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Explain global warming and the effect of greenhouse gases.

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List reasons for alternative energy sources

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Estimate the effect of energy conservation in regards to population growth.

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Read “A Theory of Generativity and Its Assessment through Self-Report, Behavioral Acts, and Narrative Themes in Autobiography,” then determine your generativity score and level. http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1992-33565-001&site=ehost-live&scope=site

You have been chosen to present the impact of generativity on life satisfaction at a Psychology convention. You will need to complete the following:
1. Prepare a 10-minute presentation on generativity.
2. Your presentation does not need to be a PowerPoint or any visual presentation, you will prepare an outline of the information you would present.

3. Include a question segment in your presentation.
Your presentation should include:

Define generativity in your own words.
The theory and theorist behind generativity.
Describe how personality contributes to generativity
Describe how gender roles contribute to generativity.
Identify your level of generativity.
Explain how/what actions could increase/maintain generativity.
4. Give your presentation to at least four other people.
5. Administer the survey titled “Generativity Survey” to each audience member.
6. Based on the results of your audience survey; reflect on your presentation in 250-500 words, include the following:

How do you think your presentation went, before you looked at the survey results?
Summarize your survey results, how do you think your presentation went, given the results.
Did your audience ask any questions during or after your presentation? What was your comfort level in answering the questions? Where you able to answer all questions asked?
7. Submit your presentation outline, compiled survey results, and your reflection in one submission. See the document “How to turn in multiple documents” for direction how to submit multiple documents at one time.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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For our last meeting of the semester we’re having a party! And what is a party without a toast? Your task is to prepare 2 - 3 minutes of closing remarks that reflect on your time spent in the class. Did you accomplish your goals? What did you learn? What was challenging? Feel free to include anecdotes and jokes to liven up your salutation. Though you will give your toast on the last day of class, you should upload your speakers notes or written speech to Canvas.

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this is research should contain the following: 
1.    Project outline 
2.    Article analysis table 
3.    Literature Review outline 
4.    Literature review 
5.    Project protocol paper 
6.    Pro/Con Ethics Debate 
7.    Project proposal presentation 

topic: Weaning from mechanical ventilation for adult patient 

Objective: 

The primary purpose or aim of this study is to determine if an SBT/extubation protocol and AM bed huddle were effective in decreasing the time to extubation from when an individual passes SAT/SBT AM bed huddle. A secondary aim of this study is to determine if the SPT/extubation protocol reduce the length of mechanical ventilation in the SICU, NSICU, AND MICU.

Background:

-- Weaning from mechanical ventilation.
Classification 
1)    Simple 

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Write an essay about Babies Behind Bars

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The authors visited over 50 elite college preparatory schools in the United States and England, interviewing administrators, faculty, students, and alumni. Attended by less than one per cent of the high school population, these schools turn out a disproportionate number of business, professional, and government leaders. The authors argue that these schools are “status seminaries”: the philosophies, programs, and lifestyles of boarding schools help transmit the power and privilege of elite families. While the “visible” curriculum prepares students for elite colleges and universities, the “invisible” curriculum gives students the “cultural capital” that prepares them for power. 

Use the insights from Preparing for Power to reflect on the situation at an elite educational institution with both students and teaching staffs coming from very diverse backgrounds. In what ways are the insights applicable to the school and the students' experiences here? The paper should start off with a definition of “cultural capital” (use textbook definition but explain it in own words without simply paraphrasing) and then examine all the ways you can think of by which cultural capital is transmitted at the school's international students department. Be specific in explaining the forms of cultural capital and the ways and contexts in which they are transmitted. 

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The assignment should include the following headings and discussion points:·Aims & Rationale: Give a detailed and logical explanation of why the theorists chosen are relevant to assignment title.·Abstract: Clear understanding and application of how theory supports our understanding of child development. ·Discuss your findings in detail in relation to how a child develops from childhood to adolescence with logical identification and interpretation of the range of factors which can influence development change. Explain five factors and give an example of how they affect development for each area of PILES. (A table can be used in this section).·Contrast and compare the views of the theories chosen and evaluate their input into child development with critical thinking evident. ·Conclusion: Discuss your findings overall in relation to how a child develops from childhood to adolescence.·Personal Reflection: How has your knowledge of these theorists influenced your thinking on education and childcare, include examples of general applications of theory to practice. ·Recommendations: What recommendations would you propose to improve practice in this area for yourself and others? Review of studies/literature: Work should be referenced throughout in text and bibliography.

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Write about Rise of industries

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For your film response, (1) summarize the key points of The Bronze Screen. (2) How are Latinas/os portrayed over the years in Hollywood? (3) What stereotypes are associated with Latina women? (4) And Latino men? (5) What have Latina/o actors and directors done to combat these stereotypes?

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As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience. Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 111 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 112. For instance, one might go to the same museum as done for HUM 112, but this HUM 111 report will focus on entirely different works and displays.

Visit a museum or gallery exhibition or attend a theater or musical performance before the end of Week 9. The activity (museum or performance) should have content that fits our course well. Have fun doing this.
Write a two to three (2-3) page report (500-750 words) that describes your experience.
Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
Provide specific information and a description of at least two (2) pieces (e.g., art, exhibits, music, etc.).
Provide a summary of the event and describe your overall reaction after attending the event.
Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text.
Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town/state or zip code) for a good activity in your general area.



Visiting a Museum

It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what there is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 111 class and book. Since HUM 111 covers from ancient times to the 1500s AD, it makes more sense to focus on items from that time frame. In general, museums with artistic cultural artifacts and fine arts work better than history museums.
Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Generally, we do not expect students to travel over an hour to get to an approved activity.
Take notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two (2) or three (3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums even have benches where you can sit and study a particular piece.
If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?


Attending a Performance

Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement.
A performance that is relevant to a HUM 111 course is more difficult to find than a performance that would be relevant to HUM 112 (which covers from 1600 to the present). However, our course does cover Shakespeare and Greek tragedy and drama, so any performances of those will work. Note: One can sometimes find music performances of music from the Renaissance or Reformation period, or even earlier.  
Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Generally, we do not expect students to travel over an hour to get to an approved activity.
Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up” a bit.
Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to take notes on it during or after the performance.
Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off.
Most long musical performances have at least one (1) intermission. If the lights start blinking, it is a sign that the performance is about to begin.
Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to take notes of the things which you find enjoyable as well as the things which are not enjoyable