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In what ways were the early English settlements in Virginia and Massachusetts similar and/or different?

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American Yawp

TASK 1: Review Chapter Two of The American Yawp and the lecture PowerPoints on early Virginia and New England.

TASK 2: Post a 400- to 500-word response to the discussion question: In what ways were the early English settlements in Virginia and Massachusetts similar and/or different?

  1. Paragraph One (150-200 words): Describe the features and development of one the two colonies listed above. NOTE: In this paragraph, describe the basic features of either Virginia or Massachusetts. BE SPECIFIC: describe two specific details (key people, events, socioeconomic developments, etc.) that explain the early history of one of the three colonies above.
  2. Paragraph Two (150-200 words): Describe the features and development of the second colony (the one not described in paragraph one). Again, BE SPECIFIC: describe two specific details (key people, events, socioeconomic developments, etc.) that explain the second colony.
  3. Paragraph Three (100-150 words): Write a short paragraph that compares and/or contrasts the two colonies. In what ways were the two colonies similar? In what ways were the two colonies different?
  4. Include one short quotation—and corresponding citation—from The American Yawp in one of the three paragraphs. Your citation should be an MLA-style parenthetical citations that includes “Locke and Wright” (the last names of the editors of the book) and the inclusive page number(s). For instance, if you’re reading the online version of the textbook without page numbers, your citation should look like this: (Locke and Wright). If you’re reading the PDF version with page numbers your citation should look like this (Locke and Wright 32) or (Locke and Wright 32-33).

 

Identify a set of goods. Identify a set of judgments about what actions aid in attaining those goods. Identify a set of true counter-factual conditional statements.

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Chapter 3 The Intelligence of Dolphins

Question: Are dolphins intelligent?

  1. Why choose Dolphins?
    1. They have been extensively studied
    2. Ratio of brain mass to body mass is similar to human; they also have a highly developed cortex
    3. Dolphins are social and live in well defined social structures
  1. They are socially dependent and must be in order to flourish
  2. They develop strategies as a group.
    1. They excel at vocal learning and communicate
    2. They are purposive
    3. They are playful.
  2. Some important philosophical claims
    1. How do we distinguish action from a set of bodily movements?
  1. Actions imply purposes and goals; mere movement does not necessarily imply a goal.
  1. What is the range of activities that we find in activities?
    1. Perceptual recognition
    2. Perceptual attention
    3. Response to recognitions
    4. Curiosity
    5. Affection
    6. Fear
    7. Co-operation
  2. Some more philosophical claims
    1. Aquinas notes a feature of Good—“good has the ratio of a goal.”

From a Latin dictionary

  • ratio: procedure, theory.
  • ratio: reckoning, account /reason, judgment, consideration.
  • ratio: system, manner, method, procedure, manner.
  • rationabiliter: reasonably

 

    1. Humans (and other species) are goal directed in virtue of the fact that they recognize goods.
    2. To ascribe a set of goods to a species is also to ascribe reasons
    3. If we can identify goods, we can also ascribe reasons
    4. The truth or falsity of sentence about acting for a reason depends upon whether or not, that action is conducive to achieving the end—one need not also have an utterance to the effect “I am going to do x.”
  2. If we are to ascribe reasons to animals we need to do the following three things
    1. Identify a set of goods
    2. Identify a set of judgments about what actions aid in attaining those goods
    3. Identify a set of true counter-factual conditional statements.
  3. An example of #5
    1. Eating fish is a dolphin good
    2. Hunting co-operatively using scouts is a good way to hunt.
    3. If the scouts locate fish and signal to the herd, the herd will change course toward the scouts, unless something prevents course change or unless fish are immediately ahead of the herd.  (A true counter-factual conditional statement)
  4. Human training of dolphins also suggests that dolphins recognize and respond to achieving certain goals.
    1. These activities suggest that dolphins are not just passive recipients of perceptions.
    2. Dolphins also show pleasure in goal achievement and this account is like Aristotle’s account of pleasure in humans.
  5. Question: What is language?
    1. Dolphins have communication (is communication language?)
    2. Dolphins have comprehension (is comprehension language?)
    3. Some have also suggested that dolphins have syntax (is syntax language?)
  1. One experiment noted that dolphins could be taught a language and recognize when the syntax of was improperly formed.
  2. E.g. a dolphin could distinguish between the following sentences: a) take the Frisbee to the surfboard and b) Take the surfboard to the Frisbee.
  1. The question of whether dolphins have language and the significance of this experiment will be deferred until later.  In the meantime we will need three things
    1. A Rough and ready account of language
    2. Philosophical arguments against the ascription of language to dolphins
    3. How we should characterize the intelligent activity of dolphins in relation to our characterization of ourselves.

For more on dolphin research MacIntyre declares that his primary source is:

Dolphin Societies: Discoveries and Puzzles edd. Karen Pryor and Kenneth S. Norris, (Berkeley and Los Angeles: University of California Press, 1991)

 

How would you describe the duke? Is he a reliable narrator? How does the title of the poem affect your understanding of the duke?

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My Last Duchess 

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BY ROBERT BROWNING

FERRARA

That’s my last Duchess painted on the wall,

Looking as if she were alive. I call

That piece a wonder, now; Fra Pandolf’s hands

Worked busily a day, and there she stands.

Will’t please you sit and look at her? I said

“Fra Pandolf” by design, for never read

Strangers like you that pictured countenance,

The depth and passion of its earnest glance,

But to myself they turned (since none puts by

The curtain I have drawn for you, but I)

And seemed as they would ask me, if they durst,

How such a glance came there; so, not the first

Are you to turn and ask thus. Sir, ’twas not

Her husband’s presence only, called that spot

Of joy into the Duchess’ cheek; perhaps

Fra Pandolf chanced to say, “Her mantle laps

Over my lady’s wrist too much,” or “Paint

Must never hope to reproduce the faint

Half-flush that dies along her throat.” Such stuff

Was courtesy, she thought, and cause enough

For calling up that spot of joy. She had

A heart—how shall I say?— too soon made glad,

Too easily impressed; she liked whate’er

She looked on, and her looks went everywhere.

Sir, ’twas all one! My favour at her breast,

The dropping of the daylight in the West,

The bough of cherries some officious fool

Broke in the orchard for her, the white mule

She rode with round the terrace—all and each

Would draw from her alike the approving speech,

Or blush, at least. She thanked men—good! but thanked

Somehow—I know not how—as if she ranked

My gift of a nine-hundred-years-old name

With anybody’s gift. Who’d stoop to blame

This sort of trifling? Even had you skill

In speech—which I have not—to make your will

Quite clear to such an one, and say, “Just this

Or that in you disgusts me; here you miss,

Or there exceed the mark”—and if she let

Herself be lessoned so, nor plainly set

Her wits to yours, forsooth, and made excuse—

E’en then would be some stooping; and I choose

Never to stoop. Oh, sir, she smiled, no doubt,

Whene’er I passed her; but who passed without

Much the same smile? This grew; I gave commands;

Then all smiles stopped together. There she stands

As if alive. Will’t please you rise? We’ll meet

The company below, then. I repeat,

The Count your master’s known munificence

Is ample warrant that no just pretense

Of mine for dowry will be disallowed;

Though his fair daughter’s self, as I avowed

At starting, is my object. Nay, we’ll go

Together down, sir. Notice Neptune, though,

Taming a sea-horse, thought a rarity,

Which Claus of Innsbruck cast in bronze for me!

 

How would you describe the duke? Is he a reliable narrator? How does the title of the poem affect your understanding of the duke?

Note: An unreliable narrator refers to a narrator that the reader shouldn’t or can’t trust entirely. The narrator’s description of events might be incorrect or tinged by their experience. They add to the overall story through their biased, compromised, or simply incorrect understanding of the story.

Differentiate with suitable examples the traditional costing systems and activity-based costing. Explain how ABC is used inmanufacturing by providing a numerical example.

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Accounting Question

Q1. Differentiate with suitable examples the traditional costing systems and activity-based costing. Explain how ABC is used inmanufacturing by providing a numerical example.

Q2. RCR has two support departments, X1 and X2, and two operating departments, Z1 and Z2. RCR has decided to use the direct method and allocate variable X1 dept. costs based on the number of transactions and fixed X1 dept. costs based on the number of employees. X2 dept. variable costs will be allocated based on the number of service requests and fixed costs will be allocated based on the number of computers. The following information is provided:

Q3. Provide a numerical example of special order decisions and make or buy decisions and explain how these decisions are backed by quantitative and qualitative considerations.

Q4. K&C Ltd. is working on a budget for the current year. The following information is linked to budget preparation:

 

In a post of about 200-250 words, what are your feelings about the way the family turns from thinking about the boy to thinking about their own lives at the end of this poem? How does it make you feel? Do you have any sympathy for the way they behave? Is it part of living a tough life in a rural area around the turn of the century?

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‘Out, Out—’

BY ROBERT FROST

The buzz saw snarled and rattled in the yard

And made dust and dropped stove-length sticks of wood,

Sweet-scented stuff when the breeze drew across it.

And from there those that lifted eyes could count

Five mountain ranges one behind the other

Under the sunset far into Vermont.

And the saw snarled and rattled, snarled and rattled,

As it ran light, or had to bear a load.

And nothing happened: day was all but done.

Call it a day, I wish they might have said

To please the boy by giving him the half hour

That a boy counts so much when saved from work.

His sister stood beside him in her apron

To tell them ‘Supper.’ At the word, the saw,

As if to prove saws knew what supper meant,

Leaped out at the boy’s hand, or seemed to leap—

He must have given the hand. However it was,

Neither refused the meeting. But the hand!

The boy’s first outcry was a rueful laugh,

As he swung toward them holding up the hand

Half in appeal, but half as if to keep

The life from spilling. Then the boy saw all—

Since he was old enough to know, big boy

Doing a man’s work, though a child at heart—

He saw all spoiled. ‘Don’t let him cut my hand off—

The doctor, when he comes. Don’t let him, sister!’

So. But the hand was gone already.

The doctor put him in the dark of ether.

He lay and puffed his lips out with his breath.

And then—the watcher at his pulse took fright.

No one believed. They listened at his heart.

Little—less—nothing!—and that ended it.

No more to build on there. And they, since they

Were not the one dead, turned to their affairs.

In a post of about 200-250 words, what are your feelings about the way the family turns from thinking about the boy to thinking about their own lives at the end of this poem? How does it make you feel? Do you have any sympathy for the way they behave? Is it part of living a tough life in a rural area around the turn of the century?

 

 

What does it mean to be “lonely as a cloud”? Does this simile work for you? Why do you think this memory was so powerful for Wordsworth?

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DISCUSSION ESSAY

What does it mean to be “lonely as a cloud”? Does this simile work for you? Why do you think this memory was so powerful for Wordsworth?

What did you identify in last week’s assignment as some of the ethical issues? What, if any, might be one of the conflicts between an ethical and legal issue you identified?

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Ethical Codes: An Overview

Consuela is a 24-year-old woman in the master’s of human services program at the University of Nebraska. Her bachelor’s degree is in English and she plans to pursue licensure as a human service professional upon completion of her program. She is currently meeting her internship requirement at the Children First Center in Lincoln, Nebraska. She spends ten hours each week shadowing different administrators, social workers, and counselors as they provide therapy for children and their families who have been referred for incidences of abuse and neglect.

During the first half of her internship, Consuela enjoyed all that she was learning and received high marks on her midterm evaluation from her site and faculty supervisors. She described her experience as “significantly increasing” her knowledge of child abuse, family therapy, and counseling skills for chil­dren and adolescents. On a particularly busy day, just after her midterm evalu­ation, Consuela’s site supervisor is absent from work. One of the other therapists, Jessica, with whom Consuela does not have a strong relationship and by whom she often feels intimidated, is in charge of providing her duties and responsibilities for the day. She asks Consuela to co-facilitate a parents’ group, work with Tonya in the file room, and then check back in with her for further assignments.

After completing these tasks, Consuela finds Jessica, who describes how “swamped” they are with the state officers coming in tomorrow. She explains to Consuela that an aunt has just brought a little girl into the office and the aunt thinks she may have been sexually abused. She says that the aunt just wants to talk with someone before they check the girl out, but “our protocol requires an evaluation for any suspicion of sexual abuse.” Jessica explains, “you never know who is telling the truth,” but that they need to start the paperwork, complete an evaluation and then conduct an initial interview. Jessica gestures toward the other employees, Saying, “there’s no one else that’s free to do il but you and I,” and asks Consuela if she has shadowed a physical evaluation. Consuela says that she has and Jessica responds “Great! Then I will start the paperwork while you take the girl for the evaluation and we can meet together so you can shadow me on the initial interview.”

Consuela starts to express reservation but before she can speak Jessica pats her on the shoulder and says. “I really appreciate this and won’t forget it on your next evaluation. Days like this make me wonder why I ever get out of bed.” Con­fused by the mix of emotions surrounding the afternoon and concerned about the impact of expressing hesitancy toward the assignment, Consuela conducts the physical evaluation.

Read a case study about Consuela and looked at it from an ethical perspective. This week you will consider the same case study but now from a legal issue.What do you think are some of the legal issues?
What did you identify in last week’s assignment as some of the ethical issues?
What, if any, might be one of the conflicts between an ethical and legal issue you identified?
What do you think would be the best course of action for Consuela to take that would result in the least harm to the child?

This discussion board will be used in an evaluation of your mastery of (CO2): Appraise best practices in case management.

Define and document maintenance activities. Identify and monitor maintenance program problems and trends. Provide materiel support for maintenance and engineering.

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Aviation Safety and Efficiency in the Aviation Maintenance Managment Field

LEARN HOW TO:

• Minimize service interruptions while lowering maintenance and repair costs

• Adhere to aviation industry certification requirements and FAA regulations

• Define and document maintenance activities.

• Work with engineering and production, planning, and control departments

• Understand the training requirements for mechanics, technicians, quality control inspectors, and quality assurance auditors

• Identify and monitor maintenance program problems and trends.

• Manage line and hangar maintenance

• Provide materiel support for maintenance and engineering.

• Stay on top of quality assurance, quality control, reliability standards, and safety issues lir

 

How should a health care leader interface with local, state, or nationally elected officials to create a dialogue concerning local health care challenges?

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DISCUSSION ESSAY

Respond to the following in a minimum of 175 words:

  • How should a health care leader interface with local, state, or nationally elected officials to create a dialogue concerning local health care challenges? Include an example of an appropriate local health care challenge that should be shared with an elected official (or elected officials) and the type of elected official that you would select for this dialogue.
  • What happens when an innovative idea threatens the system that supports the business and the employees? Provide an example in your response.
  • Provide in-text citations from no fewer than 3 scholarly sources to support your perspective on this issue.
  • Provide a complete properly formatted reference list at the end of the post.

 

Identify and explain the conditions affecting reliability. Identify methods test developers may use to improve reliability. Explain the relationship between validity and reliability.

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Assessment of Substance Use Disorder

OVERVIEW
This chapter provides an introductory discussion of reliability and validity as they pertain to the provision of rehabilitation and health services. Although the issues are discussed in reference to test use, the concepts and p1inciples are applicable for all forms of data used professionally, including observations and interviews. Keep in mind that reliability and validity are dynamic in nature, evolving with complexity of assessment techniques, the social implications of test data, and statistical advances. Therefore, this chapter offers a broad summary of concepts and techniques, the essentials that rehabilitative clinicians need to know in order to begin their program of study. Interested readers are encouraged to consult the specific professional literature pertaining to their own practice and interests as well as a number of works that are considered “classics” in the field of psychometrics (e.g., Betz & Weiss, 2001; Carroll, 1993; Cronbach, 1988; Cronbach & Meehl, 1955; Gustafsson, 2002; Messick, 1989; Spearman, 1904; Thorndike, 2001; Thurstone, 1925).

LEARNING OBJECTIVES
By the end of the chapter, readers should be able to:
• Identify four primary methods used to estimate reliability and give examples of each.
• Describe (a) considerations in evaluating reliability estimates, (b) methods to improve reliability, and (c) the impact of floor and ceiling effects on reliability.
• Describe four broad approaches used to support the validity of a test and give examples of each.
• Distinguish between types of test validity and the evidence for those specific types.
• Identify and explain the conditions affecting reliability.
• Identify methods test developers may use to improve reliability.
• Explain the relationship between validity and reliability.