Category: Essays

1- Gives immunizations recommendations and guidelines to parents from birth through the age of 18. 2- Enables parents to schedule recommended vaccines for their children based on the age or the medical condition. 3- Provides users with contraindications and precautions charts and tables. 4- A forum where parents can chat between them . 5- A diary to keep a daily record or events . 6- A calendar to show the days, weeks, and months of a particular year . – I need 10 participants which are parents to give me feedback and comments of my idea . – 7 of them agree with my idea and they should write the importance of children vaccination in their feedbacks . – 3 of them give more additional services in my idea to add it . Every one give one service should I add it in my project . Also , those who add additional services on my idea , they should write the importance of children vaccination in their feedbacks firstly and then they should write what they think to add another services for children vaccination website . Now , let me show you how you should write this project : * Introduction – where you write my idea here( Children Vaccination Website ) . why this idea is necessary ( with evidence ( reference ) ) . In other words ” what problem I am trying to solve , using technology ? ” ( with evidence ( reference ) ). * Cycle 1 : Tell me about users – how many ? why them ? All parents . Tell me about their first thoughts on my idea = feedback .It should be written like this : user 1 : ( his or her thought ) . user 2 : ( his or her thought ) and so on till user 10 . After that , tell me how you got their feedback ? Email or Phone ? ( this will be my evidence ). Then reflect : *REFELECTION : Write here what you have done ( you should write here about building website that have many services )- what went well ( this point for 7 users feedbacks ) , what went wrong( this point for 3 users feedbacks ) -what you will change for cycle 2 ( from the feedback of 3 users who add some additional services )? * Cycle 2 : you should write about the additional changes or services from the 3 users feedbacks. Then, ask users for feedback again . analyze the feedback . REFELECTION : what you have done – what went well . * Conclusion : write how you solved the problem . Overall view summing up . Finally , there are three types of evidence in my portfolio : 1- literature : it relates mainly to my problem ( it should be in the introduction as I explained above ). 2- Parents feedbacks : do not mention their name ( just write user 1 , user 2 as so on as I explained above ) . 3- Reflection . ## This project should has : 1- Front cover . 2- Abstract . 3- List of content .

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Write a statement in which you write to your (fictional) union leader asking to take on one form of political action. The 4 basic forms are: 1) Financial support to candidates favoring union positions. 2) Volunteer work by union members in campaigns. 3) endorsement of candidates and get-out-the vote efforts 4) Lobbying In addition answer: How can the inclusion of women in top leadership position, local and national unions be increased? Why do unions lack female leadership?

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Your paper should include an introduction and conclusion that summarize the contents of the entire paper. Write: Based on your readings and research, develop a timeline of five key management theory/principle milestones over time. Please address the following questions for each of the milestones you elect to include on your timeline: Why was this milestone significant for the period of time it was created? What was going on in the world of work that allowed the environment to know the time was right for this particular milestone? Which theorist “fathered” the principle? What were the signs of the time which led the theorist to develop the management concept? What are the highlights and limitations of the theory/principle? References: A minimum of two references is required for this assignment. You may use your textbook as a reference in addition to the two external references.

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After completing this week’s Practicum Experience, reflect on a patient with a known history of a cardiovascular disorder such as a blood clot or arrhythmia. Describe the patient’s personal and medical history, drug therapy and treatments, and follow-up care. If you did not evaluate a patient with this background during the last four weeks, you may select a related case study from a reputable source or reflect on previous clinical experiences.

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So, if you need any help, please let me know without any hesitation. Thanks, Tina And here is my personal requirement for the paper. The Foundation put to public tender a major research contract to evaluate the impact of the access bursaries and to answer the following four questions: 1. Who are the low-income teenagers that decide to pursue PSE and how do they compare to low-income teenagers that decided not to pursue PSE? 2. Does providing more funding in the early years of PSE serve to attract more students from low-income families into PSE? 3. Does providing more funding in the early years of PSE contribute to increased persistence rates among low-income students? 4. Are there regional differences among students from low-income families across Canada?

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Since electrolytes regulate physiological functions in the body, if left untreated, electrolyte disorders can cause harm to multiple body systems. This results in a variety of symptoms which are sometimes severe and life threatening. In this Discussion, you explore common electrolyte disorders and their potential causes, as well as the impact of the disorders on patientsWhen an electrolyte disorder occurs, it disrupts the balance of ionized salts in the blood. Since electrolytes regulate physiological functions in the body, if left untreated, electrolyte disorders can cause harm to multiple body systems. This results in a variety of symptoms which are sometimes severe and life threatening. In this Discussion, you explore common electrolyte disorders and their potential causes, as well as the impact of the disorders on patients.Reflect on signs and symptoms of this disorder. Consider potential causes of the disorder that you selected. Reflect on whether that disorder is iatrogenic or a result of prescribed drugs. Think about the impact of this electrolyte disorder on patients. Consider how the disorder affects other body systems. a description of the electrolyte disorder that you selected as well as signs and symptoms. Then, explain potential causes of the disorder including whether it is iatrogenic or a result of prescribed drugs. Finally, describe the impact of the disorder on patients and their body systems.

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A description of the electrolyte disorder that you selected as well as signs and symptoms. Then, explain potential causes of the disorder including whether it is iatrogenic or a result of prescribed drugs. Finally, describe the impact of the disorder on patients and their body systems.Think about how you might diagnose a patient with chronic kidney disease. Consider the role that patient history, physical exams, and diagnostics play in diagnosis. Reflect on potential treatment options for chronic kidney disease including the implications of prescribed drugs. Consider the following patient factors: genetics, gender, ethnicity, age, and behavior. Think about how these factors might impact the diagnosis and treatment of patients with chronic kidney disease.Write a 2- to 3-page paper that addresses the following: Describe the clinical presentation of chronic kidney disease. Explain how you might diagnose a patient with chronic kidney disease including the role that patient history, physical exams, and diagnostics play in diagnosis. Explain implications of potential treatment options for this disease including prescribed drugs. Describe how patient factors might impact the diagnosis and treatment of patients with chronic kidney disease.

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Irving K. Barber School of Arts and Sciences, UBC’s Okanagan Campus PHIL 345A Theory of Knowledge, Winter 2015, Term 2 Manuela L. Ungureanu, PhD Class times: T, Th. 9:30-10:50am Office: Arts 236 Place: ART 206 Office hours: Th 2:00-3:30pm E-mail: manuela.ungureanu@ubc.ca or by appointment First paper topics Write answers to two of the questions below, choosing from each of the first two main clusters, e.g., 1.x and 2.2. Each answer is worth 10% of your final mark, and it should require 3-4 pages of written text. A solid response to the (more difficult) bonus question #3 is rewarded with 7-10 extra points. Clearly indicate on your title page which topics you have selected, and kindly consider the remaining ones as study questions for the final exam. Rules concerning academic conduct introduced on the course outline are in force. The assignment is due in class January 21, 2015. 1.x Pick one of the questions from study questions 2, 3, 5 or 6 from B&S Chapter 1. We will discuss one of them in class so you have an example of answer to this type of questions. 2.1. In the first chapter of his textbook, Martin introduces the distinction between knowledge-that, knowing-him/her/it and knowledge how. Present and illustrate the distinction with 2-3 examples and comment on its usefulness while answering the following questions. Some of your examples can be from the movie we discussed in class Slumdog Millionaire by Danny Boyle. Which of your examples can also be labeled empirical beliefs/knowings? Which of your examples, if any, are usefully put in the category we introduced as ‘self knowledge’? What is the (so-called) object of a claim to knowing-that in contrast with other types of knowing? Does that special type of object may help clarify the (almost obsessive) focus on this type of knowledge, in your view? For instance, may this object help identify what beliefs are supported by what type of evidence, or what beliefs are grounded in what type of justification (M’s Chapters 2-3)? 2.2. In his discussion on the strength of beliefs, Martin analyzes Ayer’s view that knowledge claims can only be made by the subject if/when he/she feels there is no doubt, or there is no practical likelihood he/she might be wrong. Do you agree with Ayer that both feeling secure and being entitled to so feeling are necessary conditions for knowledge? If so/not, why (not)? More broadly, in your view, what are the lessons you might want us to draw from the list of examples on p.14 (e.g., about the necessary ingredients of knowledge, about the justification of knowledge that p by the subject S herself and/or by someone else, if/when S entertains p)? Note that you can also use examples from the movie we discussed in class. 3. Below are some of the arguments in epistemology we will be discussing throughout the term. Select one on a theme that interests you, and do your best to complete their premises and/or conclusion. Evaluate the completed argument as best you can, e.g., identify an implausible or unclear premise or assumption, an invalid argument, etc., and compare your choice of strategy for argument analysis with those introduced by B&S in Chapter 1. If you can, identify elements in your strategy which you share with B&S (and/or Martin) and other(s) which you think define your personal view on the matter/theme. We will analyze (b) in class, so you can use it as a model. (a) (i) The subject matter of logic is thought as explained by the laws of valid inference. (iii) Hence, the subject matter of logic cannot be perceived by the senses. (iv) Psychology, as any other natural science, accesses its subject matter through the senses. Thus, …. (b) (i) Our belief B1 that external objects exist is justifiable on the basis on another belief B2. (ii) The belief B2 justifies B1 only if it is itself warranted, say by another belief B3. (iii) But the same request for justifying B3 can be made. ?(iv) Therefore, our belief that external objects exist …. (c) (i) To characterize someone’s claim as an expression, or not, of knowledge is to pass judgment on it. (ii) Hence, epistemic judgments are a particular kind of value-judgments. Thus, epistemology cannot be fully naturalized. (d) One version of Plato’s argument for the existence of untaught/innate knowledge (eg., in his Meno) (i) Learning through teaching is understood as based on explicitly conveying the information to the subject, e.g., explicitly stating what counts as a correct answer and what not. (ii) The slave in Meno has not been formally educated, and thus has not had any teaching/learning of geometry before the test begins. (iii) Socrates does not deliver such information to the slave, rather only prompts him to answer yes/no questions. (iv) The slave has a demonstrated capacity to answer correctly questions of geometry (or to correct his erroneous answers to such questions). To put it slightly differently, the slave is able to discern between a correct and a mistaken answer to such questions. When prompted with the final geometrical construction, he can also identify the square with the relevant properties. (v) (vi) But we assume that such knowledge has not been taught (in the above sense) to him either during the test, or during his young life (see (i)). (vii) Hence, the slave has untaught knowledge of geometry and/or of the laws of reasoning. (viii) Thus, any layperson has some untaught knowledge (of geometry).

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Should be on English literature, translation or linguistics

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Examine the connection between two events, people, organizations, documents, or processes in Argentina’s history during and after the Military Dictatorship and make an argument about how they contributed to the development of an international human rights norm against disappearances. The two parties that you choose should show how they both contributed in terms of Koh’s understanding of the vertical story. Use Koh’s “vertical story” of human rights (pp. 1409 – 1411) as the framework for your argument. Your paper should identify and discuss the category of “key agent” your chosen subjects fall under, and how the interaction between them contributed to the development of a norm against disappearances. Also include a primary document (original) in your analysis. This paper should be an analysis of how both parties contributed in terms of Koh’s framework. There should be a clear introduction of what the paper will talk about. Have a basic thesis or argument that will clarify the reading. Each paragraph should have a topic sentence with solid evidence to support your claims. Moreover, conclude your analysis in the last paragraph. 3 pages, double spaced, 1-inch margins worth of writing. Cite supporting evidence. Use Footnotes or end notes and an end Bibliography/ Citations do not count in your total page count (you can run to 3.5 pages if you use footnotes instead of endnotes). I also will evaluate paragraph structure and the clarity of your sentences in conveying supporting evidence, as well as grammar and typos. this is not an exercise in exhaustive research. The primary purpose is to understand how Koh’s framework applies in a particular context, using supporting evidence from Argentina. The readings for this week, the ESMA and CELS visit, and your research from last week should give you enough material to work with! Essential reading: How Is International Human Rights Law Enforced? Harold Hongju Koh Yale Law Schoo Indiana Law Journal Volume 74 | Issue 4 Article 9 (pp1398-1417) Readings to look at: F.A. “Tex” Harris, “Fighting the ‘Dirty War’ – Argentina 1977” • David Weissbrodt and Maria Luisa Bartolomei, “The Effectiveness of International Human Rights Pressures: the Case of Argentina, 1976 – 83,” Minn. L. Rev. (1990-1991) Jose Zalaquett, “Confronting Human Rights Violations Committed by Former Governments: Principles Applicable and Political Constraints,” State Crimes: Punishment or Pardon (The Justice and Society Program of the Aspen Institute, 1989) • Noga Tarnopolsky, “The Family that Disappeared,” The New Yorker (1999) • Amnesty International, “Argentina: The Military Juntas and Human Rights: Report on the Trial of the Former Junta Members, 1985” (optional) David Kramer and David Weissbrodt, “The 1980 Commission on Human Rights and the Disappeared,” Human Rights Quarterly, Vol. 3, No. 1 (Feb. 1981) • Iain Guest, Behind the Disappearances (University of Pennsylvania Press, 1990), ch. 7, “A Dangerous Place” Universal Declaration of Human Rights Also look into, Centro de Estudios Legales y Sociales (CELS) which is a human rights association

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