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
What are some solutions to closing the coverage gap and how can healthcare equity help close the gap?
Assignment Description:
Healthcare Coverage Gap
The ACA was meant to provide quality health care coverage for all yet a coverage gap for some populations especially in states that oppose Medicaid expansion. Based on what you have learned so far in this course, create a PowerPoint presentation that addresses the coverage gap problem, who is impacted by the coverage gap, the role the ACA plays in the coverage gap, why the coverage gap should be closed, and solutions/ recommendations for closing the gap. Address the following in your PowerPoint:
· Select one state opposed to Medicaid expansion and describe why. Then, consider your own state (my state is Georgia). What are the benefits and drawbacks to Medicaid expansion in your state?
· Define what the coverage gap is (problem/issue)
· Discuss how the coverage gap impact low income healthcare consumers population.
· What role does the ACA have in widening or closing the coverage gap?
· Why is it important to close the gap (implications for positive social change)?
· What are some solutions to closing the coverage gap and how can healthcare equity help close the gap? Include recommendations and/or solutions.
should multinational corporation maintain in their overseas plants’ safety standards the same as those they maintain in their U.S. operations?
should multinational corporation maintain in their overseas plants’ safety standards the same as those they maintain in their U.S. operations? Or should the governments of host countries determine required safety standards?
What initiatives and/or activities do the leaders in your work environment encourage and support?
300 words discussion Due September 20, 2022
Organizational effectiveness provides outward indices of leadership in action. For example, transformational leaders seeks to empower team members by moving them beyond immediate self-interest towards the achievement of organizational goals.
To provide you with deeper insight into organizational activities that intersect with leadership in action, a data source (Raes et al. 2012, p. 287) is attached to this discussion for your review. This article connects leadership styles to organizational activities.
After completing readings in Covey (1991) and viewing the three-part video series that provides insight into cultivating organizational effectiveness, respond to the following questions.
- What does organizational effectiveness mean to you?
- What are Covey’s (1991) perspectives on leadership in action and do they coincide with the leadership ethos in the organziation in which you work?
- What initiatives and/or activities do the leaders in your work environment encourage and support?
- Do the leaders in your organization support you in the work you do, and if not, what can you do to change such conditions. Answers to this question are discussed in the three-part video series in Module 5.
What questions can be posed throughout the lesson to assess all levels of student understanding?
| National/State Learning StandardsList specific grade-level standards that are the focus of the lesson being presented. | |||||
| Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. | |||||
| Academic Language General academic vocabulary and content-specific vocabulary included in the unit. | |||||
| Unit Resources, Materials, Equipment, and TechnologyList all resources, materials, equipment, and technology to be used in the unit. | |||||
| Depth of Knowledge Lesson QuestionsWhat questions can be posed throughout the lesson to assess all levels of student understanding?· Level 1: Recall· Level 2: Skill/Concepts· Level 3: Strategic Thinking· Level 4: Extended Thinking | |||||
| Anticipatory SetHow will students’ prior knowledge be activated as well as gain student interest in the upcoming content? | |||||
| Presentation of Content | |||||
| Multiple Means of RepresentationDescribe how content will be presented in various ways to meet the needs of different learners. | |||||
| Multiple Means of Representation DifferentiationExplain how materials will be differentiated for each of the following groups:· English Language Learners (ELL)· Students with special needs· Students with gifted abilitiesEarly finishers (those who finish early and may need additional sources/support) | |||||
| Application of Content | |||||
| Multiple Means of EngagementHow will students explore, practice, and apply the content? | |||||
| Multiple Means of Engagement DifferentiationExplain how materials will be differentiated for each of the following groups:· English Language Learners (ELL)· Students with special needs· Students with gifted abilitiesEarly finishers (those who finish early and may need additional sources/support) | |||||
| Assessment of Content | |||||
| Multiple Means of ExpressionFormative and summative assessments used to monitor student progress and modify instruction. | |||||
| Multiple Means of Expression DifferentiationExplain how materials will be differentiated for each of the following groups:· English Language Learners (ELL)· Students with special needs· Students with gifted abilitiesEarly finishers (those who finish early and may need additional resources/support) | |||||
| Extension Activity and/or Homework | |||||
| Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. |
