Discussion on Louise Evan’s TED Talk

 

Tasks

Step 1 : After listening to and taking notes on Louise Evan’s TED Talk, think about your communication behaviors in the professional environment (or college setting). In a 150-200 word post explore which chair you typically revert to when you’re challenged by othersWhy do you think you revert to this chair? Which chair do you think would better help you achieve your goals in a more effective way in the professional environment? How will you go about changing to that chair? Be specific. Explain.

 

Criteria

· Complete Initial Response – 15 Points: Your initial response should demonstrate analysis (review the link labeled Analyzing versus Summarizing in Modules.) Your initial response should be fully developed addressing the question with adequate examples from the assigned reading and thoughtful explanation of why or how. A complete initial response is a minimum of 200 words in length.

· Two comments to colleagues – 15 Points: After you complete your initial response to an online question, read at least 5 of your colleagues’ responses and choose at least two to provide a comment to. Often a student will choose to comment on a response that was most helpful to them in understanding the course material better or one that they found interesting or intriguing. Any comment to a colleague should adequately explain why you found your colleague’s response helpful, interesting or intriguing and be at least 100 words in length.

· Appropriate Integration of Course Concepts and Terms – 10 Points: your initial response should appropriately integrate course terminology and concepts from class materials.

· Organization, evidence of proofreading, spelling checked and proper capitalization – 5 Points: Your posts should demonstrate that you carefully proofread, be organized, free of spelling errors, typos and fragments and follow capitalization conventions.

Monkey pox

What Happened to Monkeypox?

Why cases suddenly began to decline.

· Give this article

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Top of Form

Bottom of Form

Monkeypox samples in a California lab.

Monkeypox samples in a California lab.Credit…Mike Kai Chen for The New York Times

 

German Lopez

By  German Lopez

Oct. 13, 2022

You’re reading The Morning newsletter.  Make sense of the day’s news and ideas. David Leonhardt and Times journalists guide you through what’s happening — and why it matters.  Get it sent to your inbox.

A few months ago, monkeypox regularly made headlines as a major new disease outbreak. Then it largely vanished from the news.

What happened in the meantime? The virus receded: Since a peak in early August, reported monkeypox cases in the U.S. have fallen more than 85 percent through yesterday.

The rise and fall of monkeypox provide lessons on the spread of diseases — an aspect of public health that experts acknowledge we still know far too little about. Covid has made clear that much of the world was not prepared for a deadly pandemic. Monkeypox, while nowhere as dangerous as Covid, can shed light on our vulnerabilities (as my colleague Apoorva Mandavilli  explained ).

Today’s newsletter will look at why monkeypox declined, and what that might mean for future outbreaks.

 

Possible explanations

Ultimately, monkeypox in the U.S. has been contained to a narrow demographic, mostly gay and bisexual men with multiple partners. It was never very deadly; there were just 28 confirmed deaths globally out of  more than 72,000 reported cases. (I wrote earlier  about the virus and how it spreads.)

Daily average monkeypox cases in the U.S.

400 cases

200

June

2022

July

Aug.

Sept.

Oct.

Note: Chart shows seven-day averages through Oct. 12.

Source: Centers for Disease Control and Prevention

By The New York Times

Four factors explain monkeypox’s decline, experts said. First, vaccines helped slow the virus’s spread (despite a  rocky rollout ). Second, gay and bisexual men  reduced activities , such as sex with multiple partners, that spread the virus more quickly.

The third reason is related: the Pride Month effect. Monkeypox began to spread more widely around June, when much of the world celebrated L.G.B.T.Q. Pride. Beyond the parades and rallies, some parties and other festivities involved casual sex. As the celebrations dwindled, so did the increased potential for monkeypox to spread.

And finally, the virus simply burned out. Monkeypox mainly spreads through close contact, making it harder to transmit than a pathogen that is primarily airborne, like the coronavirus. “Because of that, monkeypox is a self-limiting virus,” Apoorva told me. That made it less likely to grow into a larger outbreak.

Much of this explanation may sound familiar after more than two years of Covid: A virus can be tamed by vaccines and behavioral changes.

Unclear communication

Another factor worth emphasizing: public health communication. During Covid, officials have sometimes given  unclear or misleading guidance because they did not trust the public with the truth.

A similar phenomenon played out with monkeypox. Some officials were cautious about explicitly labeling monkeypox as a greater risk to gay and bisexual men and asking them to reduce risky sexual activities, out of fear of stigmatizing a population that already faces discrimination over AIDS.

New York City’s health department initially opposed recommending that gay and bisexual men reduce their number of sexual partners, arguing that L.G.B.T.Q. people have had “their sex lives dissected, prescribed and proscribed in myriad ways.” (Internally, the agency debated  whether that was the right response.) Those concerns stopped officials from clearly communicating the dangers to the population most at risk.

Eventually, public health officials began tailoring their warnings toward gay and bisexual men. In late July, the World Health Organization’s director general  said  that men who have sex with men should consider limiting their number of sexual partners. The  C.D.C.  and  New York City’s health department  echoed the guidance.

And it appeared to work: Monkeypox cases began to decline. That shift in public messaging enabled two of the four factors I explained earlier, as officials targeted gay and bisexual men for vaccine drives, and men who have sex with men limited riskier activities.

But the clearer guidance came after weeks of criticism, exposing a habit of unclear messaging that keeps the country vulnerable to health crises.

Unpredictable viruses

For all we do know about monkeypox’s decline, there is much we don’t know. We are still in “the cave ages” in understanding the spread of viruses, Michael Osterholm, an epidemiologist at the University of Minnesota,  has said.

Much of that lack of knowledge is related to the unpredictability of human behavior. Scientists can map viruses down to the atomic level but have a hard time guessing what people will do at any given point. And people are the ones spreading viruses, whether it’s Covid at Christmas parties or monkeypox at Pride celebrations.

That uncertainty opens the possibility that monkeypox could spread again. People most in danger of contracting the virus may skip the vaccine because its spread has slowed, or they could resume risky activities too soon, before cases are low enough to stop another outbreak. Or another major event, like next year’s Pride Month, could bring monkeypox back.

And the virus still regularly spreads in western and central Africa, where it was first found in humans and has never been fully contained — putting it one flight away from the U.S. or Europe. “I don’t see any progress on addressing that,” said Dr. Céline Gounder, a senior fellow at the Kaiser Family Foundation. (The U.S. is working with Japan to distribute more vaccine doses globally,  Politico reported yesterday.)

The good news: This year’s outbreak has made officials take monkeypox more seriously. So if it does come back, the country may be more prepared to deploy vaccines and take other steps to fight it. But success depends on how people react.

H11 IRAC structure

John, Lesa, and Tabir form a limited liability company. John contributes 60% of the capital, and Lesa and Tabir each contribute 2%. Nothing is decided about how profits will be divided. John assumes that he will be entitled to 60% of the profits, in accordance with his contribution. Lesa and Tabir, however, assume that the profits will be divided equally. A dispute over the profits arises, and ultimately a court has to decide the issue. 

Use the IRAC structure to identify issues and apply law and facts to the case. The IRAC method has four steps:

Identify the issue.

Relevant law – Here you need to explain the law, not just state it. This could be sections/s of the Corporations Act or case law.

Application to the facts – the law is applied to the facts of the problem.

Conclusion

What law will the court apply? 

In most states, what will result? 

How could this dispute have been avoided in the first place? 

Precision Nutrition

 

Task

  1. Watch the Precision Nutrition “What’s the best diet” video.

Now Watch – “What’s the best diet” – Precision NutritionLinks to an external site.

2. Read the following article from the Blue Zones research.

Now Read – “Blue Zones Power 9”

 

Activity #4 – Nutrition Reflection (10 pts)

Dietary Recommendations

1. At the beginning of the video what does Precision Nutrition Recommend is the Universal best diet and why? ( 1 pt)

 

 

 

 

2. What are the 4 habits that Precision Nutrition teaches? ( 1 pt)

 

 

 

 

3. At the end of the video the very best diet they discuss includes which 4 things? ( 1 pt):

 

 

 

 

4. List all items from the Blue Zones Power 9 with a brief explanation in your own words ( 3 pt):

 

1. ____________________:

2. ____________________:

3. ____________________:

4. ____________________:

5. ____________________:

6. ____________________:

7. ____________________:

8. ____________________:

9. ____________________:

 

 

5. Describe your typical daily diet and how you feel about it? ( 150 – 250 words: 2 pts).

 

 

 

 

 

 

 

 

 

6. What are a couple of things from the video or the article that stood out to you and could be helpful for your own life? ( 150 – 250 words: 2 pts)

Reflection ABD Report

Case study

1. Patient is 42years old male alert and oriented 4

2. Had acute diarrhea after visiting Chicago on business trip ususall 3 day per year

3. Watery loose stool for 3 days

4. Streak of blood in stool lately

5. Frequency of 8 watery loose stool per day

6. Take over the counter Kaopectate

7. Had steak and burger sandwiches

8. Had mild headache, chill and fever 101.5, fatigue, loss of appetite, light headedness, elevated pulse rate 102

9. Feeling nauseous but no vomiting yet

10. Unable to go to week and must stay close to the bathroom

11. Stomach soreness/cramp

12. Had 2 school age children

QUESTION

Some clinicians may find it difficult to explain the logic behind their clinical thinking. As you gain experience, your clinical reasoning will begin at the outset of the patient encounter, not at the end. Reflect on the clinical reasoning you used during this virtual patient encounter. Describe the steps taken to identify and interpret the key findings in this case.  What are some “lessons learned” within the assessment that you can apply to your professional practice as a provider? Include the following components:

i. type 150-300 words in a Microsoft Word document

ii. demonstrate clinical judgment appropriate to the virtual patient scenario

iii. cite at least one relevant scholarly source as defined by program expectations

iv. communicate with minimal errors in English grammar, spelling, syntax, and punctuation

Western Intellectual

Choose one of the topics listed below. It is fine if, in the end, others in your group write about the same topic, but your paragraphs should look like separate research efforts–you do the initial research and writing yourself, not in the group.

 

The Medieval Period in Europe (1100-1400)

Clothing

Food

Trades and Daily Work

Apprenticeships and Guilds

Classes in Society

 

Spend some time researching this topic, to get a sense of what people experienced in these “daily” items. You may find you have to concentrate on one specific country or group of people (like the Vikings, the French, the English) to limit your topic. Your goal is to give a snapshot of what this topic would have looked/felt/seemed to real people.

 

Write up your findings in a paragraph or two, around 500 words. DO include a cited source. List your cited source at the bottom of the page. You may use APA, MLA or Chicago citation format.

· Try to avoid web sources that do not have an author name (like Wikipedia)

· Definitely avoid copying and pasting—practice re-wording your findings in a way that makes sense to you.

· Be sure you’ve used good spelling and grammar for your writing.

Critical Connections and Discussion

Process 1. Please open a document on your computer. This is where you will type and save your response

to this week’s critical connections assignment. 2. Please also use MLA format (including double-spacing). For information on this format, check

out the “MLA: General Format” page in your “MLA: Citations and Format” module. 3. At the end of your response, include the word count.

Directions Carefully review the “Introducing Critical Connections” video in the Week #2 module as well as the “Directions for Critical Connections” document and the “Guidelines for Writing about Literature” document on the “Critical Connections and Discussions” page before you attempt to complete this assignment. Here are several important reminders:

1. Cover the Whole Prompt: Thoroughly respond to all parts of the “Points to Address” section. 2. Support Your Claims: Remember that you are required to use direct textual evidence (i.e.,

quotations) from the works on which you are writing. You must quote, cite, and integrate properly. See #2-#4 on the “Directions for Critical Connections” document for details.

3. Write Formally: Follow all standards on the “Guidelines for Writing about Literature” document on the “Critical Connections and Discussions” page.

4. Follow Word Count: Your response to the below topic must be 600-1,000 words. 5. Polish: Proofread carefully – and aloud – so that you can submit your very best final product.

Topic

Background

This week’s short stories reflect entirely distinct depictions of love, but as the plots develop, each pairing comes to a unique realization that sharing meaningful words and/or experiences can help them realize the deep-seated truths of their feelings or even be “stunned into reverence” (Chung).

Points to Address

1. Part One: First, select two characters from short stories assigned this week: one from Chung and one from Nelson. Compare and contrast the ways in which these characters communicate their love or lack thereof. Which specific words or actions help the characters express themselves? Which nonverbal cues do they use to provide greater insight into their thoughts and feelings? How does at least one symbol from each work reveal the characters’ emotional states? Direct evidence from the short stories will be necessary here; remember to use parenthetical citations (see the “Background” section for an example from one of this week’s texts) when you quote. Another Tip: Every time you quote from any of this week’s texts, your parenthetical citation will be placed at the end of the sentence in which you quote, and it will include only the last name of the author.

 

Links to reading:

Chung:

https://catapult.co/stories/the-hawk-short-story-jules-chung

Nelson:

https://www.kuow.org/stories/quarantine-from-the-closet-a-love-story-told-through-missed-calls?utm_source=sfmc&utm_medium=newsletter

PLEASE SEE ATTACHMENT FOR INSTRUCTION.

ENGL 110, 2

2. Part Two: Next, select one character from this week’s reading who is either a window or mirror for you or for someone you know. You are not required to reveal personal information about yourself, but do please (a) include direct textual evidence from the relevant short story for support and (b) demonstrate your knowledge of the concept of windows and mirrors here.

Before submitting this assignment, please carefully read the below section:

Once you have finished this assignment, please • make sure that you have included the word count at the end of your response,

• make sure you have double-spaced and included your name on this document,

• save this document as a PDF, and

• upload the final version to Turnitin through Canvas before 8 p.m. on the due date noted in Canvas.

o This assignment must be submitted by the deadline; late submissions will not be accepted.

Need Help? Please check out the following resources for assistance with this assignment:

1. Week 2 module: “Critical Connections and Discussions” page a. “Directions for Critical Connections” document b. “Guidelines for Writing about Literature” document

2. Week 2 module: “Introducing Critical Connections!” video 3. MLA: Citations and Format module: “MLA General Format” page

***Check in with your embedded tutor, who can help you navigate all parts of this assignment!

Teaching content area literacy to diverse learners

Select a journal article that focuses on teaching content area literacy to diverse learners.   Journal articles may not be older than 2016.  Be sure to provide citation in APA format.

Prepare a critique in the following format:

1. Describe the main idea of the journal article

2. Describe how the journal article relates to the content discussed in the corresponding PowerPoints for this Module..

3. Describe how this information may be shared with teachers (describe professional development strategies).

4. Discuss the article’s implications for the teaching of reading.

This multimedia product and its contents are protected under copyright law. The following are prohibited by law:

• any public performance or display, including transmission of any image over a network;

• preparation of any derivative work, including the extraction, in whole or in part, of any images;

• any rental, lease, or lending of the program.

 

Chapter 7

Study Skills and Strategies

Building Literacy in Secondary Content Area Classrooms Gunning

Reading to Remember

“Students’ ability to manage their own studying is one of the more

important skills that students need to learn, with consequences that will be felt throughout their lives” (Pashler, Bain, Bottge, Graesser, Koedinger, McDaniel, and Metcalfe, 2007, p. 1).

Building Literacy in Secondary Content Area Classrooms Gunning

How We Remember

  • Clear Encoding
  • Encoding Specificity- encode information the way it is to be remembered
  • Rehearsal- take steps to remember information

Building Literacy in Secondary Content Area Classrooms Gunning

Conditions that Foster Remembering

  • Meaningfulness
  • Organization
  • Imagery
  • Associations

Building Literacy in Secondary Content Area Classrooms Gunning

Associations-Mnemonics

  • Reconstructive Elaboration-modifying and elaborating a concept to to make it

more memorable

Create a reconstructed word that sound like word to be learned: decide for deciduous

Create interactive illustration to link reconstructed word and target word: tree labeled as deciduous saying, “It’s fall, so I have decided to let my leaves fall.”

Building Literacy in Secondary Content Area Classrooms Gunning

Mnemonics (Continued)

  • Acronyms-word composed of the first letters of a series of words to be memorized
  • Rhymes
  • Acrostics-sentence or rhyme in which the first letter of each word stands for the first letter in a series of words to be memorized.
  • Narrative Stories- includes items in the order in which they are to be memorized

Building Literacy in Secondary Content Area Classrooms Gunning

Questions to Aid Retention

  • 1. How does this relate to what I already know?
  • 2. What does it remind me of?
  • 3. What can I associate it with?
  • 4. Can I picture it in my mind?
  • 5. What can I link this picture to?
  • 6. How does it relate to the topic as a whole?
  • 7. What crazy things pop into my mind when I think of it?
  • 8. How can I use crazy associations to help me remember?
  • 9. How does this relate to what I learned before?
  • 10. How does it relate to my life outside this class? (Devine, 1987, p. 302)

Building Literacy in Secondary Content Area Classrooms Gunning

Quizzes to Foster Retention

  • Items should foster retrieval: fill-in-the-blanks or essay better than multiple choice
  • Act of recalling information to answer a question helps to establish it in memory
  • Can be game-like activity. Need not be actual test.

Building Literacy in Secondary Content Area Classrooms Gunning

SQ3R

  • Survey- get quick overview
  • Question- turn each heading into a question
  • Read- to answer the questions that you posed
  • Recite- stop at end of the section and test yourself. Go back to text if you can’t recite.
  • Review- at end of assignment

Building Literacy in Secondary Content Area Classrooms Gunning

Judicious Review

  • For initial learning, need three or four varied presentations or experiences within two days of each other.
  • Interval between learning described above and added review should be approximately 5 to 10 percent of the time that the information has to be retained.
  • For formation to be retained for 60 days,reviews should not be scheduled for at least three to six days (5% X 60 days or 10% x 60 days).

Building Literacy in Secondary Content Area Classrooms Gunning

Four Main Notetaking Skills

• Selectivity-choosing most important information

• Organization-showing how ideas are related

• Consolidation- condensing information

• Fluency- using telegraphic style & abbreviations to take notes quickly

Building Literacy in Secondary Content Area Classrooms Gunning

Scaffolding Notetaking

  • Structured Notetaking- set up topics or heading beforehand, create partial notes for students to complete
  • Assisted Notetaking-provide brief practice sessions with scaffolds, such as cueing main topics

Building Literacy in Secondary Content Area Classrooms Gunning

Cornell Notetaking System

Step 1: Record- write notes in second column

Step 2: Reduce or question- reduce each major idea to key words & write in first column

Step 3: Recite- quiz oneself on the material

Step 4: Reflect- relate information in notes to other sources

Step 5: Recapitulation- summarize notes

Step 6: Review- periodically review notes

Building Literacy in Secondary Content Area Classrooms Gunning

Power Thinking

  • Simplified outlining
  • Main ideas are preceded by a 1
  • Second-level or supporting ideas by a 2
  • Third level details by a 3

 

Power thinking is outlining without the emphasis on formatting.

Building Literacy in Secondary Content Area Classrooms Gunning

Power Thinking

  • Simplified outlining
  • Main ideas are preceded by a 1
  • Second-level or supporting ideas by a 2
  • Third level details by a 3

 

Power thinking is outlining without the emphasis on formatting.

Building Literacy in Secondary Content Area Classrooms Gunning

Importance of Practice

  • Enables students to reach a certain level of competence
  • Fosters extended development of a skill
  • Makes skills automatic
  • Aids retention

Building Literacy in Secondary Content Area Classrooms Gunning

Effective Practice

  • Intentionality- want to improve and take steps to do so.
  • Feedback from a knowledgeable source
  • Distributed practice generally results in longer retention- better for rote learning
  • Massed practice more effective when task has a wholeness– reading an essay, writing a report
  • Overlearning–entails continuing to study after information can be recited- aids retention

Building Literacy in Secondary Content Area Classrooms Gunning

Other Factors in Studying

  • Metacognition: Estimating how much is known and how well
  • Motivation
  • Study habits
  • Time management
  • Discipline

Building Literacy in Secondary Content Area Classrooms Gunning

Reading Rate

Process Purpose Rate
Scanning Recognizes target word 550
Skimming Gets quick overview 400
Rauding Gets main ideas & details 250
Learning Checks to make sure material is remembered 175
Memorizing (Carver, 1990) Says material repeatedly 100

 

 

Building Literacy in Secondary Content Area Classrooms Gunning

Test-Taking Strategies

  • PLAE: Preplanning,Listing, Activity, and Evaluating
  • PORPE: Predict, Organize, Rehearse, Practice, and Evaluate
  • Test Preparation for High-Stakes Tests
  • Incorporate skills assessed on high-stakes tests into the curriculum
  • Model the process of taking a test
  • Probe test-taking processes with a think-aloud & give suggestions for more effective test taking

Leading Change Sponsor Assessment

Discussion

 

Think about the sponsors and leaders you have had in the past. Think about an engaged sponsor, a manager or leader that you had frequent interactions. For example, being located nearby or on a weekly call or status meeting. Use the form below to assess their behavior. What was one thing that worked well and one thing they could have improved on this assessment?

 

Leading Change Sponsor Assessment

 

__ Provides clear definition goals and outcomes

__ Provides clear rationale why change is required

__ Provides a sense of ownership and commitment to change

__ Provides a clear definition on how change aligns with strategy

__ Provides a metrics that will define a successful change

__ Provides a metrics when the change process is complete or done

__ Provides a set of specific behaviors that will change

__ Demonstrates understanding of impact of change on staff

__ Encourages direct feedback

__ Promotes good problem-solving skills

 

__ Demonstrates strong motivation to change

__ Prioritized operational activities to reflect importance of change

__ Demonstrates strong personal commitment to change

__ Demonstrates personal investment to change

__ Actively builds support for change

__ Is persistent in achieving change

__ Builds joint accountability in managing change

__ Demonstrates emotional intelligence with staff

__ Demonstrates emotional intelligence with customer

__ Has experience with successful changes in organization

 

__ Demonstrate commitment of resources to support change

__ Uses rewards and recognition to promote desired behavior

__ Preference to use rewards for success over consequences failure

__ Have clear consequences for failure

__ Demonstrates that reinforcement is dependent on actions and behavior

__ Has a clear means of monitoring progress through objective data

__ Uses rewards that are meaningful to staff

__ Uses intrinsic rewards and recognition to increase motivation

__ Provides a clear, predicable set of positive and negative reinforcement strategies

__ Takes sets to eliminate old behaviors and make them more difficult to perform

Project 2: Cloud Vendor Presentation

In this project, you will develop a detailed comparative analysis of cloud vendors and their services. A comparative analysis provides an item-by-item comparison of two or more alternatives, processes, products, or systems. In this case, you will compare the pros/cons of the cloud service providers in terms of security, ease of use, service models, services/tools they provide, pricing, technical support, cloud service providers’ infrastructure, and architecture model.

You will present your findings to the owner of the company in a narrated PowerPoint presentation with 10 to 20 slides. Use the Cloud Presentation Template.

This resource can help you prepare and record your presentation: Presentation Resources.

Presentation Guidelines

Your presentation should be comprised of the following:

  • One to two slides on the company profile.
  • One to two slides on what the company is struggling with.
  • One to two slides on current infrastructure.
  • Three to six slides on the top three cloud services providers. Include their service models (i.e., SaaS, PaaS, IaaS), services/tools/solutions (i.e., compute, storage, database, developer tools, analytics tools, networking and content delivery, customer engagement), pricing, accessibility, technical support for companies, global infrastructure.
  • One to two slides on a recommended cloud service provider based on the comparative analysis and the cloud vendor’s abilities to meet the service needs of the company.
  • One slide on the conclusion.