SOCW 6111 week 2 1.Discussion 1 Informed Consent 2.Discu.docx

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SOCW 6111 week 2 1. Discussion 1: Informed Consent 2. Discussion 2: Dual-Role Relationships Please treat each work as a separetly work you have 2 different works and each work needs separetly references, make sure you use the given resources for references and to support your answer .

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Focus on one of the three waves of IT innovation discussed in Chapter 9. Select one that you think may be most impactful, discuss why you believe that, and give a couple of examples of how you see it playing out in one or more industries. 1. transcending the boundary between the physical world and the digital world 2. overlaying a digital mask on the existing physical world 3. transforming the scale of familiar things into gigantic or tiny .

Focus on one of the three waves of IT innovation discussed in Chapte.docx

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Florida National University NUR4286 NUR4286 Course Reflection Guidelines.docx 08/21/19 1 Course Reflection Guidelines PURPOSE The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4286 course. COURSE OUTCOMES This assignment provides documentation of student ability to meet the following course outcomes: - The students will identify the physiological process of aging. - The students will be able to differentiate the adaptative human response to the aging process. - The student will be able to manage and care older adults and their families. POINTS This assignment is worth a total of 100 points (10%). DUE DATE Submit your completed assignment under the Assignment tab by Friday 11:59 p.m. EST of Week 15 as directed. REQUIREMENTS 1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self- assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric. 2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab. 3. The length of the reflection is to be within three to six pages excluding title page and reference pages. 4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered): Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63). a. Course Reflection b. Conclusion PREPARING YOUR REFLECTION The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4286 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to: 1. “Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches. 2. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology. Florida National University NUR4286 NUR4286 Course Reflection Guidelines.docx .

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flhis speech was delivered by Willie Lynch on the bank of the James River in the colony of Virginia in t71:2. Lynch was a British slave owner in the West Indies. He was invited to the colony of Virginia in 1712 to teach his methods to slave owners there. The telm "lynchingf is derived from his last name,l Greetings, {Gentleman. I greet you here on.the bank of the James River in the year of the Lord one thousand seven hundred and twelve.) {l caught the whiff of a dead slave hanginb from a tree, a couple of miles baclc You are only losing valuable stock by. hangings) {ln my bag here, I HAVE A FUIL PROOF METHOD FOR CONTROIUNG YOUR BLACK SLAVES. I guarantee everyone of you tha! if installed correctly, lT WILL CONTROLTHE STAVES FOR AT 1IAST 3O0 HUNDREDS YEARS. My method is simple-l {t HAVE OUTSNED A NUMBER OF DIFFERENCES AMONGTHESIAVES; AND I TAKETHESE DTFFERENCES AND MAKE THEM BIGGER. I USE FEA& DISTRUST AND ENVY FOR CONTROL PURPOSES.) {l Shall ensure you that DISTRUST lS STRONGER THAN TRUST AND ENVY STRONGER THAN ADUIATION, RESPECT OR ADMIRATION. The Blac* slaves after receiving this indoctrination shall cilrry on and will become self+efueting and self-generating for HUNDREDS of years, maybeTHOUSANDS. Don'tforget you must pitch the OlD btack male vs. the YOUNG black male, and the YOUNG black male against the OLD black male. You must use the DARK skin slaves vs. the IIGHT skin slaves, and the IIGHT skin slaves vs. the DARK skin slaves. You must use the FEMAI"E vs. the MAII, and the MAI"E vs. the FEMAll. You must also have white servants and overseers [who] distrust all blacks. But it is NECESSARY THAT YOUR SLAVES TRUST AND DEPEND ON US. THEY MUST IOVE, RESPECT AND TRUST ONIY US.} {tF usED tNTENSEty FOR ONEYEA& THE SIAVES THEMSEwES WlLt REMAIN PERPETUATLY DISTRUSTFUL Thank you gentlemen.l {Both horse and niggers [are] no good to the economy in the wild or natural state. Both must be BROKEN and TIED togetherfor orderly production.) {KEEP THE BODY, TAKE THE MIND! In other words, break the will to resist.} tyou MusT KEEP youR EyE AND THOUGHTS ON THE FEMATE AND THE OFFSPRING of the horse and the nigger.) TCONCENTRATE ON FUTURE GENERATIONS. Therefore, if you break the FEMALE mother, she will BREAK the offspring in its earty years of development; and when the offspring is old enough to work, she will deliver it up to you, far her normal female protective tendencies will have been lost in the original breaking process.] {When it comes to breaking the uncivilized nigger, use the same process, but vary the degree and step up the pressure, so as to do a complete reversal of the mind. Take the meanest and most restless nigger, strip him of his clothes in front of the remaining male niggers, the female, and the nigger infant tar and feather him, tie each leg to a different horse faced opposite directions, set him a fire anci beat both horses to putl him apart in front of the remaining niggers. The next step is to take.

flhis speech was delivered by Willie Lynch on the bank of the .docx

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Florida National University NUR3826 Course Reflection GuidelinesPurpose The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR3826 course. Course Outcomes This assignment provides documentation of student ability to meet the following course outcomes: · Identify the different legal and ethical aspects in the nursing practice (ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration). · Analyze the legal impact of the different ethical decisions in the nursing practice (ACCN Essential V; QSEN: patient- centered care, teamwork and collaboration). · Understand the essential of the nursing law and ethics (ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration). Points This assignment is worth a total of 100 points (10%). Due Date Submit your completed assignment under the Assignment tab by Sunday 11:59 p.m. EST of Week 15 as directed.Requirements 1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric. 2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab. 3. The length of the reflection is to be within three to six pages excluding title page and reference pages. 4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered): Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63). a. Course Reflection b. ConclusionPreparing Your Reflection The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR3826 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to: 1. “Demonstrate the professional standards of moral, ethical, and legal conduct. 2. Assume accountability for personal and professional behaviors. 3. Promote the image of nursing by modeling the values and articulating the knowledge, skills, and attitudes of the nursing profession. 4. Demonstrate professionalism, including attention to appearance, demeanor, respect for self and others, and attention to professional boundaries with patients and families as well as among caregivers. 5. Demonstrate an appreciation of the history of and contemporary issues in nursing and their impact on current nursing practice. 6. Reflect on one’s o.

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Flanders 579 “Framed Paintings,” page 578) reinforce this identi!cation. Across the top, Jan wrote “As I can” in Flemish using Greek letters. One suggestion is that this portrait was a demonstration piece intended for prospective clients, who could compare the painting with the painter and judge what he “could do” in terms of recording a faith- ful likeness. Across the bottom appear the date and a statement in Latin: “Jan van Eyck made me.” "e use of both Greek and Latin suggests that the artist viewed himself as both a learned man and a worthy successor to the fabled painters of antiquity. Rogier van der Weyden When Jan van Eyck began work on the Ghent Altarpiece, Rogier van der Weyden (#$%. 20-1) was an assistant in the work- shop of Robert Campin (#$%. 20-8), but the younger Tournai painter’s fame soon eclipsed Campin’s and eventually rivaled Jan’s. Rogier’s renown rested on his skill in recording individual features and character in his portraits (#$%. 20-12A) and especially on the dynamic compositions of his narrative works, which stress human action and drama. He concen- trated on Christian themes, especially those episodes in the life of Jesus that elicited pow- erful emotions—for example, the Cruci!xion and Pietà (the Vir- gin Mary cradling the dead body of her son)—moving observers deeply by vividly portraying the su&erings of Christ. Deposition. One of Rogier’s early masterworks is Deposition (#$%. 20-13), the center panel of a triptych commissioned by the archers’ guild of Louvain for the church of Notre-Dame hors-les- murs (Church of Our Lady—the Virgin—outside the [town] walls). Rogier acknowledged the patrons of this large painting by incorpo- rating the crossbow (the guild’s symbol) into the decorative trac- ery in the corners. Instead of creating a deep landscape setting, as Jan van Eyck might have, Rogier compressed the !gures and action onto a shallow stage with a golden back wall, imitat- ing the large sculptured shrines so popular in the 15th century, of which Jacques de Baerze’s Retable de Champ- mol (#$%. 20-3) is one of many Nether - landish examples (compare #$%'. 20-21 and 20-22). "e device admirably served his purpose of expressing max- imum action within a limited space patrons became interested in the reality (both physical and psychological) that portraits could reveal. In the 15th century, Flemish patrons eagerly embraced the opportunity to have their likenesses painted. "e elite wanted to memorialize themselves in their dynastic lines and to establish their identities, ranks, and stations with images far more concrete than heraldic coats of arms. Portraits also served to represent state o(- cials at events they could not attend. Royalty, nobility, and the very rich would sometimes send artists to paint the likeness of a prospective bride or groom. For example, when young King Charles VI (r. 1380–1422) of France sought a bride, he dispatched a painter to three d.

Flanders 579Framed Paintings,” page 578) reinforce this .docx

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Flooding in places like New Orleans, the U.S. Gulf coast, and Venice, Italy are largely self-inflicted unnatural disasters. Explain. Should a sinking city like New Orleans be rebuilt and protected with higher levees, or should the lower parts of the city be allowed to revert back to wetlands that would help to protect nearby coastal areas? Explain. Must be 450 words minimum , APA style with 2 resources .

Flooding in places like New Orleans, the U.S. Gulf coast, and Venice.docx

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Flashbulb Memories Flashbulb memories can be very vivid and often involve shocking historical events. An example would be the terrorist attacks in New York on 9/11. Discuss a flashbulb memory that has significance to you and describe specific details. What senses are involved in this memory? What strong emotions did you experience during the original event? Why would you characterize this memory as a flashbulb memory? How does thinking about it now affect you? .

Flashbulb MemoriesFlashbulb memories can be very vivid and often.docx

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Five pages reseachTopic HumanFactors inAirTraffic.docx

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Five paragraphs and work cited page. Look up 2 articles from pe.docx

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Five Life Skills for Graduates Aims and Summary This module aims to support the student in their move from Coventry University to the “outside world” of employee or self–employment, Certain key skills are required in order to make the transition successful. By now you will have gained such skills as Time Management, Project Management and Team Building , as part of the process of successfully passing through your stages at University. Amongst the most important skills that the successful graduate needs are: · Managing and taking part in Meetings · Communicating complex and difficult information · Conflict resolution · Negotiation · Decision Making This module will replicate a “tough day at the office” – how will you come through it? This is a hands-on course – you will be expected to utilise the skills gained with immediate effect, and to be able to reflect upon their impact upon your working day. Whether or not you have already taken part in a Five Life Skills module in the past years, this module offers you new insights into yourself and your potential colleagues. 1 Module Induction and Managing Meetings • State the basic components of effective meetings • Explain best practice for managing meetings • Identify the different problem people and situations that may be encountered in meetings • Develop a range of approaches to deal with meeting difficulties 2 Managing Meetings - Simulated Activity/Exercise 3 Influencing Decision Making • To examine different decision making models • To maximise creativity and logic in decision making • To acquire decision making tips and techniques that accelerate and improve results •To provide a variety of perspectives for the decision making process 4 Influencing Decision Making – Simulated Activity/Exercise 5 Negotiation and Persuasion • Define negotiation and persuausion • State the different types of negotiation • Explain the basic components of negotiation • State the approach for successful influencing 6 Negotiation and Persuasion– Simulated Activity/Exercise 7 Conflict Resolution • Explain the different views on conflict • State the indicators to conflict • Understand the different strategies for dealing with conflict •Reflect on skills required for resolving conflict 8 Conflict Resolution – Simulated Activity/Exercise 9 Communicating Complex Information • Explain the preparation required to deliver a professional presentation • Demonstrate effective verbal and non verbal communication • Apply a range of strategies to control nerves • Deliver an excellent presentation 10 Practical Assessment - Presentation .

Five Life Skills for Graduates Aims and Summary This mod.docx

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Fiscal Policy. Identify who controls German fiscal policy. Describe German fiscal policy from 1989-1992; be sure to identify the components you think are relatively important. What were the effects of German fiscal policy on both the West and East German economies Monetary Policy. Identify who controls German monetary policy. Describe German monetary policy from 1989-1992—i.e., the main features of monetary policy surrounding reunification. What were the effects German monetary policy on both the West and East German economies? Was monetary policy affected by fiscal policy? If so, how? In July 1992, what were the problems facing the German government and what policies were available to the German government to solve them? Were these alternatives viable? What was the effect of German monetary policy on other EMS nations? .

Fiscal Policy.Identify who controls German fiscal policy.D.docx

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First, summarize the definition of a gang used by the U.S. Department of Justice, and then invent a fictional character and explain at least 3 specific elements, known or unknown to him or her, that influenced his or her decision to join a gang. Consider their parental influences, community, home environment, school performance, and so on. Once these elements have been explained, address at least 1 myth related to gang activity. .

First, summarize the definition of a gang used by the U.S. Depar.docx

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First, see attached for a sample paper “Research Paper_Short”. It was submitted by a student of mine last semester and is shared with you with his permission. Reviewing it should give you a sense of what you're aiming for with your own work. A couple things to keep in mind as you work: · The overview of the six articles (references) is the biggest portion of your paper. After setting up your general argument in your intro (which you may not know until you've written the whole thing, so feel free to write that last), proceed one by one through the articles you found. It's best to cover these chronologically. Here you'll want to lead with a succinct, specific statement of the article's argument. Then you'll unpack that argument and (objectively) explain how the critic made his or her case. Avoid quoting from the articles, as that will only take up space and will draw readers' attention away from your explanation. This is the time for careful analysis and explication--what are the premises of the argument, what assumptions (about literature, about interpretation) does the author draw on, what seem to be his or her primary concerns and how do you know? Write about a page for each of your articles. · In the next section (3 pages or so), assess and evaluate the arguments. It's best to organize this section thematically--what resonances did you see across the arguments; what kinds of conclusions were drawn, which are the strongest and why, which the weakest and why; how and why did folks tend to disagree? Make sure you explain your conclusions when you talk about the solid or weak interpretations you read or whether a conclusion is interesting--be sure you unpack what that means. Still stay away from quoting over-much here. You can assume your reader is familiar with the articles and the novel; just be sure you provide enough context so readers can follow along. · In the final section (3 pages or so), you'll offer your own interpretation as derived from your engagement with these articles and the novel itself. Don't do any additional research for this portion of your essay. The idea is that after seeing what others have done with the book, weighing and measuring those arguments, and with familiarity of the text itself, you should have drawn your own conclusions about the book--lay them out here. With all of this, don't forget about foundational writing elements like a strong thesis to unify the paper, coherent paragraphs, engaging style, and proper grammar. Look back over your returned papers to this point for any feedback I've offered on these points. Research Paper_Short (1).docx 11 Short Joseph Short Marybeth Baggett ENGL603 6 October 2019 From the Postmodern to the Psychoanalytic: Critical Studies of Slaughterhouse-Five Kurt Vonnegut’s 1968 novel, Slaughterhouse-Five, is a relatively recent addition to the literary canon, transitioning from a censored work—subject to the whims of book burners—to must-read fiction in its half century on .

First, see attached for a sample paper Research Paper_Short”. .docx

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First, write a short background about the nature of the conflict, using the following questions What is the conflict about? When did the conflict start? What caused it? Was it a series of events or one event? What was the trigger event(s) ? When did the conflict originate? Why did it occur? Use a metaphor to describe your conflict. Next, analyze your perceptions of each element of the conflict, using the following questions: Expressed struggle : How has the conflict been expressed? What was the trigger event? Interdependent parties : What binds the parties together? In what ways each party needs the other? Perceived incompatible goals : What are the parties not getting? Perceived scarce resources : Examples include time, money, affection, inclusion, oil, land, or other natural resources, etc. Perceived interference to achieve goals : In what ways each party is interfering with the other’s goals? .

First, write a short background about the nature of the conflict.docx

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First, practice observing one child by watching the following video: Social Clay Next, your journal entry should contain the following two parts: Part One - Observational Notes Document your observations using a method of your choice; such as observational notes in a K-W-L chart, anecdotal notes, or a running record to document your observation. Part Two - Reflection Reflect on what you learned from your observations and answer the following questions: What specific developmental information did you learn about the child selected in the video? How could you use this information to create learning goals for the child? Describe how the method(s) you selected is developmentally appropriate practice: Is it authentic? What is the purpose? Does it focus only on that individual child? Is it objective? .

First, practice observing one child by watching the followin.docx

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First, please define the concept of Globalization. Then, provide a brief explanation of how globalization impacts disaster management in the United States. Second, please explain the roles of the United States, as well as the United Nations, in the response and recovery efforts of international disasters. Please include in-text citations, as well as a reference list, both in alignment with APA 6th edition citation form and style in your main post. You may use the textbook as a source citation or a journal article, retrieved from the University Library Databases, as a source citation as well. .

First, please define the concept of Globalization. Then, provide.docx

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First, discuss the role of observational research as a key methodology for studying society. Second, utilizing nonparticipant observation, participant observation, ethnography or netnography observe and record a detailed account of a social context or virtual social context that you are no stranger to (think local coffee shop, shopping mall, church or night club, a blog, twitter feed, or Instagram) from a sociological perspective. Be careful to be objective and ethically neutral. Do not include judgments or opinions of behaviors but rather, as best as possible, systematic observations. Third, discuss how a common-sense view of that social setting may look different from a sociological one. Does looking through the lens of sociological research methodology transform how that social space may be viewed. Substantiate your views. .

First, discuss the role of observational research as a key metho.docx

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First watch this Washington Post "Opinion" video, by the famous documentary film maker, Ken Burns: Our Monuments are Representations of Myth, Not Fact. (Links to an external site.) Then, read this short article on the History Channel website by Becky Little: " The Statue of Liberty Has Long Been a Symbol of Protest (Links to an external site.) ." Then answer these questions: 1. Given what you read, why do you think Ken Burns says that the Statue of Liberty is a "myth" not fact? Give specific examples to support your answer. 2. Why do you think that the Statue of Liberty has become such a symbol of protest? In other words, when people are protesting something, why do they tend to use the statue of liberty as a symbol to make their point? Pick one example from the History article to explain your answer. 3. Find an example political cartoon that uses the statue of liberty. You can search for "political cartoon" and "statue of liberty" (use the quotation marks). Choose one and include it here (either as a screenshot in your Word document or as a separate attachment-- do not merely post the link to the image). What is the argument you think this political cartoon is making? How can you connect the cartoon's argument to ideas from Ken Burns video and Becky Little's article? 4. These are three examples of three very different texts (the two I provided and the one you chose) all entering into conversation about what the Statue of Liberty stands for. They are all discussing social justice in some way. Across these texts, many people are using the same rhetorical tool--the symbol of the Statue of Liberty. In other words, they could have talked about "liberty" and "freedom" without using/referring to the actual Statue of Liberty, but they chose to use that symbol. However, the audience, purpose, and genre affects how they use it. Pick two texts/protests from this assignment and describe how the use of the Statue of Liberty was different in those examples. (For example, you can choose 2 protests from the History.com article, or one protest from the article and contrast it to the video, or contrast the video and the political cartoon you chose, etc.) Think carefully about how the protester/filmmaker/writer/artist is using the symbol--how the audience, purpose, genre affect the use of the symbol. .

First watch this Washington Post Opinion video, by the famous docu.docx

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FIRST QUESTION Choose one of the following Career Theories and discuss it's efficacy with a particular population. Why is this theory sound for said population? Career Development Theories for the past 75 years fall into four categories: 1. Trait Factor - Matching personal traits to occupations-Frank Parson’s (1920’s) 2. Psychological - Personality types matching work environment- Holland (1980’s) 3. Decision - Situational or Sociological- Bandura ( Self Efficacy-1970’s) 4. Developmental - Self Concept over life span-Super (1950’s) SECOND QUESTION Discuss potential bias in standardized tests and how to address these issues (which abound). How does this impact the work of counselors and diagnosticians? .

FIRST QUESTIONChoose one of the following Career Theories and di.docx

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First view this video: https://www.pbs.org/video/columbia-basin-badger-club-charter-schools-hype-or-hope/ Next, respond to the following questions: 1. List 3 contrasting views put forth by Katie and Mathew and then critically analyze them. 2. What sense did you make of the GW highway analogy that Mathew provides? What was he trying to say? 3. Was there a “weak link” in Mathew’s analogy for public schools? 4. What do you make of the element of “choice” that Katie discusses throughout the video. 5. What are some sources of tension particularly as it relates to funding sources and one other aspect (you may choose from equity, access, accessibility, populations served, teacher unions, accountability) that you could parse from this video. 6. Given what you have learned about this contentious issue in education, what role (if at all) might charter schools play in the landscape of a students’ educational experience? In this video analysis, you will be viewing a discussion about the pros and cons of charter schools in WA state. You will be examining the topic of charter schools from multiple perspectives. Be sure to provide reasons and evidence to support your statements. Go deep, consider bringing in materials that you have learned from core courses: (1) Education and Equity in the United States, (2) Theories of Learning, Culture, and Identity, (3) Teaching and Learning in a Multicultural Society, (4) Research and Educational Knowledge and also any relevant real-life experiences when discussing your responses to the questions listed below. TIME VALUE OF MONEY: THE BUY VERSUS RENT DECISION Sean Cleary and Stephen Foerster wrote this case solely to provide material for class discussion. The authors do not intend to illustrate either effective or ineffective handling of a managerial situation. The authors may have disguised certain names and other identifying information to protect confidentiality. This publication may not be transmitted, photocopied, digitized or otherwise reproduced in any form or by any means without the permission of the copyright holder. Reproduction of this material is not covered under authorization by any reproduction rights organization. To order copies or request permission to reproduce materials, contact Ivey Publishing, Ivey Business School, Western University, London, Ontario, Canada, N6G 0N1; (t) 519.661.3208; (e) [email protected]; www.iveycases.com. Copyright © 2014, Richard Ivey School of Business Foundation Version: 2015-06- In May 2013, Rebecca Young completed her MBA and moved to Toronto for a new job in investment banking. There, she rented a spacious, two-bedroom condominium for $3,000 per month, which included parking but not utilities or cable television. In July 2014, the virtually identical unit next door became available for sale with an asking price of $620,000, and Young believed she could purchase it for $600,000. She realized she was facing the classic buy-versus-rent decision. It was time f.

First view this videohttpswww.pbs.orgvideocolumbia-basin.docx

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