Based on Dasani’s life story, provide an assessment of the major social environmental
circumstances and factors that interact with and impact Dasani and her family. Be certain to
include some of the following:
● Macro level factors (e.g., federal programs, policies, society-at-large (i.e., racism,
poverty, inequality, drug use, violence etc.)).
● Meso level factors (e.g., school system, family system, community/neighborhood, and
living conditions).
Support your assessment with appropriate literature and research articles.
Do not repeat or summarize https://www.nytimes.com/projects/2013/invisible-ch…
Category: Social Science
You have been asked to organize a specific conference subtopic of your choice—one that either investigates an issue, provides essential foundational knowledge
You have been asked to organize a specific conference subtopic of your choice—one that either investigates an issue, provides essential foundational knowledge, or encourages exploration/debate related to a particular issue that affects healthy development of young children and positive family outcomes.
You may choose two of the conference subtopics below:
The role of play in supporting healthy development and learning
The impact of historical and/or contemporary views of children, development, and learning on early childhood education
The nature of childhood
For your Assignment, develop the following:
The subject and the title of your conference subtopic
An overview of the keynote speaker you have selected for your conference subtopic session. Your keynote speaker should be an individual who has significantly contributed to the theoretical understanding of your topic or the current evidence base. Include in your overview of this individual:
The person’s name
A brief (1 – 2 page) rationale for selecting this individual, including an outline of six key presentation points of his/her presentation. For example, if your keynote speaker is presenting on attachment, include an overview of key points that will be covered.
A panel of at least three historical figures who will present on your selected subtopic, and a rationale detailing how the individuals you selected have contributed to the understanding of your selected topic (half a page each)
Four 1- to 2-page conference handouts designed to provide participants with a research-based overview of your conference subtopic. Your conference handouts should include brief summaries of the following:
A historical perspective of your subtopic
A summary of current research on your subtopic
An overview of evidence-based practices or applications for families or practitioners related to your subtopic
An annotated list of additional resources for conference participants on your subtopic
Note: Each of your handouts should include at least three scholarly references from current peer-reviewed articles.
In one Word document, be sure to include your description of your keynote speaker, panel, and four 1- to 2-page conference handouts (should be orginal and not from websites).
You are a supervisor in a human services program that provides relocation services to individuals who are refugees from another country and for whom English is not their first language
Overview
For this assessment, imagine yourself in the role of a supervisor in a human services program with the mission of securing housing for members of a diverse community—one to which you do not belong. You will use the dilemma in the scenario provided to discuss relevant laws in your state for addressing an ethical dilemma. You will then apply two different ethical decision-making models and evaluate each as related to staff actions, your actions as leader, and the cultural competence in each model. You will then choose the best model to fit the case study.
Scenario
You are a supervisor in a human services program that provides relocation services to individuals who are refugees from another country and for whom English is not their first language. You have two staff, Andi and Sam. Andi is a recent human services graduate and does not live in the community or speak the dominant language in that community. Sam lives in the community and can speak the dominant language. Andi’s responsibilities are to help families set up housing and get adjusted to the neighborhood. Sam’s responsibility is to assist families with all paperwork needed to establish housing needs (electricity) as well as any paperwork required by the state.
It is moving day for the Boaes family, new clients for your organization, and Andi is at the house to help the family move in. The family includes a grandfather, mother, father, and four children (all girls ages 13 years, 11 years, 10 years, and 11 months). The house has three bedrooms. The mother informs Andi that the older three girls will share a room with grandfather, the baby will share the room with the mother and father, and the third room will be set up for worship. Andi tries to explain that the house is set up for the grandfather having his own room, the parents and baby sharing a room, and the older girls sharing another room. The rule is that each bedroom must be used to offer sleeping areas to the residents. Andi is not comfortable with the older girls sharing a small room with the grandfather. She has been worried in the past with how they speak and act around him. She is not sure what it is, but it almost seems like they are afraid of him. Andi is also not comfortable with the parents sharing a bed with the baby.
In the worship room, food is left out as a gift to the gods. Andi sees this practice as potentially dangerous because the food is “changed out” once per day and by the end of the 24 hours has started spoiling. Andi understands that the grandfather is the head of the house, and all decisions go through him. Andi asks to speak to the grandfather, and he refuses as he is not comfortable speaking with an unmarried female. Andi becomes frustrated. She tells the family that they are at risk of being asked to move out of the program. She also tells the family that she may report them for neglect and endangerment.
At the office Sam is furious when she hears what happened. She yells at Andi, accusing her of being culturally incompetent and ethnocentric. She tells Andi that Andi is still a baby in the field and should stop acting so superior to everyone. Finally, she says that she will go over to family and tell them that Andi is out of line and that from now on they should avoid working with her.
As the leader, you see two ethical red flags, one related to the work with the family and the other to the professional relationship between staff. Both have serious consequences to the family. Consider the decisions Andi made throughout her meeting with the family:
What were cultural and value differences?
Was she correct to tell the family she was going to report them for neglect and endangerment?
Now consider the interaction between Andi and Sam:
Are there ethical issues in this interaction?
As a leader, consider how you might address those issues while also working to resolve the ethical issues with the family. What laws in your state would affect your decisions? How do these compare with the NOHS ethical standards? How can ethical decision-making models be applied to resolve the dilemma?
Instructions
Use the scenario above to complete the assessment. The final submission should include the following:
Describe the ethical dilemma, including how it connects to the cultural diversity between the leader of the program and the people receiving services. Use scholarly references to support the analysis.
Compare state laws that may address the dilemma to the related standards in the NOHS ethical standards, including citations to support the comparison.
Apply two human services ethical decision-making models to the scenario. Use scholarly references to support the analysis.Provide a cited summary of two ethical decision-making models, including the strengths and weakness of each model.
Include cited discussion on strengths and weakness as related to diversity.
Analyze the cultural competence of ethical decision-making models. Use scholarly references to support the analysis.Consider how each model considers cultural values. Can they be applied regardless of culture?
Provide specific and concreate reasons for your choice.
Compare the evaluation from both a leadership and a staff level of responsibility.
Analyze the distinction between personal values and worldviews and others’ values and worldviews. Use scholarly references to support the analysis.Discuss the connection or disconnection to your own personal values and worldviews.
Discuss the possible outcomes of the connections and disconnections.
Include a decision on the role of self-awareness with this connection or disconnection.
Submission Requirements
Written communication: Write concisely and directly using correct grammar, usage, spelling, and mechanics to convey clear meaning and engage readers.
Length: 8 double-spaced pages, not including cover and reference pages.
References: Include at least 8 scholarly references.
Format: Use current APA style and format for references and in-text citations. Visit Evidence and APA CitationLinks to an external site. for help with APA as needed. Include headings for sections of the paper, aligned with APA standards for headings.
Font and font size: Times New Roman, 12 points.
View Rubric
Ethical Decision-Making
Ethical Decision-Making
CriteriaRatingsPts
Describe the ethical dilemma, including how it connects to the cultural diversity between the leader of the program and the people receiving services. Use scholarly references to support the analysis.view longer description
32 to >27.2 pts
DISTINGUISHED
Describes the ethical dilemma, including how it connects to the cultural diversity between the leader of the program and the people receiving services. Uses scholarly references to provide strong support for the analysis. Provides examples.27.2 to >22.4 pts
PROFICIENT
Describes the ethical dilemma, including how it connects to the cultural diversity between the leader of the program and the people receiving services. Uses scholarly references to support the analysis.22.4 to >0 pts
BASIC
Provides an incomplete description of the ethical dilemma, and/or does not provide sufficient scholarly support.0 pts
NON_PERFORMANCE
Does not describe the ethical dilemma./ 32 pts
Compare state laws that may address the dilemma to the related areas in the NOHS ethical standards, including citations to support the comparison.
view longer description
32 to >27.2 pts
DISTINGUISHED
Compares state laws that may address the dilemma to the related areas in the NOHS ethical standards, including citations to support the comparison. Addresses the differentiation within the framework of diversity.27.2 to >22.4 pts
PROFICIENT
Compares state laws that may address the dilemma to the related areas in the NOHS ethical standards, including citations to support the comparison.22.4 to >0 pts
BASIC
Provides an incomplete comparison of state laws that may address the dilemma to the related areas in the NOHS ethical standards, and/or does not include sufficient citations.0 pts
NON_PERFORMANCE
Does not compare state laws that may address the dilemma to the related areas of the NOHS ethical standards./ 32 pts
Apply two human services ethical decision-making models to the scenario. Use scholarly references to support the analysis.
view longer description
32 to >27.2 pts
DISTINGUISHED
Applies two human services ethical decision-making models to the scenario. Uses scholarly references to provide strong support for the analysis. Includes strong analysis of strengths and weaknesses related to diversity.27.2 to >22.4 pts
PROFICIENT
Applies two human services ethical decision-making models to the scenario. Uses scholarly references to support the analysis.22.4 to >0 pts
BASIC
Provides an incomplete application of two human services ethical decision-making models to the scenario, and/or does not provide sufficient scholarly support.0 pts
NON_PERFORMANCE
Does not apply two human services ethical decision-making models to the scenario./ 32 pts
Analyze the cultural competence of ethical decision-making models. Use scholarly references to support the analysis.
view longer description
32 to >27.2 pts
DISTINGUISHED
Analyzes the cultural competence of ethical decision-making models. Uses scholarly references to provide strong support for the analysis. Provides specific and concrete reasons for this choice. Provides cited comparison of the evaluation as related to a leadership and staff role.27.2 to >22.4 pts
PROFICIENT
Analyzes the cultural competence of ethical decision-making models. Uses scholarly references to support the analysis.22.4 to >0 pts
BASIC
Provides an incomplete analysis of the cultural competence of ethical decision-making models, and/or does not provide sufficient scholarly support.0 pts
NON_PERFORMANCE
Does not analyze the cultural competence of ethical decision-making models./ 32 pts
Analyze the distinction between personal values and worldviews and others’ values and worldviews. Use scholarly references to support the analysis.
view longer description
32 to >27.2 pts
DISTINGUISHED
Analyzes the distinction between personal values and worldviews and others’ values and worldviews. Uses scholarly references to provide strong support for analysis. Discusses the possible outcomes of the connections and disconnections. Includes a decision on the role of self-awareness with this connection or disconnection.27.2 to >22.4 pts
PROFICIENT
Analyzes the distinction between personal values and worldviews and others’ values and worldviews. Uses scholarly references to support the analysis.22.4 to >0 pts
BASIC
Provides an incomplete analysis of the distinction between personal values and worldviews and others’ values and worldviews, and/or does not provide sufficient scholarly support.0 pts
NON_PERFORMANCE
Does not analyze the distinction between personal values and worldviews and others’ values and worldviews./ 32 pts
Apply the standard writing conventions for the discipline, including structure, voice, person, tone, and application of APA formatting.
view longer description
40 to >34 pts
DISTINGUISHED
Exhibits strict adherence to the standard writing conventions for the discipline. Elements of structure, voice, person, and tone are well matched to the intended audience. Exhibits strict and nearly flawless adherence to APA formatting.34 to >28 pts
PROFICIENT
Applies the standard writing conventions for the discipline, including structure, voice, person, tone, and application of APA formatting.28 to >0 pts
BASIC
Applies writing conventions that are inconsistent with disciplinary standards or inappropriate for the intended audience.0 pts
NON_PERFORMANCE
Does not apply the standard writing conventions for the discipline./ 40 pts
Total Points: 0
Provide at least (1) commonality and/or disconnect between your source and the larger time period.Does your author’s view/experiences of colonial America or Revolutionary America mirror the “reality” of the time period
I sent over what I did for the analysis prep 1 to the professor inbox and what is in the picture is her feedback to fix so I get full credit.
it is the American yawp’ there is no author for it. That’s the unique part of this, she states in our modules how to cite it when there’s no author in that case or multiple authors. so I was trying to send over different sections of the module that specify how to show the primary source.
1.clarify which primary source you intend to analyze in Paper 1 (from Ch. 3, 4, or 5 of the Yawp Reader) by preparing the in-text citation (so that you don’t have to do it later!). Note that you should already have prepared the work cited and in-text citations using the Primary Source Analysis Worksheet. You should be prepared to provide citations for any textbook or lecture content you use, too. See Module 1 for how to properly cite these sources.
2.provide at least (1) commonality and/or disconnect between your source and the larger time period. Does your author’s view/experiences of colonial America or Revolutionary America mirror the “reality” of the time period (as addressed through the textbook and lectures)? In other words, does it reflect colonial America/Revolutionary America or does it present a more narrow or ideal “view?” Provide specific support from the primary source and course content to demonstrate the commonalities and/or disconnects. Note: Although I am not expecting citations in this part of this assignment, you will want to make sure and provide cited support (via lecture, textbook, other primary sources) in Section 3 of your paper. Otherwise your similarities/disconnects will remain vague and lack clear support
Extra Credit: Extra credit will be offered to those of you who choose to develop at least two (2) other commonalities/disconnects and provide sufficient support/elaboration.
Example (not from Colonial America, so it can’t be used by you):
John Winthrop dreams of a city on a hill, 1630 (Winthrop, Yawp Reader, Colliding Cultures, #2).
Disconnect: John Winthrop’s vision of Puritan-led Massachusetts Bay Colony was an ideal. While many Puritans did agree with Winthrop’s vision, some colonists did not. John Williams and Anne Hutchinson, for example, spoke out against the Puritans’ strict approach to faith and settlement. [In my paper I would provide further elaboration][I would cite the Colliding Cultures lecture here].
Disconnect: Winthrop’s view of colliding cultures in the Americas was through the eyes of religious New England. God was THE central component of his message. This stood in contrast, for example, to Jamestown, whose focus was on economic gain. [In my paper I would provide further elaboration][I would cite the Colliding Cultures lecture here].
Disconnect: Winthrop’s view of settlement was one of idealism. In reality, however, conflicts between the native population and New England settlers demonstrate a much more complex process to settlement. For example, King Philip’s War … [elaborate here], [I would cite the Colliding Cultures lecture here].
want to point out some common errors I see in assignments year after year. Since they are mentioned here, I expect you to keep an eye out for them when you proofread your own paper.
Names: When you introduce a historical figure or author, please use their full name. Afterwards you can use their last name but never their first name. You are not on a first name basis with George Washington so please use his full or last name. You’ll see this is the way historians (and journalists) address people.
Casual Language/ Slang: Since this is a formal academic paper, please use formal language. Avoid slang and abbreviations, including contractions (like don’t, can’t, I’ll). Sometimes students turn in papers with “text” language like “u” or “lol.” Please don’t be that person.
Italics (or Underlining) vs. Quotations: Please review the rules regarding when to use italics vs. quotation marks.
You italicize or underline:
Titles of Books
Plays
Magazines
Newspapers
Films
Television Programs
Radio Programs
Long Poems
Works of Visual Art
Comic Strips
Software
Websites
But you use “quotation marks” for:
Essays from journals, anthologies, etc.
Articles from magazines, newspapers, etc.
Short Stories
Short Poems
Songs
Television Program Episodes
Ellipses: Be sure you are using ellipses correctly. Ellipses look like this: “…” When you use them in a quotation, they imply that you have taken something out of that quote. The reader assumes you took something out before the quote begins and that the work continues even after your quote ends. Therefore you should not place ellipses at the beginning nor the end of your quotation. You should only use them if you took words out of your quotation in the middle or so. Learn more here . Here’s an example:
Correct: “Four score and seven years ago our fathers brought forth… a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.”
Incorrect: “…Four score and seven years ago our fathers brought forth, upon this continent, a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal…”
Tenses: There are times when you should use present tense and times when you should use past tense. Often students are confused by these rules. I want to remind you that unless you are confident with the rules, you might wish to stay in past tense. Remember history has already happened- so better to stick it in past tense.
Missing Info: If you get to pick your primary source from a book or other collection- your intro MUST include the author’s full name and the title of the document. Simply writing “I picked article 4 in chapter 3” will not work! Can you imagine having to look up that info every time? It’s not fun- and it’s not good writing. Instead provide me with your specific title and author.
Say what you mean: There are some words that seem like they mean the same thing but they do not. Here are some ones I commonly see.
Novel vs. Book vs. Document: A novel is a work of FICTION, meaning a story of some sort that is not necessarily true. All novels are books, but some non-fiction (like history books) are also books but not novels, because they are not made up, fiction stories. Many times in this class, we use documents, small writings that are included in a bigger book. If you’re talking about just one of these documents, you can’t call it a book. In most of your writing for this class, you might use “excerpt,” “document,” “text,” or “article.”
Image vs. Photograph vs. Picture vs. Painting: Pay close attention to the images you see in this class. They are not all the same. A photograph/ picture is taken by a camera. You shouldn’t call a painting (created with paint and brushes) a photograph. All artwork can be called an “image” “depiction” and “art piece.”
Differentiate between your views and the views of the text. Sometimes you may read a document that contains statements that you disagree with. For example, if we read a document written by a white supremacist, he or she may speak at length about how they think that African Americans or Asian Americans are inferior. This is not a fact. This is not the truth. It is an opinion of the white supremacist but (I hope) not your view. So when you write about this you’ll need to clearly phrase your work so that it tells the reader that this is the viewpoint of the primary source’s author but not your view point. Here’s another example:
“The document suggests that women were perceived to be the “weaker” sex during the 1890s and were widely seen as inferior to men.”
If instead you said that “women are weaker and less than men,” I have to assume you think that today- not that you are talking about how the document refers to women. How did I signal to you this was not my own thought? I used the introduction “the document suggests,” and say they were “perceived” or “seen as.”
In Harmonize, write a brief summary of the textbook (5 paragraphs) Chapters 7 &
In Harmonize, write a brief summary of the textbook (5 paragraphs) Chapters 7 &
In Harmonize, write a brief summary of the textbook (5 paragraphs) Chapters 7 & 8 to include the following paragraphs with headings: an overview, 3 key concepts, and a summary. Each “key concept” must include the textbook page numbers. Each paragraph needs a minimum of 3 sentences. Use the template format provided below. Refer to the model assignment (sample) following the template.
After writing your discussion, you must reply to at least 2 other student discussions with feedback of at least 50 words. This is your “peer engagement” component of your grade. NOTE: Spelling and grammar are important, so please spell-check and read your work out loud to catch and correct any errors prior to submitting.
TEMPLATE:
Overview
Key Concept from Chapter 7
Key Concept from Chapter 8
Key Concept from Chapter 7 or 8
Summary
SAMPLE:
BELOW IS A SAMPLE REFLECTION SUMMARY. DO NOT COPY THE CONTENTS. IT IS A SAMPLE ONLY TO ILLUSTRATE THE STRUCTURE.
Course: BRE 126, Real Estate Finance
Student Name: Ima Success
Today’s Date: 02/20/2024
Textbook Author: Huber, W.
Chapters # 7 – 8
Overview
The topics of Chapters 7 and 8 are introduction to real estate principles. This chapter covers four important concepts for the real estate student. First, the real estate licensing in California is discussed, along with the real estate market. Second, the historical influence of real property is examined. Third, the difference between real property and personal property is spelled out clearly. And last, the chapter concludes by analyzing various methods of land description. These concepts are important because they may be on the real estate exam for licensees.
Key Concept from Chapter 7
I learned that real estate can be a profitable professional (p. 4). One of the reasons it can be profitable is because the compensation to agents is based on the sales price of the house. In California, real estate values are typically high, which translates into a high commission. The commission is always paid to the broker, but the real estate salesperson receives a portion. Many real estate agents are using social media to promote their services.
Key Concept from Chapter 8
The second thing I learned is that property owners have a “bundle of rights” (p. 5). It means they have control of certain things because they own the real estate. Generally, people view it as a bundle of sticks, with each one of them being a “right” the owner has. Their types of rights vary based on their level of ownership. For example, homeowners have the right to possess (live in) their houses – unless they rent out the house to tenants. In that case, the tenant now has the right to possess the house.
Key Concept from Chapter 7
The third concept I learned is the definition of real property (p. 6). There are four things that define real property: land, affixed to the land, appurtenant to the land, or immovable. These items “tests” are what separates real property from personal property. For example, a refrigerator can be moved out of the house, so it is considered personal property. However, a fence is permanently dug into the ground so it becomes part of the real property, along with the land and the house.
Summary
This was an interesting chapter and I learned a lot about real estate. Real estate has a long and colorful history in California. There are several types of land description methods, which will probably be on the state real estate exam. I know I will have to study some of the concepts further, such as the MARIA acronym of determining personal versus real property. In addition to the knowledge of concepts, real estate involves math calculations.
*******
Please write a 300. word an essay to share some information about yourself, what
Please write a 300. word an essay to share some information about yourself, what
Please write a 300. word an essay to share some information about yourself, what you are going to school for, and what your goals in education and life are. As an example you may include information about work, community service, accomplishments or life experience that you feel is pertinent.
You. Will write a essay.
I. am Attending college to get a AS degree in Business real estate. I want. To. Own my own real estate. Company .I have Volunteered at. A real estate company, attained a real estate certificate , and at. An education center.
Module 7. Federal Regulations & Finance Instruments Select and watch 3 multimedi
Module 7. Federal Regulations & Finance Instruments
Select and watch 3 multimedi
Module 7. Federal Regulations & Finance Instruments
Select and watch 3 multimedia presentations: one presentation from Area A, a second presentation from Area B, and a third from Area C. You will write five responses: one paragraph summarizing each Area (A, B, and C), as well as a comparison paragraph and a contrast paragraph. This activity is worth 10 points (2 points for each of the 5 responses). If you need assistance with accessibility issues, please reach out to the instructor for guidance.
A. Federal Regulations & Disclosure Forms (WATCH ONE VIDEO FROM THIS SECTION)
B. Finance Instruments (WATCH ONE VIDEO FROM THIS SECTION)
C. Foreclosure Process (WATCH ONE VIDEO FROM THIS SECTION)
LOW VOLUME – TURN IT UP TO HEAR
Question at position 1
1. Select one multimedia presentation from Area A
(Federal Regulations & Disclosure Forms) you watched. Insert the title of the selected presentation. What is one key concept you learned in this video? Write at least TWO full sentences explaining what you learned.
Question at position 2
Select one multimedia presentation from Area B (Finance Instruments) you watched. Insert the title of the selected presentation. What is one key concept you learned in this video? Write at least TWO full sentences explaining what you learned.
Question at position 3
Select one multimedia presentation from Area C (Foreclosure Process) you watched. Foreclosure Process. What is one key concept you learned in this video? Write at least TWO full sentences explaining what you learned.
Question at position 4
Compare two of the video presentations with each other and insert their titles. What was SIMILAR about them? Write at least TWO complete sentences explaining how the messages were the same.
Question at position 5
Contrast two of the video presentations with each other and insert their titles. What was DIFFERENT between them? Write at least TWO complete sentences explaining how the messages were different from each other.
Assignment Content Have you ever been in a situation where smoke was present, or
Assignment Content
Have you ever been in a situation where smoke was present, or
Assignment Content
Have you ever been in a situation where smoke was present, or do you know someone who has experience this? Recall the discussion about the hazards associated with smoke and the products of combustion as they spread throughout structures. What are your thoughts on the need for smoke management? Should smoke be controlled? Do you think the strategies of controlling smoke have any implication on occupants or even firefighters responding to a fire? Why, or why not?
Your journal entry must be at least 400 words references and citations are necessary.
I attached the paper I need you to edit and picture for the feedback 1.clarify w
I attached the paper I need you to edit and picture for the feedback
1.clarify w
I attached the paper I need you to edit and picture for the feedback
1.clarify which primary source you intend to analyze in Paper 1 (from Ch. 3, 4, or 5 of the Yawp Reader) by preparing the in-text citation (so that you don’t have to do it later!). Note that you should already have prepared the work cited and in-text citations using the Primary Source Analysis Worksheet. You should be prepared to provide citations for any textbook or lecture content you use, too. See Module 1 for how to properly cite these sources.
2.provide at least (1) commonality and/or disconnect between your source and the larger time period. Does your author’s view/experiences of colonial America or Revolutionary America mirror the “reality” of the time period (as addressed through the textbook and lectures)? In other words, does it reflect colonial America/Revolutionary America or does it present a more narrow or ideal “view?” Provide specific support from the primary source and course content to demonstrate the commonalities and/or disconnects. Note: Although I am not expecting citations in this part of this assignment, you will want to make sure and provide cited support (via lecture, textbook, other primary sources) in Section 3 of your paper. Otherwise your similarities/disconnects will remain vague and lack clear support
Extra Credit: Extra credit will be offered to those of you who choose to develop at least two (2) other commonalities/disconnects and provide sufficient support/elaboration.
Example (not from Colonial America, so it can’t be used by you):
John Winthrop dreams of a city on a hill, 1630 (Winthrop, Yawp Reader, Colliding Cultures, #2).
Disconnect: John Winthrop’s vision of Puritan-led Massachusetts Bay Colony was an ideal. While many Puritans did agree with Winthrop’s vision, some colonists did not. John Williams and Anne Hutchinson, for example, spoke out against the Puritans’ strict approach to faith and settlement. [In my paper I would provide further elaboration][I would cite the Colliding Cultures lecture here].
Disconnect: Winthrop’s view of colliding cultures in the Americas was through the eyes of religious New England. God was THE central component of his message. This stood in contrast, for example, to Jamestown, whose focus was on economic gain. [In my paper I would provide further elaboration][I would cite the Colliding Cultures lecture here].
Disconnect: Winthrop’s view of settlement was one of idealism. In reality, however, conflicts between the native population and New England settlers demonstrate a much more complex process to settlement. For example, King Philip’s War … [elaborate here], [I would cite the Colliding Cultures lecture here].
This course has presented an evolving scenario involving the City of Washington
This course has presented an evolving scenario involving the City of Washington
This course has presented an evolving scenario involving the City of Washington Distribution Warehouse fire. Throughout your reading and analysis of the fire, you have been presented with a multitude of information that that will allow you to make recommendation to those charged with designing the suppression system in the new building. This assignment consists of four parts and your project must be at least four-pages in length (at least one page per section).
Section IAs you make suggestions to improve the water-based fire sprinkler system, refer to the background information, if needed, to provide you with the necessary material to identify the basic components common to fire protection for the City of Washington Distribution Warehouse. In addition, review the Points to Ponder Scenario in the Unit V Lesson for additional information.
This assignment is not looking for compliance with building codes nor expecting you to be a fire protection system designer. However, the purpose of this assignment is for you to apply the concepts and knowledge you learned in this unit as you begin writing your final project covering protection systems that will detect, contain, control, and extinguish a fire. This assignment provides you with the opportunity to use your skills, expertise, and experience to enrich your response.
Prepare a well-organized narrative that addresses foam- and water-based fire sprinkler systems and includes your recommendations after reviewing the background information and the information above. Your discussion will consist of your evaluation of the previous water-based sprinkler system, based on information from the textbook and any additional research needed for your recommendations for the rebuild of the warehouse. Discuss the importance of water pressure, and determine the pressure for seven sprinkler heads discharging 157.5 gallons of water per minute.
Section IIAs you make suggestions to improve the fire protection system, identify the components and accessories common to fire pump installations needed for the rebuild of the warehouse. Refer to the background information, if needed, to provide you with the necessary material to identify the basic components common to fire protection for the City of Washington Distribution Warehouse. In addition, review the Points to Ponder Scenario in the Unit VII Lesson for additional information as well as Chapter 6 in the textbook.
Prepare a well-organized narrative addressing fire pumps and including your recommendations after reviewing the background information and the information above. Your discussion will consist of your evaluation of the previous fire pump and recommendations for the rebuild of the warehouse, based on information from the textbook and any additional research.
Section IIIAs we saw in the Points to Ponder Scenario in the unit lesson, electrical surge protection devices could have mitigated damage or even loss to the pump driver. Describe the benefits that surge protection devices provide for fire pump components and systems against the damages of voltage surges.
Section IV (Executive Summary)In this section, you will prepare a well-organized and thoughtful summary of your recommendations for the fire protection system for the scenario-based case study course project on the City of Washington Distribution Warehouse fire. This summary should expound on what you have learned during the different parts covered in each unit, so you can understand issues that exist within the fire protection technology field. Place the summary after the title page, and follow it with your recommendations for the rebuilding of the warehouse.
The purpose of the executive summary is to provide a narrative about the project with sufficient detail to allow readers to be able to accurately describe your recommendations to resolve potential fires in the future. Explain how your recommendations for the scenario-based case study relate to the methodology you chose and to the project outcome and conclusions. In other words, your summary must be clear, logical, and demonstrate alignment among the goals, methods, and outcomes.
The executive summary should be at least one page in length.
Remember, you may use information from reputable, reliable journal articles, case studies, scholarly papers, and other sources that you feel are pertinent. You should use at least three sources, one of which must be your textbook. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations following proper APA Style.please no plagiarism no A I. tools. or generators. original work please