl’s vengeance. ‘It is a lie! They are innocent! ‘ Hale is certain that this is fraud and he feels guilty for his earlier actions. ‘Let you not mistake your duty as I mistook my own†¦. And where I turned the eye of my great faith, blood flowed up. ‘ Hale knows he has done wrong and he is sincere and honest enough to admit his errors. As the play progresses we see a change in Elizabeth’s attitude, at the very end of the play a lot of the tension between them is resolved. Elizabeth admits that she was also to blame for their difficult marriage; ‘It needs a cold wife to prompt lechery’ she has now fully forgiven him and they both realise their love for each other. Moments before Proctor hangs they share a loving, affectionate kiss He has lifted her, and kisses her now with great passion. Now that Proctor feels a genuine love and forgiveness he can die with an easy mind and with dignity. Hale’s condemnation and pleading with Elizabeth to save Proctor is a point of high dramatic tension as he knows that she is the only one that can change his mind. Hale pleads, ‘Woman, plead with him! Woman! It is pride, it is vanity. ‘ Elizabeth knows that she can’t take Hale’s advice as she knows her husband has made the morally right, honourable decision for himself. Miller uses Elizabeth’s final statement to confirm that Proctor is a tragic hero. ‘He have his goodness now. God forbid I take it from him! ‘ This demonstrates that she cannot intervene because she can’t take away his honesty and make his imperative decision for him. This proves that Proctor is a tragic hero as he chooses to die with an honest conscience. Proctor refuses to collaborate with the evil of the courts. ‘God does not need my name nailed up upon the church! ‘ He will not agree to his signed confession being shown to the people of Salem because he doesn’t want there to be any significant evidence of the lie he is giving. When Proctor reflects on himself, he is quite harsh. ‘I cannot mount the gibbet like a saint. It is fraud. ‘ He is blaming himself for the situation he is in now as it is a consequence of his affair with Abigail. As he realises his mistakes he begins to see himself as a fraud. The witch-hunt shown in The Crucible has a strong link to the McCarthy trials in the early 1950s, as both occasions created a vast hysteria. Both Danforth and Abigail are closely linked to John McCarthy as they are trying to gain power. Abigail was constantly manipulating the courts; therefore a consequent fear and hysteria is created and innocent people like Mary Warren, who get frightened and intimidated, start to betray friends. Millers’ message is trying to tell the audience to be aware of, and stand up to people like Danforth and Abigail and expose things before it’s too late. Also, that we should beware that a petty pretence can become extremely dangerous. As we observe, Proctor comes across as very self-centred at the beginning of The Crucible and he doesn’t seem to be aware of his mistakes- he is hypocritical and angry at Elizabeth for not forgiving him straight away for his affair, ‘You forget nothin’ and forgive nothin’. Learn charity woman. ‘ However as the play progresses the audience experience a new, moral and powerful Proctor who notices his faults. He now understands his errors and thinks of himself as a sinner ‘I cannot mount the gibbet like a saint†¦ My honesty is broke. Elizabeth; I am no good man. ‘ I do not completely agree with the statement ‘What is John Proctor? I am no saint; for me it is fraud. I am not that man. ‘ Although he has sinned by lying and committing lechery with Abigail he doesn’t deserve to die as a consequence of Abigail’s vengeance. I feel that Proctor is being quite harsh on himself because even though he makes mistakes that put him in this situation, he redeems himself in the end by telling the truth and dying with dignity. ‘†¦ for now I do think I see some shred of goodness in John Proctor. ‘ To conclude, I consider Proctor as more of a saint than a sinner. He is not a complete saint but I do believe that his courage, good sense of morals and power should be honoured and respected as he was a decent, noble man.   C20th Drama Coursework Essay: The Crucible Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

History Paper

According to Pane’s account, what part did caves play in human origins? 1b. What happpened to Machochael and the men who left the cave to go fishing? If when they went out at night and was not able to return befiore the sun rose, upon seeing the light, as punishment since they were not allowed to see it, were immediately transformed into those trees that yeild plums. These grow spontaneously on that island in great quantity, without being planted. 1c. How did their acts alter the world? 1d. Why did the Taino go on pilgrimages to Iovanaboina? 1e. Why were zemis important? 2a.Pane says the Taino told him that men left the caves â€Å"without their women,† How did women come to populate the earth? 2b. Does the narrative suggest that men and women were created more or less as equals? 3a. This Taino origin story emphasizes that humann beings were â€Å"transformed† in numerous ways to shape the world. Why did these transformations occur, according to the narrative? 3b . How did theese transformations influence humans who were not transformed? 4a. In what ways is Pane’s religion evident in his account of Taino origins? 4b. Do you think Pane was a reliable recorder of Taino beliefs? c. What parts of Pane’s account, if any, seem credible to you? Why? 5a. Since Tainos † never had writing among them and everything is preserved by memory,† do you thing the stories the Taino told Pnae were credible accounts of ancient beliefs?5b. What evidence suggests that Taino believed these stories? 5c. Is there evidence that their origin narrative had ancient roots? 5d. On the other hand, is there evidence that they might have invented the narrative to please or satisfy Pane? 1a. According to this narrative how did human beings arrive in the world? b. What was the significance of the â€Å"great tree which every year bore corn used for food† and of the angry young men? 2a. Who does the narrative say created the earth, and why? 2b. W hat relationship existen between animals and the earth? 3. According to the narrative, how did human beings reproduce? Why? 4a. How did Othagwenda (Flint) and Djuskaha (Little Sprout) differ? 4b . Why were those differences important? 5a. Who does the narrative identify as God? 5b. What difference did it make? 1. According to Genesis, how and why did God create the world? 2.Were plants, animals, and human beings in this account more or less equal in God's eyes? No they were not equal. God said have dominion over the fosh of the sea, and over the fowl of the air, and over ever living thing that moveth upon the earth. 3. Why did God command human beings to â€Å"Be fruiful, and multiply, and replenish the earth, and subdue it: and have dominion†¦ over every living thing that moveth upon the earth†? 4. Did God make different demands on men and women? Why? 5a. Why did God forbid Adam and Eve to eat from the tree of the knowledge of good and evil? 5b.Why did they disobey God? 5c. How did God punished them? 6. How might the Genesis account of human origins have influenced Europeans as they encountered peoples in Africa and the New World? 1a. According to Aristotle, why were some people â€Å"natural slaves†? 1b. Who were these people? 1c. Why was slavery for them natural? 1d. Why was slavery â€Å"beneficial and just† for them? 2a. How would you argue against Aristotle's defense of natural slavery? 2b. Did he make false assumptions? 2c. Were his arguments illogical? 2d. Can you argue against his view starting from his assumptions? How? 3a.To what extent did Aristotle believe that it was good and just for vitors in war to enslave their captives? 3b. Was slavery for Aristotle anything other than the superior power of the master over the slave? 3c. What arguments did Aristotle make against the claim that â€Å"all slavery is contrary to nature†? 3d. Do you find his arguments convinving? Why or Why not? 4a. How did the relation of master to slave differ from that of man to woman, husband to wife, parent to children, and statesman to citizens, according to Aristotle? 4b. In what sense were â€Å"all housholds†¦ monarchically governed†? c. Since Aristotle argued that â€Å"the relation of male to female is naturally that of the superior to the inferior, of the ruling to the ruled,† would he claim that women were natural slaves? 1a. What are the major differences and similarities among these creation myths? 1b. How do their views of human beings compare to Aristotle's? 2a. The creation narratives descibe a world before humans existed. To what extent were humans a force for good in the world? 2b. How did humans' power compare to that of nature of zemis or the creator? 2c. Did Aristotle's views differ? If so, how and why? 3a.How do the views of women and men in the creation my ths compare to Aristotle's views? 3b. What do they reveal about gender roles and expectations among Native Americans and Europ eans? 4. Because the creation narratives and Aristotle's Politics originated in oral rather than written communication, to what extent can these documents be accepted as expressions of the views of common folk among the Taino, the Seneca, and Christians? 5. To what extent might the creation myths and Aristotle's views about masters and slaves have influenced the begavior of Native Americans and Europeans when they encountered one another?

Tools, stucture & sing in Design Assignment Example | Topics and Well Written Essays - 500 words

Tools, stucture & sing in Design - Assignment Example l and the design, a designer must use the tool sparingly often selecting specific features of the tool and utilizing them in a manner that enhances the underlying message in the design (Gomez-Palacio & Vit, 2012). Such design principles as unity and variety place a designer in a precarious situation where he must select various elements such as color but manage to harmonize the variety in the final work to create a united piece. Structure in design on the other hand refers to a fundamental relationship of entities. The entities in this context refer to the different design elements such as color, line, shape, form and space among others. The placement of the design elements in order to create a concrete image that communicates effectively. The image below in this context is an example of a design structure. The image shows a concrete yet complementary arrangement of the design elements in a manner that enhances the appropriateness of each of the design elements. Unity is a principle of design that influences the structure of designs. Designers must for example unify the various elements of design in order to come up with a single image, one in which it becomes difficult to recognize the independent elements. Gestalt principles and Maslows hierarchy are two fundamental psychological concepts that influence the consumption of products of graphic design. Gestalt principles principle explains that people often see the whole instead of the single elements in design. This validates the need for designers to comply with the dictates of such principles as unity and balance. In design, sign refers to an image that represents the existence of another thing, event or an organization. The image below is a perfect example of a sign. As indicated in the definition, a sign must communicate values of the thing it represents. As such, designers must always observe the various theories and principles of design in order to develop an effective sign. Just as any other product of

No topic Essay Example | Topics and Well Written Essays - 1250 words - 3

No topic - Essay Example Other notable improvements were made in weapons of mass destruction that can destroy the whole world in a blink. The inventions in science and medicine were not left behind with many inventions ranging from the highly disputed technology of test tube babies to cloning dominating the field. This work will address the inventions made and how they impact on the daily lives of people to see whether they are drawing us closer to a simple living or complicating life more. Among the issues that have risen with the developments in technology are the ethical and moral issues in some methods that are in place. Others include the environmental concerns caused by the emissions made from the industries and radioactive isotopes. One of the hot debates that have risen is the controlling of the content that is exposed on the internet and the lack of age barrier that exposes people to some content that can negatively affect their upbringing. The se of the internet has come with uncountable benefits that include enhanced business and communication. However, with the same failing to address the concerns raised due to the content that is available online and that has facilitated moral decadence and erosion of the cultures that governed people’s living, it has become more of a worry than help. Among the issues that have been discussed include how the content that is made available can be stopped from reaching people of a certain age group that can be considered too young to be exposed to such experience. It is hardly possible to stop the young children from owning or using phones due to their increased ease of availability. This has made children dummies as they rarely take part in active participation in the society but they prefer being engrossed on their television screens or video games the whole day. This has highly affected the way they perceive things and their reasoning as they are used to living

Equity Theory (Adams) Essay Example | Topics and Well Written Essays - 2250 words

Equity Theory (Adams) - Essay Example ng to Adams, in relation to a given work situation, employees seek to maintain equity when it comes to the rewards they get from their jobs and the inputs they give to it. Without maintaining this equity, the employees would feel negatively about their work situation and be distressed about it. Overtime, the idea of equity has been developed to include and influence many other facets of organizational behavior. Two of these are the psychological contract and employee motivation since they stand out as primary examples where the equity theory becomes applicable. The idea of establishing or creating equity between the employee and the company is very clearly seen when it comes to motivation since according to the theory employees seek to create equitable relationships and rewards can be used to make individuals work harder. However, when it comes to the psychological contract, the application of the equity theory is more subtle therefore it would be important to understand how the psychological contract and the equity theory complement each other. Robinson and Rousseau (1994) say that the psychological contract is quite important for all facets of management and those employees who are given employment with a company hope to obtain equal benefits from their employment as compared to the input they are giving to the company. In essence, the psychological contract of an employee is based on the idea of creating equity. As per the meaning of the term, a psychological contract is the implicit contract of several deep understandings between the company and the employee as they relate to the expectations of the employee and the obligations of the company (Emott, 2006). Guest (2004) takes an even larger view of the psychological contract in employment situations where recommends that a full understanding of an equitable relationship should incorporate fairness to both parties and it should be based on mutual trust. This kind of equity is perhaps too idealistic since it

Quality Management Plan Executive Summary Essay

Quality Management Plan Executive Summary - Essay Example Quality verification is going take place from a number of outlooks. For instance there is going to be a different quality verification checklist for the project management as a whole. Such as a checklist includes among other thins the ability of the project team to stick to quality standards, work within time frame, spending within given budget and ability to use required resources. There is also going to be a quality verification checklist for the engine to be built. This will include the compartments of the engine, functioning of the engine, durability of the engine and cost of production. As stated in the definition, the project scope spans on the production of an engine with an extra valve. The project shall be limited to the advancement of engines that are already in the market and that have already been produced by the company. This means that the new compartment is going to come in only as an improved feature and not the invention of a new system of engine. The project is also limited to the production of engine for use in smaller cars and not heavy duty cars. At the end of the project, there is going to be both a new project type and a service type. This calls for the drafting of both a product description and a service description. Having talked a lot about the product as an engine with a new value compartment to handle more pressure, the attention will now go to service description. It is expected that the service that the product will produce shall be one that can judged as high quality engine service to product users. This should be a feature that should assure more distance, less repair, durability, resistance to weather, anti-theft features and user friendly features. Having stated the service that the product is expected to serve, it is clear that the standard of the project is one that is expected to be very high. It is for this reason that there shall be special quality assurance systems to monitor the quality and standard of the product at dif ferent times of its production. As part of the regulations that guide the construction of the project, there shall be quality assessment at each stage of the system implementation. This will ensure that all defects and sub-standards will be detected as early as possible and flashed out. Finally, the project process outputs shall be made up of two major components, which are project outcome and project impact. The outcome refers to the end product, which shall be a multi-functional engine that is built on the principle of extra power. The impact refers to the advantages that the project is going to create for users. Very outstanding among these is the fact that users will not need to replace engines as quickly as possible. This means that there will be financial benefit for users. Due to environmental considerations made in the construction also, the environment is going to be spared of all forms of pollution that are commonly caused by bad engines. REFERENCE LIST Luther T. A (2009). Economic Mastery in times of Global Crisis. Multimedia Press Limited: Chicago Project Management Documents (2012) Work Breakdown Structure (WBS) Template. Accessed April 11, 2012 from http://www.projectmanagementdocs.com/templates/work-breakdown-structure-wbs.html Tomhill R. (2008). Innovation for new Economic Dispensation. Ultimate Press Limited:

Children of heaven Essay Example | Topics and Well Written Essays - 1000 words

Children of heaven - Essay Example Note here that Zarah chose the father instead of the mother. In the same scene also, their parents were talking about her mother’s slip disk where the wife’s opinion of wanting to have a surgery was readily overruled by the husband. Throughout the film, we can see the struggle of the film where the family is disenfranchised due to their poverty and their options are limited because their social network only revolves around each other and to their creditors and employers. Gender segregation is depicted in the film particularly in the scene where Zarah saw her pink shoes being worn by a classmate. It implies that children are already isolated from the other male gender and this implies that the building facilities also support segregation when it is in practice. For example, the school building of Zarah must have facilities and restrooms that were designed for girls instead of boys. The disparity between the poor and the rich is very wide and this is manifested in their neighborhoods. In Ali’s neighborhood, it is characterized by abject poverty where they are cramped together in a small house. Their infrastructure is also unhealthy because there are open canals where Zarah chased her shoes. They have no gates and have to pass by an alley before getting to their house. The rich neighborhood was portrayed in the film to be located in North Tehran, Iran. Its location is quite far from the poor neighborhood and their long walk and ride in their bike is symbolic of the disparity between the rich and the poor in their society. The rich neighborhood, particularly the grandfather who hired Ali’s father to be a gardener had gated houses, with facilities such as swimming pool, playground and huge enough to have a garden and even trees while Ali and her sister are cramped in a small house in their neighborhood. We could see how

Tourism development Essay Example | Topics and Well Written Essays - 1000 words

Tourism development - Essay Example In fact, there are many unique and new developments in tourism. This paper will examine three types of tourism developments that have changed in recent years. The first item we will examine is the rise of ‘green’ or eco-tourism. Next, we will examine World Heritage Site tourism, which is a branch of more traditional style historic destination travel. Finally, we will look at ‘pro-poor’ tourism, or travel set up to benefit local impoverished economies. In addition to examining these three types of tourism, we will see the advantages of each and the overall benefits of each as compared to more traditional tourism. The first area of change in regards development approaches to tourism is with green or eco-tourism. Uddhammar (2006, p. 659) defines eco-tourism as tourism that: (1) contributes actively to the conservation of natural and cultural heritage; (2) includes the local communities in it’s planning, development, operation, and well-being; (3) interprets the natural heritage of the destination to visitors; and (4) lends itself best to independent travelers or small size organized groups. (Uddhammar,2006, p.659). Eco-tourism would encompass more than random nature tourism. Mergg (2007, p. 3) gives key elements that would distinguish eco-tourism, such as minimizing the impact of various infrastructures. This includes limiting hotels and other buildings by using local materials that are safe, recyclable, and sensitive in design to the ecosystem. Also, Mergg emphasizes how education is a substantial part of the eco experience. Before the trip, the tourists should have read educational materials on the area and be trained on how to minimize their impact to the environment. A code of conduct should be in place along with well trained guides to make sure the vacation goes as intended. Finally, before the trip occurs, partial revenue streams involved such as plane fare would help benefit the area. Mergg goes on to

The NBL-Tools prototype Essay Example for Free

The NBL-Tools prototype Essay The NBL-Tools prototype is a groupware system which is basically designed and developed to support collaborative knowledge which can be used over the Internet as in the form of (TCP/IP) along with the usage of any HTML 3. 2 compliant WWW-browser such as Netscape Navigator 3 . NBL-Tools is considered to be truly a new-generation of networked learning programme, which eventually relies solely on recent achievements and accomplishments of cognitive research performed on educational practices and computer-supported collaborative learning (CSCL). Over the period of time several models have been designed and development of NBL , It had been of a very great emphasis and with the help of this effect a special change has been performed to develop a meta-cognitive tool for structuring user activity. The NBL environment model comprises of a various modules that are designed with the sole aim to facilitate collaborative knowledge programmed which will be used future in university and vocational education institutes. NBL modules comprise and consist of:- WebTop (virtual desktop in the web), Knowledge Building module, Jam Session module, Library module and Administration module for tutors and also for system administrator. 1. General Technical Design of the NBL-Tools Server- The NBL-Tools is based on a three tier architecture in which the NBL software is further designed and distributed among three different servers which are commonly known as – The database server which allows a very important function i. e. allows the exchanging of information (the database and search engine), the application server that handles most of the logic in conjunction with the database server and lastly the WWW server that handles the backend WWW-processing and glues with itself the other servers together for the smooth functioning of the entire project. NBL software can also be accessed through the Internet (TCP/IP as already disscussed) with any HTML 3. 2 compliant browser commonly known as the Netscape Navigator 3. Some non-critical features can only be accessed by browsing with a JavaScript implementation. Hence it allows the users to work efficiently with the common information processing programs at their use producing for example, documents, graphics, video or www -links. The primary users of NBL is been done by the university students and people studying into service courses at various organizations at different levels. Internet accessibility with www –It follows that small groups working at different locations and in different time are able to coordinate their activities with the tools provided by the NBL. While associated with NBL students across the university get ample of opportunities to interact with each other either face to face or through video conferencing , simultaneously at the beginning of the secessions and at the mid term as well. The users are able to access the NBL-Tools from any place containing Internet connection and computer (or terminal) with standard WWW-browser: workplaces, homes, libraries, schools, university computer labs, Internet cafes, etc†¦ The end-user terminal may also be Set-top-box commonly known as Web-tv or palmtop (such as Nokia Communicator) with â€Å"www†-browser and Internet connection. To get acces to the main users need to use only one username and password to login which will enable them to access all courses running in the NBL environment. NBL users can uses only one centralized database for there implementation part and during every login session the students may take part in all courses involved and associated within it. 2. Inquiry Learning Process and the Modules of the NBL-Tools The effective usage of NBL- The tools happens to be inquiry learning process where all students and tutors can utilize the best of opportunity to share and distribute their existing knowledge with each other as it can be very much beneficial. The ideal module created for the NBL courses is an increasing spiral, which eventually helps the students in creating there own theories and knowledge aspects. Where In ideal situation these new theories will prove to be a new context and background for upcoming study course that will be used and performed across universities and educational institutions.. NBL-tools consist of several modules that are designed and developed to facilitate collaborative knowledge building and collaborative design work through a constructive programmed process. The modules are WebTop commonly known as virtual desktop in the web, Knowledge Building module, Jam Session module, Library module and Administration module for tutors and system administrator. 2. 1. The WebTop module The NBL -environment provides each and every user with there personal open desktop in the web (WebTop). The WebTop is used to store digital materials and these materials can also be shared with other students within the university. The WebTop also consist of an optional choice of sharing which enables the contains tools for leaving and sending messages such as stickies which is future used for collaborative evaluation and self-evaluation as well. It future also related to the deep principle. It is also required from the users while accessing or using the webtop into service students can add/create there personal files and folders, features like rename and removing the files from his or her own WebTop. Inside the folders the users may also create new sub-folders and add new files inside them. Students within the university can also visit each other WebTops and take copies of the files found over there which can also be used for future references. 2. 2. Knowledge Building module The Knowledge Building module is actually used for sharing the informations, topics concepts and programs that are been created or generated by the students . The online conferences based on discussions are guided by the Deep Principles decided together with the tutor and the students of the course. The Deep Principles redefines the context of concern. The discussion messages are added to the shared space and are future labelled by the users with different Categories of Inquiry. The tutor may select various kind of Categories of Inquiry for various kind of courses. Lets take for instance there focus ares of concers is more on design and art the Categories of Inquiry used in the FLE knowledge building such as: Design Task, Working Idea, Subordinate Problems, Deepening Knowledge, Comment, and Metacomment. The Categories of Inquiry eventully related the student with expert like problem solving research and design process by redirecting the students to produce their own knowledge objects. Categories of Inquiry Used in the NBL-Courses: The learning process aims at answering to all its related problems. The purpose of defining a problem is to explicate learning goals, to explain research interests and also to introduce the questions that are ultimately directing towards students inquiry. After critically viewing the present working theories and by introducing new deepening knowledge to the discussion new subordinate problems can also be incorporated. Working theory presents students with there own conceptions (hypothesis, theory, explanation, interpretation) about the problem at hand. A working theory is not necessarily well defined or articulated early in the inquiry process. However, it is crucial that the explication of working theory evolves during the process and working theory eventually become more refined and developed. In-depth Knowledge can over a period of time can also presents some scientific findings or other knowledge that the student have undergone. It brings to the discussion some new points of view otherwise helps the inquiry process to continue. It differs from the working theory as in that it represents the knowledge produced by others or authority/experts. It also gives a chance to both the Students and tutors to comment to the inquiry process, for example to that of someone elses working theory. It could also be clarified through a comment as to ask for clarification more thorough explanation and its opinion and so on. With the use of a comment message we can also provide help for other learners which can also be used in as a problem-solving process rather a problem itself. A comment should focuses on the inquiry process and its methods rather then discussing the process outcomes. Hence future it can be analyses with a Metacomment weather students and tutors can evaluate and that too to what extent, e. g. Is the process is progressing in the desired direction , have appropriate methods been used, and if yes how sharing of tasks and inquiry process is accomplished among the members of the learning community. In the summarized form the summary may aim at identifying a new Deep Principle or may reflect the views of the writer on the progression of the inquiry learning process. Using the Help-category tells that the user have, in his or her work, come across some difficulties where he/she needs guidance from others to be in a stage to proceed. The Jam Session module is a space for the collaborative construction of digital artifacts It helps the students in the dynamic development of a project by providing graphical representations of its phases. Students can also add in their own digital artifacts such as -pictures, videos, audio, text, software to the session and let other students continue and comment on the work in progress. 2. 4. NBL Library The NBL Library can be considered as a adaptive medium to publish and browse multimedia learning materials, in additional learning materials are saved into the NBL-database from which the tutor or teacher may first search and choose relevant clips and then publish them in the Library last but not the least work of the study groups will be saved to the NBL-database.

Prevention of Gastrointestinal Cancer Dietary Changes

Prevention of Gastrointestinal Cancer Dietary Changes Discuss how dietary modification represents a platform for the prevention of gastrointestinal cancer Abstract Gastric cancer provides a good alternative to show the association of pathogenesis in the gastrointestinal tract and dietary modification. High salt intake and n-nitroso compounds have been identified in having a very strong relationship in the promotion of gastric cancer. The synergy between Helicobacter pylori and these dietary modifications elevates the chances of gastric cancer. Salt consumption leads to the inflammation of the stomach lining and it increases the colonisation of Helicobacter pylori which can cause the upregulation of iNos, COX-2 and CagA which cause increase the risk of gastric cancer. Similarly, H.pylori increases the chances of the formation of the carcinogenic n-nitroso compounds via increase nitrosation. Also, the reduction of Vitamin C, which acts as a free radical scavenger causes an increase in nitrosation which can ultimately increase gastric cancer. Ultimately, dietary modifications do play an integral role in the pathogenesis in gastrointestinal cancer.    Introduction Absorption, motility and digestion are some of the major physiological processes which take place in the gastrointestinal tract. Therefore, the association modification of diet may play a significant role in the pathogenesis of gastrointestinal cancer. The gastrointestinal tract starts from the alimentary canal in the mouth to the anus provides a vast opportunity to explore the relationship between dietary modification and different types of cancers. However, focusing on one specific cancer allows the identification of the depth in which dietary modification can provide a stable preventive mechanism. Gastric cancer is the fifth most common cancer in the world. (1) It is the third most common cause of cancer mortality due to the overall late symptoms being identified and therefore, lower prognosis.(1) Therefore it is imperative that dietary modification is implemented so that there is early prevention of gastric cancer and a higher life expectancy. Helicobacter pylori (H. pylori) is a known carcinogenic, which increased the risk of gastric cancer via chronic inflammation. (2) H. pylori situates in the stomach and this is a strong link between diet and gastric cancer as it can directly affect the microenvironment of the stomach. Salt Sodium is one of the most important electrolytes in the modulation of plasma osmolality and body fluid volume. (3) The regulation of sodium in the body was much easier 5000 years ago, as the dietary sodium levels were much lower than modern times; Salt is now more exposed in our diet and it is often used in preservation techniques. (4) understanding some of the mechanism in which salt is used in the development in food may allow the association between gastric cancer and salt to be identified; high sodium concentrations in the stomach has been associated with inflammation and mucosal damage; this is turn may cause an increase in mutation and increase proliferation of cells leading to gastric cancer. REF Mechanisms There are many mechanisms which show the link between salt intake and gastric cancer. Infection of bacteria like H. pylori and high dietary salt intake can cause inflammation, leading to a higher rate of colonisation of H. pylori. (5) The high salt intake caused a decrease in gland mucous cell mucin. (6) A rat study showed that high dietary salt intake leads to a reduction in the cell yield and an increase in cells which were in the S phase. This increases the cancer risk as it increases the chances of mutations and therefore formation of gastric cancer. (7) In gerbils, in the presence of H. pylori and high dietary salt, the upregulation of iNOS and COX-2. (8) This upregulation has been theorised to enhance the effect of H. pylori and subsequently promote the pathogenesis of gastric cancer. (9) In addition, high salt intake also leads to the upregulation of CagA which enables the gene to be able to promote H.pylori with the ability to alter the function of the parietal cells.(10) Hig h salt intake can also consequently induce hypergastrinemia. (6) The combination of H. pylori and hypergastrinemia may lead to the progression of gastric cancer as it may contribute to a decrease in parietal cells. Humans contain two types of gastric mucins: surface mucous cell mucin (SMCM) and gland mucous cell mucin (GMCM).(11) A study by Hidaka et al (12), showed that H.pylori only attached to the surface mucous epithelial cells. The penetration of only one type of gastric mucin is due to the upregulation of the GMCM against the H.pylori infection. (13) This displays that there are two mechanisms in which salt can potentially increase the risk of gastric cancer. A direct mechanism is the increase in cell proliferation due to the mucosal injury by the H. pylori. The indirect mechanism is to provide support in the immediate environment of the stomach to increase colonization of H. pylori. A study by Furihata et al (14) showed that there was damage to the gastric tissue when hypotonic NaCl solution was administered. Although the damage was temporarily and the tissue was back to its original state within one-two days, it is important to consider that prolonged exposure to high salt intake will c ause excessive damage and therefore increased the risk of carcinogenesis in the gastric tissue. Epidemiological case cohort studies Kato et al. (6) demonstrates that salt does support gastric malignancies in a dose-dependent factor when H. pylori is present. Although this result was achieved in an animal study, this relationship can be used to express the idea that a reduction in salt and salty food can decrease gastric cancer in humans. Therefore, considering a study by Tsugane et al. (15) up to 12% of salt is consumed in dietary sources such as pickled vegetables, preserved fish and salted fish. The synergistic behaviour of salt with H. pylori exposes the importance in the prevention of a high dietary salt intake to prevent the onset of gastric cancer. DElia et al (16) showed that moderately-high and high salt intake increased the chances of gastric cancer by 41% and 68% respectively, when compared to low salt intake. Japanese individuals who were habitually inclined to consume salt-rich foods had a higher risk of gastric cancer; with the consumption of pickled foods, salted fish and processed meats, there was an increased risk of 27% , 24% and 24% respectively. (16) A study showed that the association with individuals having a gastric cancer screening is lower in individuals with higher salt intakes.(17) Therefore, in this epidemiology study, it can be identified that the Korean population may not be aware of the consequences of a high salt diet; Therefore, a better delivery in the consequences of dietary salt intake may lead to more gastric cancer screening and potentially show an indirect decrease in the rate of gastric cancers in the population. N-nitroso compounds N-nitroso compounds (nocs) are found both in exogenous sources as well as endogenous synthesis in the body; exogenous synthesis is based upon the consumption of food sources such as processed meat and pickled vegetables. (18) The endogenous synthesis of nocs take place via nitrosation of amides by nitrite based nitrosation gents. (19) The endogenous synthesis is potentially caused by the haem group in red meat. (20) Nocs have been found to be carcinogenic (18); this allows us to have an insight into mechanisms in which carcinogenic compounds may interact in the stomach and cause gastric cancer. Mechanisms The mechanisms which link nocs and nitration described allows a powerful insight into some of the potential processes that are modulated in the prognosis and progression of gastric cancer; this allows us to identify the food sources that may potentiate the advancement of gastric cancer and therefore allow dietary modification to prevent gastric cancer. There are several mechanisms which allow nitrosation and consequently the formation of nocs to take place. Firstly, nitrosation is more likely to take place in a more acidic stomach. (21) There is also synergy of nitrosation at low vitamin C levels. (21) Secondly, inflammatory conditions are developed in the stomach in the presence of H. pylori when nitrosation takes place. (22) Lastly, Individuals who are exposed to high concentrations of nocs have a higher potential risk in acquiring gastric cancer (18). Epidemiological case cohort studies A study by Jakszyn et al. (23) has shown an increase in faecal nocs with the consumption of red meat. This has been observed by the reaction involving haemoglobin and myoglobin which reacts with nitric oxide to produce nocs which exist in the upper gastrointestinal tract. The results show that H. pylori infection increases nitric oxide due to the bacterial response being counteracted by macrophages; this will in effect cause an increase in nitrosation due to the high nitric oxide concentrations and subsequently allow high colonisation of h pylori. The red meat therefore does increase the risk of gastric cancer and this is also supported by other studies. (24) Having high levels of vitamin C may potentially prevent the onset of gastric cancer as it acts as a free radical scavenger and it enhances the mucosal formation; This reduces the synthesis of nocs and inhibits the optimum environment for H. pylori reducing cell proliferation of H. pylori. (25) The H. pylori counteracts this by c ausing inflammation of the stomach, causing a decrease of in the secretion of vitamin C in the lumen. (25) This exemplifies the synergistic relationship between reduced vitamin C levels and H. pylori in causing gastric acid; hence an increase in vitamin C should theoretically reduce the colonisation of H. pylori as well as the formation of nocs. A study by Xu et al. (18) shows the association between gastric cancer and nocs accurately using cofactors from endogenous nitrosation. The precursors of nocs such as nitrite, nitrate and 4 nocs were measured in urine. Firstly, the results showed a strong significant positive correlation with urinary nitrate and the risk of gastric cancer risk with negative igG antibodies for H. pylori. (18) Secondly, there were also increased levels of nitrite with the presence of H. pylori. (18) Finally, it also showed a link between alcohol consumption and some specific nocs. (18) The results highlight that there is a direct relationship between the formation of nocs and pathogenesis of gastric cancer. The addition of H. pylori synergistically allows the advancement of nitrosation and formation of nocs in the stomach. It also showed that decreased alcohol consumption may lead to a decrease in the formation of gastric cancer as there would be less carcinogenic nocs forming. Interestingly, this stud y has also shown a significantly inverse association with pickled vegetables and urinary nitrate levels. (18) Pickled vegetables contain nitrate reductase which can reduce nitrate to nitrite; Thereby causing a reduction in the nitrosation process, leading to less nocs synthesised. (18) Ultimately, this study shows the significant relationship between exogenous dietary sources such as red meat, alcohol should be limited to prevent gastric cancer. Conclusion The association between dietary modification and the prevention of gastric cancer is very high. Avoiding processed meat such as red meat which are high in n-nitroso compounds and food sources which are high in dietary salt can prevent damage to the mucosal lining of the stomach and prevent mutations. Interestingly, pickled vegetables have specifically shown many implications in the prevention of gastric cancer. Although, pickled vegetables do have a high salt intake and therefore would increase the risk of gastric cancer by inflammation of the mucosal lining, it does contain a bacteria called nitrate reductase which is able to reduce the processes of nitrosation, enabling less carcinogenic n-nitroso compounds to form and therefore, a decrease the number of mutagenic events in the stomach. This highlights variation of dietary modification as they may play a different role in different mechanistic pathways in the gastrointestinal tract. Dietary modification consequently can provide a s trong supportive role in the prevention of gastrointestinal cancer by the effects seen in the microcosm of the stomach. References 1. World Cancer Research Fund / American Institute for Cancer Research. Diet, nutrition, physical activity and stomach cancer. 2016; 2. Sepulveda AR. Helicobacter, Inflammation, and Gastric Cancer. Curr Pathobiol Rep. 2013 Mar 2;1(1):9-18. 3. Antunes-Rodrigues JJ, de Castro M, Elias LLK, Valenca MM, McCann SM, Valenà §a MM, et al. Neuroendocrine control of body fluid metabolism. Physiol Rev. 2004;84(1):169-208. 4. Cordain L, Eaton SB, Miller JB, Mann N, Hill K. The paradoxical nature of hunter-gatherer diets: meat-based, yet non-atherogenic. Eur J Clin Nutr. 2002 Mar;56 Suppl 1:S42-52. 5. Fox JG, Dangler CA, Taylor NS, King A, Koh TJ, Wang TC. High-salt diet induces gastric epithelial hyperplasia and parietal cell loss, and enhances Helicobacter pylori colonization in C57BL/6 mice. Cancer Res. 1999;59(19):4823-8. 6. Kato S, Tsukamoto T, Mizoshita T, Tanaka H, Kumagai T, Ota H, et al. High salt diets dose-dependently promote gastric chemical carcinogenesis in Helicobacter pylori-infected Mongolian gerbils associated with a shift in mucin production from glandular to surface mucous cells. Int J Cancer. 2006;119(7):1558-66. 7. Charnley G, Tannenbaum SR. Flow cytometric analysis of the effect of sodium chloride on gastric cancer risk in the rat. Cancer Res. 1985;45(11 II):5608-16. 8. Toyoda T, Tsukamoto T, Hirano N, Mizoshita T, Kato S, Takasu S, et al. Synergistic upregulation of inducible nitric oxide synthase and cyclooxygenase-2 in gastric mucosa of mongolian gerbils by a high-salt diet and Helicobacter pylori infection. Histol Histopathol. 2008;23(5):593-9. 9. Nozaki K, Shimizu N, Inada K, Tsukamoto T, Inoue M, Kumagai T, et al. Synergistic promoting effects of Helicobacter pylori infection and high-salt diet on gastric carcinogenesis in Mongolian gerbils. Jpn J Cancer Res. 2002 Oct;93(10):1083-9. 10. Loh JT, Torres VJ, Cover TL. Regulation of Helicobacter pylori cagA expression in response to salt. Cancer Res. 2007 May 15;67(10):4709-15. 11. Ota H, Katsuyama T. Alternating laminated array of two types of mucin in the human gastric surface mucous layer. Histochem J. 1992;24(2):86-92. 12. Hidaka E, Ota H, Hidaka H, Hayama M, Matsuzawa K, Akamatsu T, et al. Helicobacter pylori and two ultrastructurally distinct layers of gastric mucous cell mucins in the surface mucous gel layer. Gut. 2001;49:474-80. 13. Matsuzwa M, Ota H, Hayama M, Zhang MX, Sano K, Honda T, et al. Helicobacter pylori infection up-regulates gland mucous cell-type mucins in gastric pyloric mucosa. Helicobacter. 2003 Dec;8(6):594-600. 14. Furihata C, Ohta H, Katsuyama T. Cause and effect between concentration-dependent tissue damage and temporary cell proliferation in rat stomach mucosa by NaCl, a stomach tumor promoter. Carcinogenesis. 1996;17(3):401-6. 15. Tsugane S, Sasazuki S, Kobayashi M, Sasaki S. Salt and salted food intake and subsequent risk of gastric cancer among middle-aged Japanese men and women. Br J Cancer. 2004;90(1):128-34. 16. DElia L, Rossi G, Ippolito R, Cappuccio FP, Strazzullo P. Habitual salt intake and risk of gastric cancer: A meta-analysis of prospective studies. Clin Nutr. 2012;31(4):489-98. 17. Shin JY, Kim J, Choi KS, Suh M, Park B, Jun JK. Relationship between salt preference and gastric cancer screening: An analysis of a nationwide survey in Korea. Cancer Res Treat. 2016;48(3):1037-44. 18. Xu L, Qu YH, Chu X Di, Wang R, Nelson HH, Gao YT, et al. Urinary levels of N-nitroso compounds in relation to risk of gastric cancer: Findings from the Shanghai cohort study. PLoS One. 2015;10(2):1-16. 19. Calmels S, Ohshima H, Rosenkranz H, McCoy E, Bartsch H. Biochemical studies on the catalysis of nitrosation by bacteria. Carcinogenesis. 1987 Aug;8(8):1085-8. 20. Lunn JC, Kuhnle G, Mai V, Frankenfeld C, Shuker DEG, Glen RC, et al. The effect of haem in red and processed meat on the endogenous formation of N-nitroso compounds in the upper gastrointestinal tract. Carcinogenesis. 2007;28(3):685-90. 21. Suzuki H, Iijima K, Moriya a, Mcelroy K, Scobie G, Fyfe V, et al. Conditions for acid catalysed luminal nitrosation are maximal at the gastric cardia. Gut. 2003;52(8):1095-101. 22. Mirvish SS. Role of N-nitroso compounds (NOC) and N-nitrosation in etiology of gastric, esophageal, nasopharyngeal and bladder cancer and contribution to cancer of known exposures to NOC. Cancer Lett. 1995;93(1):17-48. 23. Jakszyn P, Bingham S, Pera G, Agudo A, Luben R, Welch A, et al. Endogenous versus exogenous exposure to N-nitroso compounds and gastric cancer risk in the European Prospective Investigation into Cancer and Nutrition (EPIC-EURGAST) study. Carcinogenesis. 2006;27(7):1497-501. 24. Gonzà ¡lez CA, Jakszyn P, Pera G, Agudo A, Bingham S, Palli D, et al. Meat intake and risk of stomach and esophageal adenocarcinoma within the European Prospective Investigation Into Cancer and Nutrition (EPIC). J Natl Cancer Inst. 2006 Mar 1;98(5):345-54. 25. Zhang ZW, Farthing MJ. The roles of vitamin C in Helicobacter pylori associated gastric carcinogenesis. Chin J Dig Dis. 2005;6(2):53-8.

Logistics Management of FedEx Corporation (FDX)

Logistics Management of FedEx Corporation (FDX) Global Logistics Introduction Logistics is the overall management of the flux of commodities, selective information and other resources, including free energy and individuals, within the provenience and the place of economic consumption with the objective of meeting the demands of customers (especially, military organizations). Logistics postulate the consolidation of data, transportation system, armory, repositing, material-wielding, packaging and promotion. Logistics management is that component of the supply chain which projects, enforces and checks the effective, frontward and overturns flux and storehouse of commodities, services and interrelated data (Tompkins Harmelink, 2008). In the business sector, logistics might have either inner focus (inward supply), or outside focus (outward supply) tracking the flux and reposition of materials. The primary works of a qualified logician include stock management, purchasing, transport and shipping, repositing, consultation and the coordination and designing of these activities. Software system is used for logistics mechanization, which aids the supply chain industry in automatizing the workflow as well as management of the organization. Production logistics assures that each machine and workstation is being flowed with the right merchandise in the right measure and lineament at the right point (About FedEx, 2008). The paper describes a global logistics organization. The organization that I have selected is FedEx Corporation (FDX), which is a popular logistics services company. It is established in the United States. Earlier, FedEx was known as Federal Express Corporation, Federal Express and FDX Corporation. FedEx is coordinated into different functioning units, each of which possesses its own variant of the word label, planned by Linden Leader of Lander Associates, in 1994. For each division, the Fed is in purple color and the Ex in a different color according to the divisions. The master FedEx logotype featured the Ex in orange; it is nowadays used as the FedEx Express word label. The FedEx word label is noteworthy for incorporating a concealed right-heading pointer in the negative blank space between the E and the X (About FedEx, 2008). Factors that impact transportation needs There are many factors, which affect the transportation requirements for global logistics. Some of them are explained below:- Energy: It is a very significant factor that affects the transportation needs. If there is any increase in the cost of electricity, fuel, etc., it will create a great impact on the operating cost and thus will affect transportation. There are many transportation projects that are feasible, but fail due to the energy factor. For this, solutions to conserve energy should be developed while striving to achieve the goals. Some ways to conserve energy resources are: Suspension programs: This implies minimal power usage during off- shifts and providing incentives to the users who cut back their usage during high load periods (Tompkins Harmelink, 2008). High-ratio units: This involves the installation of high efficiency gadgets, with no performance penalty. It requires investment, which reduces the payback and also the monthly bill. The rising cost of fuel is a very sensitive issue whether it is concerned with third party transporters or private fleet. Some strategies to overcome this are:- Mode assessment: According to the service requirements, the mode of assessment can be changed, which can result in reduced freight cost. Transportation management systems (TMS): This system can provide proper planning and effective load tendering and result in substantial savings. Private fleet concerns: They can attain control over the fuel cost and its usage. The investment can be reduced by eliminating one or more fuel supply chain links. Off-Highway Vehicles: In the United States, issues continue to be under scrutinies that are related to environment and air quality. If there are more stringent air regulations, it will affect warehousing. For this, electric vehicles can be used in place of non- electric vehicles. As a result, manufacturers of electric rolling stock will give great power and efficiency vehicles (Tompkins Harmelink, 2008). Price: Price is an important factor in determining the transportation partner for many companies. Past trends and records do not relate to the future performances. Presently, companies require efficient, effective and minimum transportation cost. Competition is growing at a fast pace in the logistics industry and the companies, which operate with core values at low price become successful in the market. Global Marketplace: Global impact must always be viewed in the changing supply chain. Transportation and operation system should be designed in a way that products and packaging can be accomplished easily by the international customers. Exporting services include inbound and outbound freights to carry on international transactions. The company should provide 24 hour services for the customers (Tompkins Harmelink, 2008). Weather: It is also a significant factor that affects transportation system. If there are any weather uncertainties, it will negatively affect the transportation activities and can bring losses for the company. It can also affect the market functions and the exchange rates. Logistics Methods The logistics activities are carried out differently in different geographical area. If it is a local transaction, it can be carried out through roadways i.e. by vans, trucks, lorries and buses. If it is an out of state transaction, the transportation activities can be carried out through roadways as well as railways. If the transaction is coast to coast, it is carried out through ships. And the global transactions are carried through air as well as ships. The goods, information and resources are managed through effective distribution channels. There are separate logistics departments to handle these different types of transactions related to energy and people. There should be a proper balance between the inbound and outbound logistics for accomplishing effective transportation and operations in the market (Harps, 2008). Strategic requirements of global logistics Strategic planning has a great importance in global logistics and is very essential for the business to grow in the right direction. Strategic analysis can be used to forecast the demand and supply of the inventory, manpower, transportation and warehousing. Strategic network consists of the location, number and size of warehouses and dispersion centers and facilities. Strategic alliances or partnerships with the suppliers and distributors producing communication lines for decisive entropy and functional betterments, such as cross dockage, direct transportation and third-party logistics are also important for global logistics (Olavarrieta Ellinger, 1997). Strategic requirements also include product design co-ordination to integrate the new and existing products into the load management of the supply chain. Strategic analysis also supports the supply chain operations through information technology infrastructure. It helps in deciding, what to make and buy for the business. So, the overall organizational strategy is aligned with the supply strategy to support the global logistics operations. References About FedEx. (2008). Retrieved August 22, 2008 from http://about.fedex.designcdt.com/ Harps, L.S. (2008). Best Practices in Todays Distribution Center. Retrieved August 22, 2008 from http://www.inboundlogistics.com/articles/features/0505_feature01.shtml Olavarrieta, S. Ellinger, A.E. (1997). Resource-based theory and strategic logistics research. International Journal of Physical Distribution Logistics Management 27(9/10), 559- 587. Tompkins, J.A. Harmelink, D. (2008). 15 Key Factors That Impact Your Distribution Network Effectiveness. Retrieved August 22, 2008 from http://www.tompkinsinc.com/publications/competitive_edge/articles/07-04-Distribution_Networks.asp

Jason and Cadmus in Myth :: essays research papers

Cadmus in Myth Zeus, under the disguise of a bull, had carried away Europa, the daughter of Agenor, the King of Phoenicia. Agenor commanded his son Cadmus to go in search of his sister, and not to return without her. Cadmus went and sought long and far for his sister, but could not find her, and not daring to return unsuccessful, consulted the oracle of Apollo to know what country he should settle in. The oracle informed him that he should find a cow in the field, and should follow her wherever she might wander, and where she stopped, should build a city and call it Thebes. Cadmus had hardly left the Castalian cave, from which the oracle was delivered, when he saw a young cow slowly walking before him. He followed her close, offering at the same time his prayers to Apollo. The cow went on till she passed the shallow channel of Cephisus and came out into the plain of Panope. There she stood still, and raising her broad forehead to the sky, filled the air with her lowings. Cadmus gave thanks and, sto oping down, kissed the foreign soil, then lifting his eyes, greeted the surrounding mountains. Wishing to offer a sacrifice to Zeus, he sent his servants to seek pure water for a libation. Nearby there stood an ancient grove which had never been profaned by the axe, in the midst of which was a cave, thick covered with the growth of bushes, its roof forming a low arch, from beneath which burst forth a fountain of purest water. In the cave lurked a horrid serpent with a crested head and scales glittering like gold. His eyes shone like fire, his body was swollen with venom, he vibrated a triple tongue, and showed a triple row of teeth. No sooner had the Tyrians dipped their pitchers in the fountain, and the ingushing waters made a sound, than the glittering serpent raised his head out of the cave and uttered a fearful hiss. The vessels fell from their hands, the blood left their cheeks, they trembled in every limb. The serpent, twisting his scaly body in a huge coil, raised his head so as to overtop the tallest trees, and while the Tyrians from terror could neither fight nor fly, slew some with his fangs, others with his folds, and other with his poisonous breath. Cadmus, having waited for the return of his men till midday, went in search of them.

The Growing Need for Nontraditional Adoptions Essay -- Family Children

The Growing Need for Nontraditional Adoptions When picturing a family with an adopted child, the first image that comes to many people’s mind is that of a mother, father, and their child, but have you ever stopped to consider the alternatives. Who says that every family has to consist of a male and female who are married? Can a single parent, homosexual couples, or couples with a differing ethnicity from the child provide the same love and support as a tradition couple? These are options that adoption and foster care agencies have begun to consider due to the lack of available nontraditional families. In recent years there has been a drastic shortage of available homes for children in the adoption and foster care network. Because many of these children suffer from considerable health problems or happen to be of minority races, they have often been considered â€Å"unadoptable† (Overview 2). Therefore, many of the children move from one foster home to another throughout their lives, which can lead to â€Å"increased emotional problems, delinquency, substance abuse, and academic problems† (Overview 2). In order to reduce the number of children floating through the system, child welfare agencies have expanded their policies to allow adults, including single parents, families of minority races, and even people who have physical disabilities, to make an adopted child part of their family (Overview 2-3). Perhaps one of the most debated groups included in this expansion are gays and lesbians. It has recently become quite common for homosexual couples to adopt children, yet many people question the ability of the couples to provide a mentally healthy and moral environment. It has been questioned that if children w... ...ties Union Freedom Network . 6 Apr. 1999. American Civil Liberties Union . 19 Feb. 2003 . Prowler, Mady. â€Å"Single Parent Adoption: What You Need to Know.† Adoptions.com . 2000. Adoption Events.com . 15 Apr. 2003 . Shireman, Joan F. â€Å"Adoptions by Single Parents.† Marriage and Family Review 20 (1995): 367-388. Simon, Rita James. Transracial Adoption . New York: John Wiley & Son, Inc., 1977. Teicher, Stacy A.. â€Å"Fight Over Mixed-Race Adoptions.† Christian Science Monitor . 14 April 1999. EBSCOhost . Joyner Library, Greenville, NC. 19 Mar. 2003. â€Å"Transracial Adoption Sparks Debate.† Issues and Controversies . 12 Oct. 1995. Issues and Controversies . 19 Mar. 2003. .

Ethical problems Essay

What is ethics?The most common way of defining â€Å"ethics†: they are norms for conduct that distinguish between or acceptable or unacceptable behavior. (http://www.apa.org/ethics/)Most people learn ethical norms at home, in school, in church, or in other social settings. Human rights: The basic rights and freedoms, to which all humans are entitled, often held to include the right to life and liberty, freedom of thought and expression, and equality before the law. I would like to talk to you about privacy and confidentiality. Privacy: the quality or condition of being secluded from the presence or view of others. (http://www.answers.com/topic ) Confidentiality: Containing information whose unauthorized disclosure could be injurious to either or both parties. Not all the ethical issues have clear answers; some hinge on researcher’s judgment and scruples. Need for respect. Privacy and confidentiality should be fairly self explanatory. We need to be sensible as medical practitioners and respect the need for the protection of personal privacy in data, and need to facilitate access to data for research purposes. Respect: The state of being regarded with honor or esteem. Respect has great importance in everyday life, as children we are taught (one hopes) to respect our parents, other people’s feelings and rights. Dramatic events of World War II. Respect for patients as individuals prior to, during and after the research is one of the key issues of dramatic and horrifying events of World War II and the Nuremberg military tribunals highlight the degrading and inhuman consequences of research without respect for the individual. History: When dignity was taken away from people. History has played a large factor in the way people are treated and respected in present day. One particular incident is the Nuremberg military tribunals which played a major part in how human research is viewed concerning peoples rights. This code was formed in 1947 and still plays a big roll in research today. (Genocide. First relating to the Holocaust. It was not listed as a crime in the Nuremberg court’s charter, but after pressure from Raphael Lempkin the scholar who had actually coined the term â€Å"genocide† prosecutors included it in indictments against some of the major Nazis on trial, and their closing remarks. http://iwpr.net/pdf/reporting_justice_p1_w.pdf ). This was one scenario that took away, the rights and dignity of human beings. Another example of history that has disrespected human kind, was UNIT 731, this was biological warfare research on humans by the Japanese army. It is events like these that have shaped how ethics have come about in today’s society. Making decisions that wouldn’t be damaging. How’s people’s respect and dignity protected today? What if during the course of research, an investigator notices that a person seems to have a learning disability or some other treatable condition? The decision to share this information with guardians or other services that could help shouldn’t be made lightly, since sharing information of uncertain validity may create damaging misconceptions about that person. On the other hand researchers need to know and inform participants of their legal responsibility to report abuse or neglect or any other illegal activity of which they become aware (Papalia, Olds, Feldman; Human Development p.56). Privacy questions are also raised when employers expand the depth of their searches, sometimes including psychological, polygraph and even medical record checks. The privacy of medical records is of growing concern. Our medical history contains extremely sensitive information, and access to it should therefore be limited. However insurance providers, researchers, have an interest in obtaining and using our information. Example from national nine news. There was a story on the news about how private our personal details can be? (http:/aca.ninemsn.com.au/article, Fri 07/07/06). Victorian MP Anna Bourke says there are numerous ways in which our personal information is traded. â€Å"There are cases of doctors giving out patient information to drug companies, private schools selling off old student lists, it goes on and on. Even Centerlink has been caught out passing on personal information. You don’t realize how often you give away your details†, she says. We all value our individual personal privacy, trouble is many other people put a price on it to making your personal affairs their business, information that you think is confidential now been bought and sold without your knowledge and without your consent. In one case, being investigated by the Privacy Commission, data was outsourced to and Indian Phone Company called Bricks and Click. Somehow that information ended up on the black market- the names, addresses, driver’s license numbers and even Medicare numbers of 1000 Australians. The challenge is to create policy or legislation that can balance the legitimate needs of health care and insurance providers with individual rights to privacy. The idea of privacy is ancient. The idea that medical records should be kept private is ancient, going back to Hippocratic Oath. The oath stated, â€Å"whatever, in connection with my professional practice or not in connection with it, I see or hear, in the life of men, which ought not to be spoken of abroad, I will not divulge, as reckoning that all such should be kept secret†. http://www.srcd.org/ethicalstandards.htmlThis idea has become one of the keystones of medical ethics; doctors should not reveal confidential information about their patients. However, there are certain times when it appropriate to share medical information. In today’s medical world, it is common for a person to have  multiple doctors, and to seek treatment from specialists. If medical records are not readily available to doctors, than the patient’s care ultimately suffers, as information about past treatments and conditions could be unavailable. Some questions remain though, how much information should an insurer be privy to? Should they be allowed to check and individual’s genetic record? Should they know if an individual has ever taken an HIV/AIDS test? How really available should our medical information be, and what steps should be taken to protect it? These important questions are currently unanswered. Questions:Why are there so many ethical disputes and issues in our society?How would you feel if your privacy was invaded and information spread around to people who we didn’t want to have that info?References:Australian Institute of Health and Welfare (2002). Australia’s health 2002. Canberra: AIHW. Barnsteiner, J., & Prevost, S. (2002). How to implement evidence based practice. Reflections in Nursing Leadership, 28 (2), 18-21. Draper G, Turrell G, & Oldenburg B (2004). Health inequalities in Australia: Mortality. Health Inequalities Monitoring Series No 1. Canberra: Queensland University of Technology and the Australian Institute of Health and Welfare. Hamric, A. B., Spross, J.A., Hanson, C.M., (2005) Advanced Practice Nursing. An Interactive Approach (3d ed.). Elsevier Saunders. Lynch, J. W. & Kaplan, G. (2000). Socioeconomic position. In Berkman, L.F. & Kawachi, I (Eds) Social epidemiology, (pp13-35) New York: Oxford University Press. Papalia, D.E., Wenkos Olds, S., Feldman, R., (2004) Human Development (9th ed.). Boston: McGraw Hill. Polit, D. F., Beck, C.T., & Hungler, B.P. (2001) Essentials of Nursing Research (5th ed.). Philadelphia: Lippincott Williams & Wilkins.

Defining Experience

I have always considered myself an open and welcome person who treated everyone fairly. Other people that I knew would often express views that people, who lived in the United States, whether legally or not, should learn how to speak â€Å"our† language. While I tended to agree with them I never gave it much thought, until I found myself in a foreign country, and unable to speak the language. It was there that I learned, not only how it felt to not be able to communicate easily, but to be more tolerant of other people’s non-native speaking. I have always loved to travel with family and friends, and there was no better time than when I was living and working in Serbia. While I worked with people from many nationalities most, if not all, spoke the English language. I took this for granted, and while I made some attempts to learn new languages, I did not try too hard. After a particularly stressful month of work I felt the need to get away from it all, to rest and relax, and to broaden my perspective of the world. I made reservations for six solo days of scuba diving in Croatia. I was excited, nervous, even a little scared of traveling alone. I told myself that I’m 36 years old, have two kids, and lived in another country, so I held my head high, bid my friends farewell and took off. Upon arrival in Croatia I picked up my rental car at the airport in Zagreb. I got on the A1 motorway and pointed the Fiat Punta south towards the small fishing village of Rocogniza. I arrived there late in the afternoon and promptly found the dive shop that had arranged all my accommodations. I settled in and then set off into the village to explore and buy food to prepare for dinner. The sun was shining and felt warm as I parked my car started walking towards the village. I traveled past centuries old houses, a large stone Orthodox Christian church, and into the village. Once in the village I saw the bustle of people coming to and from the outdoor market and the fisher men peddling their catches along the dock. There were people of all ages in the town centre, young kids playing, and elderly people sitting at the cafà ©Ã¢â‚¬â„¢s talking. I walked through the market and saw a very old lady selling fresh fruits and vegetables. I stopped at her cart and she was very warm, with bright eyes, a big smile on her face, and arms opened as if she were going to hug those around her. I said hello to the old lady who only nodded and I realized that she did not speak English. Even though there was a language barrier I was able to purchase the fresh fruit and vegetables that I would need for the next few days. I then walked to the docks and again I was greeted with a warm welcome by the fishermen. I bought several mackerel, red mullet, and bukva, more that I needed, thanked the fishermen and bid them farewell. After making my purchases I stopped at a small cafà © to have a coffee. The waiter Mario, whose brother was always living and working in Kosovo, spoke almost perfect English. I sat at that cafà © for several hours talking with Mario. Mario told me about the people of his village, how they had survived through the war, and how the Croatian people generally loved having foreigners visit their great land. Although I hated for our talk to end, I had to bid Mario farewell, and head out before dark. As I left the village I turned back and looked towards the small fishing village that I had just visited. I thought about the warm and welcoming reception that I had received and that I would always remember the people that I had met. I also thought about those people who come to the United States to either visit or in search of a better life for the families. I vowed to myself that I would learn some of the local language while traveling in other countries. This experience also changed the way that I would interact with people who were in my own country and did not know how to speak what we consider â€Å"our† language.

Why I Chose Construction Management

Page paper on why I choose construction manatees Construction has been in my background since 1988, when my father purchased his first piece of property. My brother and I wanted our room designed a certain way so we begged our father to fulfill our wants. In my father words, he said if you and your brother want your room other then the way IM designing it, then you two have to help build it. And that started my life in construction.As I furthered my education ND my experience grew In the construction field I also started to dabble in the business word. At the age of 17, I worked for my first construction company, Cap Stone Constructions. There, I was on the demolition crew Like most people that start off In the construction field. Not only did I demo, but I also learned how to frame, drywall, tape and mud. Not to long after my first Job, my father started his construction company and brought me on to work for him. There I worked various job in the residential sector as well as manage d his crew in his absence.From the outside looking in, it had seemed as though my father was making good money rehabbing buildings, renting them out and collecting money. As time went on, I started to notice that the residential sector was all that we dabbed in and even that sector was being run wrong. Yet, this was his construction company. Then I realized that his company was actually a company of family members, and him doing all the work. He was vary over worked in the construction field, and under educated In the In the business realm.For those reasons my father continued to make the same mistakes, and In turn get the same results. Till eventually, he ran himself Into the ground wondering why he worked so hard with minimal success. I am an entrepreneur by heart, so that means that different types of businesses interest me. I've owned several businesses from furniture stores to catalog distribution companies. I even owned a contracting company where I had contracted independent contractors to drive for a transportation business I ran.In my search for he perfect business to start, I realized that I always reverted back to the construction field and maybe that was where I needed to be focusing my entrepreneurial spirit. So I started kef contracting, and began to make the same mistakes as my dad. I focused on rehab and family members to help with my vision. I knew very little about the other sectors, the 16 divisions of construction, or even how to formulate a contract. All I knew was obtain some property, fix It up with small loans from small lenders, and rent It out.But having an entrepreneurial split, I knew that there was more to owning a construction company, so I returned to school. Taking construction management has taught me a lot about what I didn't know on how to run a successful to put construction and business together, two of my favorite subjects. By the end of this course, I should have the knowledge I need to go along with the experience I have in construction and in business, and put them together the right way to formulate a strong foundation for a successful construction business.

Directed Independent Adult Learning Essay

Course Essentials Principles of Statistics (STA-201-GS) is designed to meet the needs of students in many disciplines and professions. The sciences, social sciences, and business are increasingly using quantitative methods. This course provides the tools and techniques needed to design studies that provide representative data for mathematical analysis and statistical interpretation. Topics include types of statistics, data representations (tables, graphs, and charts), measures of location and variation, probability concepts, continuous and discrete distributions, confidence intervals, hypothesis tests, and regression and correlation analysis. The emphasis of the course is on the application of statistical methods to real-world problems. In solving these problems, you are required to use the appropriate notation and formulas. Problems may be viewed as statistical studies, and as such you should be able to interpret results and justify conclusions. This course is also designed to measure your competency in quantitative reasoning/literacy, one of the nine institutional learning outcomes. Course Objectives The overall objective of Principles of Statistics is to provide you with the skills needed to perform statistical computations and analyze data. These S-3 skills have practical applications in many disciplines, including the sciences, technology, and the social sciences. Upon completing the course successfully, you should be able to: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · CO1 Recognize basic principles of statistical design. CO2 Organize and summarize data into tables, charts, diagrams, and graphs. CO3 Calculate and interpret measures of central tendency and variation. CO4 Evaluate the likelihood a statistical inference is correct. CO5 Apply concepts of the normal distribution. CO6 Apply the appropriate procedures to test hypotheses. CO7 Examine associations between variables. CO refers to Course Objective. Required Textbooks In addition to the Course Syllabus, you will need the following textbook and solutions manual to do the work of the course. These texts are available from the textbook supplier, MBS direct. Introductory Statistics, 9th ed., by Neil A. Weiss (San Francisco: Pearson/AddisonWesley, 2012). ISBN-13: 9780321691224 Student’s Solutions Manual to Accompany â€Å"Introductory Statistics,† 9th ed, by Neil A. Weiss (San Francisco: Pearson/Addison-Wesley, 2012). ISBN-13: 9780321691316 Course Structure Principles of Statistics is a three-credit, twelve-week course consisting of six modules. The modules and their respective topics, textbook sections, and time frame are as follows: MODULE TOPICS TEXTBOOK SECTIONS WEEK(S) 1 The Nature of Statistics Descriptive Statistics 1.1–1.4 2.1–2.5 3.1–3.4 1 2-3 2 S-4 SYLLABUS for STA-201-GS 3 Probability 4.1–4.6 and 4.8 5.1–5.3 6.1–6.4 7.1–7.3 8.1–8.4 9.1–9.3, 9.5, and 9.6 10.1–10.3 and 10.5 12.1, 12.2 and 12.3 13.1–13.4 14.1–14.4 15.1–15.4 4-5 4 Normal Distributions 6-7 5 Inferential Statistics 8-9 6 Measures of Association 10-12 Each module in the syllabus includes a brief description of the topics covered, a list of learning outcomes, study materials, and written assignments. In addition to twelve written assignments, the course requires you to take four modular quizzes and one final examination, and complete a final project. For details on the assignment schedule, see the â€Å"Course Calendar† and the individual modules. Adhering to the schedule outlined in the â€Å"Course Calendar† should ensure adequate preparation time for the exams and timely completion of the course. Written Assignments You are required to complete twelve (12) written assignments. Many of the written assignments draw on case study discussion exercises at the end of chapters with focus on application and data analysis. Click to view Written Assignment Grading Rubric. Assignments should be prepared electronically with a word processor, preferably using whatever equation editor comes with your word processing software. However, you may check with your mentor to determine if handwritten and scanned assignments are acceptable. (Important: Use the equation editor to insert equations into your word-processed document, not to create the document itself.) When preparing your answers, please identify each exercise clearly by textbook section and exercise number. Be sure to include your name at the top of the paper, as well as the course name and code and the semester and Course Essentials S-5 year in which you are enrolled. To receive full credit for your answers, you must show all work and include complete solutions. Quizzes There will be four modular quizzes for this course. The quizzes should be taken after you complete the reading assignment, online discussion, and written assignments for each module. There will be various number of multiple-choice questions in each quiz, each worth one point. The quizzes will be worth 100 points each. You have 30 to 90 minutes to complete the quiz and may take it only once. The quiz is an unproctored online quiz. It is open book, but not open notes. In this regard you are permitted to use only a scientific (nongraphing) calculator and the authorized textbook. Final Examination Principles of Statistics requires you to take a proctored online final examination. The final exam is three hours long and covers modules 5 and 6 of the course (textbook chapters 8, 9, 10, 12, 13, 14 and 15). It consists of twenty multiple-choice questions. The exam is open book, but not open notes. In this regard you are permitted to use only a scientific (nongraphing) calculator and the authorized textbook. But you are not allowed to consult a solutions manual, notes of any kind (including graded or ungraded activities), or any other reference sources or sources of information. The use of blank scratch paper for doing math calculations is permitted during online test administrations. For the final, you are required to use the College’s Online Proctor Service (OPS). Please refer to the â€Å"Examinations and Proctors† section of the Online Student Handbook (see General Information area of the course Web site) for further information about scheduling and taking online e xams and for all exam policies and procedures. You are strongly advised to schedule your exam within the first week of the semester. Online exams are administered through the course Web site. Consult the course Calendar for the official dates of exam weeks. S-6 SYLLABUS for STA-201-GS Final Project You are also required to complete a final project. This project will address a real world problem by designing a study, collecting data, analyzing the data, and writing up the results. See the Final Project section at the end of this syllabus for further details. Grading Your final grade in the course will be determined as follows: Written assignments (6 odd numbered) Written assignments (6 even numbered) Quizzes (4) Final examination Final project 18 percent 30 percent 12 percent 20 percent 20 percent To receive credit for the course, you must earn a letter grade of D or higher on the weighted average of all assigned course work (e.g., exams, assignments, projects, papers, etc.). You will receive a score of 0 for any work not submitted. Letter grades for assignments and exams equate to numerical grades as follows: 93–100 90–92 88–89 83–87 80–82 A A– B+ B B– 78–79 73–77 70–72 60–69 Below 60 (fail) C+ C C– D F Strategies for Success To succeed in this course, consider following the preliminary steps and study tips outlined below. Course Essentials S-7 Preliminary Steps 1. Read the entire â€Å"Course Essentials† section of the syllabus, making sure that all aspects of the course are clear to you and that you have all the materials required for the course. 2. Take the time to read the entire Student Handbook section of the course manual. The handbook answers many questions about how to proceed through the course, how to schedule examinations and arrange for proctors, and how to get the most from your educational experience at Thomas Edison State College. 3. Each week consult the â€Å"Course Calendar† in the syllabus to determine the sections in the textbook you are to study. The calendar also indicates the due dates for submitting written assignments and when you should schedule your examinations. It is essential that you follow the calendar each week to ensure that you stay on track throughout the course. 4. Begin your study of statistics by reading the preface to the textbook. This will give you background on the subject matter, as well as an understanding of how the text is organized and a description of other materials available to you. Study Tips—Completing Assignment Modules To complete the assignment modules efficiently and effectively, consider following these steps: 1. Study the assigned sections in the textbook. Note: Studying the material in the text requires that you not only read but also work through the illustrative examples. As you study the assigned material in the text, note the highlighted definitions, key facts, formulas, and procedures. 2. Do the self-check practice exercises recommended in each module, and check your answers with the solutions in the Student’s Sol utions Manual. These self-check exercises and solutions provide practice and models for modular quizzes and the final exam. 3. Refer to the Written Assignment(s) at the end of each module and complete the exercises therein. Prepare assignments in an organized way, leaving space on your paper for your mentor’s comments and corrections. Draw graphs accurately using electronic software whenever possible or graph paper (which you can then scan and insert into your assignment. Show all work, and use statistical notation and formulas appropriately (see â€Å"Study Tips—The Language of Statistics,† below). Submit the assignment to your mentor by the due date. Study Tips—Preparing for Examinations To prepare for the examinations, consider following these steps: S-8 SYLLABUS for STA-201-GS 1. Review the Learning Outcomes for each assignment module. 2. Review the key terms listed in the â€Å"Chapter Review† sections of the textbook. 3. Review your assignments and the corrections and comments provided by your mentor. Examination questions will be similar to assigned exercises. Study Tips—The Language of Statistics As you begin to read the textbook, you will quickly discover that learning statistics involves learning a new language. As in all mathematics, the language of statistics consists of symbols and formulas that provide a shorthand for words, phrases, and sentences. Uppercase letters (X), for example, refer to data in a population (a population parameter), whereas lowercase letters (x) refer to data in a sample (a sample statistic). Other symbols serve as shorthand expressions for various measures. And Greek letters (e.g., ï â€œ, ï  ­, and ï  ³) are also part of the notation. In statistics we use symbols to communicate results, and we combine these symbols into formulas (mathematical sentences) that define how to use the data to obtain the desired results. These are the conventions of statistics, and you will be expected to use the appropriate symbols and formulas when presenting solutions to exercises. As you study each section in the t extbook and encounter new symbols and formulas, you may want to write them down in a list, along with their meaning (in the case of a symbol) or description (in the case of a formula). To illustrate: Symbol/Formula X x Meaning/Description Observation in a population Observation in a sample Population mean Sample mean Population standard deviation Summation Number of items in a population Number of items in a sample ï  ­ (lowercase Greek mu) x ï  ³ (lowercase Greek sigma) ï â€œ (uppercase Greek sigma) N n Course Essentials S-9 xï€ ½ ï â€œx n Formula for sample mean In the sample list given above, note the use of uppercase and lowercase letters in the notation of population (parameter) and sample (statistic), respectively. Be sensitive to population versus sample data and results, and do not confuse the notation. A list like the one illustrated above may provide a handy reference as you proceed through the course and perhaps help you focus on essential points when you prepare for the exams. Including a cross reference to pages in the text may also be helpful. S-10 SYLLABUS for STA-201-GS Course Calendar Using the table of week-by-week dates in the General Course Instructions section of the course manual, write the dates for the current semester in the second column. In the last column, fill in the actual date for submitting each assignment and taking examinations. MODULE DATES TEXTBOOK SECTIONS WRITTEN ASSIGNMENT/ Quiz/EXAMINATION DUE DATE/ EXAM DATE Module 1—The Nature of Statistics 1 1.1–1.4 WA1 and WA2 and Quiz 1 Submit by Sunday of Week 1 Module 2—Descriptive Statistics 2 3 2.1–2.5 3.1–3.4 4.1–4.6 and 4.8 WA3 Submit by Sunday of Week 2 WA4 and Quiz 2 Submit by Sunday of Week 3 Module 3—Probability 4 5 4.1–4.6 and 4.8 5.1–5.3 WA5 Submit by Sunday of Week 4 WA6 and Quiz 3 Submit by Sunday of Week 5 Module 4— Normal Distributions 6 7 6.1–6.4 7.1–7.3 WA7 Submit by Sunday of Week 6 WA8 and Quiz 4 Submit by Sunday of Week 7 Module 5—Inferential Statistics 8 9 8.1–8.4 9.1–9.3, 9.5, and 9.6 10.1–10.3 and 10.5 12.1, 12.2 and 12.3 WA9 Submit by Sunday of Week 8 WA10 Submit by Sunday of Week 9 Module 6—Measures of Association 10 11 12 13.1–13.4 14.1–14.4 15.1–15.4 Review WA11 Submit by Sunday of Week 10 WA12 Submit by Sunday of Week 11 Final Project S-11 MODULE DATES TEXTBOOK SECTIONS WRITTEN ASSIGNMENT/ Quiz/EXAMINATION DUE DATE/ EXAM DATE Submit by Saturday of Week 12 Final Examination (Modules 5–6, chapters 8, 9, 10, and 12–15; bring your textbook and a scientific calculator, but not your solutions manual or any other notes) Please remember to submit your DIAL Course Evaluation S-12 SYLLABUS for STA-201-GS module The Nature of Statistics TOPICS Module 1 covers the following topics: ï‚ · ï‚ · ï‚ · ï‚ · statistics basics sample vs. population random sampling experimental design OBJECTIVES After successfully completing Module 1, you should be able to: ï‚ · MO1.1 Recognize the difference between sample and population. (CO1) ï‚ · MO1.2 Explain the concept of sampling. (CO1) ï‚ · MO1.3 Recognize the components of experimental design. (CO1) Note: MO refers to Module Objective. STUDY MATERIALS Textbook Readings ï‚ · Study sections 1.1, 1.2, 1.3, and 1.4 in the textbook. ACTIVITIES Module 1 has two written assignments and one modular quiz. Please consult the course Calendar for the due dates. Written Assignment 1 S-13 Write a short introduction of yourself and your interest in statistics and provide an example you use statistics in everyday life. Written Assignment 2 This written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Case Study: Greatest American Screen Legends (p.31): Answer questions a, b, c. Quiz 1 and Self-Check Practice Exercises At the end of this module, you are required to take an unproctored online quiz. Quiz 1 contains five (5) multiple-choice questions based on related chapter(s) of Module 1. You can take it only once. To better prepare for this quiz, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 1.1 a,b; (sample vs. population) ï‚ · 1.34 a,b,c; (random sampling) ï‚ · 1.62 a,b,c; (experimental units) S-14 SYLLABUS for STA-201-GS module Organizing and Describing Data TOPICS Module 2 covers the following topics: ï‚ · frequency table, ï‚ · stem and leaf plot ï‚ · histogram ï‚ · sample mean and median ï‚ · sample standard deviation ï‚ · distribution shape ï‚ · measures of central tendency ï‚ · measures of dispersion ï‚ · Five-number summary ï‚ · population parameters ï‚ · standard scores OBJECTIVES After successfully completing Module 2, you should be able to: ï‚ · MO2.1 Recognize types of data. (CO2) ï‚ · MO2.2 Group data into tables. (CO2) ï‚ · MO2.3 Use visualizations of data to improve communication. (CO2) ï‚ · MO2.4 Describe a set of sample data using measures of central tendency. (CO3) ï‚ · MO2.5 Calculate measures of variation a set of sample data. (CO3) ï‚ · MO2.6 Recognize the difference between a statistic and parameter. (CO3) ï‚ · MO2.7 Convert data to standardized score. (CO3) STUDY MATERIALS Textbook Readings ï‚ · Study sections 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, and 3.4 in the textbook. ACTIVITIES S-15 Module 2 has two written assignments and one modular quiz. Please consult the course Calendar for the due dates. Written Assignment 3 Write your response to the following question. We often hear you can lie with statistics. This is one way of saying statistics can be easily miscommunicated. Find one example of how statistics are miscommunicated and explain why there was a miscommunication and what you would do to correct this problem. Written Assignment 4 The written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please identify each answer clearly by question and its number. In your own words, interpret the data and note the shape of the distribution of the data provided from Case Study: Highest Paid Women (Chapter 2, p. 35). To help guide your interpretation, include the following: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · frequency table, stem and leaf plot histogram sample mean and median sample standard deviation. You must calculate results by hand (though you may use any technology of your choice to verify your answers). Quiz 2 and Self-Check Practice Exercises At the end of this module, you are required to take an unproctored online quiz. Quiz 2 contains eighteen (18) multiple-choice questions based on related chapters of Module 2. You can take it only once. To better prepare for this quiz, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 2.7 a,b,c; (number types) ï‚ · 2.27 a,b,c; (frequency tables) ï‚ · 2.71 a,b; (stem and leaf plot) ï‚ · 2.75 a,b,c; (histograms) ï‚ · 2.101 a,b; (distribution shape) ï‚ · 3.15 a,b,c; (sample statistics; measures of central tendency) S-16 SYLLABUS for STA-201-GS ï‚ · ï‚ · ï‚ · ï‚ · 3.73 (sample statistics; measures of dispersion) 3.125 a,b,c,d,e; (Five number summary) 3.163 a,b,c; (population parameters) 3.165 a,b; (standard scores) Module 2 S-17 module Probability TOPICS Module 3 covers the following topics: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · probability outcomes basic probabilities events rules of probability conditional probability multiplication rule/independent events permutations combinations basic counting rule probability distributions discrete random variables factorials Bernoulli trials binomial distribution OBJECTIVES After successfully completing Module 3, you should be able to: ï‚ · MO3.1 Apply principles of probability. (CO4) ï‚ · MO3.2 Recognize rules of probability. (CO4) ï‚ · MO3.3 Apply counting rules to probability. (CO4) ï‚ · MO3.4 Calculate the mean and standard deviation for discrete random variables. (CO4) ï‚ · MO3.5 Calculate Bernoulli trials. (CO4) ï‚ · MO3.6 Apply principles of binomial distribution. (CO4) STUDY MATERIALS Textbook Readings S-18 ï‚ · Study sections 4.1–4.6, 4.8, 5.1, 5.2, and 5.3 in the textbook. ACTIVITIES Module 3 has two written assignments and one modular quiz. Please consult the course Calendar for the due dates. Written Assignment 5 Write your response to the following topic. Using probability: How can you use probability to improve your chances of winning at a casino. Provide specific examples using concepts learned in this module. Written Assignment 6 The written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Case Study: Texas Hold’em (p.209): Answer a,b,c,d,e,f,g. You must calculate results by hand (though you may use any technology of your choice to verify your answers). Quiz 3 and Self-Check Practice Exercises At the end of this module, you are required to take an unproctored online quiz. Quiz 3 contains ten (10) multiple-choice questions based on related chapters of Module 3. You can take it only once. To better prepare for this quiz, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 4.9 a,b,c; (probability outcomes) ï‚ · 4.15 a,b,c,d,e; (basic probabilities) ï‚ · 4.51 a,b,c,d; (events) ï‚ · 4.69 a,b,c,d; (rules of probability) ï‚ · 4.112 a,b,c,d,e; (conditional probability) ï‚ · 4.135 a,b,c,d,e (multiplication rule/independent events) ï‚ · 4.181 a,b,c,d (permutations) ï‚ · 4.189 a,b,c,d (combinations) ï‚ · 4.195 a,b,c (basic counting rule) ï‚ · 5.7 a,b,c,d,e; (probability distributions) ï‚ · 5.21 a,b,c; (discrete random variables) ï‚ · 5.45 a,b,c,d; (factorials) ï‚ · 5.51 a,b; (Bernoulli trials) ï‚ · 5.61 a,b,c,d,e,f,g,h,I,j; (binomial distribution) Module 3 S-19 module Normal Distributions TOPICS Module 4 covers the following topics: ï‚ · shape of the normal curve ï‚ · properties of the normal curve ï‚ · area under curve ï‚ · z-score ï‚ · normal probability plots ï‚ · sampling distribution theory ï‚ · sampling mean ï‚ · standard error of mean ï‚ · sampling distribution of the sample mean OBJECTIVES After successfully completing Module 4, you should be able to: ï‚ · MO4.1 Recognize the principles of the normal curve. (CO5) ï‚ · MO4.2 Calculate area under the curve. (CO5) ï‚ · MO4.3 Develop and interpret a normal probability plot. (CO5) ï‚ · MO4.4 Apply concepts of the sampling distribution. (CO5) STUDY MATERIALS Textbook Readings ï‚ · Study sections 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, and 7.3 in the textbook. ACTIVITIES S-20 Module 4 has two written assignments and one modular quiz. Please consult the course Calendar for the due dates. Written Assignment 7 Write your responses to the following topic. Outliers: We know many types of data fall into a normal distribution with most of the observations falling toward the middle. However, sometimes data are outliers or data that are very different – larger or smaller – from the rest of the members of the sample. Think of an example in the real world of an outlier and discuss its effect. Written Assignment 8 The written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Case Study: Chest Sizes of Scottish Militiamen (p.295): Answer a,b,c,d. You must calculate results by hand (though you may use any technology of your choice to verify your answers). Quiz 4 and Self-Check Practice Exercises At the end of this module, you are required to take an unproctored online quiz. Quiz 4 contains ten (10) multiple-choice questions based on related chapters of Module 4. You can take it only once. To better prepare for this quiz, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 6.23 a,b,c; (shape of the normal curve) ï‚ · 6.48 (properties of the normal curve) ï‚ · 6.54 (properties of the normal curve) ï‚ · 6.55, a,b,c,d; (area under curve) ï‚ · 6.59 a,b,c,d; (area under curve) ï‚ · 6.71 (z-score associated with an area) ï‚ · 6.75 a,b; (z-score associated with an area) ï‚ · 6.98 a,b (calculate z-score and find area) ï‚ · 6.123 a,b,c (normal probability plots) ï‚ · 7.2 (sampling distribution theory) ï‚ · 7.17 a,b,c d, e; (sampling mean) ï‚ · 7.49 a,b; (standard error of mean) ï‚ · 7.71 a,b,c,d,e; (sampling distribution of the sample mean) Module 4 S-21 module Inferential Statistics TOPICS Module 5 covers the following topics: ï‚ · point estimate ï‚ · confidence intervals, population one mean ï‚ · margin of error ï‚ · t-distribution ï‚ · confidence intervals, sample one mean ï‚ · null, alternative hypotheses ï‚ · type I,II errors ï‚ · p-values ï‚ · critical values – one tail ï‚ · critical values – two tails ï‚ · pooled hypothesis variables ï‚ · pooled samples t-test ï‚ · confidence intervals – pooled samples ï‚ · non-pooled samples t-test ï‚ · confidence intervals – non-pooled samples ï‚ · paired t-test ï‚ · confidence intervals – paired t-test ï‚ · one proportion z interval ï‚ · margin of error for p ï‚ · one proportion z test ï‚ · two proportions z test ï‚ · confidence internal two proportions OBJECTIVES After successfully completing Module 5, you should be able to: ï‚ · MO5.1 Construct confidence intervals to make decisions. (CO6) ï‚ · MO5.2 Recognize errors in hypothesis testing probability plot. (CO6) ï‚ · MO5.3 Interpret p-values with hypotheses tests. (CO6) ï‚ · MO5.4 Determine if there is a difference between means. (CO6) S-22 STUDY MATERIALS Textbook Readings ï‚ · Study sections 8.1, 8.2, 8.3, 8.4, 9.1, 9.2, 9.3, 10.1, 10.2, 10.3, 10.5, 12.1, 12.2, and 12.3 in the textbook. ACTIVITIES Module 5 has three activities. Please consult the course Calendar for the due dates. Written Assignment 9 Write your responses to the following topic. Errors in testing: Think of one example of a Type I and Type II error in everyday life and comment on the ramifications of those errors. Written Assignment 10 This written assignment draws on case study discussion exercises at the end of Chapter 8. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Case Study: The â€Å"Chip Ahoy! 1,000 Chips Challenge (p.357): Answer a,b,c,e (NOT d). You must calculate results by hand (though you may use any technology of your choice to verify your answers). Module 5 Self-Check Practice Exercises At the end of module 5 and 6, you are required to take a proctored online final exam. To better prepare for the final exam, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 8.4 a,b; (point estimate) ï‚ · 8.32 a,b; (confidence intervals, population one mean) ï‚ · 8.62 (margin of error) ï‚ · 8.81 a,b,c; (t-distribution) ï‚ · 8.93 a,b; (confidence intervals, sample one mean) ï‚ · 9.6 a,b,c; (null, alternative hypotheses) ï‚ · 9.22 a,b,c,d,e (type I,II errors) ï‚ · 9.50 a,b,c (p-values) ï‚ · 9.33 a,b,c,d,e,f; (critical values – one tail) ï‚ · 9.34 a,b,c,d,e,f; (ciritcal values – two tails) ï‚ · 10.9 a,b,c,d (pooled hypothesis variables) Module 5 S-23 ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · 10.39 (pooled samples t-test) 10.45 (confidence intervals – pooled samples) 10.71 (non-pooled samples t-test) 10.77 (confidence intervals – non-pooled samples) 10.142 a,b,c,d,e,f; (paired t-test) 10.148 a,b; (confidence intervals – paired t-test) 12.26 one proportion z interval 12.34 a, b, c, d, e, f (margin of error for p) 12.66 a, b (one proportion z test) 12.93 a, b, c (two proportions z test) 12.99 a, b (confidence internal two proportions) S-24 SYLLABUS for STA-201-GS module Measures of Association TOPICS Module 6 covers the following topics: ï‚ · chi-square distribution ï‚ · goodness of fit test ï‚ · contingency tables ï‚ · chi-square assumptions ï‚ · chi-square test of independence ï‚ · linear equation definition ï‚ · graphing linear equations ï‚ · least squares criterion ï‚ · regression calculation and estimation ï‚ · sum of squares and r2 ï‚ · correlation definition ï‚ · correlation coefficient ï‚ · residual plot ï‚ · regression t-test OBJECTIVES After successfully completing Module 6, you should be able to: ï‚ · MO6.1 Recognize the characteristics of the chi-square distribution. (CO7) ï‚ · MO6.2 Determine if there is an association within a contingency table. (CO7) ï‚ · MO6.3 Represent the relationship between two variables as a linear equation. (CO7) ï‚ · MO6.4 Apply the regression equation to make predictions and extrapolate data. (CO7) ï‚ · MO6.5 Recognize the characteristics of the the correlation coefficient. (CO7) ï‚ · MO6.6 Determine the strength of correlation between two variables. (CO7) ï‚ · MO6.7 Make inferences from the results of a linear regression. (CO7) STUDY MATERIALS Textbook Readings ï‚ · Study sections 13.1, 13.2, 13.3, 13.4, 14.1, 14.2, 14.3, 14.4, 15.1, and 15.2 in the textbook. S-25 ACTIVITIES Module 6 has three activities. Please consult the course Calendar for the due dates. Written Assignment 11 Write your responses to the following topic. Association: We know association does not imply causation, but what does this mean in your own words. Provide and discuss an example of two variables that are associated but not by a cause and effect relationship. Written Assignment 12 This written assignment draws on case study discussion exercises at the end of Chapter 14. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Focusing on Data Analysis: Using the data from Chapter 1: UWEC Undergraduates (pp. 3031), and answer questions a,b,c,d,e,f,g (UWEC Undergraduates, p. 666). You must calculate results by hand (though you may use any technology of your choice to verify your answers). Module 6 Self-Check Practice Exercises At the end of module 5 and 6, you are required to take a proctored online final exam. To better prepare for the final exam, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 13.1 (chi-square distribution) ï‚ · 13.7 a,b; (chi-square distribution tables) ï‚ · 13.27 a,b,c; (goodness of fit test) ï‚ · 13.45 a,b,c,d; (contingency tables) ï‚ · 13.73 a,b (chi square assumptions) ï‚ · 13.76 (chi square test of independence) ï‚ · 14.1 a,b,c; (linear equation definition) ï‚ · 14.5 a,b,c,d,e; (graphing linear equations) ï‚ · 14.40 a,b,; (least squares criterion) ï‚ · 14.52 a,b,c,d,e,f,g; (regression calculation and estimation) ï‚ · 14.90 a,b,c,d; (sum of squares and r2) ï‚ · 14.110 a,b,c (correlation definit ion) ï‚ · 14.124 a,b,c,d; (correlation coefficient) ï‚ · 15.24 a,b,c,d (residual plot) ï‚ · 15.52 (regression t-test) S-26 SYLLABUS for STA-201-GS Final Project You are required to complete a final project. Please consult the Course Calendar for the due date. Project Description Statistics is about more than calculations. It is about turning data into information and using this information to understand the population. A statistician will be asked to help solve real world problems by designing a study, collecting data, analyzing the data, and writing up the results. As a final project, you will be asked to do something similar. Though the design and data collection will be done for you, you will be asked to analyze the data using the appropriate tests (ensuring the data are distributed normally) and write up the results, using statistical evidence to support your findings. Lastly, you will be asked to include recommendations, that is, apply the results to solve the real world problem. In your paper, explain why you chose each statistical test, figure, or procedure. The problem: Due to financial hardship, the Nyke shoe company feels they only need to make one size of shoes, regardless of gender or height. They have collected data on gender, shoe size, and height and have asked you to tell them if they can change their business model to include only one of shoes – regardless of height or gender of the wearer. In no more 5-10 pages (including figures), explain your recommendations, using statistical evidence to support your findings. The data found are below: Show Size 5.00 7.50 9.00 7.00 11.00 12.00 14.00 7.00 7.50 8.00 10.50 Height 63.00 70.00 70.00 64.00 72.00 72.00 76.00 66.00 71.00 68.00 71.00 Gender Female Female Female Male Male Male Male Female Female Female Male Module 5 S-27 11.00 6.50 7.00 7.50 10.00 12.00 6.50 10.50 12.00 6.00 6.50 10.00 9.50 11.50 14.00 6.50 13.50 7.00 9.50 13.00 11.00 6.00 7.00 7.50 71.00 65.00 67.00 70.00 69.00 69.00 65.00 72.00 73.00 60.00 64.00 72.00 69.00 70.00 75.00 63.00 77.00 68.00 68.00 72.00 73.00 62.00 66.00 70.00 Male Female Female Female Male Male Female Male Male Female Female Female Male Male Male Female Male Female Male Male Male Female Female Female Only use results in the paper. You may show your work in an appendix, if you would like. ï‚ · Click to view Final Project Grading Rubric. S-28 SYLLABUS for STA-201-GS