Author: admin

 

Biology
Part ​ ​1:
Fresh ​ ​out ​ ​of ​ ​college ​ ​with ​ ​your ​ ​degree ​ ​in ​ ​Microbiology, ​ ​you​ ​have ​ ​landed ​ ​your ​ ​‘first ​ ​real ​ ​job’ ​ ​as ​ ​a
scientist ​ ​with ​ ​“DuPunt”, ​ ​a ​ ​company ​ ​that ​ ​specializes ​ ​in ​ ​the ​ ​development ​ ​and ​ ​production ​ ​of
polyurethane ​ ​derivatives ​ ​(specialized ​ ​‘plastics’). ​ ​​ ​Dupunt ​ ​worked ​ ​with ​ ​NASA ​ ​to ​ ​design ​ ​the
sample ​ ​return ​ ​vehicle ​ ​(SRV) ​ ​that ​ ​was ​ ​responsible ​ ​for ​ ​the ​ ​return ​ ​of ​ ​Martian ​ ​soil ​ ​samples,
described ​ ​in ​ ​the ​ ​journal ​ ​article ​ ​by​ ​Kenneth ​ ​Nealson ​ ​(Ann ​ ​N ​ ​Y ​ ​Acad ​ ​Sci. ​ ​2001​ ​950:241-58).
The ​ ​DuPunt ​ ​CEO ​ ​was ​ ​very ​ ​interested ​ ​to ​ ​have ​ ​her ​ ​company ​ ​support ​ ​the ​ ​NASA ​ ​mission ​ ​to ​ ​find
life ​ ​in ​ ​the ​ ​universe. ​ ​She ​ ​also ​ ​realized ​ ​that ​ ​participation ​ ​in ​ ​the ​ ​mission ​ ​offered ​ ​DuPunt ​ ​Company
an ​ ​uique, ​ ​high ​ ​profile ​ ​business ​ ​opportunity. ​ ​​ ​He ​ ​convinced ​ ​NASA ​ ​to ​ ​showcase ​ ​a ​ ​new
polyurethane ​ ​protective ​ ​coating ​ ​on​ ​the ​ ​robot ​ ​carried ​ ​in ​ ​the ​ ​SRV. ​ ​His ​ ​idea ​ ​was ​ ​to ​ ​dress ​ ​the ​ ​robot
like ​ ​the ​ ​singer ​ ​Elvis ​ ​Presley ​ ​and ​ ​bring ​ ​wide ​ ​attention ​ ​to ​ ​the ​ ​Mars ​ ​mission. ​ ​As ​ ​part ​ ​of​ ​this ​ ​public
relations ​ ​campaign, ​ ​he ​ ​has ​ ​named ​ ​the ​ ​robot ​ ​​ ​“ELVIS” ​ ​(Extraterrestrial ​ ​landing ​ ​vehicle ​ ​integrated
sampler).
You ​ ​are ​ ​not ​ ​quite ​ ​sure ​ ​why ​ ​DuPunt ​ ​has ​ ​a ​ ​Microbiologist ​ ​on​ ​staff, ​ ​but ​ ​you​ ​are ​ ​about ​ ​to ​ ​find ​ ​out
why ​ ​the ​ ​company ​ ​desperately ​ ​needs ​ ​one ​ ​now.
Your ​ ​boss ​ ​has ​ ​called ​ ​you​ ​into ​ ​his ​ ​office. ​ ​​ ​“Read ​ ​this ​ ​article!” ​ ​he ​ ​says, ​ ​pushing ​ ​the ​ ​front ​ ​page ​ ​of
The ​ ​Washington ​ ​Post ​ ​across ​ ​his ​ ​desk ​ ​to ​ ​you.​ ​​ ​Here ​ ​is ​ ​the ​ ​article:
ELVIS ​ ​NAKED, ​ ​SKINLESS ​ ​UPON
RETURN ​ ​FROM ​ ​OUTERSPACEThe ​ ​recent ​ ​return ​ ​to ​ ​Earth ​ ​of ​ ​Martian ​ ​soil
sampler ​ ​ELVIS ​ ​has ​ ​provided ​ ​scientists ​ ​with
the ​ ​opportunity ​ ​to ​ ​determine ​ ​if ​ ​Martian ​ ​soil
contains ​ ​viable ​ ​microorganisms. ​ ​Although
NASA ​ ​scientists ​ ​have ​ ​made ​ ​great ​ ​advances
in ​ ​understanding ​ ​the ​ ​physical ​ ​and ​ ​chemical
conditions ​ ​on​ ​the ​ ​surface ​ ​of ​ ​Mars, ​ ​perhaps
the ​ ​most ​ ​interesting ​ ​discoveries ​ ​are ​ ​yet ​ ​to
come ​ ​as ​ ​biological ​ ​scientists ​ ​begin ​ ​to
analyze ​ ​the ​ ​soil ​ ​samples. ​ ​Designed ​ ​to ​ ​gather
samples ​ ​and ​ ​maintain ​ ​them ​ ​in ​ ​their ​ ​normal
atmospheric ​ ​and ​ ​temperature ​ ​conditions,
EVLIS ​ ​is ​ ​a ​ ​sophisticated ​ ​robot ​ ​and ​ ​is ​ ​the
most ​ ​expensive ​ ​component ​ ​of ​ ​the ​ ​SRV
probe. ​ ​Inspired ​ ​by ​ ​the ​ ​acronym ​ ​for ​ ​the ​ ​unit
(ELVIS), ​ ​workers ​ ​constructed ​ ​this ​ ​robot ​ ​to
resemble ​ ​music ​ ​legend ​ ​Elvis ​ ​Presley, ​ ​and
even ​ ​fashioned ​ ​a ​ ​white ​ ​Spandex ​ ​jumpsuit,
made ​ ​out ​ ​of ​ ​DuPunt ​ ​polyurethane ​ ​to ​ ​enclose
the ​ ​sampler.
​ ​​ ​​ ​DuPunt ​ ​Chemical ​ ​company ​ ​has ​ ​benefited
tremendously ​ ​from ​ ​all ​ ​of ​ ​the ​ ​publicity, ​ ​and
has ​ ​seen ​ ​its ​ ​sales ​ ​of ​ ​polyurethane ​ ​quadruple.
This ​ ​‘human ​ ​connection’ ​ ​has ​ ​been
instrumental ​ ​in ​ ​convincing ​ ​Congress ​ ​to
provide ​ ​the ​ ​necessary ​ ​funding ​ ​for ​ ​NASA
and ​ ​its ​ ​many ​ ​related ​ ​space ​ ​exploration
programs.
​ ​​ ​​ ​However, ​ ​the ​ ​successful ​ ​completion ​ ​of ​ ​the
SRV ​ ​mission ​ ​has ​ ​generated ​ ​a ​ ​mystery, ​ ​one
that ​ ​has ​ ​led ​ ​to ​ ​accusations ​ ​of ​ ​contractors
providing ​ ​substandard ​ ​materials ​ ​(in
particular ​ ​defective ​ ​plastics) ​ ​used ​ ​in ​ ​the
SRV ​ ​or ​ ​of ​ ​someone ​ ​intentionally ​ ​sabotaging
the ​ ​plastic ​ ​components ​ ​of ​ ​the ​ ​SRV ​ ​in ​ ​an
​ ​This ​ ​opening ​ ​was ​ ​part ​ ​of ​ ​a ​ ​special,
televised ​ ​‘welcome ​ ​home’ ​ ​ceremony ​ ​in
which ​ ​​ ​ELVIS ​ ​was ​ ​supposed ​ ​to ​ ​‘dance’
down ​ ​the ​ ​SRV ​ ​exit ​ ​ramp ​ ​and ​ ​speak ​ ​his
trademark ​ ​words, ​ ​“Thank ​ ​you…thank ​ ​you
very ​ ​much ​ ​for ​ ​supporting ​ ​this ​ ​critical
space ​ ​exploration ​ ​mission.”
​ ​​ ​​ ​NASA ​ ​scientists ​ ​and ​ ​on-lookers ​ ​at ​ ​the
ceremony ​ ​were ​ ​shocked ​ ​to ​ ​find ​ ​that
ELVIS’s ​ ​jumpsuit ​ ​had ​ ​been ​ ​reduced ​ ​to ​ ​a
slimy ​ ​puddle. ​ ​Even ​ ​more ​ ​distressing ​ ​was
the ​ ​deterioration ​ ​of ​ ​ELVIS’s ​ ​‘skin’ ​ ​(a
version ​ ​of ​ ​Lycra ​ ​specially ​ ​developed ​ ​to
resemble ​ ​human ​ ​skin). ​ ​​ ​This ​ ​too ​ ​was
reduced ​ ​to ​ ​a ​ ​slimy ​ ​residue ​ ​that ​ ​dripped
from ​ ​the ​ ​metal ​ ​‘skeleton’ ​ ​of ​ ​the ​ ​ELVIS
unit. ​ ​​ ​The ​ ​deterioration ​ ​of ​ ​the ​ ​plastic
components ​ ​of ​ ​ELVIS ​ ​ruined ​ ​what
organizers ​ ​had ​ ​planned ​ ​to ​ ​be ​ ​a ​ ​touching
ceremony ​ ​at ​ ​the ​ ​mission’s ​ ​completion.
ELVIS’s ​ ​exit ​ ​from ​ ​the ​ ​otherwise ​ ​intact
spacecraft ​ ​was ​ ​met ​ ​by​ ​gasps ​ ​and ​ ​screams
from ​ ​the ​ ​gathered ​ ​audience. ​ ​​ ​“It ​ ​was ​ ​a
terrible ​ ​sight!” ​ ​said ​ ​one ​ ​member ​ ​of ​ ​the
audience. ​ ​​ ​“We ​ ​expected ​ ​to ​ ​see ​ ​the ​ ​King,
but ​ ​we ​ ​saw ​ ​a ​ ​horrible ​ ​mess, ​ ​a ​ ​grotesque
parody ​ ​of ​ ​Elvis. ​ ​​ ​Without ​ ​his ​ ​plastics ​ ​lips,
I ​ ​couldn’t ​ ​understand ​ ​a ​ ​word ​ ​he ​ ​said…and
the ​ ​smell ​ ​was ​ ​horrible! ​ ​​ ​I’m ​ ​telling ​ ​you,​ ​I
thought ​ ​I ​ ​was ​ ​going ​ ​to ​ ​hurl!!” ​ ​​ ​​ ​said ​ ​one
NASA ​ ​official ​ ​who ​ ​wished ​ ​to ​ ​remain
anonymous.
​ ​​ ​​ ​Television ​ ​viewers ​ ​were ​ ​spared ​ ​much ​ ​of
the ​ ​trauma ​ ​of ​ ​these ​ ​sights ​ ​as ​ ​networks
quickly ​ ​switched ​ ​to ​ ​a ​ ​new ​ ​episode ​ ​of ​ ​Dino
Squad ​ ​in ​ ​which ​ ​a ​ ​cartoon ​ ​version ​ ​of ​ ​the
ELVIS ​ ​helps ​ ​five ​ ​teens ​ ​transform ​ ​intoattempt ​ ​to ​ ​embarrass ​ ​the ​ ​U.S. ​ ​space
exploration ​ ​program.
​ ​​ ​​ ​Upon ​ ​its ​ ​return ​ ​to ​ ​Earth, ​ ​the ​ ​SRV ​ ​capsule
was ​ ​opened ​ ​to ​ ​allow ​ ​scientists ​ ​to ​ ​recover ​ ​the
soil ​ ​samples.
dinosaurs ​ ​and ​ ​use ​ ​their ​ ​powers ​ ​to ​ ​protect
the ​ ​Earth ​ ​from ​ ​global ​ ​warming. ​ ​An
investigation ​ ​is ​ ​underway.
Stifling ​ ​your ​ ​initial ​ ​reaction ​ ​(“Oh ​ ​yeah, ​ ​new ​ ​Dino ​ ​Squad!”) ​ ​you​ ​manage ​ ​to ​ ​mumble ​ ​“What ​ ​a
tragedy!”.
“Yes. ​ ​​ ​Yes. ​ ​​ ​And ​ ​this ​ ​could ​ ​take ​ ​an ​ ​ugly ​ ​turn ​ ​for ​ ​DuPunt!” ​ ​answers ​ ​your ​ ​boss. ​ ​​ ​“I’m ​ ​not ​ ​sure
what ​ ​caused ​ ​this ​ ​mess, ​ ​but ​ ​I ​ ​do​ ​know ​ ​a ​ ​couple ​ ​of ​ ​things ​ ​that ​ ​didn’t ​ ​make ​ ​it ​ ​into ​ ​that ​ ​Post ​ ​article:
● the ​ ​only ​ ​plastics ​ ​showing ​ ​damage ​ ​in ​ ​the ​ ​SRV ​ ​were ​ ​polyurethanes;
● our ​ ​company ​ ​(DuPunt) ​ ​provided ​ ​those ​ ​polyurethane ​ ​products ​ ​to ​ ​NASA ​ ​at ​ ​a ​ ​cost ​ ​of
$15,000,000.​ ​​ ​We’re ​ ​in ​ ​big ​ ​trouble ​ ​if ​ ​we ​ ​can’t ​ ​prove ​ ​that ​ ​something ​ ​from ​ ​MARS ​ ​is
responsible ​ ​for ​ ​destroying ​ ​ELVIS
He ​ ​continues, ​ ​“The ​ ​polyurethane ​ ​products ​ ​we ​ ​provided ​ ​were ​ ​first-rate. ​ ​​ ​We ​ ​didn’t ​ ​cut ​ ​any
corners ​ ​with ​ ​this ​ ​stuff. ​ ​​ ​Products ​ ​from ​ ​the ​ ​same ​ ​batches ​ ​of ​ ​polyurethane ​ ​have ​ ​been ​ ​into ​ ​outer
space ​ ​before, ​ ​and ​ ​they ​ ​returned ​ ​just ​ ​fine. ​ ​​ ​There ​ ​must ​ ​be ​ ​some ​ ​explanation ​ ​other ​ ​than ​ ​our
incompetence. ​ ​​ ​​ ​This ​ ​is ​ ​where ​ ​you​ ​come ​ ​in: ​ ​I ​ ​need ​ ​you​ ​to ​ ​find ​ ​that ​ ​explanation!”
“Why ​ ​me?” ​ ​you​ ​ask.
“Because ​ ​of ​ ​the ​ ​stink!” ​ ​your ​ ​boss ​ ​answers. ​ ​​ ​“Some ​ ​of ​ ​the ​ ​scientists ​ ​present ​ ​at ​ ​the ​ ​ELVIS ​ ​disaster
said ​ ​the ​ ​smell ​ ​reminded ​ ​them ​ ​of ​ ​an ​ ​old ​ ​fermenter ​ ​or ​ ​an ​ ​autoclave. ​ ​Those ​ ​are ​ ​microbiology ​ ​terms,
aren’t ​ ​they?” ​ ​says ​ ​your ​ ​boss. ​ ​​ ​“Those ​ ​comments ​ ​tell ​ ​me ​ ​that ​ ​this ​ ​whole ​ ​stinking ​ ​mess ​ ​might ​ ​be
caused ​ ​by​ ​microorganisms…you ​ ​know: ​ ​bacteria, ​ ​fungi, ​ ​viruses, ​ ​germs…something ​ ​like ​ ​that.
Get ​ ​right ​ ​to ​ ​work ​ ​on​ ​this! ​ ​​ ​You ​ ​and ​ ​I ​ ​will ​ ​have ​ ​to ​ ​work ​ ​closely ​ ​on ​ ​this, ​ ​you​ ​know. ​ ​​ ​I’ll ​ ​handle ​ ​all
the ​ ​communications ​ ​with ​ ​the ​ ​press, ​ ​and ​ ​you​ ​handle ​ ​the ​ ​science….just ​ ​make ​ ​sure ​ ​that ​ ​you​ ​explain
everything ​ ​to ​ ​me ​ ​so ​ ​that ​ ​I ​ ​can ​ ​speak ​ ​about ​ ​it ​ ​to ​ ​the ​ ​press ​ ​without ​ ​making ​ ​a ​ ​fool ​ ​of ​ ​myself ​ ​and
DuPunt!”
Okay. ​ ​​ ​You ​ ​are ​ ​a ​ ​trained ​ ​scientist…you ​ ​can ​ ​do​ ​this! ​ ​​ ​What ​ ​do​ ​scientists ​ ​do? ​ ​​ ​They ​ ​answer
questions ​ ​by​ ​testing ​ ​specific ​ ​hypotheses.
You ​ ​are ​ ​so ​ ​happy ​ ​that ​ ​you ​ ​took ​ ​a ​ ​lot ​ ​of ​ ​Microbiology ​ ​classes, ​ ​because ​ ​they ​ ​taught ​ ​you​ ​what
scientists ​ ​do! ​ ​​ ​If ​ ​you​ ​are ​ ​going ​ ​to ​ ​determine ​ ​what ​ ​happened ​ ​to ​ ​ELVIS, ​ ​you​ ​must ​ ​develop ​ ​atestable ​ ​hypothesis, ​ ​and ​ ​then ​ ​generate ​ ​data ​ ​

to ​ ​determine ​ ​if ​ ​your ​ ​explanation ​ ​makes ​ ​sense. ​ ​As ​ ​a
Microbiologist ​ ​at ​ ​DuPunt ​ ​you​ ​must ​ ​determine ​ ​what ​ ​has ​ ​happened ​ ​to ​ ​the ​ ​polyurethane.
As ​ ​an ​ ​employee ​ ​of ​ ​DUPUNT ​ ​Here ​ ​is ​ ​your ​ ​hypothesis:
“The ​ ​degradation ​ ​of ​ ​polyurethane ​ ​products ​ ​was ​ ​caused ​ ​by ​ ​a​ ​microorganism ​ ​or
microorganisms ​ ​present ​ ​in ​ ​the ​ ​soil ​ ​samples ​ ​collected ​ ​by ​ ​ELVIS.”
As ​ ​a ​ ​first ​ ​step ​ ​in ​ ​testing ​ ​your ​ ​hypothesis, ​ ​you​ ​believe ​ ​that ​ ​it ​ ​should ​ ​be ​ ​possible ​ ​to ​ ​visualize
microorganisms ​ ​in ​ ​the ​ ​degraded ​ ​goo​ ​by​ ​microscopy.
To ​ ​test ​ ​this ​ ​hypothesis, ​ ​you ​ ​will ​ ​need ​ ​to ​ ​think ​ ​about ​ ​some ​ ​specific ​ ​experiment(s), ​ ​but ​ ​you​ ​will
also ​ ​need ​ ​to ​ ​learn ​ ​and/or ​ ​remember ​ ​some ​ ​basic ​ ​Microbiology.
As ​ ​you​ ​address ​ ​this ​ ​large ​ ​question, ​ ​ask ​ ​yourself:
● What ​ ​do​ ​you​ ​know ​ ​at ​ ​this ​ ​point ​ ​that ​ ​will ​ ​help ​ ​you​ ​to ​ ​address ​ ​this ​ ​hypothesis?
● What ​ ​do​ ​you​ ​think ​ ​you​ ​need ​ ​to ​ ​know/learn ​ ​to ​ ​be ​ ​able ​ ​to ​ ​test ​ ​your​ ​overall ​ ​hypothesis?
How ​ ​realistic ​ ​is ​ ​the ​ ​DuPunt ​ ​Microbiologist ​ ​hypothesis?
Is ​ ​your ​ ​boss ​ ​just ​ ​grasping ​ ​at ​ ​straws, ​ ​or ​ ​is ​ ​there ​ ​really ​ ​a​ ​possibility ​ ​that ​ ​Microbes ​ ​from
Mars ​ ​could ​ ​be ​ ​the ​ ​culprits ​ ​in ​ ​the ​ ​degradation ​ ​of ​ ​the ​ ​polyurethane?
In​ ​order ​ ​to​ ​answer ​ ​this ​ ​question,​ ​you​ ​need​ ​to​ ​find​ ​out ​ ​several ​ ​things.​ ​​ ​One ​ ​thing
you​ ​would​ ​need​ ​to​ ​explore ​ ​is ​ ​whether ​ ​there ​ ​is ​ ​any ​ ​evidence ​ ​that ​ ​microbes ​ ​could
exist
​​s
omewhere ​ ​other ​ ​than​ ​earth.
To ​ ​help ​ ​you​ ​consider ​ ​the ​ ​support ​ ​for ​ ​your ​ ​hypothesis, ​ ​we ​ ​will ​ ​provide ​ ​some ​ ​specific ​ ​smaller
questions: ​ ​PAK ​ ​questions.
For ​ ​the ​ ​ELVIS ​ ​Meltdown ​ ​case ​ ​there ​ ​will ​ ​be ​ ​4​ ​PAK ​ ​questions.
Question ​ ​one
Using ​ ​light ​ ​microscopy, ​ ​you ​ ​examine ​ ​the ​ ​soil ​ ​samples ​ ​and ​ ​the ​ ​’goo’ ​ ​from ​ ​the ​ ​degraded
polyurethane. ​ ​Will ​ ​this ​ ​approach ​ ​allow ​ ​you ​ ​to ​ ​observe ​ ​all ​ ​microorganisms ​ ​present ​ ​in ​ ​the
samples?
Why ​ ​or ​ ​why ​ ​not?
What ​ ​are ​ ​the ​ ​limitations ​ ​of ​ ​this ​ ​approach?Question ​ ​two
You ​ ​use ​ ​phase ​ ​contrast ​ ​microscopy ​ ​to ​ ​observe ​ ​a ​ ​wet ​ ​mount ​ ​of ​ ​a ​ ​soil ​ ​sample ​ ​(the ​ ​first
picture ​ ​below) ​ ​and ​ ​a ​ ​“goo” ​ ​sample ​ ​(the ​ ​second ​ ​image ​ ​below) ​ ​from ​ ​the ​ ​ELVIS. ​ ​In ​ ​what
ways ​ ​are ​ ​the ​ ​potential ​ ​ET ​ ​microbes ​ ​similar ​ ​to ​ ​microbes ​ ​previously ​ ​characterized ​ ​on
Earth? ​ ​In ​ ​what ​ ​ways ​ ​are ​ ​they ​ ​different? ​ ​How ​ ​could
you ​ ​determine ​ ​whether ​ ​the ​ ​microbes ​ ​present ​ ​in ​ ​the ​ ​soil ​ ​or ​ ​goo ​ ​samples ​ ​are
phylogenetically ​ ​similar ​ ​or ​ ​distant ​ ​from ​ ​known ​ ​microorganisms ​ ​on ​ ​Earth?
Question ​ ​three
Your ​ ​boss ​ ​has ​ ​done ​ ​a ​ ​little ​ ​reading ​ ​about ​ ​microorganisms, ​ ​but ​ ​he ​ ​finds ​ ​it ​ ​all ​ ​pretty
confusing. ​ ​”Dude ​ ​it’s ​ ​like ​ ​a ​ ​foreign ​ ​language!” ​ ​he ​ ​complains. ​ ​”I ​ ​have ​ ​to ​ ​face ​ ​the ​ ​press ​ ​to
explain ​ ​our ​ ​idea ​ ​that ​ ​microbes ​ ​might ​ ​be ​ ​responsible ​ ​for ​ ​all ​ ​the ​ ​damage ​ ​to ​ ​ELVIS, ​ ​but ​ ​I
can’t ​ ​even ​ ​pronounce ​ ​most ​ ​of ​ ​these ​ ​terms, ​ ​much ​ ​less ​ ​explain ​ ​them. ​ ​I ​ ​think ​ ​that ​ ​it ​ ​will
help ​ ​my ​ ​press ​ ​conference ​ ​presentation ​ ​a ​ ​lot ​ ​if ​ ​I ​ ​can ​ ​use ​ ​some ​ ​visual ​ ​aids. ​ ​What ​ ​I ​ ​want
to ​ ​do ​ ​is ​ ​explain ​ ​to ​ ​my ​ ​audience ​ ​what ​ ​bacteria ​ ​look ​ ​like. ​ ​You ​ ​know ​ ​the ​ ​functionalarchitecture ​ ​of ​ ​bacteria ​ ​and ​ ​how ​ ​they ​ ​might ​ ​be ​ ​

able ​ ​to ​ ​degrade ​ ​polyurethane. ​ ​I ​ ​think ​ ​that
eukaryotes ​ ​might ​ ​be ​ ​too ​ ​complicated ​ ​for ​ ​this ​ ​audience, ​ ​so ​ ​I ​ ​just ​ ​want ​ ​to ​ ​show ​ ​them ​ ​what
Gram-negative ​ ​bacteria ​ ​look ​ ​like ​ ​in ​ ​a ​ ​schematic ​ ​diagram. ​ ​I’ve ​ ​put ​ ​together ​ ​this ​ ​diagram
of ​ ​a ​ ​typical ​ ​Gram-negative ​ ​cell. ​ ​Take ​ ​a ​ ​look ​ ​at ​ ​it ​ ​and ​ ​make ​ ​any ​ ​corrections ​ ​you ​ ​think ​ ​are
necessary. ​ ​Notice ​ ​that ​ ​I ​ ​not ​ ​only ​ ​labeled ​ ​the ​ ​features, ​ ​I ​ ​also ​ ​indicated ​ ​the ​ ​major
biochemical ​ ​composition ​ ​and ​ ​function(s) ​ ​and ​ ​of ​ ​each ​ ​main ​ ​feature. ​ ​Oh ​ ​yeah ​ ​this ​ ​figure
will ​ ​probably ​ ​make ​ ​it ​ ​into ​ ​lots ​ ​of ​ ​newspapers, ​ ​magazines, ​ ​and ​ ​web ​ ​sites, ​ ​so ​ ​it ​ ​needs ​ ​to
be ​ ​scientifically ​ ​correct. ​ ​We ​ ​wouldn’t ​ ​want ​ ​to ​ ​make ​ ​DuPunt ​ ​look ​ ​stupid, ​ ​would ​ ​we?
Anywho ​ ​I’ve ​ ​already ​ ​done ​ ​most ​ ​of ​ ​the ​ ​work. ​ ​Just ​ ​proofread ​ ​it ​ ​and ​ ​make ​ ​a ​ ​list ​ ​of
necessary ​ ​corrections.”
What ​ ​corrections ​ ​would ​ ​you ​ ​make ​ ​to ​ ​[A], ​ ​through ​ ​[G], ​ ​if ​ ​any?

 

 

 

Leadership Analysis in Organizations – Instructions

Overview:

Create a 9-page leadership analysis using the narrative and summary of the leadership interviews you conducted.

This assignment gives you the opportunity to synthesize and demonstrate your understanding and experience interviewing leaders and how the

leadership characteristics you analyzed relate to leadership theories, the New Business Realities, and the Thinking Habits.

• Competency: Analyze the art and science of leadership.
o Analyze how the data from leadership interviews supports leadership theories.
Competency: Reflect on personal leadership skills.
o Analyze the relevance of the concepts from New Business Realities and Thinking Habits to an interview experience.
o Self-assess the experience as an interviewer.
Competency: Create and effective theory of leadership.
o Recommend leadership development initiatives for leaders at a specific level.

Context:

The resources provided explore the new science assumption of field theory and how it occurs in the human systems arena through culture, values,

and ethics. Imagine purpose or direction working like gravity or a magnetic field to organize messy human behavior toward a unifying direction.

A leader’s role is to state, clarify, discuss, model, and embody the values and purposes as a way to subtly create order and direction.

The resources provided also address the idea that what you see is what you get, meaning that we create self-fulfilling prophecies, shaping

reality just by deciding what to measure. It is important for leaders to understand that people support what they help create, and if the

leaders want implementation, they have to promote ownership through participation. When leaders begin promoting ownership, they view job

descriptions and organization charts differently. Their perspective moves toward a holistic approach to the interactions and connections

between managers and employees or between departments. In the end, they serve the customer better.

Required Resources:

New Business Realities of the 21st Century. (Provided in separate email)

Thinking Habits of Mind, Heart, and Imagination
11. Complementary Thinking – The habit of thinking that weaves multiple perspectives into an integrated fabric of understanding.
12. Connected Seeing – The habit of seeing reality as a whole system, which is a seamlessly connected, interactive, and dynamic web-of-

life.
13. Collaborative Teamwork – The habit of collaborating and using teamwork to accomplish common purpose, by integrating personal initiative

and group cooperation.
14. Constructing Meaning – The habit of constructing meaning by acquiring and synthesizing diverse sources of knowledge to enrich

understanding.
15. Conceptual Clarity – The habit of clear conceptual thinking from first principles, to make sense of and to distinguish among the known,

the unknown and the unknowable.
16. Communicating Effectively – The habit of communicating effectively in a teamwork style to collaboratively create new understandings,

new possibilities, and new realities.
17. Courageous Action – The habit of courageously taking action and making meaning in the face of ambiguous experience and uncertainty.
18. Caring Empathy – The habit of caring for, identifying with, and honoring others, as well as understanding how others see the world.
19. Conversational Reflection – The habit of reflecting on the experience of professional practice through learning conversations.
20. Continuous Learning – The habit of seeing every experience as an opportunity for continuous lifetime learning.

Suggested Resources:

• Future Search Network. (2012). Future search. Retrieved from http://www.futuresearch.net/
• Society for Organizational Learning. (n.d.). Retrieved from http://www.solonline.org

Instructions:

This is the last Assignment that is related to the leadership interviews. For this assignment, use the narrative and summary of your interviews

to complete the following analysis:
1. Leadership theory: Summarize the leadership theory that you used to develop your interview questions. Analyze how the questions you

asked and the data you collected during the interview support your chosen leadership theory. You might have used servant leadership, Kevin

Cashman, Margaret Wheatley, articles from the Center for Creative Leadership, leadership stage theory, or other sources. Demonstrate your

understanding of your chosen mastery (personal, purpose, change, interpersonal/being, balance, or action). Use examples from your interviews to

demonstrate your mastery topic.
2. Common Learning Themes: Reread the New Business Realities and the Thinking Habits of Mind, Heart, and Imagination, linked in the

Resources. Select one topic from each and discuss its relevance to your experience interviewing leaders. The following are two examples:
o New Business Realities: Did the interview reflect the dynamics of transformational change in complex systems in the change mastery

questions?
o Thinking Habits: Did the interview encourage professional self-development through conversational reflection in the questions on

personal mastery?
Self-Reflection: Self-assess your experience as an interviewer. What seemed to work? What did not work? What would you do differently

next time? How would you change your explanation of your leadership topic, the medium you chose, or your behavior during the interview, to

enhance the quality of your data? What did you learn about interviewing? What did you learn about your topic and its potential for helping

leaders examine their leadership skills and characteristics?
Summary Statement: Think about your experience interviewing leaders at this level. Describe the primary lessons you gained from this

experience, the value of interviewing leaders, and the impact this approach has on leadership development. Include your recommendations to your

current organization or an organization with which you are familiar about the development of leaders at this level and on your mastery topic

and the use of interviews to propel personal development.

Additional Requirements
• Length: Your assessment should be 9 pages, double-spaced.
• Font and size: Use Times New Roman. The font size must be 12 point.
• Margins: The paper margins should be 1 inch on each side.
• Components: Include a title page, table of contents, and reference page. These do not count toward the paper length.
• Formatting: APA format is required for all aspects of your analysis, including citations and references. Your writing should be well

organized and clear. Writing structure, spelling, and grammar should be correct as well.

Information Interviewing
Introduction
Fast and flexible — information interviewing is a useful research tool. Good investigative reporters use information
interviewing to ferret out a story, and talk-show hosts use interviewing to inform and entertain. You may want to
interview someone to find out more about a potential career, or you may conduct multiple interviews as part of a
broader research project.
To conduct effective information interviews follow these basic steps:
1. Plan for the interview. Use the 5 W’s (why, what, who, when, and where) to develop good questions.
Then prepare an interview guide.
2. Prepare for the interview. Identify potential interview candidates, obtain their consent, and schedule the
interview(s).
3. Conduct the interview. Use questioning and listening skills to zero in on important interview topics. Take
notes. Send a thank you note.
4. Analyze the interview content.
5. Report your findings or incorporate them into other documents.
6. Follow-up. If appropriate, share results with the person you’ve interviewed.
1. Plan for the Interview
Appropriate planning can make the difference between a useful information interview and one that is a waste of
time. Use the journalist’s 5 W’s to help you plan.
Why
Clearly define your interview purpose and objectives:
¾ What knowledge gaps are you trying to address?
¾ What will you do with the interview information when you’ve finished?
¾ Do you need to:
o Obtain information unavailable from other sources?
o Verify other findings?
o Add credibility to conclusions you’ve drawn?
o Obtain names of additional contacts?
o Find additional resources – books, periodicals, associations, web sites?
Tip: Limit the number of your interview objectives to about 3-5.
What
Develop an interview guide.
¾ Identify questions to support each of your major objectives. Your questions should address topics
specifically related to your objective. Let’s say you wanted to identify additional information resources.
You would ask for recommended books, periodicals, Internet sites, and associations.
¾ The structure of your questions is important.
Use open-ended questions to get the person talking and to obtain more information. Basic open-ended
questions start with the words: who, what, when, where, why and how. The questions “what, why, and
how” are especially powerful for eliciting information.
Examples:
Why did you choose this particular occupation?
What are the primary requirements to be successful in your job?
How could I find out more about this industry?
Use close-ended questions to obtain specific answers or to close off discussion.
Examples:
Do you have an advanced degree?
Is an internship a good way to become familiar with the work?
Do you know of other types of similar jobs?
Some people use the technique of asking a close-ended question followed by an open-ended one.
Example:
Is an advanced degree important to your top executives? (Answer: yes). Why?
¾ Sequence your questions. First get the person talking and then focus on the major topics of interest.
a. What is the person’s background?
b. Probe specific topics:
Topic 1 – General question followed by specific follow-up questions
Topic 2 – General questions followed by specific follow-up questions
c. Closing question/summary
¾ You can usually explore about five or six major topic areas in one hour. Allow approximately 5-10
minutes per topic. Allow more time if a topic will be complex or you wish to explore it in depth.
Who
Selecting the right person to interview is, of course, a make-or-break decision.
¾ Identify your selection criteria for interview candidates.
o What knowledge and experience should they have?
o What type of job, title, or position are you looking for?
o Are you interested in people from a particular industry or company?
o What credentials might be important?
o Is affiliation with a particular professional group or association important?
o Is a candidate likely to be interested and willing to give you an interview?
o Is a candidate likely to be available when you need to conduct the interview?
¾ Develop a list of potential candidates to contact.
o Contact professional associations to compile a list of candidates.
o Conduct a library search to determine experts on the subject you wish to explore.
o Tap into your own professional network for recommendations.
o Consult friends, family, and co-workers to identify potential candidates. (This is especially helpful if
you are networking or doing interviews related to a job or career search.)
When
¾ Determine the best time to complete your interviews and establish target dates.
¾ Establish the length of the interview. Most interviews last 1 to 1.5 hours. If you plan to conduct a longer
interview, ask the person you are interviewing if he or she would be willing to allocate more time. Break
up very long interviews into several sessions. If the person is very busy, a half-hour interview may still be
useful to you and acceptable to them. If so, focus down to your most important questions.
Where
Make sure you choose an interview setting that allows you to talk freely. It is best to have a quiet and private
place with no interruptions. If an interview is to be confidential, than a private setting is essential.
¾ The person you are interviewing may ask you to come to his or her office. Obtain any necessary
information to assure you will arrive on time for the interview.
¾ If you will be meeting at a restaurant, choose one where there isn’t too much background noise or loud
music.
2. Prepare for the Interview
Make any necessary arrangements. Contact potential interview candidates, obtain their consent and schedule
the interview(s).
¾ Give yourself adequate lead-time. Assume that it may take at least one to three weeks to schedule the
interview.
¾ Contact your interview candidates and explain:
o The interview topic and purpose,
o Why you chose them,
o How much time you will need,
o How interview information will be used.
Although most people are quite willing to share information, some may decline for various
reasons. Thank the person for their time and ask if there may be others who they might recommend. If
not, do not push, but thank them and proceed to contact another interview candidate from your list.
¾ Make any necessary arrangements — restaurant reservations, transportation, etc.
¾ Make a copy of your interview guide for you and for the person you’ll be interviewing.
¾ Assemble materials for taking notes.
Note: Although tape recording exempts you from taking notes, many people don’t like being recorded.
It is very important to obtain permission. It takes considerably more time to transcribe a tape
recording after an interview but a full transcription captures more detail. If you will be taperecording the interview, make sure that the

equipment is working, the volume setting is correct,
and you have blank tapes.
3. Conduct the Interview
It is very important to put the person you are interviewing at ease. Be certain to greet them warmly and thank
them for helping you. Begin briefly with some general conversation, perhaps based on something you know
about them or see from their office that may indicate a common interest. Then, follow this basic sequence.
¾ Explain the interview’s purpose and objectives. Ask if the person has any questions or concerns about
the interview. Address any issues.
¾ Obtain the person’s background information. This usually includes: name, title, company/organization,
role/responsibilities, education, previous positions, and involvement in professional organizations.
¾ Ask an easy or interesting question to get the person talking.
¾ Introduce questions in sequential order and follow your interview guide. Sometimes people answer a
question planned for later at an earlier time in the interview. Be prepared to record an answer whenever
it occurs and to skip a question if it already has been answered.
¾ Listen! Make eye contact and nod. Occasionally paraphrase what the person is saying. Keep the tone
conversational so the person doesn’t feel like they are being grilled. Keep your own comments short – be
careful not to talk too much, consuming your valuable time to hear from the other person.
¾ Record notes on your interview guide.
¾ Use a funneling technique to explore particular ideas in more detail. First, ask a general, open-ended
question, and then, follow up with questions to elicit more specifics.
Example:
Overhead Question: What do you think is important to know about employee retention?
Follow-up Question: You mentioned work-life balance as one important dimension,
could you tell me more about that?
¾ When you finish a major topic area, summarize and transition to the next topic.
¾ At the end of the interview, ask if there is anything more the person would like to add?
¾ Thank the person again and outline your next steps.
¾ Send a thank you note within one or two days of the interview.© 2001 Capella University
Page 4 of 4
4. Analyze the Interview Content
Once you’ve completed an interview, analyze the comments to determine what you’ve learned and to
establish any findings and conclusions.
¾ Transcribe the information from your interview guide. Match the interview comments to the key topics you
explored.
¾ Look for any patterns or themes in the responses.
o What facts and ideas did the person emphasize? (Look for repetition and ideas the person felt
strongly about.)
o What additional information did they provide?
o How did responses confirm or refute other research?
o How biased were the person’s remarks? (Bias is one disadvantage of interviews.)
o Were there any surprises?
o What did the individual’s body language and demeanor communicate?
5. Report Your Findings
In some cases, you’ll need to communicate or document the results of your interview to others. You’ll need to
tailor your report to the appropriate audience. You should include the following in any document or report.
¾ State your interview purpose and objectives.
¾ Explain the method you used to obtain the information.
¾ Summarize the interview findings.
¾ State any conclusions you’ve drawn as a result of your analysis.
¾ If required, integrate your interview findings with other research.
6. Follow-Up
Make certain you fulfill any other responsibilities or expectations connected with your interview(s).
¾ If appropriate, share your final document with the person you’ve interviewed.
¾ Fulfill any promises or actions you agreed upon as part of the interviewing process.
Interviews allow you to quickly obtain information that might take a great deal of time to find other ways. They
usually are an interesting and relatively easy method for gathering information. If you plan well, ask good
questions, and listen carefully, your interview will be a success!

Part 1: The importance of cultural understanding cannot be overstated, especially in today’s global marketplace. Americans tend to be rather ethnocentric; that is, quick to pre-judge other cultural norms as wrong (or of lesser significance) simply because they differ from American practices.

One of the ways we can open ourselves to cultural differences is to experience those differences through the common element of food. Toward this end, create basic dining guide for ethnic restaurants in our area. Select a variety of five restaurants and profile each on the elements of 1) food, 2) service and 3) décor. The guide is not meant to be a rating guide. It is simply meant to be an informative guide. A couple of descriptive sentences on each element for each restaurant will suffice.

If you have don’t know of or haven’t been to enough of such restaurants personally, you can research them on the internet. Try to look for restaurants other the most common (Italian, Chinese).

Part 2: We are a culture that loves labels and so names have been given to various generations based on our dates of birth and framed by socio-cultural experiences and similarities. Of course, as with Astrology, those of us on the cusp can claim characteristics from both the group we are in as well as the one we border. I, of course dismiss labels and strongly claim characteristics from all, although I am quite sure the music of my generation is some of the best ever written and performed.

While there are minor variations in the dates categorizing Baby Boomers, Gen X and Gen Y, our textbook uses the following dates:

Boomers: 1946 – 1964
Generation X (Gen X): 1965 – 1980
Millennials or Generation Y (Gen Y): 1981 – 2000
Marketers use each group’s similarities as a means to target communications, to make them more meaningful and illicit stronger reactions. Of course, no group is homogenous and some of us strongly resist being categorized. The textbook discuss characteristics of these three groups on pages 43-45. What group are you in? Do you think the generalizations listed are indicative of you? If not, do you think they are fairly accurate of your generation as a whole?

 

Epic of Gilgamish

This first essay should focus on traits commonly found in epic poetry. The details of this are largely up to you.
Feel free to examine a common plot or theme (mortality, free will, fate, heroism etc.), or look into the form or style of epic. You can focus in on

Gilgamesh or The Iliad, or do some sort comparison between the two. The paper needs to be thesis driven and detailed in nature. Feel free to take this

paper into a direction in which you are interested: are you interested in how religion works in these texts? Are you intrigued by the portrayal or

friendship or how women are treated? Go for it—investigate something that interests you in connection to these two ancient epics—but stick to ONE focus.

Avoid covering too much, avoid long chronology papers, and avoid papers that summarize texts w/o creating any argument about them.

 

Project statement:

According to survey, sexual transmitted diseases (STD’s) have increased among teenage boys and girls over the years due to unprotected sexual activities. The survey has shown an increase of 52 percent of teenagers in the United States (Chapman, 2017). According to center of disease of control 34 percent of teens reported having unprotected sex (CDC 2008). Teenagers frequently like to experience sexual intercourse during their adolescence. Oftentimes, they don’t have the proper knowledge on how to protect themselves. As a result, this can lead to engaging in unprotected sex which has consequences which include contracting STD’s and unwanted pregnancies. Unprotected sex is common among the youth due to lack of proper teaching regarding sexual intercourse. 1 out of 5 girls admit they want to be moms as a teen (Fuzzell, et al. 2017). Boys, on the other hand, are driven to engage in unsafe sex due to the influence of drugs and peer influences, which is also applicable to some teenage girls. As nurses, it is our job is to gain the patients’ trust, teach them, care for them without judging them, and be their advocate. Having professionals available in schools and local clinics to educate them, and make free condoms available to them will combat the epidemic of STD’s. According to a study carried out by Kirby (2012), an estimated economic burden of about $15.9 lies on the cases of sexually transmitted diseases among teens, this is according to the Centers for Disease Control and Prevention while teen pregnancies amounts to $9billion of taxpayers’ money annually. The estimated rate of teen births among females of between 15-19 years is about 20.3 in every 1000 girls in Broward County, Florida (Watson, 2016). Proper measures need to be put in place not only in schools but also at home in order to minimize the rates of unprotected sex among teenagers. Some of the measure include proper parenting where parents need to educate their teens on the dangers associated with unprotected sex. Secondly, schools and the community as a whole need to implement programs that offer sex education to teenagers with an example of such a program already existing in Broward County where about 5300 teenagers go through sex education classes annually and consequently are saving the government an estimated figure of $1.25 million annual cost on teenage pregnancies.

Plan: Evidence of completion teaching method of PowerPoint presentation and a poster

Goal: Upon completion of this lesson teens will practice safe sex as evidence by the rate of STD’s will decrease to 20% in Broward County within 6 months after completing this lesson.

References

Chapman, M. K. (2017). Risky Sex and Alcohol-Related Behaviors and Cognitions in Adolescents: Evaluating a Values-Based Intervention.
Fuzzell, L., Shields, C. G., Alexander, S. C., & Fortenberry, J. D. (2017). Physicians talking about sex, sexuality, and protection with adolescents. Journal of Adolescent Health.

Centers for Disease Control & Prevention, Adolescent and School Health: YRBSS Results. Available at: http://www.cdc.gov/healthyyouth/data/yrbs/results.htm. Accessed on January 21, 2016.

Kalmuss, D., Davidson, A., Cohall, A., Laraque, D., & Cassell, C. (2013). Preventing sexual risk behaviors and pregnancy among teenagers: Linking research and programs. Perspectives on Sexual and Reproductive Health, 35(2), 87-93.

Kirby, D. (2012). Effective approaches to reducing adolescent unprotected sex, pregnancy, and childbearing. Journal of sex research, 39(1), 51-57.

Watson, A. (2016). Florida Actual versus Expected Teen Births and Repeat Teen Births by County 2013 through 2015.

Center for Disease Control and Prevention. (2017, August). Sexual risk behaviors: HIV, STD, & teen pregnancy prevention. Retrieved August 5, 2017, from https://www.cdc.gov/healthyyouth/sexualbehaviors/ 201708051119311259850025

D’Eramo, A. (2015, September). The most unprotected sexually active high schoolers in America. Retrieved August 5, 2017, from https://betterdoctor.com/health/the-most-unprotected-sexually-active-high-schoolers-in-america/ 20170805111211168929338

Ybarra, M. (2016, August 24). STI testing: What are teens concerned about? [Web log post]. Retrieved from https://www.psychologytoday.com/blog/connected/201608/sti-testing-what-are-teens-concerned-about 20170805111620930552125

 

 

 

For each assignment, you will complete the following steps:
1.Click on Learning Materials to Access the M.U.S.E.
2.Use the M.U.S.E. link to complete the lab for this Unit.
3.Track your results in the lab worksheet that is provided.
4.Complete a lab report using the scientific method.
5.Submit your completed lab worksheet to the assignment box.

Using the Scientific Method Lab

Establish a better understanding of photosynthesis and cellular respiration, and apply the scientific method to solve (or understand) a problem. Photosynthesis and respiration are reactions that complement each other in the environment. They are essentially the same reactions, but they occur in reverse. During photosynthesis, carbon dioxide and water yield glucose and oxygen. Through the respiration process, glucose and oxygen yield carbon dioxide and water. They work well together because living organisms supply plants with carbon dioxide, which undergoes photosynthesis and produces glucose, and these plants and bacteria give out oxygen, which all living organisms need for respiration.

Using the M.U.S.E. link, review the background information and animation to complete your report. Use the lab 1 worksheet for assignment instructions and data collection.

Please submit your completed assignment in your assignment box.

 

video analysis essay
text online
http://highered.mheducation.com/sites/0073512311/information_center_view0/sample_chapters.html

text book
Kelly, Suzanne and Parameswaran, Gopwri and Schniedewind, Nancy. Women Images and Realities: A
Multicultural Anthology, New York, McGraw-Hill Companies, Inc., Fifth Edition.
Hooks, Bell. Feminist Theory from Margin to Center. Cambridge, MA., South End Press, Second Edition.

Instructions:
This is the last of six essays over the first six weeks of the course which address specific issues which have impacted the identity of women. You must search for the identities of women illustrated in one of the films assigned that are related to the issues we are discussing this week. You will use specific scenes (don’t be general) from the films to illustrate the topic under discussion this week and how it represents or does not represent the way our text authors address the same topic.

Please remember – this is not a course about the film. This is a course about how women react to their roles as individuals, members of families, and members of society. The film provides the examples for analyzing the different identities of women in today’s world.

Here is this week’s question for your analysis essay:

Of the differences among women discussed this week, which do you think has had the strongest impact on the identity of women as a group? (negative or positive)

First, after viewing the film and reading the assignments for the week, develop your main point (thesis) in answering this question. State your thesis clearly in your opening paragraph. Then write a five hundred word essay (1.5-2 double spaced pages typed) analyzing the validity of your thesis (answer to the question). This is not a long essay – but it has very specific requirements. You do that by using something from the film as illustration of your point, by using statements from the texts that relate to your thesis and then comparing your thinking to the thinking of the text authors.

Next, select a minimum of two quotations from the textbooks (you must use BOTH texts) that relate to the question assigned and the illustration you found in the film. Quote those statements from the texts in your essay and clearly show how the statements compare with your own ideas about the topic assigned this week. You may disagree or agree with the text authors during this analysis, or some of both. COMPARE your own thinking to the thinking of our text authors. This is analysis!

Next, make sure you give proper citation for use of the film and/or the textbook ideas. When you refer to the illustration in the film, you must then enter a citation in parentheses right in that sentence where you use the film reference. (film name, year produced). When you quote or summarize an idea from one of your texts, you must cite the resource in your essay (author, publication year, page number). At the end of your essay you must list ALL resources used in the essay including the film. The bibliography listing at the end of the essay is formatted as follows: Author, First initial, Second initial. (Date). Title of work. Location: Publisher.

 

ABORIGINAL AUSTRALIA

Write a research paper (minimum 15 pages) that explores in greater depth any of the topics found in the course outline. This paper must be a well researched and fully documented analysis of a social/political problem in Australia. U.S./Australia comparisons will not be accepted.
Research sources may include internet resources but anything above 50% usage of internet will not be accepted.

Research topic II. ABORIGINAL AUSTRALIA: PRE-EUROPEAN, COLONIAL AND CONTEMPORARY

Jamrozik, Ch. 4
Geoffrey Blainey, A Shorter History of Australia, Chapters 1-2

VT 7538: Babakiueria
VT 8222: Mabo
DVD 438: Rabbit Proof
below sources to use but dont write in the refences wikipeidie, add other sources
https://books.google.com/books?id=geYJnX1pmbUC&pg=PR4&lpg=PR4&dq=Jamrozik,+Adam.+The+Chains+of+Colonial+Inheritance,+University+of+New+South+Wales+Press,+2004.&source=bl&ots=aZCeUsTb0M&sig=2c2Yhu9r5Nlkb3a4uA4Tihey2lM&hl=en&sa=X&ved=0CDEQ6AEwA2oVChMIo_-1vOjSyAIVRCqICh3wEAvs#v=onepage&q=Jamrozik%2C%20Adam.%20The%20Chains%20of%20Colonial%20Inheritance%2C%20University%20of%20New%20South%20Wales%20Press%2C%202004.&f=false

https://en.wikipedia.org/wiki/BabaKiueria

https://en.wikipedia.org/wiki/Mabo_v_Queensland_%28No_2%29

https://en.wikipedia.org/wiki/Rabbit-Proof_Fence_%28film%29

 

After reading Chapters 5 and 6 of the Fundamentals of Emergency Management, discuss the demographics of social vulnerability. Write a minimum of 2 pages (not including cover page and reference list) on the topic. Describe the term social vulnerability and explain how emergency managers can use this information to their advantage during the mitigation, response and recovery phases of emergency management. How can failing to use this information complicate our emergency plans?

External research will generally be required in addition to the assigned reading. Please create your response in a Microsoft word document, following APA guidelines, and upload as an attachment for submission. Pages are to be double-spaced utilizing Verdana 12 point font text. The page requirements are exclusive of your reference list and cover page.

 

Business Studies
Research paper can be a problem-based analysis of a process. Select a business, an organization, or a department within an organization. Identify the

problem and provide solutions and recommendations