Comparative Essay – Local and International Events

Please follow the instructions from the attachment and complete the project using Fathom 2 as an assistance. The instructions for what to do with Fathom: Use Fathom and the data set to create 5 interesting graphs, either showing a high correlation (in particular if you did not expect one) or a correlation close to zero (when you would have expected a higher one). (Graph tool) Create a summary table for a single attribute, and one for two attributes. (Preferably ones that you used in the graphs above. Write two paragraphs on what you observed, and then ask questions you would be interested in having answered. (Use text tool)

A few ideas for winning : ) ❏ Remember to make a copy of this document. Then change the part that has my name to the college you are in and the semester and year to your name and first initial. ❏ You will turn in this whole document online, not just the answers. I also need the questions : ) ❏ There is no quiz for this section ❏ Read the lecture note and then watch the video in order to answer the questions. ❏ Write an i123a note on the video.paulanderson.bozmanscience.cladogram.anerseniiaqauticus.youtube❏ Answer the 4 questions and turn in. . Classification using cladograms worksheet (10 pts)You will turn in this worksheet. ________________________________________This section is designed as an easy points getter : )The path the course is now taking is to identify traits/characteristics and to think about how those traits have affected the species in question. For example, we have reviewed a bit about the changes in the skeletons of humans and other species. In those things we have noted skeletons have changed in a sequence overtime in that;● Human types have special adaptations which allow and require a two legged walk, aka facultative bipedalism.● There are isolation forces, geographic isolation, which can produce changes in animal types based on the ecosystem. For example,Foster’s Rule.● That variation of species is measurable as noted by Darwin’s Finches.Here in this section, there is a short lesson which gets the student acquainted with the process of biological classification. This is a small and simple lesson to give the idea of distinct traits, and mosaic species. This process can start with some basic assumptions, scientific ones, that things potentially get more complex as they change. It is important to note that a species can become simpler to survive but it also noted that some things become more complex. That being said we will start with the assumption that; things potentially get more complex as they change. Simpler is then older and more complex is newer. Note in following species, Andersenii aquaticus, is about first, the identification of the simply described simplest form of the organism, noted by the membranes (borders) and nothing else distinctive (Table1, Key concept 1.) This lesson assesses Mendel’s first law of: segregation. That is that offspring inherit their traits from parents. Therefore, related species had to get their traits from ones that existed before. It assesses evolutionary theory in showing that organisms tend towards complexity but at time entropy happens and things leave the family line. It shows the theory of phylogenetics ( gene types) and shows the relation in arbitrary time on the cladogram.

The instruction for this assignment is included in the files I upload. Please read all files I upload before writing, those materials will help you to understand what the assignment is. The case for this assignment is the one related to apple company. I also upload two samples of writing, but those are for a different case under the same assignment requirement. Don’t include any quotes in writing, this assignment is like writing a letter that will be read by the employees. You can directly use the information or data from resources provided in instructions to help you writing.

-see attached -the exact format as the question   5:59 PM A issatrainer.com<s> 100%•il VerizonYou have been asked to teach a fitness class at your local community center three mornings a week. The community center weight room has 4 squat/press racks, bars, bumper plates, dumbbells and kettlebells in a range of sizes, 4 TRX units, cones, jump ropes, and a large open indoor space as well as an outdoor courtyard. You may bring in any additional equipment you would like. Design a four-week cycle of classes in which you develop strength, endurance, and cardiovascular fitness in three classes per week. Provide scaling options for the different experience and fitness levels in each class. Develop this case study as you see fit, including defining your audience, describing what equipment and training style you will use, and explaining how you would deal with potential problems. Include exercises and modifications for all four weeks, as well as a narrative of how you will set up your class and the necessary considerations. Use the template provided to design your case study. Some questions that will help you design your class: Who is your target audience? What equipment do you plan on using? What are your teaching strengths/weaknesses? le, what equipment are you comfortable using to teach strength? Can you teach specific skill such as martial arts or dance? Do you like to incorporate games into your classes? How many people do you feel comfortable handling at one time? What are your core exercises going to be? How can you modify or substi-tute them to be more or less challenging? What is your goal for your participants? What methods/equipment are you going to use to teach your class? What is the duration of each class? What specific components are you go-ing to include on a daily and weekly basis? What does your warm-up and cool-down routine look like? What specific skills are you going to teach? How many segments will make up your workout? (1-3 is ideal) What training methods/equipment will you use for each segment? How will you progress your clients from week to week?

500 word response to the following questions. The paper should be written in the first-person voice. Be sure to write in full, complete sentences. You will be graded for content and quality of writing. Reflect on what you have learned in this lesson about diversity and marginalization and link it to either your personal life, or your future profession (child psychologist). Part 1: Your reaction Describe what you remember most from the lesson (what stood out the most) and where you felt most challenged. Part 2: Your decisions Describe how what you learned in this lecture will inform your personal life and/or your future profession. Lesson Material for your reference: Section One: What is Diversity and How Does it Impact Us? In the 1980s there was not one country that allowed same sex marriage. Most people where either ‘out’, and very political about being LGBT or, most, were in the ‘closet’. Same sex couples were not allowed to adopt children and most people thought of HIV/AIDS as the ‘gay disease’. Diversity and Marginalization: Thinking back to high school, your school might have had a poster with the word “Welcome” in many different languages. You are probably reminded of those days where you celebrated the diversity of your peers and you ate different ethnic foods and may have been introduced to traditional clothes and dances. That certainly is one side of diversity: the idea and belief that Canada is an accepting multicultural mosaic. However, that is only one side of the coin. In fact, there has been a long tradition of scholars and activists challenging the notion of diversity and multiculturalism. One such person is the York University scholar, Himani Bannerji. In her 2000 book, The Dark Side of the Nation: Essays on Multiculturalism, Nationalism and Gender, Bannerji identifies what she terms the ‘paradox of diversity’. Using the term/description “women of colour” as an example, she argues that the description creates a “vague and pleasant” description that replaces race with ‘colour’ and suggests alliance among women. Doesn’t “women of colour” sound much more pleasant than “gender and race”? By changing the way that something is described (recall multicultural / diversity attempts at your high school), Bannerji argues we erase the realities of race, racism, white privilege, and oppression. Her point is that using the terms such as ‘women of colour’ reflects ideologies of power relations by serving to regulate power. This other perspective on diversity suggests that human diversity is not about ‘getting along’ but that human diversity is part of historical and ideological oppression. On a sliding scale where diversity and multiculturalism are on the one end, and anti-oppression / anti-racism are on the other, it’s easy to imagine where Bannerji sits. To better understand white privilege, please read Peggy McIntosh’s (1988) excerpt about unpacking privilege (2 pages). As you read, take note of your thoughts and feelings. The reason why I wanted to include this discussion is because it is easy to think of human diversity as a vibrant celebration of colour, foods and diverse traditions rather than to dig a bit deeper and think about the systemic issues such as oppression and privilege that accompany human diversity. At this point, you are probably not surprised to hear that diversity in the context of community psychology is not so much about the ‘beauty of difference and getting along’ but about recognizing that “human diversity has multiple intersecting dimensions” and is “an important part of understanding differences and similarities between individuals and communities, but also variation within communities” (Kloos et al., 2012, pp. 7-8). According to Rappaport (1977), community psychology “is an attempt to support every person’s right to be different without risk of suffering material and psychological sanctions” (p. 1). This will often require the community psychologist to work toward providing socially marginal people with the resources, the power, and the control over their own lives, which is necessary for a society of diversity rather than conformity” (p. 23). Section Two: Power and Oppression Recall Himani Bannerji’s argument that ideologies of diversity and multiculturalism serve to strengthen existing power relations such as racism, oppression of others and white privilege. What do we mean when we refer to power and oppression? According to Kloos and colleagues (2012), “oppression occurs in a hierarchical relationship in which a dominant group unjustly holds power and resources and withholds them from another group” (p. 231). The Social Construction of Power: To make those concepts livelier, I’d like you to watch a very interesting video on the social construction of oppression. In this video, you will watch a third grade teacher simulate the social construction of discrimination by introducing a two-day exercise to her class where students were intentionally discriminated against based on the colour of their eyes. Oppression and Colonization: As you have seen in this lesson, there are many forms of oppression. It can be overt (obvious and intentional) and it can also be covert (unintentionally discriminating against an individual or group of individuals based on pre-conceived assumptions that we have—biases that often come from “single stories”). Another important concept to learn is “intersectionality”. Intersectionality refers to the interconnections between multiple socially constructed categorizations (e.g., race, gender, social class). Oppression of an individual or group with multiple intersecting personal identities becomes driven by multiple intersecting systems of discrimination and marginalization (Kloos et al., 2012). For example, examining the social mechanisms that drive violence against lesbian women of colour must consider the overlapping, complex nature of the various systems of oppression—rather than examining each factor separately. Oppression can also be systemic. For example, the colonization of First Nations, Métis, and Inuit individuals, families, and communities is a form of oppression that has persisted throughout the history of Canada and continues to exist today. So far in this course, you have learned a bit about some of the inequalities and discrimination faced by Aboriginal people in Canada. Now that you have also been introduced to different ways of understanding and honouring diversity, I would like for you to read a brief chapter (14 pages) written by a Mohawk woman , Patricia Monture-Angus, who worked as a legal scholar in several Canadian law schools. This chapter is a story of her experience as “a woman, an Indian, and an Indian woman” (note: intersectionality) attending an academic conference about oppression. She challenges language around “disadvantage” and speaks about her experiences as a “minority”. She teaches important lessons about diversity and oppression that I think is a good way to wrap up this lesson.

Attached is an Excel spreadsheet containing Bureau of Labor Statistics Data. Preview the document for mean salary and number of employment positions available based on a particular occupation code sorted by state. Think about a state you wish to work in. Create a table or tab in the worksheet of all of the occupations in your state of choice that have the word “manage”* in the Occupational Title field. You’ve now created a subset of the original data set from which additional analysis can be made. *The term managerial positions will be defined as any position with the word “manage” in the title. The reason the word “manage” should be used as a filter is that this will include occupations with the word manager or management in the title. Answer the following questions using the data subset you created: What is the average salary for your chosen state of all managerial positions? How many total managerial positions are available in your state? What percentage of the total number of employment positions in your state are managerial positions? ***Hint: You will need to refer back to all of the positions in your state to calculate this. What does this information mean to you as a prospective job seeker in this state looking for a managerial position?

PARADOX SETUP There are 10 identical boxes on a shelf, each with a padlock. There is only 1 key that can open all of these 10 boxes and Stu has the key. Prof places a unique token (called a “test”) into 1 of the 10 boxes. Stu then locks them all and leaves the room. Prof can move the boxes around in any way she wants, but she must line them up on the shelf from left to right. When Stu comes back into the room, he will open the boxes from left to right. Now imagine that Stu is playing against Prof in a game. The rules are that Prof wins if she can create an algorithm (i.e., a method) to guarantee that Stu is surprised when he opens the box that contains the token. So, Stu is absolutely certain that the test is in one of the boxes and he knows that Prof wants to win the game and will do her best to surprise Stu. Stu wins the game if Prof’s algorithm does not guarantee that Stu will be surprised. • If we assume that everyone involved is perfectly rational, who will win this game, Stu or Prof? • If you think that Prof will win, provide the strategy that you think she can win with, along with an explanation for why it guarantees that Stu will be surprised. • If you think that Stu will win, explain in detail why it will be impossible for Prof to come up with any algorithm that wins with 10 boxes. Will Stu win regardless of how many boxes Prof can use? Explain. Answer section 1 (300 words), section 2 (150 words), and section 3 (150 words) This easy is essay 2 which called group essay in the requirement, it need to separate in to three section.

5 paragraph essay 5 sentences minimum for the introduccion and conclusion 8 sentences minimum for the 3 paragraph

Explain the importance of patient privacy. How can one protect the privacy of one’s health records? How can one prove that one’s medical privacy was violated? What can be done if one thinks that one’s medical privacy was violated?

Activity 2 entails observing and describing the culture of drag performance. For this activities, you will produce a visual component and a 3-4 page report that consists of your observations written in an ethnographic manner and a brief analysis that draws from relevant assigned readings. The activities are aimed at helping you understand the applications of course content to your own life and the social world around you. More guidelines will be provided in class.