The Decade of Destruction

The Decade of Destruction 1000- 1500 words

Watch any 2 episodes of your choice from the documentary series “The Decade of Destruction” (links in the attachment below). Then attend one of the sessions of this upcoming event at Tulane (this Friday, March 18th), Revisiting “The Decade of Destruction” (1990): An Amazon Retrospective, where various professors will be discussing the themes around the documentary in themed panels throughout the day.

Then write a short paper discussing any theme of your choice related to either something seen in the documentaries or learned from the event. Your paper should incorporate a few different types of sources in it, at least one of each of the following kinds:
1) A primary, archival source of any kind
2) One academic, peer-reviewed source on the subject
3) A more recent news article related to the subject (from the past 10 years)

Your paper should be between 1000-1500 words. You can include as many sources as you wish but must have at least one of each type above.

Amazon Tulane 2022.docx Download Amazon Tulane 2022.docx

Requirements: 1000- 1500 words

 

This one-day, multi-disciplinary symposium uses the landmark Frontline documentary series “The Decade of Destruction,” released in 1990 and directed by Adrian Cowell, to revisit the Amazon crisis of the 1980s and the subsequent transformation of Amazon studies. What do we now know about Greater Amazonia that we did not know then? Tulane scholars and postdoctoral fellows from Anthropology, Communications, Political Science, Art History, Sociology, History, and Literature will address topics related to the greater Amazon basin, including archaeological and ethno-botanical reconnaissance, aerial surveillance, mining and oil/gas drilling, hydro-electric expansion, deforestation, migration and colonization, cattle ranching, electoral politics, Indigenous environmental ethics, parks and preserves, and global action (and inaction). We know that the Amazon region is in greater peril now than ever, and not just in Brazil. As the strains of the COVID-19 pandemic fade, what is to be done?

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ENGISH 101: PROCEDURAL LAW ASSIGMENT.

ENGISH 101: PROCEDURAL LAW ASSIGMENT.

The purpose of this exercise is to practice a tool for overcoming writer’s block and developing ideas for essays.

Here are the details:

1. Find a magazine article that sparks a reaction in you. This reaction can be agreement, disagreement, anger, fear, happiness, etc. Any reaction is fine. Your reaction might be the notion that you want to respond or say something to the author of the article.

It does not matter what magazine you choose. It can be any magazine. It can be in print, or it can be online. It also does not matter if the article is recent or old. The main thing is just that you react to the article. After finding the article, you will read it.

2. After reading the article, you will write this exercise. This exercise is made up of three parts.

A. First, you will write a paragraph where you give the title of the article, the name of the magazine it appears in and the author. Then in that first paragraph, you will briefly summarize this article. That is, you will briefly tell what the article is about.

B. Write at least one paragraph sharing your reaction. At this point, do not be concerned with the organization. This is not a formal essay (that will come later); this is just an exercise to generate ideas.

Your reaction can be whatever you like. Just whatever thoughts are flowing out of your mind as you are thinking about the article, write those down. The thought process of this part of the exercise relates to the tools and ideas presented in the Ideas for Essays Lecture Notes in Unit 2.

This second part of the exercise where you share your reaction should be one to two paragraphs long.

C. Finally, after you write one or two paragraphs sharing your reaction, write a paragraph where you discuss possible essay topics that you see coming out of your reaction.

Here is an example: Let’s suppose I read an article about a recent hurricane striking the Gulf Coast. My first paragraph would identify the article, magazine, and author and briefly describe what the author is writing about in the article. Then I start a new paragraph and begin sharing my reaction. My reaction could be how scary it is that we are having so many more hurricanes and that they are so severe. Then that makes me think of all the suffering that takes place during natural disasters. My thoughts then begin to realize it is not only people that suffer but animals as well. I start thinking about homeless animals and how hard it is for them to get homes, especially older animals. My thoughts and reactions are not organized and very disjointed, but that is okay for this exercise because it is generating ideas. Finally, my last paragraph discusses possible essay ideas such as questioning why we are having so many storms, the government role in tragedies and help for homeless animals, especially older animals.

3. This exercise is to be at least one full page using our formatting guidelines of 1-inch margins, double spacing between lines, and Times New Roman 12 point type. It will follow the MLA formatting that you used in the Personal Narrative from Unit 1.

PROCEDURAL LAW ASSIGMENT.

In 2-3 pages, identify and describe the three branches of government and what purpose they serve.

Use proper APA formatting and citations, including ‘in-text’ citations.

Reference at least 2 outside credible resources.

Requirements: INSTRUCTIONS ABOVE

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Etiologies of heparin-induced thrombocytopenia

Etiologies of Heparin-Induced Thrombocytopenia

After watching the Grand Rounds video listed here, please discuss the etiologies of heparin-induced thrombocytopenia (HIT), the clinical scoring systems, and options for alternative anticoagulants and treatment. You should include information discussed in this grand rounds presentation, and well as from peer review < 5 years old research articles.
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Presentation: Realistic Clinical Case Study

Presentation: Realistic Clinical Case Study

Content Requirements
You will create a PowerPoint presentation with a realistic case study and include appropriate and pertinent clinical information that will be covering the following:

  1. Subjective data: Chief Complaint; History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem; Review of Systems (ROS)
  2. Objective data: Medications; Allergies; Past medical history; Family history; Past surgical history; Social history; Labs; Vital signs; Physical exam.
  3. Assessment: Primary Diagnosis; Differential diagnosis
  4. Plan: Diagnostic testing; Pharmacologic treatment plan; Non-pharmacologic treatment plan; Anticipatory guidance (primary prevention strategies); Follow up plan.
  5. Other: Incorporation of current clinical guidelines; Integration of research articles; Role of the Nurse practitioner
SUBMISSION INSTRUCTIONS:
  • The presentation is original work and logically organized, formatted, and cited in the current APA style, including citation of references.
  • The presentation should consist of 10-15 slides and less than 5 minutes in length.
  • Incorporate a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).

Requirements: 10-15 slides

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Reading reflection Jewish Leadership

Reading reflection Jewish Leadership

Book: Leadership on the line by. Linksy & Heifitz

What do Linksy & Heifitz mean by “being on the balcony” versus “being on the dance floor”? How does one move back and forth between the balcony and the dance floor? Why is this an important part of leadership? Can you think of a time when you were evaluating a situation “on the balcony” or “on the dance floor”?

2. Linksy & Heifitz talk about finding out where people are at (starting on page 62), which includes being a good listener. What connections can you make between what they say about listening, and what Rabbi Jonathan Sacks teaches us about listening in his chapter “To lead is to listen” (p.251-255)

Requirements: 350- 500 words

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