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John F. Kennedy University Motor Vehicle Bazaar Company Worksheet

John F. Kennedy University Motor Vehicle Bazaar Company Worksheet.

This is a graded exercise. Please make sure to follow the instructions carefully, as an evaluator will be giving you feedback on your submission. You must submit your essay as a file.Research a small business you would like to work for some day. Based on your research, estimate what you think could reasonably be its income, liabilities, assets, and capital. Record this information in a balance sheet for the company. If you are unfamiliar with business you may wish to interview several small business owners and discuss what is involved in owning and operating their business, including the types of expenses that would be typical for that business in your area.When starting a new business you will need to determine both the capital asset requirements and routine operating costs of the business. Capital assets include land, buildings, operating equipment, vehicles, furniture and fixtures and office equipment. Inventory is not a capital asset but is generally required for most businesses.Consider and discuss how you will finance your new business. Remember that banks and other creditors will generally not loan money for operating costs or inventory. Creditors also set limits on how much they will loan to a new business and generally expect the owners to provide more than half the capital required to start a business.
John F. Kennedy University Motor Vehicle Bazaar Company Worksheet

The Citadel 2005 Climate Related Disasters Hurricane Katrina Discussion.

In 2005 there was a significant increase in the number of climate-related disasters and the cost of subsequent damage. Select one event and discuss at least one potential mitigation strategy to minimize the impact from this climate-related disaster.Course DescriptionThis course examines the concepts, methods, and practices associated with risk management and threat assessment from an all-hazard perspective. Students will learn how to conduct hazard and risk analysis for both the public and private sectors. This course will include identifying and profiling hazards, analyzing and assessing hazard risk, developing tactics to manage risk, examining a multiple of risk assessment tools, and communicating risk to the public. Participants will examine critical infrastructure sectors and associated interdependencies, cascading consequences, and shared vulnerabilities. Students will perform their own risk analysis and develop recommendations for policy makers as part of this curriculum.
The Citadel 2005 Climate Related Disasters Hurricane Katrina Discussion

“Distrust it, sir; it is not a true angel”: How Charlotte Bronte’s heroine, Jane Eyre, challenges the patriarchal depiction of women in nineteenth-century literature. In this essay, I will examine how Charlotte Bronte’s novel, Jane Eyre, attempts to break free from the literary confines of representing women as nothing more than stereotypical Victorian angels or ostracized madwomen. First, I will discuss how the patriarchal literary scene of the nineteenth century, created an immense struggle for female writers and their fictional counterparts to discover their own identity. In doing so, I will show how Jane Eyre attempts to look beyond the male images of a submissive Victorian angel and the Madwoman through her pursuit of equality and independence. Furthermore, I will discuss how Jane’s juxtaposition of passion and restraint conveys a more realistic and complex portrayal of womanhood. By analysing the portrayal of Jane Eyre, I hope to show how she reflects Bronte’s own resentment towards society’s attempts to dehumanize women through the two most harmful female figures depicted in literary history. To begin, it is necessary to note how the nineteenth-century patriarchal literary depiction of femininity categorizes women into two distinct stereotypical images: the ‘angel’, who abides by the societal expectations of her gender, and the ‘monster’, who seeks to escape social customs through her inherent madness. As a result, these images rigidly confined women, both real and fictional, to the prescribed roles of wife and mother, or the fallen whore and the madwoman. Of course, the ideal feminine behaviour that male authors strived to capture in their writing as far back as the seventeenth century, was the “Angel in the House”[1], or the “Proper Lady”[2]. Whilst most female writers found themselves comfortable in the role of the domestic angel, others such as Charlotte Bronte, attempted to reveal their revolutionary ability to challenge the stereotypical images of the angel and monster by portraying the raw complexities of womanhood. From analysing the anxieties these images inflicted upon the minds of young women writers, it is easy to contemplate the affect it has on literature. As patriarchal literature sought to depict the most ideal version of femininity in angelic form, writer Virginia Woolf considers the ‘Angel in the House’, to be the most harmful image male authors have ever enforced upon the minds of literary women. She notes how “the truth about human relations, morality, sex…all these questions, according to the Angel in the House, cannot be dealt with freely and openly by women; [instead] they must charm…conciliate”.[3] Alongside Woolf’s essays, another breakthrough feminist book published in the last decade entitled, The Madwoman in the Attic by Sandra Gilbert and Susan Gubar, also examines how generations of women writers were confined to make their literary female characters represent either the submissive angel or the uncontrollable monster; a struggle they too identified as stemming from male writers tendencies to portray subordinate and flat female characters. They also point to Virginia Woolf’s essays on female writing[4] by encouraging women writers to strive for individualism in their fiction and to go beyond the reductionist patriarchal perspective of women by killing the aesthetics they have been assigned to. Thus, there can be seen a revolution in regards to nineteenth-century literature as women sought to free themselves from the literary conventions that affected their minds. As Gilbert and Gubar note, “despite the obstacles presented by those twin images of angel and monster,…and the anxieties of authorship from which women have suffered, generations of texts have been possible for female writers”[5]. By the end of the eighteenth century, women were not only writing, but they were creating literary works in which patriarchal images and conventions were radically re-invented. Bronte even told her sisters when debating the depiction of Victorian heroines, that “I will show you a heroine as plain and as small as myself, who shall be as interesting as any of yours”.[6] She clearly succeeds, as Wang Guofu comments in his Literary Theory of Feminism that “Jane Eyre embodies a new conception of women as heroines of vital strength and passionate feelings”[7], despite her plain, fragile appearance [8]. In her attempts at escaping from the male dominated text, Charlotte Bronte utilizes the female pen in order to construct a parody of the Victorian Angel and the Madwoman through her heroine, Jane. In doing so, Bronte subverts a common male tradition through the complex duality that lies in her portrayal of Jane, as she exposes how the supposed angel is actually permeated by the realities of womanhood through her orphanhood and confinement, as well as her passion, rage and madness. However, many readers tend to think of Jane Eyre as a domesticated gothic portrayal of the Victorian Angel; the archetypal story of a romantic encounter between the brooding male and a fragile female. However, this assumption neglects Bronte’s strategic attempt to subvert expectations of Jane being nothing more than a quiet, demure lady. In fact, Jane could not be further from the description of Victorian Angel since her character shocked Victorian audiences through her refusal to submit to her social destiny; specifically, her rejection of Rochester’s proposal. Even the conservative Victorian critic, Lady Eastlake, suggested that the rumoured female author of this book “had long forfeited the society of her own sex”[9]. In addition to the protagonist’s rejection of conventional femininity, Lady Eastlake notes how its rebellious nature can be compared to the working class demands to vote[10] through her desire to actively challenge perceptions of female submissiveness and subordination: “Jane Eyre’s unsettled views as to how women should act and behave, suggests in Lady Eastlake’s eyes, an almost overthrowing of [the] social order”[11]. Moreover, Jane is ostracized from society at the very beginning of the novel as a monstrous figure, as the Reed family confine her to the red room because she does not behave like a submissive, angelic child. After attacking ‘Master’ John Reed because he cruelly torments her by hitting her with a book, Mrs Reed accuses Jane of “talk[ing] to [her] once like something mad or like a fiend”[12]. In fact, when Jane looks in the mirror at the reflection of the “half fairy, half imp”[13] figure, it suggests the beginning of this combination of the dehumanising images of monster and angel associated with her character, something that is later indicated by her resemblance with Bertha[14]. However, the young orphan Jane chooses to embrace her unruly behaviour and challenge her defined existence and the conventional order of things by reading and painting. As Jane takes refuge in the window seat by reading one of her uncles books, titled History of British Birds, Carla Peterson notes how Jane’s reading represents a “subversive rebellion against male authority… her creative imagination fuels her desire to transform the male authored “vignettes” of science”[15] into a need for self-expression. Additionally, her unexpected rebellious nature is realised by Rochester, who initially considers her behaviour and gendered education at Lowood to be a part of the “established”[16] norm. However, she surprises him with her artistic abilities, as her paintings exceed his expectations to the point where he expresses his perplexity saying, “the drawings are, for a school-girl, peculiar”[17], and questioning her masterful technique, “what meaning is that in their solemn depth?”[18]. Chih-Ping Chen also notes how Jane defies male authority through her rejection of the imposed images of angel and monstrosity “by embracing [her] unruly energy in her artistic imagination, creating her own spaces in which she can be a host to herself… an escape from the subjecting [male] power and gaze”[19]. Furthermore, Professor Sally Shuttleworth explores how Charlotte Bronte challenges nineteenth-century perceptions of appropriate female behaviour by referencing Jane’s “passionate plea for women to be allowed to use their talents, and not to be confined to the home”[20]. This is exemplified through Jane’s radical feminist request that women should be allowed to embrace their own creativity and feelings by striving for equality of the sexes: Women are supposed to be very calm generally: but women feel just as men feel; they need to exercise for their faculties, and a field for their efforts as much as their brothers do; they suffer from too rigid a restraint …it is narrow-minded to say that they ought to confine themselves to making puddings and knitting stockings… [21]. Most importantly, in defining her character’s rebellious and feminist nature, is her meeting with Bertha, an encounter not with her opposite, but with a symbol of her own “hunger, rebellion and rage”[22]at her patriarchal confinement. Whilst many view Bertha as Jane’s polar opposite, Gilbert and Gubar see her as Jane’s “truest and darkest double”[23]. For all the practices of patriarchal submission she learned at Lowood from angelic figures, including Helen Burns and Miss Temple, when Jane arrives at Thornfield she realises that she only “appeared a disciplined, and subdued character”[24]. Upon meeting Bertha, Jane now sees herself in the image of a rebellious woman, noting how she always “felt like any other rebel slave…I resolved to go to all lengths”[25]. Referring back to John Reed’s classification of orphan Jane as a “bad animal”[26], we can see how she is considered by many readers to be a ‘madwoman’ through her connection with Bertha, the “wild animal”[27]. Not only does Bertha compare with Jane in terms of imagery, but she also acts out Jane’s unspoken desires through tearing her wedding veil in half and putting the wedding off.[28] Critic Susan Meyer persuasively argues how Bertha’s oppression and inferiority are fused in images surrounding deviant womanhood with Jane[29]. Bertha’s presence informs Jane of her dynamic of dominance and how she must resist submitting to patriarchal customs, including her upcoming marriage to Rochester. Through Jane’s identification with Bertha, Meyer notes how Bertha’s character is emblematic of Jane’s own passionate rebellion against male dominance and the dualistic nature of womanhood. A such, Jane refuses to accept both Rochester’s and St. John Rivers’ proposals on the basis that they would be imprisoning marriages for her. Critic Nancy Pell notes that Jane’s rejection of these proposals is part of a deep-rooted feminist critique of societal expectations as “Jane rejects being hired as a mistress or bought as a slave…she resolves to keep in good health and not die”[30]. After departing Thornfield, Jane reviews her choices in life, wondering “whether it is better . . . to be a slave in a fool’s paradise at Marseilles…or to be a village schoolmistress, free and honest?”[31]. Ultimately she realises that to be St John’s wife, she would be “at his side always restrained…forced to keep the fire of [her] nature continually low…through the imprisoned flame” [32], as he wishes to imprison the “resolute wild free thing”[33] that comprises her very being. By refusing his proposal, however, John considers her to be “violent”[34] and “unfeminine”[35], images which resemble the treatment of independent women during this period by male authorities who considered them more mentally unstable than feminist. However, with Rochester’s proposal, Jane delivers a passionate speech to him in which she conveys her feminist message. Ignoring the traditional customs that dictate her image as a woman, Jane wants Rochester to recognize her not as an uncontrollable madwoman, or a submissive angel, but as a human being with her own individual passions and feelings: “I am not talking to you now through the medium of custom…it is my spirit that addresses your spirit… and we [stand] at God’s feet, equal-as we are!”[36]. Consequently, many critics debate whether Bronte’s rebellious protagonist compromises her mission for independence through her withdrawal into marriage and motherhood with Rochester. However, I think critics should look towards Vanden Bossche’s proposal which argues how instead of evaluating whether Jane Eyre upholds or undermines the ideology of the Victorian angel or the madwoman, “we [should] look for the ways in which it produces new social identities” [37]. Jane’s attainment of her own social and economic power and identification of her own femininity, influenced by women like Bertha and Helen Burns, justifies her classification as both a feminist and a wife. In fact, when Jane marries Rochester and has a child, she does so on her own terms as a financially and emotionally independent woman. Moreover, Jane resists the stereotypical roles advocated by the male writer as she speaks out against the submissive Victorian angel who “mak[es] puddings and knitting stockings”[38]. Instead, she presents her tale to the reader as “quickened with all of incident, life, fire, feeling”[39], by embracing the creative and romantic passions associated with Bertha. Thus, Jane’s ability to challenge the societal customs of male-dominated marriages, homes and creative areas, grants the novel its own identity of being a feminist tract as Jane chooses to search for equality and independence throughout her life[40]. In conclusion, Charlotte Bronte does not limit her characterisation of Jane to the restrictive nineteenth-century literary contrast of defining woman as either monstrous or angelic. Of course, Jane Eyre possesses some of the qualities prescribed to the angel figure, for at times she is submissive, and controlled during her time at Lowood and her initial interactions with Rochester. Yet, at other times, Jane’s behaviour demonstrates much of the same rebellious madness that characterises the figure of Bertha, through her multiple outbursts, her artistic creativity, and her independent courage to leave Rochester and St. John Rivers in favour of bettering herself. Thus, the similarities between Jane and Bertha suggest not only that neither character identifies as fully angel or monster, but how they also represent Bronte’s desire to break free from the passivity to male norms that dictate nineteenth-century literature. Bibliography Blakemore, Erin, “Sorry, but Jane Eyre Isn’t the Romance You Want It to Be”, [website] , accessed 4th April 2019. Bossche, Vanden, Chris R., “What Did Jane Eyre Do? Ideology, Agency, Class And The Novel.” Narrative 13.1 (2005): 46-66. MLA International Bibliography. Web. 22 Feb. 2016. Brontë, Charlotte, Jane Eyre, ed. Q. D. Leavis (New York: Penguin Publishing, 1996). Garofalo, Daniela, Manly Leaders in Nineteenth-Century British Literature, “Dependant Masters and Independent Servants” (Albany: State University of New York, 2008) Chen, Chih-Ping, “AM I A MONSTER?”: “JANE EYRE” AMONG THE SHADOWS OF FREAKS”, Vol. 34, No. 4 (winter 2002), pp. 367-384 [website] , accessed 4th April 2019 Gilbert, Sandra M., “Literary Paternity” (Florida: Florida State University Press, 1986) [website] http://144.214.21.63/CCS/etexts/more/feminist_reader/literarypaternity.html. Gilbert, Sandra M., and Gubar, Susan, The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imagination (New Haven: Yale UP, 1979). Guofu, Wang, Literary Theory of Feminism, Lectures on English Novels, (Chengdu: Sichuan Literature and Art Publishing House, 1987). Kuhl, Sarah, “The Angel in the House and Fallen Women: Assigning Women their Places in Victorian Society”. , accessed 21st April 2019. Meyer, Susan L., Victorian Studies, “Colonialism and the Figurative Strategy of “Jane Eyre”” (Indiana University Press, 1990) [website] , accessed 5th April 2019. Pell, Nancy, “Resistance, Rebellion, and Marriage: The Economics of Jane Eyre” Vol. 31, No. 4 (Mar., 1977), pp. 397-420 [website] < https://www.jstor.org/stable/2933083?mag=sorry-but-jane-eyre-isnt-the-perfect-romance-you-want-it-to-be
Introduction You have the perfect child; as perfect as your mind can imagine. Perhaps a little girl, who’s barely over the age of eight, but her teeth are already straight and perfectly white. She’s incredibly smart; receiving nothing but perfect test scores. And let’s not forget how perfectly mature she is, already holding a conversation of that of an adult. She’s obedient and well mannered, with utmost perfect posture. She’s athletic; perfect at everything she sets her mind to. And of course perfectly beautiful, she’s one of the most beautiful things you’ve ever seen– no imperfections, thick locks of hair that fall over her shoulders, soft skin–! All perfectly healthy (as of now). Your perfect, perfect, perfect child. Though, she’s also perfectly average; just like everyone else’s perfect child. On that matter, is she even really your child? Surely she is, why wouldn’t she be? She was only genetically engineered to be everything you wanted—The perfect child. Genetically engineered children may sound like a far away and fictional reality, but with today’s CRISPR technology; they may be closer than we realize. Background CRISPR: or fully known as Clustered Regularly Interspaced Short Palindromic Repeats-Cas9, as put simply by Aparna Vidyasagar, a Live Science Contributor (2018); works with the protein Cas9 which is an “enzyme that acts like a pair of molecular scissors, capable of cutting strands of DNA” (Vidyasagar). As Broad Institute states, the point of CRISPR is to be able to accurately and precisely “target specific stretches of genetic code and to edit DNA at precise locations” (2018). CRISPR was first discovered in archaea, and were to serve as “part of the bacterial immune system, defending against invading viruses” (Broad Institute, 2018). As Broad Institute also states, the point of CRISPR essentially is to “allow scientists to quickly create cell and animal models, which researchers can use to accelerate research into diseases such as cancer and mental illness” (2018). With technology like this, genes can become permanently modified and diseases can be eradicated. As of now, it has been used to remove a gene in embryos that in known to cause hypertrophic cardiomyopathy, slowing of cancerous cells, and other disease related breakthroughs. However, it has been tested in human embryos, which begs the question of morality and ethics. As we continue to grow and grow everyday with booming technology, it’s only natural that we want to improve human genetics. To be rid of diseases and shortcomings, to be the perfect being and society– isn’t that what we want? This is a recurring topic that needs to address the morality of unnaturally editing humans. What boundaries do we stop at? Problem Diseases eradicated? Mutations erased? The gene editing technology may sound like a scientific miracle, and to a degree it is. However, the problem is that once we fix health imperfections, who is to stop us from fixing and editing our children to be what we want, rather than what they should be. What needs to be established when working with such sensitive technology are boundaries and the ones that cannot be crossed in gene editing as a society. We must ask ourselves; ‘at what point are we organic or artificial’? If this problem isn’t addressed, we may fall further and further down this slippery slope and into a world that revolves around humans who may not even be defined as humans anymore. Not to mention the huge ethical concerns such as editing of human embryos, designer babies, and as Ethics and Bioethics lecturers Anthony Wrigley and Ainsley Newson point out; the permanent mistakes or side effects that may occur with the new technology (2015). So we’re not only looking at the morality behind gene editing, but its effects on natural evolution. This has great social significance because it not only affects American society, but the entire human population. Solution No matter what regulations and laws may rise in the presence of gene editing, there will be those who ignore these rules and continue offering gene alterations to future parents. It’s understandable to want to have a healthy child with ideal traits, but this brings rise to many debates of designer vs natural babies and the unknown risks behind CRISPR. While I believe it’s important to explore new technology that can benefit the human race, we must understand the dangers. Through the solution I offer; which would be to educate students and young parents on gene editing as you cannot stop technology. Education in schools should incorporate the ideas of biotechnology and its affects on a growing society. It would also be important to keep CRISPR in check, and as it continues to develop; to possibly amend the regulations. If there were perhaps to do incremental check ins on the technology and Science institutions to ensure that the technology and experimentation will not go out of hand. Put simply, to educate society about not only the pros of CRISPR, but also the many negative consequences that may and will arise; as well as to maintain regulations and gene editing research. While we cannot stop this growing technology, we can take preemptive measures and reduce the amount of risk of human gene editing. Counterarguments I understand that gene editing and the technology surrounding the applications has an incredible amount of potential. As Genetics Home Reference from U.S. National Library of Medicine (2018) states, when used correctly without any ill intentions, “could spare future generations in a family from having a particular genetic disorder”. (Genetics Home Reference). There are plenty of reasons to want to have perfect children: we want the best for them, which brings up the question—Do we have a responsibility to fix mutations in our future children and generations when it comes to editing human genes? Or can we sit back and just let nature take over? These are often questions of those who favor the use of CRISPR. Jacobsen, the author of “Designer Genes” from magazine Mother Jones, provides a simple and short analogy to the issue that may be helpful in understanding why one would favor gene editing. He writes, “If I see a child about to get hit by a car, passivity is not an option” (46). While the two subjects may not be related; the idea of responsibility comes into play regardless. We have the technology to remove and fix diseases, so we shouldn’t ignore this opportunity, right? Well, that’s the thing. While yes, I agree that we should do what we can to fix genetic defects, we as a society must restrain ourselves because once we cross that line–we can never go back. If we fix disease, then we’ll want to fix attractiveness, athleticism, intelligence–not to mention if everyone is healthy and perfect then there’s an element of overpopulation and the consequences of a disheveled evolution. Previous Attempts While CRISPR is still a new technology, there have already been multiple calls for regulations and even the banning of editing human DNA. Amy Gutmann and Jonathan Moreno from the University of Pennsylvania (2018) for example, believe that regulations currently can be fixed to only accommodate that of gene editing for diseases, and only diseases (Gutmann

need 1&2 in different copies in different docs and min 300-400 words each and 2-3references with citations and please APA

need 1&2 in different copies in different docs and min 300-400 words each and 2-3references with citations and please APA. I’m studying for my Engineering class and need an explanation.

1)n today’s world, both government and the private sector are struggling to provide a secure, efficient, timely, and separate means of delivering essential services internationally. As a result, these critical national infrastructure systems remain at risk from potential attacks via the Internet.
It is the policy of the United States to prevent or minimize disruptions to the critical national information infrastructure in order to protect the public, the economy, government services, and the national security of the United States.The Federal Government is continually increasing capabilities to address cyber risk associated with critical networks and information systems.
Please explain how you would reduce potential vulnerabilities, protect against intrusion attempts, and better anticipate future threats.
You must do the following:
In order to post your initial response, create a new thread. As indicated above, please explain how you would reduce potential vulnerabilities, protect against intrusion attempts, and better anticipate future threats.

2)Why is E-mail a major focus area for information governance?
tej
need 1&2 in different copies in different docs and min 300-400 words each and 2-3references with citations and please APA

Anthropology: Evolutionary Forces Essay

essay writer free Lassister (22) describes evolution as a slow and gradual process through which organisms adapt to their environment. The discovery of evolution is one of the greatest scientific milestones that human beings have ever made. Despite the fact that many scientific types of research and findings are in favor of evolution, many people still deny the existence of this great scientific concept. There are various examples of evolutionary forces in action that can be observed today that serve to underscore the importance of evolution. In addition, they provide proof that this important scientific concept actually exists. One of the commonly used illustrations of evolutionary forces in modern time is peppered moths (Biston betularia). Lassister (51) points out that the nature of the coloring of the peppered moth is a good illustration of evolutionary forces in action. Initially, before the industrial revolution, many of these animals had light, mottled coloration that was a nice adaption that enabled them to camouflage against predators. In addition to the brightly colored peppered moth, there was another variant of peppered moth that was dark in color. During the pre-industrial revolution period, this darker variant comprised of only two percent of the total peppered moth population but after the industrial revolution, the percentage of the dark-colored peppered moth increased to 95% (Lassiter 73). This change in color is as a result of evolution whereby the peppered moth evolved to fit into their current environment. The increased pollution caused by the industrial revolution resulted in most of the environment’s bright surfaces being darkened. This meant that for the months to effectively camouflage within their environment, their body coloration had to evolve accordingly. There have been several critics of the peppered moth’s change in coloration as an attempt to advance an explanation on the current evolutionary forces in action. This is because this example only uses a single trait to explain phenomena that should be looked from various perspectives. Be that as it may, the peppered moth example is one of the most widely used to explain evolutionary trends that have been observed in recent times. In addition to the peppered moth example, the second illustration of evolutionary force in action, which is perhaps more recent is the yellow-bellied three-toed skink (Saiphos equal). This unique animal is usually found in New South Wales, Australia and it is unique since it has the ability to either give birth to live young ones or lay eggs. One of the features that skinks reproduced through egg laying have is that they possess an extra layer of calcium. This is explained by the fact that the mother usually secretes this nutrient for the young one while they are still in their early developmental stages. The secretion of calcium by the mother can be compared to the mammalian placental system that allows nutrients to be passed by the mother to her young ones. Scientific studies conducted on the reproductive habits illustrate that skinks reveal that there is a strong correlation between the animal’s habitat and the system of reproduction that they use. Coastal based skins tend to lay eggs more than skinks living in collar mountainous areas. This is because the coastal weather is warm and provides a stable environment for embryonic development. On the other hand, skinks living in cooler mountainous areas tend to give birth to live ones more than there coastal counterparts. An explanation for this phenomenon is that in such areas, the weather is usually cold and, therefore, the young ones depend on the mother’s warmth to facilitate their development during their initial stages of development. Works Cited Lassister, Eric. Invitation to Anthropology. Massachusetts: Rowan, 2006. Print. Get your 100% original paper on any topic done in as little as 3 hours Learn More

case study 3

Chosen stem career is psychiatrist. For this final case study, choose one contested development in the history of your profession or field of study and based on research and complete the worksheet. If you have already discussed your own profession in the class, choose an ethical debate related to a STEM profession that has not been covered. For this case study, be sure to apply a detailed ethical system to the selected case. Consider at least 4 specific aspects of an ethical rationale for your discussion of whether the instance is moral and your discussion of leadership recommendations. Be sure to use the worksheet and post as a MS Word document or PDF.

NOTE: You may not ethically conduct an interview until you have completed the appropriate ethics training. If you have not yet done so, please complete the training now. Failure to do so will result i

If you have not yet done so, please complete the training now. Failure to do so will result in loss of credit.  Think of the oldest person you know. Although the assignment asks for an adult over 65, aim to interview someone above age 75 if possible. The purpose of this project is to examine life-span characteristics in the elderly. You will interview one adult aged 65 or older. Show or read to the person what the questions are and explain that identities will remain anonymous.  If your adult is willing to participate, have the adult read and sign the informed consent form. Download the informed consent form. Phone/ video interviews are acceptable, however, original (not electronic) signatures are required on the informed consent form. Remember the person has the right to not answer a question or terminate the interview.  You must find another adult if the interview is not fully completed.  In the interview, establish first the person’s age, gender, occupation, living/ familial situation, and any other relevant information. You will then ask the questions here Download ask the questions here . Be sure to listen carefully and note the elaboration in responses. You may wish to record the interview (with the participant’s permission) and take notes from the recording after the interview has concluded, so you are not distracted by writing/ typing during the interview. Ask any follow-up questions you find to be important.   First, submit the signed consent form here. Posts without completed consent form will automatically receive zero credit.  Submit your discussion post below. The original post will contain the following information (20 points total)Describe the adult, including their relation to you, age, gender, occupation, familial situation, and any other relevant information. DO NOT use the person’s name. You may wish to use a pseudonym (fake name). (5 points) Post the questionnaire with responses, and include the participant’s elaborating remarks. (10 points) Reflect on the interview. What did you learn? What thoughts did you have while you conducted this interview? How was it exactly what you expected or different from what you expected? (5 points) Reply to TWO classmates’ posts. Each reply should include the following: (5 points each, 10 points total) Greet the student by name. Make note of something you found interesting/ compelling/ intriguing from their post and why you found it to be so. Compare/ contrast some aspect of their interviewee to your own interviewee. What is similar or different? Note: avoid simple comparisons, such as age, gender, etc. Dig deeper.  Include anything else you find relevant. Sign your name.  DO NOT e-mail any materials to your instructor, as they will not be accepted for credit.  Remember that the ethics training must be completed before you may perform your interview. Failure to complete the ethics training will result in a zero for this assignment. Remember also that you must submit the completed consent form in order to receive credit.

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