Post by Nicole Vasquez

2 days agoThe Great Reversal

In the words of the writer Justo L. Gonzalez the great reversal is “the world upside down, exulting the humble and bringing down the mighty from their thrones, feeding the hungry and making those who are overfed work for their bread, breaking the bows of the strong and giving strength to the weak” (Gonzalez, p.31, 2015).  This theme emerges in Luke 19-24 when the widow makes her offering and Jesus exults her though it was meager in comparison to the rich people’s offering. The theme also emerges when Jesus the king of the world humbles himself to the point of a slave’s death for the sake of sinners.  

An example of the great reversal I have seen in my own experience is when I saw a sign on a homeless person’s tent praising Jesus during Christmas time. I thought it was beautiful that someone who was homeless could not only praise Jesus but announce it so that all would see it. This example shows how Jesus feeds the hungry with his spirit and love. Though this person had little in worldly means they were definitely rich in spirit. 

The “2014 Hunger Report” does not demonstrate an effort to realize the implications of “the great reversal” in modern-day America by making food available to everyone. In order to have a great reversal, the high would have to be made low. It would be reversed if the people who had all the money humbled themselves and used their money to help the hungry.

Post by Bertha Baltazar

2 days agoRe: Week 4 | Discussion – The Great Reversal

In Luke’s Gospel he talks about situations in which things do not turn out as expected for those involved.  Specifically, Luke talks about the reversal of roles for those who are “rich” and those who are considered lowliest.  But the reversals are not limited to only social class, but to the religious as well.  Examples of reversal of roles or expectations in Luke are parables like the “Rich Man and Lazarus,” which tells the story of Lazarus who settled for eating the crumbs that fell from the rich man’s table.  When both died, Lazarus was carried by the angels to Abraham and the rich man was sent to Hades.  In the end it was the rich man who was begging for Lazarus to help his thirst (Luke 16:19-31).  The great reversal is believing that God can turn everything around for those who live a privileged life and those who are poor and struggling.  This theme carries over in Luke 19-24 by showing not only that roles of people can be reversed but that Jesus loves all people, regardless of their belief or status.

In the “2014 Hunger Report,” attempts to understand how situations like “the great reversal” are affecting modern day America.  We often hear how “the rich are getting richer, while the poor are getting poorer” and in this report, the results of a 2012 election poll prove that many people feel this is true (p.29).  This group is attempting to make a change and even out the playing field for all.  The hope is to help those who society has turned on like the unemployed.  But this help isn’t just about making money, it’s about providing a better-quality life for these people, this also includes helping achieve healthy personal lifestyles.

In my personal life, I have witnessed and personally experienced moments of “great reversal.”  A situation I witnessed was at work when a co-worker who often belittled others, because he thought he was above them was overlooked for a promotion.   Although he had been working at the organization for a long time, management decided to hire someone who was often the target of this person’s ridicule.  In my personal life, a moment when I experienced a great reversal occurred when I was younger.  I was working for this company and finally making what I thought was “good” money.  Because I was younger, I did not think about ever saving any of it and spent it on materialistic items and having fun.  I was living the life I had wanted for so long, until the company decided to relocate to San Diego. I could not move that far so I was unemployed for six months.  It was terrible, I had no money and could not afford to buy the simplest of things.  At the time, it was terrible because I had no savings and regretted it so much.  However, I learned from that experience and have tried to never make those mistakes again or take what I have for granted.

Reference

Bread for the World Institute. (2013). Retrieved from 2014 Hunger Report: Ending Hunger in America: http://hungerreport.org/2015/wp-content/uploads/2013/11/2014-Hunger-Report-Lowrez.pdf?_ga=1.195357288.570542328.1441150963

 

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Exercise #2

Given the network plan that follows, compute the early, late, and slack times. What is the project duration? Using any approach you wish (e.g., trial and error), develop a loading chart for resources Carpenters (C) and Electricians (E). Assume only one Carpenter is available and two Electricians are available. Given your resource schedule, compute the early, late, and slack times for your project. Which activities are now critical? What is the project duration now?

 

 

Exercise #5

Develop a resource schedule in the loading chart that follows. Use the parallel method and heuristics given. Be sure to update each period as the computer would do. Note: activities 2, 3, 5, and 6 use two of the resource skills. Three of the resource skills are available. How has slack changed for each activity? Has the risk of being late changed? How?

 

Exercise #6

You have prepared the following schedule for a project in which the key resource is a backhoe(s). This schedule is contingent on having 3 backhoes. You receive a call from your partner, Brooker, who desperately needs one of your backhoes. You tell Brooker you would be willing to let him have the backhoe if you are still able to complete your project in 11 months. Develop a resource schedule in the loading chart that follows to see if it is pos-sible to complete the project in 11 months with only 2 backhoes. Be sure to record the order in which you schedule the activities using scheduling heuristics. Activities 5 and 6 require 2 backhoes, while activities 1, 2, 3, and 4 require 1 backhoe. No splitting of activities is possible. Can you say yes to Brooker’s request?

 Exercise #11Given the time-phased work packages and network, complete the baseline budget form for the project. 

 

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Consider an area in health care in which you work or are interested in working. Examine the dynamics of the interprofessional team (physicians, nurses, physical therapists, social workers, health care administrators, etc.) in that setting. In a 1,000-1,250-word paper, explain how communication and collaborative strategies can be applied to ensure respectful interactions and to prevent or address potential issues among the team in that health care setting. Include the following:

1. Describe the health care setting and summarize the various individuals or teams typically working together in that setting.
2. Discuss what types of issues may occur and how these affect dynamics within the setting for health care workers and for patients and their families.
3. Discuss attributes of a healthy culture that help individuals or groups perform as a team.
4. Describe qualities of effective communication. Discuss how communication styles can be applied to facilitate productive communication.
5. Chapter 8 of your textbook discusses the dynamics of successful interprofessional health care teams. What is a boundary-spanning activity you could incorporate as a leader that would support a collaborative culture and enhance communication? Consider the interprofessional team you would be working with.
6. Explain how employee satisfaction impacts patient care. Describe qualities of professional communication that contribute to acceptable interactions with patients, their families, and other health care professionals.
7. Explain what your role is as a health care leader in helping to facilitate collaboration and clear communication among an interprofessional team, as well as with patients and their families.

A minimum of three academic references from credible sources are required for this assignment.

 

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Shelly Cashman Word 2016 | Module 2: SAM Project 1b

 

 Shelly Cashman Word 2016 | Module 2: SAM Project 1b

Honey Bee Colonies

creating a short research paper

GETTING STARTED

Open the file SC_WD16_2b_FirstLastName_1.docx, available for download from the SAM website.

Save the file as SC_WD16_2b_FirstLastName_2.docx by changing the “1” to a “2”.

0. If you do not see the.docx file extension in the Save As dialog box, do not type it. The program will add the file extension for you automatically.

With the file SC_WD16_2b_FirstLastName_2.docx still open, ensure that your first and last names are displayed in the footer.

· If the footer does not display your name, delete the file and download a new copy from the SAM website.

 

PROJECT STEPS

For your Written Communication class, you are writing a short research paper. To conform to MLA guidelines, modify the document’s normal style by changing the font to Times New Roman, the font size to 12 pt., and the line spacing to double with no blank space after paragraphs.

Apply the modified Normal style to the first four paragraphs in the document, from “Desmond Reese” to “6 March 2019”.

Center the title paragraph, “Health of Honey Bee Colonies.”.

Insert a header as follows:

a. Insert a blank header at the top of the page.

b. Right-align the header paragraph.

c. Type Reese as the header text, insert a space, and then insert a Plain Number page number from the Current Position gallery.

d. Close Header and Footer Tools.

Create a first-line indent of 0.5″ for the body paragraphs, beginning with “In the winter of 2006″ and ending with “for all Americans.”

Change the citation and bibliography style of the document to MLA.

 

Find the sentence “The scientists studying the problem called it Colony Collapse Disorder (CCD).” Move the insertion point before the period and insert a citation to a new source using the information shown in Figure 1 below. (Hint: The Tag name is intentionally blurred because it is generated automatically.)

 

Figure 1: Web Site Source

 

Insert a citation to the existing Kaplan source before the period in the last sentence of the third paragraph: “These treatments are now part of regular beekeeping practices.”

In the first sentence of the fourth paragraph, “Proper nutrition and diet… bugs and pesticides,” use the Thesaurus to replace the word “endure” with a more precise synonym that starts with the letter “w.”.

In the next sentence of the fourth paragraph, “Bees need a varied diet… Wellesley College,” move the insertion point before the period and insert a citation to a new source using the information shown in Figure 2 on the next page. (Hint: The Tag name is intentionally blurred because it is generated automatically.)

 

Figure 2: Article in a Periodical Source

To provide additional information at the end of the fourth paragraph, move the insertion point immediately after the period in the sentence “sustain bee colonies.” and insert a footnote with the following text:

Additional protein is also helpful.

Modify the Footnote Text style by changing its font size to 12 pt., the line spacing to double, and the indentation to a 0.5” first line indent.

In the main body of the document, find all instances of the word “bug” and replace it with mite to use the correct term. (Hint: You should find and replace four instances.)

Cut the paragraph “About one-third of what we eat…growers and consumers (Needham).” and then paste it so it becomes the first body paragraph in the document.

In the sixth body paragraph (“As a result of research… attributed to CCD.”), edit the Sullivan citation to add page number 12.

Modify the “Works Cited” paragraph as follows:

e. With the insertion point immediately before the “Works Cited” paragraph, insert a manual page break.

f. Center the “Works Cited” paragraph on the new page 3.

With the insertion point in the left-aligned blank paragraph at the end of the document, use the Insert Bibliography command to insert a list of sources without a built-in heading.

After reviewing the bibliography, you notice the year is missing from the Kaplan source. Find the Kaplan source and edit it, entering 2019 as the year.

Update the bibliography field so the Works Cited list reflects the edit you made to the Kaplan citation.

Check the spelling and grammar in the document to identify and correct any spelling errors. (Hint: Ignore names. (You should find and correct at least one spelling error.)

Your document should look like the final figure on the following pages. Save your changes, close the document, and then exit Word. Follow the directions on the SAM website to submit your completed project.

 

Final Figure

 

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