...My second shift starts in fortyfive minutes. The ones with dimentia could be called the reason I got into this business. That and the fairly simple job requirements. When I was getting out of the Army a fairly grey~area opportunity was presented to me. I was looking to secure my future and point my life in the right direction. The guy next to me in the mandatoy class we all had to go theough to end our contacts told me about his wife. I hadnt met her but her story had inspired my corrupt and eager mind. This woman* laura* had gotten into hospice care. For those of you unfamiliar with the field* generally hospice deals with terminally ill and very elderly patients. At that point which was about two years into her contract* she had been left a several thousand dollars* a BMW* and a the bedroom two bathroom HOUSE on the emerald coast. It was mindblowing. So manyu families just give up near the end and the one the patient cares about is the one who seems to care. I dont know Lauras motives. Nobody goes into this soul wrenching practice hoping to make some easy money. Nobody but me. Every Day I put on my plain white uniform and go to work as a sort of bouncer. I dont work at a ritzy night club or private security. The government signs my checks. I dont kick rich kids out of bars. I am often tasked to make sure our clients DONT leave. Hired muscle and a pretty face. Fouty two minutes. I might not have time to get to the gas station to take my morning redbull dosage. This is going...
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...NAME ___ANSWER KEY_____________________________________ CH. 10 STUDY GUIDE-REGULAR SECTION 1: MEIOSIS In your textbook, read about meiosis I and meiosis II. Label the diagrams below. Use these choices: |anaphase I |anaphase II |interphase |metaphase I |metaphase II | |prophase I |prophase II |telophase I |telophase II | | |1. prophase I |2. prophase II |3. telophase II |4. interphase |5. anaphase I | |6. telophase I |7. anaphase II |8. metaphase I |9. metaphase II | 10. Using the pictures & phases above, describe what is happening in each phase: a. Interphase: G1 – cell grows; S-DNA is duplicated; G2 – cells grows & makes sure all the organelles are duplicated. b. Prophase I: nuclear membrane breaks down; nucleolus disappears; centrioles begin to migrate to opposite sides of the cell; spindle fibers begin to form; homologous chromosomes form; crossing over occurs c. Metaphase I: homologous chromosomes are lined up down the middle of the cell d. Anaphase I: homologous chromosomes are pulled apart & sister chromatids are pulled to opposite sides of the cell, cell has gone from diploid to haploid e. Telophase I: nuclear membrane reforms, nucleolus reappears; spindle fibers disappear;...
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...COMMONWEALTH OF MASSACHUSETTS BUNKER HILL COMMUNITY COLLEGE CHARLESTOWN, MASSACHUSETTS COMPUTER TECHNOLOGY DEPARTMENT CIT1xx SUPPORT NETWORK ASSIGNMENT BACKGROUND: Support Network helps each student connect to College People & Services. DIRECTIONS PART I: The tools available in this section will allow you to explore College Resources 1. Go To http://www.bhcc.mass.edu/portal/ Log In… Explore Each Of the Support Network Links as follows: Computer Lab More than 382 student computers in several locations. College Connection Work with coaches to build your reading comprehension and vocabulary skills. Language Lab Access tutors and technology to enhance your language skills. Math Lab Utilize technology to strengthen your math skills. Student Activities Join a student club and become more involved with your peers. Student Disability Services Tutoring and technology available for students with documented disabilities Student Success Program Participants have access to a wide range of support services. Chelsea Campus Center for Student Success and Access The hub of student support services offered at the Chelsea Campus. Tutoring and Academic Support Center (TASC) Access tutors and technology for help in your course. Veterans Center Supports and resources available for veterans. Library and Learning Commons Learning Commons delivers services crucial for student success, including Information Literacy instruction, quality resource selection...
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...I prefer thongs for butt flossing; they're much more fashionable and attractive. I used to love staring at the girls' thongs in high school during class. I noticed that I saw the most thongs in middle school, the next most in high school, and then the least in college. You would probably think that it would be the other way around but alas, only women know why they do what they do. I could probably speak at length about my experiences with looking at girls' thongs while going through each year of school. Every guy reading this knows that it was just too much all at once for us teenage boys to handle. Going through puberty, being horny as fuck, and developing sexual and romantic feelings for girls that used to have cooties was intensely interesting and enjoyable at the time. For the girls to then place their newfound sexuality right there in our faces in school each day by wearing thongs was just incredible. Sadly, the proliferation of thongs did not continue unabated up through college and they went the way of the dinosaur, the bald eagle, and boy bands as far as sightings were concerned. If you really needed a fix, you could always go to the catholic school dances each Friday night where all of the out-of-control 7th grade White girls from my town and the town over would flood the gym with their thongs, lip gloss, and spaghetti straps on. The chaperones never used to check for butt cheek bifurcation or say much about their dress code and wouldn't kick the girls out for acting...
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...CORPORATE STRATEGY AND STRATEGIC MANAGEMENT SPRING TERM 2015 Course Lecturer: Professor James Rafferty Course Tutor: Mr Tahiru Liedong Course Description The course is concerned with the Strategic Management issues and tasks faced by general managers in organisations. These involve determining the purpose and direction of the organisation, establishing objectives and formulating strategies to achieve them, which take account of changes in the environment and the organisation’s competence. The management of strategic decisions also deals with the problem of implementation, of planning change and creating an appropriate structure and culture to effect change. In addressing the scope of this topic we will examine the issues from a theoretical and practical perspective, highlighting the dichotomy between the various schools of thought, tools of analysis and research orientations. As Corporate Strategy and Strategic Management is concerned with complex decisions and management processes, throughout the course you will be required to draw on the concepts, skills and techniques previously covered in other courses within the Business and Management and related degree programmes. Course Objectives 1. To develop an understanding of the theoretical frameworks presented in the area of Strategic Management. 2. To develop the ability to analyse strategic issues within organisations. 3. To understand the strategy formulation process...
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...1. Chtěla bych se stát pilotkou,protože se mi líbí létat letadlem. 2. Nechci být učitelkou,protože se mi nelíbí tahle profese. 3. Chtěla bych být kuchařkou,ptorože ráda vařit. 4. Chci se stát policistkou,protože neráda když lidi porušujou právo. 5. Nechci být programátorkou,protože velmí trochu rozumím v počítačích. 6. Chci se stát bankéřkou,protože je to moc zajímavá profese. 7. Chtěla bych se stát agentkou,abych mohla pomoc lidé s nemovitost. 8. Chci být novinářkou,protože moc ráda mluvit s lidmi a to je moc pěkná profese. 9. Nechci se stát asistentkou,protože to je meně zajímavá profese a se mi nelíbí. 10. Nechci být obchodnicou,protože chci být víc chytrou ženou. 11. Velmí chtěla bych být letuškou,protože je to výborná profese,ale ted' chci stát právničkou. 12. Nechci vůbec se stát řidičkou,protože je to není zajímavá a neženská profese,jak pro mě,proto nechtěla být řidičkou. -------------------------------------------------------------------------------------------------------------------------------- 2. 1)Kdybych ztratila v Praze cestovní pas,nejprve šla bych do konzulátu svého státy nebo do cizinecké policii,protože během první 3 dny musím jít do cizinecké policii a zaregistrovat. Oni povinný pomoc. Doufám že tak to bude. 2)Za druhé se snažila bych minimální čas na obnovení. Když budu na tom místě,můžu říct:" Dobrý den. Prosím vás,pomozte mi,ztratila jsem někde cestovní pas a nevím kde ho hledat,ale mám ukrajinský pas. Měla jsem tam lístky a dokumenty. Přijel jsem...
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...us/product/bis-155-week-7-ilab/ Contact us at: SUPPORT@WISEAMERICAN.US Week 7 iLab BIS 155 Scenario/Summary Hopefully you will find this week’s iLab activity fun and useful. We’ll be exploring the world of statistics from a business perspective this week, allowing you to practice your skills with descriptive statistics, formatting, graphs, and regression analysis. As discussed in the lesson, the value of statistics lies in the ability to analyze data more effectively for the purpose of improving decision making. You might have heard the expression that “statistics never lie, and only liars use statistics”. There is an obvious truth in this statement, in that, depending on the questions being asked and the data collected, the statistics can skew reality. For example, it is true that as ice cream sales increase, accidents at swimming pools increase. Does this mean that the more ice cream that is sold, the more accidents it causes (correlation/causation)? Of course not, but the data, if not interpreted correctly, could lead to false conclusions. It just so happens that both are correlated to a rise in temperature in the summertime. The hotter it is outside, the more kids flock to swimming pools, leading to more accidents, and the more ice cream is sold. So you see, although statistics are vital in the world of decision making, you have to be wise, and ask the right questions. Software Citation Requirements This course uses open-source software, which must be cited when used for any student work. Citation...
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...level: Third grade Title for content learning objective: Descriptive Character Analysis Title for language learning objective: Comparing and contrasting the two stories using a Venn diagram b) Content learning objective lesson plan Title: Comparing and contrasting the two stories using a Venn diagram Subject(s): Language Arts/Literature Grade level: Third grade Standard: 3.RL.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books form a series). Goals: Using a Venn diagram to compare and contrast two versions of a story. Objectives: The students will have prior knowledge of the story “The Three Little Pigs” and some of the students may know the sequel “The True Story of The 3 Little Pigs by A. Wolf”. Attitude(s): The students may be curious as to what the sequel to “The Three Little...
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...marvel at the meaning of this poem. The theme of love is clear throughout this work as the author is obviously writing to a woman he is in love with. Shakespeare uses metaphors and similes to bring to mind just how much he cares for the woman of his interest. The title itself raises the question just who or what Shakespeare is wishing to compare. This title sets the tones of love and beauty for the reader to grasp a better meaning of as they continue reading. The personal context finds the author writing about a remarkable beautiful woman. The comparison makes it clear that Shakespeare is infatuated with this woman’s beauty. Written in the seventeenth century the language of this poem is old English, making it quaint and complex. The rhyme scheme is in line with a sonnet. Every line has the ability to stand alone and has its own imagery. The imagery throughout this poem is very imaginative. This descriptive imagery causes the reader to be able to bring to life this beautiful woman as Shakespeare chooses to compare this lovely individual to the glow of a summer’s day. The question Shakespeare raises in the title is rhetorical, meaning that he has already answered it and does expect a response. Shakespeare uses descriptive words to make understanding the beauty of this woman just out of reach, as though she is too beautiful to ever be fully understood. The first quatrain brings about the comparison of this beautiful lady to a summer’s day, yet then denies that even a summer’s day...
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...Poetry Essay Aldain Barham Liberty University English 102 Thesis Statement: The poem is a great example of communicative techniques and display of mood. Themes of the poem include man and nature, life and religion to list a few. Because the identity of the poet isn't really entailed in the poem but further investigation on him has given me answers which prove relevant to the poem. Although the setting of the poem isn't explicitly listed in the poem one can get a feel of the setting due to the fact that it was written in 1877 which was in the industrialization era. And all of the themes are strongly conveyed within the poem and descriptive in nature. (1. Themes a. Man and Nature b. Life c. Religion (2. Setting a. Industrialization Era b. 1877 (3. Mood a. Melancholy The poem I choose to discus in my essay is “God’s Grandeur” by Gerald Manley Hopkins, and was first captivated by the form of which the Poem is written in which is an Italian Sonnet. As we delve deeper into the poem we noticed it isn’t subjugated to one theme but has an abundance of themes such as man and nature, life and religion to list a few. In line two of the poem we see that Gerald Manley Hopkins states, “It will flame out, like shining from shook foil,” indicating that once was will eventually flame and cease to exist. We see this happening with nature in our current state will the rapid depletion of many nature resources and the continual decline predicted...
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...PSYCH 625 Entire Course For more classes visit www.snaptutorial.com PSYCH 625 Week 1 Individual Assignment Basic Concepts in Statistics Worksheet PSYCH 625 Week 1 Individual Assignment Reliability and Validity Matrix PSYCH 625 Week 1 Individual Assignment Time to Practice – Week One PSYCH 625 Week 2 Individual Assignment Time to Practice – Week Two PSYCH 625 Week 2 Learning Team Assignment Statistics Project Import Data Into IBM ® SPSS ® Software PSYCH 625 Week 3 Individual Assignment Time to Practice – Week Three PSYCH 625 Week 3 Learning Team Assignment Hypothesis Testing Problem Worksheet PSYCH 625 Week 3 Learning Team Assignment Statistics Project Descriptive Statistics PSYCH 625 Week 4 Individual Assignment Time to Practice – Week Four PSYCH 625 Week 4 Learning Team Assignment Statistics Project Comparing Means PSYCH 625 Week 5 Individual Assignment Programmatic Assessment Time to Practice – Week Five PSYCH 625 Week 5 Learning Team Assignment Statistics Project Correlations PSYCH 625 Week 6 Individual Assignment Overview of Important Statistical Tests PSYCH 625 Week 6 Learning Team Assignment Statistics Project Presentation ----------------------------------------- PSYCH 625 Week 1 Individual Assignment Basic Concepts in Statistics Worksheet For more classes visit www.snaptutorial.com Complete the following questions. Be specific and provide examples when relevant. Cite any sources consistent with APA guidelines. What are statistics and how are they...
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...Module 1 The Research Process * Is a scholarly activity aimed at finding new truths about a specific discipline basically designed to find solution to a problem. * Done in various fields of studies. * May be done in natural sciences like Biology, Chemistry and Physics. And in the field of social sciences such as Sociology, Psychology, Education, Anthropology, Industry and the like. Definitions of Research * a systematic patient study and investigation in some field of knowledge undertaken to discover or establish facts or principles (Webster’s New World Dictionary, 1994) * a systematic investigation in order to establish facts and new conclusions (Oxford, 1996) Definitions of Research * a systematic and objective analysis and recording of controlled observations that may lead to the development of generalizations, principles or theories resulting in prediction and possibly ultimate control of events (Best & Kahn, 1998) * purposive, systematic and scientific process of gathering, analyzing, classifying, organizing, presenting and interpreting data for the solution of a problem, for prediction, for invention, for the discovery of truth, or for the expansion or verification of existing knowledge, all for the preservation and improvement of the quality of life (Calderon, 2000) * a process of systematically examining and explaining the observables. It seeks to generate answers to questions but it also generates further questions for study....
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...[pic] BAM2004 WORK EXPERIENCE MODULE GUIDE 2009/2010 | | |Level HE5 | 1. Overview Module Tutor: Dr Elisabeth Planella/ Antonis Kyriakidis Room: M2-26/ M2- Tel: 01201903120 / 0120490 Email: ep1@bolton.ac.uk/ Level: HE4 Credits: 20 Module Pre-requisite: None 2. Learning and Teaching Strategy The module is delivered via two 2-hour sessions a week, over 9 weeks. To complete the module successfully you must also allocate a substantial amount of independent study time. The five weeks following the 2-hour sessions will enable you to focus on your assignments. Most sessions comprise a formal lecture of approximately one hour and a seminar. You will have the opportunity to discuss your progress on the module with the Module Tutors at any stage. In order to do so, you are encouraged to make appointments in order to see your tutor at mutually convenient times. 3. Module Communications The Module Tutors’ contact details are provided at the top of this page. Additional lecture materials are provided by the University’s virtual learning environment “WebCT”. You must check your University email address regularly as many module communications are channelled through this medium. 4. Module Description • Personal and professional development skills through Personal Development Planning (PDP) • The development of the learner's...
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...knowledge of the rock formation. Furthermore, she paints a picture in the reader’s mind of the ‘roller-coaster’ ride of the rapids where the passengers ‘perched on the side tubes’, adding a sense of danger. “Tightest packing system I had ever seen.” This shows us that there was no possible way of ejecting off the raft, therefore it couldn’t be possible to break ‘Ed’s rules’ but somehow she manages to do so. Therefore we learn that she is a rule breaker a ‘rebel’. Explain how the headline, sub-headline and picture are effective and how they link with the text? The large, bold title, “Fearsome Tyrannosaurus rex Sue may of died of a sore throat.” The element of humour plays a strong part in this title, along with the contradicting ideas of this dinosaur being fearsome, yet dying of something so insignificant. The possibility that this humongous Tyrannosaurus rex has been defeated by what’s no more than a common cold is laughable. The picture of what is described as a ‘Fearsome Tyrannosaurus rex’ definitely proves this as true. Although it is just a skeleton it has many elements of power especially due to its size and big, sharp teeth to penetrate...
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....................................... 3 2. Bar Charts.................................................................................................................................................................... 4 3. Pie Charts..................................................................................................................................................................... 7 4. Line Charts ................................................................................................................................................................ 10 5. How to install the Data Analysis Package in Excel 2010? ..................................................................... 11 6. Descriptive Statistics ............................................................................................................................................ 12 7. Histograms ................................................................................................................................................................ 14 8. Making an Ogive ..................................................................................................................................................... 18 9. Scatter Plots.............................................................................................................................................................. 19 10. Covariance and Correlation Coefficient...
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