Interspecific Competition

In interspecific competition, individuals of two or more species share a resource in short supply, thus reducing the fitness of both. As with intraspecific competition, competition between species can involve either exploitation or interference. Six types of interactions account for most instances of interspecific competition: (1) consumption, (2) preemption, (3) overgrowth, (4) chemical interaction, (5) territorial, and (6) encounter.

Competition Model 13.2–13.3

The Lotka–Volterra equations describe four possible outcomes of interspecific competition. species 1 may outcompete species 2; species 2 may outcompete species 1. Both of these outcomes represent competitive exclusion. The other two outcomes involve coexistence. One is unstable equilibrium, in which the species that was most abundant at the outset usually outcompetes the other. A final possible outcome is stable equilibrium, in which two species coexist but at a lower population level than if each existed without the other.

Experimental Tests 13.4

Laboratory experiments with species interactions support the Lotka–Volterra model.

Competitive Exclusion 13.5

Experiment results led to the formulation of the competitive exclusion principle—two species with exactly the same ecological requirements cannot coexist. This principle has stimulated critical examinations of competitive relationships outside the laboratory, especially of how species coexist and how resources are partitioned.

Nonresource Factors 13.6

Environmental factors such as temperature, soil or water pH, relative humidity, and salinity directly influence physiological processes related to growth and reproduction but are not consumable resources that species compete over. By differentially influencing species within a community, these nonresource factors can influence the outcome of competition.

Environmental Variability 13.7

Environmental variability may give each species a temporary advantage. It allows competitors to coexist, whereas under constant conditions one would exclude the other.

Multiple Factors 13.8

In many cases, competition between species involves multiple resources. Competition for one resource often influences an organism’s ability to access other resources.

Environmental Gradients 13.9

As environmental conditions change, so may the relative competitive ability of species. Shifts in competitive ability can result either from changes in the carrying capacities related to a changing resource base or from changes in the physical environment that interact with resource availability. Natural environmental gradients often involve the covariation of multiple factors—both resource and nonresource factors—such as salinity, temperature, and water depth.

Niche 13.10

A species’ fundamental niche compresses or shifts when competition restricts the species’ type of food or habitat. In some cases, the realized niche may not provide optimal conditions for the species. In the absence of competition, the species may experience competitive release, and its niche may expand.

Resource Partitioning 13.11

Many species that share the same habitat coexist by partitioning available resources. When each species exploits a portion of the resources unavailable to others, competition is reduced. Resource partitioning is often viewed as a product of the coevolution of characteristics that function to reduce competition. Interspecific competition can reduce the fitness of individuals. If certain phenotypes within the population function to reduce competition with individuals of other species, those individuals will encounter less competition and increased fitness. The result is a shift in the distribution of phenotypes (characteristics) within the competing population(s). When the shift involves features of the species’ morphology, behavior, or physiology, it is referred to as character displacement.

Complexity of Competition 13.12

Competition is a complex interaction that seldom involves the interaction between two species for a single limiting resource. Competition involves a variety of environmental factors that directly influence survival, growth, and reproduction—factors that vary in both time and space.

Wolves and Coyotes Ecological Issues & Applications

The decline of gray wolf populations throughout much of North America have been paralleled by a dramatic expansion in the range of coyotes. Evidence from areas in which wolves have been reintroduced suggests that the expansion of coyotes was in part a result of competitive release from wolf populations over the past century.

Drugs, as discussed earlier, have been our primary topic of discussion. The drug requires a health campaign as it has brought about significant effects in each country, and it is even bringing a substantial drain to the economy of the states and the world at large. Drugs have also brought the loss of many people who the world would need for better improvement or major governorship. Because of this reason, drugs need to be dealt with and, most of all, done away thing. The same drugs are the reason why so many mental hospitals are getting full within years; the rate at which the mentally disturbed are being admitted is increasing daily, (Witte &Allen,2000). The rehabilitation centers put around the world are willing to help all those people who are having issues with drug addiction and are enthusiastic in helping those who have to deal with drug addict problems and are unable to stop.

Running head: PUBLIC HEALTH1

PUBLIC HEALTH

Public Health

Amanda Vallera

Arizona State University

Drugs, as discussed earlier, have been our primary topic of discussion. The drug requires a health campaign as it has brought about significant effects in each country, and it is even bringing a substantial drain to the economy of the states and the world at large. Drugs have also brought the loss of many people who the world would need for better improvement or major governorship. Because of this reason, drugs need to be dealt with and, most of all, done away thing. The same drugs are the reason why so many mental hospitals are getting full within years; the rate at which the mentally disturbed are being admitted is increasing daily, (Witte &Allen,2000). The rehabilitation centers put around the world are willing to help all those people who are having issues with drug addiction and are enthusiastic in helping those who have to deal with drug addict problems and are unable to stop.

Statistics and research have shown that this is a problem affecting the youth. Statistics have also explained that the most abused drug by the child is alcohol. More than 70% of the drug addicts have shown that it is the youth, and their major addict is alcohol. At times these young people find themselves abusing other drugs as they are under the influence of alcohol. Alcohol tends to switch people’s brains, and they tend not to think straight. People under the influence of liquor act like mentally ill people, and even in courts, any illegal action they take while in that condition is taken as that of a mad person; this explains how dangerous alcohol and how badly it can damage anyone’s brain and his or her thinking capacity,(Witte & Allen, 2000). It has been noted that the majority of the youths affected by drug addiction are those who abuse drugs are aged 13-24. This shows that the most affected age group is teens. This is students in high schools, colleges, and universities. Drugs have affected them even in their studies because they are unable to concentrate on their work, and when it comes to those in colleges and universities, most of them do not also attend the lectures.

Since the target audience is based on the youths, the youths are people who are much digitalized and modernized, and this would mean that the words used or the language used should be the language used primarily by the children for them not to get bored with the campaign. This also should mean that the campaign should be accompanied by music. For the message to be relayed on the youths, it should be done through music, (Mangione-Smith, Elliott, Stivers, McDonald, Heritage &McGlynn, 2004). This is because young people are so obsessed with music and love listening to music even in their own free time. If the message is written down as a song, it would surely help them realize how drugs can affect them. The information should be relayed in a better way because the youths are people who hate being criticized, and if anyone wants to make them understand, he or she should talk as if he follows them to make them get that closure.

For this campaign to be a success, there must be expected objectives, and we believe that after carrying out this campaign, we believe that the following changes will have taken place. That after this campaign, the number of students abusing drugs will lower at least by 20%. It is also our aim that the population of those people in the rehabilitation centers will increase as youths will visit those people seeking help for them to withdraw from the use of drugs altogether. Since change is a gradual process, we believe that after this campaign, changes will begin to be seen in these youths by looking at their performances in school as they will now make time for their studies, (Green & Witte, 2006). The best channel of communication should be used to achieve these objectives, and in this case, the best channel or medium of communication would be through mass media. This depends on the target audience, who are the youths, and they love all the social media platforms. This would be the best way to ensure that the message reaches them. The letter should also be straightforward, addressing the issues of drug abuse by youths.

As said earlier, the best communication channel would be the use of mass media. This is because the target audiences, who are the youths, are mostly online, and they love the use of os social media. However, this is the same platform that makes it possible for access to those drugs. It is seen that most of the youth’s abuse drugs out of peer influence. Their communication has enabled the use of these same platforms as those who abuse these drugs to advertise them here and show their “cool” lifestyle as they call it under the influence of drugs. The communication should be mainly insisted on the weekends as this is the time most of them are free and get to use this platform mostly. It is the same period when students organize parties where thy use these drugs together. Keeping them busy with these messages would help them avoid such parties and educate them.

The campaign materials should be very appealing to the eye, and they should consider all the aspects required by the youths as described above. Campaign materials like music videos should be used in delivering the message, (Kaler, 2009). This is because adolescents love things like music or videos, and therefore such campaign materials would help. To add to this, the campaign materials to be used need to make sense, they should be understandable by all those who read, watch, or listen to them. They should be easy to interpret, but most of all they should be entertaining as young people love watching, reading or listening to things that make them feel entertained.

As we conclude this, it should be noted that it is everyone’s aim before venturing into something that will be a success. In this case, it is the hope of those campaigning that their campaign would be a success, and this would only happen if their aims and objectives are achieved. Their main goal is to fight against the drug abuse amongst the youths. This would be achieved if the cases listed of drug abuse would lower at a specific rate and that the lives of the young people would be seen to improve as they are tomorrow’s leaders.

References

Witte, K., & Allen, M. (2000). A meta-analysis of fear appeals: Implications for effective public health campaigns. Health education & behavior27(5), 591-615.

Mangione-Smith, R., Elliott, M. N., Stivers, T., McDonald, L., Heritage, J., &McGlynn, E. A. (2004). Racial/ethnic variation in parent expectations for antibiotics: implications for public health campaigns. Pediatrics113(5), e385-e394.

Green, E. C., & Witte, K. (2006). Can fear arousal in public health campaigns contributes to the decline of HIV prevalence?. Journal of health communication11(3), 245-259.

Cho, H., & Salmon, C. T. (2006). Fear appeals for individuals in different stages of change: Intended and unintended effects and implications on public health campaigns. Health communication20(1), 91-99.

Kaler, A. (2009). Health interventions and the persistence of rumor: the circulation of sterility stories in African public health campaigns. Social science & medicine68(9), 1711-1719.

Walls, H. L., Peeters, A., Proietto, J., & McNeil, J. J. (2011). Public health campaigns and obesity-a critique. BMC public health11(1), 136.

Lupton, D. (2015). The pedagogy of disgust: the ethical, moral, and political implications of using disgust in public health campaigns. Critical public health25(1), 4-14.

Trace the history of cannabis use in medicine for the treatment and management of illness via nursing scholarly journal articles

Discussion 11 Options Menu: Forum

WEEK 13

Trace the history of cannabis use in medicine for the treatment and management of illness via nursing scholarly journal articles. Examine your sources for the following information below and describe the following:

1. Who are the stakeholders both in support of and in opposition to medicinal cannabis use?

2. What does current medical/nursing research say regarding the increasing use of medicinal cannabis?

3. What are the policy, legal and future practice implications based on the current prescribed rate of cannabis?

Attached below is an additional resource that details current state medical marijuana laws:

National Conference of State Legislatures- State Medical Marijuana Laws: http://www.ncsl.org/research/health/state-medical-marijuana-laws.aspx

Include two properly and integrated quotations (one from each work) to support your claims.  You may use either direct or paraphrased quotes. 

Look at Henry David Thoreau’s “Resistance to Civil Government.”  He claims that it is not just our right as Americans, but it is also our duty to defy unjust laws.  This is a very American idea.  Part of the American identity involves intervening in the face of injustice.  Do you agree with this point?  What boundaries should exist to those interventions?  Support your claims using “Resistance to Civil Government” AND one of the other assigned readings from this week.

Criteria:

  • 300 words minimum (excluding quotations and citations)
  • Include two properly and integrated quotations (one from each work) to support your claims.  You may use either direct or paraphrased quotes.

Clear identification of the problem or opportunity is the first step in evidence-based nursing. In a previous course, you identified a practice problem of interest and developed a PICOT question. This assignment is a review of PICOT with the opportunity to revise or refine it. You will post your PICOT in the Week 1 Discussion for your classmates to review and provide feedback.

Purpose
Clear identification of the problem or opportunity is the first step in evidence-based nursing. In a previous course, you identified a practice problem of interest and developed a PICOT question. This assignment is a review of PICOT with the opportunity to revise or refine it. You will post your PICOT in the Week 1 Discussion for your classmates to review and provide feedback.

Due date: Sunday at 11:59 PM MT at the end of Week 1

Students are given the opportunity to request an extension on assignments for emergent situations. Supporting documentation must be submitted to the assigned faculty. If the student’s request is not approved, the assignment is graded and a late penalty is applied as follows:

Monday = 10% of total possible point reduction
Tuesday = 20% of total possible point reduction
Wednesday = 30% of total possible point reduction
If the student’s request is approved, the student will be informed of the revised due date. Should the student fail to meet the revised due date, the assignment is graded and a late penalty is applied as follows:

Monday = 10% of total possible point reduction
Tuesday = 20% of total possible point reduction
Wednesday = 30% of total possible point reduction
Course Outcomes
This assignment enables the student to meet the following Course Outcome (CO):

CO 2: Using current knowledge, standards of practice, and research from evidence-based literature, synthesize a foundation for the nurse executive role. (PO 3,4)

Total Points Possible: 50
Requirements
Description of the Assignment

Use the PICOT worksheet found above to complete the Week 1 Assignment PICOT Worksheet.

Step 1: State your PICOT question. This should be the PICOT question that you previously developed in NR505 and which you should have continued to build upon in the Nurse Executive track courses. If your PICOT question has changed since NR505, please note the changes in this section so it’s clear to the instructor what was original and what has been updated.

Step 2: Clearly define your PICOT question. List each element: P (problem, population, or problem), I (intervention), C (comparison with other treatment or current practice), O (desired outcome), and T (time frame). Is the potential solution something for which you (as nurse or student) can find a solution through evidence research? Look in your book for guidelines to developing your PICOT question and also read the required articles.

Step 3: Describe the issue or problem that will be the focus of your CGE evidence-based practice change project. What have you noticed in your work or school environment that isn’t achieving the desired patient or learning outcomes? What needs to change in nursing, what can you change with the support of evidence in the literature?

Step 4: How was the practice issue identified? How did you come to know this was a problem in your clinical practice? Review the listed concerns and check all that apply.

Step 5: What terms did you use in order to make sure your search is wide enough to obtain required information but narrow enough to keep it focused? How will you narrow your search if needed?

Criteria for Content

Access the PICOT worksheet found above.
Follow the instructions on the PICOT worksheet and complete the form.
Submit the completed PICOT worksheet form.
Example 1

What is the PICO(T) question?

Will influenza immunization compliancy rates increase if flu clinics are provided in flu PODS and immunization clinics at convenient times that cover all shifts?

Define each element of the question below.

P (patient, population, or problem): Require hospital employees and volunteers to have the influenza immunization annually.

I (intervention): Offer multiple flu PODS and immunization clinics to hospital employees and volunteers, making it convenient to receive the required immunization. Offer these at a variety of times, available to all shifts.

C (comparison with other treatment or current practice): Compare analytics showing employees and volunteers who received flu shots prior to 2016, when flu PODS and immunization clinics were not offered, to 2016, when flu PODS and immunization clinics are offered to accommodate shifts. Track the number of employees or volunteers coming at each time frame.

O (desired outcome): The desired outcome is increased employees and volunteer compliance with the flu shot policy.

Example 2

What is the PICO(T) question?

For nondiabetic patients on corticosteroid therapy, does monitoring for headache, fatigue, nausea, vomiting, and blurred vision hourly versus not observing for signs of hyperglycemia promote improvement of pulmonary complications?

Define each element of the question below.

P (patient, population, or problem): nondiabetic patients on corticosteroid therapy

I (intervention): monitoring for headache, fatigue, nausea, vomiting, and blurred vision

C (comparison with other treatment or current practice): no observations for signs of hyperglycemia

O (Desired outcome): improvement of pulmonary complications

T (time): 90 days

Attached is what needs to be done as well as the original draft of the paper

I need help writing my humanities paper.  Attached is what needs to be done as well as the original draft of the paper.  Annoted bibliography needs to be taken out and the paper needs to be added to using the critieria stated on the attachement.  Introduction and first few paragraphs can stay however the paper needs to be built on to add more information.

Thanks!

45-year-old woman presents with chief complaint of 3-day duration of shortness of breath, cough with thick green sputum production, and fevers. Patient has history of COPD with chronic cough but states the cough has gotten much worse and is interfering with her sleep. Sputum is thicker and harder for her to expectorate. CXR reveals flattened diaphragm and increased AP diameter. Auscultation demonstrates hyper resonance and coarse rales and rhonchi throughout all lung fields.

45-year-old woman presents with chief complaint of 3-day duration of shortness of breath, cough with thick green sputum production, and fevers. Patient has history of COPD with chronic cough but states the cough has gotten much worse and is interfering with her sleep. Sputum is thicker and harder for her to expectorate. CXR reveals flattened diaphragm and increased AP diameter. Auscultation demonstrates hyper resonance and coarse rales and rhonchi throughout all lung fields.

In your Case Study Analysis related to the scenario provided, explain the following

· The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.

· Any racial/ethnic variables that may impact physiological functioning.

· How these processes interact to affect the patient.

Must have 3 or more scholarly reference APA

This will help you identify your own values and beliefs about the established metaparadigms and metatheories of the discipline. It will also help you identify and articulate concepts relevant to your specific practice. This paper is intended to be an exercise in clarification and organization of your professional foundation. You are also required to provide a list of assumptions from personal nursing practice that illustrate the concepts and framework of your theory.

Concept Synthesis Paper on Personal Nursing Philosophy

You are required to submit a scholarly paper in which you will identify, describe, research, and apply the concepts that underlie your personal philosophy for professional nursing practice.

This will help you identify your own values and beliefs about the established metaparadigms and metatheories of the discipline. It will also help you identify and articulate concepts relevant to your specific practice. This paper is intended to be an exercise in clarification and organization of your professional foundation. You are also required to provide a list of assumptions from personal nursing practice that illustrate the concepts and framework of your theory.

Your paper should follow a format that includes:

  • Nursing Autobiography: A brief (1 page) discussion of your background in nursing.
  • The Four Metaparadigms: Identification, discussion, and documentation from the literature of your perspective on the basic four metaparadigms/concepts of patient, nurse, health, and environment.
  • Two Practice-Specific Concepts: Identification, discussion, and documentation from the literature of your perspective on at least two other concepts specific to your own practice.
  • List of Propositions: A numbered list of at least five propositions or assumption statements that clearly connect the concepts described.

Each week, you will complete various segments of your Concept Synthesis Paper and submit it to the Submissions Area for facilitator feedback when necessary. Your paper should integrate these discrete elements and reflect your personal nursing philosophy.

Your Concept Synthesis Paper on your Personal Nursing Philosophy is due in Week 3. However, it is recommended that you begin working on your paper from Week 1 onwards and complete the various components related to the paper week wise as you progress through the course. The suggested tasks for each week are:

Week 1: Nursing Biography and The Four Metaparadigms of Nursing
Week 2: Two Practice-specific Concepts, and List of Propositions/Assumptions
Week 3: Due: Concept Synthesis Paper on Personal Nursing Philosophy

Consider the following questions as you complete your various tasks related to this assignment.

1.

How do I define and employ the four basic metaparadigms of nursing theory in my professional practice?

2.

What are the major concepts I employ that are unique to my professional practice?

3.

What philosophies and theories from the literature of nursing and other disciplines/domains are consistent with these concepts?

4.

How are the concepts of transcultural nursing, the health promotion model, skill acquisition, role theory, and change theory specifically integrated into  my philosophy and practice?

5.

What research supports these theories and concepts?

6.

How do I integrate role and change theory into my professional practice and how may these theories be applied to the organization in which I practice?

The paper is to be thoroughly researched and well documented, with relevant material from the nursing theorists presented incorporated into the paper. Use the current edition of the APA Manual throughout the paper. Sources should focus on references from nursing theory but may also include conceptual and theoretical material from other professional domains. The paper, excluding references or appendices, is to be limited to 6-10 pages. Writing should be succinct and well organized, as it is impossible for the facilitator to evaluate form and content separately.

Your philosophy/framework is to be given a title that is appropriate to its content and emphasis.

Summarize: Some annotations merely summarize the source. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how detailed your summary is.

Your final paper will be a detailed paper the includes details on the items below. (Remember your final paper must be built on your concept map and paper – attached the paper)

1. Variables list: Provide a categorized list of the variables from the CDC, NCES, NSF, or other data set(s) that will be used in this research project. (2 single-spaced pages)
2. References cited (not part of page limit)

3. Annotated Bibliography (Not part of page limit): your annotations should do of the following:

• Summarize: Some annotations merely summarize the source. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how detailed your summary is.

• Assess: After summarizing a source, it may be helpful to evaluate it. Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? Is this source biased or objective? What is the goal of this source? How is this source useful to the paper that I am creating?

• Reflect: Once you’ve summarized and assessed a source, you need to ask how it fits into your research. Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic?

• Relevance: For the annotated Bibliography , you are not being asked to include ALL the articles you will use in your final paper. Rather, you asked to select KEY literature that is central and essential to your position, literature review or theoretical paper.

4. Analysis :- 300 words

Explain the concept of human factors. How does human factors relate to ergonomics? Identify and explain some examples of human factors in safety.

Course Textbook APA Citation:

Goetsch, D. L. (2011). Occupational safety and health for technologists, engineers, and managers (7th ed.). Upper Saddle River, N.J.: Prentice Hall.

Essay #5

Explain the concept of human factors. How does human factors relate to ergonomics? Identify and explain some examples of human factors in safety.

With which behavioral psychologist(s) do you most agree philosophically? Why?

Each Discussion Question needs to be at least 150 words with at least 1 citation.

Discussion Question 1:

With which behavioral psychologist(s) do you most agree philosophically? Why?

Discussion Question 2:

What are the central theoretical foundations that support behavioral psychology? What are the central propositions or key concepts of each theory?  What, in your opinion, are each theory’s major strengths and weaknesses?

Read:

Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20(2), 158-177.

BUILD A FACTORY IN THE UNITED STATES: COST, €55MFor years, CCR has wrestled with the question of whether it makes sense not to make chocolate inthe US.

This project is work a lot of points, it requires good knowlege in finance

I need it in 35 hours, 10 pages of case analysis has to be done

Deadline is Friday Evening  18:00 PST 

See attachments befoe bidding kindly. 

BUILD A FACTORY IN THE UNITED STATES: COST, €55MFor years, CCR has wrestled with the question of whether it makes sense not to make chocolate inthe US. After all, this is the company’s second-largest market outside of France, and has been fordecades.If only it were that simple. The Benoit family has resisted the urge to make this move for goodreasons. First, if CCR brings capacity to the US, the only way that will not affect the manufacturingplant in Brittany is if demand in the US rises to meet the new capacityWould CCR be willing to reduce capacity back home? Would CCR be able to find or develop aworkforce with the necessary skills? Would cultural barriers between management and Americanworkers prove difficult? And would US consumers be as enthusiastic about CCR’s products if theywere made in Wisconsin instead of imported from France?Those are the risks. John Hsu believes that the opportunities are also compelling. A new plant wouldalmost certainly offer efficiencies, including green architecture and production methods, that wouldmake production more efficient than what CCR has in France, with the added bonus of favorablepress coverage on what CCR imagines as a “green chocolate” ad campaign upon the opening of theUS plant. And a new plant in the US might offer an opportunity to create new lines of chocolatetailored to the American market.Hsu has proposed a €55 million factory to be built in the US. Arnaud considers this project to be ahigh-risk proposition. As a result, this project has a relatively high estimated WACC of 10%.Furthermore, according to a report by the French Ministry for the Economy, Industry, andEmployment, the US plant would decrease output and subsequent cash flows of the French plant by11.5% each year, once the plant is fully operational in Year 4. (There would be no cannibalization inYears 0-3.) For example, if they build in the US, the expected Year 4 cash flow for the French plantwould be 77.99 instead of 88.12 (see Table 1), the expected Year 5 cash flow would be 81.89, not92.53, and so on. Note that this reduction only affects the existing cash flows and not those from theBrittany capacity expansion (Project 3 below)

Chocolat Cordon Rouge
Corporate Finance
You are part of Marcel Arnaud’s team to analyze the 7 different projects under
consideration.
The table in the case describes the expected cash flows of the different projects. All
the costs and benefits of the projects have been taken into consideration except for
two potential costs:
1. John Hsu, the manager sponsoring the project to build a factory in the U.S.,
did not include the loss in output of the French plant in Years 4-10. He claims
that those cash flows are not part of his proposed project and as such should
not be included.
2. Bertrand Godard, who is proposing to expand capacity in Brittany, has not
included the cost of the land because he claims that the firm already owns it.
However, you should note that the cash flows of the project include the sale
of the land in year 10.
Before conducting your analysis, think about whether these decisions are correct
and, if not, adjust the cash flows accordingly.
Clarifications:
• The case gives you the WACC of each project. This is just the discount rate. As the case indicates, CCR has only €75M in its bank account to pay for the projects
investment costs.
Assignment Questions
1. Compute the NPV and IRR of each project. If there were no budget
constraint, which projects would you recommend?
2. Which projects would you recommend with the €75M budget? Assume first
that if CCR sells the land, it will NOT use the proceeds to increase its capita

Write a 700- to 1,050-word paper based on a close reading of this poem.

Assignment Content

  1. Read the University of Phoenix Material: Explication: Revealing the Nature of a Poem.
    Select a poem from this week’s readings, Kennedy, X. & Gioia, D. (2017). Literature: An introduction to fiction, poetry, drama, and writing, Books A la Carte Edition (13th ed.). Upper Saddle River, NJ: Pearson Education.  or another from the text.
    Write a 700- to 1,050-word paper based on a close reading of this poem.
    Include your interpretation of the poet’s thoughts and feelings, along with details about how the poet used literary conventions and poetic devices such as meter, imagery, and symbolism to communicate the meaning of the poem.
    Conclude with an explanation of how the poet and readers rely on imagination for interpreting the meaning of the selected poem.
    Format your assignment according to appropriate course-level APA guidelines.
    Submit your assignment.

Discuss the problems that may arise in the future as a result unwillingness to adopt the electronic health record as well as how changes to medical care can impact record keeping. Your cost benefit analysis will include a comparison representing both the choice to adopt the electronic health records as well as the choice to use paper records. Explain the pros and cons for each and its impact on its revenue stream.

Using as reference

 

Imagine that you are the administrator of a home health care agency. It is a startup venture, with fewer than 20 clients, and so you must decide whether to use a paper based system or should you implement an EHR system then conduct a cost-benefit analysis of implementing an electronic system versus using a paper based system.

You might want to consider whether providers will document using EHR’s in client’s homes or will they carry paper charts? Patient privacy and billing are also important considerations. Discuss the problems that may arise in the future as a result unwillingness to adopt the electronic health record as well as how changes to medical care can impact record keeping. Your cost benefit analysis will include a comparison representing both the choice to adopt the electronic health records as well as the choice to use paper records. Explain the pros and cons for each and its impact on its revenue stream.

Create a PowerPoint presentation.

·     Presentation is 10–12 slides in length.

·     Use of the speaker’s notes area contains detailed information, while the slides appear uncluttered.

The presentation should include at least one slide for each of the following requirements:

·     Include an overview of the project synopsis

·     The purpose of the analysis

·     Problem issue to be addressed including cost/benefits

·     What criteria will be used to select the best alternative?

·     Include a choice

·     Summarize key facts

·     State your recommendations

·     Include a cost benefit analysis in table format.

You may access the Agency for Healthcare Research and Quality website specifically the Health Information Technology Archive page and review the example of the cost-benefit analysis.

Professional Networking.

Currently in many states, a nurse is determined to be competent when initially licensed and thereafter unless proven otherwise. Yet many believe this is not enough and are exploring other approaches to assure continuing competence in today’s environment where technology and practice are continually changing, new health care systems are evolving and consumers are pressing for providers who are competent” (Whittaker, Carson, & Smolenski, 2000).

“The ultimate outcomes of continuing nursing education (CNE) activities are to improve the professional practice of nursing and thereby the care that is provided by registered nurses to patients” (American Nurses Credentialing Center’, 2014)

Effective workplace learning, based on current evidence, appears to show potential to prevent errors, support health professional reflection on practice and performance, foster ongoing professional development, and sustain improved individual and organization performance outcomes.

Cost- “Continuing education can be costly. For instance, it is costly to pay employees to attend a nursing lecture or conference and to be away from the patients’ bedside. Additionally, purchasing videos or subscribing to magazines does require an associated payment. Lastly, implementing a change is costly it requires training and often new equipment. Without question, cost is a confounding variable” (Ward, 2013)

Time- This can be time away from work and family. For the employer ‘implementing a change in practice does require time, as does completing continuing education credit hours. This could mean time away from the patient which, in most instances, is frowned upon” (Ward, 2013)

3

Pros of higher education in nursing

Enhance patients’ outcome.

Reduces medication errors.

Update with new trends.

Increased knowledge on technology use.

Treatment evaluation and recovery.

Enhance collaboration and networking.

Widens employment opportunities for nurses (University of Saint Mary,2017).

Higher nursing education prepares nurses to make a difference in delivering safe and effective care to patients, nurses gain the skills needed to safely administer medication while eliminating or reducing medication errors, monitoring and assessing the patient’s response to medications (University of Saint Mary, 2017). Nurses acquire proficiency on the use of new technologies because higher education programs explores the latest technology. Nurses are updated on the new trends in healthcare to keep up with patients’ changing needs. Nurses are able to effectively and proficiently coordinate patients’ care by collaborating and communicating with other health care teams, gain new knowledge through networking; nurses are exposed to seminars where they meet and interact with other healthcare professional.

Nurses are prepared to evaluate patients’ response to treatment and follow up after discharge to improve the quality of patients lives (University of Saint Mary, 2017). Nurses who have higher education certificates have more employment opportunities. Most hospitals requiring nurses to go back to school to get BSN, and preferring to hire nurses who have BSN.

4

Cons and attitudes of not continuing with higher education in nursing

Limited career opportunities and positions.

Poor patient outcome.

Lack of confidence.

Limited Knowledge, competency and skills.

GLOBAL ECONOMICS

unning Head: GLOBAL ECONOMICS 1

GLOBAL ECONOMICS 7

Global Economics

Students Name

Institution Affiliation

Instructor

Date of Submission

Introduction

With the large situation, first the world financial crisis and so those of national debt and the euro zone, the dramatic distinction looked between economic strategies marked, on this one hand, By the dynamic usage of economic policies designed to induce permanently debt-financed demand and by strategies from the regulation of deficits, liabilities and business competitiveness on the different. On the one side there are nations like the U.S., Britain and France and on the different, Germany and other virtuous nations at the euro region.

A balanced budget, especially the government plan, is the plan with revenues equivalent to expenditures. There is neither the only budget deficit nor the budget excess; put differently, “this accounts difference.” More broadly, it relates to the plan with no liabilities, but perhaps with the surplus. The at regular intervals balanced plan is a plan that is not essentially balanced year-to-year then again is poised over the whole economic cycle, working the excess into boom periods in addition working the shortfall in the lean years, with these counterbalancing over time.

Budget shortfalls and excesses

When the government expenses surpass administration tax revenues at the given year, then the government is working the budget discrepancy for this year. This budget shortfall, which constitutes the variance amongst government expenditures and taxation revenues, is also funded via government borrowing; this administration matters long‐term, interest‐bearing bonds as well as utilizes that payoffs to finance the deficit. The overall product of government bonds and interest payments striking, from all both the present as well as the time, is called the public loan. So, when the entire government finances the shortfall through borrowing, it is contributing to the public debt. Then when government expenditures are not as much as tax revenues at the given year, the government is working the budget excess for this year (Seccareccia, 2017).

This fund surplus is the difference between taxation revenues in addition administration expenditures. These revenues from this budget extra are classically utilized to decrease any existing public debt. In this case where government expenses are just same as tax revenues in the given year, then the government is working a stable budget for this year (Dahan, & Strawczynski, 2020)

It is crucial to differentiate between external and internal liabilities. External debt implies that the nation has borrowed money overseas to protect the balance of the payments deficit. Internal liability is what the government has borrowed to protect the balance of the payments deficit. The role that the government borrows overseas can, therefore, be included both in the government as well as international debt. Change of the cost balance defines the complete external debt. The public debt is defined by the dynamics of the budget deficit. The plan should have a positive surplus for the public debt to be cut (Srithongrung, 2018).

The graphs compare the process of the actual rate of exchange for several Eurozone member nations in the years following the approval of the euro. For understanding of place, these nations known as PIIGS (Portugal, Ireland, Italy, Greece and Spain) and the German system were used as the source. From number 2, and beginning in the year at which the euro was adopted, we see the variance in the actual effective rate of exchange index between Germany and the PIIGS. This change is most significant for Ireland, also Spain and Greece (Duthel, 2019).

Economically weak nations of the EU are making tension within the Euro region. Portugal, Italy, Ireland, Greece, and Spain may experience more troubles when this European Central Bank begins growing interest rates in reaction to economical improvements on Germany and France. (New York Times) the European Bank for Reconstruction and Growth (EBRD) has recovered its quality and strength as nations in Central and Eastern Europe contend with this world financial crisis (Keddad, & Schalck, 2019).

While this Europe constitutes given up of nations including Finland, France, Germany, Greece, Ireland, Italia, Portugal, and Spain, It is mostly dominated by and was shaped to fulfill the interests of French and German competing economic and technical strength. The competition between these two nations was the dominating factor at its beginning and has continued to play an outsized part in its disfunction (Thalassinos, et al. 2016).

The significant consequence of the devaluation is that it creates the national currency ultimately cheaper relative to different currencies. Then there are two comparative implications of the decrease. Firstly, devaluation makes the nation’s exports comparatively less costly for the foreigners. Second, this devaluation creates international products comparatively additional costly for the domestic consumers, therefore unpromising imports. That might support to change the nation’s exports in addition lessen imports, and may thus aid to decrease the existing account deficit.

There are also other policy matters that might cause the nation to alter its fixed rate of exchange. For instance, rather than applying unpopular financial payment policies, the government might decide to utilize devaluation to increase aggregate demand into the economy within an attempt to fight joblessness. The revaluation, which makes the currency more costly, might be commenced in the attempt to decrease the current account additional, then where exports exceed imports, or to try to be inflationary forces (Dell’Ariccia, et al. 2018).

Conclusion

Since that Greece’s debt situation occurred, the Euro region has to face with the large independent debt situation, like governments’ debt also increased bond income spreads widened, the Euro interchange rate fell also, which then caused that the entire world business markets progressively lost the trust.

References

Dahan, M., & Strawczynski, M. (2020). Budget institutions and government effectiveness. Journal of Public Budgeting, Accounting & Financial Management.

Duthel, H. (2019). Eurozone Crash 2020!: EUROPEAN UNION WITHOUT CITIZENS SUPPORT. BREXIT, WEAK EURO, MEMBER COUNTRIES WITHOUT STRONG LEADERSHIP. USA. neobooks.

Keddad, B., & Schalck, C. (2019). Evaluating sovereign risk spillovers on domestic banks during the European debt crisis. Economic Modelling.

Seccareccia, M. (2017). Is high employment in the eurozone possible? Some reflections on the institutional structure of the eurozone and its crisis. European Journal of Economics and Economic Policies: Intervention, 14(3), 351-371.

Srithongrung, A. (2018). Capital Budgeting and Management Practices: Smoothing Out Rough Spots in Government Outlays. Public Budgeting & Finance, 38(1), 47-71.

Thalassinos, E. I., Stamatopoulos, T., & Thalassinos, P. E. (2016). The European sovereign debt crisis and the role of credit swaps. In THE WORLD SCIENTIFIC HANDBOOK OF FUTURES MARKETS (pp. 605-639).

For the second part, present a research project you would like to propose in approximately one page.

The scientific method allows us to pose questions, test questions, and analyze results. Through observation and research we begin to understand the world around us. Consider research you have read about or been a part of and analyze the following in one page:

  • Was the Scientific method followed? How?
  • What pieces were or were not part of it? (Randomization, study type, placebos, etc.)

For the second part, present a research project you would like to propose in approximately one page.

  • How can it help us learn about basic principles of behavior?
  • How can you use the scientific method to find and address possible problems in your research design?

This paper should be 2pages in length and use APA formatting (cover page, paper body formatting, citations, and references: Prior to submitting your paper, be sure you proofread your work to check your spelling and grammar. If you use any outside sources, please site those sources in APA citation format.

The Annapolis convention’s resolution was referred to a committee of three, which submitted it to another committee of thirteen that the legislators never got around to appointing. Congress, it seemed, intended to let the proposal die.

The Confederation government was not without accomplishments. But they were far outweighed by its failures. By 1785 it seemed clear to many Americans, not just a small elite, that the nation needed a more powerful and effective central government to serve its interests and express its patriotic aspirations.

The road to the Constitutional Convention was roundabout, however. The process of revising or replacing the Articles began in 1785 when Maryland and Virginia signed an agreement over navigation on the Potomac River and Chesapeake Bay. The success of this pact induced Maryland to call for a broader arrangement that would include Pennsylvania and Delaware and cover import duties, currency, and other commercial matters. Nationalists in the Virginia legislature quickly proposed that all states meet in September 1786 at Annapolis to consider common commercial problems. Only five states attended the conference, but the nationalists—led by Alexander Hamilton of New York, James Madison of Virginia, and John Dickinson of Delaware—took advantage of the situation. Declaring that a majority was not present, they convinced the delegates to petition Congress for a full-scale convention to meet at Philadelphia in May 1787 to discuss economic problems and fundamental political changes.

By this time, Congress’s long decline had brought it close to paralysis. The Annapolis convention’s resolution was referred to a committee of three, which submitted it to another committee of thirteen that the legislators never got around to appointing. Congress, it seemed, intended to let the proposal die.

Then events in Massachusetts, a center of political turbulence since the 1760s, jolted the country and Congress into action. Massachusetts was one of those states that had obligated itself to pay its war debt. This commitment required substantial amounts of revenue, and the Bay State legislature imposed on its citizens the heaviest taxes in New England. To farmers already suffering from low crop prices, the taxes were a disaster. Debts and bankruptcies soon mounted in the western counties, and many farmers fell behind in their tax payments. As if this were not enough, Massachusetts law required that the pettiest commercial transactions be recorded by a court, with high fees paid to lawyers and court officials. The large volume of legal business resulting from hard times thus added to the heavy load imposed on citizens.

By the summer of 1786 discontent among farmers in the western part of the state had reached the flash point. In late August they convened in Worcester and condemned the taxes and heavy legal fees. Shortly afterward, an armed mob of 1,500 men, eager to end foreclosures for tax delinquency and debt default stopped the convening of the Hampshire County Court. In early September three more county courts were kept from sitting by groups of angry men.

Although the Massachusetts legislature made some effort to ease the burden of debtors, disaffected westerners began to arm and drill as if they expected to take on King George’s redcoats once more. Led by Daniel Shays, a former Continental army officer, they formed a committee to resist what they judged to be intolerable conditions. Meanwhile, in the eastern part of the state, people had begun to panic. In Boston, the governor decided to raise a military force to suppress the disorders. Rather than impose new taxes to support this small array, he appealed to the city’s rich men, who, in their fright, promptly came up with $125,000. In January 1787 a rebel force of 1,200 met the smaller group of state militia at Springfield. The state troops fired a single artillery volley, and the rebels fled in panic. The uprising was over by spring.

Shays’s Rebellion amounted to very little, yet it frightened many people. One citizen insisted that if the rebels had won, there would have been “an abolition of all public and private debts” followed by “an equal distribution of property.” The rebellion also dismayed the country’s nationalists. Washington wrote that he was “mortified beyond expression” by disorders. For the country “to be more exposed in the eyes of the world and more contemptible” than it already was seemed “hardly possible.” Congress at last took heed of the restless mood of many citizens, and on February 21 it voted to ask the states to send delegates to a proposed constitutional convention at Philadelphia.

The meeting, at Independence Hall on May 14, 1787, was an assembly of giants, including George Washington, Benjamin Franklin, James Madison, and Alexander Hamilton. … Seldom has any group taken on so momentous a task. Civilized governments have invariably been the products of a gradual evolution of tradition, experience, and historical accident. The idea of a written frame of government, of a structure of fundamental law put down in precise words at one time, is an American invention. The practice began with the making of state constitutions after 1775. Its finest expression is the federal Constitution of 1787.

The “Founding Fathers” did, of course, draw on the traditions of the colonies and Great Britain; the English experience is embedded in every legal and governmental institution of the United States. They also relied on their understanding of the ancient world, especially Rome, and on the views of the great political and legal thinkers of their own time. But in the end they were guided primarily by their own practical experience of government.

A number of the men at Philadelphia owned substantial amounts of unpaid Continental and state debt certificates. But although most were rich men, their wealth was largely in the form of land. A more important bond among the delegates than their status as creditors was the nationalism, or continentalism. The period from 1781 to 1787, they would have agreed, was indeed critical: America had been treated with contempt abroad and mob rule had threatened at home. There were some defenders of states’ rights at Philadelphia, but most were men who believed that the Articles of Confederation had failed as an instrument of government and that Americans needed a stronger central authority.

Few of the delegates, however, wished to strengthen the government at the expense of freedom. The goal of the majority was balance, an end much harder to achieve. They wished to establish a “mixed” government, combining popular and elitist elements that would protect private property. They intended to construct a strong central government, but one that would preserve local autonomy and local rights. In a nation of continental proportions, the diversity of interests, opinions, and philosophies made the task formidable. During the deliberations, small states would clash with large states, slave states with free states, commercial interests with agrarian interests, democrats with aristocrats, champions of local rights with nationalists. In the end, compromise would be a necessity.

After some preliminary skirmishing over procedural rules, the convention began its real work with a proposal that has come to be known as the Virginia Plan. It advocated, not merely a revision of the Articles of Confederation, but a completely new government, with separate legislative, executive, and Judicial departments. Congress would have two houses, and the states would be represented in each in proportion to population. In each house the elected members would vote as individuals, not as part of a single state unit as they did under the Articles. They would, in effect, represent their constituents, not their states. The legislature would choose the persons to fill positions in the other branches of government.

The Virginia proposal emphasized the central government as opposed to the states. Randolph hoped to establish a “strong consolidated union, in which the idea of states would be nearly annihilated.” The Articles had created a league of virtually independent states; the new plan would confer broad powers on the central government, which would “legislate in all cases to which the separate States are incompetent”—that is, in every area where it chose to go. But the Virginia proposal did not spell out the new government’s powers.

The Virginia Plan was countered by the New Jersey Plan, which recommended that the Articles be revised, not replaced. The new government was to be a “federal,” not a truly centralized one; that is, there would be a central government, but the states would retain independent authority in some spheres. The plan endorsed the one-house legislature of the Articles, in which each state was represented equally. States would continue to vote as units in Congress regardless of wealth or population, so that the states, rather than the people, would be represented in the new government. But the New Jersey Plan did improve on the Articles by granting the national government the power to tax and regulate foreign and interstate commerce. It made federal laws and treaties superior to all state laws, and that, too, was an advance.

It is easy to see that the New Jersey Plan would benefit states with small populations more than the Virginia Plan. If the New Jersey Plan’s arrangement was adopted, the less populous states would have representation in Congress equal to that of the more populous ones. If the other prevailed, their voices would be drowned out by those of their larger neighbors. For this reason it is often said that the two plans represented a conflict between large and small states. But the disagreement was just as much between the strong centralists and their more locally oriented colleagues.

The two proposals became the basis for debate, and both were modified in the discussions. On the whole, the centralizers came out ahead. The new government would have greatly enlarged powers, but they would be specified and not left to Congress to decide. It would also be a true central government. Congress would represent the citizens of the United States, not the states. Members of Congress would therefore vote as individuals, and not merely help cast a state vote. On the other issues of representation, a compromise was adopted. In one house, the Senate, each state would have equal representation regardless of population; in the other, the House of Representatives, population would determine the size of state delegations.

Now members raised the issue of what constituted “population.” Were slaves only property, or were they people? If the former, they might, Like other forms of property, be the basis for levying taxes but could not be considered in calculating a state’s representation in the lower house of Congress. If they were people, they should be counted for determining representation. However, because slaves were not free, and could not vote, treating them as people would give the southern states a voice in Congress disproportionate to the actual number of voters. Each voter in the South, where slaves were numerous, in effect would have more power than each voter in the North, where they were few. Northerners naturally objected to such a scheme. Southerners, noting that their wealth in slaves would force them to pay a heavy tax bill, insisted on some political compensation for the burden they would bear.

The issue was very sensitive. It touched on the continued existence and prosperity of slavery in the South. And slavery, the South’s “peculiar”—that is, special or unique—institution, was entangled in every aspect of southern life. True, ever since the Revolution had proclaimed that “all men are created equal,” the supporters of slavery had been on the defensive. But slaves still tilled the South’s fields, built its fences, and performed its household chores. Though slavery was fast disappearing In the North, only a handful of enlightened southerners were willing to contemplate its total abolition.

The men at Philadelphia would deal with slavery at other points; this time they elected to compromise. Taxes and representation in the lower house of Congress would be based on “the whole number of free Persons,” excluding Indians but including indentured servants and “three-fifths of all other Persons.” Thus, with the “three-fifths compromise,” America’s Founding Fathers managed the neat trick of simultaneously treating a slave as property and as three-fifths of a human being.

Not only did the Founding Fathers compromise on conflicting interests, they also compromised on conflicting principles. As we have noted, the delegates desired both the representative principle on the one hand, and order and rule by the “best men,” a kind of elitism, on the other. Some leaned strongly to one side, some to the other; most were in the middle.

The give-and-take among these approaches resulted in several important features of the Constitution, particularly the principle of separation of powers. Borrowing from the French philosopher, Charles Louis de Montesquieu, the delegates adopted the idea that each branch of government—executive, legislative, and judicial—must exercise distinct powers and be selected in a distinct way. This separation would ensure the independence of each branch. In addition, the Founding Fathers adopted the idea that each branch must be able to “check and balance” the others. By such an arrangement the greatest freedom would be ensured, for if one branch grew too powerful and sought to dominate the others, it could be stopped.

Checks and balances were a defense of freedom in one way, but they could also be a brake on excessive freedom—say of a Daniel Shays. During the years when the states were writing their first constitutions, extreme democrats generally favored weak governors and strong legislatures. At Philadelphia the principle of checks and balances seemed like a fine way to accomplish both things at once: check “the mob” and also check the executive.

To this end, the chief executive was to have a veto over acts of Congress, the popular part of government. But the president was not to be all-powerful. His veto could be overridden by a two-thirds vote of Congress. The chief executive could make treaties with foreign powers, but they would have to be confirmed by a two-thirds vote of the Senate. He was to be commander in chief of the army and navy, but only Congress could declare war. Finally, he could appoint a host of officials, but these appointments would have to be confirmed by the Senate. As a final check on the president—and his appointees—the House of Representatives could bring impeachment charges against federal officials. If impeached officials were then found guilty of “high crimes and misdemeanors” by the Senate, they would be removed from office.

Standing guard against the excesses and abuses of Congress and the president was to be the third branch, the federal judiciary, capped by a Supreme Court. Although it is nowhere stated in the Constitution, legal scholars believe that the delegates at Philadelphia assumed the right of the federal courts to declare acts of Congress contrary to the Constitution and hence invalid. To free the judges of political influence, they gave them lifetime tenure and declared that during their terms of office. Congress could not reduce their salaries.

Checks and balances offered one way to combine strong and stable government with a popular voice. The mixture of democratic and aristocratic methods of choosing the officers of each branch was another. The president would be selected not by the direct vote of the people but by an electoral college chosen by the states. The number of electors from each state would be equal to the number of representatives and senators it sent to Congress. State law would determine how they would be chosen, but it was assumed that they would not be elected directly by the people. Nor was the Senate, the upper house of Congress, conceived of as a stronghold of democracy. Senators would be selected by their state legislatures. To limit popular control of Congress further, senators were to have long terms of six years; only one-third would be seeking re-election in each congressional election held every two years. Finally, the federal judiciary, including the Supreme Court, was to be appointed, and thus far removed from the popular will. To temper these aristocratic features, the House of Representatives would be directly controlled by “the people.” Representatives would be elected for two-year terms by the same liberal rules that governed the selection of members of the lower houses of the state legislatures.

Besides establishing a new structure, the Constitution greatly enlarged the powers and scope of the national government. The new government as we have seen, would impose its authority on the people directly, not through the states. It would also fuse the nation into a single legal whole. Under the new charter each state was required to give “full faith and credit” to all laws and court decisions of the others and to surrender to others all violators of the law who fled across state lines. The new government could also do many specific things its predecessor could not do. It could impose and collect taxes from citizens, though by the Constitution’s original terms these taxes had to be proportionate to each state’s population. It could control and regulate foreign and interstate commerce, although at the urging of the southern states that shipped large amounts of rice and tobacco abroad. It was forbidden to tax exports. The new government had sole control over the coinage of money and could establish a postal system, build post roads, and pass laws of naturalization. The power to establish a system of uniform weights and measures and a uniform bankruptcy law also belonged to the national government. Finally, the Constitution declared that the new government could “make all laws which shall be necessary and proper for carrying into Execution the foregoing Powers, and all other Powers vested by this Constitution in the Government of the United States.” This provision, which is known as the elastic clause, later became the justification for greatly expanded federal authority. In sum, a strengthened national government was to exercise broad authority over economic and political affairs, and over a single economic and legal unit.

Still, the Constitution created not a unitary but a federal government; that is, it left the states with independent authority in some spheres. Crime and breaches of the peace were in the states’ jurisdiction, except when a state legislature or governor specifically requested federal help to put down local violence. Social relations, including marriage, divorce, and education, were also left to the states.

Although slavery was considered a “domestic” institution like the family, it could not be left solely to the states’ jurisdiction. Conflict over representation had resulted in the three-fifths compromise, and the problems of slaves escaping to free states as well as the slave trade itself also had to be considered. After much debate, the Philadelphia delegates agreed that Congress could not forbid the foreign slave trade until 1808, but thereafter it might do so if a majority wished. Congress could, however, pass laws to deal with runaway slaves who crossed state lines and guarantee slaveholders the right to recover such fugitives regardless of local antislavery laws.

All through the summer and into September, the delegates debated every issue. The discussion, like the weather, was often heated. To quiet ruffled tempers and encourage greater good will among the delegates, Franklin at one point proposed that a chaplain be invited to open each morning session with a prayer. Washington, the presiding officer, also worked to maintain peace; and although he said little, his dignity and calm demeanor helped to keep the delegates’ differences from getting out of hand.

Nothing could prevent disagreement. A number of the delegates considered the completed draft of the Constitution far too centralizing and denounced the work of the convention. Some went so far as to quit Philadelphia in protest. On the other hand, the most extreme centralizers believed the proposed constitution did not go far enough. Alexander Hamilton wanted the states abolished in favor of a strong, unitary government. The views that ultimately prevailed were those of James Madison, who succeeded in mobilizing the majority around the compromise proposals.

On September 8 the convention sent the completed draft to the Committee of Style and Arrangement This group of five polished the convention’s paragraphs and rearranged them in logical order. One of its members wrote a preamble that described the promotion of “the general welfare” as one of the purposes of the new framework of government. On September 17, 1787, each of the state delegations voted its approval, and the convention adjourned.

State the soil engineer’s general professional duty of care.  Then state fully the specific professional standard of care for the circumstances of this case that Haverley was obliged to follow.

1. State the soil engineer’s general professional duty of care.  Then state fully the specific professional standard of care for the circumstances of this case that Haverley was obliged to follow.
2. Did Haverley breach the standard of care?  Why or why not?  Make full use of the facts, expert testimony and relevant law.
3. If you find that Haverley breached the standard of care, was his breach an actual cause of Maku’s death? Again, make full use of the facts, expert testimony and relevant law, including specifically using the but-for test.
4. If you find that Haverley breached the standard of care and was an actual cause of Maku’s death, was his breach a proximate cause of Maku’s death.  Once again, make full use of the facts, expert testimony and relevant law, including specifically using the foreseeability test.
5. Was Maku negligent in whole or in part for his own death?  Make full use of the facts and relevant law, including comparative fault under the ordinary standard of care.

3-4 pages

FACTS :
The contractor, Cal Trons Corporation, followed the OSHA regulation by hiring Arthur Haverley, a young soils engineer, to design a suitable support system. Haverley relied on the geotechnical report prepared by Mega Engineers from 1998 when the sewer line was first installed. The Mega report concluded that soil collapse in this sector was highly unlikely and did not recommend any specific form of trench support. No trench support was used at the time of the original installation of the pipe, because the installation was entirely done by mechanical equipment and the only time anyone was in the trench was when a worker in a harness was lowered into the trench to check the fittings. However, information about the installation method used was not contained in the Mega report. Haverley advised the contractor that no specific trench support was required under the circumstances. Cal Trons therefore chose and used the least expensive, movable small area trench support system made by Dirtco, Inc. On April 1, 2005, Uka Maku, an entrepreneur, was buried alive when a narrow trench that was excavated eight feet deep with a backhoe to repair a sewer line, suddenly collapsed on him. By the time the soil was cleared, he was dead. Maku jumped into the trench to retrieve critically important notes on a new cell phone (the iPhoney) designed to compete with Apple that blew out  EGR 445: Role of Design Professionals in Society Kitch 20100315 3/3 EGR 445 of his hands by a sudden gust of wind. The Dirtco trench support was two feet to the right of where Maku was killed. Cal Trons had posted a sign “DANGER – OPEN TRENCH” and completely fenced off the work area when workers were not present. Maku’s wife sues Haverley for professional negligence and Cal Trons for negligence for Maku’s death. Cal Trons is dismissed from the case on a motion for summary judgment. Plaintiff’s expert witness, Sue Perior, testifies that Haverley should have conducted a new soils analysis and then recommended and designed a trench box appropriate for the soil. Haverley’s expert, Dee Nye, counters that a trench box was not required under California law and that under federal law a suitable system can mean that no system is actually required under the circumstances. Plaintiffs’ expert rebuts by testifying that the OSHA regulation presumes that some form of trench support is always required even if a specific type is not and that any soils engineer must consider the statute. Nye rebuts by saying that there was a trench support system chosen by the contractor and that the statute applies only to the contractor. The jury will receive the following California Bench Approved Jury Instruction (BAJI, 1986) from the judge regarding the standard of care: “In performing professional services for a client, a design engineer has the duty to have that degree of learning and skill ordinarily possessed by reputable design engineer in the same field of expertise practicing in the same or similar locality and under similar circumstances. It is the design engineer’s further duty to use the care and skill ordinarily used in like cases by reputable members of the soils engineering profession practicing in the same or similar locality under similar circumstances, and to use reasonable diligence and the soil engineer’s best judgment in the exercise of professional skill and in the application of learning, in an effort to accomplish the purpose for which the soil engineer was employed. “ The jury is further instructed that a failure to fulfill any legal duty is negligence if causation (both actual and legal) can be established between a breach of the legal duty and the injury claimed. Actual cause and legal (proximate) cause are as described in your notes

use the attached files if you need resources.

A literary device is any formal technique employed in a poem, including metaphor, simile, rhyme, alliteration, assonance and consonance

Poetry uses sound and form in ways that are different from other literary genres. Take a closer look at the literary devices for poetry. Identify one place where you see a literary device operating in a poem that you’ve read, and consider what effect this device contributes to the reading experience.

A literary device is any formal technique employed in a poem, including metaphor, simile, rhyme, alliteration, assonance and consonance, personification, meter, line, symbol, word choice and so on. Browse your textbook [Part 3], for a full discussion of these aspects

Please choose any nursing theorist that is presented in this course.

Theorist PowerPoint Presentation due 04/04/2020 (15 points)

Please choose any nursing theorist that is presented in this course.

Follow the information below for the PowerPoint Presentation.

Ensure that you follow the grading rubric below.

Provide feedback on at least two PowerPoint presentations.

Title Slide (Title, You Name, School Name, Course Number and Name, Professor Name, Date)
Introduction of the Nursing Theorist (Select any theorist from this course)
Classification of the theory (Grand Theory, Middle Range, Practice Level, etc.).
Discuss the model/concept of the presented theory (theoretical overview).
Applicability to nursing practice (Clinical or Professional Examples)
Implications for Nursing Research (How will this theory advance nursing practice?)
Conclusion (Summary)
References
Nursing Theories and Theorist: Choose only one for your presentation

-Florence Nightingale developed the environmental theory.

-Dorothea Orem’s Self-Care Deficit Nursing Theory

-Barbara Dossey’s Theory of Integral Nursing

-Jean Watson’s – Theory of Human Caring

As an advanced practice nurse, you will examine patients presenting with a variety of disorders. You must, therefore, understand how the body normally functions so that you can identify when it is reacting to changes. Often, when changes occur in body systems, the body reacts with compensatory mechanisms. These compensatory mechanisms, such as adaptive responses, might be signs and symptoms of alterations or underlying disorders. In the clinical setting, you use these responses, along with other patient factors, to lead you to a diagnosis.

As an advanced practice nurse, you will examine patients presenting with a variety of disorders. You must, therefore, understand how the body normally functions so that you can identify when it is reacting to changes. Often, when changes occur in body systems, the body reacts with compensatory mechanisms. These compensatory mechanisms, such as adaptive responses, might be signs and symptoms of alterations or underlying disorders. In the clinical setting, you use these responses, along with other patient factors, to lead you to a diagnosis.

Consider the following scenarios:

Scenario 1:

Jennifer is a 2-year-old female who presents with her mother. Mom is concerned because Jennifer has been “running a temperature” for the last 3 days. Mom says that Jennifer is usually healthy and has no significant medical history. She was in her usual state of good health until 3 days ago when she started to get fussy, would not eat her breakfast, and would not sit still for her favorite television cartoon. Since then she has had a fever off and on, anywhere between 101oF and today’s high of 103.2oF. Mom has been giving her ibuprofen, but when the fever went up to 103.2oF today, she felt that she should come in for evaluation. A physical examination reveals a height and weight appropriate 2-year-old female who appears acutely unwell.  Her skin is hot and dry. The tympanic membranes are slightly reddened on the periphery, but otherwise normal in appearance. The throat is erythematous with 4+ tonsils and diffuse exudates. Anterior cervical nodes are readily palpable and clearly tender to touch on the left side. The child indicates that her throat hurts “a lot” and it is painful to swallow. Vital signs reveal a temperature of 102.8oF, a pulse of 128 beats per minute, and a respiratory rate of 24 beats per minute.

Scenario 2:

Jack is a 27-year-old male who presents with redness and irritation of his hands. He reports that he has never had a problem like this before, but about 2 weeks ago he noticed that both his hands seemed to be really red and flaky. He denies any discomfort, stating that sometimes they feel “a little bit hot,” but otherwise they feel fine. He does not understand why they are so red. His wife told him that he might have an allergy and he should get some steroid cream. Jack has no known allergies and no significant medical history except for recurrent ear infections as a child. He denies any traumatic injury or known exposure to irritants. He is a maintenance engineer in a newspaper building and admits that he often works with abrasive solvents and chemicals. Normally he wears protective gloves, but lately they seem to be in short supply so sometimes he does not use them. He has exposed his hands to some of these cleaning fluids, but says that it never hurt and he always washed his hands when he was finished.

Scenario 3:

Martha is a 65-year-old woman who recently retired from her job as an administrative assistant at a local hospital. Her medical history is significant for hypertension, which has been controlled for years with hydrochlorothiazide. She reports that lately she is having a lot of trouble sleeping, she occasionally feels like she has a “racing heartbeat,” and she is losing her appetite. She emphasizes that she is not hungry like she used to be. The only significant change that has occurred lately in her life is that her 87-year-old mother moved into her home a few years ago. Mom had always been healthy, but she fell down a flight of stairs and broke her hip. Her recovery was a difficult one, as she has lost a lot of mobility and independence and needs to rely on her daughter for assistance with activities of daily living. Martha says it is not the retirement she dreamed about, but she is an only child and is happy to care for her mother. Mom wakes up early in the morning, likes to bathe every day, and has always eaten 5 small meals daily. Martha has to put a lot of time into caring for her mother, so it is almost a “blessing” that Martha is sleeping and eating less. She is worried about her own health though and wants to know why, at her age, she suddenly needs less sleep.

To Prepare

  • Review the three scenarios, as well as Chapter 6 in the Huether and McCance text.
  • Identify the  pathophysiology of the disorders presented in each of the three scenarios, including their  associated alterations. Consider the adaptive responses to the alterations.
  • Review the examples of  “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease  (GERD)” media in this week’s Learning Resources. Then select one of the disorders you identified  from the scenarios. Use the examples in the media as a guide to construct a  mind map for the disorder you selected. Consider the epidemiology, pathophysiology,  risk factors, clinical presentation, and diagnosis of the disorder, as well as  any adaptive responses to alterations.
  • Review the Application Assignment Rubric found under  Course Information

To Complete

Write a 2- to 3-page paper  excluding the title page, reference page and Mind Map that addresses the  following:

  • For each of the three scenarios explain the pathophysiology,       associated alterations and the patients’ adaptive responses to the       alterations caused by the disease processes.  You are required to discuss all three       scenarios within the paper component of this assignment.
  • Construct one mind map on a selected disorder  presented in one of the scenarios. Your Mind Map must include the epidemiology,  pathophysiology, risk factors, clinical presentation, and diagnosis of the  disorder, as well as any adaptive responses to alterations.

This Assignment is due.

Note: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting

Pick one animal phylum. Describe the characteristics of the organisms in that phylum, some of the diversity in that phylum, and some of the economic and ecological impacts of organisms in that phylum

Part A

Population Ecology

There are several key-factors that affect the size of a population. This is called the animal’s life history.  Included in the life history is

  • The age at which the species is when it reaches sexual maturity
  • The number of offspring born each year and/or pregnancy
  • How often reproduction takes place
  • The success of the offspring
  • The projected lifespan of the species 

The wild animal chosen for you is the gorilla.Discuss the gorilla and include your reference.

75 – 150 words

Part B

Animal phylum

Pick one animal phylum. Describe the characteristics of the organisms in that phylum, some of the diversity in that phylum, and some of the economic and ecological impacts of organisms in that phylum.

Your assignment should be 500 words in length. List references

Fear and Learning at Hoover Elementary: http://csusb.kanopystreaming.com/video/fear-and-learning-hoover-elementary

Read the below 3 discussion, 

and novels :1. Hesse, Letters from Rifka  2. Muñoz Ryan, Esperanza Rising, 3. Muñoz Ryan, Esperanza Rising, 4. Taylor, Roll of Thunder, Hear My Cry,5. Taylor, Roll of Thunder, Hear My Cry

Fear and Learning at Hoover Elementary: http://csusb.kanopystreaming.com/video/fear-and-learning-hoover-elementary

Fear and Learning at Hoover Elementary 

Fear and Learning at Hoover Elementary 

Fear and Learning at Hoover Elementary

In your required readings and video clip, Mental Illness and Madness, you learned about the history of the perceptions of mental illness

Use the above link to access the discussion board for this module.

Topic

In your required readings and video clip, Mental Illness and Madness, you learned about the history of the perceptions of mental illness. For years, individuals have attempted to explain and control mental illness based on the popular models or traditions of that particular time.  One such belief is that outside agents such as demons, spirits or other phenomena influence and control our behavior, thinking, and emotions.

In your initial post:

  1. Examine the historical conceptions of mental illness (supernatural, biological, and psychological). Select one model or tradition that you think is still present today.  Provide examples from today’s society. 
  2. Develop your own definition of mental illness.

In your response: 

  1. Select a classmate’s different model from the one you chose and discuss how it is different or similar to perceptions of mental illness in the past.

Part A: Bio-Psycho-Social Assessment:

Submit a 6- to 9-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts:  Part A: Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following: Presenting issue (including referral source) Demographic information Current living situation Birth and developmental history School and social relationships Family members and relationships Health and medical issues (including psychological and psychiatric functioning, substance abuse) Spiritual development Social, community, and recreational activities Client strengths, capacities, and resources  Part B: Analysis of Assessment. Address each of the following: Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc. Analyze how the social environment affects the client. Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment. Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client. Explain how you would use the identified strengths of the client(s) in a treatment plan. Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue. Analyze the ethical issues present in the case. Explain how will you address them. Describe the issues will you need to address around cultural competence.

plan for their new government following the Revolutionary West

Name the two British document that Americans looked to when developing the plan for their new government following the Revolutionary West

Your case study analysis must be in APA format. Be sure to include a separate title and reference page, a brief abstract, an introduction, subheadings, and a conclusion.

  • What changes in employment relationships are likely to occur as the population ages?
  • Do you think increasing age diversity will create new challenges for managers? What types of challenges do you expect will be most profound?
  • What types of policies might lead to charges of age discrimination, and how can they be changed to eliminate these problems?
  • Discuss some other challenges organizations often encounter while trying to build a diverse workforce.
  • Describe some of the actions an organization should take to overcome diversity challenges, explaining why those actions would be helpful. Provide examples to support your conclusions.
  • What are some of the important benefits of having a diverse workforce?

Your case study analysis must be in APA format. Be sure to include a separate title and reference page, a brief abstract, an introduction, subheadings, and a conclusion.

CASE STUDY: A friend calls and asks you to prescribe a medication for her. You have this autonomy, but you don’t have your friend’s medical history. You write the prescription anyway.

CASE STUDY: A friend calls and asks you to prescribe a medication for her. You have this autonomy, but you don’t have your friend’s medical history. You write the prescription anyway.

Write a 2- to 3-page paper that addresses the following:

Explain the ethical and legal implications of the scenario you selected on all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.
Describe strategies to address disclosure and nondisclosure as identified in the scenario you selected. Be sure to reference laws specific to your state.
Explain two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation.
Explain the process of writing prescriptions, including strategies to minimize medication errors.
Please use the assignment and discussion rubric to help guide you in completing your coursework. I use the course rubrics to grade all coursework.

When completing coursework, please use primary or secondary sources published within the last five years to support your writing. The syllabus addresses the types of references that students should use. References like Up-to-Date and WebMD are not preferred sources.

What type of drug should you prescribe based on your patient’s diagnosis? How much of the drug should the patient receive? How often should the drug be administered? When should the drug not be prescribed? Are there individual patient factors that could create complications when taking the drug? Should you be prescribing drugs to this patient? How might different state regulations affect the prescribing of this drug to this patient?

These are some of the questions you might consider when selecting a treatment plan for a patient.

Photo Credit: Getty Images/Caiaimage
As an advanced practice nurse prescribing drugs, you are held accountable for people’s lives every day. Patients and their families will often place trust in you because of your position. With this trust comes power and responsibility, as well as an ethical and legal obligation to “do no harm.” It is important that you are aware of current professional, legal, and ethical standards for advanced practice nurses with prescriptive authority. Additionally, it is important to ensure that the treatment plans and administration/prescribing of drugs is in accordance with the regulations of the state in which you practice. Understanding how these regulations may affect the prescribing of certain drugs in different states may have a significant impact on your patient’s treatment plan. In this Assignment, you explore ethical and legal implications of scenarios and consider how to appropriately respond.

To Prepare
Review the Resources for this module and consider the legal and ethical implications of prescribing prescription drugs, disclosure, and nondisclosure.
Review the scenario assigned by your Instructor for this Assignment.
Search specific laws and standards for prescribing prescription drugs and for addressing medication errors for your state or region, and reflect on these as you review the scenario assigned by your Instructor.
Consider the ethical and legal implications of the scenario for all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.
Think about two strategies that you, as an advanced practice nurse, would use to guide your ethically and legally responsible decision-making in this scenario, including whether you would disclose any medication errors.
By Day 7 of Week 1
Write a 2- to 3-page paper that addresses the following:

Explain the ethical and legal implications of the scenario you selected on all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.
Describe strategies to address disclosure and nondisclosure as identified in the scenario you selected. Be sure to reference laws specific to your state.
Explain two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation.
Explain the process of writing prescriptions, including strategies to minimize medication errors.
PLEASE PAY ATTENTION TO THE CASE STUDY

FIVE REFERENCE NOT MORE THAN FIVE YEARS

Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advanced practice providers. St. Louis, MO: Elsevier.

Chapter 1, “Prescriptive Authority” (pp. 1–3)
Chapter 2, “Rational Drug Selection and Prescription Writing” (pp. 5–9)
Chapter 3, “Promoting Positive Outcomes of Drug Therapy” (pp. 11–16)
Chapter 4, “Pharmacokinetics, Pharmacodynamics, and Drug Interactions” (pp. 17–40)
Chapter 5, “Adverse Drug Reactions and Medical Errors” (pp. 41–49)
Chapter 6, “Individual Variation in Drug Response” (pp. 51–56)

Introduce yourself to your classmates with your name, location, current employment, and future goals.

DISCUSSION BOARD

Part I: Introduce yourself to your classmates with your name, location, current employment, and future goals.

Part II: Would there be any additional marketing effort necessary if a producer created a revolutionary new product and offered it exclusively on the Internet? Why, or why not? Do you regularly buy any items exclusively or almost exclusively on the Internet? 

Please include the name of the person or question to which you are replying in the subject line. For example, “Tom’s response to Susan’s comment.”

ALSO PLEASE REPLY TO ANOTHER STUDENTS COMMENT BELOW 

Hi everyone. My name is Anjie Guo. I am currently located in Pennsylvania. At the moment, I am working for a retail store. My future goals for the moment include graduating CSU and hopefully find a company to work for that I enjoy. I also want to apply the skills that I learn from CSU to my future goals/work. I also want to move into a manger position as well. 

In my opinion, many companies are revolving their products around digital marketing because more and more consumers prefer shopping online for convenience and etc. In a way a producer does need to apply additional marketing efforts because they need to reach out their products to the consumer. Most of the time, I prefer buying items online because it is more convenient than having to go to a physical store.

  • Posted: a day ago
  • Due: 26/01/2019
  • Budget: $4

Make sure to reference the citations using the APA writing style for the presentation

Assignment:

Professional Development Assignment 

Based on what you have learned so far this week, create a PowerPoint presentation with detailed notes for each slide that addresses each of the following points/questions. Be sure to completely answer all the questions. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least four (4) citations throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations (an example is located in the Resources tab) related to text size, color, images, effects, wordiness, and multimedia enhancements.

  1. Title Slide (1 slide)
     
  2. For a hospital to operate efficiently and effectively, the three important influences in its governance, medical staff, board of trustees, and administration, must work together in reasonable harmony. What factors contribute to the tension that usually exists among them? (4 slides).
     
  3. Organizations such as the LeapFrog Group represent a growing trend to survey and report on the quality of hospital care and to make the findings available to the public. What are your opinions about the public’s readiness to deal with having this information available and using it to make choices about medical care? (2-3 slides)
     
  4. Hospitals are facing unprecedented financial challenges from entrepreneurial physician initiatives that are establishing competitive, free-standing diagnostic and treatment centers and specialty hospitals. What are the advantages and disadvantages to these developments from a patient perspective? (2-3 slides)
     
  5. References (1 slide)

medical practice with several physicians contacts his professional association, the American Academy of Physician Assistants (AAPA), to report that one of his employing physicians often recommends chiropractic treatment for patients with persistent back pain issues that have resisted medical solutions.

 

Ethics Issue 1:

A physician assistant (PA) in a medical practice with several physicians contacts his professional association, the American Academy of Physician Assistants (AAPA), to report that one of his employing physicians often recommends chiropractic treatment for patients with persistent back pain issues that have resisted medical solutions. The PA knows it is legal to refer a patient for chiropractic treatments, but he adamantly opposes the practice, considering it “bogus medicine.” The physician declines to discuss the matter.

Discussion Questions

  1. In your opinion, how might the situation be resolved?
  2. Is it ethical for the PA to continue working for the physician when their opinions differ so widely on this issue?

List the questions with your answer, Please

Test of Preschool Early Literacy (TOPEL)

Before the program can begin an institutional review board (IRB) approval will be needed. WKKF (n.d.) does not have any specific requirements for an IRB approval. However, the school district will want internal IRB approval and, as per the ethical codes of the American Psychological Association [APA], the director will obtain approval to ensure that testing procedures are ethically sound. Then parents must be notified of the program by a letter sent home to sign and return, before testing can begin. The letter will include an informed consent, as per approval of the IRB.

The first evaluation is a completion of the Test of Preschool Early Literacy (TOPEL) (Lonigan et al., 2018). This evaluation was chosen because it has a high reliability and validity in accurately measuring literacy for individuals in the early childhood age range. A teacher in the program, that the child will work if the child qualifies for the program, will administer the assessment. The children will be evaluated as per each subtest; phonological awareness (27 items), print knowledge (36 items), and definitional vocabulary (35 items) (Goodrich et al., 2019). If the child does not respond in English then the child is prompted to respond in English, if the child does not respond then the item is scored as incorrect. This is due to the need to be English proficient in literacy as well as proficient in their home language. Each of the sub-tests will give a quantitative score, however the three subtest scores are combined to determine a composite score as well as standard scores and percentile ranks to determine emergent literacy skills (Lonigan et al., 2018). The TOPEL test takes a total of 25-30 minutes.

The second evaluation will be the weekly log of days and minutes that a teacher works with each child. The amount of time is determined by the results of the TOPEL scores of the individual child. The third evaluation is also a weekly log of activities and the amount of time activities are worked on at home. These activities and the time needed will also depend on the TOPEL scores of the individual child.

The TOPEL will be administered again at the end of the program by the teacher that has worked with the child during the program. Each child will again be evaluated on each subtest; phonological awareness (27 items), print knowledge (36 items), and definitional vocabulary (35 items) to determine a composite score (Goodrich et al., 2019; Lonigan et al., 2018). The score will be compared to the pre-test score at the beginning of the program to show progress. Also, an evaluation of time spent per week and the composite score at the beginning and at the end of the program will allow for the director to show that the work with the teachers and partnering at home results in positive progress in literacy.

The results of the TOPEL and the log activities of both the teacher and the parents will be summarized in an overall report for WKKF (n.d.). The results will show the summative individual scores of the pre and compared post-tests and an average of weekly time with the teacher and parent for each child. A report will be written to show the statistical significance of the literacy program and how continued effort in this area is promising to the child, but also to the families and the community.

Part 3: Budget, Budget Narrative, and Sustainability Plan

Part 3 will address a budget plan that will contain all non-personnel and personnel resources given in Part 2. These will be addressed line per line for a total annual budget. A budget narrative will follow that will state each non-personnel and each personnel budget in a rationale of the costs needed. Lastly, a sustainability plan will be discussed how the program plans to continue operating this once the funding has depleted. The sustainability plan will also indicate where future funding and other resources might be obtained.

Budget

The budget worksheet is on the next page, as per the limited space and spacing.

Personnel Name Personnel Title Time/Effort Percentage (%) Time/Effort Hours/Week Dollar Amount for Yearly Salary Dollar Amount for Fringe Benefits Grand Total Dollar Amount
Nicole Hamilton Project Director 20% 10 hours/week $7200/year n/a $7200/year
Teacher 1 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher 2 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher 3 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher 4 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher 5 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher 6 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher 7 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher 8 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher 9 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher 10 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher Training 10% 4 hours/one time training $50.00 n/a $500.00
Subtotals 11 140% 60 hours $72,000 n/a $72,500
Amount Dollar Amount per each item Total Dollar Amount Grand Total Dollar Amount
Itemized Equipment Test Kit with Manual & Picture Book 10 $260 $2600 $2600
25 booklets 4 $66 $264 $264
Teacher Literacy Packets 10 $50 $500 $500
At-Home Literacy Packets 100 $20 $2000 $2000
File Cabinet 1 $250 $250 $250
Pencils & file folders 100 $50 $50
Monthly Stipend to Copy sheets at the school 1 $100 $100
Subtotals 326 $5764 $5764
Personnel: Grand Total Dollar Amount Requested Non-Personnel Grand Total Dollar Amount Requested Grand Total Dollar Amount Requested
Grand Total Direct Costs $72,500 $5764 $78,264

Budget Narrative and Sustainability Plan

Budget Narrative. The total budget for the CELP program is $78,264.00 for the first year, however the total personnel budget is $72,500 for the year. The personnel budget includes 1 director and 10 teachers. The director will work 10 hours a week, after school, and is paid $7200.00 for the year, while school is in session. This amount is based on an administrative salary of $65,000.00 per year. There will be 10 teachers that work for the school that will be hired for additional time and pay to work with students before or after school. Each teacher is expected to work 5 hours a week, leaving them time to work with at least 2 children per hour for a total of 5 hours per week. Each teacher will be paid a salary of $4300.00 during the school year. This amount is based off a $50,000.00 teacher salary in the state of Texas. In addition, each teacher will be trained one time before the program for a 4-hour session at $50.00 each, for a total of $500.00.

The non-personnel budget has items that are a one-time purchase and others that need to be replenished each year. The non-personnel budget for the first year is $5764.00. First, a total of 10 Test Kits (containing a manual and picture book) will be needed for pre and post-testing at $260.00 each, or $2600.00 total. A total of 100 booklets will be needed for the year at $66 for a packet of 25, which is $264 for the year, and this item will need to be purchased each year. Teacher Literacy Packets are $50.00 each, 10 will be needed for a total of $500.00 for the year and these do not need to be re-purchased each year. At-Home Literacy Packets are $20.00 each, 100 will be needed for a total of $2000.00 for the year and these do not need to be re-purchased each year. 1 file cabinet at $250 is needed as a one-time purchase. Folders and pencils are needed each year at $50.00. Lastly, a monthly stipend of $10.00 for a total of $100.00 for the year is to use the copier at the school.

Sustainability Plan. The sustainability plan is an area of interest to the program as well as to WKFF (n.d.). Several of the items do not need to be re-purchased each year including; the Test Kits, Teacher Literacy Packet, At-Home Literacy Packets, and the file cabinet. However, these items can be worn and re-purchased at a later date. Books, pencils, file folders, and the monthly copy stipend will need to be purchased each year. In order to sustain the financial stability of the program CELP will benefit from a relationship with the school district and the school and other community agencies. The evaluations will show the administration of the school, and the district, how each child’s score is improving and that this can have a direct effect on standardized scoring. This will be an evidence-based preventive intervention and approach for the children, families, and the district. This makes the program a beneficial partner to the school and the district. The district may be able to allocate money for non-personnel resources and for some teachers, leaving only a small amount needed. Surrounding communities can be appealed to make this difference in the finances needed. There are multiple sources that would provide funding. These include large organization such as; Bill Millers, H-E-B, and Taco Cabana do utilize money each year towards philanthropic and community needs. Also, the grant with WKFF can be appealed to as can other grants to close the gap in the yearly funding. A weaving of financial efforts will allow for this program to continue to serve low-income children and the need for literacy development starting at a young age. The CELP program is still in the developmental stage. However, with the strong support of the school, the community, and the W.K. Kellogg Foundation then the school and the families can take advantage of the literacy services offered.

Conclusion

The Child Early Literacy Program is designed to begin in the 3-year old program through the second-grade year at an elementary school that is considered to be low-income in order to address the need for early literacy. The program will be initiated with teacher referrals and follow-up for children to join the program. The teachers will be trained in order to give the pre and post-assessment for literacy including; print knowledge, definitional vocabulary, and phonological awareness. Each teacher will work with a child two to three times a week and at varying times based on the scores of the child. The teachers may individualize, small group, or large group as per the needs of the children. The children will also take home a literacy pack to work with their family. All teacher and family interactions will be recorded. At the end of the year the post-assessment can be given for an evidenced-based approach to improve literacy. In conclusion, this program will show evidence of how literacy is improving for the children, the family, and the surrounding community to enable continued support for the Child Early Literacy Program.

References

American Psychological Association [APA]. Ethical principles of psychologists and code of conduct. Retrieved from https://www.apa.org/ethics/code/

Cetin, O.S., G, M., Katrinci, M. (2018). A study on the effect of pre-school education on early literacy skills. International Online Journal of Educational Science, 10(5), 201-221.

Creswell, J.W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage Publications.

Gettinger, M., & Stoiber, K. (2008). Applying a response-to-intervention model for early literacy development in low-income children. Topics in Early Childhood Special Education, 27(54), 198-213. doi:10.1177/0271121407311238

Goodrich, J.M., Lonigan, C.J., & Alfonso, S.V. (2019). Measurement of early literacy skills among monolingual English-speaking and Spanish-speaking language-minority children: A differential item functioning analysis. Early Childhood Research Quarterly, 47(2), 9-110. http://doi.org/10.1016.j.ecresq.2018.10.007

Hilbert, D.D, & Eis, S.D. (2014). Early intervention for emergent literacy development in a collaborative community pre-kindergarten. Early Childhood Education Journal, 42, 105-113. doi:10.1007/s10643-013-0588-3

Lee, J.A.C., & Al Otaiba, S. (2015). Socioeconomic and gender group differences in early literacy skills: A multiple-group confirmatory factor analysis approach. Educational Research and Evaluation: An International Journal on Theory and Practice, 21(1), 40-59. https://doi-org.ezp.waldenulibrary.org/10.1080/13803611.2015.1010545

Lonigan, C.J., Wagner, R.K., Torgesen, J.K., & Rashotte, C.A. (2018). Test of Preschool Early Literacy (TOPEL). Retrieved from https://www.academictherapy.com/detailATP.tpl?

&eqskudatarq=DDD-1146

Pears, K.C., Healey, C.V., Fisher, P.A., Braun, D., Gill, C., …Ticer, S. (2014). Immediate effects of a program to promote school readiness in low-income children: Results of a pilot study. Education and Treatment of Children, 37(3), 431-460. doi:10.1353/etc.2014.0021

U.S. Department of Education. (2018). Improving basic programs operated by local educational agencies ( Title I, Part A). Retrieved from http://www.2.ed.gov/programs/titleiparta/

index.html

W.K. Kellogg Foundation. (n.d.). Educated Kids. Retrieved from https://www.wkkf.org/what-we-do/educated-kids

Xu, Y., Chin, C., Reed, E., & Hutchinson, C. (2014). The effects of a comprehensive early literacy project on preschoolers’ language and literacy skills. Early Childhood Education, 42, 295-304. doi:10.1007/s1064-01300613-6

Laboratory Experiments Support the Lotka–Volterra Model.

The theoretical Lotka–Volterra equations stimulated studies of competition in the laboratory, where under controlled conditions an outcome is more easily determined than in the field. One of the first to study the Lotka–Volterra competition model experimentally was the Russian biologist G. F. Gause. In a series of experiments published in the mid-1930s, he examined competition between two species of Paramecium, Paramecium aurelia and Paramecium caudatum. P. aurelia has a higher rate of population growth than P. caudatum and can tolerate a higher population density. When Gause introduced both species to one tube containing a fixed amount of bacterial food, P. caudatum died out (Figure 13.3). In another experiment, Gause reared the species that was competitively displaced in the previous experiment, P. caudatum, with another species, Paramecium bursaria. These two species coexisted because P. caudatum fed on bacteria suspended in solution, whereas P. bursaria confined its feeding to bacteria at the bottom of the tubes. Each species used food unavailable to the other.

In the 1940s and 1950s, Thomas Park at the University of Chicago conducted several classic competition experiments with laboratory populations of flour beetles. He found that the outcome of competition between Tribolium castaneum and Tribolium confusum depended on environmental temperature, humidity, and fluctuations in the total number of eggs, larvae, pupae, and adults. Often, the outcome of competition was not determined until many generations had passed.

In a much later study, ecologist David Tilman of the University of Minnesota grew laboratory populations of two species of diatoms, Asterionella formosa and Synedra ulna. Both species require silica for the formation of cell walls. The researchers monitored population growth and decline as well as the level of silica in the water. When grown alone in a liquid medium to which silica was continually added, both species kept silica at a low level because they used it to form cell walls. However, when grown together, the use of silica by S. ulna reduced the concentration to a level below that necessary for A. formosa to survive and reproduce (Figure 13.4). By reducing resource availability, S. ulna drove A. formosa to extinction.

13.5 Studies Support the Competitive Exclusion Principle

In three of the four situations predicted by the Lotka–Volterra equations, one species drives the other to extinction. The results of the laboratory studies just presented tend to support the mathematical models. These and other observations have led to the concept called the competitive exclusion principle , which states that “complete competitors” cannot coexist. Complete competitors are two species (non-interbreeding populations) that live in the same place and have exactly the same ecological requirements (see concept of fundamental niche in Chapter  12, Section 12.6). Under this set of conditions, if population A increases the least bit faster than population B, then A will eventually outcompete B, leading to its local extinction.

Competitive exclusion, then, invokes more than competition for a limited resource. The competitive exclusion principle involves assumptions about the species involved as well as the environment in which they exist. First, this principle assumes that the competitors have exactly the same resource requirements. Second, it assumes that environmental conditions remain constant. Such conditions rarely exist. The idea of competitive exclusion, however, has stimulated a more critical look at competitive relationships in natural situations. How similar can two species be and still coexist? What ecological conditions are necessary for coexistence of species that share a common resource base? The resulting research has identified a wide variety of factors affecting the outcome of interspecific competition, including environmental factors that directly influence a species’ survival, growth, and reproduction but are not consumable resources (such as temperature or pH), spatial and temporal variations in resource availability, competition for multiple limiting resources, and resource partitioning. In the following sections, we examine each topic and consider how it functions to influence the nature of competition.

13.6 Competition Is Influenced by Nonresource Factors

Interspecific competition involves individuals of two or more species vying for the same limited resource. However, features of the environment other than resources also directly influence the growth and reproduction of species (see Chapters 6 and 7) and therefore can influence the outcome of competitive interactions. For example, environmental factors such as temperature, soil or water pH, relative humidity, and salinity directly influence physiological processes related to growth and reproduction, but they are not consumable resources that species compete over.

For example, in a series of field and laboratory experiments, Yoshinori Taniguchi and colleagues at the University of Wyoming examined the influence of water temperature on the relative competitive ability of three fish species that show longitudinal replacement in Rocky Mountain streams. Brook trout (Salvelinus fontinalis) are most abundant at high elevations, brown trout (Salmo trutta) at middle elevations, and creek chub (Semotilus atromaculatus) at lower elevations. Previous studies have shown that interference competition for foraging sites is an important factor influencing the relative success of individuals at sites where the species co-occur. Based on the distribution of these three species along elevation gradients in the Rocky Mountain streams and differences in physiological performance with respect to temperature, the researchers hypothesized that the brook trout would be competitively superior at cold water temperatures, brown trout at moderate water temperatures, and creek chub would be competitively superior at warmer water temperatures. To test this hypothesis, Taniguchi and his colleagues used experimental streams to examine competitive interactions at seven different water temperatures: 3, 6, 10, 22, 22, 24, and 26°C.

Prior to each test, fish were thermally acclimated by increasing or decreasing the temperature by 1°C per day until the test temperature was reached (see Section 7.9 for discussion of thermal acclimation). For each test, individuals of each species were matched for size (<10%) and placed in the experimental stream together. Aggressive interactions and food intake were monitored. Competitive superiority was based on which species consumed the most food items because food intake is considered a limiting factor for these drift-feeding, stream fishes.

Patterns of food consumption clearly show changes in the relative competitive abilities of the three fish species across the gradient of water temperatures (Figure 13.5). At 3°C, brook trout exhibited the highest rate of food consumption, although differences between the two trout species were minimal below 20°C, and both trout species consumed significantly more food than creek chub. However, as temperature increased, food consumption by creek chub increased. At 24°C, food intake by brook trout dropped to zero, whereas intake rate of brown trout still exceeded that of creek chub. At 26°C, the rate of food intake reversed for the two species and food intake by creek chub exceeded that of brown trout. In an additional series of experiments, the researchers were able to establish that the observed patterns of food intake during the competition trials were a result of differences in competitive ability and no changes in appetite because of water temperature.

The transition in competitive ability from 24 to 26°C in the laboratory experiments are in agreement with the transition in dominance from trout species to creek chub at a similar temperature range in the field. The results of Taniguchi and his colleagues provide a clear example of temperature mediation of competitive interactions. The relative competitive abilities of the three fish species for limiting food resources are directly influenced by abiotic conditions, that is, water temperature.

A similar case of competitive ability being influenced by nonresource factors is illustrated in the work of Susan Warner of Pennsylvania State University. Warner and her colleagues examined the effect of water pH (acidity) on interspecific competition between two species of tadpoles (Hyla gratiosa and Hyla femoralis). The two species overlap broadly in their geographic distribution, yet differ in their responses to water acidity. The researchers conducted experiments using two levels of water pH (4.5 and 6.0) and varying levels of population densities to examine the interactions of pH and population density on both intra- and interspecific competition. The results of the experiments indicated that interspecific interactions were minimal at low water pH (4.5); however, at higher water pH (6.0), interspecific competition from H. fermoralis caused decreased survival and an increased larval period for H. gratiosa. The latter resulted in decreased size at metamorphosis for H. gratiosa individuals.

Write between 550-600 words (approximately 2 1/2 pages) using Microsoft Word in APA style, see example below.

Six Rights of the Consumer

  • Research and describe the six rights of the consumer.  Provide a detailed analysis of each right and illustrate the importance.

The requirements below must be met for your paper to be accepted and graded:

  • Write between 550-600 words (approximately 2 1/2 pages) using Microsoft Word in APA style, see example below.
  • Use font size 12 and 1” margins.
  • Include cover page and reference page.
  • At least 80% of your paper must be original content/writing.
  • No more than 20% of your content/information may come from references.
  • Use at least three references from outside the course material, one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.
  • Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.

References must come from sources such as, scholarly journals found in EBSCOhost, CNN, online newspapers such as, The Wall Street Journal, government websites, etc. Sources such as, Wikis, Yahoo Answers, eHow, blogs, etc. are not acceptable for academic writing.

 The final project for this course is a report, including an analysis with recommendations that you will propose to management. The project will require you to prepare an analysis of payment systems and reimbursement methods. You will compare and contrast your findings and offer subsequent recommendations. You will consider compliance and government regulations along with financial principles associated with reimbursement. You will also identify collaborative teamwork strategies that can be incorporated into various healthcare settings.

IHP 630 Module One Journal Guidelines and Rubric

Overview: The final project for this course is a report, including an analysis with recommendations that you will propose to management. The project will require you to prepare an analysis of payment systems and reimbursement methods. You will compare and contrast your findings and offer subsequent recommendations. You will consider compliance and government regulations along with financial principles associated with reimbursement. You will also identify collaborative teamwork strategies that can be incorporated into various healthcare settings.

Prompt: In your journal assignment, reflect on how you plan to apply the knowledge that you learn in this course. If you are already working in the healthcare field, how does the final project relate to your current position? If you are not already working in healthcare, how might the final project relate to your future career goals? (I am currently a care coordinator)

A course journal is generally made up of many individual assignments. Journal activities in this course are private between you and the instructor.

Guidelines for Submission: Your 2–3-paragraph journal assignment should follow current APA-style guidelines. Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins.

*** Attached is a week one course overview to better explain***

Political change in Cuba referencing the late 1950-1960’s to a communist state ( Fidel Castro)

The Leading Change Research Paper will focus on one of the following areas of change:

Political change in Cuba referencing the late 1950-1960’s to a communist state ( Fidel Castro)

In the paper, you will:

highlight the change
discuss the concepts of change within the context of the area (social, etc.)
discuss the concepts of leadership needed
discuss desired change practices
discuss outcomes and impact
Gather information from your text, scholarly/journal articles, and books to aid your paper. A minimum of 5 primary resources are required.

The APA paper will be double spaced, Times New Roman, and size 12 font. The paper should be a minimum of 6 pages that does not include the title page nor the reference page.

we should always use an ampersand when citing multiple authors instead of writing out ‘and’

Credit should be given to more than just material in quotes. Credit should be given to the author of any ideas that you replicate or share with others. Quotation marks are only required when you use the author’s exact words, but whether you are citing the information verbatim or paraphrase it, certain information is required to give the appropriate credit. At the very minimum, you should use the author’s last name and year of publication (when writing in APA format), but if it’s a direct quote, the location of the quote is required as well (i.e. page or paragraph number, depending on the source).

The first example of where credit was not given correctly is from an article by Kirk Hanson and Matt Savage (2015). There isn’t a single citation or reference to any other work. While it is possible that the information presented in the article was based on personal experience, it is not likely that none of the information came from an outside source.

The second example reminded me of the first in that there is no credit given to anyone. Additionally, the author isn’t even an expect on the subject but rather an essay writing specialist; therefore, as with the first article, it’s unlikely the information came from personal knowledge. Houstin (n.d.) must have used others sources to put the article together.

If we are to provide just general examples of when a citation would be incorrect, I’ve done that below as well.

Correct: (Hanson & Savage, 2015)

Incorrect: (Hanson and Savage, 2015) – we should always use an ampersand when citing multiple authors instead of writing out ‘and’

Incorrect: (Hanson, K. & Savage, M., 2015) – First initials are not required when writing in-text citations; only last names are required.

References:

Hanson, K. & Savage, M. (2015, October 26). Ethics in youth sports. Retrieved from https://www.scu.edu/ethics/focus-areas/more/resources/ethics-in-youth-sports/

Houstin, D. (n.d.). Ethics in youth sports. Retrieved from https://www.mentaltoughnesstrainer.com/youth-sports-ethics/

PEER RESPONSES antw

Good evening,

Giving credit when credit is due is  very important  and useful for several reasons. It adds creditability to your work, and that your work has ethics. It gives credit to the original author and their ideas you may see as useful.  Most of all it avoids you from unintentionally plagiarizing  their work. Giving credit applies to materials in books and ideas.  To ensure credit is given properly we have to give the authors name and title with year. Two examples where this is not done correctly is when citing  work with multiple authors, writers sometimes use the word ‘and’ instead of using the ampersand ‘&’.

Incorrect: (Smith and Johnson, 2012)

Correct: (Smith & Johnson, 2012)

When there is more than one reference used in a single sentence they should be listed in alphabetical order in the in-text citation

Incorrect: (Shrouder, 2015; Abde, 2013; Leila, 2008)

(Shrouder, 2015) (Leila, 2008) (Adbe, 2013)

Correct: (Abde, 2013; Leila, 2008; Shrouder, 2015)

4B (Review your classmate’s survey questions for clarity. In your replies to your classmates, review their survey questions and make sure they are asking what they need to ask to collect the desired information and that they are clear in their presentation.  Offer suggestions for additional questions, or clarifications to their posted questions. This is to assist them, and you, in survey construction)

*** PEER RESPONSES James

Hypotheses:

Coaches and trainers are needed for athletes to maintain positive mental/physical health and security.

For my survey questions, I would ask:

1. Do you believe athletes should have the same privacy as in a doctor’s office?

2. Do you think athletic trainers should uphold information from coaches or other players?

3. Did you trust your teachers or coaches growing up?

4. Is winning more important than pain?

*** PEER RESPONSES flynn

Safe exercise, for youths, alleviates symptoms of mental illness.

Do youths maintain exercise?

What, for youths, is associated with concussions?

How to address mental health, among youths?

Does physical activity benefit mental health, for youths?

4C

***PEER WARSEER RESPONSE wade

Variability in the collective behaviour of England fans at Euro2004: ‘Hooliganism’, public order policing and social change This is a sociological study performed on English soccer crowds at the 2004 championship. I  this case ir researchers wanted to see in what was could they decrease the levels of violent be and possibility of a riot. They hypothesized that it could be do e through train n the crowd top self regulated or that it could be done through crowd policing. In big games English soccer fans have been known to be more rowdy than other countries.  To fin f2f pit why a study was done through survey and compared to a eleborated social identity model of crowd behavior (ESIM). The study found that English fans were simply more passionate about the game than others and that the violent crowd behavior was learned. They concluded that crowd control was best handled through change in policy and policing rules rather than expecting the crowd to show self-control. I found the study to be unique in how it examined the motive behind the behavior and not just how to change it. I agree that with more passionate crowds you see a rise in violence and this study can be applied to other country and show the same results. References Stott, C., Adang, O., Livingstone, A., & Schreiber, M. (2007). Variability in the collective behaviour of England fans at Euro2004: ‘Hooliganism’, public order policing and social change. European Journal of Social Psychology, 37(1), 75–100. https://doi-org.ezproxy2.apus.edu/10.1002/ejsp.338

***PEER WARSEER RESPONSE Ochoa

The Characteristics of Coaches that Verbally or Physically Abuse Young Athletes.

This study was done to determine the characteristics of coaches who verbally or physically abuse youth athletes in team sports. Using a self-reported questionnaire to survey 1,283 coaches in Miyagi prefecture, Japan. Unfortunately, the response rate was only 24%. To asses the verbal or physical abuse, the survey asked questions about abusive behaviors. The author concluded that the coaches in this study who are verbally abusive had lower education, experienced verbal or physical abuse, and were dissatisfied with athletes’ attitudes. The author also determined that the physically abusive coaches had experienced similar abuse themselves, accepted verbal or physical abuse to improve athletic skills, and more extensive coaching experience.

Based on the data provided in the article, we can compare the author’s interpretation of the results against Initially, when reading this research article, I thought a self-reporting questionnaire would have dishonest results. Then after analyzing the data from the survey, it was apparent that verbal and physical abuse is highly accepted by the coaches leading me to believe the test results were their honest perceptions. The purpose of the hypothesis was addressed. However, I think this study could have been better by assessing the athletes as well. Including the athletes in the study would help to get a better picture of the problem. Something that I got from the study was that it opened my eyes to the high acceptance of abusive behaviors as a means to improve their teams’ abilities. Sports can get intense at times, and we all want to win. However, I think we can all agree that this type of behavior is unacceptable.

Yabe, Y., Hagiwara, Y., Sekiguchi, T., Momma, H., Tsuchiya, M., Kuroki, K., … Yabe, Y. (2018).The Characteristics of Coaches that Verbally or Physically Abuse Young Athletes. The Tohoku Journal of Experimental Medicine, 244(4), 297–304, https://doi.org/10.1620/tjem.244.297

Create a communication plan for Mr. Smith and/or families for both prescriptive and non-prescriptive drug therapies.

Assignment Directions

Discussion: Mr. Smith brings his 4-year-old to your office with chief complaints of right ear pain, sneezing, mild cough, and low-grade fever of 100 degrees for the last 72 hours. Today, the child is alert, cooperative, and well hydrated. You note a mildly erythemic throat with no exudate, both ears mild pink tympanic membrane with good movement, lungs clear. You diagnose an acute upper respiratory infection, probably viral in nature. Mr. Smith is states that the family is planning a trip out of town starting tomorrow and would like an antibiotic just in case.

Create a communication plan for Mr. Smith and/or families for both prescriptive and non-prescriptive drug therapies. Describe what you would tell Mr. Smith and the child. Provide resources that Mr. Smith could access which would provide information concerning your decision.

This is a full APA paper with citation will upload the grading rubric

Project Guidelines and Rubric1.html

Competency

In this project, you will demonstrate your mastery of the following competency:

  • Explain how cultural differences and diversity influence professional practice in criminal justice

Scenario

The American Bar Association (ABA) has sent an email to your organization looking for a presentation that pitches ideas for a “360-degree view” installation at the new museum in Chicago. This installation will focus on the crack cocaine epidemic of the 1980s and 1990s, with a specific focus on how diversity can influence professional practices—both individual and systemic—in criminal justice. Your immediate supervisor is interested in pitching an idea for your team, and she has asked you to create a presentation that highlights the theme of diverse people struggling both with and within the criminal justice system.

Directions

Installation Ideas

You will present your pitch research in a presentation format of your choosing. Numerous issues listed below are encompassed in the Sharanda Jones case. For the issues not related to the case, consider how they will fit into an installation; consider using a “What if . . . ?” slide that explores how it might have been different if she had been white, mentally ill, or otherwise different for each factor you’ve been asked to include.

  1. Describe how policing is affected by a lack of cultural competence in both systemic and individual biases. Include commentary on the following issues in relation to cultural bias:
    • “Overpolicing” certain races or ethnicities
    • Militarization of police
    • Field decisions
    • Other issues of diversity:
      1. Mental illness
      2. LGBTQ+
  1. Describe how courts are affected by a lack of cultural competence in both systemic and individual biases. Include commentary on the following issues in relation to cultural bias:
    • Discrepancies related to drug crime sentencing
    • Bail
    • Discrepancies related to socioeconomic status
    • Discrepancies related to death-penalty sentencing
    • Other issues of diversity:
      1. Mental illness
      2. LGBTQ+
  1. Describe how corrections is affected by a lack of cultural competence in both systemic and individual biases. Include commentary on the following issues in relation to cultural bias:
    • Geography and female prisons
    • Medical issues (e.g., Sharanda Jones’s mother)
    • Lack of oversight in private prisons
    • Placement of transgendered people
    • Male corrections officers in female prisons
    • Treatment of mentally ill, disabled, pregnant, etc.
  1. Explain the need for diversity in the recruitment of criminal justice professionals. Include commentary on the following issues in relation to cultural bias:
    • Current demographic information related to diversity
    • Gender equity
    • The importance of mirroring society

What to Submit

To complete this project, you must submit the following:

Installation Ideas Your installation ideas can be presented through whatever medium best suits your needs, including a portfolio of text and pictures, a video presentation in which you explain your ideas as if you were in a face-to-face meeting, or a presentation with speaker notes or voice over.

Supporting Materials

The following resource(s) may help support your work on the project:

Reading: Two Key Justice Reforms This page on the ABA website discusses the ABA’s focus on criminal justice reform.

Website: Coca-Cola Timeline Installation This link opens an image of a timeline installation like the one you’ve been asked by the ABA to conceptualize. It’s provided to aid your understanding of the final product.

Text description of website: A picture of a wall with a timeline running across it horizontally. Above and below the line are different-sized pictures and text to show chronological placement.

Reading: New Reforms Bypass Dallas Inmate Sentenced to Life for First Drug Arrest This article explains details of the Sharanda Jones case.

Reading: From a First Arrest to a Life Sentence This article explains details of the Sharanda Jones case.

Project Two Rubric

Criteria Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Articulation of Response Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Clearly conveys meaning with correct grammar, sentence structure, and spelling Shows progress toward proficiency, but with errors in grammar, sentence structure, and spelling Submission has critical errors in grammar, sentence structure, and spelling 15
Policing Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Describes how policing is affected by a lack of cultural competence in both systemic and individual biases Shows progress toward proficiency, but with errors or omissions; areas for improvement may include misunderstandings of cultural competence or not including both systemic and individual biases Does not attempt criterion 20
Courts Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Describes how courts are affected by a lack of cultural competence in both systemic and individual biases Shows progress toward proficiency, but with errors or omissions; areas for improvement may include misunderstandings of cultural competence or not including both systemic and individual biases Does not attempt criterion 20
Corrections Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Describes how corrections is affected by a lack of cultural competence in both systemic and individual biases Shows progress toward proficiency, but with errors or omissions; areas for improvement may include misunderstandings of cultural competence or not including both systemic and individual biases Does not attempt criterion 20
Diversity in Recruitment Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner Explains the need for diversity in the recruitment of criminal justice professionals Shows progress toward proficiency, but with errors or omissions; areas for improvement may include a superficial explanation that does not include all required components Does not attempt criterion 20
Citations and Attributions Attributes sources where applicable using citation methods with very few minor errors Uses citation for ideas requiring attribution Attributes sources where applicable, but with major errors Does not attribute sources where applicable 5
Total: 100%

Read Case 2-3 Performance Management at the University of Ghana from pages 56-57 in the textbook. Answer the questions that are located at the end of the case study

Read Case 2-3 Performance Management at the University of Ghana from pages 56-57 in the textbook. Answer the questions that are located at the end of the case study. 

Please identify one component in the performance management process at the Balme Library that has not been implemented effectively.

Describe how the poor implementation of the specific component you have chosen has a negative impact on the flow of the performance management process as a whole.

Discuss what should be done to improve the implementation of the component you have chosen in question 1.

Identify three (3) scenes from the film that support your thesis statement. Briefly explain your choices of scenes and how the scenes specifically support your thesis statement. Also, provide the exact time the scenes begin and end within the film text. Submit your reply in the box located to the right. Be sure to proofread your work.

 

Writing a Critical Review (analytical) Essay

  1. Every essay that you write for this course must have a clear thesis, placed (perhaps) somewhere near the end of the introductory paragraph. Simply stated, a THESIS (or ARGUMENT) expresses, preferably in a single sentence, the point you want to make about the text that is the subject of your essay. A THESIS should be an opinion or interpretation of the text, not merely a fact or observation.  The best possible THESIS will answer some specific questions about the text. Very often the THESIS contains an outline of the major points to be covered in the essay. A possible thesis for an essay on character in Perry Henzell’s The Harder They Come might read somewhat as follows:

    The protagonist of THTC is not a hero in the epic sense of the word, but a self-centered young man bred of economic oppression and cultural dependency. The characters in this film have no real psychological depth, but are markers for a society of consumption and momentary glory.

    (You might then go on to exemplify from the text and argue in favor or against this interpretation: your essay need not hold to only one perspective.)

    What single, clear QUESTION does the above THESIS attempt to answer?

  2. Each essay should be organized into five (5) paragraphs, each based on one of two to four major ideas, which will comprise the BODY of the essay. Each paragraph must have a topic sentence, often (but not always) towards the beginning of the paragraph, which clearly states the ARGUMENT or point to be made in the paragraph. Following the thesis set forth above, the first paragraph might begin with a sentence like “Ivan’s desires and his destiny are signaled in the opening shots of the film, where the friendly, jumbled interior of the bus is contrasted with Ivan’s first view of the outer world: a world of shiny white cars and beautiful women.” Avoid topic sentences that fail to make an interpretative statement about the work or that merely state something any reader might observe; for example, “The first characters we see are country people on a bus to town.”
  3. Underline the THESIS and each TOPIC SENTENCE in every critical review essay you submit. This exercise will force you to make certain that you have expressed and developed the ideas in your essay clearly and logically.  (In other words, do not do this exercise five minutes before you submit the essay but, rather, as you are working on the very first draft.)
  4. Always use present tense verbs in your critical review essays about film texts.  Present tense is the verb tense of analysis.  Past tense, on the other hand, is the tense of narration. In each essay, you will be analyzing a particular text, not retelling or summarizing the story.  If you find yourself slipping into past tense as you compose, you are probably narrating rather than analyzing.
  5. Use specific passages from the text to support each point that you make in your essay. You may simply refer to an event in the text, or you may paraphrase what a character or the narrator says. But the best EVIDENCE will most often be direct quotes from the text.

The Introductory Paragraph – Some Approaches

In your essay, an opening or introductory paragraph may not always be the first one you write.  But it will be the first one your readers read and you need to engage your readers’ attention and interest and present all you need to make your thesis clear and convincing.

  1. Some Pitfalls to Avoid
    1. Dictionary definitions:  Define key terms and concepts in your opening paragraph, but don’t quote directly from the dictionary to do so. Use a dictionary – more than one dictionary – to formulate the definition in your own words.
    2. Generalizations about “life,” “society,” “people today,” etc.: You don’t want to begin your essay with the kind of statement that teeters on that fine line between opinion (those ideas you will go on to prove) and belief (those ideas unprovable with the evidence offered by the text).  Rather than a statement like, “Almost every man has a sense of pride and will go to war to prove it,” try something more specific to the text you are analyzing.  “The character of Roland exemplifies how personal pride and personal valor do not always lead to the most fortunate conclusion.”
    3. The painfully obvious:  Avoid opening statements like “Dante’s Inferno is about a journey to hell,” or “Roland is the hero of The Song of Roland,” unless such statements are in some way controversial and challenging to traditional interpretations of the text. Try to avoid any kind of tautological formula – “something is something else” – in the opening sentence, especially, but also elsewhere as an “argument.”
    4. Try to distinguish between historical or biographical fact:  “Dante’s Inferno was written in fourteenth-century Italy,” and interpretation, especially when you are considering the intention of an author:  “Dante wrote his Inferno to expose the problem of Florentine political corruption to the world.” The latter may be a part of your theory or thesis (or conclusion) but if you use it as a statement of fact (an “intentional fallacy”) you will have to prove it rather than merely argue it – a slippery and difficult and perhaps not particularly useful task. Beware also of using vague or imprecise generalizations of terms such as “dramatic,” “realistic,” or “critical,” which differ in their literary and historical significance.
  2. Challenges to Meet
    1. Try for a (syntactically) shapely and relevant opening sentence: be thoughtful and original and persuasive.  Always look for interesting ways into your essay: an epigraph, perhaps, or an important episode that seems to set the stage for what you want to say, or a succinct comparison with another well-known work, which will help your reader understand the point you want to make.
    2. Always (particularly in a comparative essay) identify your texts early on. (Usually with full title, full authors’ names, and date/period of publication.)
    3. Think of your thesis statement as the logical goal of the first paragraph. Everything you say here should lead towards (or from) that thesis. Anything that doesn’t lead in that direction – unless you are presenting a view different from yours, which you want to argue against—doesn’t belong in your paragraph.  Think of the paragraph as a funnel, where the contents are being concentrated and filtered to one end.

CRITICAL REVIEW #3 DUE OCTOBER 30, 2019

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Using proper MLA bibliographic formatting, cite the film text in the box to the right:

http://www.bibme.org/citation-guide/MLA/film

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1. Develop a thesis sentence pertaining to the assigned film text and whether or not it, the film, in your view has the power to transform one’s political sensibilities. Your argument should express your point of view regarding the politics of difference, political sensibilities, and political transformation(s) as related to the film. Remember, you’re writing (developing) an analytical essay. Submit your thesis statement in the box located to the right. Be sure to proofread your work.

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2. Develop three (3) topic sentences that articulate the major ideas that will comprise the body of your essay. Remember that your topic sentences should clearly state the argument or point to be made in the respective paragraphs and must map back to your thesis statement. Submit your topic sentences in the box located to the right. Be sure to proofread your work.

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3. Identify three (3) scenes from the film that support your thesis statement. Briefly explain your choices of scenes and how the scenes specifically support your thesis statement. Also, provide the exact time the scenes begin and end within the film text. Submit your reply in the box located to the right. Be sure to proofread your work.

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4. Lastly, fully develop your introductory paragraph. Remember that the best possible thesis will answer some specific question about the text. In this case a question related to the film’s power to transform political sensibilities regarding difference. Your thesis sentence should appear parenthetically within the paragraph you present. Submit your answer in the box located to the right. Be sure to proofread your work.

 

Describe the differences between dispositional and evolutionary or biological personality theories

Dispositional, Biological and Evolutionary Theory Newspaper Article

Write a 1,000- to 1,250-word informational article for a newspaper in which you do the following:

  • Describe the differences between dispositional and evolutionary or biological personality theories.
  • Discuss the strengths and limitations of dispositional and evolutionary or biological personality theories as they apply to behavior.
  • Discuss the Big Five personality test and how it is used to study personality.

Include a minimum of two to three sources.

Format your article consistent with APA guidelines.

Professional Development Plan

Leadership as a vocation requires a commitment to professional excellence and integrity, which can be achieved through establishing habits of self-reflection, life-long learning, and professional development. The purpose of this assignment is for you to reflect on where you currently are in your leadership capabilities; define where you want to go; and specify goals, plans, and a timeframe for achieving your professional objectives. Your professional development plan will be composed of three parts: Vision, Goals/Objectives, and Plans.

Vision:

The ability to create, communicate, and compel vision is critical to inspiring and effective leadership. While ultimately many leaders are responsible for developing visions to guide complex organizations, effective leadership begins on a much more personal level—a vision of yourself as a leader. Who are you and who do you want to become in your field or sphere of influence? Once you are clear about that, you can then confidently establish how you will help others and your organization achieve their visions.

Your leadership vision is based on a number of factors including your attitude, values, personal beliefs, guiding principles, and how you behave. It may also be influenced by theoretical, philosophical, or religious frameworks and the leadership traits, values, and behaviors of others. A leadership vision is also dynamic. No great leader ever “arrived.” Those who have adopted leadership as their vocation can spend a lifetime in self-reflection in order to continue to learn and more effectively motivate and inspire others.

Spend some time reflecting below on where you currently are in your leadership capabilities, what you have learned about leadership in the course, and how you want to develop and improve as you continue your leadership studies and move forward in your field. Review the document “Essential Leadership Competencies” for an overview of the scope of effective leadership capabilities.

Reflection:

Vision:

Then, in 300-500 words, briefly articulate your vision for yourself as a leader 3-5 years from now. Where do you want to be? What kind of leader do you want to become?

Goals/Objectives:

After you have stated your vision, create five to eight leadership goals/objectives you will strive to meet in the next 3-5 years. Try to formulate at least one goal/objective related to the four major leadership competencies included in “Essential Leadership Competencies”: self-leadership, leading others, leading an organization, and leadership as a vocation. Include a brief justification for each goal/objective to explain how it will help you achieve the qualities of professional excellence and integrity required of excellent leaders.

Plan:

Specify activities you will engage in to achieve your goals/objectives. You may find it helpful to research professional development activities in your field or organization to determine what resources are available to you. Be specific about projects you will engage in either as student or as a professional and identify people in your life who can help you achieve your goals. Be sure to include a timeline of events.

Finally, include a method for evaluating your professional development plan at regular intervals. What milestones will you include in your plan to help ensure its success? How will you use methods of self-reflection to assess your progress as you move towards your goals?

The same theory stands in place for other political issues such as Medicaid and Medicare issues. Legislators will support or push through a law that they feel will gain the favor of the majority of their voting area in order to secure their career. This supports the idea that nurses have a large impact on health care policies in the United States and the obligation to voice our opinions. Many legislators though intelligent, may just not have the information or know what medical professionals know about issues that are affecting people (Laureate Education, 2018 b). There are 2.82 million nurses in the United States (Registered nurses number U.S. 2001-2016, 2018) and when we learn how to assess the needs of our communities, create a policy and learn how to present and communicate these policies to legislators, we can make a difference for our community and the health of our country.

Respond one of your colleagues’ posts by offering a possible resolution to their  questions/concerns with supporting documentation.

at least 2 references in each peer responses! 

 

According to Feldstein (2006), the number one job of a legislator is to get reelected. With this in mind, we can see that the driving force of how legislators vote on policies is greatly affected by the opinions of the people that are voting for them. According to Joel Teitelbaum in Laureat Education (2018), the ACA, Affordable Care Act, that was put in place by the Obama administration, barely passed legislation with no votes from Republicans in office. With the shift now from Obama, a democratic president to now President Trump, a republican president and administration, we can understand how legislators may vote differently in order to win or gain the voting support of Americans who voted a republican president into office. According to Brodie, Dean & Cho (2011), the opinions of Americans regarding the ACA was dependent on the geographical location and the political influence in that region which supports the statement that an elected legislator from an area is “paid” in votes. It is to the benefit of the legislator to vote according to the likelihood that their opinion on the issue is going to get them reelected.

The same theory stands in place for other political issues such as Medicaid and Medicare issues. Legislators will support or push through a law that they feel will gain the favor of the majority of their voting area in order to secure their career. This supports the idea that nurses have a large impact on health care policies in the United States and the obligation to voice our opinions. Many legislators though intelligent, may just not have the information or know what medical professionals know about issues that are affecting people (Laureate Education, 2018 b). There are 2.82 million nurses in the United States (Registered nurses number U.S. 2001-2016, 2018) and when we learn how to assess the needs of our communities, create a policy and learn how to present and communicate these policies to legislators, we can make a difference for our community and the health of our country.

According to Feldstein (2006), the number one job of a legislator is to get reelected. With this in mind, we can see that the driving force of how legislators vote on policies is greatly affected by the opinions of the people that are voting for them. According to Joel Teitelbaum in Laureat Education (2018), the ACA, Affordable Care Act, that was put in place by the Obama administration, barely passed legislation with no votes from Republicans in office. With the shift now from Obama, a democratic president to now President Trump, a republican president and administration, we can understand how legislators may vote differently in order to win or gain the voting support of Americans who voted a republican president into office. According to Brodie, Dean & Cho (2011), the opinions of Americans regarding the ACA was dependent on the geographical location and the political influence in that region which supports the statement that an elected legislator from an area is “paid” in votes. It is to the benefit of the legislator to vote according to the likelihood that their opinion on the issue is going to get them reelected.

The same theory stands in place for other political issues such as Medicaid and Medicare issues. Legislators will support or push through a law that they feel will gain the favor of the majority of their voting area in order to secure their career. This supports the idea that nurses have a large impact on health care policies in the United States and the obligation to voice our opinions. Many legislators though intelligent, may just not have the information or know what medical professionals know about issues that are affecting people (Laureate Education, 2018 b). There are 2.82 million nurses in the United States (Registered nurses number U.S. 2001-2016, 2018) and when we learn how to assess the needs of our communities, create a policy and learn how to present and communicate these policies to legislators, we can make a difference for our community and the health of our country.

What screening tests are often obtained to help determine her risk for preterm labor.

Part 2: Objective information:
 Fetal heart tones are 130, with minimal variability
 Vaginal exam is 4 cm/90%effaced/ -1 station
 She is complaining of pain – 8/10 on a numerical scale.
 An IV has been started with an 18 gauge catheter with 1 liter of Lactated Ringers at 150 ml per hr in left forearm.

How can you provide non pharmacological comfort to this patient?
 What are the pharmacological methods to use?
 Without prenatal records or history GBS is unknown. What must you provide?
 Contractions are 5 minutes apart and you receive an order to augment labor – what non pharmacological methods can you employ (or ask the MD to provide?)
 Pitocin is ordered, please include at what rate you will start Pitocin, and how often you titrate. What equipment is needed to hang and run Pitocin IV?

Part 1: 25 y/o presents to Labor and Delivery with complaints of uterine cramping and lower back pain. Denies any vaginal bleeding at this time. Has related history of a preterm birth at 32 weeks gestation with her last pregnancy. The baby is 3 years old now and has no developmental issues.
 Her current gestational age is 30 weeks.
 She is O+ and all other lab values are normal. No noted STI’s.

1. Group Beta Strep is missing from the labs – most often is obtained at 35 – 37 weeks gestation.
 2. Without this information it is often determined to treat the patient anyway – presumptively to protect a premature baby from the risk.
 3. What other information would you like to ask her?
 4. What nursing intervention will you provide?
 5. What screening tests are often obtained to help determine her risk for preterm labor.
 6. And if it is determined she is in preterm labor what medications may you want to use with a doctors order?
 7. Please also give dose, side effects and possible result of the medication.

  • Posted: 7 hours ago
  • Due: 26/01/2019
  • Budget: $10

. Discuss one of the following: STEMI, Non-STEMI, Congestive heart failure, Murmurs, Ventricular tachycardia, Asystole.

Please write 1 paragraph for each of the following and each paragraph should not be less than 6 sentences.

Please provide proper citation with the page number of the material you are referencing.

1. Discuss one of the following: STEMI, Non-STEMI, Congestive heart failure, Murmurs, Ventricular tachycardia, Asystole.

2. What is the safe treatment plan for a patient with Atrial Fibrillation?

3. What is a safe treatment plan to reduce a patient’s bilateral lower extremities pitting edema?

Post a description of the health policy you selected and a brief background for the problem or issue being addressed. Explain whether you believe there i

To Prepare:

  • Review the Congress website provided in the Resources and identify one recent (within the past 5 years) proposed health policy.
  • Review the health policy you identified and reflect on the background and development of this health policy.

Post a description of the health policy you selected and a brief background for the problem or issue being addressed. Explain whether you believe there i

Review the healthcare program or policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described.

Program/policy evaluation is a valuable tool that can help strengthen the quality of programs/policies and improve outcomes for the populations they serve. Program/policy evaluation answers basic questions about program/policy effectiveness. It involves collecting and analyzing information about program/policy activities, characteristics, and outcomes. This information can be used to ultimately improve program services or policy initiatives.

Nurses can play a very important role assessing program/policy evaluation for the same reasons that they can be so important to program/policy design. Nurses bring expertise and patient advocacy that can add significant insight and impact. In this Assignment, you will practice applying this expertise and insight by selecting an existing healthcare program or policy evaluation and reflecting on the criteria used to measure the effectiveness of the program/policy.

To Prepare:

  • Review the Healthcare Program/Policy Evaluation Analysis Template provided in the Resources.
  • Select an existing healthcare program or policy evaluation or choose one of interest to you and get approval to use it from your Instructor.
  • Review the healthcare program or policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described.

The Assignment: (2–3 pages)

Based on the program or policy evaluation you selected, complete the Healthcare Program/Policy Evaluation Analysis Template. Be sure to address the following:

  • Describe the healthcare program or policy outcomes.
  • How was the success of the program or policy measured?
  • How many people were reached by the program or policy selected?
  • How much of an impact was realized with the program or policy selected?
  • At what point in program implementation was the program or policy evaluation conducted?
  • What data was used to conduct the program or policy evaluation?
  • What specific information on unintended consequences was identified?
  • What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples.
  • Did the program or policy meet the original intent and objectives? Why or why not?
  • Would you recommend implementing this program or policy in your place of work? Why or why not?
  • Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after 1 year of implementation.

where scientist use DNA from an extinct species and genetically “recreate” that species. Do you think this is a good idea? Explain you reasoning.

Do you think it is important that all species be prevented from going extinct? Explain your reasoning. Also, there is a process called “de extinction” where scientist use DNA from an extinct species and genetically “recreate” that species. Do you think this is a good idea? Explain you reasoning.

The link below shows a description of de extinction.

http://www.ted.com/talks/stewart_brand_the_dawn_of_de_extinction_are_you_ready

How would one distinguish between an organizational weakness and a threat to the organization

How would one distinguish between an organizational weakness and a threat to the organization

Plants Have Evolved Characteristics that Deter Herbivores

Most plants are sessile; they cannot move. Thus, avoiding predation requires adaptations that discourage being selected by herbivores. The array of characteristics used by plants to deter herbivores includes both structural and other defenses. Structural defenses, such as hairy leaves, thorns, and spines, can discourage feeding (Figure 14.23), thereby reducing the amount of tissues removed by herbivores.

For herbivores, often the quality rather than the quantity of food is the constraint on food supply. Because of the complex digestive process needed to break down plant cellulose and convert plant tissue into animal flesh, high-quality forage rich in nitrogen is necessary (see Chapter 7, Section 7.2). If the nutrient content of the plants is not sufficient, herbivores can starve to death on a full stomach. Low-quality foods are tough, woody, fibrous, and indigestible. High-quality foods are young, soft, and green or they are storage organs such as roots, tubers, and seeds. Most plant tissues are relatively low in quality, and herbivores that have to live on such resources suffer high mortality or reproductive failure.

Plants contain various chemicals that are not involved in the basic metabolism of plant cells. Many of these chemicals, referred to as secondary compounds , either reduce the ability of herbivores to digest plant tissues or deter herbivores from feeding. Although these chemicals represent an amazing array of compounds, they can be divided into three major classes based on their chemical structure: nitrogen-based compounds, terpenoids, and phenolics. Nitrogen-based compounds include alkaloids such as morphine, atropine, nicotine, and cyanide. Terpenoids (also called isoprenoids) include a variety of essential oils, latex, and plant resins (many spices and fragrances contain terpenoids). Phenolics are a general class of aromatic compounds (i.e., contain the benzene ring) including the tannins and lignins.

Some secondary compounds are produced by the plant in large quantities and are referred to as quantitative inhibitors . For example, tannins and resins may constitute up to 60 percent of the dry weight of a leaf. In the vacuoles of their leaves, oaks and other species contain tannins that bind with proteins and inhibit their digestion by herbivores. Between 5–35 percent of the carbon contained in the leaves of terrestrial plants occurs in the form of lignins—complex, carbon-based molecules that are impossible for herbivores to digest, making the nitrogen and other essential nutrients bound in these compounds unavailable to the herbivore. These types of compounds reduce digestibility and thus potential energy gain from food (see Section 7.2).

Other secondary compounds that function as defenses against herbivory are present in small to minute quantities and are referred to as qualitative inhibitors . These compounds are toxic, often causing herbivores to avoid their consumption. This category of compounds includes cyanogenic compounds (cyanide) and alkaloids such as nicotine, caffeine, cocaine, morphine, and mescaline that interfere with specific metabolic pathways of physiological processes. Many of these compounds, such as pyrethrin, have become important sources of pesticides.

Although the qualitative inhibitors function to protect against most herbivores, some specialized herbivores have developed ways of breaching these chemical defenses. Some insects can absorb or metabolically detoxify the chemical substances. They even store the plant poisons to use them in their own defense, as the larvae of monarch butterflies do, or in the production of pheromones (chemical signals). Some beetles and certain caterpillars sever veins in leaves before feeding, stopping the flow of chemical defenses.

Some plant defenses are constitutive, such as structural defenses or quantitative inhibitors (tannins, resins, or lignins) that provide built-in physical or biological barriers against the attacker. Others are active, induced by the attacking herbivore. These induced responses can be local (occur at the site of the attack) or can extend systematically throughout the plant. Often, these two types of defenses are used in combination. For example, when attacked by bark beetles carrying an infectious fungus in their mouthparts, conifer trees release large amounts of resin (constitutive, quantitative defense) from the attack sites that flows out onto the attackers, entombing the beetles. Meanwhile, the tree mobilizes induced defenses against the pathogenic fungus that the intruder has deposited at the wound site.

In another kind of plant–insect interaction, some plants appear to “call for help,” attracting the predators of their predators. Parasitic and predatory arthropods often prevent plants from being severely damaged by killing herbivores as they feed on the plants. Recent studies show that a variety of plant species, when injured by herbivores, emit chemical signals to guide natural enemies to the herbivores. It is unlikely that the herbivore-damaged plants initiate the production of chemicals solely to attract predators. The signaling role probably evolved secondarily from plant responses that produce toxins and deterrents against herbivores. For example, in a series of controlled laboratory studies, Ted Turlings and James Tumlinson, researchers at the Agricultural Research Service of the U.S. Department of Agriculture, found that corn seedlings under attack by caterpillars release several volatile terpenoid compounds that function to attract parasitoid wasps (Cotesia marginiventris) that then attack the caterpillars. Experiment results showed that the induced emission of volatiles is not limited to the site of damage but occurs throughout the plant. The systematic release of volatiles by injured corn seedlings results in a significant increase in visitation by the parasitoid wasp.

Various hypotheses have been put forward to explain why different types of defenses that help in the avoidance of herbivores have evolved in plants. A feature common to all of these hypotheses is the trade-off between the costs and benefits of defense. The cost of defense in diverting energy and nutrients from other needs must be offset by the benefits of avoiding predation.

Psychological disorders, such as  bipolar disorder can present several complications for patients of all ages

Psychological disorders, such as  bipolar disorder can present several complications for patients of all ages. These disorders affect patients physically and emotionally, potentially impacting judgment, school and/or job performance, and relationships with family and friends. Since these disorders have many drastic effects on patients’ lives, it is important for advanced practice nurses to effectively manage patient care. With patient factors and medical history in mind, it is the advanced practice nurse’s responsibility to ensure the safe and effective diagnosis, treatment, and education of patients with psychological disorders.

For this Discussion, you will select an interactive media piece to practice decision making when treating patients with psychological disorders. You will recommend the most effective pharmacotherapeutic to treat the psychological disorder presented and examine potential impacts of pharmacotherapeutics on a patient’s pathophysiology.

The structure and function of the endoplasmic reticulum.

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

5.  Use a separate double-spaced page for each prompt below (about 250 words per page).

Assignment:

· What are the three parts of the cell theory?

· Describe the nucleus and the function of each of its components, including the nuclear envelope, chromatin, chromosomes, DNA, and the nucleolus.

· What are the functions of mitochondria and chloroplasts? Why do scientists believe that these organelles arose from prokaryotic cells?

· What is the function of ribosomes? Where in the cell are they found? Are the limited to eukaryotic cells?

· Describe the structure and function of the endoplasmic reticulum and the Golgi Apparatus and how they work together.

· How are lysosomes formed? What is their function?

WEEK 2 Assignment

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

5.  LENGTH: approximately 1500 words

Assignment:

· Explain why organisms do not violate the second law of thermodynamics. What is the ultimate energy source for most forms of life on Earth?

· Describe a chloroplast and then explain how chloroplast structure is related to its function.

· Outline the two major stages of glycolysis. How many ATP molecules (overall) are generated per glucose molecule during glycolysis? Where in the cell does glycolysis occur?

· Write the overall equation for photosynthesis and explain it.

Week 3 Assignment

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

5.  LENGTH: approximately 1500 words

Assignment:

· What is the process by which Prokaryotic cells divide called?

· What are the four phases of Mitosis?

· Define Mitosis and cytokinesis. What changes in cell structure would result if cytokinesis doe not occur after mitosis?

· Describe and compare the process of cytokinesis in animal cells and plant cells.

· How is the cell cycle controlled? Why must the progression of cells through the cell cycle be regulated?

· Compare and contrast mitosis and meiosis.

WEEK 4 Assignment

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

5.  LENGTH: approximately 1500 words

Assignment:

· Compare and Contrast the terms “allele” and “gene.”

· Define the following terms: gene, allele, dominant, recessive, true-breeding, homozygous, cross-fertilization, self-fertilization

· What is sex linkage? In mammals, which sex would be most likely to show recessive sex-linked traits?

· What is the difference between phenotype and a genotype? Does knowledge of an organism’s phenotype always allow you to determine the genotype? What type of experiment would you perform to determine the genotype of a phenotypically dominant individual?

· Complete the following genetic problem using the Punnet Square Method. Create a chart for each of the listed combinations.

· In the edible pea, tall (T) is dominant to short (t), and green pods (G) are dominant to yellow (g). List the types of gametes and offspring that would be produced in the following crosses:

· TtGg x TtGg

· TtGg x TTGG

· TtGg x Ttgg

Week 5 Assignment

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

5.  LENGTH: approximately 1500 words

Assignment:

· Name the four types of nitrogen-containing bases found in DNA

· Which bases are complementary to one another? How are they held together in the double helix of DNA?

· Describe the structure of DNA. Where are the bases, sugars, and phosphates in the structure?

· Describe the process of DNA replication.

· How do mutations occur? Describe the principal types of mutations.

· Re-read “Scientific Inquiry: The discovery of the Double Helix” on page 208. As you learned in this reading, scientists in different laboratories often compete with one another to make new discoveries. Do you think this competition helps promote scientific discoveries? Sometimes researchers in different laboratories collaborate with one another. What advantages does collaboration offer over competition? What factors might provide barriers to collaboration and lead to competition?

WEEK 6 Assignment

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

5.  LENGTH: approximately 1500 words

Assignment:

· Both the theory of evolution by natural selection and the theory of special creation (which states that all species were simultaneously created by God) have had an impact pm evolutionary thought. Discuss why one is considered to be a scientific theory and the other is not.

· What is natural selection?

· How do biochemistry and molecular genetics contribute to the evidence that evolution occurred?

· What is a gene pool? How would you determine the allele frequencies in a gene pool?

· Describe three ways in which natural selection can affect a population over time.

· What is sexual selection? How is sexual selection similar to and different from other forms of natural selection?

WEEK 7 Assignment

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

5.  LENGTH: approximately 1500 words

Assignment:

· Define the following terms: species, speciation, allopatric speciation, and sympatric speciation. Explain how allopatric and sympatric speciation might work and give a hypothetical example of each.

· What are the two major types of reproductive isolating mechanisms? Give examples of each type and describe how they work.

· Explain the endosymbiotic hypothesis for the origin of chloroplasts and mitochondria.

· Name two advantages of multicellularity for plans and two for animals.

· Outline the major adaptations that emerged during the evolution of vertebrates, from fish to amphibians to reptiles to birds to mammals. Explain how these adaptations increased the fitness of the various groups for life on land.

· Outline the evolution of humans from early primates. Include in your discussion such features as binocular vision, grasping hands, bipedal locomotion, tool making, and brain expansion.

WEEK 8 Assignment

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

5.  LENGTH: approximately 1500 words

Assignment:

· What makes the flow of energy through ecosystems fundamentally different from the flow of nutrients?

· How do food chains and food webs differ? Which is the more accurate representation of actual feeding relationships in ecosystems?

· What are the four major requirements for life? Which two are most often limiting in terrestrial ecosystems? In ocean systems?

· Distinguish between oligotrophic and eutrophic lakes.

· Distinguish between the photic and aphotic zones.

· In which terrestrial biome is your home located? Discuss similarities and differences between your location and the general description of that biome in the text. In the city or town where your home is located, how has human domination modified community interactions?

identifies multicultural challenges that your chosen individual may face as a recent refugee.

Part 3: Social Situations • Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee. • Suggested plan of action and/or resources which should be implemented to address the multicultural challenges. • 2-3 Pages in length • APA Formatting • Submission will be checked for plagiarism

Part 3: Social Situations 2. Identify multicultural challenges that your chosen individual may face as a recent refugee. • What are some of the issues that can arise for someone who has recently immigrated to a new country? • Explain how these multicultural challenges could impact your chosen individual’s four areas of development? 3. Suggest plans of action or resources that you feel should be provided to this family to assist them in proper development.

Write 4 pages with APA style on Orientalism in the World of Artists and Literary Figures. Said pinpoints some assumptions made by the West about the Orient. He assumes that the West perceives Arabs as dishonest, menacing, anti-western and irrational

Write 4 pages with APA style on Orientalism in the World of Artists and Literary Figures. Said pinpoints some assumptions made by the West about the Orient. He assumes that the West perceives Arabs as dishonest, menacing, anti-western and irrational. The text reveals that the thoughts presented in it are in opposition to how he considers the West to think of themselves (5). Therefore, he outlines his broadly projected image of the people of Arabic nature as they feature in the minds of the Western people. Specifically, he acknowledges that the Arabs exist in the western minds as “others.” According to them, anyone who is not one of them belongs to the category of others. The author addresses his issues using assumptions that one may risk considering to be truthful (7). If one takes such a positive stance, his ideologies and relations with the Arabs may be jeopardized. Hence, while considering Said’s arguments one should be cautious to avoid bias.

The call for a new perception and treatment of “the Orient” that permits the independent representation of authors who belong to the Orient as opposed to the reliance on the second-hand representation is valuable. In respect to the profound dependence on other personalities for ideas, it is significant to notice the widespread use of the word “orient” on almost half of the world. The mentioning of a greater part of the world as orient expands the bracket of disparity and intensifies the divide on ideology and identity. However, making such broad generalization is unwarranted in the modern day as nations such as Egypt and the Chinese.

Advanced Pharm

 

Explain how you can use research and translation to deliver compassionate, patient centered, evidence-based care that respects patient and family preferences and how and how your knowledge, critical thinking, skill performance, collaboration, caring, and professionalism ties in

Please read the instructions listed below and complete a 2 page paper. Respond to questions 1-4 in essay format. Pay special attention to the learning outcomes listed in question 2 and respond as if you are me, the student, explaining my day caring for the patient in the attached video. Journal entries are to be up to 2 pages, typed in MS Word, double-spaced and 12-font size is required. The writing must be clear, descriptive and grammatically correct

1. Provide a short overview of your daily nursing responsibilities in delivering patient care according to the video attached. Please click on the link attached to watch a short video in order to write the essay

https://www.icloud.com/photos/#0fJ-CBgjbWqUZZ7QKsspkwncg

2. Address your learning experiences utilizing the 4 Student Learning Outcomes Listed below

Learning outcomes:

· Explain how you can engage in patient CARE COORDINATION when caring for your patients with helping techniques that promoted therapeutic nurse-patient relationship and how your knowledge, critical thinking, skill performance, collaboration, caring, and professionalism ties in

· Explain how you can use research and translation to deliver compassionate, patient centered, evidence-based care that respects patient and family preferences and how and how your knowledge, critical thinking, skill performance, collaboration, caring, and professionalism ties in

· Explain How you used information management to integrate and apply nursing knowledge and skills that leads to improvements in patient outcomes and how your knowledge, critical thinking, skill performance, collaboration, caring, and professionalism ties in

· Explain How you use advocacy and policy to uphold ethical standards, which include data security, regulatory requirements, confidentiality, and clients’ right to privacy how your knowledge, critical thinking, skill performance, collaboration, caring, and professionalism ties in

3. List at least 2-3 new knowledge/skills that you have learned and identify 1 that had the greatest impact on your nursing practice.

4. Provide a summary of your progress in meeting all of the course objectives and list the objectives you still need to meet or need to continue to develop.

Course Objectives

· Manage care to maximize health, independence, and quality of life

· Engage in caring and helping techniques that promote a therapeutic nurse-patient relationship

· Incorporates professional attitudes, values, and expectations

· Collaborate with others to develop an intervention plan

human resources management team at the Patton-Fuller Community Hospital virtual organization. The new chief executive officer (CEO) of your hospital has asked your team to prepare a presentation about human resources at the hospital.

 

Imagine your Learning Team is the human resources management team at the Patton-Fuller Community Hospital virtual organization. The new chief executive officer (CEO) of your hospital has asked your team to prepare a presentation about human resources at the hospital.

Prepare a 15- to 20-slide Microsoft® PowerPoint® presentation for the new CEO in which you:

·        Describe performance appraisal standards.

·        Provide examples of how standards are used at Patton-Fuller.

·        Identify guidelines for effective performance appraisals.

·        Include possible barriers and their effect on the appraisal process.

·        Describe the due diligence of progressive discipline of employees.

·        Identify specific employee files that show progressive discipline of employees.Determine if due diligence is followed in the corrective action file of the following employees:

·        Bennie Bellamy

·        Alva Branham

·        King Lovell

·        Louise McFate

·        Explore the current and future state of human resources in health care. Answer the following questions:

·        What are some current and future human resources issues in health care?

·        How may effective human resources management deal with these issues?

·        Include how Patton-Fuller’s HR mission statement and goals do or do not meet the changing issues and needs.

Include at least 4 references.

A typical paper will spend the first part giving background about the artist and the style/movement to which your selected artwork belongs (ie. Renaissance art).

I need assistance writing a paper about an art work, as well as comparing it to another work of art discussed in class. 

It would be great to have this completed by the morning ! 

The first image named Bernini David is the work of art I want to compare the second image to. The second image is the one I have photographed. The guideline to the paper is as follows, 

CHOOSING YOUR ARTWORK

You must choose a work of art from the Metropolitan Museum of Art in New York City. To select your work of art, visit the Met’s website:  https://www.metmuseum.org/ (Links to an external site.).

You may choose any work of art from the museum, as long as it was created between 1450 – present and belongs to an era, culture or movement that we cover in the class (in Modules 1 – 15). It must also be a work of Western Art which includes the art that we cover in Modules 1 – 15. It does NOT include art from Asia, Africa, Native North America, South America or Oceania. Check with me if you are unsure.

VISIT THE MUSEUM AND TAKE A SELFIE

Visit the museum and observe the artwork in person.  Take a selfie with the work of art. (Worth 5 Points)  Be sure to take notes on your work of art.  You will need to know the name of the work, the name of the artist, the date created, the medium and the dimensions.  In addition, you should note your personal observations about the work.  You should make notes about color, composition, line, texture, content, iconography, the movement the work is a part of (Cubist, Surrealist, etc.) and anything else you may deem interesting or important.

WRITE YOUR PAPER

Once you’ve observed your artwork in person and taken notes on your observations, you will write your paper. It must be a minimum of 1,000 words. This is a research paper. Your research and observations should be illuminated by the class lectures and readings as well as outside sources (Internet sites, scholarly journals, books, etc.) You can find resources at the Library (Links to an external site.).  I suggest using the database JSTOR (Links to an external site.).  You may need to log in using your MSU credentials and then you’ll find many helpful articles to use as sources for your research. Remember to properly credit your sources. Please use MLA format. If you are unsure about how to cite your sources, refer to: MLA Formatting and Style Guide (Links to an external site.).

A typical paper will spend the first part giving background about the artist and the style/movement to which your selected artwork belongs (ie. Renaissance art). In the next part of your paper you will describe your artwork from the museum in detail using at least 5 vocabulary terms learned in class (ie. sculpture in the round, complementary colors, etc.). You will first describe the form and then address the content (iconography, narrative, etc.). You may also want to talk about the artwork’s significance – how it may be a political statement or shows an innovative style, for example.

In the rest of the paper you will compare/contrast the artwork to an artwork that has been discussed in our class (either in my Lectures or in the textbook). You should select a work of art that is more similar than different (in terms of similar time period and/or similar iconography). You will discuss how the works are similar and then how they are different, mentioning at least 3 ways they are the same and 3 ways they are different. You should write at least one page for this comparison (five paragraphs). Remember, the best comparisons have more similarities than differences. Your comparison can come from any Module in the class (Modules 1 – 15).

The paper should be double-spaced and 12-point font in either Times New Roman or Arial and a minimum of 1,000 words. Your paper must include a Works Cited page at the end. You must include images of your museum artwork, your comparison artwork and your selfie taken at the museum with your artwork. . You may attach separate images of your chosen artworks as .jpg files or the images can be embedded directly into the paper. 

I DO NOT ACCEPT .odt files or .wps files or google docs.

I accept .jpg, .doc, .docx, .rtf, .pdf, .pages files ONLY

SUMMARY OF RESEARCH PAPER REQUIREMENTS

1. Minimum 1,000 words.(The title, your name and the Works Cited do not count toward the word total.)

2.Your selected artwork must be Western Art that was created from 1450 – present and from an era, culture or movement that was covered in the class (in Modules 1 -15).

3. A comparison artwork from class must be included. Talk about 3 ways the comparison is the same and 3 ways it is different.

4. A Works Cited page must be included at the end of your paper. Include a minimum of 3 outside sources (other than the Lectures and the textbook), including 1 source from a scholarly journal.

5. Images of your museum artwork and your comparison artwork must be included.

6. A selfie of yourself with the artwork at the museum must be included. (Worth 5 points)