punithg05

punithg05

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Bangalore University

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Activity #1: Networking Business Card

--- 1. Create a business card front and back on a word document.

As a high school student you probably already have some great experiences that you can list, think about academic skills, involvement in volunteer experiences, and clubs or sports activities.

Be sure to follow the tips and techniques the articles below to create a professional business card that promotes your experiences and skills. (Read both of these articles)

X “Why Teens Should Start Networking in High School”, by Elisa Sheftic at .

X “Business Cards: A Job Search Tool” U.S. News Business Cards

X

Activity #2: Resume

--- 2. Create a Resume on your word document.

To get a good understanding and foundation for building your resume, read the Mayor's Youth Council of Boston, “Teen Resume Guide”. As you read through this document you will quickly see that it guides you through the whole resume writing process.

Also, visit this link and use the activities to create your own resume.

X

Activity #3: Cover Letter – a Letter of Introduction.

--- 3. Create a Cover Letter on your word document.

For the purpose of this activity, find a job you are interested in applying. Post the position, copy and paste it to a word document. Below the posted position, begin the cover letter.

Open the Career One Stop website, Thoroughly read the cover letter web page, and pay special attention to the subtitle, “Types of cover letters” the first bullet point, Invited cover letter, is the style of cover letter that you will be writing for this activity. Click on, cover letter template use the layout and format suggestions to create your cover letter.

X

Activity #4: The Interview

Answer the following questions:

In this activity you will prepare for the job interview [the same job from the last activity where you wrote a cover letter] by responding to the following questions and statements. Continue to use the same word document as you did in the previous “cover letter” activity.

Visit this link and read the Teen Force Interview Tips for Teens tip sheet:

4) What is the job description? What skills do you have for this position?

5) What will make you stand out from the other applicants applying for this job?

6) Provide three examples of success at your current job, school, or clubs/activities.

7) Explain how you will dress and groom for the interview. Explain why this is important.

8) Research the company you will interview. Explain at least five things you discovered about the company.

9) Prepare five questions to ask the interviewer.

10) Explain what you should do after the interview.

X

Activity #5: Thank you Letter

--- 11) Create a Thank You Letter on your word document.

Sending a thank you letter or note after the job interview is highly recommended. Read the article, “Sending your thank you letter after the job interview”. Indeed.com Sample Letters

Write a thank you letter to the company to which you are applying. For the sake of this activity, you may have to create a fictitious name for the interviewer.

X

Activity #6: Reflection

As you worked through each of this module's activities, many thoughts may have crossed your mind. Review each of these activities and reflect on your job preparation plan of action.

--- 12. Identify the steps you need to take to prepare yourself for the job interviewing process.

--- 13. Explain in detail why these steps are necessary.

---14. You just finished reading through various sites about how to prepare yourself for an interview. Identify and describe at least three (3) points that this lesson did not address but you think are important for creating a personal job plan.

 

 

PLEASE ANYONE HELP PLEASE SEND ME THE LINK WHERE YOU DID THIS ASSESSIMENT  PELASE ANYONE HELP

 

 

ASAP ILL GIVE POINTS 

Answer: Step-by-step explanation: First Activity: Networking with a Business C...
Answer: Step-by-step explanation: The following illnesses are preventable with...

33. Alternate periods with fever along with periods without fever are characteristics of relapsing fever caused by members of the genus:

Borellia

Yersinia

Brucella

Pediculus

Streptococcus

34. Which of the following diseases is not a zoonosis?

Relapsing fever

Tularemia

Anthrax

Plague

Brucellosis

35. Lyme disease is caused by the spirochete _________ _________ which is carried and transmitted by the blacklegged tick _________ _________ .

Yersinia petis; Pulex irritans

Borrelia recurrentis; Musca domestica

Borrelia burgdorferi; Ixodes scapularis

Rickettsia akari; Aedes aegypti

Francisella tularensis; Culex pipiens

36. A louseborne disease that has influenced the course of wars (epidemic typhus) is caused by:

Bartonella bacilliformis

Rickettsia prowazekii

Rickettsia akari

Borrelia burgdorferi

Yersinia pestis

37. Although the initial infections are usually self-limiting, a second infection with a different virus strain can lead to immunological reactions that produce hemorrhagic disease. This occurs in:

Dengue fever

Typhus fever

Yellow fever

Rift Valley fever

All of these

38. Which of the following is NOT currently a way in which one could combat malaria?

Take the drugs chloroquine and/or primaquine.

Carry a single gene for the sickle-cell trait.

Eradication of Anopheles species mosquitoes.

Take a malarial vaccine.

Wear protective clothing while in areas of endemic malaria.

39. Which of the following is a common cause of meningitis in nonimmunized young children?

Streptococcus pneumoniae

Escherichia coli

Staphylococcus

Haemophilus influenzae

None of the above

40. A complication of infection with this organism (Waterhouse-Friderichsen syndrome) can occur if the organism becomes widely distributed in the body, leading to endotoxin shock and death. The organism is:

Haemophilus influenzae type A

Neisseria meningitidis

Haemophilus influenzae type B

Streptococcus pneumoniae

Listeria monocytogenes

41. Before development of a vaccine against this microbe, the disease it caused accounted for two-thirds of bacterial meningitis cases during the first year of life but is still the number one leading cause of mental retardation in patients who survive serious disease due to permanent central nervous system disorders. What is the microorganism?

Haemophilus influenzae type B

Haemophilus influenzae type A

Neisseria meningitidis

Streptococcus pneumoniae

Listeria monocytogenes

42. Which of the following bacteria that may cause meningitis is Gram-positive and therefore does not cause endotoxin shock in infected individuals?

Escherichia coli

Neisseria meningitidis

Listeria monocytogenes

Haemophilus influenzae type B

None of these

43. Viral meningitis is usually always fatal if untreated, unlike bacterial meningitis, which is always self-limiting and nonfatal. True or false?

44. Which of the following is acid-fast and causes Hansen's disease?

Mycobacterium tuberculosis

Clostridium tetani

Neisseria meningitidis

Haemophilus influenzae

Mycobacterium leprae

45. An immunofluorescent antibody test (IFAT) has replaced the older test for the presence of inclusions in neurons (Negri bodies) for the detection of infections caused by:

Neisseria meningitidis

Enteroviruses

Mumps virus

Rabies virus

Haemophilus influenza

46. The viruses that cause encephalitis are most likely to be:

Togaviruses

Enteroviruses

Mumps virus

Rabies virus

Hepatitis viruses

47. The only bacterium known to damage peripheral nerves is:

Naegleria fowleri

Mycobacterium leprae

Streptococcus pneumoniae

Neisseria meningitidis

Haemophilus influenzae

48. The endospores of this organism are the most heat-resistant known; it is:

Clostridium tetani

Clostridium botulinum

Mycobacterium leprae

Streptococcus thermicos

Listeria monocytogenes

49. All of the following are true about poliomyelitis EXCEPT:

Most poliovirus infections are inapparent or mild and nonparalytic.

Polio can be caused by three strains of picornaviruses.

The Salk vaccine contains live, attenuated polioviruses while the Sabin vaccine contains formalin-inactivated polioviruses.

Transmission is by the fecal-oral route and pharyngeal secretions.

Poliomyelitis has afflicted man for thousands of years.

50. Which of the following stains is used frequently to identify Mycobacterium and other bacteria whose cell walls contain high amounts of lipids?

Gram stain

Schaeffer-Fulton stain

Acid-fast stain

Lipidialar stain

Spore stain

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      Theory of Gang Subculture for Juveniles


The theory of gang subculture, also known as the subcultural theory of delinquency, provides insights into the
formation and behavior of juvenile gangs. This theory explores how certain groups or subcultures develop their
own norms, values, and behaviors that may deviate from the dominant culture. Here is an overview of the
theory of gang subculture as it applies to juveniles:
Subcultural Norms and Values: The theory suggests that juvenile gangs form their own subcultures with
distinct norms and values that differ from those of mainstream society. These subcultural norms often glorify
delinquent behavior, toughness, loyalty to the gang, and a sense of belonging. Gang members learn and
internalize these norms through socialization within the gang.
Collective Identity: Gang subcultures provide a sense of belonging and identity for juveniles who may feel
marginalized or excluded from mainstream society. Being a part of a gang offers a support system, camaraderie,
and a source of self-esteem and status. Gang members may develop a strong attachment to their gang and
prioritize loyalty to the group above other social bonds.
Social Learning: The theory highlights the role of social learning within gang subcultures. Juveniles learn
delinquent behaviors, codes of conduct, and values through interaction with more experienced gang members.
They observe, imitate, and are reinforced by the behavior and attitudes of their peers within the gang,
perpetuating the cycle of deviance.
Opposition to Mainstream Values: Gang subcultures often emerge as a response to societal inequalities, social
disorganization, and a lack of legitimate opportunities for disadvantaged youths. These subcultures may reject
mainstream values and instead embrace alternative norms and behaviors that offer a sense of empowerment
and status within their immediate social environment.
Street Code: Gang subcultures often have their own set of rules and a "street code" that governs behavior and
resolves conflicts within the gang. This code may emphasize loyalty, respect, retaliation, and the use of
violence as a means of asserting dominance and protecting the gang's reputation.
Cultural Transmission: Gang subcultures perpetuate themselves through cultural transmission, as older gang
members pass down their knowledge, values, and traditions to younger members. This intergenerational
transmission reinforces the subcultural norms and maintains the cohesion of the gang over time.
2
Implications for Intervention: Understanding the theory of gang subculture has implications for interventions
aimed at addressing juvenile gang involvement. Intervention strategies should focus on providing alternative
positive opportunities, such as education, employment, and mentorship, to steer juveniles away from the
influence of gang subcultures. Programs that promote prosocial values, skill-building, and community support
can help disengage juveniles from gang activities and provide them with a sense of belonging and purpose in
a more constructive manner.
It is important to note that the theory of gang subculture does not justify or condone criminal behavior. Rather,
it offers insights into the social dynamics and factors that contribute to juvenile gang involvement. By
understanding the formation and influences of gang subcultures, interventions can address the underlying
issues that lead juveniles to join gangs and provide opportunities for positive socialization and development.

Answer: Step-by-step explanation: The following are the salient features of th...

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