Why have I chosen this University to continue my education? Why should you be admitted to the chosen master’s program? Which qualities make me an exceptional candidate?

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Supply China Management

What are your short-term and long-term career goals (e.g., roles, employers, industry) and how will your selected program of interest help you achieve these goals.
Why have I chosen this University to continue my education?
Why should you be admitted to the chosen master’s program?
Which qualities make me an exceptional candidate?

What does the article set out to do? What are the central concepts and are they clearly defined? How well does the research advance Global Air Traffic Management knowledge, or how can this research be applied to the Global ATM environment?

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Communications, Navigation and Surveillance (CNS)

Review a journal article in association with Communications, Navigation and Surveillance (CNS). Correlate your review with the Global Air Traffic Management environment.

Objectives: What does the article set out to do?

Concepts: What are the central concepts and are they clearly defined?

Contribution: How well does the research advance Global Air Traffic Management knowledge, or how can this research be applied to the Global ATM environment?

Discuss the concept of identity, drawing on the course literature. Analyze also the identity communication illustrated in each of the three video presentations in this module.

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Self-identity

Schultze and Badzinski defined self-identity as the way we perceive ourselves and social identity as how others view us. Identity encompasses different roles and expectations regarding how to act in different social contexts. Discuss the concept of identity, drawing on the course literature. Analyze also the identity communication illustrated in each of the three video presentations in this module.

Explain whether it generally seems to take the approach of social constructivism or technological determinism? Or is there a combination of both approaches? How do you know this? What specifics from the article give you hints about its approach?

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HUMN Wk 2

Explore article titles on historical topics related to technology in the journal Technology and Culture in the UMGC library. URL=http://ezproxy.umgc.edu/login?url=https://www-proquest-com.ezproxy.umgc.edu/publication/35182?accountid=14580

You will need to use the drop down menu on this page to look for articles between 2002 – 2020 since these are the only years the UMGC library has full text articles available.

Visual

Choose one article between 2002 – 2020 that is of particular interest to you, read it, and do the following:

Put a full citation in MLA style for the article at the top of your post.

Provide a brief summary of the article in your own words. Do not use the article’s abstract for this. Read the article and state briefly what it is about is in at least 3-4 sentences.

Explain whether it generally seems to take the approach of social constructivism or technological determinism? Or is there a combination of both approaches? How do you know this? What specifics from the article give you hints about its approach?

Use at least three quotes from the article in your discussion to support your points.

Make sure to provide in-text citations for those quotes in MLA format.

Explain how the problem-solving model can help the client address their challenges. How is the client using defense mechanisms, and how is that impeding the ability to problem solve and move forward in the life model?

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WK 8 dis peers Use the Problem-Solving Model to Move Through the Life Model

 

This week, you will move from applying theories and theoretical perspectives to considering and applying models. Watch this video for a brief overview of the difference between the two:

Some practitioners and scholars employ the terms “theory” and “model” interchangeably, so remember that a model provides the steps, procedures, or techniques to solve the problem or to set the change in motion. This week, you will look at two social work models: the life model and the problem-solving model.

Learning Objectives

Students will:

  • Apply the life model to social work practice
  • Apply the problem-solving model to social work practice
  • Analyze the effect of defense mechanism on client progression through the problem-solving and life models
  • Analyze gaps in the life model for a specific population

Discussion: Use the Problem-Solving Model to Move Through the Life Model

Piedra and Engstrom (2009) noted how the life model “remains general and unspecific regarding factors that affect immigrant families” (p. 272). Recall that there will never be one theory or a model that fully explains a phenomenon or lays out all the steps and procedures when working with complex issues that clients present to social workers. Recognizing this, Piedra and Engstrom selected another theory in the immigration literature—segmented assimilation theory. They identified concepts from segmented assimilation theory to “fill in” the gaps that the life model does not address.

In this Discussion, you examine gaps in the life model by applying it to your field experience.

To Prepare

  • Review the life model.
  • Review this article in the Learning Resources: Piedra, L. M., & Engstrom, D. W. (2009). Segmented assimilation theory and the life model: An integrated approach to understanding immigrants and their children. Social Work, 54(3), 270–277. https://doi.org/10.1093/sw/54.3.270
  • Apply a case study from this course.  ( case studies has been upload, pick  the best one for the discussion )

Post a response to the following:

Using an example from your case studies respond to the following:

  • Identify and describe the diverse population and the unique characteristics and/or the distinctive needs of the population in 3–4 brief sentences.
  • Explain how you would use the life model to help the client understand and describe their challenges.
  • Explain how the problem-solving model can help the client address their challenges.
  • How is the client using defense mechanisms, and how is that impeding the ability to problem solve and move forward in the life model?
  • Identify where the gaps are in applying the life model for this population.
  • When looking at the gaps, explain which theory might be helpful in filling the gaps of the life model when working with this population.

 

Identify the governmental agency or authority responsible for regulation of the safety of the airline’s flight operations in its home nation.

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Delta Airlines, INC.

2. Select a specific commercial airline headquartered anywhere in the world, then:

a. Describe the airline, its aircraft fleet, route structure and number of employees.

b. Determine whether the airline is organized as a corporation with private ownership or is owned by the national government.

c. Identify the governmental agency or authority responsible for regulation of the safety of the airline’s flight operations in its home nation.

d. Describe the certification requirements, including minimum flight time, if any, for commercial airline flight deck crew members in the airline’s home nation.

e. Identify the governmental agency or authority, if any, empowered to regulate the routes flown, rates charged, and other economic aspects of the airline’s flight operations.

f. Determine the extent to which the airline’s fleet consists of owned vs. leased aircraft

g. Identify and describe all accidents involving an aircraft operated by that airline since 1/01/2000, including the probable cause of each.

h. Determine whether the airline’s pilots and maintenance personnel based in the airline’s home nation are represented by a labor union or unions and identify and describe any strike activity that may have disrupted airline operations since 1/01/2000.

i. If neither the airline’s pilots nor its maintenance personnel are represented by a labor union or unions, discern whether a law of the airline’s home nation accounts for that and, if so, briefly describe that law.

In terms of energy flow in an ecosystem, why is the amount of energy passed from one trophic level to the next so small?  Since we know energy cannot be destroyed, account for the loss of energy that occurs between the prey and the owl.

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Virtual Owl Pellet Dissection

 

Website: Virtual Owl Pellet Dissection

 

INTRODUCTION

Owl pellets are the undigested remains of prey ingested by an owl.  The owl swallows its prey whole, and during the process of digestion, the soft parts of the prey are dissolved and passed on to the intestine for absorption.  The hard, non-digestible parts-bones, teeth, fur, feathers, and chitonous remains of insects are compressed in the gizzard and passed on to the proventriculus where the pellet remains until it is expelled.  These pellets are not eliminated as feces, but are regurgitated through the mouth.

Pellets are not found exclusively within the owl families.  There are many species of birds known to regurgitate pellets; hawks, eagles, kites, harriers, falcons, and even robins are some of the more familiar ones.  Out of all types of pellet ejectors, the efficiency of the process is probably as high in owls as in any other bird.

The Common Barn Owl feeds in early morning and early evening and will usually produce one to two pellets per day.  Glossy black when fresh, the pellet remains smooth and dark in color when dry.  These pellets can provide valuable information pertaining to the diet of owls.  By studying the contents of owl pellets, one may discover seasonal, regional, and habitat differences and even differences in individual tastes between owls.  Also, pellets can be used to effectively illustrate the nature of food chains, to demonstrate the role of avian predators within the ecosystem, and to provide information about the presence and relative abundance of animals in a particular area.  As an educational tool, pellets can also be used to introduce students to skeletal anatomy and to teach others how to identify and animal by its skull and jawbones.

The pellets in this Pak are from one of the two owl families, Tytonidae or Strigidae.  Each pellet has been fumigated to eliminate the presence of any insects and then individually wrapped for preservation.  Unless otherwise stated, the pellets in this Pak are from the family Tytonidae and more specifically, the Common Barn Owl (Tyto alba).

PURPOSE

  1. To successfully extract prey bones from a barn owl pellet.
  2. To explain how pellets are made and how they can be used to do a prey study.
  3. To label and arrange bones on a chart.
  4. To explain the role of owls in a food web.

 

PROCEDURE

  • Go to this website link at the top of this page
  • When the site loads, be sure to read the sections labelled Pellet Directions and Pellet Directions.
  • Click on the pellet to remove the fur.  Fur will automatically move to a pile in the corner.
  • Click on the bones and drag them to the skeleton.  Match the bones correctly and they will snap in place.

Note: Be sure to have the sound on and turned up so you can hear it

  • At any time, you can click on the label button to turn the labels on or off.
  • When you have correctly matched you will have a chance to download a certificate that you can print.
  • In order to get credit for your dissection, you must save your certificate and upload it to the Dropbox.

 

 

Owl Pellet Dissection

 

Name

 

Answer the following questions from the introduction information.

 

  • What are owl pellets?

 

  • What happens to the soft parts of the prey?

 

  • What is the purpose of the gizzard in the owl pellet formation?

 

  • Where does the pellet remain until it is expelled?

 

  • These pellets are not eliminated as, but are regurgitated through the .
  • List 6 other birds that are known to regurgitate pellets.

 

  • Of all the birds that are pellet ejectors, which type of bird is probably the most efficient at this process?

 

  • How many pellets does the common barn owl produce per day?

 

  • What color are the pellets when fresh?

 

  • Describe the appearance of a dry owl pellet.

 

  • The pellets are from what owl family?

 

  • Why are the pellets fumigated?

 

 

  • How do food webs and food chains differ?

 

  • Why does the number of organisms decrease as you move up the pyramid level?

 

 

  • In terms of energy flow in an ecosystem, why is the amount of energy passed from one trophic level to the next so small?  Since we know energy cannot be destroyed, account for the loss of energy that occurs between the prey and the owl.

 

 

  • We know that about 50% of the energy in an organism is not digested by the consumer and is simply passed through as waste or feces.  Is the energy stored in the feces lost to the ecosystem?  Why or why not?

 

 

How does the organization work with the gig economy? Do they hire temporary employees, contract employees? What is the company’s involvement with the gig economy? How does the organization manage and support the gig workforce? Is the gig workforce the right fit for the organization?

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Etsy and Gig Employees

Use the company website, 10K report, and other sources. https://www.etsy.com/

Provide an overview of the organization:
1. What products or services does the organization offer?
2. What is the organization’s core competencies?
3. What industry/market does the organization serve?
4. Is the organization US domestic or global?
5. What are the main objectives of the organization?
6. What are the major challenges for the organization to meet its objectives?
7. How long has the organization been in operation?
8. Any unique traits/facts about the business?

How does the organization work with the gig economy? Do they hire temporary employees, contract employees? What is the company’s involvement with the gig economy?

How does the organization manage and support the gig workforce?
Is the gig workforce the right fit for the organization?

How does the gig workforce impact the company financially, ethically, its culture, impact on full-time employees etc.

Describe who and what Dubois purported. How does Schaefer characterize Debous work? Is it applied or clinical sociology? Which of the three theories would explain his sociological approach and perspective.

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WEB DUBOIS

In your paper describe who and what Dubois purported. Complete a short autobiographical sketch from the book and other readings, Include his research interest and data collection methods. Cite each references. Then delve into his approach. How does Schaefer characterize Debous work? Is it applied or clinical sociology (see page 17)? Which of the three theories would explain his sociological approach and perspective.

Explore and analyze the poems at the end of the page, make notes about the literary elements you notice and begin to consider how the authors develop the themes in each poem.

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Poems

In the following assignment, you will write a literary analysis of the poems below.

When you write a literary analysis essay, you should focus on the following elements: tone, diction, syntax, author’s point of view, structure, imagery, and dramatic context of a selection. As you explore and analyze the poems at the end of the page, make notes about the literary elements you notice and begin to consider how the authors develop the themes in each poem.

Key Literary Terms
Diction – the author’s choice of words

Dramatic context – the setting and core structure of a poem

Elliptical construction – the intentional omission or certain words or phrases by the author

Euphemism – a mild or less blunt word (ex. sleep instead of death)

Metaphor – a figure of speech that compares unlike objects

Simile – a figure of speech that compares unlike objects using “like” and “as” (ex. Life is like a dream.)

Motif – a recurring theme throughout a poem

Syntax – the author’s pattern of words or sentence structure

Poetry

“Do Not Go Gentle into That Good Night”

 

Do not go gentle into that good night,

Old age should burn and rage at close of day;

Rage, rage against the dying of the light.

Though wise men at their end know dark is right,

Because their words had forked no lightning they

Do not go gentle into that good night.

Good men, the last wave by, crying how bright

Their frail deeds might have danced in a green bay,

Rage, rage against the dying of the light

Wild men who caught and sang the sun in flight,

And learn, too late, they grieved it on its way,

Do not go gentle into that good night.

Grave men, near death, who see the blinding sight

Blind eyes could blaze like meteors and be gay,

Rage, rage against the dying of the light.

And you, my father, there on the sad height,

Curse, bless me now with your fierce tears, I pray.

Do not go gentle into that good night.

Rage, rage against the dying of the light.

 

By Dylan Thomas (1914 – 1953)

 

“Psalm of Life”

 

Tell me not, in mournful numbers,

Life is but an empty dream! –

For the soul is dead that slumbers,

And things are not what they seem.

Life is real! Life is earnest!

And the grave is not its goal;

Dust thou art, to dust returnest,

Was not spoken of the soul.

Not enjoyment, and not sorrow,

Is our destined end or way;

But to act, that each to-morrow

Find us farther than to-day.

Art is long, and Time is fleeting,

And our hearts, though stout and brave,

Still, like muffled drums, are beating

Funeral marches to the grave.

In the world’s broad field of battle,

In the bivouac of Life,

Be not like dumb, driven cattle!

Be a hero in the strife!

Trust no Future, howe’er pleasant!

Let the dead Past bury its dead!

Act,–act in the living Present!

Heart within, and God o’erhead!

Lives of great men all remind us

We can make our lives sublime,

And, departing, leave behind us

Footprints on the sands of time;

Footprints, that perhaps another,

Sailing o’er life’s solemn main,

A forlorn and shipwrecked brother,

Seeing, shall take heart again.

Let us, then, be up and doing,

With a heart for any fate;

Still achieving, still pursuing,

Learn to labor and to wait.

 

By Henry Wadsworth Longfellow (1807 – 1882)