Clearly identify the law enforcement encounter that would require an individual to seek access to their rights through the organization you identify
There are six parts to this assignment after reading “Know Your Rights_NLG”. Part 1 to part 5 requires no more than 2 sentence response. To be clear, parts 1 to part 5 should be completed in ten sentences or less. Part 6 should be in 1-2 paragraphs. Furthermore, you must use the numerical template above to answer.
1) Please identify one active community organization’s civic engagement in terms of assisting individuals with accessing their rights under the Constitution. The organization may provide service to individuals whether they are citizens or not;
2) Clearly identify the law enforcement encounter that would require an individual to seek access to their rights through the organization you identify;
3) Identify the specific right(s) the individual needs to access and apply to their given situation;
4) You must use at least one quote from the National Lawyer’s Guild reading assigned and cite the page number;
5) State what motivated your decisions for completing this assignment other than personal reasons including the fact that the assignment is required. Please include motivation that is inspired by your specific interest in a law enforcement encounter and/or knowledge of rights that are of interest to you. Please note: The motivation must be something other than personal reasons and the fact that the assignment is required. In other words, please include motivation that is inspired by your specific interest in a law enforcement encounter and/or knowledge of rights that are of interest to you.
6) Discussion Board: Engagement in the Discussion Board does not mean over relying on quotes from the National Lawyer’s Guild to support claims or name dropping without clarifying the main points or claims. Please engage the National Lawyer’s Guild civic learning assignment and share your response to the assignment with the class. Your discussion with the class must include something other than or more than personal reasons and the fact that the contribution to the Discussion Board is required. In other words, please include motivation that is inspired by your specific interest in a law enforcement encounter and/or knowledge of rights that are of interest to you.
What would be a recommendation you would offer the company of choice to improve the content in their email marketing?
This week’s material covers the key concepts around various digital mediums in how companies communicate with customers. Also, the correlation to ensure the content speaks to consumers to drive awareness and ultimately engagement with a website or mobile app was examined this week in the material.
For this discussion:
Pick a retail company you get email marketing from regularly and identify 2 key traits of how they conduct their content in their email marketing.
What is it about demonstrating their content that you think is engaging to customers?
What would be a recommendation you would offer the company of choice to improve the content in their email marketing?
Please share a screenshot of the example, but feel free to ensure your personal or any contact information is not displayed. If you do not feel comfortable using an email blast you have received, feel free to find an example online to critique for this discussion.
. Discussions foster an ability to provide critical thought and showcase comprehension of course concepts. Professionalism and respect is expected in course discussions. Initial posts and each reply should be minimum 3 paragraphs, expanding knowledge, thoughts and forward thinking ideas. Depth is key along with credible references and insights. All posts should have at least one citation/reference.
What do we learn about Cinderella’s family and background? What is the significance of these details, i.e. what might they symbolize?
When the Grimm brothers resurrected the genre in the mid-1800s, fairy tales and folktales had been mostly ignored by the literary establishment for the previous century. But, as we learned in our discussion of “The White Cat,” the Grimms were not the first ones in history to recognize both the literary merit and the potential power of these culturally significant forms of storytelling.
Travel back a little further, and you’ll find an even earlier period where fairy tales experienced a flurry of attention among the literary and intellectual elite in Europe. In the mid-sixteenth century, the Italian poet Gianfrancesco Straparola published a collection of 75 subversive and salacious fairy tales. This collection, which is believed to be the first written volume of fairy tales published in Europe, was eventually banned. 
But Straparola’s work was rediscovered almost a century later, inspiring another Italian author, Giambattista Basile. Basile put together his own collection of 50 fairy tales, The Pentamerone. This time, the Italian fairy tale collector sparked a fad, kicking off nearly a century of obsession with fairy tales. This period saw the proliferation of published volumes of fables and fairy tales, but also the transformation of the genre. This included the tales published by the conteuses – the group of women authors who took the fairy tale industry by storm – as well as Jean de la Fontaine, Charles Perrault, and others.
As we’ve seen in “The White Cat,” authors of fairy tales in the seventeenth century wanted to play with the didactic nature of the fairy tale and fable. Stories that were intended to hide a real-world lesson under the veneer of a fantastical tale seemed to be the perfect vehicles for satire, and one of the reasons fairy tales gained so much traction in this time period is because they weren’t just for kids anymore. Like a good Pixar film, many of the fairy tales written during this time featured fun stories that children would love, but in the background carried messages of social and political critique that were meant for adults.
There was also a distinct effort to shed the folksy roots of these stories, and transform them into “high literature.” Most of the people who promoted the fairy tale craze during this period were social elites. (One reason the fairy tales we know today, many of which were first popularized during this time, so often feature royal or noble characters, may be due to the fact that their early influential authors were writing about–and critiquing–their own social world, aristocratic society.) Most of these stories were not, or at least not completely, the product of the author’s artistic imagination, but were based on ancient myths or folktales; yet, the authors of the time believed that fairy tales needed to be legitimized with elevated language and sophisticated themes.
Case in point: Charles Perrault served in the ministry of finance in the court of King Louis XIV of France. Influenced by the work of Basile, after he retired at the age of 69 he decided to rewrite a number of earlier folktales and fairy tales for an aristocratic audience. His new adaptations of these tales were tremendously popular during his life, and hugely influential afterwards. In a sense, Perrault created the modern concept of the fairy tale, along with inventing its personification: in 1697, Perrault published Stories from long ago, or, Tales of Mother Goose (Histoires ou contes du temps passé, ou, Les Contes de ma mère l’oye), introducing to the world the feathered fabulist who would adorn the covers of children’s books for the next 300+ years.
Perrault’s works include the best-known versions of many popular fairy tales, including Sleeping Beauty, Puss-in-Boots, Little Red Riding Hood, and Cinderella.
So, in our study of Cinderella, we will start with Perrault’s version of the tale, which introduced the iconic motif of the glass slipper, and adaptations of which have appeared over and over in print and in film.
Then, we’ll look at 2 other versions: Basile’s earlier variant from The Pentamerone, and the Grimm brothers’ version, which was influenced by both Perrault and Basile.
???? Read Perrault’s “Cinderella: or, The Glass Slipper” (France, 1697). (see file on main page; the story begins on p. 449).
Consider the following questions to help you read carefully and critically:
- What do we learn about Cinderella’s family and background? What is the significance of these details, i.e. what might they symbolize?
- What virtues are associated with Cinderella (her character and behavior)? Which characters in the story are used to embody vices (bad behavior, bad character) and other undesirable qualities, and what are these qualities?
- How do the different characters in the story react to the news of the Prince’s ball? What does this demonstrate about their characters and the world they live in?
- How do the different characters in the story react to Cinderella’s appearance at the ball? What is it about her that the different characters respond to, and why?
- What values are communicated in the story about marriage and love relationships? Remember that there are two marriages represented – Cinderella’s and her father’s. How do these two examples work together to communicate something about the nature of marriage, or how marriage should work? What about the nature of romantic relationships?
- What’s the deal with the shoe? Why do you think Perrault chose a glass slipper to serve as the story’s most prominent symbol?
???? Read Basile’s “The Cat Cinderella” (Italy, 1634), and the Grimm Brothers’ “Cinderella” (Germany, 1857).
What are some examples of figurative language you use in your everyday communication?
If you’ve ever read a book, listened to the radio, or had basically any kind of human interaction, then you’ve already had a lot of experience with figurative language.
If you were raised by wolves in the forgotten wilds of Ontario, you’ve never heard anything like it –get ready to have your mind blown.
You see, figurative language is so common that most of us use it all the time without even realizing. Assuming you’ve spent your life communicating with people and not howling at the moon, you probably have a whole store of figures of speech in your vocabulary.
If your dad says that a coworker stabbed him in the back, you don’t flip him over and start applying a tourniquet. Your sister’s claim that she has butterflies in her stomach doesn’t send you searching the web for a good gastroenterologist. When a friend says he’s been shot by Cupid’s arrow, you don’t dive for cover and start scanning the bushes for a baby with a crossbow.
You know that these are just expressions, that the person who speaks them doesn’t mean them literally. And that’s all figurative language is: using words in a way that implies something beyond their literal meaning.
LINK: https://www.youtube.com/watch?v=5C2Bq5AMj7Y&ab_channel=criticalreading
1. What are some examples of figurative language you use in your everyday communication?
Give at least two examples of expressions or figures of speech that you use all the time, but don’t mean them literally .
What does the story of Cinderella communicate about men/masculinity?
In an article for NPR, Linda Holmes inquires into the essence of the Cinderella story. Though I have to preemptively apologize to any Hilary Duff fans out there (because Holmes seems to be specifically and very pointedly mad at A Cinderella Story), this article is a very useful read for us, since Holmes examines both the ancient roots and the modern variations of the Cinderella story in order to uncover the common thread that binds them all together.
???? Read “A Girl, A Shoe, A Prince: The Endlessly Evolving Cinderella”, available here:
As you read, consider:
- Which of the different versions of the Cinderella story that Holmes’ mentions are you familiar with? Do any of these versions vary significantly from the classic story, either in terms of the plot structure, tropes, symbolism, or themes? If so, do these changes impact the meaning or the story, or the moral it provides? How?
What about Cinder-fella?
One point Linda Holmes makes concerns the lack of attention and character development given to the prince in the Disney film of Cinderella (as in most versions of the tale):
“In the 1950 cartoon, the prince is, in film terms, a MacGuffin. He is not a person but an object of pursuit, like the briefcase in Pulp Fiction. Or maybe he’s the prize, like the trophy at the end of The Karate Kid. Either way, he is not human…If you were putting on a stage play based on that cartoon and you were short of actors, my very first suggestion would be that you obtain a large bag of flour and a toupée, allowing you to dispense with casting anyone at all as the prince.”
Not only the prince, but all of the male characters get minimal attention in the versions of Cinderella that we’ve read. When they do show up, what do they represent to us?
Consider:
What does the story of Cinderella communicate about men/masculinity? What assumptions do they make and beliefs do they communicate about men’s nature? What ideals do they endorse about masculinity?
???? Write a brief paragraph (100-300 words) discussing the questions above in relation to one or more versions of Cinderella, and other fairy tales if you choose.
When ME intake is below maintenance requirements, what is occurring in relation to body tissues and milk production?
500 words max (excluding references, figures and tables).
Please answer ONE of the following questions (short answer style, not essay). As there is a low word limit the use of dot points is encouraged. Tables and figures must be appropriately introduced, referenced and have appropriate titles if used. The assignment must be appropriately referenced (minimum 2 references) using primary sources where possible (citing lecture materials is not appropriate, textbooks are acceptable) as required. Please use the Harvard or APA style for reference list formatting.
Marks are allocated per sub-question as shown. A total of 50 marks are available, and 5 marks are allocated to referencing and formatting per question.
1. It is well established that responses in milk production to incremental increases in energy intake above maintenance are not constant and there is a curve of diminishing returns. This is illustrated by the curve shown in the below diagram (Figure 1).
a. When ME intake is below maintenance requirements, what is occurring in relation to body tissues and milk production? (5 marks)
b. Metabolic bodyweight and metabolic rate determine energy requirements. Discuss and compare each of these components and briefly describe: what impacts them (think physiology), assumptions these calculations make and how these values will change as animal increase in size (20 marks)
c. When ME intake is in excess of maintenance requirements incremental increases in consumed energy do not result in continued increases in milk production (i.e. there is a maximum production level reached). List 3 factors (physiological or metabolic) that contribute to this phenomenon. (20 marks)
Figure 1. Relationship between net energy consumed above maintenance and energy secreted in milk.
2. Digestive tracts are specialised to suit the food/feed selection and dietary strategies of the animal and the animals’ ability to obtain nutrients from this diet.
a. Why is the giant panda referred to as a ‘vegetarian carnivore’? (10 marks) b. Describe one other specialist feeder species (can be from anywhere in the world, both
terrestrial and aquatic) and briefly describe the key physiology and metabolism that allows the animal to obtain nutrients from this diet. (10 marks)
c. You are a ’mad scientist’ that has found a way to breed an entirely new species of animal from scratch. Describe the basics of a digestive system (including teeth, tract type such as key stomach structure, other accessory organs where relevant, and any metabolic adjustments) for a new species that you have designed that feeds upon one of the following foods (select one only): (25 marks)
i. Meat from seals or other aquatic mammals ii. Grape plants (including fruit, leaves and stems)
iii. Sugarcane iv. Insects v. Another food/feed of your choice (be creative / strange!)
*note – there is no ‘correct’ answer to part c, be creative but use your knowledge (and some more research) on digestive physiology to make these decisions. Use dot points to justify the choices you have made.
3. Digestive physiology is determined by the food/feed selection and dietary strategies of the animal and the animals’ ability to obtain nutrients from this diet. For a species of your choice (please name them) describe:
a. The type of digestive tract, briefly describing the key organs and physiological structures (15 marks)
b. Describe the types of feed ingested and discuss how the digestive system has evolved to efficiently obtain nutrients from the available feeds (10 marks)
c. If it is a production animal, describe the influences of production systems on the animal. I.e. how is the animal fed? (10 marks)
d. Describe any limitations to the digestive system (for example can only digest a specific feed type, limited volume, inefficiency etc.) (10 marks)
4. Diet selection and feed choices are important in all animals a. What are associative effects of feeds? (10 marks) b. Define ‘post-ingestive feedback’ giving an example. (15 marks) c. While we make assumptions about feed selection based on the digestive system of
the animal, species differences within animal types also influence diet selection. Compare a grazing small ruminant animal (e.g. sheep) with a large ruminant (e.g. cow) and comment on key differences each species would make in terms of diet preferences and the physiology/anatomy underpinning such choices. (20 marks)
What are the differences between public and private sector fire investigations?
Overview: In this assignment, you will analyze a fire. You are one of the on-call Fire Investigators for the Jamestown Municipal Fire Department. At 10:00 AM on Tuesday April 3rd you are notified that a structure fire has occurred at 75 South Street. You are assigned to conduct the cause and origin investigation along with your partner Lieutenant Brady. 75 South Street is a three story, two family residential structure located in a residential neighborhood. The dispatcher tells you the fire was in the rear of the building and it took the Fire Department about twenty minutes to extinguish it. The dispatcher also informs you that there is an investigator from the SafeWay insurance company responding to the scene. SafeWay holds the insurance policy for the building. Instructions:
• Download the PowerPoint with the fire scene photos.
• Analyze the photos to answer the questions in each part. Part I. The Initial Investigation
1. You have been tasked with conducting a cause and origin investigation. Define
“Cause” and “Origin” and provide examples of each.
2. While responding, you and Lieutenant Brady discuss using the scientific
method to approach the investigation. What are the steps of the scientific
method?
3. You are working for the Jamestown Municipal Fire Department as a public
sector investigator. The SafeWay insurance company has sent a private sector
investigator. What are the differences between public and private sector fire
investigations?
4. Before you arrive on scene, you and Lt. Brady must ensure you are legally
entering the property to begin your investigation. There are three main ways a
CRJ344 – Fire & Arson Investigation
Fire Scene Investigation
© 2021 Post University, Waterbury, CT ALL RIGHTS RESERVED
public sector investigator can legally enter a building to begin an investigation.
Define and explain them.
5. Your safety and the safety of your partner are always the top priority. What are
some items you may wear to ensure you remain safe during the investigation?
When you arrive on scene, you will want to identify any potential hazards
present during the investigation. What are some hazards for a fire investigator
working at a residential structure fire?
Part II. The Exterior Examination You and Lt. Brady arrive on the scene and meet with the Fire Department. The Fire Department says a neighbor called in the fire after seeing it through her bedroom window. Upon arrival the fire department said the whole back of the building was on fire. They used hose lines to extinguish the fire. Review the pictures and provide answers based on your knowledge of fire science.
6. The “Exterior South” photo shows that heat energy traveled from the house to a
nearby car, likely through radiation. Radiation is one of the three methods of
heat transfer. Name the other two methods and provide examples of each.
7. All the photos show that the fire moved well past the “Incipient Stage” which is
the first stage of fire growth. Name the other three stages of fire growth and
provide examples.
8. To determine the cause and origin of the fire, the investigator must show how
all parts of the “Fire Tetrahedron” came together. Define the four components
of the “Fire Tetrahedron”.
9. This is a “wood frame” building where the walls, floors and roof are all
constructed with wood. How does fire impact wood as oppose to non-
combustible construction materials such as steel or concrete?
10. One of the gases that is produced any time organic material burns is carbon
monoxide. How does carbon monoxide impact the human body?
11. What is the definition of “Fire”?
12. You conduct your exterior survey in a clockwise fashion and then work from
areas of “least damage” to areas of “most damage”. This is a systematic
approach to fire scene documentation. Why is it important to use a consistent
systematic method when documenting a fire scene?
Cite three ways that global HR differs from domestic HR, specifically in relation to Total Rewards.
PLEASE READ CAREFULLY
– Please use APA (7th edition) formatting
– All questions and each part of the question should be answered in detail (Go into depth)
– Response to questions must demonstrate understanding and application of concepts covered in class
– Responses MUST be organized (Should be logical and easy to follow)
– Use in-text citations and resources per discussion from the school materials
– The use of course materials to support ideas is HIGHLY RECOMMENDED
“Need at minimum 1½”
Discussion:
Cite three ways that global HR differs from domestic HR, specifically in relation to Total Rewards. Give examples, and cite at least one source from the class.
identify at least two reasons for keeping the ACA and at least two reasons that it should be repealed, replaced, or revised.
Discussion Question:
Use the learning materials and additional resource readings from this week and reflect on whether you oppose or support the Affordable Care Act (ACA). Consider the nursing professional’s position as a caregiver and/or the healthcare leader as an administrator. Explore two significant components of the ACA that could potentially impact specific populations unjustly. Appraise the current political climate as it relates to repealing and replacing the ACA. For this weeks’ discussion, identify at least two reasons for keeping the ACA and at least two reasons that it should be repealed, replaced, or revised. Provide rationale for each.
Your initial posting should be at least 400 words in length and utilize at least two scholarly sources
https://rnojournal.binghamton.edu/index.php/RNO/article/view/514
https://bmchealthservres.biomedcentral.com/articles/10.1186/s12913-019-4124-z
Examine nursing roles that meet the emerging health needs of individuals, families, communities and populations.
DQ:
Please review the course objectives for N492 (see below). Please write a self-evaluation of your learning in the course and how you have personally met each of the stated course objectives.
Your initial posting should be at least 400 words in length and utilize at least two scholarly sources
Course Description
N492 Community Health Nursing I provides a solid foundation in community and public health nursing concepts and interventions for individuals, families, and communities. Various roles of the nurse are explored in relation to primary, secondary, and tertiary prevention with target populations across the lifespan. The impact of political, economic, social, environmental, and cultural concerns on the health of populations is examined. Health promotion and disease prevention concepts are integrated into the multifaceted role of population-focused, community-oriented nursing practice. It is anticipated that 20-30 practice experience hours will be required to complete the health promotion project. **Please note, students who hold an RN license in the state of WA are required to complete a minimum of 20 practice experience hours in this course.
Course Learning Objectives
After this course, your will be able to:
- Examine nursing roles that meet the emerging health needs of individuals, families, communities and populations.
- Explore historical, legal, social, cultural, political, and economic forces that influence the client, nursing practice, and the health care system.
- Evaluate strategies that can be used by public and community health nurses to improve the health status and eliminate health disparities of vulnerable populations.
- Predict trends in lifestyles that will affect the health of communities and the future challenges for nursing.
- Plan, analyze, implement and evaluate public health surveillance and outbreak investigation
- Develop strategies to deliver nursing care in the preparedness, response, and recovery phases of disaster management
Course Description N492 Community Health Nursing I provides a solid foundation in community and public health nursing concepts and interventions for individuals, families, and communities. Various roles of the nurse are explored in relation to primary, secondary, and tertiary prevention with target populations across the lifespan. The impact of political, economic, social, environmental, and cultural concerns on the health of populations is examined. Health promotion and disease prevention concepts are integrated into the multifaceted role of population-focused, community-oriented nursing practice. This course requires 20-30 hours of practicum experience. Textbook Information Clark, M. J. (2014). Population and Community Health Nursing (6th ed.). Pearson. ISBN: 9780133846584 Credit Hours 3 ProgramLearning Goals Course Learning Outcomes After this course, you will be able to: 1. Examine nursing roles that meet the emerging health needs of individuals, families, communities and populations. 2. Explore historical, legal, social, cultural, political, and economic forces that influence the client, nursing practice, and the health care system. 3. Evaluate strategies that can be used by public and community health nurses to improve the health status and eliminate health disparities of vulnerable populations. 4. Predict trends in lifestyles that will affect the health of communities and the future challenges for nursing. 5. Plan, analyze, implement and evaluate public health surveillance and outbreak investigation 6. Develop strategies to deliver nursing care in the preparedness, response, and recovery phases of disaster management
