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Austin Community College The Culture of the Native Americans Discussion

Austin Community College The Culture of the Native Americans Discussion.

Hello I want you to write 2 separate discussion boards papers. each one is 200 words long. the textbook is attached, you are going to read the section called “Native American Oral Literature” on page 29 and the stories that belongs to the section so you can answer the two discussion boards. 1. the first one question is “As we read these stories and poems, passed down from generation to generation, what occurs to you about the culture we encountered when we arrived? ” 2. for the second one is ” just write what stood out for you and what did you like or dislike and what you think about it, so its just your opinion actually” please label the 2 discussion boards so i can know which one is which one!thanks a lot.Book,…
Austin Community College The Culture of the Native Americans Discussion

Stratford University Bio Engineering and Its Impacts Discussion.

LESSON 9Application AssignmentCase Study: Complete the case, Giving Birth to Someone else’s Children, Download the case study.Second, Work through the case, answering all questions.When you are done, upload as usual, then complete the Online Final Exam (link below).Discussion 9Watch the TED Talk It’s Time to Question Bio-engineering . Critically analyze the argument the speaker is making. Discuss what you believe and support your answer.Please make sure that your initial post is a minimum of 300 words and post by Wednesday. 2 replies to two different student threads are also required with a 100 word count minimum. APA reference and in-text citations at required for all outside information placed in your discussion thread. APA reference is expected for all initial discussion posts. Discussion forum is DUE at 11:59 PM EST. Late submissions are not accepted.
Stratford University Bio Engineering and Its Impacts Discussion

The use of the Capacity management. Lovelock (1992) defines the capacity of a service as the highest possible amount of output that may be obtained in a specific period with a predefined level of staff, installations and equipment. “Capacity management is the ability to balance demand from customers and the capability of the service delivery system to satisfy the demand”, (Armisted and Clark, 1993). This requires first to understand the nature of demand by forecasting and second to manage capacity to meet that demand. In simple terms, the aim is to minimise the customer waiting time and to avoid unused capacity but at the same time without affecting the quality of service provided. As said above, the number of service organisations is growing in many countries. This leads to increased competition and the firms are forced to increase their efficiency and productivity that requires adequate management of available capacity. There are many writers and literature on how to cope with the demand and supply imbalances (Lee, 1989; Lovelock, 1988; Sasser, 1976; Shemwell and Cronin, 1994). In general, there are three ways to deal with such variances as identified by Sasser (1976), the level capacity, chase demand and manage demands. Slack et al., (2009) calls them as ‘pure’ plans but suggests that in practise most organisations will use a mixture of them rather than sticking with a single plan. Level capacity plan The first method is to have a fixed capacity irrespective of the demand. This is a very simple strategy and if the demand is lower than the capacity, the extra idle capacity is wasted. When the demand is more than the capacity, it cannot meet the higher demand. “Level strategies are applicable when demand is more visible before the time of use and the service organizations can effectively tell customers to wait when demand cannot be satisfied, i.e. the service is valued by the customers and they are willing to wait” (Armisted and Clark, 1993). In goods manufacturing or in logistics when the demand is low, the firms could continue its production to make and keep an inventory level for future demand. This will help to meet the high customer demand when capacity is lower than demand. However, in service delivery there is not the possibility of producing the complete service package in advance of demand and holding it as an inventory since the services are perishable by nature (Armistead and Clark, 1993). In addition, services tend to keep additional capacity in anticipation of additional business. Most service sectors have strict capacity constraints. “Once the capacities are established, the cost of making any adjustment-renting new gates and airplanes or building new hotels -are quite high” (Kim et al., 2004). Moreover, if the customer demand is not met, then there is a high risk of losing customer base. So to serve as many customers as possible and to have competitive advantage companies prefer to keep the capacity at the maximum anticipated level (Irene et al., 1998). This also helps them to avoid implementation of the complicated capacity management techniques. Chase demand The second strategy is to manage supply to demand. Irene et al. (1998) says that Manage demand Problems in Capacity management of Services Industries However, Adenso-Diaz et al. (2002) says that capacity management in service sector presents additional problems to those of manufacturing industries. He says that on the one hand the service firms are faced with a strong seasonality in demand. Kim et al., (2004) also notes that many service industries face considerable demand uncertainty and seasonal variations. “For instance, market demands typically are much higher during summer holidays and Christmas than during the rest of year” (Kim et al, 2004). On the other, the need for the customer to be actually present when the service is given is fundamental to many sectors. This personalised demand directly affects the quality of service offered. In addition, services are perishable by nature and hence for each day those services are not put to profitable use, they cannot be saved (Bateson, 1977; Thomas, 1978). For example if an airline passenger seat is vacant on a particular journey, the airline company cannot use that on the next journey as an additional seat. This is applicable to most services. In addition, most services have strict capacity constraints. For example, an airline company or a hotel when reached its capacity it is very costly to make adjustments. To add another hotel or a flight requires huge investment. Capacity management – minimum staff – model As seen before, the capacity management is a very complex and difficult task in services. The failure to synchronize supply and demand, leads to a loss in opportunity to attend certain customers when demand is higher and to high costs due to the loss in income when demand is insufficient (Sasser, 1976). Another of the barriers in services is the problem of seasonal demand. Adenso-Diaz et al. (2002) says that one of the important aspect is the human resource planning. This deals with assigning the right number of people at the right place and time. They propose a model to determine the staff numbers to provide minimum coverage. Duder and Rosenwein (2001) show that by using simple formulas to rearrange the number of staff in a ‘call centre’, it is possible to reduce the percentage of abandoned calls and increase the number of calls answered without waiting. Coping capacity management As we saw before, there is a relation between capacity management, quality management and efficiency management. A number of authors have identified problems confronting when managing supply and demand, which affect the quality of services (Lovelock, 1984; Rhyme, 1988). In services as capacity is managed more efficiently, there is a possibility that the quality of services might get affected. Armistead and Clark (1993), says that it is inevitable that at times service organisations run out of capacity to meet demand. They call it the coping zone. In coping zone, there is more demand than can be managed with the available capacity. This inability of managing the demand leads to a fall in the quality of services offered to the customers. The queuing theory by Maister (1985) recognises that to maintain a consistency in waiting time and queue length, the average utilization of resources may be relatively low. Another study (Heskett, 1986) done in a restaurant showed that the perception of service quality was increasing up to a maximum utilization of 75% and fell away from then. This fall in the quality was partly due to a move into the coping zone. This shows that the operations managers should be aware of the level of utilization above or below the service quality will be affected unless some actions are taken. In a coping zone, the operational manager could either allow the service quality standards to fall in an uncontrollable way or try to control the service standards and with that protect the service standards for the core service. Also another scenario is when the capacity is in excess of demand and this underutilization leads to a fall in service quality. An action strategy Armistead and Clark (1993), proposes a model to deal with the fall in the quality in ‘coping’ zone. There are three main areas in service operations. The customer, Front office and back office. The relation and interaction between these three units provide the basis of the strategy. For different services All these facts make managing capacity is a big challenge in service sector. Irene, Goodale, J.C. and Tunc, E. (1998), “Tour scheduling with dynamic service rates”, International journal of service industry management, Vol.9 No.3, pp. 226-47 Johnston, R. (1999), “Service operations management: return to roots” International journal of operations and production management, Vol.19 No.2, pp-104-24 Adenso-Diaz, B., Gonzalez-Torre, Pilar and Garcia, Virginia (2002), “A capacity management model in service industries”, International Journal of Service Industry Management, Vol.13 No.3, pp.286-302 Lovelock, H.C. (1992), “Seeking synergy in service operations: seven things marketers need to know about operations”, European Management Journal, Vol.10 No.1, March, pp. 22-9 The use of the Capacity management
Each human being has unique behavior and qualities. However, some similarities in these behavior and qualities exist between individuals. To develop and practice our group and leadership skills this course required that we form two different groups and by working in them we were able to experience leadership and organizational dynamics. Both my colleagues and I learnt the characteristics and qualities that a proper leader should possess. We were also able to gauge our own leadership capacity or being a follower. This was an opportunity for me to understand the positive and negative aspects when working in a group and gain some new knowledge from others.In developing a group as well as improving our personality, theories were essential tools. We applied these theories and concepts in interesting activities and as a result, we were able to understand them better. Eventually I gained experience in wide area from this interactive process. For instance, I was able to gain a new way to view others and myself as well as different events in the workplace and in life. In this exercise, I participated in both Large Learning Group (LLG) as well as Peer Learning Group (PLG). I was able to identify variations in both qualities and behaviors among us as well as observe and compare the existing differences. For instance, when the tutor asked us to form PLGs for the first time, majority of my colleagues formed theirs immediately while I was still struggling to find a group that would like my company. This was because unlike most of them I was too shy in making the first move and lacked in confidence to make acquaintance. Fortunately, when I bumped into Songtao my former classmate, I was quite relieved because I was quite a nervous wreck. He enquired whether I was already in a group to which I obligingly said no. Then he asked me and three others to join him in order to form one. This was a clear indication that Songtao possessed leadership qualities and was very concerned. That means I had a lot to learn from him. From there we held lengthy discussion to make project prioritization. This involved each group member’s participation in exchanging his or herown views with others. One lesson that I learnt from this discussion is that a leader is not an instructor who keeps disseminating information, but rather leadership is about coordinating the discussion in the right manner. Get your 100% original paper on any topic done in as little as 3 hours Learn More In this paper, I will seek to highlight the various theories that I learnt in the exercise and use them in the various incidents I experienced in both LLG and PLG sessions. The first theory I learnt in this process is Argyris Double loop learning. From my experience, I came to appreciate its importance in leadership. This theory gives a leader the opportunity to engage all group members so that there can be goodwill amongst them all (Smith, 2001). So in order to understand this theory our tutor John required that we share and reflect on our experiences as per the theory. What came to my mind at this point is a friend of mine called Joe. Joe is a supervisor in the company we both work in. He does not learn quickly his mistakes and often end up making the wrong decision. This is because he does not scrutinize critically the cause of problems and as a result, his judgments are usually false. From my experience, I know realized that what Joe lacks is creativity that is required when using double loop theory once a problem is detected. As a result, instead of solving the problem he ends up failing. While reflecting on my experiences, I realized that I applied model II when relating with Songtao. This is because both of us had different cultural background and as a result, each of us had a different mother language. Accordingly, we could only speak in English and it helped a lot in seeking valid information. This is because unlike what would have happened had I chosen someone who was from my own cultural background, with songtao I was able to develop my communication skills as well as understand the diversity in our culture. Speaking in English therefore meant we could avoid engaging in non important issues as it would have been the case when dealing with somebody we shared same Arabic accent. The next theory we learnt in our group process is that of Phenomenological Awareness as applied in Gestalt therapy. Here we had to stand aside from our usual mode of thinking to differentiate our actual perception at each moment from what already existed from our experiences. The main goal of this theory is to develop awareness (Yontef, 1993). By participating in simple activity within our PLG, we were able to discern three awareness zones. This activity involved grouping into a pair and sharing what we could see, feel, think and describing what our partners felt. In my case, I described the general sitting arrangement of various people engaged in the larger groups as what I could see. However, in describing what I felt this was quite tricky because it was not as obvious as describing what I could see. This made me realize why the exercise was so important. We will write a custom Essay on Group and Leadership Skills Development specifically for you! Get your first paper with 15% OFF Learn More Other groups also seemed to be struggling by looking at the way people were using gestures to form images of their thoughts. As for my partner and I communication seemed difficult because of the intricate nature of describing the feelings that each of us possessed. Another learning incident that changed my perception of activity-based learning is the experience with Gestalt’s Field Theory. By definition this theory states that objects that seems simple when far away may have different characteristics when observed and analyzed at a close range (Yontef, 1993). This LLG activity involved selecting an object to observe from a distance and progressing slowly towards it. The object that we chose was a classroom that was about a hundred yards from where we were standing. From this distance, the classroom glass windows looked very smart and nothing seemed to be wrong with any of them. However, as we progressed towards the class we realized that some of the glass panes were missing and others were broken. Therefore, what started for me as just a mere theory that had little significance started to make a lot of sense. I realized it is possible that something that one observes from a distance can have a completely new meaning when at a close range. This activity developed some new knowledge to me that I should not make judgment of things at the face value. Other people also learnt this important lesson because like me they had also formed a low opinion about this exercise. This activity therefore turned out to be very important to all of us because at the end we were more knowledgeable than before. I also learnt more about myself when dealing with contact-full communication task. It happened as we were developing better know how on theory of dialogic relation by Gestalt. This theory states that relationships enlarge with contact. Where contact refers to experience that an individual has with factors outside self and as a result being in a position to communicate and understand the outer world (Yontef, 1993). This exercise involved giving answers to sixteen sets of questions that focused on how I handle other people in different scenarios. Once I developed the answers to these questions, the next step was to discuss them with another student from the same LLG like me. Jason was part of my LLG and by choosing him, I was very comfortable. We exchanged the answers for our questions and shared the motive for selecting them. In our discussion, I realized that I lacked good reasons why I had chosen some of the answers. More to that Jason turned out to be very helpful when I did not have answers to some of the questions. This is by helping me understand them and acting like my guide. Not sure if you can write a paper on Group and Leadership Skills Development by yourself? We can help you for only $16.05 $11/page Learn More Therefore, to me this exercise as well as Jason partnership turned up to be very educative.We exchanged leadership role throughout the exercise where at sometime, especially when I was supplying the answers, I acted as the leader and Jason as a follower and things reversed when I was being guided. When Jason guided me he demonstrated to me Argyris theory, Model II. That is at sometimes I failed to closely scrutinize some situations as well as the manner I organized my thoughts. This is something that only came to my attention while doing this exercise with Jason. The lesson that I learnt as a leader from this exercise is that it is essential to understand what I feel in a particular situation and to learn the way to react in each situation. Again, to understand the feelings that I have in a situation as well as when I state something. Further that as a leader when I have passed the message I intended to, I should pause because some people may not like the message. This is particularly important because like I observed previously leaders do not entirely pass on information and it is therefore important to learn as well from others in real life. The exercise further taught me that as a leader I should ensure my message is delivered with clarity and devoid of misinterpretation. This is because as a leader one should not in any way seem confused but instead should have in his/her mind clear goals and aims. Otherwise in case at some point there appears to be confusion, a leader should seek assistance from teammate like was the case with Jason and me in order to have the clarity they deserve. More so, one can understand the group process by looking at five organizational processes. These are intrapersonal, group-as-a-whole, intergroup, interpersonal, and inter organizational (Wells, 1985). I therefore came to realize that LLG can be considered as a group-as- a whole, while PLG can be taken as a smaller group. However, because in our groups we were very helpful to one another, it seemed more like a family as opposed to a group. I therefore learnt that in real life it is important for us to consider the group interest before making the final decision or act in certain way. By the tenth week in the group learning process, we had learnt a lot about each other and most of all each one of us had learnt a lot about self. As a group there was a lot that we were proud of like the fact that we had managed to be there this long for each other and learn a thing or two from each other. This stage was therefore an important period for the group to understand our progress in this experience through the help of incremental development model by Woodward.This model is divided into four sections with each having team characteristics. A team therefore progresses from one section to the other until it reaches the climax of the hierarchy. The first section represents the undeveloped team, followed by experimental team, then consolidating team and finally mature team. Our activity in this day therefore was to determine in which quarter or section of the clock like model, our PLG group belonged to. We were to share our thoughts on this task with our tutor because on this day only three of our group members were present. Giving my opinion on our group’s position was not easy for two reasons, first I am a very shy person and second my knowledge of the model was quite limited at that time.Majority of the students in the LLG group shared their opinion while a few others kept their calm like me. I attributed the silence of these students to two things either they were too shy like me or lacked confidence in the model. This group participated in the discussion when prompted and by learning from them I realized that failing to chip in to the discussion meant I was pulling back my group’s progress. I learnt that as a leader I should not contribute in a discussion only when prompted, instead I should demonstrate confidence and ability to communicate my views to other members of my team in a manner that they can appreciate. Therefore for the sake of my team’s position in Woodward’s model I strongly believed that our PLG belonged in Mature Team quarter. To support my position I can site our dedication in the group, we had also improved our knowledge of strengths and weakness in our team members and as a result we could work well amongst each other by harnessing the good qualities in each team member. Our team by now could also discuss matters that different members hold different opinions to more openly and accommodate these diversities of opinions.Even more we cared and listened to other group members’ ideas and plan our task and execute them as planned. These are the convincing facts that I presented in my argument that our group belonged to the mature team quarter. Other students agreed with me and my lesson from this incidence is that instead of waiting to be requested by the tutor to speak I should always strive to give my opinion. This is because although it is always good to listen, it is equally important that as a leader one speaks out his/her opinion. I therefore came out of this exercise one notch wiser because I understood one of my weaknesses. The next model that we looked at is the Trevor Tyson ART model. This model made me learn that the reason we had taken various position in our groups was due to the inherent authority to act in such a manner (Tyson, 2004). External forces and previous experiences are some of the reason that might have influenced our decision in taking various positions. For instance some people were able to lead because of their nurturing or passing through situations that made them triumphant. On the other hand some of us were followers because that is the kind of life we are used to. Lacking an opportunity to be a leader or being denied the opportunity to build the leadership confidence can be one of the reasons for the lack of leadership skills. For my case the decision to follow was due to my shyness as well as weakness in expressing myself. I am therefore less confident and this made me opt to follow instead of being in the lead. A smaller group with time can develop to be a bigger group. However, this growth can either take a positive or negative direction. In Wilfred Bion psychodynamic theory this growth is called a lifecycle. Going by this theory as adopted by Tavistock Institute of Human Relations, two modality level of the group are highlighted. The first one is work group and second one is basic assumption group. A group achieves the first status modality if members of a group work collaboratively with each other with a collective vision (Tyson, 1998). In such a situation there is rapid result in performing a task and quality of that work is maintained at high standards. Looking at our PLG situation I can justifiably say that we belonged to work group modality level since each team member played his role effectively. The basic assumption group modality on the other hand is a group in which there is uncoordinated working among team members. It is therefore possible for team members to negate from group’s basic goal (Tyson, 1998). For this level our activity was to analyze our understanding levels for the psychodynamic perspective based on a scale of 0-10. We were to rank ourselves in this scale as novice, competent or expert with their scales being 0-4, 5-7, 8—10 respectively. At first I rated myself as 4 and many other of my colleagues who had even better knowledge of psychodynamic rated themselves at lower scales than me. My participation in this group learning process helped me a lot in improving my communication skills. For instance as opposed to waiting to be asked to provide my opinion in any situation I can now freely speak out my view. The process has seen me develop my leadership skills as well as those of other members of my team. The course in leadership and organization dynamic presented us with experiences as well as knowledge that completely transformed our understanding. This is in both understanding how to handle other people as well as understand ourselves. For instance by handling their work in competent manner leaders in our groups at times ensured that the group progressed as a whole. This can be demonstrated by the manner in which leaders have been able to communicate what has been discussed in incidences where some members were missing in group’s discussion. In addition our PLG leader was also able to iron out misconceptions in the group which enabled our group to grow and helped us to learn from our mistakes. Through this kind of leadership I have been able to develop my confidence and most importantly learn the value of true leadership. The LLG was also a good group as team members were always helping each other. Both have therefore proved to be equally important to me and they have contributed to shape my learning experience with leadership. The lessons I have leant from the various experiences I had in both these groups is that I need to make certain improvements to myself in order to make a good leader. Some of the lessons to improve leadership that I have learnt includeimproving my communication skills, not hiding in my fear when it comes to sharing opinions, not to underrate a person or task, raising my opinions openly instead of waiting to be asked to give these opinions, and finally is to clearly understand in my mind the goals and to be sure of what is taking place in the mind. I can therefore say that to me the group’s experiences proved to be vital lessons for improving my leadership qualities as well as behavior. References Smith, MK (2001), ‘Chris Argyris: theories of action, double-loop learning and organizational learning’,The encyclopedia of informal education, accessed from Tyson, T (1998), ‘Working with Groups’, 2nd ED, MacMillan, Hong Kong Tyson, T ,2004, ‘The ART model: a model of behaviour in groups based on the relationship between authority, role and task’, Swinburne University of Technology, Blackboard website. Wells, L (1985), ‘The Group-as-a-Whole Perspective and its Theoretical Roots’ in A.D. Colman and M.H. Geller (eds) Group Relations Reader 2. Yontef, G (1993), ‘Gestalt Therapy: An Introduction’, The Gestalt Journal Press, USA.

Is in-vitro fertilization for older women physiologically past natural childbearing (e.g., a woman who has experienced natural menopause) ethical?

Is in-vitro fertilization for older women physiologically past natural childbearing (e.g., a woman who has experienced natural menopause) ethical? Resources Incorporate the following resources as well as three or more new, relevant, peer-reviewed resources. You will benefit from reading sources in addition to these provided to fully understand the nature of the ethical conflict. Grace, P. (2018). Chapter 9: Nursing Ethics and Advanced Practice: Women’s Health Perla, L. (2001). Is in-vitro fertilization for older women ethical? A personal perspective (Links to an external site.). Nursing Ethics, 8(2), 152–158. This assignment requires you to incorporate the Ethics Toolbox (moral theories, ethical principles, and provisions of the ANA Code of Ethics) in your analysis to articulate different ways to think about the case Write concisely and in a scholarly manner. Do not exceed seven double-spaced pages (excluding Title Page and References). The instructor will stop reading at the bottom of page 7. APA, 7th edition, professional paper format (Links to an external site.) is required for title page, citations, references, and headings (no author’s note and abstract are required). Organize your paper under the following headings. Use the suggested page allocations below as a guide. SITUATION OF ETHICAL CONFLICT (1/2 PAGE) Briefly, in one paragraph, identify the topic you chose for this assignment and explain why the topic meets the definition for a situation of ethical conflict. The Oxford English Dictionary defines an ethical conflict as “a situation in which a person must choose between two courses of action of (apparent) equal moral importance so that the choice necessarily entails the transgression of an important moral principle.” In other words, each of the two actions is problematic and may lead to undesirable outcomes. Concisely describe some undesirable outcomes with both actions to illustrate why your topic meets the definition of ethical conflict. STAKEHOLDERS (1/2 TO 1 PG) Identify the stakeholders. The Merriam-Webster Dictionary defines a stakeholder as “one who is involved in or affected by a course of action.” Discuss possible values, beliefs, and interests that may influence the perceptions of the stakeholders about the ethical conflict. For example, depending on your topic, factors that may influence how a stakeholder views the situation may include religion, culture, professional identity, institutional values, and societal norms or beliefs. ANALYSIS (4PAGES) This is the most substantive section of the assignment. Analyze the situation of ethical conflict identified in the first section using moral theories, ethical principles, and provisions of the ANA Code of Ethics relevant to your topic. Organize this section using these three headings: Moral theories (consequentialist, deontology, virtue ethics, rights theory) Ethical principles (autonomy, beneficence, nonmaleficence, justice) Provisions of the ANA Code of Ethics You are expected to effectively utilize all of the moral theories, ethical principles, and relevant provisions of the ANA Code of Ethics in a well-developed and scholarly analysis of the situation of ethical conflict that illustrates how the elements of the ethics toolbox provide guidance in the situation. Explain how specific provisions of the ANA Code of Ethics provide “…normative, applied moral guidance for nurses in terms of what they ought to do, be, and seek” in the situation of ethical conflict (ANA, 2015, p. xii). RESOLUTION (1PAGE) Begin this section by unequivocally stating the ethically correct action in one sentence. Then, summarize the moral theories, ethical principles, and provision(s) of the ANA code that were most persuasive to you in arriving at the ethically correct action for your topic (e.g., why they made the strongest case for whether the practice is ethical or not ethical). Do not re-state the entire case you made in the analysis section.

ENG 11517 American Academy Black and Jewish & Jewish Ethiopian Village Essay

online homework help ENG 11517 American Academy Black and Jewish & Jewish Ethiopian Village Essay.

after viewing the three videos , compose an essay of 500 or more with six (intext) citations referring to the video as resources. The essay assignments this week will give you a lot of latitude as to what to address, Construct an essay identifying information about the black/African Jewish culture, religion, and stereotypes that you didn’t know about. Also, comment on how these identity issues affect people of African Jewish heritage navigate life in the United States or Isreal.Black and JewishJewish Ethiopian VillageIsraeli operation to rescue Ethiopian Jews
ENG 11517 American Academy Black and Jewish & Jewish Ethiopian Village Essay

Review of State Climate action plan 1500-2400 words

Review of State Climate action plan 1500-2400 words.

Review of state climate action plan for graduate studentsGRADUATE STUDENTS ONLY will conduct an analysis and review of an existing state climate action plan, sustainability plan, or energy plan. The review will be about 1,500-2,400 words (5-8 pages) and will focus on the state’s electricity system and address these elements:Inventory methodologyTargets for reductionPolicies for reductionPublic participationReadability, attractiveness, and clarity of presentationOther positive points of interestOther negative points of interestImplementation of recommendations subsequent to planGeneral information on state climate action planning:… (Links to an external site.)Links to an external site.Links to listings of state climate action plans:… (Links to an external site.)Links to an external site.
Review of State Climate action plan 1500-2400 words

Effect of Sleep Quality on IQ Experiment

Project Report Title: Do sleeping qualities affect IQ? Abstract As sleep is so important that we cannot live without, there must be some reasons. Research has proven that it is associated with many other aspects of our lives such as IQ and mood. It is a process to maintain the wellbeing of our internal functioning and an activity that we necessitate, not an option. The present research examined the effects of the quality of sleep people have on IQ. 100 individuals participated in the research and were asked to complete a sleep scale made by the researchers and an IQ test. The results signify that there was a significant positive correlation between one’s quality of sleep and how intelligent they are. There was also a surprise finding of a significant difference between genders, where the results for females was significant but not for males. Introduction Why do we sleep? Every single creature on earth needs to spend time sleeping every day as a natural part of our lives; we spend on average a third of our lives sleeping. Many people decide however to spend less than the recommended time to accomplish certain tasks, there are many theories as to the exact reason why humans spend time sleeping although none of them ultimately conclusive. Investigation carried out by the National Science Foundation (1999-2004) showed that nearly 12% out of the 320 million American population suffer from different sleeping disorders. Moreover, 69% of children have reported having sleeping difficulties once or twice a week. In many cases when these symptoms occur, they are often being ignored and untreated (F. Dinges et al. 2005). In light of this we can see the ways in which sleep has an effect in many people’s lives, as well as the effects it can have on our external and internal environment. It is essential that we have good understanding of the importance of sleep, as factors such as having a higher IQ score is reflective variables such as better mood states, having the recommended hours of sleep and having a good sleeping quality. Recent research by Blackwell et al. (2014) has found that older men have developed an cognitive decline as they have an appalling quality of sleep. However, they have found no association between sleep duration and decline of the cognitive system. Even though it has no link between sleep duration and cognitive functioning, humans still need a certain amount of sleep everyday in order to have a good sleep quality. The following are some factors that will affect sleeping quality or being affected by the lack of sleep. 1. Using phones Using phone or any other electronic appliances before sleep might associate with bad sleeping quality as it can causes cognitive stimulation.(Adams et al. 2013) Just before you sleep, your brain’s electrical activity should start to decrease and neurons begin to slow down. However with the use of an electronic device, the opposite effect takes place; the light from electronic appliances such as your phone can prevent your body from resting. The light will essentially pass through the retina into the hypothalamus, making your body become tense thus causing a production of the stress hormone cortisol. As a result the body’s “fight or flight” response would occur. Thus delaying the secretion of the sleep-inducing hormone, melatonin, ultimately leading to a bad sleeping quality. 2.Mood Throughout the day many of us experience events or situations that can ultimately affect our mood. However if someone is experiencing a bad or low mood it can be found there is an association between this variable and sleeping quality. Some researchers have found relationships between the mood of an individual and the quality of sleep they receive. (Zawadzki et al. 2013) They found that people who have certain emotion disorders such as depression or anxiety are at a higher risk of developing certain disorder such as insomnia, which ultimately decreases one’s sleeping quality. Research by Meltzer, L. J.,