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ATTACHED! NEED ALL WORK NO LATER THAN 9AM EST TOMMENGL101:9:Online English Composition IWriting Assignment – Using Core Concepts 1-5 Write a short persuasive essay about a debatable topic. For this week, begin with steps 1-5 of the core concepts. Complete the five steps below and submit your answers: Here is a list of topics to choose from, or you can choose your own:  Step 1: Explore a topic – Write 2 topic ideas that are interesting to you. For each one, write a few sentences about what you know about the topic and why it’s interesting to you. (Example: Should cigarette smoking be banned?)         Topic 1:         Topic 2: Step 2: Examine the Rhetorical Context – Choose one of your topics from step 1. In a few sentences, describe who your audience is and why they would care about this topic now. Step 3: Select a Medium – The medium for this project is a typed essay document. However, in one or two sentences, describe one more medium that would be effective to argue your opinion on this topic. Why would it be a good medium choice? (examples: video, PPT presentation, photo essay, etc.) Step 4: Have Something to Say – Write a thesis statement for your topic. Your thesis statement should clearly and strongly state a point of view. (Example: Smoking cigarettes should remain a personal choice for individuals.) Step 5: Back Up What You Say – Write at least three arguments to back up your thesis statement. Briefly explain each argument in a sentence or two. (Example: Banning cigarettes will lead to banning other activities people choose to do. For example…).      argument 1:      argument 2:      argument 3:Reading and Discussion Completion requirements Read  Strength in Numbers by Eric Klinenberg Post your answers to these questions: 1) In your own words, what is Eric Klinenberg’s main argument in this essay? 2) What kind of evidence does Klinenberg give to back up his claims? In your opinion, do you think it’s enough evidence? Explain. Strength in Numbers TO SURVIVE CLIMATE CHANGE, WE NEED TO BUILD TIGHT-KNIT COMMUNITIES AROUND THE WORLD. In the summer of 1995, a blistering heat wave settled over Chicago for three days. It killed 739 people, making it one of the most unexpectedly lethal disasters in modern American history. No statistical models of the heat wave predicted such a high death toll. Researchers in the American Journal of Public Health reported that their analysis “failed to detect relationships between the weather and mortality that would explain what happened.” Just as mysterious as the number of fatalities was the way they were distributed across the city. Several of the most deadly areas were entirely black and disproportionately poor, but so were three of the least deadly. Adjacent areas that looked alike-like Englewood and Auburn Gresham, two hyper-segregated black South Side neighborhoods with high poverty and crime-suffered vastly different effects. Scientists who study urban breakdowns like this usually focus on hard-line infrastructure: electrical grids, transit networks, communications systems, water lines, and the like. And to be sure, Chicago’s aging infrastructure was woefully equipped for extreme heat. The power grid failed, leaving tens of thousands without air conditioning. Roads buckled and drawbridges locked, leading to gridlock and long ambulance response times. But those failures blanketed the entire city; they didn’t explain the patchwork death toll. As a young sociologist who grew up in Chicago, I wanted to figure out why the heat wave killed who it did, where it did. So I set out to examine those pairs of “neighboring neighborhoods” that should have fared similarly but didn’t. Englewood and Auburn Gresham may have looked similar on paper. But when I got to know them at street level, they came to look like different worlds. Englewood had been hemorrhaging for decades: first the employers; next the banks, groceries, and restaurants; finally the people. Residents described the area as “bombed out” and “abandoned.” Empty lots, boarded-up houses, and broken, uneven sidewalks discouraged people from going outside, especially older people. During the heat wave, the residents of Englewood tended to hunker down in the safety of their homes-which became brick ovens. Englewood’s death rate was among the highest in the city. Auburn Gresham, on the other hand, never lost its core institutions or its people. Stores, restaurants, community organizations, and churches animated its streets, and people hung out on the sidewalks. Older people there belonged to block clubs; residents assured me they knew who they had to keep tabs on during the heat wave. Auburn Gresham has long been regarded as one of the worst neighborhoods in Chicago; but its death rate, three per 100,000, was among the lowest in the heat wave-far lower, in fact, than many of the wealthy white neighborhoods across town. Throughout the city, the variable that best explained the pattern of mortality during the Chicago heat wave was what people in my discipline call social infrastructure. Places with active commercial corridors, a variety of public spaces, local institutions, decent sidewalks, and community organizations fared well in the disaster. More socially barren places did not. Turns out neighborhood conditions that isolate people from each other on a good day can, on a really bad day, become lethal. This is important, because climate change virtually guarantees that, in the next century, major cities all over the world will endure longer, more frequent, and more intense heat waves-along with frankenstorms, hurricanes, blizzards, and rising seas. And it’s inevitable that cities will take steps to fortify themselves against this future. The first instinct of urban leaders is often to harden their cities through engineering and infrastructure, much of which is indeed pretty vital. But research keeps reinforcing the lessons of Englewood and Auburn Gresham. Just as the temperature of a heat wave, the height of a storm surge, or the thickness of a levee, it’s the strength of a neighborhood that determines who lives and who dies in a disaster. Building against climate change can either support vibrant neighborhood conditions or undermine them. We know how to do both. In October 2012, Superstorm Sandy smashed into New York. With 30-foot waves and 14-foot surges, the storm killed 24 people on Staten Island alone, ripped into the Jersey shore, and swamped lower Manhattan, one of the most densely populated zones in the US and home to thousands of public housing units, massive hospitals, major underground transit hubs, and several of the world’s largest corporations and financial institutions. When a major electrical substation in the East Village took on 4 feet of water, it exploded and snuffed out power for about 250,000 people below midtown. The outage left some of the most impoverished and some of the most affluent people in the city alike stranded on high floors of apartment buildings without water, electricity, or elevator service for nearly a week. Like the Chicago heat wave, Sandy turned up evidence for the importance of social infrastructure. A study conducted by the University of Chicago’s National Opinion Research Center and the Associated Press showed that residents of neighborhoods with low levels of social cohesion-as measured by how much people said they trusted their neighbors-reported longer recovery times. Much of the initial response to the storm, however, focused on hard infrastructure. Prominent climate scientists and engineers called for vast, colossally expensive seawalls around big cities and on coast lines. Even in pure engineering terms, sea gates and seawalls can impart a false sense of security: They can accelerate coastal erosion, and if they fail, they can fail catastrophically. They also erode the quality of neighborhoods; when an oceanfront area turns into a fortress, people lose their connections to the water, and street life dries up. Who wants to live behind an enormous seawall? (Plus, storm surge has to go somewhere. Who wants to live where the wall ends?) Luckily, officials have started to embrace the idea that social infrastructure is as essential to resilience as the hard stuff. In 2013, I started serving-at the behest of the White House-as the research director for an international competition called Rebuild by Design. The competition’s purpose was to allocate around $1 billion for major projects that would make the areas affected by Sandy more resilient against climate change and serve as pilots for the rest of the country. And a major requirement of the competition was that the projects should improve social infrastructure. WHEN THE FLOODS COME, NEIGHBORS ARE THE TRUE FIRST RESPONDERS. The six winning plans were announced in 2014. The highest-profile project, by architect Bjarke Ingels and the BIG Team along with One Architecture, essentially swathes lower Manhattan in a fortress of storm protection disguised as a smorgasbord of public space. The portion of the design proposed for the Lower East Side-which is, for now, the only funded part of the project-lines the waterfront with lushly planted berms that give pedestrians easier access to a slew of amenities on the water’s edge. The berms, which are 18.5 feet at their peak, absorb storm surges when necessary, but their everyday function is just as important: serving as parklands and recreational areas for people who live in an especially gray and unpleasant part of an especially gray city. Another winning design-far more low-key and far less expensive-will subtly transform the coastline of Staten Island. Being directly exposed to the Atlantic, Staten absorbed waves so large during Sandy that they tore through communities blocks from the ocean, where no one expected a deluge. Working from computer models of waves and tidal flow, the landscape design firm Scape proposed a necklace of submerged reefs and oyster beds to rim the island’s Atlantic coast-partially man-made, partially natural structures that will promote sedimentation and absorb a tremendous amount of wave energy. But not all of it. Scape’s plan makes a point of acknowledging the inescapable fact that water is coming: Part of the project even launches a new school curriculum to teach kids on the island how their fate is linked to the fate of the oceans. It also links people in the area to each other, with plans for the construction of several cultural and educational hubs along the shore. Neither project is under construction yet; the plan for lower Manhattan has received $335 million dollars in federal funding, and the Staten Island project has received $60 million. Both could get steered off course. Late-stage budget cuts could reduce the Lower East Side’s verdant berms to an ugly and imposing seawall, exactly the kind of project that Rebuild by Design was supposed to reject. But so far the plans have wide support from local and federal offices, and other cities around the world have taken notice. People are realizing that when the floods come or the heat wave settles, neighbors are the true first responders. Next up, we’ll be able to focus on an even more urgent problem: reducing our greenhouse gas emissions before there’s no way to adapt.Writing Assignment – Using Core Concepts 6-10 Submit: 1 essay outline and 1 argument essay Assignment summary: Create an outline and then write an argument essay  based on the topic you chose in last week’s writing assignment. -Write at least five paragraphs, including an introduction, three body paragraphs, and a conclusion. -Type your essay, double-spaced (preferably in a Word document). 2-3 pages -Use your own ideas and words in this project.  This is not a research-based essay, so choose arguments that you can discuss based on your own knowledge and experiences.Step 6: Establish a Form and Structure for Your ProjectCreate an outline for your essay first. Include your organized ideas for a thesis statement, at least three body paragraphs, and a conclusion. (Open the ‘Essay Outline Example’ on Moodle for ideas on how to organize your outline).Steps 7-10:  Write your whole essay. Make your arguments as well-developed and organized as possible. For now, work on revising and correcting your ideas on your own (you will get feedback and have a chance to do more revisions later). Step 7: Get Feedback; Step 8: Revise; Step 9: Strengthen Your Voice; Step 10: Make it Correct

ATTACHED! NEED ALL WORK NO LATER THAN 9AM EST TOMM

ENGL101:9:Online English Composition I

Writing Assignment – Using Core Concepts 1-5

Write a short persuasive essay about a debatable topic. For this week, begin with steps 1-5 of the core concepts. Complete the five steps below and submit your answers:

Here is a list of topics to choose from, or you can choose your own: 

Step 1: Explore a topic – Write 2 topic ideas that are interesting to you. For each one, write a few sentences about what you know about the topic and why it’s interesting to you. (Example: Should cigarette smoking be banned?)

        Topic 1:

        Topic 2:

Step 2: Examine the Rhetorical Context – Choose one of your topics from step 1. In a few sentences, describe who your audience is and why they would care about this topic now.

Step 3: Select a Medium – The medium for this project is a typed essay document. However, in one or two sentences, describe one more medium that would be effective to argue your opinion on this topic. Why would it be a good medium choice? (examples: video, PPT presentation, photo essay, etc.)

Step 4: Have Something to Say – Write a thesis statement for your topic. Your thesis statement should clearly and strongly state a point of view. (Example: Smoking cigarettes should remain a personal choice for individuals.)

Step 5: Back Up What You Say – Write at least three arguments to back up your thesis statement. Briefly explain each argument in a sentence or two. (Example: Banning cigarettes will lead to banning other activities people choose to do. For example…).

     argument 1:

     argument 2:

     argument 3:

Reading and Discussion

Completion requirements

Read
 Strength in Numbers by Eric Klinenberg

Post your answers to these questions:

1) In your own words, what is Eric Klinenberg’s main argument in this essay?

2) What kind of evidence does Klinenberg give to back up his claims? In your opinion, do you think it’s enough evidence? Explain.

Strength in Numbers

TO SURVIVE CLIMATE CHANGE, WE NEED TO BUILD TIGHT-KNIT COMMUNITIES AROUND THE WORLD.

In the summer of 1995, a blistering heat wave settled over Chicago for three days. It killed 739 people, making it one of the most unexpectedly lethal disasters in modern American history. No statistical models of the heat wave predicted such a high death toll. Researchers in the American Journal of Public Health reported that their analysis “failed to detect relationships between the weather and mortality that would explain what happened.”

Just as mysterious as the number of fatalities was the way they were distributed across the city. Several of the most deadly areas were entirely black and disproportionately poor, but so were three of the least deadly. Adjacent areas that looked alike-like Englewood and Auburn Gresham, two hyper-segregated black South Side neighborhoods with high poverty and crime-suffered vastly different effects.

Scientists who study urban breakdowns like this usually focus on hard-line infrastructure: electrical grids, transit networks, communications systems, water lines, and the like. And to be sure, Chicago’s aging infrastructure was woefully equipped for extreme heat. The power grid failed, leaving tens of thousands without air conditioning. Roads buckled and drawbridges locked, leading to gridlock and long ambulance response times. But those failures blanketed the entire city; they didn’t explain the patchwork death toll.

As a young sociologist who grew up in Chicago, I wanted to figure out why the heat wave killed who it did, where it did. So I set out to examine those pairs of “neighboring neighborhoods” that should have fared similarly but didn’t.

Englewood and Auburn Gresham may have looked similar on paper. But when I got to know them at street level, they came to look like different worlds. Englewood had been hemorrhaging for decades: first the employers; next the banks, groceries, and restaurants; finally the people. Residents described the area as “bombed out” and “abandoned.” Empty lots, boarded-up houses, and broken, uneven sidewalks discouraged people from going outside, especially older people. During the heat wave, the residents of Englewood tended to hunker down in the safety of their homes-which became brick ovens. Englewood’s death rate was among the highest in the city.

Auburn Gresham, on the other hand, never lost its core institutions or its people. Stores, restaurants, community organizations, and churches animated its streets, and people hung out on the sidewalks. Older people there belonged to block clubs; residents assured me they knew who they had to keep tabs on during the heat wave. Auburn Gresham has long been regarded as one of the worst neighborhoods in Chicago; but its death rate, three per 100,000, was among the lowest in the heat wave-far lower, in fact, than many of the wealthy white neighborhoods across town.

Throughout the city, the variable that best explained the pattern of mortality during the Chicago heat wave was what people in my discipline call social infrastructure. Places with active commercial corridors, a variety of public spaces, local institutions, decent sidewalks, and community organizations fared well in the disaster. More socially barren places did not. Turns out neighborhood conditions that isolate people from each other on a good day can, on a really bad day, become lethal.

This is important, because climate change virtually guarantees that, in the next century, major cities all over the world will endure longer, more frequent, and more intense heat waves-along with frankenstorms, hurricanes, blizzards, and rising seas. And it’s inevitable that cities will take steps to fortify themselves against this future. The first instinct of urban leaders is often to harden their cities through engineering and infrastructure, much of which is indeed pretty vital. But research keeps reinforcing the lessons of Englewood and Auburn Gresham. Just as the temperature of a heat wave, the height of a storm surge, or the thickness of a levee, it’s the strength of a neighborhood that determines who lives and who dies in a disaster. Building against climate change can either support vibrant neighborhood conditions or undermine them. We know how to do both.

In October 2012, Superstorm Sandy smashed into New York. With 30-foot waves and 14-foot surges, the storm killed 24 people on Staten Island alone, ripped into the Jersey shore, and swamped lower Manhattan, one of the most densely populated zones in the US and home to thousands of public housing units, massive hospitals, major underground transit hubs, and several of the world’s largest corporations and financial institutions. When a major electrical substation in the East Village took on 4 feet of water, it exploded and snuffed out power for about 250,000 people below midtown. The outage left some of the most impoverished and some of the most affluent people in the city alike stranded on high floors of apartment buildings without water, electricity, or elevator service for nearly a week.

Like the Chicago heat wave, Sandy turned up evidence for the importance of social infrastructure. A study conducted by the University of Chicago’s National Opinion Research Center and the Associated Press showed that residents of neighborhoods with low levels of social cohesion-as measured by how much people said they trusted their neighbors-reported longer recovery times. Much of the initial response to the storm, however, focused on hard infrastructure. Prominent climate scientists and engineers called for vast, colossally expensive seawalls around big cities and on coast lines.

Even in pure engineering terms, sea gates and seawalls can impart a false sense of security: They can accelerate coastal erosion, and if they fail, they can fail catastrophically. They also erode the quality of neighborhoods; when an oceanfront area turns into a fortress, people lose their connections to the water, and street life dries up. Who wants to live behind an enormous seawall? (Plus, storm surge has to go somewhere. Who wants to live where the wall ends?)

Luckily, officials have started to embrace the idea that social infrastructure is as essential to resilience as the hard stuff. In 2013, I started serving-at the behest of the White House-as the research director for an international competition called Rebuild by Design. The competition’s purpose was to allocate around $1 billion for major projects that would make the areas affected by Sandy more resilient against climate change and serve as pilots for the rest of the country. And a major requirement of the competition was that the projects should improve social infrastructure.

WHEN THE FLOODS COME, NEIGHBORS ARE THE TRUE FIRST RESPONDERS.

The six winning plans were announced in 2014. The highest-profile project, by architect Bjarke Ingels and the BIG Team along with One Architecture, essentially swathes lower Manhattan in a fortress of storm protection disguised as a smorgasbord of public space. The portion of the design proposed for the Lower East Side-which is, for now, the only funded part of the project-lines the waterfront with lushly planted berms that give pedestrians easier access to a slew of amenities on the water’s edge. The berms, which are 18.5 feet at their peak, absorb storm surges when necessary, but their everyday function is just as important: serving as parklands and recreational areas for people who live in an especially gray and unpleasant part of an especially gray city.

Another winning design-far more low-key and far less expensive-will subtly transform the coastline of Staten Island. Being directly exposed to the Atlantic, Staten absorbed waves so large during Sandy that they tore through communities blocks from the ocean, where no one expected a deluge. Working from computer models of waves and tidal flow, the landscape design firm Scape proposed a necklace of submerged reefs and oyster beds to rim the island’s Atlantic coast-partially man-made, partially natural structures that will promote sedimentation and absorb a tremendous amount of wave energy. But not all of it. Scape’s plan makes a point of acknowledging the inescapable fact that water is coming: Part of the project even launches a new school curriculum to teach kids on the island how their fate is linked to the fate of the oceans. It also links people in the area to each other, with plans for the construction of several cultural and educational hubs along the shore.

Neither project is under construction yet; the plan for lower Manhattan has received $335 million dollars in federal funding, and the Staten Island project has received $60 million. Both could get steered off course. Late-stage budget cuts could reduce the Lower East Side’s verdant berms to an ugly and imposing seawall, exactly the kind of project that Rebuild by Design was supposed to reject. But so far the plans have wide support from local and federal offices, and other cities around the world have taken notice. People are realizing that when the floods come or the heat wave settles, neighbors are the true first responders. Next up, we’ll be able to focus on an even more urgent problem: reducing our greenhouse gas emissions before there’s no way to adapt.

Writing Assignment – Using Core Concepts 6-10

Submit: 1 essay outline and 1 argument essay

Assignment summary: Create an outline and then write an argument essay 
based on the topic you chose in last week’s writing assignment.

-Write at least five paragraphs, including an introduction, three body paragraphs, and a conclusion.

-Type your essay, double-spaced (preferably in a Word document). 2-3 pages

-Use your own ideas and words in this project.
 This is not a research-based essay, so choose arguments that you can discuss based on your own knowledge and experiences.

Step 6: Establish a Form and Structure for Your Project

Create an outline for your essay first. Include your organized ideas for a thesis statement, at least three body paragraphs, and a conclusion.

(Open the ‘Essay Outline Example’ on Moodle for ideas on how to organize your outline).

Steps 7-10: 
Write your whole essay. Make your arguments as well-developed and organized as possible. For now, work on revising and correcting your ideas on your own (you will get feedback and have a chance to do more revisions later).

Step 7: Get Feedback; Step 8: Revise; Step 9: Strengthen Your Voice; Step 10: Make it Correct

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Discussion: Short Response How we raise children differs across cultures. Choose one culture outside of your own (Black American culture). Discuss a child-rearing practice (such as potty-training, discipline, bathing, and sleeping practices). Using articles from the internet or electronic journals and citing at least two articles, discuss the child-rearing practice

see uploadSurname 2TaMinka WatfordMicrobiology LabA.RochaAnnotated Bibliography on EbolaAlmeida-Pinto, F., Pinto, R., & Rocha, J. (2024). Navigating the Complex Landscape of Ebola Infection Treatment: A Review of Emerging Pharmacological Approaches. Infectious Diseases and Therapy. Almeida-Pinto et al. (2024) offer a comprehensive analysis of evolving pharmacological therapeutic interventions for the management of EVD. It provides the genomic pic of Ebola virus (EBOV) also describing with multifunctional roles that proteins encoded play in infection process. The one of the points which are highlighted by the review is about recent developments in EVD treatment, especially concerning antibody-based therapeutics and clinical practice guidelines within evidence-based medicine for several drugs. It discusses the upmost pressing issues of broadening therapeutic agents with a view to improve outcome per patient and zooms in on targeting viral proteins, host factors as upcoming means for novel therapy development. The review also addresses reposition of available drugs against other non-EVD indications as one viable approach for treatment EVD. This review provides a deep and updated understanding of the molecular mechanisms driving EVDs pathogenesis as well as how pharmacological treatments are changing.Bettini, A., Lapa, D., & Garbuglia, A. R. (2023). Diagnostics of Ebola virus. Frontiers in Public Health, 11. Bettini et al. (2023) concentrate on diagnostic techniques for Ebola virus, discussing the constraints of inadequate laboratory facilities at endemic areas and requirement for finding rapid and specific diagnostics. It assesses molecular tests including the Real-Star Altona and the Cepheid system regarding their efficacy as well as feasibility. Bettini et al. (2023) lay out the evolution of RDTs based on antibody detection and this sensitivity compared to molecular tests. In order to stress the value of confirming RDT-negative results with molecular tests, mentioned variations in sensitivity are provided. This article offers information about the available testing diagnostic strategies for Ebola virus and ongoing attempts to enhance diagnostics efficacy mainly in resource-restricted settings.Jacob, S. T., Crozier, I., Fischer, W. A., Hewlett, A., Kraft, C. S., Vega, M.-A. de L., Soka, M. J., Wahl, V., Griffiths, A., Bollinger, L., & Kuhn, J. H. (2020). Ebola virus disease. Nature Reviews Disease Primers, 6(1). This critical analysis provides a general overview of the clinical aspects, location and spread transmission, diagnosis as well as management for victims suffering Ebola virus disease (EVD). Jacob et al. (2020) talk about the modes of transmission, zoonotic origins and high case- fatality rate for EVD. The importance of early diagnosis through a trio of case definition and laboratory tests in the formulation real-time reverse transcription PCR, rapid diagnostic test is reflected by this review. It also gives insights into the emerging medical countermeasure developments such as approvals of an EBOV target vaccine and transitioning case fatality to single digit survival. In addition, current and future EVD infection prevention strategies as well as an optimal clinical approach in the wake of learned lessons from recent outbreaks are included in this review. This article serves as a comprehensive reference in evaluating EVD epidemiology and pathogenesis as well as clinical management of the diseaseKiiza, P., Mullin, S., Teo, K., Adhikari, N. K. J., & Fowler, R. A. (2020). Treatment of Ebola-related critical illness. Intensive Care Medicine, 46(2), 285–297. Kiiza et al. (2020) discuss contemporary clinical management of Ebola virus disease patients receiving critical care. It is on progress and current EVD care advances after the 2014–16 outbreak, such as point-of-care diagnostics breakthroughs characterization of clinical course in infected patients and patient – optimized standards. The article makes reference to critical care clinicians playing an essential role in managing complications arising from causation of EVD which often include life threatening conditions such as hypotension, electrolyte imbalance and respiratory failure among others. Kiiza et al. (2020) place critical care interventions, such as intravenous fluid resuscitation and vasoactive medications at the center of focus esp. renal replacement therapy for improved outcomes in patients. The issue of viability and safety when performing clinical interventions such as critical care in Ebola affected patients with highly trained personnel and upheld standards on infection prevention control are also dissected. This article gives useful insights of EVD management in intensive settings and the importance of ICU so that patients survival is improved.Rojas, M., Monsalve, D. M., Pacheco, Y., Acosta-Ampudia, Y., Ramírez-Santana, C., Ansari, A. A., Gershwin, M. E., & Anaya, J.-M. (2020). Ebola virus disease: An emerging and re-emerging viral threat. Journal of Autoimmunity, 106(102375), 102375. This EVD review covers molecular biology, etiology, clinical characteristics, and therapy. It describes the genomics and proteins of Ebola virus and their role in viral pathogenicity. Rojas et al. (2020) discusses Ebola intrinsic immunopathogenic manifestation and autoimmune-like symptoms in survivors. The veterinary pathologies rheumatoid arthritis and systemic lupus erythematosus have been supported by putative mechanisms from many sources today. It emphasizes the challenges of autoimmune complications in EVD therapy and control and calls for greater study. This article provides a comprehensive picture of EVD, including its molecular causes, clinical manifestations, and consequences.References Almeida-Pinto, F., Pinto, R., & Rocha, J. (2024). Navigating the Complex Landscape of Ebola Infection Treatment: A Review of Emerging Pharmacological Approaches. Infectious Diseases and Therapy. Bettini, A., Lapa, D., & Garbuglia, A. R. (2023). Diagnostics of Ebola virus. Frontiers in Public Health, 11. Jacob, S. T., Crozier, I., Fischer, W. A., Hewlett, A., Kraft, C. S., Vega, M.-A. de L., Soka, M. J., Wahl, V., Griffiths, A., Bollinger, L., & Kuhn, J. H. (2020). Ebola virus disease. Nature Reviews Disease Primers, 6(1). Kiiza, P., Mullin, S., Teo, K., Adhikari, N. K. J., & Fowler, R. A. (2020). Treatment of Ebola-related critical illness. Intensive Care Medicine, 46(2), 285–297. Rojas, M., Monsalve, D. M., Pacheco, Y., Acosta-Ampudia, Y., Ramírez-Santana, C., Ansari, A. A., Gershwin, M. E., & Anaya, J.-M. (2020). Ebola virus disease: An emerging and re-emerging viral threat. Journal of Autoimmunity, 106(102375), 102375.

see upload Surname 2 TaMinka Watford Microbiology Lab A.Rocha Annotated Bibliography on Ebola Almeida-Pinto, F., Pinto, R., & Rocha, J. (2024). Navigating the Complex Landscape of Ebola Infection Treatment: A Review of Emerging Pharmacological Approaches. Infectious Diseases and Therapy. Almeida-Pinto et al. (2024) offer a comprehensive analysis of evolving pharmacological

Around 1200-word research paper about Climate Change.Guide Questions：What is the history that has led to our current understanding of the topic you are researching?Who were the scientists involved in the discovery / major advancements in the history and evolution of the subject (if your topic has any)?What are the major processes (physical and / or chemical) involved in your topic?How does your topic affect our world, today? -If you are researching a subject involved with deep time, how does it influence our thinking and understanding of our place on this planet, today?

Around 1200-word research paper about Climate Change. Guide Questions： What is the history that has led to our current understanding of the topic you are researching? Who were the scientists involved in the discovery / major advancements in the history and evolution of the subject (if your topic has any)?

Instructions Spirits ADD TO THE EXISITNG PRESENTATION Presentations should have a minimum of  14 slides that include the following information using the titles and the order specified below. Please note that this project should be focused on the REGIONS you chose and not the state or country your regions are in. · History & Politics – 6 slides minimum  (3 for US region / 3 for international region) · What are the major historical factors that have impacted distilled spirits production in the regions you have selected? · How has history influenced the distilled spirits culture in both of those regions today? · Identify major political events that have impacted the production or consumption of distilled spirits in the regions. · Culture – 4 slides minimum  (2 for US region / 2 for international region) · What is the dominant culture surrounding distilled spirits in the regions you have selected? · What are the cultural/social characteristics that define distilled spirits consumption and culture in the country you have selected? For example, when and where is distilled spirits consumed? · Who drinks distilled spirits in the country and what are the popular styles? · Identify at least 2 festivals, religious events, fairs, or events dealing with distilled spirits in the regions. · Local Food – 2 slides minimum  (1 for US region / 1 for international region) · What are the traditional and trendy local foods that are paired with distilled spirits in your regions? · How does the local food in both region affect distilled spirits culture?  · Economic Impact – 2 slides minimum  (1 for US region / 1 for international region) · Identify the economic impact of the production or consumption of distilled spirits in the region. · Do the selected regions export distilled spirits? · How popular is distilled spirits in the region compared to other beverages such as wine, beer, coffee, and tea? · Are there many distilled spirits producers or is it dominated by a few?  · BIBLIOGRAPHY SLIDE (APA style) – 1 slide minimum ·  REQUIRED!!! Final analysis: After examining each component separately, what can you deduce about the effects geography, environment, history, culture and local food have had upon the distilled spirits culture in the country you have selected?  What do these characteristics say about the culture as a whole?  Finally, compare this region to your selected region in the U.S. (at least 9 slides, including conclusion) Specifically answer the following: i. Compare and contrast the climate of each region. j. How would you describe the distilled spirit culture in each country/region? k. Compare and contrast the distilled spirits processing in your two regions. l. Include at least one slide that references one aspect of pop culture (such as movies, television, books, commercials, songs, etc.) that feature a distilled spirit in  each  of your regions. m. Compare and contrast the religious history and current religious climate of the two regions as they relate to distilled spirits production or consumption. n. What are the similarities between the distilled spirits cultures within the two regions you’re examining? o. What are the differences? p. Conclusion: reflect upon how your world has been affected by analyzing the perspectives, needs, desires, and interests of other citizens of the world. (1 slide)BIBLIOGRAPHY REQUIRED

Instructions Spirits ADD TO THE EXISITNG PRESENTATION Presentations should have a minimum of  14 slides that include the following information using the titles and the order specified below. Please note that this project should be focused on the REGIONS you chose and not the state or country your regions are in.

Instructions – BEERADD TO THE PRESENTATION THAT HAS ALREADY BEEN CREATED Presentations should have a minimum of  14 slides that include the following information using the titles and the order specified below. Please note that this project should be focused on the REGIONS you chose and not the state or country your regions are in. · History & Politics – 6 slides minimum  (3 for US region / 3 for international region) · What are the major historical factors that have impacted beer production in the regions you have selected? · How has history influenced the beer culture in both of those regions today? · Identify major political events that have impacted the production or consumption of beer in the regions. · Culture – 4 slides minimum  (2 for US region / 2 for international region) · What is the dominant culture surrounding beer in the regions you have selected? · What are the cultural/social characteristics that define beer consumption and culture in the country you have selected? For example, when and where is beer consumed? · Who drinks beer in the country and what are the popular styles? · Identify at least 2 festivals, religious events, fairs, or events dealing with beer in the regions. · Local Food – 2 slides minimum  (1 for US region / 1 for international region) · What are the traditional and trendy local foods that are paired with beer in your regions? · How does the local food in both region affect beer culture?  · Economic Impact – 2 slides minimum  (1 for US region / 1 for international region) · Identify the economic impact of the production or consumption of beer in the region. · Do the selected regions export beer? · How popular is beer in the region compared to other beverages such as wine, distilled spirits, coffee, and tea? · Are there many beer producers or is it dominated by a few?  · BIBLIOGRAPHY SLIDE (APA style) – 1 slide minimum ·  REQUIRED!!! Final analysis: After examining each component separately, what can you deduce about the effects geography, environment, history, culture and local food have had upon beer culture in the country you have selected?  What do these characteristics say about the culture as a whole?  Finally, compare this region to your selected region in the U.S. (at least 9 slides, including conclusion) Specifically answer the following: i. Compare and contrast the climate of each region. j. How would you describe beer culture in each country/region? k. Compare and contrast the US beer processing to that of your international region. l. Include at least one slide that references one aspect of popular culture such as movies and or music that features beer in  each  of your regions. m. Compare and contrast the religious history and current religious climate of the two regions as they relate to beer production or consumption. n. What are the similarities between the cultures within the two countries you’re examining? o. What are the differences? p. Conclusion: reflect upon how your world has been affected by analyzing the perspectives, needs, desires, and interests of other citizens of the world. (1 slide)REQUIRED: Bibliography Slide with APA formatting (1 slide) –  Failure to include will result in a zero.

Instructions – BEER ADD TO THE PRESENTATION THAT HAS ALREADY BEEN CREATED Presentations should have a minimum of  14 slides that include the following information using the titles and the order specified below. Please note that this project should be focused on the REGIONS you chose and not the state or

Funda lesi siqeshana bese uphendula imibuzo elandelayo yolimi: Abasebenzi abaningi bakushayela ihlombe ukusebenzela ekhaya ngesikhathi izwe livalwa ngenxa yokhuvethe. Babejatshuliswa ikakhulukazi ukunyuka kukaphethioli ezweni okungeke kusabaphazamisa.  Babona kungcono uma besebenzela emakhaya ngoba angeke besagcwalisa izimoto ngophethiloli masonto onke ukuze baye emsebenzini. Abesifazane abanabantwana bona bakushayele ihlombe kakhulu lokhu kusebenzela ekhaya ngoba bathi besemhlanganweni belalele kumakhalekhukhwini noma kukhompuyutha, bebe befaka izingubo emshinini wokuwasha, bebonda uphuthu esitofini, noma bewasha nezitsha. Abesifazane bavuka bageze ubuso kuphela, bese benza isidlo sasekuseni, bahlanze nendlu ngaphambi kokuqala umsebenzi wabo womqashi. Abesilisa bona bavuka bageze ongazi angathi baya emsebenzini kanti cha, badle isidlo sasekuseni bese behlala kumakhompuyutha benze umsebenzi wabo wosuku. Babejatshuliswa, masonto, besemhlanganweni, womqashi 1.1 Gagula inguquko yefonoloji eyenzeke emagameni abhalwe ngokugqamile, uveze nokuthi yenzeke kanjani. (20) 1.2 Cozulula amagama alandelayo ngamalunga awo: a) ihlombe b) nendlu c) emshini

Funda lesi siqeshana bese uphendula imibuzo elandelayo yolimi: Abasebenzi abaningi bakushayela ihlombe ukusebenzela ekhaya ngesikhathi izwe livalwa ngenxa yokhuvethe. Babejatshuliswa ikakhulukazi ukunyuka kukaphethioli ezweni okungeke kusabaphazamisa.  Babona kungcono uma besebenzela emakhaya ngoba angeke besagcwalisa izimoto ngophethiloli masonto onke ukuze baye emsebenzini. Abesifazane abanabantwana bona bakushayele ihlombe kakhulu lokhu kusebenzela ekhaya ngoba bathi besemhlanganweni belalele kumakhalekhukhwini noma

The suspension system of a car traveling on a bumpy road has a stiffness of and the effective mass of the car on the suspension is m=750kg. The road bumps can be considered to be periodic half- sine waves as indicated in Figure. Determine the displacement response of the car. Assume the damping of the system to be negligible.: The Fourier series representation of the bumpy road, y(t), is given byy(t)=\frac{1}{\pi}+\frac{1}{2}sin~2\pi t-\frac{2}{\pi}\{\frac{cos~4\pi t}{1(3)}+\frac{cos~8\pi t}{3(5)}+\frac{cos~12\pi t}{5(7)}+\cdot\cdot\cdot\}x(t)t(time)7777J_{f}m(20 marks)8^{k}y(t)hann

The suspension system of a car traveling on a bumpy road has a stiffness of and the effective mass of the car on the suspension is m=750kg. The road bumps can be considered to be periodic half- sine waves as indicated in Figure. Determine the displacement response of the car.

800-900 words for the essay, plus a section of Further Reading There are three main purposes in this assignment: To give you practice at summarizing scholarly work in your own words. Any research paper is a combination of your own ideas with facts or ideas that you have found in your research. Summarizing an argument (or article) is not easy, and it takes practice to learn what to information to include and what to leave aside. To practice giving page numbers for the source of information even when you are not quoting the exact wording from your source. To help you learn to search for scholarly articles on a given topic in Roman Civilization. To practice consistent formatting for a bibliography. Description of assignment:Select one of the articles. Prepare a summary (800-900 words plus Further Reading) that includes the following elements. Give a word count at the end of the assignment. The numbered points below indicate the elements to include in the assignment. You will be summarizing and evaluating a work rather than creating and supporting a thesis statement. What is the problem/question that the scholar is trying to answer? What kind of ancient evidence does she or he use? These might be ancient written texts such as letters, plays, speeches, or historical writings. They might be ancient inscriptions. Some of the articles draw information from different types of artefacts, artworks, or buildings. You don’t need to name every ancient author that the writer mentions; instead, summarize the types of sources, perhaps naming a couple of the most important more specifically. Two or three sentences on sources is enough. This section basically works as an introduction. What conclusions does he or she draw? Here is where you are largely summarizing the article. Be sure to state clearly what the author’s main argument is. This section will be the meat of your assignment and would be a few paragraphs long, perhaps two thirds of your words. I expect to see frequent page references to show particular information comes from (see below) What is your reaction to the article? Discuss it in the context of ideas raised in class or concepts in the textbook (look for a chapter that addresses similar topics even if we have not discussed it in class just yet). Critiques? Further questions? Does it make you think of modern parallels? I anticipate about a paragraph here. As you refer to particular ideas of the author, provide a reference with the page number. I expect to see frequent references. Chicago style uses footnotes (see examples below). You may also use a bracketed in-text reference (surname year, page), like this: (Vout 1996, 212-14). It is important to give references even when you are not making a direct quote. Use only 1-3 direct quotes from the article within this summary (punctuated with quotation marks: (“ ”) and be sure to give the page number. This is practice at citing your source of information. Further Reading. Identify four scholarly works held in the University of Manitoba library (digital or paper) that a person could read to learn more about the topic of the article. Look for items identified as a book or article (and book chapter is fine too but a little harder to format). Be sure to include at least one book and one article from a scholarly journal. They should be items published since 2000, the more recent the better. You do not need to read these works, just identify them and format them properly. Create a list called “Further reading” and list these works alphabetically, using correct formatting in the Chicago style (this link takes you to a downloadable Quick Guide from the library). The library catalogue itself and other tools will get you started on formatting entries, but you need to check them anyhow for consistency. List of articles: Carter, M. J. “Gladiatorial Combat: The Rules of Engagement.” Classical Journal, 102, no. 2 (2006): 97-114. Huemoeller, Katharine P. D. “Freedom in Marriage? Manumission for Marriage in the Roman World.” Journal of Roman Studies 110 (2020): 123-139. Vout, Caroline. “The Myth of the Toga: Understanding the History of Roman Dress.” Greece and Rome 43, no. 2 (1996): 204–220. [some components to note for formatting: full first name unless author uses initials; capitalize important words in title; italicize title of journal; colon before page nos.] Footnotes in Chicago style: The first footnote gives full information. The page number is the one where the information comes from. It’s ok to give a run of pages.Lea M. Stirling, “A New Portrait of Livia from Thysdrus (El Jem, Tunisia),” American Journal of Archaeology 116, no. 4 (2012): 626. If you refer to the same source again, you can abbreviate the information, and note there is a comma before the page number instead of a colon.Stirling, “Livia,” 627. How do I find the articles? Start at the main webpage of the library  search tab there looks through books and journals and works well with keywords from the authors and titles of the references above. If the article title doesn’t work, try the title of the book or journal. Strategies for reading I have chosen articles whose writing and argument seem clear to me, but they are serious, detailed works even so. They are written by scholars for other scholars and students. I recommend you read the article twice for the assignment. Read through the article once to get the main argument. You will probably see names, places, terms or bits of Latin (etc.) that you don’t recognize. Keep going. Some of these may come into focus later; for others, you will find they are not necessary for understanding the broad argument. If they crop up frequently, underline them as something to come back to or look up. The second time you read the article, take notes in your own words as you go. Note the page number where information comes from. This is useful when you want to show the location of particular information in your bracketed references. Taking notes in your own words helps you compose the assignment in your own words. Formatting the list of Further Reading Use the MLA stylesheet to format your list of Further Reading. There is a handy compressed instruction sheet here). The library catalogue can get you started on formatting entries, but you need to check them anyhow for consistency (such as capitalization, placement of commas, whether to use initials or full first names). For instance, sometimes the bibliography generators include the name of the e-publisher (e.g. Ebscohost) along with the author’s name. Sometimes they give a title in all capital letters. You need to correct these things if they occur. Use the stylesheet to format the bibliography, but you do not need to follow other components from this style for the rest of the assignment (such as whether or not there is a cover page). Note that the list of Further Reading should be in alphabetical order. Lists of bibliography or Works Cited are normally alphabetized. Submitting your paper Format: Times New Roman 12 point font, double spacedLabel the file thus: SURNAME_firstname_CLAS1280_AuthorSubmit the paper to an Assignments folder in UMLearn (you will find it under the tab for Assessments).Papers are due by midnight on February 28. Sample entry for a chapter in an edited book. Students often have trouble citing a chapter from an edited volume. Here is some advice. If one person wrote the whole book, just give the title of the book. You don’t need to name individual chapters in this situation. One way to tell that one person wrote the whole thing is that the table of contents will give only chapter titles and not individual titles. There are also books called “edited volumes” where an editor or editors collect chapters written by a bunch of different people. Our textbook is an example. You can see the editors’ names on the cover, and then there are separate authors listed for different chapters. Note that the three editors also wrote chapters within the book. When you cite a chapter from an edited volume, you need to provide the author(s) and title for the chapter AND the editor(s) and title for the book. You also have to give the run of pages within the book. So, we would cite chapter 5 from our textbook like this: Ripat, Pauline. “Class and Status.” In Themes in Roman Society and Culture: An Introduction to Ancient Rome, edited by Matt Gibbs, Milorad Nikolic and Pauline Ripat, 88-111. Oxford: Oxford University Press, 2021.

800-900 words for the essay, plus a section of Further Reading There are three main purposes in this assignment: To give you practice at summarizing scholarly work in your own words. Any research paper is a combination of your own ideas with facts or ideas that you have found in your

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