Author: chris

The focus of the exam will be on chapters 9 and
12 of the book Comparing Religions by Jeffrey Kripal, but the expectation is that you will incorporate the critical thinking,
terminology, concepts, and self-reflexivity we have been working on since the beginning of the
class.
Format
Exam #2 is four questions.
• Write a half-page to one-page response for each of the four questions.
• Address each question separately, rather than weaving them into a single write-up.
The format is very similar to your weekly write-ups. Exam #2 differs in that the expectations will
be significantly higher.
Your weekly write-ups are graded based on the amount of work you spent thinking about the
concepts, engaging the reading, and demonstrating that you have examined, questioned, and
enhanced your own worldview/beliefs/faith/religious views, etc. For Exam #2, you will be
expected to do each of these things better. What does that mean?
1. Your interpretation of the course content will be more accurate.
2. Your analysis will be deeper, which means it will be more detailed, more nuanced, more “andboth,”
and less dogmatic.
3. Your writing will be significantly more polished.
4. The structure of your answers will be more organized, meaning that each sentence builds on
the previous ones without repeating the same points, jumping around from idea to idea, etc.
Questions:
1. What is the relationship between William James’ Divided Self (conscious vs. sub- or, unconscious),
Kripal’s Double Self, and Left-side vs. Right-side brain, as described by
neuroscientist Jill Bolte Taylor’s TED talk and the cases studies presented by Ian Stevenson (see
video links on ppt slides)? Having described these relationships, as you see them, use this
explanation to analyze the ways in which you—rationally, experientially, transcendentally etc.—
can identify/not identify with explanations of a greater reality beyond the ordinary self.
2. Throughout the text, Kripal has emphasized that “trauma” is an important part of the
paranormal experience. He has also defined the paranormal in a fairly narrow manner. I have
described the paranormal in a far looser manner and under-emphasized the importance of trauma.
Explain the differences in our descriptions, and, more importantly, explain your own definition
of the paranormal, a definition that applies to your life, your understanding of the limits of what
you know, or can know, and the benefits/problems (for you) of using the paranormal to redefine,
or stretch, your “normal.”
3. Kripal has offered several interpretations of how religion becomes easier to understand.
Explain at least 2 of these interpretations and explain the interpretation of religion that works
best for you. You are free to critique Kripal (and myself), but provide a solid, nuanced argument
of how you interpret, positively and negatively, religion, or, if you prefer, spirituality.
4. Focus on “Ch. 12: Reflexive Re-readings,” and then present your interpretation of a reflexive
re-reading. Having done so, consider how this type of reading produced
understandings/experience that were personally meaningful to you during the course. Choose one
(or a couple) examples of these understandings/experiences and unpack them in as much as
detail as possible, perhaps providing the “and-both” approach, rational reductionism and/or “the
school of more,” approach, etc.
Formatting: Times or Times New Roman from 12 pt to 11 or 10pt. Or, change the line spacing to
1.5. Just no single-spaced, please. Email me to with word (no pdfs, no pages).
Please answer the four questions accordingly!!!!
Write one page answers for each of the four questions!!!!

Anyone capable of this vb.net assignment by 3-days from now? It’s vb.net:    There are 2000 tables set up for the College job fair. All tables are upright. 2000 students arrive to the fair, each one with their ID number, looking to cause chaos. The student with ID 1 flips all 2000 tables. The students with ID 2 then rights all tables whose numbers are multiples of 2.  The student with ID number 3 changes the status of all tables whose numbers are multiples of 3 (e.g. table number 3, which is flipped gets righted, table number 6, which is upright, gets flipped.) The student with ID number 4 changes the status of all tables whose numbers are multiples of 4, and so on for all 2000 students. Use arrays, no crashes. When you run the simulation, it should simulate all 2000 students turn flipping tables. You can design your own user interface for this homework any way you’d like. Aside from the user running the simulation, your user interface should be able to run queries to assist in answering the following questions (or any similar question):  1. Is table 1337 flipped or upright?  2. Which tables will be left upright at the end?       1. If you had to list off the first 5-10 table that were left upright, without your program for           help, could you? Is there a rule?  3. Which table was flipped the most times?       1. How did you store the data for this homework? Think about how you store the                  information helps you to answer the question.  4. How many tables, and which ones, were flipped exactly twice?  5. How many of the even numbered tables are upright? How many odd numbered tables? Some of the tables are ̣✧magic̤✦ tables. Each time table 1999 and 3501 are touched, add 1000 tables. The old tables keep their states and the new tables start off upright. Do not reset the current operating student number. Aka when student #9 touches table 702, he should continue with table 711 after the new table are made (then #10 goes after). 

For this final assignment you will be paired up with a classmate.  I have randomly assigned you to a team member.  In this assignment you will be completing your assignment from the following perspectives:(1) as a policy advisor for the leading US presidential democratic contender; and(2) as a policy advisor for the leading US presidential republican contender.You will get 100 points for each of the two policies, and 50 points for each side of the policy as described below:To earn all 200 points you and your partner must develop a policy proposal for each side of the political divide.Please re-read the assignment description, then read the following:You get 50 points for the conservative policy analysis, 50 points for the liberal policy analysis, 50 points for the creative conservative presentation, 50 points for the creative liberal presentation. You need to reference your team members positions and provide arguments that counter their position and their proposal.  Each of you needs to complete an analysis and presentation — but it needs to be coordinated with your team mate as they are arguing for a DIFFERENT solution to the same issue.  Each student completes their own analysis/presentation — based on the work that the other student is doing.So — you have ONE topic/policy that is defined, analyzed and presented from 2 different ideological perspectives. This makes 4 components each worth 50 points, which I believe adds up to 200 points total.Put another way….100 points of 200 points are for your creative demonstration of ideas and economic thought as applied to a problem and presented from 2 different perspectives;100 points of 200 points is for your in-depth critical thinking and analysis — your WELL-CITED and PROPERLY referenced use of ECONOMIC THEORY as applied to a single problem as analyzed from 2 different perspectives. In other words…Half of your final grade is related to your creativityHalf your final grade is related to your quantitative analysis skillsIn more words….I am grading you on your ability to think creatively and apply critical thinking to real-world problems.  Everything must be well-written and properly referenced and cited, or it is not professional and will not be acceptable for a 300 level college course.  Writing and critical thinking are vital to your long term success, and I want to make sure you get to practice those skills.  You are all smart individuals, show me what you got! PS — for example, let’s say we look at illegal immigration.  One team member argues for one position (say build a wall and deport all illegal aliens) and the other argues for another solution (instant amnesty for all and citizenship for all).  Using the tools of economics (demand, supply, taxation, deadweight loss, changes to GDP and employment, public provisioning of social services, fiscal vs monetary policy….) would argue for why their stated position is rational and preferable to the other side’s position. Each team member takes on the persona of a policy wonk for one side of the political divide and makes strong arguments USING ECONOMICS for the position of the party/candidate.  My solutions above are clearly extreme versions of what the current political debate is — and I certainly take no side in this debate and will not criticize or mark down any assignment for the ideology or philosophy.  Positions must use data, facts, theory, and logic — this is not an opinion piece — even though the issues can be very heartfelt. This is an exercise in applying critical thinking and analysis skills to complex problems. 

Critically analyse the Planning Student’s reports for the ‘Green Space Task Group.
The Planning Student’s have been provided with the brief below and have produced their report in the first semester of this academic year.
“The University of Liverpool ‘Green Space Task Group’ (reporting to the Sustainability Policy Board) is commissioning a research report on the creation of a ‘greener campus’ through green space enhancement to support the environmentally sustainable development of the University Estates’ Strategy. The Task Group is looking to access student engagement and opinion, along with your interdisciplinary and intercultural expertise, to develop recommendations concerning:
1. The principles of green space design for retrofitting existing space and for future campus developments;
2. Integration of green space multi-functionality (e.g. biodiversity, water management, health, leisure, transport, landscape) with wider policy drivers and strategic objectives (including the City of Liverpool’s Mayor Commission on Environmental Sustainability, Local and National level planning policy);
3. Proposed improvements to current estate’s strategy and design detail on prioritised green space proposals based on an analysis of relevant, good practice;
4. An enhanced understanding of XJTLU’s green campus initiatives in China and the potential transferability of strategy and good practice between the two Universities;
5. A process through which the wider internationalised University campus community can be consulted with to inform green space initiatives on campus.”
It is now the turn of the management school students to provide input from a managerial perspective on the ‘Green Space’ initiatives proposed. Bringing together all of the knowledge you have developed over the course of the workshops, utilising the evidence collected for these and further evidence collected by yourself, critically examine the Planning Student reports. Remember to utilise the analytic techniques that you have been introduced to over the course of the module (though we are interested in the output from these techniques, not how you utilised them). This is a very typical work activity in a management setting where technical specialists provide a set of recommendations based upon their specialism and then a management team will need to look at the feasibility and implementation of the recommendations.
No more than 2500 words. This will require you to demonstrate the succinct (compact) writing skills that are required in writing executive summaries in industry. The report should have page numbers inserted. The fairly small word-count means that you should cut out all the waffle (waste) and deliver carefully crafted words (value). This is a skill you must learn for business as well as academia. You have been shown how to search the academic literature and support is available from the Library.
The kinds of learning demonstrated here is your ability to collect relevant information, organise and evaluate that information, and synthesise an understanding from all available evidence. Your ability to demonstrate the relative merits of different sources of data will be critical here, not all data is equal, or equally valid.

please briefly define sustainability first.

related reference:http://ijl.oxfordjournals.org/content/1/3/238.abstract

First Watch this video:

Then in half page : write your opinion ..

Second :
Respond to my classmates ( 1/4 page each )

1-
Watching this video gave me a lot of insight into an area with which I wasn’t very familiar with. I found myself agreeing with Kenneth Conner the most but I could understand and respect the other points of view as well. End-of-life-care decissions will always be a battle of deciphering the most ethical or moral pathway to take. I do believe that everyone deserves the best medical care they can get no matter what their age may be. In the case of an elderly person needing a hip replacement, people begin to wonder if that person should actually recieve the care they need. For this case I do understand that the money, time, care, and resources would high and that the useful life of the hip may be low. However, I believe we should be helping the quality of life for the elderly and not taking away from it. I also think the health care provider, not the government, should be well informed and be a big part of the decission. I also agree that giving an elderly person a hip that will last 15 years is a smarter way to handle resources than giving the person a titanium hip that would last 50 years. In my opinion it would be unethical and immoral to deny an elderly person any kind of medical care they need, even if they are toward the end of their life. We need to find ways to be able to make ethical decissions while making smart decissions with our resources at the same time.

2-

After watching the End-of-Life Care video, I sided more with Kenneth Conner’s view that everyone needs to have a fair chance with getting the help they need. But at the same time, I think the quality of life needs to be taken into account as well. I could really relate to the topic because my grandfather has dementia. He was placed into a nursing home when I went to college. We have struggled with him breaking his hip recently. I do believe that everyone, no matter their age, should be treated the same. However, I have personally seen what happens to the elderly when a situation such as a broken hip occurs. My grandfather has never really been the same; he is depressed and kind of just gave up. My mother is a nurse and she told me a lot of times when an elderly person breaks a hip or something to that extend, they think it’s the end for them. My pap will probably never walk again because he doesn’t want to try and get better. He refuses therapy. Now, my pap just had a broken hip, he did not need a hip replacement. However, seeing how he has responded to this, if he would need a hip replacement I would say give him it. But they type they would give him needs to be taken into account. He wouldn’t need the same hip as a 50 year old because he doesn’t have 15+ years to live. In my opinion, everyone should have the same fighting chance at the same end result. The differing factor is the way to get to the end result, as well as quality and length of life.

T/F questions are worth .5 point each:1.A fund in itself is a separate legal entity that is established to comply with laws that require that certain transactions be segregated and accounted for as a separate “fund.”2.The Financial Accounting Standards Board (FASB) sets generally accepted accounting principles (GAAPs) for non-government not-for-profit organizations, while government non-profit organizations must follow GASB.T 3.The size of a government’s operations does not necessarily coincide with the number of funds it establishes.4.The MDA section of the basic financial statements is an introduction of events that have occurred in the organization as well as the possible effects of events that might happen.5.The government wide financial statements are presented in addition to fund financial statements and include the entity’s fiduciary activities.6.The budget of an NFP organization is not integrated into the record-keeping procedures and the applicable financial statements, as it is for governmental entities.7.Certain revenues are precluded by GAAP from being recorded in special revenue funds. Revenues that are earmarked for expenditures for major capital projects should be recorded in special revenue funds.8.NFP organizations adjust the value of their long-term debt for discounts or premiums on issuance of the debt, whereas governments list their long-term debt in the General Long-term Liabilities accounts at face value even though it may have been issued at a discount or at a premium.9.Because they use full accrual accounting, NFPs account for depreciation. There is an exception, however, in regard to certain assets that have collection value which are preservable in their current condition, and have a claim on resources sufficient to preserve them indefinitely.10. Proprietary funds use the accrual basis of accounting and the economic resources measurement focus. Accordingly, proprietary funds recognize revenues when they are earned and recognize expenses when a liability is incurred.11.The basis of accounting describes when transactions are recorded, not what transactions are recorded. Accordingly, allocations such as depreciation and amortization are not recorded as expenditures of governmental funds, nor are long-term liabilities. 12.Governmental funds use the current financial resources measurement focus, which recognizes as expenditures those costs that result in a decrease in current financial resources.13.Routine employer contributions from the general fund and internal services billings from the enterprise fund are treated as transfers between funds.14.The City of Virginia Beach issues $5 million in revenue bonds on January 1 to build a water line for the water enterprise fund.  Interest is payable every six months.  What entry is made for interest expense as of June 30?15.The GASB requires each governmental entity to prepare a CAFR.16. The budget for Virginia Beach authorizes expenditures of 12 million and forecasts revenues of 10 million for 2016.  The entry to record the budget in the General Fund is as follows (true or false).18. GASBS 34 updated the types of fiduciary funds to include the following:Pension (and other employee benefit) trust fundsInvestment trust fundsPrivate-purpose trust fundsEnterprise funds19.Identify 4 main (the big between fund accounting and proprietary accounting.  20.How are the 4 main differences (refer to question 19) reflected in the fund verses the government financial statements ?

For Programming Assignment 3 you will be creating a program to manage a car dealership. This will again be a menu driven system. The following is your menu:Display InventoryAdd a vehicleUpdate a vehicleDelete a vehicleSort inventory by VINSearch inventory by MakeRead inventory from fileWrite inventory to file and exitNotes:When reading inventory from a file, the dealer number must be placed in a pointer to a Dealer.When writing inventory to a file, you MUST use the >> operator.Your program will be class based with the following UML representing the classesDealer- dealerNum: int+Dealer( )+getDealerNum( ):int+setDealerNum(iDealerNum:int):voidVehicle- VIN:string- make:string- model:string- year:int- price:double-dealer: dealerType * (pointer to a dealerType) + Vehicle(iVIN:string, iMake:string, iModel:string, iYear:int, iPrice:double)+ Vehicle( )+ getVIN( ):string+ getMake( ):string+ getModel( ):string+ getYear( ):int+ getPrice( ):double+ setVIN(iVin:string):void+ setMake(iMake:string):void+ setModel(iModel:string):void+ setYear(iYear:int):void+ setPrice(iPrice:double):void+ friend operator << (ostream&:out, const Vehicle &:vehic):ostream&You will have four files for your program (Use these file names!): main.cpp, functions.h, vehicle.h, vehicle.cpp.main.cpp: this will be your driver file.functions.h: this will contain your global functions for each of the menu items (display, addVehicle, deleteVehicle, updateVehicle, operator << etc).vehicle.h: this will contain both class declarations and the operator << function.vehicle.cpp: this will contain both class implementations.You will be storing your vehicle objects in avector. In the main function, you will create a vector of vehicles with an initial size of zero (0). When the menu options display, delete, edit, sort, or search are called, you will have to check your vector and ensure that it has a vehicle in it before the function continues (error checking).You will not have any global variables.Each menu item will have a corresponding function, and the definition of the function will be found in the file functions.h. Each function will only have one parameter, the vector. All I/O will be done in the functions and not in main (expect asking for what menu option the user wants).  The following are the details for each of your menu options:You will display each vehicle, using the following format:Vehicle: #VIN: VVVVMake: MMMMModel: MMMMYear: YYYYPrice: $D.CCDealer: #The bold face letters represent the values for the individual vehicle, and it doesn’t have to be bolded. Notice the tab stop between the label and the value. Also notice that there is a dollar sign and decimal for the price. Lastly, for Vehicle: #, the pound sign represents the vehicle position number in the vector (starting at 1 not 0), which will be 1, 2, 3 … and so on.You will ask the user for all of the information to add the vehicle and then you will add it to the vector.You will display the vehicles and then ask the user which vehicle to edit; they will give you the index number (starting at 1). Check to ensure they gave you a valid entry, then prompt for which item they want to edit (year, make, model, price, or VIN). Once they make their selection prompt for the new information, then return to the main menu.You will display the vehicles and then ask the user which vehicle to delete: they will give you the index number (starting at 1). You will then check to ensure they gave you a valid entry and then remove that vehicle from the vector.You will sort the vector by VIN number (when sort is done, the vector in main will be sorted by VIN number).You will ask the user for a make, then search the vector for that vehicle. You will return the first matching entry’s index number or an appropriate message if not found.You will read the inventory from a file called inventory.txt, which is NOT provided for you (you will need to make your own to start with). The data is stored in the same order as listed above and it is newlines is a change to the requirements for PA3: First, Rename Dealer *dealerType to Dealer * dealerPtr- This will help understanding when you are working with objects that have values or pointers (memory addresses to objects) Next, Inside your Vehicle class- Place Dealer *dealerPtr under the public: area- This will allow you to say dealerPtr->dealerNum directly…which is a lot cleaner (and easier) than using get and set variables.  This means you do NOT have to write a getdealerPtr( ) member function.  You WILL need to write  getdealerNum and setDealerNum functions inside the dealer class becuase dealerNum will still be private. I’ll have more to recommend in another post.

Creativity, innovation, and foresight are closely connected concepts. This week’s reading from the Cambridge Handbook of Creativity introduced the connections between individual creativity, an organization’s capacity for innovation, and the ability to predict coming trends and other important developments successfully. The systematic approaches to creativity overviewed in this chapter offer a wide variety of means to foster creativity, but the most important knowledge you can gain from this reading is the fact that creativity is not an unexplainable phenomenon or a mysterious process. Rather, creativity can be approached systematically in order to seek out opportunities for innovation, based on foresight.For this Discussion, you will analyze how foresight, creativity, and innovation are separate, yet interrelated, concepts. To prepare for the Discussion, read “Welcome to a World of Change: Life in the 21st century” (Puccio, et al, 2011) and “Moonshots for Management” (Hamel, 2009). Also consider the tensions between innovation and creativity addressed in the article “Institutionalizing Ethical Innovation in Organizations: An Integrated Causal Model of Moral Innovation Decision Processes”. Use this article as a foundation for evaluating creativity, foresight, and innovation within an ethical model. by  of  by selecting an organization – it could be a company or even a division of a company – and describing a situation that demonstrates this organization’s foresight, creativity, and innovation within an ethical model. Consider your own experience as well as observation. Your post should:Your initial Discussion post will typically be 2–3 paragraphs in length as a general expectation/estimate. Refer to the rubric for Week 1 Discussion located in the Course Information Tab of the Main Menu for grading elements and criteria. Your instructor will use the rubric to assess your work in Week 2.  a selection of the posts submitted by your colleagues. You will be required to respond to their posts by of . Click on the  button below to reveal the textbox for entering your message. Then click on the  button to post your message.

Read the attached case, “Tesla Motors: Disrupting the Auto Industry and use the case format provided below to address to identify the problems and provide several suggested solutions that the Tesla Motors executive team can review for possible implementationBe sure to idenfity 2 to 3 problems and develop 2 to 3 possible solutions to the problems and use this as the focus for making your case in the case format 1. Write the Executive Summary    one to two paragraphs in length    on cover page of the report    briefly identify the major problems facing the manage/key person    summarize the recommended plan of action an include a brief justification of the recommended plan2. Statement of the Problem    State the problems facing the manager/key person    identify and link the symptoms and root causes of the problems    differentiate short term from long term problems    conclude with the decision facing the manager/key person3. Causes of the Problem    provide a detailed analysis of the problems; idenfity in the Statement of the Problem    in the analysis, apply theories and models from the text and/or readings     support conclusions and/or assumptions with specific references to the case and/or the readings4. Decision Criteria and Alternative Solution   Idenfity criteria against which you evaluate alternative solutions (i.e. time for implementation, tangible costs, acceptability to management)   Include two or three possible alternative solutions   Evaluate the pros and cons of each alternative against the criteria listed   suggest additional pros/cons if appropriate5. Recommended Solution, implementation and justification    identify who, what, when, and how in your recommended plan of action    solution and implementation should address the problems and causes identified in the previous section    The recommended plan should includfe a contingency plan to back up the ‘ideal’ course of action    using models and theories, identify why you chose the recommended plan of action – why its the best and why it works6. External Sourcing    2 to 3 external sources should be reference to back up your recommendations or to identify issues. This information would be ideally sourced in current journals, magazines and newspapers and should reflect current management thought or practiceRequirements750 – 1250 words (approx 3 – 5 pages) using Microsoft Word in APA stylecover and reference pagesuse at least three references.cite all reference materialsReferences must come from sources like CNN, The Wall Street Journal, govt websites, etc. Sources such as Wikis, Yahoo Answers, eHow, blogs, etc are not acceptable

 r this assignment, you are to research ONE of the following situations. Discuss it thoroughly using the course learning outcomes for this unit as a foundation to discuss the concepts.    Research an incident involving fire suppressant(s). Compare the fire suppressant(s) listed in the incident to others listed in scholarly sources and the textbook. Describe the suppressant, give real life experiences involving the suppressant, and briefly compare and contrast which other fire suppressants would be effective for the same incident. Discuss the chemical phase, the mechanism of action, the mode of application, and the application system.    Research an incident involving a gasoline fire and briefly describe the incident. Discuss the best aqueous foam(s) for fighting the fire. Explain the principal mode of application of the aqueous foam agent. Was the aqueous foam effective? Why, or why not?    Research an incident involving inert gases used to prevent, quench, or interfere with the chain propagating and chain branching chemistry of the flames. Explain why the uses of chemically active agents are limited by their environmental impacts and health hazards. Do you agree with or disagree with their environmental impacts and health hazards? Why, or why not?    Research emergency response for fires that use water delivery enhanced with chemical additives for extinguishment. Briefly describe an incident and highlight some of the primary types of chemical additives and their effectiveness. Did the water have high heat of vaporization or gasify readily with the additives? Did the additives form any toxic products after the extinguishment of the fire?   FIR 3301, Fire Behavior and Combustion 6     Your response should be at least three pages of content, double spaced and appropriately cited using APA style writing. Any material that is directly quoted is required to have the necessary citation. Your paper should have a title page and reference page meeting APA format. This should be original work that demonstrates a higher level of learning. The use of material from other scholarly sources is appropriate to show that you can analyze the information and apply it to other situations by building on the knowledge of others as it applies to your exploratory assignment.