...Why the United States is losing the Information War Matt Apel CMR 592 Howard Kleinberg Introduction Cyber Warfare and cyber security have been on the rise for several years now. However, when these topics are discussed amongst government officials, business owners, and civilians the focus has been assaults on personal privacy, hacking into government computers systems, and denial of services. Rarely, is the focus on how armed groups and terrorist organizations are using Information Operations (social media and propaganda) to affect political, economic, and social systems all over the world. Information Operations is defined as, The integrated employment of the core capabilities of electronic warfare, computer network operations, psychological operations, military deception and operations security, in concert with specified supporting and related capabilities, to influence, disrupt, corrupt or usurp adversarial human and automated decision making while protecting our own. Also called IO (Air University 2006). Former Defense Advanced Research Projects Agency (DARPA) member Rand Waltzman states, “I recently concluded a $50 million program, Social Media in Strategic Communication, which led to the release of more than 200 publications and to the creation of a science of social media. What we learned is that “bullsh..t” is a weapon that is being used worldwide to fundamentally attack the medium of the press, and that the issue of freedom of the press is, in fact, a diversion....
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...TABLE OF CONTENT APPROVAL SHEET………..…….…………………………………………….….i AZALEA RESIDENCES CERTIFICATION…………………………………......ii CERTIFICATE OF OJT………………………………..………………………….iii DEDICATION…………………………………………….………………………....iv ACKNOWLEDGEMENT………..…………….………………………………..….v HISTORY OF LSPU…………………………………..……………….…………..vi VISION AND MISSION OF LSPU………………..……..……………………….vii Part I INTRODUCTION What is on the Job training………………………….……………1 Advantages & Disadvantages of OJT…………………………...2 Elements of OJT…………………………………………..………..4 Logo of the Establishment…………..…………………………….5 History of the Establishment……………………………………....6 Vision and Mission of Establishment…………………………….8 Part II NARRATION OF EXPERIENCE On the Job Training at Techno Park Hotel............................................10 Pre-Practicum Experience in Azalea Residences Baguio…………….21 Part III CONCLUSIONS On the Job Training………………………………………………24 Pre-practicum Experience……………………………………….24 Part IV RECOMMENDATION On the Job Training………………………………………………25 Pre-practicum Experience………………………………………..25 Part V ADDITIONAL EXHIBIT Pictures…………….………………………………………………..26 ...
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...COMMUNITY COLLEGE English Department Summer Quarter 2012 COURSE AND NUMBER: ENGL 102–Essay and Research CREDITS: 3 CLASS HOURS PER WEEK: 3 LAB HOURS: 0 PREREQUISITES: A grade of "C" or higher in ENGL 101, Transfer Credit for 101, or Proficiency Credit CONTACT INFORMATION: English Department Phone: 614-287-2531 English Department Fax: 614-287-5375 Instructor: Bo Clary Office: Nestor Hall 325 Mailbox: Nestor Hall 420 Email:rclary@cscc.edu Office Hours: by appointment ** Students must use Columbus State email addresses when contacting their instructors. I will reply, whenever possible, within two business days to any emails that require a response. Assignments should not be submitted via email unless special permission is given by the instructor on a given assignment. All assignments are provided on your course schedules. DESCRIPTION OF THE COURSE: ENGL 102 is a continuation of ENGL 101 expanded to include more critical reading, reasoned analyses, research techniques, and research paper writing using documentation format appropriate to the essay’s content. GOALS OF COURSE: By the end of the course, students will: 1. 1. Be able to investigate and analyze multiple perspectives on a variety of subjects. 2. 2. Practice a variety of research methods which includes locating and evaluating valid evidence from reliable sources. 3. 3. Produce and refine through process, audience-appropriate texts that responsibly and effectively incorporate...
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...Table of Contents · Introduction · Homosexual Marriages Should Have the Same Rights as Heterosexual Marriages. · Comparisons to Other Countries · Europe · Africa · Background · First Argument with Gay Marriage · Changes in the Ability to Get Married · Hate Crimes · Identification of Policy Alternatives · Legalizing Gay Marriage Amongst All States · Legalizing Gay Marriage Amongst All States, but Naming it “Civil Unions” · Legalizing Gay Marriage/Civil Unions Against Some States, Recognizing it in All · Recommendation · References INTRODUCTION: Same Sex Marriages Having Same Rights as Heterosexual Marriages Gay marriage has been an active debate amongst politicians, religious figures, and the public. The debate has spanned over a decade with little change for either side. The issue of gay marriage is not just about the name of what the union is called, but the right to be able to legally join as homosexual couples with the same rights as heterosexual couples. Reasons for someone to be in favor of this topic are that there should be a separation of religion and politics, it deprives homosexuals of their natural rights, and this issue has escalated to violent hate crimes towards homosexuals. As it stands, currently 9 million adults are homosexuals, representing 4 percent of the 18 and over population in the United States with no signs of diminishing. Public administrators have done little...
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...Grant Writing FOR DUMmIES 3RD ‰ EDITION by Dr. Beverly A. Browning, MPA, DBA Grant Writing For Dummies® 3rd Edition , Published by Wiley Publishing, Inc. 111 River St. Hoboken, NJ 07030-5774 www.wiley.com Copyright © 2009 by Wiley Publishing, Inc., Indianapolis, Indiana Published by Wiley Publishing, Inc., Indianapolis, Indiana Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600. Requests to the Publisher for permission should e addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201)748-6008, or online at http:// www.wiley.com/go/permissions. Trademarks: Wiley, the Wiley Publishing logo, For Dummies, the Dummies Man logo, A Reference for the Rest of Us!, The Dummies Way, Dummies Daily, The Fun and Easy Way, Dummies.com, Making Everything Easier, and related trade dress are trademarks or registered trademarks of John Wiley & Sons, Inc. and/ or its affiliates in the United States and other countries, and...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF BOOKER T. WASHINGTON’S UP FROM SLAVERY By VIRGINIA L. SHEPHARD, Ph.D., Florida State University S E R I E S E D I T O R S : W. GEIGER ELLIS, ED.D., ARTHEA J. S. REED, PH.D., UNIVERSITY OF GEORGIA, EMERITUS and UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of Booker T. Washington’s Up from Slavery 2 INTRODUCTION Booker T. Washington’s commanding presence and oratory deeply moved his contemporaries. His writings continue to influence readers today. Although Washington claimed his autobiography was “a simple, straightforward story, with no attempt at embellishment,” readers for nearly a century have found it richly rewarding. Today, Up From Slavery appeals to a wide audience from early adolescence through adulthood. More important, however, is the inspiration his story of hard work and positive goals gives to all readers. His life is an example providing hope to all. The complexity and contradictions of his life make his autobiography intellectually intriguing for advanced readers. To some he was known as the Sage of Tuskegee or the Black Moses. One of his prominent biographers, Louis R. Harlan, called him the “Wizard of the Tuskegee Machine.” Others acknowledged him to be a complicated person and public figure. Students of American social and political history have come to see that Washington lived a double life. Publicly he appeased the white establishment...
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...MODULE 1: INTRODUCTION This module provides an overview on the subject of art appreciation for those entirely new to the subject. This is a complex topic to deal with and it is impossible to have a truly comprehensive discussion on the topic in such a brief essay. The student is advised to consult more advanced texts to gain further understanding of how to appreciate art more fully. HUMANITIES: What is it? • The term Humanities comes from the Latin word, “humanitas” • It generally refers to art, literature, music, architecture, dance and the theatre—in which human subjectivity is emphasized and individual expressiveness is dramatized. HOW IMPORTANT IS HUMANITIES • The fields of knowledge and study falling under humanities are dedicated to the pursuit of discovering and understanding the nature of man. • The humanities deal with man as a being of purpose, of values, loves, hates, ideas and sometimes as seer or prophet with divine inspiration. • The humanities aim at educating. THE ARTS: What is it? • The word “art” usually refers to the so-called “fine arts” (e.g. pictorial, plastic, and building)– and to the so-called “minor arts” (everyday, useful, applied, and decorative arts) • The word “art” is derived from arti, which denotes craftsmanship, skill, mastery of form, inventiveness. • Art serves as a technical and creative record of human needs and achievements. The word 'art' is often used in our daily lives. However, when...
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...Re-thinking the relevance of philosophy of education for educational policy making Morwenna Griffiths MORAY HOUSE SCHOOL OF EDUCATION, UNIVERSITY OF EDINBURGH Abstract The overall question, ‘What kind of ‘philosophy of education’ is relevant to educational policy makers?’ is addressed by focussing on the following four themes: What meanings are attached to the term philosophy (of education) by philosophers themselves? What meanings are attached to the term philosophy (of education) by policy makers? What difference does place and time make to these meanings? How do these different meanings affect the possibility of philosophy (of education) influencing policy? The question is addressed using both philosophical methods and also some empirical evidence from conversations and conversational interviews with some philosophers of education and other educational researchers. The argument begins with an investigation of different ways of understanding philosophy and philosophy of education in relation to education and educational policy. It then examines first the current policy context and secondly some evidence about the practices of policy makers in relation to ideas and to research. It goes on to present some of the findings from the conversational evidence. The paper is drawn together in the penultimate section where I make some suggestions about possible fruitful relationships between philosophy and policy making. Finally, in the concluding section, I point out some further...
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...and early white gospel video • Literacy was a problem – acapella singing. • Gospel – “Good news” • Fisk = HBCU in 1866 Video: the history of gospel music 02 • In the African heritage it had to be the music, the preacher and the religious. o Had to be the preacher and the response • Music was to be free but then brought Christianity which was pulled out from that they say. • Involving percussion tones • Melees tone – not singing the tone right to but to shape it. We wear the mask poem: Paul Laurence Dunbar (1872 – 1906) • Mask – façade, disguises you, hides you, masquerade, protection, performers. Performance v. rituals • Ritual o Gospel • Performance o For others/benefits o Entertainment o Image Video: Education on Minstrel – goes into the Images topic • Developed in 1820. • T.D. Rice • Jim crow presents himself as an African (black face) by performing how the Africans perform. Performance within a performance. • Compromise of 4, etc. o Paid performances • Call and response Images: • Co-opted • Corruption of the history image • Massive available – were everywhere. • The images like the lips exaggerated, clothing, hair. • Looked more animalistic in the pictures • Children in images that they were alligator bait • Food that they ate – watermelon and chickens. Watermelons grow in Africa so they eat it a lot which people didn’t know that.. o Letter from home – is food that you recognize (watermelons) • Clown – dressing...
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...Beginning theory An introduction to literary and cultural theory Second edition Peter Barry © Peter Barry 1995, 2002 ISBN: 0719062683 Contents Acknowledgements - page x Preface to the second edition - xii Introduction - 1 About this book - 1 Approaching theory - 6 Slop and think: reviewing your study of literature to date - 8 My own 'stock-taking' - 9 1 Theory before 'theory' - liberal humanism - 11 The history of English studies - 11 Stop and think - 11 Ten tenets of liberal humanism - 16 Literary theorising from Aristotle to Leavis some key moments - 21 Liberal humanism in practice - 31 The transition to 'theory' - 32 Some recurrent ideas in critical theory - 34 Selected reading - 36 2 Structuralism - 39 Structuralist chickens and liberal humanist eggs Signs of the fathers - Saussure - 41 Stop and think - 45 The scope of structuralism - 46 What structuralist critics do - 49 Structuralist criticism: examples - 50 Stop and think - 53 Stop and think - 55 39 Stop and think - 57 Selected reading - 60 3 Post-structuralism and deconstruction - 61 Some theoretical differences between structuralism and post-structuralism - 61 Post-structuralism - life on a decentred planet - 65 Stop and think - 68 Structuralism and post-structuralism - some practical differences - 70 What post-structuralist critics do - 73 Deconstruction: an example - 73 Selected reading - 79 4 Postmodernism - 81 What is postmodernism? What was modernism? -...
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...PART – V PROFESSIONAL NO – COPYING NO – DUPLICATION EXAMINEES DESCRIPTIVE QUESTIONNAIRE The 20 times that follow are information about you. Please supply the information as HONESTLY and ACCURATELY as you can. The data that will be obtained from these items shall be held strictly confidential. Each item is followed by several possible answer. On your sheet, shade completely the box that corresponds to the number of the answer that specifically pertains to you. 1. 2. Sex : Civil Status : 1. Male 1. Single 3. Widow/widower 2. Female 2. Married 4. Separated/Divorce 3. 32-28 years old 3. Age bracket where you belong : 1. 18-24 years old 2. 25-31 years old 2. 39-45 years old 5. More than 45 years old 4. Highest educational attainment: 1. College graduate 2. Diploma/Certificate 3. With Master’s Units 4. Master’s Degree 5. With Ph.D. Units/Degree 5. Year of last attendance in school : 1. Before 1985 2. 1986-1990 4. 1996-2000 5. After 2000 3. 1991-1995 6. What honours did you receive when you graduated from college? 1. Summa Cum laude 2. Magna Cum laude 3. Cum laude 4. Other academic award 5. None/not applicable 7. Present employment: 1. Government 2. Private 3. Self-employed 8. Type of present job: 1. Professional/Technical/Scientific 2. General Clerical 3. Trades and crafts (jobs requiring manual/mechanical/artistic skills) 4. Others 5. Not applicable manual dexterity of application of 9. Length of experience in present job: 1. Less than one year 2. One to two years 3. Three...
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...PART – V PROFESSIONAL NO – COPYING NO – DUPLICATION EXAMINEES DESCRIPTIVE QUESTIONNAIRE The 20 times that follow are information about you. Please supply the information as HONESTLY and ACCURATELY as you can. The data that will be obtained from these items shall be held strictly confidential. Each item is followed by several possible answer. On your sheet, shade completely the box that corresponds to the number of the answer that specifically pertains to you. 1. 2. Sex : Civil Status : 1. Male 1. Single 3. Widow/widower 2. Female 2. Married 4. Separated/Divorce 3. 32-28 years old 3. Age bracket where you belong : 1. 18-24 years old 2. 25-31 years old 2. 39-45 years old 5. More than 45 years old 4. Highest educational attainment: 1. College graduate 2. Diploma/Certificate 3. With Master’s Units 4. Master’s Degree 5. With Ph.D. Units/Degree 5. Year of last attendance in school : 1. Before 1985 2. 1986-1990 4. 1996-2000 5. After 2000 3. 1991-1995 6. What honours did you receive when you graduated from college? 1. Summa Cum laude 2. Magna Cum laude 3. Cum laude 4. Other academic award 5. None/not applicable 7. Present employment: 1. Government 2. Private 3. Self-employed 8. Type of present job: 1. Professional/Technical/Scientific 2. General Clerical 3. Trades and crafts (jobs requiring manual/mechanical/artistic skills) 4. Others 5. Not applicable manual dexterity of application of 9. Length of experience in present job: 1. Less than one year 2. One to two years 3. Three...
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...Victorian period.[1] During his life, his works enjoyed unprecedented fame, and by the twentieth century his literary genius was broadly acknowledged by critics and scholars. His novels and short stories continue to be widely popular.[2][3] Born in Portsmouth, England, Dickens was forced to leave school to work in a factory when his father was thrown into debtors' prison. Although he had little formal education, his early impoverishment drove him to succeed. Over his career he edited a weekly journal for 20 years, wrote 15 novels, five novellas and hundreds of short stories and non-fiction articles, lectured and performed extensively, was an indefatigable letter writer, and campaigned vigorously for children's rights, education, and other social reforms. Dickens sprang to fame with the 1836 serial publication of The Pickwick Papers. Within a few years he had become an international literary celebrity, famous for his humour, satire, and keen observation of character and society. His novels, most published in monthly or weekly instalments, pioneered the serial publication of narrative fiction, which became the dominant Victorian mode for novel publication.[4][5] The instalment format allowed Dickens to evaluate his audience's reaction, and he often modified his plot and character development based on such feedback.[5] For example, when his wife's chiropodist expressed distress at the way Miss Mowcher in David Copperfield seemed to reflect her disabilities, Dickens went on to improve...
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...PART – V PROFESSIONAL NO – COPYING NO – DUPLICATION EXAMINEES DESCRIPTIVE QUESTIONNAIRE The 20 times that follow are information about you. Please supply the information as HONESTLY and ACCURATELY as you can. The data that will be obtained from these items shall be held strictly confidential. Each item is followed by several possible answer. On your sheet, shade completely the box that corresponds to the number of the answer that specifically pertains to you. 1. 2. Sex : Civil Status : 1. Male 1. Single 3. Widow/widower 2. Female 2. Married 4. Separated/Divorce 3. 32-28 years old 3. Age bracket where you belong : 1. 18-24 years old 2. 25-31 years old 2. 39-45 years old 5. More than 45 years old 4. Highest educational attainment: 1. College graduate 2. Diploma/Certificate 3. With Master’s Units 4. Master’s Degree 5. With Ph.D. Units/Degree 5. Year of last attendance in school : 1. Before 1985 2. 1986-1990 4. 1996-2000 5. After 2000 3. 1991-1995 6. What honours did you receive when you graduated from college? 1. Summa Cum laude 2. Magna Cum laude 3. Cum laude 4. Other academic award 5. None/not applicable 7. Present employment: 1. Government 2. Private 3. Self-employed 8. Type of present job: 1. Professional/Technical/Scientific 2. General Clerical 3. Trades and crafts (jobs requiring manual/mechanical/artistic skills) 4. Others 5. Not applicable manual dexterity of application of 9. Length of experience in present job: 1. Less than one year...
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...One of the side effects of anesthesia exiting the body is nausea and vomiting which can make the patient feel dizzy and lightheaded, thus making them a great risk for falls. This has been the reason that the topic was chosen; to attempt to improve this issue in the hospital setting and to provide a system in which all hospital staff collaborate to help increase the quality of patient care. The location that is being observed is the post-surgical/orthopedic floor where the author is currently working. A description of risks and concerns are provided and patient outcomes depend on implementing the proposed interventions. The two solutions that are presented are hourly rounding and the importance of an improved nurse call light button and education on proper usage. Each intervention is supported by evidence-based practice peer-reviewed journal articles. The proposal will show the improvements of patient safety and increased patient compliance to hospital staff, physicians, and administration. A power point presentation that will be presented on Appendix B will also be used to highlight key points of the proposal. Another tool that will be used is...
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