Other

i need an APA 7th edition style term paper on the shingles vaccine. 6 pages. 1 of those pages being the abstract. due january 17 at 10AM. 5 sources. in text citations. i have uploaded the instructions from my professor.

Prepare a PowerPoint about you as a learner-past, present, and future. This presentation should be a minimum of five slides, and include: Your Core Values (the ones you discovered in class) Your personal mission statement, (what you set out to do in life, in school, or both) Your VARK scores (see link for assessment below), and ideas about you as a learner in past, present, and future (note, each of these can be on their own slide)  Elements may include visual art, poetry, music, photos-GET CREATIVE! You will present your PowerPoint in class. Submit your completed PPT as an attachment. Describe in detail personal preferences indicated by your learning style results (VARK), definition, and a personal example of your style(s). Be sure and use the grading rubric for this assignment to make sure you are meeting the criteria for completion.  VARK: http://vark-learn.com/the-vark-questionnaire/?p=questionnaire Rubric: Me As A Learner PPT Rubric.pdf  This assignment is worth 20 points.

Need to use coding in result  https://youtu.be/GbcpIh-4PNE 1. case study of three children –need to add observational notes (need more qualitative research) –need to write three parents ‘educational background and their response Result:1000 words Discussion:1500 words Conclusion:1000 words 1.     If a researcher want to understand deeply a particular person of a site, with the primary goal of understanding and interpreting rather than experimenting, hypothesis testing or generalizing to other populations, then a case study is an appropriate choice of approach. 2.   The case study approach benefits by being able to accommodate many different methods, mainly qualitative but also quantitative, including detailed linguistic analyses of L2 development ( Duff, 2008). 3. Discussion: Based on the experience of using wordless picture books in parent-child reading, what is the effect of child’s semantic development?

Create a chart (similar to the book chapter) to show all the measures (both bilateral and unilateral) that are your written answer through a table.Provide a conclusion (summation) of your overall CAGE results about which country appears to be more fruitful as the destination for investment according to the four distance measures.What I need is:-Read Hyundai article to answer the question that I have written it above and try to connect or relate to answer by (CAGE distance framework) article.

Can you write an email to the Auckland New Zealand based film production producer Sarah, about the director Zoey and scriptwriter Malinna now ready to make a short film for Catalyst Programe and now we are looking for a producer to assist Zoey and Malinna. If Sarah can come board we will have a dream team. So three of us can apply for the catalyst funding for the short film called ARCHIPELAGO. (I have attached the full story of archipelago, you need to read the 10 pages story first before you can read this email for Sarah)Basically you will write the email in the following structure, basically, in this email you need to cover:New Year and holiday greeting. and tell her who we are and what we want very briefly like two sentences.Tell Sarah how we find her, even though we never work together before but have heard and seen her work. she is the producer for short film Ani, Fantail. And she is a phenomenal and inspiring female filmmaker who is perfect for this short film.

Assignment: Write a 900-1100 word analytical essay in which you apply feminist criticism to a work of literature, film, or music. Include aspects of feminist critical theory that you see reflected in, or missing from, the work(s).

Address the following question:In the corn articles and videos, what sticks out to you? What seems to be the most interesting idea from the information that caught your attention? Explain it to the class. Why did it pique your interest

This discussion forum focuses on analyzing Case Study 11.1 (Being Worked to Death?) from your textbook. In at least one paragraph, supported by evidence from your text and from other research, respond to at least three of the six bullet points below: Explain if you are bothered by working conditions at Foxconn plants. Do you worry that the production of a phone might have contributed to a death of a worker? Describe how much blame, if any, for worker suicides should go to CEO Gou and Foxconn. To the leaders of Apple? Explain if Foxconn is being unfairly scrutinized, given that its facilities and treatment of workers may be better than at other manufacturing firms in China. Is Apple being unfairly singled out for criticism, given that a number of other electronics firms also have contracts with Foxconn? Express if Apple has taken enough responsibility for the treatment of those who manufacture its projects. Explain if Apple should accept lower profits to help those who work for its subcontractors. As an Apple stockholder, would you be willing to accept a lower stock price if the company did so? Describe if global shadows are cast in this case. “Case Study 11.1: Being Worked to Death? If you own an Apple iPhone, chances are that China’s Foxconn Technology manufactured it. The company’s 1.2 million workers produced the iPhone 5 and currently assemble the iPhone 6. In addition to making phones and tablets for Apple, the firm manufactures products for Samsung, Microsoft, IBM, Hewlett Packard, Amazon, Dell, and Sony. Despite its size, few Westerners had heard of Foxconn until eighteen of its employees attempted suicide in 2010 by jumping out of factory and company dormitory windows.1 Apple customers wondered whether their devices had cost the lives of workers; Western and Chinese media outlets began to press Foxconn and Apple leaders for answers as to why so many employees were taking their own lives. Foxconn founder Terry Gou and other executives noted that the rate of “self-killing” at the company was close to China’s average. They defended the company’s labor conditions, pointing to the fact that workers are provided with food, dormitories, coffee shops, and swimming pools in a clean, campus-like setting. Indeed, Foxconn facilities appear far superior to those at many other Chinese manufacturing plants where, at least in the past, workers had to find their own food and places to sleep. Gou vowed to “leave no stone unturned” as the company tried to find a way to reduce the number of suicides. Large safety nets were strung around all company buildings to catch any future jumpers. The company also introduced suicide prevention centers and raised wages. Officials at Apple said they were “disturbed and deeply saddened” by the deaths. Apple then hired an outside organization, the Fair Labor Association, to audit Foxconn working conditions. Chief executive officer (CEO) Tim Cook traveled to the Foxconn’s Zhengzhou, China factory to investigate and commissioned a team of suicide prevention experts to make recommendations to Foxconn’s leaders. Unfortunately, worker suicides continued. In 2012, a group of workers threatened to jump off the roof of a Wuhan factory after their bosses refused to provide promised severance pay. In 2013, three workers took their lives over a three-week period. In 2014, there were at least six suicides. Union groups, human rights activists and investigative reporters blame the ongoing suicides on the military-like atmosphere at Foxconn plants. The story of seventeen-year-old Tian Yu illustrates the harsh conditions at Foxconn facilities. Yu jumped from a Foxconn factory window. She survived her fall but is paralyzed for life. Here is a description of her typical work day prior to her suicide attempt: Yu’s job was inspecting screens to ensure they weren’t scratched. She woke at 6:30 a.m., attended an unpaid meeting at 7:20 a.m. and started work 20 minutes later. Lunch was at 11 a.m. and she usually skipped dinner to work until 7:40 p.m.—a 12-hour day. Technicians from the engineering department time monitored every task and, if workers can meet the quotas, the targets are increased. Anyone unable to meet their hourly quota is not allowed to rest. Conversation in the workshop was forbidden.2 Mandatory overtime greatly increases the pressure on workers. One undercover reporter investigating working conditions at Foxconn had to work eighteen days in a row even though he repeatedly asked for time off. Another reporter, whose longest shift was 16 hours, described the fatigue he felt: “Every time I got back to the dormitories, I wouldn’t want to move. Even if I was hungry, I wouldn’t want to get up to eat. I just wanted to lie down and rest.”3 Exhausted employees rarely have the time or energy to enjoy the swimming pools or coffee shops provided by their employer. Instead, they return to dorm rooms filled with strangers selected to live together by Foxconn management. The Fair Labor Association reports that Foxconn workers are putting in less overtime. However, it is hard to imagine that the relentless demands on employees will ease unless Apple bears more of the cost of improving labor conditions. Apple executives could provide more funding to improve working conditions and/or offer more generous contract terms. And the company could afford to make these concessions. While Foxconn profit margins declined (as low as 1.7%), Apple’s profit margins soared to as high as 44%, making Apple one of the richest companies in the world. According to CBS money columnist Margaret Heffernan, Apple stockholders are increasing their wealth at the expense of Foxconn employees. You don’t have to be an economist to appreciate that this is fundamentally a redistribution of wealth, from the productivity of Foxconn workers to the shareholders. What that means is that the employees of Foxconn don’t just make our phones; they also fund our portfolios.4”

What is different about combatting foreign terrorists versus domestic terrorists?

What can humans learn about the virtues from the dolphin practice of blowing ring bubbles? Watch a few short videos of dolphins blowing ring bubbles, such as here and here and here or this four-minute podcast. (Once you get started on this, it could rival cute cat videos!) This reflection assignment goes along with the material covered in Unit 3, Modules 3 & 4, including Chapters 3 and 7 of Dependent Rational Animals.  Complete those modules before this reflection assignment. According to this article in Scientific American, the dolphin practice of blowing ring bubbles is a learned activity. It has been observed in the wild, though most human observations involve captive dolphins. The dolphins “appear to have created a ‘ring culture’ in which novice dolphins learn to make rings in the presence of [older dolphin] experts that, in a sense, pass down the tradition.” Blowing ring bubbles appears to be a leisurely pastime for dolphins; they seem to blow ring bubbles when they want to, “not on command or for a reward of food”. Dolphins have been observed producing ring bubbles using multiple complex techniques, refined through experimentation, trial and error. This practice seems to be learned through observation.According to the article in Scientific American (linked above): The practice of making rings spread through the population of dolphins, as some of the individuals learned the technique in the presence of their ring-blowing companions. We had the opportunity to watch one young dolphin’s rings evolve over a period of two months from unstable, sloppy bubbles that dissipated rapidly to stable, shimmering rings that lingered in the water for several seconds. Older dolphins also needed time to acquire the talent. One adult male, Keola, lived in the research tank for two years with dolphins that did not produce air rings, and during that time we did not see him generate any. But when his younger, ring-blowing sibling Kaiko’o moved into the same tank, Keola watched for long stretches while Kaiko’o blew rings; within a couple of months, Keola began making his own rings, which slowly progressed in quality. MacIntyre sees in this dolphin activity something akin to the “grammar” that he had developed in his account of the virtues, drawn from Aristotle and developed in his earlier books. (According to this grammar, virtues are acquired qualities of character, that is, habits, that contribute to and are constitutive of the pursuit of excellence in a social practice; such practices are autotelic; excellence in such a practice is pursued and extended by those who participate in the practice.) By extending this MacIntyrean description of dolphin ring bubble activity, reflect on the following questions: What dolphin traits (dispositions or habits that issue in practical action) are cultivated in the practice of blowing ring bubbles? As you read about and observe videos of dolphin ring bubble activity, how would you describe the “excellences that are internal to this practice”? What activities are characteristic of a masterful dolphin ring bubbler? What do you think are the most important features required for becoming masterful in this practice: the ability to control one’s breathing and hold one’s breath; visual perspicuity; observation; focus; awareness of one’s bodily movements; athletic agility; determination; social awareness; communication skill; skill in imitation; imagination; ability to interact with and teach others; or some other trait? To what extent do you think the traits cultivated in this practice transfer to promote flourishing in other parts of dolphin life? How is mastery of “ring bubble practice” connected with other dolphin activities: breathing, swimming, perceiving, communicating, cooperating, scouting, hunting, herding, eating, reproducing, raising young dolphins, etc.? What is the relationship, for dolphins, between becoming masterful in the practice of blowing ring bubbles and becoming masterful at living a good dolphin life? Do you think that dolphin “ring culture” promotes dolphin virtues that make for dolphin flourishing in domains beyond the leisurely activity of blowing ring bubbles? Is it significant that the dolphin practice of blowing ring bubbles seems to be a leisure activity? Is there some connection between play and learning the traits integral to mastering a practice? What is the connection between play and work? Do dolphins ‘work’? Is there a connection between autotelic activity and play, or between instrumental activity and work? What can human beings learn about the virtues from the dolphin practice of blowing ring bubbles? *** After reflecting on the questions above, formulate a thesis that you can explain and support in response to this assignment’s question: What can humans learn about the virtues from the dolphin practice of blowing ring bubbles?