Some people are not familiar with how to handle themselves in societal settings other than those they are used to. Introverts, extroverts, and everything in between, for fear of flopping in social and cultural situations, or to avoid intimidation or feeling out of place, may resort to putting up a facade to shield or veil their true self. This “talent” has its origins in language/linguistics studies but today has dispersed into several other social science disciplines of study – the quintessential codeswitch

Switch it up!!!

In 2012, a video of President Barack Obama entering the locker room of the U.S. men’s Olympic basketball team went viral. In the clip, viewers can see that there’s a clear difference between how Obama greets a white assistant coach and how he greets NBA player, Kevin Durant:
CLIP: https://www.youtube.com/watch?v=kN-NWQU0nhM&list=PLnKfBhmjVrnV7hm_U2aoBh1awB8wu_XW6

Some people are not familiar with how to handle themselves in societal settings other than those they are used to. Introverts, extroverts, and everything in between, for fear of flopping in social and cultural situations, or to avoid intimidation or feeling out of place, may resort to putting up a facade to shield or veil their true self. This “talent” has its origins in language/linguistics studies but today has dispersed into several other social science disciplines of study – the quintessential codeswitch.

Some examples of code-switching include changing your language or dialect in order to assimilate into the predominant culture. This could include primarily speaking English if your first language is other than, or speaking Standard American English in another environment even though you commonly speak some type of slang or another dialect of English, or whatever language you speak at home or with family.

Code-switching can also be about altering your appearance to fit the norm of the environment you’re in. This could include clothing changes and/or hairstyles.

From both experimental and correlational work, code-switching has its benefits in the workplace and academic settings where code-switching can give off a persona who is perceived as more professional or intellectual. More often than not, levels of cultural code-switching are performed subconsciously. Think about how you are when talking with your friends before a class, and then how that shifts once you are in the presence of a professor. Again, given that many people alter their behaviors in order to fit in, the ability to code-switch is actually a skill set—one that can be developed and mastered to the point where one does it almost automatically. The procedure usually requires that first, you have to read the situation or space you are entering, understand the audience, and then pick up on those cues quickly enough to demonstrate that you fit in, all while making it appear authentic. Exhausting, right?!

However, what happens when the true you is challenged by an environment that is dismissive of you, and overtly displays this attitude with resistance to your codeswitching? Do you maintain your facade or revert back to the “real” you?

Studies show that code-switching has become a way of life for many people who have come to terms with the fact that it is the only way to gain acceptance in certain environments, and this can eventually take a toll on their health and wellbeing. Though the act of code-switching is not necessarily a negative thing, a closer look at its complexities shows that, when people feel obligated to code-switch in order to thrive in a particular environment, it can have serious consequences.

As the world becomes more inclusive, diverse, and accepting, it is also important to provide a conducive environment where people can exist as their true selves — regardless of race, gender, sexuality, religion, culture, or ethnicity — and create safe spaces where people are respected for their personal abilities.

No one should fear being judged based on the way they communicate.

A MUST WATCH VIDEO:https://www.youtube.com/watch?v=sncGGjaYJ5I
READ: https://www.npr.org/sections/codeswitch/2013/04/08/176064688/how-code-switching-explains-the-world

ASSIGNMENT

For this summary, let us think about our presentation of self in everyday life. Personal presentation is how you portray and present yourself to other people. It includes how you look, what you say, and what you do, and is all about marketing YOU, the brand that is YOU. What others see and hear from you will influence their opinion of you. Good personal presentation is therefore about always showing yourself in the best possible light.

Watch the attached video, read the article, and thinking about the above passage, think about a scenario where you felt/feel that altering aspects of your true YOU was/is crucial in successfully engaging with a particular environment and the individuals that compose these surroundings (code-switching).
Describe the scenario where the code-switching took place.
Describe the nature of the code-switch? For example, was it based on language, religion, ethnicity, or sexuality?
How did you assimilate and adjust to the environment?
Why or why not was it easy for you to code-switch?
Give an example of where you feel you need to code-switch often.
Have you ever helped someone code-switch? What were your feelings regarding their character shift?

recreate the dashboard depicted below exactly

Assignment: Calculated Fields

FILE to use: Telecommunications.twbx
Your task: recreate the dashboard depicted below exactly:

Important notes:
• “Dropped Call Percentage” is the percentage of “Attempted” calls that are “Dropped”
• In the bottom viz, there is only a label in cells that have a positive percentage of dropped calls

Local governments, businesses, and property owners should replace conventional grass lawns with clover lawns in order to create habitat for pollinators, save water, and reduce maintenance, which will also lower carbon emissions.

A. TOPIC SELECTION GUIDELINES
DIRECTIONS: You may choose any topic you wish as long as the stance is arguable and the supporting reasons are defensible with evidence. Your topic should be current, appropriate for an academic context and should have a focus suitable for a 6-8 page essay.

In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any recycled work will be sent back with a 0, and you will be given one attempt to redo the Touchstone.

EXAMPLE THESIS STATEMENTS

1) Rather than ending at age eighteen, compulsory education in the United States should be lifelong in order to improve civic engagement, teach new skills, and stave off cognitive decline, thus extending life expectancies.
2) Local governments, businesses, and property owners should replace conventional grass lawns with clover lawns in order to create habitat for pollinators, save water, and reduce maintenance, which will also lower carbon emissions.
3) Colleges and universities should prioritize academic freedom for students because sensitive discussions on difficult topics are necessary for students to learn, confidence in their own expertise is essential to teachers being effective, and students should be prepared to be exposed to many different opinions.

B. RESEARCH GUIDELINES
DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.

1. RESEARCH QUESTION AND WORKING THESIS
Keep in mind: The research question and working thesis are the driving force behind your research and eventual argument.

❒ Your research question should be a single sentence, framed as an actionable statement that takes a clear position on the research question and includes three main supporting points for holding that position.
❒ Your working thesis should be a single focused sentence, framed as a statement that takes a clear position on the research question.
❒ Include your research question followed by your working thesis.
2. DETAILED OUTLINE
Keep in mind: Your detailed outline provides a map of the argumentative research essay that you will write in Touchstone 3.2, including your key claims and the sources that support them. You might not have all seven required sources yet, and that is fine. The outline is a way to organize your essay and determine which areas (e.g. your sub-points) will require researched evidence as support.

❒ Headings: one for each paragraph with a brief label of the paragraph’s controlling idea(s).
❒ An introduction, at least five body paragraphs, and a conclusion.
❒ Introduction includes your working thesis.
❒ Body paragraphs should each have their own unique title and key points.
❒ At least one body paragraph is devoted to addressing counterarguments.
❒ Conclusion includes notes on your final thoughts.
❒ Subheadings: two to five for each paragraph, below each heading, indicating key points that support the controlling idea
❒ Sources: one to three for each paragraph, as relevant, indicating the support for the key points. Do not over-rely on any single source.
❒ For each source, include the author’s name and the idea or information relevant to your argument (e.g. “Lappé (2017) on mono-cropping corn/soy and production”). Link with a website if it is available.
3. REFLECTION
❒ Have you displayed a clear understanding of the research activities?
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
C. REFLECTION QUESTIONS
DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.

Learning to conduct research is important because it is a skill you will use both in academia and in your professional life. It improves critical thinking and empowers you to find information for yourself. Consider the process of researching as a whole. What was the most challenging aspect of the process for you? (2-3 sentences)
The working thesis statement is a proposed answer to your research question. It should clearly identify an arguable topic and take a position on one side of that topic. Analyze the effectiveness of your working thesis statement. (3-4 sentences)
A detailed outline is an effective tool for laying out the progression of an argument. It allows you to consider the arrangement and organization of your ideas, as well as choose places to incorporate outside source materials. Review your detailed outline and summarize the argument you’ve presented. (3-4 sentences)
You will use the same topic on three of the remaining Touchstones in this course. What kind of feedback would be helpful for you? What are specific questions you might have as you go deeper into the research process? (2-3 sentences)

Rather than ending at age eighteen, compulsory education in the United States should be lifelong in order to improve civic engagement, teach new skills, and stave off cognitive decline, thus extending life expectancies.

A. TOPIC SELECTION GUIDELINES
DIRECTIONS: You may choose any topic you wish as long as the stance is arguable and the supporting reasons are defensible with evidence. Your topic should be current, appropriate for an academic context and should have a focus suitable for a 6-8 page essay.

In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any recycled work will be sent back with a 0, and you will be given one attempt to redo the Touchstone.

EXAMPLE THESIS STATEMENTS

1) Rather than ending at age eighteen, compulsory education in the United States should be lifelong in order to improve civic engagement, teach new skills, and stave off cognitive decline, thus extending life expectancies.
2) Local governments, businesses, and property owners should replace conventional grass lawns with clover lawns in order to create habitat for pollinators, save water, and reduce maintenance, which will also lower carbon emissions.
3) Colleges and universities should prioritize academic freedom for students because sensitive discussions on difficult topics are necessary for students to learn, confidence in their own expertise is essential to teachers being effective, and students should be prepared to be exposed to many different opinions.

B. RESEARCH GUIDELINES
DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.

1. RESEARCH QUESTION AND WORKING THESIS
Keep in mind: The research question and working thesis are the driving force behind your research and eventual argument.

❒ Your research question should be a single sentence, framed as an actionable statement that takes a clear position on the research question and includes three main supporting points for holding that position.
❒ Your working thesis should be a single focused sentence, framed as a statement that takes a clear position on the research question.
❒ Include your research question followed by your working thesis.
2. DETAILED OUTLINE
Keep in mind: Your detailed outline provides a map of the argumentative research essay that you will write in Touchstone 3.2, including your key claims and the sources that support them. You might not have all seven required sources yet, and that is fine. The outline is a way to organize your essay and determine which areas (e.g. your sub-points) will require researched evidence as support.

❒ Headings: one for each paragraph with a brief label of the paragraph’s controlling idea(s).
❒ An introduction, at least five body paragraphs, and a conclusion.
❒ Introduction includes your working thesis.
❒ Body paragraphs should each have their own unique title and key points.
❒ At least one body paragraph is devoted to addressing counterarguments.
❒ Conclusion includes notes on your final thoughts.
❒ Subheadings: two to five for each paragraph, below each heading, indicating key points that support the controlling idea
❒ Sources: one to three for each paragraph, as relevant, indicating the support for the key points. Do not over-rely on any single source.
❒ For each source, include the author’s name and the idea or information relevant to your argument (e.g. “Lappé (2017) on mono-cropping corn/soy and production”). Link with a website if it is available.
3. REFLECTION
❒ Have you displayed a clear understanding of the research activities?
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
C. REFLECTION QUESTIONS
DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.

Learning to conduct research is important because it is a skill you will use both in academia and in your professional life. It improves critical thinking and empowers you to find information for yourself. Consider the process of researching as a whole. What was the most challenging aspect of the process for you? (2-3 sentences)
The working thesis statement is a proposed answer to your research question. It should clearly identify an arguable topic and take a position on one side of that topic. Analyze the effectiveness of your working thesis statement. (3-4 sentences)
A detailed outline is an effective tool for laying out the progression of an argument. It allows you to consider the arrangement and organization of your ideas, as well as choose places to incorporate outside source materials. Review your detailed outline and summarize the argument you’ve presented. (3-4 sentences)
You will use the same topic on three of the remaining Touchstones in this course. What kind of feedback would be helpful for you? What are specific questions you might have as you go deeper into the research process? (2-3 sentences)

Explain the term scope of practice and the importance of understanding your scope of practice as a Registered Practical Nurse.

Explain the term scope of practice and the importance of understanding your scope of practice as a Registered Practical Nurse. Explain the term scope of practice and the importance of understanding your scope of practice as a Registered Practical Nurse.

· Explore ONE of the listed specialties where RPN’s practice.

o Palliative care, Medicine, Peri-Operative, Geriatrics, Primary Care, Mental health, Maternal Child, Pediatric, Community Care (Homecare), Public Health.

· Describe the role of the RPN in the specialty related practice setting.

o What nursing services do RPN’s provide in this setting?

o What specific skills are unique to this practice area?

o Discuss the knowledge required for this RPN role, consider:

§ continuing education

§ additional training

· Define patient centered care within the context of the practice setting. Using an example discuss how patient centered care is enacted in the practice setting.

what you need to move forward with development under the new plan and prompting a proper response from the recipient. Be sure to identify the recipient of the communication and the specific information you expect to receive.

Overview
The final project for this course is a retrospective that identifies the “lessons learned” from the Scrum Team’s product-development process. For assistance with writing this final retrospective, you will reflect on your thoughts in journal assignments as you take on the various roles on the Scrum Team.
Prompt
In this fourth journal assignment, you will think about your work as the developer and how changes are communicated to the agile team. Respond to the following questions:
• What requests would you make of the Product Owner and/or tester?
• How do you ensure you will get the response you need to move forward?
• How does the agile methodology allow you to be more flexible in your approach to development?
In addition, write an email to the Product Owner and tester, specifying what you need to move forward with development under the new plan and prompting a proper response from the recipient. Be sure to identify the recipient of the communication and the specific information you expect to receive.
Guidelines for Submission
Submit your assignment as a 1– to 2–page Word document with double spacing, 12-point Times New Roman font, and one-inch margins.

Provide a detailed outline of the argumentative research essay that you will write in Touchstone 3.2, including your key claims and the sources that support them

ASSIGNMENT: Following the Topic Selection Guidelines below, choose an argumentative topic to research. This will be your topic throughout the entire course, so the activities required for this assignment will provide the foundation for your future Touchstones. The topic for an argumentative research paper must be an arguable topic, meaning that it involves a stance that advocates for a concrete course of action and at least three supporting reasons which are defensible with credible sources. Additionally, it must take a stance that someone could hypothetically disagree with. You will need to take a firm position on the topic and use evidence and logic to support the position. Touchstone 1.2 includes a research question, a working thesis, a detailed outline, and a reflection on this pre-writing process.

FOLLOW THIS SAMPLE FORMAT!!
Sample Touchstone 1.2

In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any recycled work will be sent back with a 0, and you will be given one attempt to redo the Touchstone.

A. TOPIC SELECTION GUIDELINES
DIRECTIONS: You may choose any topic you wish as long as the stance is arguable and the supporting reasons are defensible with evidence. Your topic should be current, appropriate for an academic context and should have a focus suitable for a 6-8 page essay.

In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any recycled work will be sent back with a 0, and you will be given one attempt to redo the Touchstone.

EXAMPLE THESIS STATEMENTS

1) Rather than ending at age eighteen, compulsory education in the United States should be lifelong in order to improve civic engagement, teach new skills, and stave off cognitive decline, thus extending life expectancies.
2) Local governments, businesses, and property owners should replace conventional grass lawns with clover lawns in order to create habitat for pollinators, save water, and reduce maintenance, which will also lower carbon emissions.
3) Colleges and universities should prioritize academic freedom for students because sensitive discussions on difficult topics are necessary for students to learn, confidence in their own expertise is essential to teachers being effective, and students should be prepared to be exposed to many different opinions.

B. RESEARCH GUIDELINES
DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.

1. RESEARCH QUESTION AND WORKING THESIS
Keep in mind: The research question and working thesis are the driving force behind your research and eventual argument.

❒ Your research question should be a single sentence, framed as an actionable statement that takes a clear position on the research question and includes three main supporting points for holding that position.
❒ Your working thesis should be a single focused sentence, framed as a statement that takes a clear position on the research question.
❒ Include your research question followed by your working thesis.
2. DETAILED OUTLINE
Keep in mind: Your detailed outline provides a map of the argumentative research essay that you will write in Touchstone 3.2, including your key claims and the sources that support them. You might not have all seven required sources yet, and that is fine. The outline is a way to organize your essay and determine which areas (e.g. your sub-points) will require researched evidence as support.

❒ Headings: one for each paragraph with a brief label of the paragraph’s controlling idea(s).
❒ An introduction, at least five body paragraphs, and a conclusion.
❒ Introduction includes your working thesis.
❒ Body paragraphs should each have their own unique title and key points.
❒ At least one body paragraph is devoted to addressing counterarguments.
❒ Conclusion includes notes on your final thoughts.
❒ Subheadings: two to five for each paragraph, below each heading, indicating key points that support the controlling idea
❒ Sources: one to three for each paragraph, as relevant, indicating the support for the key points. Do not over-rely on any single source.
❒ For each source, include the author’s name and the idea or information relevant to your argument (e.g. “Lappé (2017) on mono-cropping corn/soy and production”). Link with a website if it is available.
3. REFLECTION
❒ Have you displayed a clear understanding of the research activities?
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
C. REFLECTION QUESTIONS
DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.

Learning to conduct research is important because it is a skill you will use both in academia and in your professional life. It improves critical thinking and empowers you to find information for yourself. Consider the process of researching as a whole. What was the most challenging aspect of the process for you? (2-3 sentences)
The working thesis statement is a proposed answer to your research question. It should clearly identify an arguable topic and take a position on one side of that topic. Analyze the effectiveness of your working thesis statement. (3-4 sentences)
A detailed outline is an effective tool for laying out the progression of an argument. It allows you to consider the arrangement and organization of your ideas, as well as choose places to incorporate outside source materials. Review your detailed outline and summarize the argument you’ve presented. (3-4 sentences)
You will use the same topic on three of the remaining Touchstones in this course. What kind of feedback would be helpful for you? What are specific questions you might have as you go deeper into the research process? (2-3 sentences)

The price of a forward contract on a generic asset that expires on September10 whose spot price as of June10 is $45,assuming that the annually compounded risk-free rate is 6.01percent.

The price of a forward contract on a generic asset that expires on September10 whose spot price as of June10 is $45,assuming that the annually compounded risk-free rate is 6.01percent.

b- On a particular day, the S&P 500 futures settlement price was 899.30. You buy one contract at the settlement price at around the close of the market. The next day the contract opens at 899.70, and the settlement price at the close of the day is 899.10. Determine the value of the futures contract at the opening, an instant before the close, and after the close. Remember that the S&P futures contract has a $250 multiplier.

c- Consider a currency swap for $10 million and SF 15 million. One party pays dollars at a fixed rate of 9 percent, and the other pays Swiss francs at a fixed rate of 8 percent. The payments are made semiannually based on the exact day count and 360 days in a year. The current period has 181 days. Calculate the next payment each party makes.