Reporting immigration

Analyze how concerns related to immigration are reported by major news agencies, and how these might reinforce or challenge the dominant discourse on immigration.

First, pick a specific news issue related to immigration concerns or the border that you can connect to class themes and key concepts from the last week on uneven development, borders, and geopolitics. Now find at least 2-3 different news sources that are reporting on the same news issue but come at it from divergent political stances (e.g. Fox vs. Guardian vs. CNN).

Your sources must be at least the equivalent of a 1-page word document in length, and even more importantly, they should provide a base from which to analyze the discourses around immigration using class concepts. It is also important that your news source has a clear opinion being stated, rather than merely reporting the news. For instance, an editorial piece where you can identify who is writing and what they are trying to communicate.

For the definition of discourse, return to Sparke’s definition (Pg. 29) and the entry on ‘discourse’ in the Dictionary of Human Geography (Under Week 11 module). There is no need to read the entire definition instead start with the last paragraph on Pg. 166, “Within human geography, the use of the concept of discourse..”.should include a brief (3-4 lines) summary of each of these articles and then explicitly state at the start which class concepts/themes from the last content week you plan on tying these news articles to.

A few questions to think through for your analysis: What is the dominant discourse on immigration when it comes to US government policy today? In the news reports, whose fears are being privileged? Are immigrants being humanized or dehumanized through this news reporting? How are these articles challenging or confirming the dominant discourse? If these articles rely on statistics or external reports: find out where they come from if you can (i.e, if they are provided by a particular think-tank or research institution: what is their political leaning, who funds and works in them?). What information is left out? Why might that be significant?

Cilivilzation and Scared Space Off Campus this is the second Paper the first paper should be on Campus

Cilivilzation and Scared Space Off Campus this is the second Paper the first paper should be on Campus

Paper details Learning Objective: Seeing the past as a cultural mirror of the present. *understanding the arrangement of sacred Space.

Cilivilzation and Scared Space Off Campus

* Being able to recognize the natural elements, features and artifacts of which scared space is comprised. My Task: At the college campus and its immediately surround area are such a “scared” space glorifying our ideology about education. Go around the campus and construct a rough map of the sacred space.

Be certain to notice not just the buildings, but also commemorative item, such as markers, benches, gardens,fountains, and like Go into the main library. Is it scared space? Is it scared space? What kinds of Objects ( besides books, computers, and the like) do you see there? sometimes a building might have particular relationships with other buildings for example, what is different about the library?

1) What about other campus buildings Student center? Administration?

HS 2) What about the school art Gallery? Is an art gallery scared space?

4) What kinds of artifacts, ecofacts and features make up school scared space?

5) What natural or modifications of natural characteristics enhance scared space? such as landscaping and where building sit in space in relation to each other. What features are nearby?

6) What cultural features nearby enhance the sacredness? ( Hint: consider the street coming into and out of campus?) How do structure such as stadium. Child Development center and university, fits into the picture

Lab report organism

FINAL LAB REPORT MICROBIOLOGY 2420-40742 IDENTIFYING UNKNOWN ORGANISM

#6 INTRODUCTION The purpose of this lab was to identify an unknown bacteria culture using different tests. The identification of these unknown culture was accomplished using the methods learn in the microbiology lab and based on specific biochemical characteristics to help recognize the specific unknown culture. It is important for students to understand that identifying an unknown organism provides essential information about the organism and the way that it behaves in certain environment. Unknown #6 was subsequently identified as Micrococcus luteus. M. luteus can be found in many places such as the human skin, water, dust, animals, and soil. Micrococcus is generally thought of as harmless bacterium, but there have been rare cases of Micrococcus infections in people with compromised immune systems, as occurs with HIV patients.(1) Defining characteristics of Micrococcus are the ability to aerobically produce acid from glucose glycerol, masculine hydrolysis, arginine di-hydrolase, major pigment production, motility, and conversion of nitrate to nitrite.(2) Micrococcus is generally thought to be a saprotrophic or commensal organism, though it can be an opportunistic pathogen. This is particularly true in hosts with compromised immune systems.(1) They are generally strict aerobes and can generally reduce nitrate. M. luteus oxidizes carbohydrates to CO2 and water, and it does not produce acid from glucose as well as it does not make arginine di-hydrolase or bgalactosidase.(2) M. luteus has been shown to survive in oligotrophic environments for extended periods of time. Recent work by Greenblatt et al. demonstrate that Micrococcus luteus has survived for at least 34,000 to 170,000 years on the basis of 16S rRNA analysis, and possibly much longer.(2) It has been recently sequenced and has one of the smallest genomes of freeliving actinobacteria sequenced to date, comprising a single circular chromosome of 2,501,097 bp.(4) Most Micrococcus infections are discovered through process of elimination (all other bacterial, fungal, etc. tests showing up negative) along with the presence of abundant Micrococcus tetrads in the lesions or cysts (which would normally have been overlooked because Micrococcus is a natural part of the skin’s microbial flora)(3). Recently, this organism was recognized as an opportunistic pathogen and has been implicated in recurrent bacteremia, septic shock, septic arthritis, endocarditis, meningitis, intracranial suppuration, and cavitating pneumonia in immunosuppressed patients.(4) METHODS Each student was given an unknown sample with which to work with. The first step was to conduct a Gram Stain to determine if the organism was Gram+ or Gram- and identify the morphology and arrangement of the sample using microscope. Results were recorded based on observations under the microscope by each student. The second step was to prepare a Streak Plate isolation of the organism on BHI agar. This was later stored in the incubator until the following lab day.

The materials and method used for the Gram Stain and the Streak Plate are listed below. Gram Stain Materials: Unknown #6 Bunsen burner, water, Wire inoculating loop, microscope slide, crystal violet, iodine, Gram decolorizer, microscope, immersion oil, Test tube rack, safari, bibulous paper, Methods: 1. Follow the protocol of heat fixing a smear for Unknown #6. 2. Smear the a small sample of each of the organism into a water drop of water on a slide 3. Let the smear dry completely 4. Heat fix each of the smear by passing it across the flame 3 times 5. Saturate the slide with crystal violet and leave for approximately 1.5 mins 6. Rinse with water 7. Saturate the slide with iodine and leave for 1.5min 8. Rinse with water 9. Slowly decolorize the slide with a decolorizer for about 10-20secs till the edge of the slide is clear 10. Immediately rinse with water 11. Saturate the slide with safari and leave it for 1.5min 12. Rinse slide with water 13. Blot dry and view with microscope 14. Dispose of slide properly and thoroughly clean microscope using lens paper and ethanol before storing. Streak plate test Materials: Unknown #6, inoculating loop, flint striker, Bunsen burner, 1 plate. Methods: 1. Label the back of each plate I, II, III, IV. 2. Flame sterilize the inoculating loop, allow to cool, sample the organism from the tube 3. Spread the organism into the area I 4. Heat sterilize your loop 5. Drag the loop from area I to II in a zigzag pattern across the area 6. Heat sterilize the loop 7. Drag the loop from area II to area III in a zigzag pattern 8. Heat sterilize the loop 9. Drag the loop from the area III to IV in a zigzag pattern 10. Invert the plate and place in the incubator under 370 C to view later. Each student collected their sample and agar plate from the incubator and observations were made. The results were recorded and noted on the flow chart. Based on the results for the Gram Stain and the Streak plate, the following tests were carried out. Catalase Test Materials: Unknown #6, 1 microscope slides, inoculating loop, Bunsen burner, flint sticker. Methods: 1. Aseptically transfer a copious amount of the organism onto the clean microscope slide. 2. Place a drop of catalase reagent (hydrogen peroxide) into the slide. 3. Examine for bubbles and record results. Motility test: Indirect method (Motility Medium with TTC). Materials: Unknown #6, 1 TTC motility tube, inoculating needle, Bunsen burner, flint striker, test tube rack, bacterial culture. Methods: 1. Aseptically transfer the organism into the motility medium by carefully performing a straight stab approximately two thirds of the way into the agar. 2. Incubate tubes at 37o C. 3. View to record result Nitrate Reduction test Materials: Unknown #6, 1 nitrate broth tube, Nitrate A&B solutions, zinc dust, Bunsen burner, flint striker, inoculating loop. Methods: 1. Aseptically inoculate each tube of nitrate broth with a single organism. 2. Incubate at 37o C. 3. Following incubation, add 10 drops of reagent A and 10 drops of reagent B to each tube. 4. Add a small amount of zinc into each tube that did not turn red after the addition of reagent A and B. 5. Wait about 5 to 10 minutes to read the results. PR glucose test Materials:

Unknown #6, 1 tube of PR Glucose, test tube rack, labels, sterile disposable transfer pipettes, Bunsen burner, flint striker, inoculating loop, gloves Methods: 1. Aseptically inoculate the organism into the sugar broths 2. Incubate broth cultures at 37o C. 3. Record results – Yellow Broth: Positive for carbohydrate fermentation(Acid/A) – If Yellow: check for Air bubbles in Durham tube = Negative for carbohydrate fermentation (G) – Same as negative control: Negative for carbohydrate fermentation (Neutral) – Pinker than control: Negative for carbohydrate fermentation (Alkaline/K) RESULTS: Sample #6 Gram Stain Color Morphology Arrangement Interpretation Purple Coccus Tetrads Gram(+) Coccus Streak plate test Organism Configuration Margin Elevation Color Hemolysis M. luteus Round with raised margin Smooth Raised Yellow Partial (Alpha) Catalase Test Organism Catalase test Conclusion M. luteus Bubbles (+) catalase Motility test Organism Visual Result Conclusion M. luteus A solid line of red remained in the stab line. The solid line of red indicates that the organism M. luteus is negative for motility Nitrate Reduction test Organism Color after adding A and B Color after adding zinc Interpretation Conclusion M. luteus Colorless Red negative for nitrate (NO2) negative for nitrate reduction PR glucose test Organism Color Conclusion M. luteus Same color (neutral) It is negative for carbohydrate but negative for the production of gas CONCLUSIONS: Unknown #6 was a Gram positive organism with purple color. It was concluded that this unknown is Micrococcus luteus. The following results were performed; streak plate technique which was positive for growth with I most growth seen in section two. The growth had round shapes and grey in color. Gram stain had round dots of tetrads arrangement and purple color. Organism was positive for catalase with bubbles. The motility test indicted negative, nitrate test was negative for nitrate reduction, as well as the PR glucose test show negative for carbohydrate but negative for the production of gas. After all these tests were performed it was concluded that unknown #6 is Micrococcus luteus. WORK CITED 1. Madigan M; Martinko J (editors). (2005). Brock Biology of Microorganisms (11th Ed.). Prentice Hall 2. Greenblatt, CL, J.Baum, B. Klein, et al., 2004. Micrococcus luteus – Survival in Amber. Microbial Ecology. 48; 120-127. 3. Smith, K. J., R. Neafie, J. Yeager, and H. G. Skelton. 1999. “Micrococcus folliculitis in HIV-1 disease.” British Journal of Dermatology, vol. 141, no. 3. British Association of Dermatologists. (558-561) 4. Shuhua Yang, Shunji Sugawara, Toshihiko Monodane, Masahiro Nishijima, Yoshiyuki Adachi, Sachiko Akashi, Kensuke Miyake, Sumihiro Hase, and Haruhiko Takada. Micrococcus luteus Teichuronic Acids Activate Human and Murine Monocytic Cells in a CD14- and Toll-Like Receptor 4-Dependent Manner. Infection and Immunity, April 2001, p. 2025-2030, Vol. 69, No. 4

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Examine Nelson Mandela’s leadership

Hello, This assignment is about a movie “Invictus (2009)” that we should watch and answer to 3 questions and use the textbook that I will provide in a folder. Watch the film Invictus (2009).Using class textbook, apply examples from the film Invictus to the 3 questions presented below:

1. Examine Nelson Mandela’s leadership in relation to the leadership material discussed in the textbook, class lectures and online assignments

2. Compare Nelson Mandela’s approach to change management with one of the change theories discussed in class, the textbook or online assignments

3. Based on Chapters 16 & 18 of the textbook and class lectures, examine how Nelson Mandela achieved results through communicating and motivating Others Please do not use ouside sources, and please number the answers. The paper should be a maximum of three (3) pages, double-spaced.

The page count suggested is the maximum but answers can be shorter if they are well written, concise and include a depth of content. Thank you,

Labor Movement of the 1930s

Topic: Labor Movement of the 1930s Your paper should examine the protest movement thoroughly. Your submission must contain a clear thesis statement about the protest (such as the nature of protest, society’s reaction to protest, outcomes of protest, etc.). Use evidence—e.g. scholarly sources—to support your thesis statement and conclusion. You must incorporate a minimum of 6 credible, scholarly secondary sources (beyond encyclopedias and biographies, etc.) beyond the text or other course materials. At least two of which should be peer-reviewed journal articles. Be sure to consider: The discontent that inspired the movement in the first place. The main goals and objectives of the movement. Important individuals and leaders who were involved. How those objectives were achieved or not achieved and the legacy of the movement itself. The global connections of the protest movement. Were individuals inspired by world personalities or movements? What can this protest movement tell us about American history and its people? The 4 of the 6 scholarly sources will be provided in PDF form. Please add 2 more scholarly articles in cited in APA format.

Strategy used to improve education in the Global South

a strategy used to improve education in the Global South. Each student is expected write a 5 pages paper (typed, 12 point, double spaced) on a strategy used to improve education in the Global South. Papers should include: (1) an overview of the strategy, including any information available about is public value propositions; (2) a review of relevant literature focusing on the strategy, including theories of change and implementation of the strategy itself; (3) an evaluation of the evidence related to the efficacy of the strategy and, if not efficacious , possible alternatives. Please also include a 2 page long summary or outline about the paper you wrote( typed, 12 point, double spaced,1 inch margins). Just describe the strategy you used. So overall, 5 pages essay + 2 pages summary/outline about the strategy you used.

The Container Young Vic Theatre

Paper details

Theatre Viewing Assignment #4 The Container, Young Vic Theatre

Everyone is to log on and watch these videos, considering them in your Week 5 Discussion Board posting. To log on: go to the Roosevelt University Performing Arts Library webpage: https://www.roosevelt.edu/library/performing-arts-library Scroll down to “Streaming Services.” Click on “Digital Theatre Plus” You will be asked to log in with your Roosevelt Net ID and password The Link: The Container – The Young Vic After you’ve watched the production, click on the following links to view a brief interviews with the producer, Debra Hauer and the director, Tom Wright. Debra Hauer (if link doesn’t work, sign into Digital Theatre Plus and search for “On Producing: Debra Hauer”) Tom Wright (if link doesn’t work, sign into Digital Theatre Plus and search for “On Directing: Tom Wright”) with well-considered observations and conclusions supported by specific examples. 1. View the Theatre Viewing Assignment #4: The Container and the two video interviews with the director and producer. 2. In this paper you will compare ONE element of the collaborative process of theatremaking, as manifested in two different productions, chosen from the four productions that you’ve viewed during the course of this class (five productions if you saw CCPA’s Cherry Orchard). 3. You’ll select this collaborative element from the following: Set Design, Costume Design, Lighting & Sound Design; Directing, Playwrighting or Acting. 4. You’ll describe, compare and evaluate the degree of success of the particular element as manifested in each production. a. First describe, in detail, specific examples of the [design,] [direction,] [writing] or [acting] in each production (your choice as to which of those you choose). b. Then compare the two approaches. c. Then evaluate which approach was more successful and why? Support your conclusions with specific examples/evidence from the production. 5. Run a spell check and a grammar check and THEN proofread your papers before submitting them for a grade. 6. BE SURE TO INCLUDE YOUR NAME IN THE TITLE OF THE FILE. Evaluation Criteria for this assignment: 1. Have followed the format above of describing/comparing/evaluating one aspect of two productions? 2. Are your opinions supported by evidence? 3. Have you demonstrated an understanding of the duties of the various participants in the process of creating live theatre? 4. Have you written in a clear, concise, formal and organized manner and is your paper error free?

Implementing Risk Management within Middle Eastern Oil and Gas Companies

Implementing Risk Management within Middle Eastern Oil and Gas Companies, Academic Level : Bachelor Paper details After reading Chapter 20, Implementing Risk Management within Middle Eastern Oil and Gas Companies, please answer the following questions pertaining to the company and submit your MS Word document to dropbox: Prior to Risk Management Information Gathering Exercise discussed earlier in the chapter case, consider the challenges of the newly formed project team in undertaking Risk Management in such a situation. a. Discuss the challenges and consider how each of the departments might interact with and support Risk Management across the organization. b. What are the major differences between IT and Project Management, considering they were both part of the initial Risk Management pilot? How might they have overcome this? a. What do you think were the major positives of the approach undertaken with regard to the risk management information gathering exercise? b. What do you think were the challenges and pitfalls of gathering data in the way that they did? What are the key challenges to the risk framework and risk approach proposed in 2011 by the risk management team? Using the supporting documentation along with the case study information (Exhibits 20.9, 20.10, 20.11, and 20.12), provide a list of potential corporate risks that might have been identified by the project team. Details Apply critical thinking and the learning from the major objectives of this week’s material. Formal writing and all APA formats are required. You MUST include a minimum of one quality SPC online library source to support your ideas as well as your textbook. Page Count: Minimum of three pages not including the title page and reference page.

Example of negative corpus was used to determine the causes of the fire

Description

Using the Online Library or the Internet, including government webpages, research a case study in which negative corpus was used to determine the causes of the fire. Within your case study, respond to the following points.

How was the negative corpus approach used? Was the fire internationally set, or was it accidental? How do you know? Do you believe the negative corpus approach was effective in investigating the crime? Why, or why not? What challenges do you see with the negative corpus approach to fire investigation? Within your answer, include your own observations or experience if you work in the fire science field. If you do not, please use your textbook or an additional outside resource. Based on what you learned through this case study, what recommendations could you give to your fire organization or local jurisdiction? Your case study should be a minimum of two pages in length, excluding the title and reference pages. Adhere to APA Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed.

Windows Network Services Proposal

Description Attached are the paper instructions and an example paper.

Overview Each student will create a detailed, organized, unified technical solution given the scenario described below. The submission will be in a written format, with at least one diagram, and may include additional diagrams, charts or tables. The assignment is meant for students to enhance their mastery of the material and to provide a creative and realistic way in which to apply knowledge from this course.  Scenario Opening Windows. (referred to as “OW”) has hired you as an IT consultant for their Windows network services infrastructure. OW is a new advertising firm, and they have hired staff, are established in two locations, and have a need to get their internal IT services configured. They have an IT staff, but they do not have the in-house expertise to address their current infrastructure needs. You are required to supply OW with a solution which addresses the integration and configuration of their Active Directory updates. Cost is not a significant concern – OW wishes to implement the “right” solution to address their acquisition of a new company and its Active Directory forest which is comprised of a single domain. More specifically, OW is based out of Houston, TX and they have a Windows Server 2016 domain that is operating at the Windows Server 2016 functional level.

They recently acquired Media Guru Group which is based out of Richmond, VA, which has a domain running Windows Server 2012 domain controllers. There are several details about OW which will have an impact on your proposal: • OW has restructured their organization they have a total of 110 employees in their Houston and Richmond sites. Each location the following departments:

• OW will have two sites, one in Houston, TX, and one in Richmond, VA. • Executives (9 total with 5 in Houston, 4 in Richmond) – manage and run the company • Accounts and Sales Department (30 employees with 15 in Houston and 15 in Richmond) – perform market research and maintain accounts

• Creative, Media and Production Department (49 employees in Houston) – advertising • Human Resources and Finances (12 employees in Houston) – perform HR and financial duties • IT (10 employees with 5 in Houston and 5 in Richmond) – manage IT for the company • Networking equipment is already in place for both sites, which are separate Active Directory Domains. • Security mechanisms (e.g., firewalls, intrusion detection) will be handled separately, and there is no need to describe them. • Some departments will want their data to remain private from other departments (e.g., Finances personnel will not want Production staff to see the company’s financial details). Your team may make assumptions about how data should be shared or kept private. • Assumptions can be made regarding any information not included here; all assumptions should be identified, however.