Lens Exploration – History is the study of the past and its connection

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Lens Exploration

Overview

In this activity, you will select an issue or event in wellness and explore it through the four general education interdisciplinary lenses. By viewing the issue/event through these lenses, you will gain insight into how the interconnected nature of wellness affects society. The four general education interdisciplinary lenses are history, humanities, natural and applied sciences, and social science. 

· History is the study of the past and its connection to the present. It encompasses content, memories, and events situated in time.

· Humanities is the study of cultures’ creative expression and contemplates metaphor, experience, and meaning.

· Natural and applied sciences study the material world grounded in the scientific method.

· Social sciences study human relationships and social structures grounded in demographic and statistic measurements.

When we look at an event in our lives, we often jump between different frameworks to make sense of it. For instance, if we attend a music concert we might move from an artistic lens (How did they create the musical score?) to a technical lens (How does all the lighting work?) to a financial lens (How much money do the performers earn?). Similarly, looking through the general education interdisciplinary lenses can help us see things from other perspectives by giving us a conscious way to analyze them, helping to broaden our perspective.

This assignment prepares you to choose a topic and lens for your project by first applying all four lenses. Before completing this activity, review the Project Guidelines and Rubric to know exactly what you will be working on. You may still change your choice of topic until the next module.

Directions

For this activity, you will write a short paper on a wellness topic of your choice. It could be a topic related to wellness that you have personally experienced or that you are interested in knowing more about. Review the module resources and visit the IDS 402 Library Guide for guidance on selecting and narrowing a topic. After selecting your topic, do some preliminary research to make sure you can address the required elements of your project.

In your paper, you must apply each lens to your topic by using its language and perspectives. You are not required to answer each item below the rubric criteria but may use them to better understand the criteria and guide your thinking and writing.

Specifically, you must address the following rubric criteria:

1. Describe your  existing knowledge about your topic in wellness.

A. You might describe your personal experience with the topic, what you learned in school, or what your assumptions are about the topic. Ask, what do I know (or  think I know)?

2. Apply the  history lens to your topic.

A. Using the language of history as it is defined in your resources and academic journals, how would you write about your topic? What events and dates have occurred that are important to your topic? Has the significance of the topic diminished or shifted with time? Who are the authors of the historical record(s) related to your topic?

3. Apply the  humanities lens to your topic.

A. Using the language of the humanities as it is defined in your resources, and as it is used in humanities-focused journals, how would you write about your topic? What meaning does your topic have within cultures? How do people express themselves with regards to your topic? What are people’s lived experiences with your topic?

4. Apply the  natural and applied sciences lens to your topic.

A. Using the language of the natural and applied sciences as it is defined in your resources, and as it is used in natural and applied sciences–focused journals, how would you write about your topic? How might the scientific method be used to examine some aspect of your topic? How might your topic relate to the physical or material world? Are there any challenges to viewing your topic objectively?

5. Apply the  social science lens to your topic.

A. Using the language of the social sciences as it is defined in your resources, and as it is used in social science–focused journals, how would you write about your topic? Who is affected by your topic? How might your topic affect interpersonal relationships? What social structures and systems relate to your topic?

HIUS313 – State Ratification Assignment

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HIUS 313

Short Paper: State Ratification Assignment Instructions

Overview

This assignment will allow you to research and better understand the ratification conventions for the U.S. Constitution that occurred at the state level. The assignment’s purpose is to enhance the historian’s grasp of the early American founding era by investigating and interpreting primary and secondary source evidence.

Instructions

Using primary source documents located in the Documentary History of the Ratification of the Constitution resource, which is available online through the Jerry Falwell Library, you will write a Turabian style 2-page short research paper about the Federalists and Anti-Federalists debates at the state ratifying conventions. The paper must use a minimum of 3 primary sources from the Documentary History of the Ratification of the Constitution resource. Additional secondary sources are encouraged and must be appropriately cited if used.

The paper must be a full 2 pages but must not exceed 2 ¼ pages with footnotes applied. So be concise in your writing and verify proper citations, including the use of footnote Ibid. and shortened versions.

Overall, you must:

1) Select 1 of the 13 state ratifying conventions

2) Provide a well-written narrative analyzing the following three things about that state’s convention:

a. The initial position of the Federalists in the chosen state convention.

b. The fears of the Antifederalists.

c. The Federalist promises made to relieve those fears.

3) Also, include very brief biographical material of the people involved.

Your paper’s body must include an identifiable introduction with a well-crafted thesis statement and summative conclusion. The title page and bibliography do not count toward the 2-2 ¼ page requirement. No headings should be used (except on the Bibliography page). Also, the paper must be written in the third person. You should utilize the template from the LU Online Writing Center – Writing Style Guide website.

NOTE: The citation guide provided at the bottom of each webpage on the Documentary History of the Ratification of the Constitution website is not accurate! Therefore, each speech by a delegate should be cited as a separate source in footnote form as follows:

1 George Mason, “Speech at the Virginia Ratifying Convention,” 19 June 1788, in Documentary History of the Ratification of the Constitution, Volume X: Virginia, ed. John P. Kaminski, et al. (Charlottesville: University of Virginia Press, 2009), 1391.

Gathering information for this citation is easy. Simply locate the author of the speech by name in the proceedings of the debates. Each speech will have the same title as listed above: “Speech at the <State> Ratifying Convention.” Identify the date of the speech, then use the “Original source” citation information at the bottom of the webpage to locate the volume number and state for the source. Then add the page number found within the body of the recording debate in brackets [xxxx] at the end of the citation. The page number will always come after the material you quote, paraphrase, or otherwise use as your source.

Discussion – choose an issue in applied ethics

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Discussion Board

choose an issue in applied ethics that greatly interests you. You may choose any of the following topics covered in the assigned readings from our textbooks:

For example: Abortion; Biomedical Issues (IVF, Stem Cell Research, etc.); Capital Punishment; Church-State Relations; Economics; Environment; Euthanasia; Just War; LGBTQ Issues; Marriage & Family; Healthcare; Political Engagement; Poverty; Racism and Race Issues; Sexual Ethics, etc.

Transmission of Microbes – The method in which an infectious

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Homework Content

Transmission of Microbes
The method in which an infectious agent transfers from one organism to another. This can occur by either direct transmission (direct contact between infectious host and susceptible host) or indirect transmission (which involves an intermediate carrier).
Direct transmission is defined as person-to-person transmission of infectious agents through contact.
Indirect transmission includes both vehicle-borne and vector-borne contact.
Indirect transmission can come from fomites or from vectors. A vector is defined as any agent (person, animal, or microorganism) that carries and transmits an infectious pathogen into another living organism. Vectors can be biological or mechanical. Biological vectors occur when the pathogen lives inside the organism. Mechanical vectors are when the pathogen is carried by, but does not live in, an organism.
Identify the type of transmission for each of the following examples:
1.  Housefly landing on cow dung, picking up tapeworm eggs on its footpads, taking off and landing on a hotdog bun, and depositing the eggs on the bun.
2.  James sneezed into his hands and then touched the door knob to exit Sally’s office. Sally, a few minutes later, touched her door knob to leave her office.
3.  Baby Osman sneezes while his father is cuddling him.
4.  Julie is bitten by a mosquito that is infected with the malaria parasite Plasmodium vivax.
 
Matching: Bacterial Shapes
Match the term in Column B to the appropriate description provided in Column A. Enter the correct letter from Column B in the answer blanks.
Column A. Column B.
_____1. Spiral-shaped bacteria A. Tetrads______2. Rod-shaped bacteria B. Strepto-______3. Curved, rod-shaped bacteriaC. Staph-______4. Chains of bacteria D. Diplo______5. Groups of two bacteria E. Bacillus______6. Groups of four circlesF. Spirillum______7. Circular-shaped bacteriaG. Vibrio______8. One bacteriaH. Pleopmorphic______9. Clusters of bacteria I. Cocci______10. The ability to alter shape due to environmental conditionsJ. Mono