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02.01 Revolutionary Ideas: Assessment Assessment © The Granger Collection / Universal Images Group / Image Quest 2012 Thomas Paine wrote the pamphlet Common Sense to convince American colonists to support the idea of independence. You should now understand the relationship between political principles and the Declaration of Independence. Use the information you learned in the lesson to create your own modern day Common Sense pamphlet that explains how the Declaration of Independence upholds the principles of popular sovereignty, social contract, and natural and individual rights. Steps 1. Use this Pamphlet Template or a Web 2.0 tool to create your six-panel pamphlet. 2. There are many 21st century tools available for creating and submitting your work in the online environment. For more information on the tools your school uses, contact your teacher or visit the Web 2.0 tools area of your course. 3. The first panel should be the title panel. Include your name, date, instructor, and a title for the pamphlet. 4. On the second panel, write a one-paragraph overview of the Declaration of Independence. Be sure to describe its purpose and how the document is structured. 5. On panels three, four, and five, you will explain the principles of popular sovereignty, social contract, and natural and individual rights. Each panel should include a well-written paragraph that explains how the Declaration of Independence reflects a principle. Use at least one quote from the Declaration of Independence that illustrates the principle, for each of these panels (three quotes total). For example, if you chose to focus on the principle of popular sovereignty for panel three in your pamphlet, then that panel will include a quote from the Declaration of Independence that illustrates the principle of popular sovereignty and one well-written paragraph that explains how the Declaration of Independence reflects the principle of popular sovereignty. 6. On the final panel, write one paragraph to explain whether or not you think the Declaration of Independence upholds the political principles Americans value. To guide your evaluation, consider these questions. Does the Declaration of Independence reflect all the important principles you learned about in the lesson? Did the writers of the Declaration of ...
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Ag #2 2 1 To 2 5
This document outlines the schedule and assignments for an American Government class for the week of February 1-5. It includes quizzes on the American Revolution and founders, a lesson on the sources and theories of government, and assignments on the Preamble to the Constitution, forms of government, and comparing classical republicanism and natural rights philosophy. Students are also asked to research the terms related to a filibuster and Scott Brown's election.
Ag #2 2 1 To 2 5
This document outlines the schedule and assignments for an American government class for the week of February 1-5. It includes quizzes on the American Revolution and founding fathers, lessons on the sources and theories of government, a comparison of Aristotle's forms of government, and assignments analyzing the Preamble to the US Constitution and comparing classical republicanism and natural rights philosophy. Students are also asked to research the election of Scott Brown and the political impact of filibusters.
ver the past four weeks you’ve had the opportunity to create a cla.docx
ver the past four weeks you’ve had the opportunity to create a classroom environment that supports the foundations of differentiated instruction (DI), brainstorm differentiated strategies that align with the Common Core State Standards, and create the foundation for a unit plan based that incorporates instructional technology while adhering to UDL and DI principles.
This week you will use what you’ve learned to create a summative assessment for the unit plan you created, using one of the strategies from your PLC blog, and with the classroom environment you’ve outlined in Week Two.
This summative assessment must include:
1. Common Core State Standard being assessed for mastery (it can be the same one you used in Week Four’s assignment).
2. A unit goal that aligns with the Common Core State Standard:
The students will (Measurable Verb) by (A specific outcome with a specific tool) with ___% accuracy.
· Measurable – How will mastery be measured? (e.g.: Classify, discriminate, create, construct, defend, predict, evaluate, etc…). Be sure to avoid subjective words such as know, understand, learn, or appreciate.
· A specific outcome – what will students do to demonstrate mastery? (e.g.: skill or knowledge that has been gained to as a result of this unit).
· Measurable progress – What tool will be used to measure mastery (e.g.: project, journal, test, etc.)
· Proficiency Level – What is an acceptable level of achievement to demonstrate mastery?
3. Three Formative Assessments – Using the three day lesson plan outline from the unit plan, create a formative assessment for each day that:
· A unique differentiated teaching strategy for each day’s lesson.
· Addresses multiple intelligences.
· Considers student’s different learning styles.
· Explains how the assessment results will be used to drive instruction.
4. Summative Assessment: Using the summative assessment outline from the unit plan, create a summative assessment that appraises mastery of the Common Core State Standard and the Unit Objective. It must include:
· Directions to complete the assessment written using vocabulary and terms geared towards your identified student population.
· A rubric that clearly details how each part of the assignment will be graded.
· Addresses multiple intelligences and various learning styles.
The assignment should be a minimum of five pages in length and must include reference to the course text and one additional research (scholarly article or online resource) in creating the formative/summative assessment. The assignment must be cited in proper APA format. A title and reference page must be included.
US History
Problem 1:
Explain how events such as the Vietnam War and Watergate affected the American public’s opinion of the U.S. government.
You must complete all three parts of the assignment.
Part 1:
Read the question above and write down what you think the question is asking in your own words.(250-300 words)
Part 2:
Use an Internet ...
PS 1010, American Government 1 Course Learning Out.docx
PS 1010, American Government 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the origins of American political thought.
1.1 Identify how the Enlightenment and philosophers such as John Locke influenced the Founding
Fathers.
1.2 Indicate the major goals of the Founding Fathers.
1.3 List the events preceding the creation of the Articles of Confederation and the weaknesses that
led to the Articles' demise.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Reading: “2. Foundations of American Government”
Unit I Assignment
1.2
Unit I Lesson
Unit I Assignment
1.3
Unit I Lesson
Reading: “2a. The Colonial Experience”
Reading: “2b. Independence and the Articles of Confederation”
Unit I Assignment
Reading Assignment
To access the following resources, click the links below.
Independence Hall Association. (n.d.). 2. Foundations of American government. Retrieved from
http://www.ushistory.org/gov/2.asp
Independence Hall Association. (n.d.). 2a. The colonial experience. Retrieved from
http://www.ushistory.org/gov/2a.asp
Independence Hall Association. (n.d.). 2b. Independence and the Articles of Confederation. Retrieved from
http://www.ushistory.org/gov/2b.asp
UNIT I STUDY GUIDE
Foundations of American Government
http://www.ushistory.org/gov/2.asp
http://www.ushistory.org/gov/2a.asp
http://www.ushistory.org/gov/2b.asp
PS 1010, American Government 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Many of us have a general concept and
understanding of the leadership of the Founding
Fathers working to establish a government with more
democratic principles and ideals. While the term
Founding Fathers is used a great deal, one must note
that there was a general sense of agreement on the
need for a new government and country, but there
were differences in their political ideologies. Some
Founding Fathers were for a more powerful federal
government, while others were more focused on state
powers. The point to be made here is that the
Founding Fathers were not an ideologically unified
group of people. The Founding Fathers had a vision
of making America a melting pot, but the path of
setting up a different style of government had many
trials and tribulations. After many obstacles were
overcome, the United States was formed under the
political structure of a democratic republic, which is
mentioned in the Pledge of Allegiance. In this unit, the
thoughts and strategies behind the founding of the
United States and the ideas and principles utilized to
create the Constitution will be examined.
In the Beginning
What is politics? What part do citizens have in the political process? The United States has a political culture
that began during Colonial times and was refined during the Revolutionary War. When the colonists declared
their independence from Great Britain, the Founding Fathers declared.
PS 1010, American Government 1 Course Learning Out.docx
This document outlines the learning outcomes for Unit I of a course on American government. Upon completing the unit, students should be able to: 1) summarize the origins of American political thought by identifying how philosophers like John Locke influenced the founding fathers and indicating the major goals of the founding fathers; and 2) list the events preceding the creation of the Articles of Confederation and the weaknesses that led to its demise. The unit will address these outcomes through lessons, readings, and assignments related to the colonial experience, the Declaration of Independence, and the Articles of Confederation.
1. Write a 1-2 page (single spaced, 11 pt font) narrativediscussi
1. Write a 1-2 page (single spaced, 11 pt font) narrative/discussion for the organism you identified in this project.(see below) This narrative describing your fictional future patient should focus on the medical relevance of each organism, such as virulence factors and the type of infections caused, treatments provided and patient outcome. you MUST use in-line citations for this portion.
Identified organism: Enterobacter aerogenes
2. Including a Cover Page, and provide a bibliography that you reference in your in-text citations. Citations MUST be in either APA or MLA format. You need a minimum of five references for the organism you choose to write about. Only ONE of them can be your book OR Wikipedia. Use peer-reviewed scientific articles for your other four articles (A publication that contains original articles that have been written by scientists and evaluated for technical and scientific quality and correctness by other experts in the same field).
The Discussion:
You are a healthcare worker, working in your chosen profession! Congratulations! You did it!!! BUT.......one of your patients has become infected with the type of organism that you have identified in this project (Enterobacter aerogenes). Describe the symptoms they exhibit. What tests did you (or the doctor) do to determine what organism it was? What medications or therapy did the patient receive? What was the outcome of their illness? Use the library reference databases (or library) to research your organism and use in-text citations to illustrate how you used your research in your narrative.
Savannah Carter
April 17, 2022
HLTH2302 Z03
Research Assignment
Topic: Substance Abuse
I picked substance abuse for my topic because this is an interesting topic. People are dying from this every day, and I would like to get an insight into what's transpiring. I would like to learn about different substances that may be used during this time and see how medicine plays a part in the abuse. I have a few family members who do this, and I want to learn what keeps them addicted also.
Articles:
https://drugabusestatistics.org/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7177685/
https://www.foxnews.com/category/health/mental-health/drug-and-substance-abuse
https://www.cdc.gov/stopoverdose/fentanyl/
https://pubmed.ncbi.nlm.nih.gov/28982092/
4/30/22, 12:40 AM Outline
https://www.austincc.edu/tmthomas/sample outline 1.htm 1/5
4/30/22, 12:40 AM Outline
https://www.austincc.edu/tmthomas/sample outline 1.htm 2/5
Writing an Outline
An outline is a “blueprint” or “plan” for your paper. It helps you to organize your thoughts an
arguments. A good outline can make conducting research and then writing the paper ver
efficient. Your outline page must include your:
Paper Title
Thesis statement
Major points/arguments indicated by Roman numerals (i.e., I, II, III, IV, V, etc.)
Support for your major points, indicated by capital Arabic num ...
1. Write a 1-2 page (single spaced, 11 pt font) narrativediscussi
1. Write a 1-2 page (single spaced, 11 pt font) narrative/discussion for the organism you identified in this project.(see below) This narrative describing your fictional future patient should focus on the medical relevance of each organism, such as virulence factors and the type of infections caused, treatments provided and patient outcome. you MUST use in-line citations for this portion.
Identified organism: Enterobacter aerogenes
2. Including a Cover Page, and provide a bibliography that you reference in your in-text citations. Citations MUST be in either APA or MLA format. You need a minimum of five references for the organism you choose to write about. Only ONE of them can be your book OR Wikipedia. Use peer-reviewed scientific articles for your other four articles (A publication that contains original articles that have been written by scientists and evaluated for technical and scientific quality and correctness by other experts in the same field).
The Discussion:
You are a healthcare worker, working in your chosen profession! Congratulations! You did it!!! BUT.......one of your patients has become infected with the type of organism that you have identified in this project (Enterobacter aerogenes). Describe the symptoms they exhibit. What tests did you (or the doctor) do to determine what organism it was? What medications or therapy did the patient receive? What was the outcome of their illness? Use the library reference databases (or library) to research your organism and use in-text citations to illustrate how you used your research in your narrative.
Savannah Carter
April 17, 2022
HLTH2302 Z03
Research Assignment
Topic: Substance Abuse
I picked substance abuse for my topic because this is an interesting topic. People are dying from this every day, and I would like to get an insight into what's transpiring. I would like to learn about different substances that may be used during this time and see how medicine plays a part in the abuse. I have a few family members who do this, and I want to learn what keeps them addicted also.
Articles:
https://drugabusestatistics.org/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7177685/
https://www.foxnews.com/category/health/mental-health/drug-and-substance-abuse
https://www.cdc.gov/stopoverdose/fentanyl/
https://pubmed.ncbi.nlm.nih.gov/28982092/
4/30/22, 12:40 AM Outline
https://www.austincc.edu/tmthomas/sample outline 1.htm 1/5
4/30/22, 12:40 AM Outline
https://www.austincc.edu/tmthomas/sample outline 1.htm 2/5
Writing an Outline
An outline is a “blueprint” or “plan” for your paper. It helps you to organize your thoughts an
arguments. A good outline can make conducting research and then writing the paper ver
efficient. Your outline page must include your:
Paper Title
Thesis statement
Major points/arguments indicated by Roman numerals (i.e., I, II, III, IV, V, etc.)
Support for your major points, indicated by capital Arabic num ...
Discussion InstructionsThe purpose of the discussions are to giv.docx
Discussion Instructions
The purpose of the discussions are to give you an opportunity to interact with your instructor and fellow classmates regarding topics from each of the sections. In order to do well on each discussion you should:
1) Read through the selection of questions and pick ONE prompt to answer. Be sure to label which question you are responding to.
2) Make sure you answer the discussion prompt in at least 1 paragraph (5-7 sentences). Your answer should be as specific as possible.
3) Cite any information that you use (even if its just a textbook page, or you can cite the readings, a website, etc.)
Part I Discussion Prompts
For this week introduce yourself to the class. You can tell us your name, what you are majoring in (or interested in if you haven't declared a major) and what your past experiences are with US History classes (high school, college, etc.). THEN, please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 1 & 2 to show your knowledge of the material.
1) What were the major patterns of Native American life in North America before Europeans arrived?
2) What factors encouraged European explorers to look west across the Atlantic, or what factors encouraged Europeans to explore?
3) What were some of the consequences when peoples in the Americas came in contact with Europeans? Give 2 specific examples.
4) In what ways did Europeans explore and interact differently with the indigenous populations? You should compare and contrast the Spanish, the French and the English.
5) What challenges did the early English settlers face in the Chesapeake (Jamestown)?
6) How did Virginia and Maryland develop in their early years?
7) What were the main sources of frustration in New England?
Part II Discussion Prompts
Please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 7 & 8 to show your knowledge of the material. Then, please respond to at least ONE of your classmates responses in a thoughtful and web appropriate manner.
1. In what way did the Articles of Confederation define the creation of nationally controlled public domain in western land? Meaning, how did the Articles of Confederation create a system creating territories? Was this system successful or not? Give at least 1 specific example to justify your argument.
2. What do you think were 2 of the biggest issues regarding the Articles of Confederation? In what way did the US Constitution attempt to fix those two issues (be specific)?
3. What triggered Shay's Rebellion (meaning, what were the causes of the rebellion)? In what way do you think Shay's Rebellion was a defining historical moment, meaning, what is the significance of Shay's Rebellion to the time period? Use the Document "Divergent Reactions to Shay's Rebellion" to help answer this question.
4. In what way does the US Constitution deal with the question over slavery? Give at least 2 specific examples to address how its deal.
Recommended
Ag #2 2 1 To 2 5
This document outlines the schedule and assignments for an American Government class for the week of February 1-5. It includes quizzes on the American Revolution and founders, a lesson on the sources and theories of government, and assignments on the Preamble to the Constitution, forms of government, and comparing classical republicanism and natural rights philosophy. Students are also asked to research the terms related to a filibuster and Scott Brown's election.
Ag #2 2 1 To 2 5
This document outlines the schedule and assignments for an American government class for the week of February 1-5. It includes quizzes on the American Revolution and founding fathers, lessons on the sources and theories of government, a comparison of Aristotle's forms of government, and assignments analyzing the Preamble to the US Constitution and comparing classical republicanism and natural rights philosophy. Students are also asked to research the election of Scott Brown and the political impact of filibusters.
ver the past four weeks you’ve had the opportunity to create a cla.docx
ver the past four weeks you’ve had the opportunity to create a classroom environment that supports the foundations of differentiated instruction (DI), brainstorm differentiated strategies that align with the Common Core State Standards, and create the foundation for a unit plan based that incorporates instructional technology while adhering to UDL and DI principles.
This week you will use what you’ve learned to create a summative assessment for the unit plan you created, using one of the strategies from your PLC blog, and with the classroom environment you’ve outlined in Week Two.
This summative assessment must include:
1. Common Core State Standard being assessed for mastery (it can be the same one you used in Week Four’s assignment).
2. A unit goal that aligns with the Common Core State Standard:
The students will (Measurable Verb) by (A specific outcome with a specific tool) with ___% accuracy.
· Measurable – How will mastery be measured? (e.g.: Classify, discriminate, create, construct, defend, predict, evaluate, etc…). Be sure to avoid subjective words such as know, understand, learn, or appreciate.
· A specific outcome – what will students do to demonstrate mastery? (e.g.: skill or knowledge that has been gained to as a result of this unit).
· Measurable progress – What tool will be used to measure mastery (e.g.: project, journal, test, etc.)
· Proficiency Level – What is an acceptable level of achievement to demonstrate mastery?
3. Three Formative Assessments – Using the three day lesson plan outline from the unit plan, create a formative assessment for each day that:
· A unique differentiated teaching strategy for each day’s lesson.
· Addresses multiple intelligences.
· Considers student’s different learning styles.
· Explains how the assessment results will be used to drive instruction.
4. Summative Assessment: Using the summative assessment outline from the unit plan, create a summative assessment that appraises mastery of the Common Core State Standard and the Unit Objective. It must include:
· Directions to complete the assessment written using vocabulary and terms geared towards your identified student population.
· A rubric that clearly details how each part of the assignment will be graded.
· Addresses multiple intelligences and various learning styles.
The assignment should be a minimum of five pages in length and must include reference to the course text and one additional research (scholarly article or online resource) in creating the formative/summative assessment. The assignment must be cited in proper APA format. A title and reference page must be included.
US History
Problem 1:
Explain how events such as the Vietnam War and Watergate affected the American public’s opinion of the U.S. government.
You must complete all three parts of the assignment.
Part 1:
Read the question above and write down what you think the question is asking in your own words.(250-300 words)
Part 2:
Use an Internet ...
PS 1010, American Government 1 Course Learning Out.docx
PS 1010, American Government 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the origins of American political thought.
1.1 Identify how the Enlightenment and philosophers such as John Locke influenced the Founding
Fathers.
1.2 Indicate the major goals of the Founding Fathers.
1.3 List the events preceding the creation of the Articles of Confederation and the weaknesses that
led to the Articles' demise.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Reading: “2. Foundations of American Government”
Unit I Assignment
1.2
Unit I Lesson
Unit I Assignment
1.3
Unit I Lesson
Reading: “2a. The Colonial Experience”
Reading: “2b. Independence and the Articles of Confederation”
Unit I Assignment
Reading Assignment
To access the following resources, click the links below.
Independence Hall Association. (n.d.). 2. Foundations of American government. Retrieved from
http://www.ushistory.org/gov/2.asp
Independence Hall Association. (n.d.). 2a. The colonial experience. Retrieved from
http://www.ushistory.org/gov/2a.asp
Independence Hall Association. (n.d.). 2b. Independence and the Articles of Confederation. Retrieved from
http://www.ushistory.org/gov/2b.asp
UNIT I STUDY GUIDE
Foundations of American Government
http://www.ushistory.org/gov/2.asp
http://www.ushistory.org/gov/2a.asp
http://www.ushistory.org/gov/2b.asp
PS 1010, American Government 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Many of us have a general concept and
understanding of the leadership of the Founding
Fathers working to establish a government with more
democratic principles and ideals. While the term
Founding Fathers is used a great deal, one must note
that there was a general sense of agreement on the
need for a new government and country, but there
were differences in their political ideologies. Some
Founding Fathers were for a more powerful federal
government, while others were more focused on state
powers. The point to be made here is that the
Founding Fathers were not an ideologically unified
group of people. The Founding Fathers had a vision
of making America a melting pot, but the path of
setting up a different style of government had many
trials and tribulations. After many obstacles were
overcome, the United States was formed under the
political structure of a democratic republic, which is
mentioned in the Pledge of Allegiance. In this unit, the
thoughts and strategies behind the founding of the
United States and the ideas and principles utilized to
create the Constitution will be examined.
In the Beginning
What is politics? What part do citizens have in the political process? The United States has a political culture
that began during Colonial times and was refined during the Revolutionary War. When the colonists declared
their independence from Great Britain, the Founding Fathers declared.
PS 1010, American Government 1 Course Learning Out.docx
This document outlines the learning outcomes for Unit I of a course on American government. Upon completing the unit, students should be able to: 1) summarize the origins of American political thought by identifying how philosophers like John Locke influenced the founding fathers and indicating the major goals of the founding fathers; and 2) list the events preceding the creation of the Articles of Confederation and the weaknesses that led to its demise. The unit will address these outcomes through lessons, readings, and assignments related to the colonial experience, the Declaration of Independence, and the Articles of Confederation.
1. Write a 1-2 page (single spaced, 11 pt font) narrativediscussi
1. Write a 1-2 page (single spaced, 11 pt font) narrative/discussion for the organism you identified in this project.(see below) This narrative describing your fictional future patient should focus on the medical relevance of each organism, such as virulence factors and the type of infections caused, treatments provided and patient outcome. you MUST use in-line citations for this portion.
Identified organism: Enterobacter aerogenes
2. Including a Cover Page, and provide a bibliography that you reference in your in-text citations. Citations MUST be in either APA or MLA format. You need a minimum of five references for the organism you choose to write about. Only ONE of them can be your book OR Wikipedia. Use peer-reviewed scientific articles for your other four articles (A publication that contains original articles that have been written by scientists and evaluated for technical and scientific quality and correctness by other experts in the same field).
The Discussion:
You are a healthcare worker, working in your chosen profession! Congratulations! You did it!!! BUT.......one of your patients has become infected with the type of organism that you have identified in this project (Enterobacter aerogenes). Describe the symptoms they exhibit. What tests did you (or the doctor) do to determine what organism it was? What medications or therapy did the patient receive? What was the outcome of their illness? Use the library reference databases (or library) to research your organism and use in-text citations to illustrate how you used your research in your narrative.
Savannah Carter
April 17, 2022
HLTH2302 Z03
Research Assignment
Topic: Substance Abuse
I picked substance abuse for my topic because this is an interesting topic. People are dying from this every day, and I would like to get an insight into what's transpiring. I would like to learn about different substances that may be used during this time and see how medicine plays a part in the abuse. I have a few family members who do this, and I want to learn what keeps them addicted also.
Articles:
https://drugabusestatistics.org/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7177685/
https://www.foxnews.com/category/health/mental-health/drug-and-substance-abuse
https://www.cdc.gov/stopoverdose/fentanyl/
https://pubmed.ncbi.nlm.nih.gov/28982092/
4/30/22, 12:40 AM Outline
https://www.austincc.edu/tmthomas/sample outline 1.htm 1/5
4/30/22, 12:40 AM Outline
https://www.austincc.edu/tmthomas/sample outline 1.htm 2/5
Writing an Outline
An outline is a “blueprint” or “plan” for your paper. It helps you to organize your thoughts an
arguments. A good outline can make conducting research and then writing the paper ver
efficient. Your outline page must include your:
Paper Title
Thesis statement
Major points/arguments indicated by Roman numerals (i.e., I, II, III, IV, V, etc.)
Support for your major points, indicated by capital Arabic num ...
1. Write a 1-2 page (single spaced, 11 pt font) narrativediscussi
1. Write a 1-2 page (single spaced, 11 pt font) narrative/discussion for the organism you identified in this project.(see below) This narrative describing your fictional future patient should focus on the medical relevance of each organism, such as virulence factors and the type of infections caused, treatments provided and patient outcome. you MUST use in-line citations for this portion.
Identified organism: Enterobacter aerogenes
2. Including a Cover Page, and provide a bibliography that you reference in your in-text citations. Citations MUST be in either APA or MLA format. You need a minimum of five references for the organism you choose to write about. Only ONE of them can be your book OR Wikipedia. Use peer-reviewed scientific articles for your other four articles (A publication that contains original articles that have been written by scientists and evaluated for technical and scientific quality and correctness by other experts in the same field).
The Discussion:
You are a healthcare worker, working in your chosen profession! Congratulations! You did it!!! BUT.......one of your patients has become infected with the type of organism that you have identified in this project (Enterobacter aerogenes). Describe the symptoms they exhibit. What tests did you (or the doctor) do to determine what organism it was? What medications or therapy did the patient receive? What was the outcome of their illness? Use the library reference databases (or library) to research your organism and use in-text citations to illustrate how you used your research in your narrative.
Savannah Carter
April 17, 2022
HLTH2302 Z03
Research Assignment
Topic: Substance Abuse
I picked substance abuse for my topic because this is an interesting topic. People are dying from this every day, and I would like to get an insight into what's transpiring. I would like to learn about different substances that may be used during this time and see how medicine plays a part in the abuse. I have a few family members who do this, and I want to learn what keeps them addicted also.
Articles:
https://drugabusestatistics.org/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7177685/
https://www.foxnews.com/category/health/mental-health/drug-and-substance-abuse
https://www.cdc.gov/stopoverdose/fentanyl/
https://pubmed.ncbi.nlm.nih.gov/28982092/
4/30/22, 12:40 AM Outline
https://www.austincc.edu/tmthomas/sample outline 1.htm 1/5
4/30/22, 12:40 AM Outline
https://www.austincc.edu/tmthomas/sample outline 1.htm 2/5
Writing an Outline
An outline is a “blueprint” or “plan” for your paper. It helps you to organize your thoughts an
arguments. A good outline can make conducting research and then writing the paper ver
efficient. Your outline page must include your:
Paper Title
Thesis statement
Major points/arguments indicated by Roman numerals (i.e., I, II, III, IV, V, etc.)
Support for your major points, indicated by capital Arabic num ...
Discussion InstructionsThe purpose of the discussions are to giv.docx
Discussion Instructions
The purpose of the discussions are to give you an opportunity to interact with your instructor and fellow classmates regarding topics from each of the sections. In order to do well on each discussion you should:
1) Read through the selection of questions and pick ONE prompt to answer. Be sure to label which question you are responding to.
2) Make sure you answer the discussion prompt in at least 1 paragraph (5-7 sentences). Your answer should be as specific as possible.
3) Cite any information that you use (even if its just a textbook page, or you can cite the readings, a website, etc.)
Part I Discussion Prompts
For this week introduce yourself to the class. You can tell us your name, what you are majoring in (or interested in if you haven't declared a major) and what your past experiences are with US History classes (high school, college, etc.). THEN, please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 1 & 2 to show your knowledge of the material.
1) What were the major patterns of Native American life in North America before Europeans arrived?
2) What factors encouraged European explorers to look west across the Atlantic, or what factors encouraged Europeans to explore?
3) What were some of the consequences when peoples in the Americas came in contact with Europeans? Give 2 specific examples.
4) In what ways did Europeans explore and interact differently with the indigenous populations? You should compare and contrast the Spanish, the French and the English.
5) What challenges did the early English settlers face in the Chesapeake (Jamestown)?
6) How did Virginia and Maryland develop in their early years?
7) What were the main sources of frustration in New England?
Part II Discussion Prompts
Please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 7 & 8 to show your knowledge of the material. Then, please respond to at least ONE of your classmates responses in a thoughtful and web appropriate manner.
1. In what way did the Articles of Confederation define the creation of nationally controlled public domain in western land? Meaning, how did the Articles of Confederation create a system creating territories? Was this system successful or not? Give at least 1 specific example to justify your argument.
2. What do you think were 2 of the biggest issues regarding the Articles of Confederation? In what way did the US Constitution attempt to fix those two issues (be specific)?
3. What triggered Shay's Rebellion (meaning, what were the causes of the rebellion)? In what way do you think Shay's Rebellion was a defining historical moment, meaning, what is the significance of Shay's Rebellion to the time period? Use the Document "Divergent Reactions to Shay's Rebellion" to help answer this question.
4. In what way does the US Constitution deal with the question over slavery? Give at least 2 specific examples to address how its deal.
Unit 2 american government got rights
This document provides an overview of a 10th grade civics unit on civil rights and liberties. The unit is divided into 6 sections over 1.5 weeks. Section 1 focuses on the Bill of Rights for 2 days. Section 2 examines First Amendment freedoms like freedom of speech, press, and religion for 2 days. Section 3 analyzes the due process clauses of the 5th and 14th Amendments for 2 days. Section 4 is for assessment and review over 2 days. Key vocabulary words and GPS standards are provided. Sample lessons are outlined, including objectives, essential questions, activities, differentiation strategies, assessments, and supplemental resources. One sample lesson focuses on the Bill of Rights through a Bingo activity to help students
Mary Klann HIST 110 – Fall 2019 September 20, 2019 .docx
Mary Klann
HIST 110 – Fall 2019
September 20, 2019
Andrew Carnegie’s Gospel of Wealth
The United States saw vast industrial development in the late nineteenth and early
twentieth centuries. During this era, known as the “Gilded Age,” manufacturing industries such
as steel, machinery, chemicals, and packaged foods grew, transforming the nation from a country
of farmers into an industrial society. (Module 5 Lecture Slides) Ordinary Americans experienced
drastic changes in their everyday lives. In addition to increasing access to technological
innovations like typewriters, telephones, and refrigeration, the workplace became more
mechanized and routinized. (Module 5 Lecture Slides) However, although Americans all over
the country felt these changes, not everyone profited from them. The Gilded Age was an age of
sweeping economic development but also extreme inequality. Leaders of newly consolidated
corporations worked to improve efficiency, cut costs, and grow profits. By the 1890s, steel
magnate Andrew Carnegie and other businessmen like J.D. Rockefeller and J.P. Morgan had
accumulated vast amounts of wealth, fortunes that are “still among the largest the nation has ever
seen.” (American Yawp, Ch 16, Part III) Carnegie and other “captains of industry” were part of
an elite class of Americans which not only controlled the majority of the nation’s wealth, but
shaped American understandings of “high” culture. (Module 5 Lecture Slides) Carnegie justified
the societal and economic inequality that his own business practices exacerbated by asserting
that millionaires like himself were beneficial for American society: they were “the bees that
make the most honey, and contribute most to the hive even after they have gorged themselves
full.” (Module 5 Lecture Slides)
Commented [MCK1]: Make sure you include your name
somewhere in the document.
Commented [MCK2]: Use the title of the primary source
for the title of your paper.
Commented [MCK3]: Citations can be in this simple
format. When in doubt, cite your information.
Commented [MCK4]: Use direct quotes from secondary
sources like the American Yawp textbook sparingly. Only use
them when you are sure there is no better way to state this
information.
Commented [MCK5]: The historical context you highlight
should be relevant to your specific source. What
background information is necessary to establish before you
can get into more detailed analysis of your source?
In his essay, “Wealth,” published in the North American Review in 1889, Carnegie
argued that inequality itself was a marker of advanced civilization. It was better, he reasoned, to
have “great irregularity” between the wealth of laborers and the upper echelons of society than to
have “universal squalor.” (Carnegie, Ch 16) Carnegie maintained that despite this “irregularity,”
all Americans were better off in 1889 than they had been in the past. With industrialization ca.
Dean r berry freedom unit
Great teaching unit with multiple lessons that include discussion questions, research hyperlinks, and writing topics.
Unit7 upa
This document provides instructions for an assignment analyzing the civil rights movement in the United States. Students will be assigned a primary source document related to the civil rights movement and answer questions about it. They will then work in groups to present their document, develop a thesis statement discussing laws used to maintain segregation and promote civil rights, and outline and write a paragraph analyzing their document. Finally, the class will collaborate to write a conclusion synthesizing what was learned.
Path to democracy part 2 by dean berry (1)
This document provides information about collaboration, brainstorming, and developing a plan to outline how Americans can influence or change their government without violence. It includes instructions for students to research this topic, develop an outline and five paragraph essay, and present their ideas to a small group. The small groups will then compile the best ideas and present their group's position to the whole class.
EAPP Q2 Module 1.pdf
The document is a module that teaches students how to analyze arguments in manifestos. It defines what a manifesto is and lists the major categories of manifestos. It then provides an example of a WHO manifesto about bringing positive effects from COVID-19. The example is analyzed by noting the main argument, the first reason provided to support it, listing other reasons, and underlining the most important reason. The module aims to help students understand how to identify and infer the meaning of arguments made in manifestos.
PS 1010, American Government 1 Course Learning Outcom.docx
PS 1010, American Government 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the origins of American political thought.
1.1 Identify how the Enlightenment and philosophers such as John Locke influenced the Founding
Fathers.
1.2 Discuss the major goals of the Framers of the Constitution.
1.3 Describe the events preceding the creation of the Articles of Confederation and the
weaknesses that led to the Articles' demise.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Reading: “2. Foundations of American Government”
Unit I Assessment
1.2
Unit I Lesson
Unit I Assessment
1.3
Unit I Lesson
Reading: “2a. The Colonial Experience”
Reading: “2b. Independence and the Articles of Confederation”
Unit I Assessment
Reading Assignment
To access the following resources, click the links below.
Independence Hall Association. (n.d.). 2. Foundations of American government. Retrieved from
http://www.ushistory.org/gov/2.asp
Independence Hall Association. (n.d.). 2a. The colonial experience. Retrieved from
http://www.ushistory.org/gov/2a.asp
Independence Hall Association. (n.d.). 2b. Independence and the Articles of Confederation. Retrieved from
http://www.ushistory.org/gov/2b.asp
UNIT I STUDY GUIDE
Foundations of American Government
http://www.ushistory.org/gov/2.asp
http://www.ushistory.org/gov/2a.asp
http://www.ushistory.org/gov/2b.asp
PS 1010, American Government 2
UNIT x STUDY GUIDE
Title
Unit Lesson
We have all heard about the Founding Fathers and their vision of making America a melting pot, but the trials
and tribulations of establishing the government of the United States fly a bit further under the radar. This unit
will examine the thoughts and strategies behind
our nation’s founding and the ideas and principles
utilized to create our Constitution.
In the Beginning
What is politics? What part do we as citizens have
in the political process? The United States has a
political culture that was begun during colonial times
and refined during the Revolutionary War. When the
colonists declared their independence from Great
Britain, the Founding Fathers declared that
Americans were entitled to life, liberty, and the
pursuit of happiness. Along with this entitlement
also came a duty because nothing is ever free. It
should be our active goal as U.S. citizens to
understand how politics affects every part of our
lives from the moment we are conceived until we
depart this world. We should be informed of what
those who represent us are doing so that we can
guide their steps and keep them accountable.
Early American core values for governing were
centered on the ideas of liberty, individualism, equality, and self-government. Establishing these ideals was
not without issue. The First and Second Continental Congresses were fraught with turbulence and animosity,
as were the weeks.
Inquiry Project 1 Pledge Of Allegiance
The document discusses teaching students about the rights and responsibilities of citizens in the United States. It provides definitions of key terms like citizen, rights, and responsibilities. It outlines activities over 5 days that involve creating charts of rights and responsibilities, making posters illustrating classroom and community bills of rights, reviewing books about the US Bill of Rights, and creating additional posters about rights at different levels. The goal is for students to understand that citizens of the US have certain rights protected by the Constitution and Bill of Rights, as well as corresponding responsibilities.
Standard Activity 2.2.1
The document discusses teaching students about the rights and responsibilities of citizens in the United States. It provides definitions of key terms like citizen, rights, and responsibilities. It outlines activities over 5 days that involve creating charts of rights and responsibilities, making posters illustrating classroom and community bills of rights, reviewing books about the US Bill of Rights, and creating additional posters about rights at different levels. The goal is to explain to students that the US government is founded on equal rights and to help them understand some of the basic rights and freedoms protected in the country.
Standard Activity 2.2.1
The document discusses teaching students about the rights and responsibilities of citizens in the United States. It provides definitions of key terms like citizen, rights, and responsibilities. It outlines activities over 5 days that involve creating charts of rights and responsibilities, making posters illustrating classroom and community bills of rights, reviewing books about the US Bill of Rights, and creating additional posters about rights at different levels. The goal is to explain to students that the US government is founded on equal rights and to help them understand some of the basic rights and freedoms protected in the country.
Declaration of Independence
The document summarizes a lesson plan about the Declaration of Independence. It includes an objective to have students create their own Declaration of Independence based on its principles. It outlines an agenda that discusses the key ideas of limited government, social contract theory, and natural rights from John Locke's Two Treatises of Government. Students will then analyze the original Declaration of Independence and write their own.
· During the Revolutionary and Early Republic era, how were the pe
Here are some comments on the students' discussions:
For Paul Chang's discussion:
Great analysis of the Nacirema rituals and how they differ from typical Western practices of caring for one's health. You make a good point about how portraying the rituals as religious makes them more acceptable within their culture, even if an outsider may view them as irrational. I also agree with your assessment of some of the biased language used in the original article - it's important to consider the cultural context in which it was written. Nice job breaking down the key aspects of the Nacirema rituals.
For Daniel Rivas' discussion:
Good point about what differentiates a ritual from other repeated actions - the incorporation of
Tugas Essay Adalah
This document provides instructions for requesting and completing an assignment writing request on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction and receive a refund for plagiarized work. The purpose is to guide users through obtaining high-quality original content writing assistance.
Digestive System Essay Topics
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure needs are fully met.
Assignment Content1. Top of FormPurpose of Assignment The .docx
Assignment Content
1.
Top of Form
Purpose of Assignment
The materials covered this week distinguish between the different costing methods and provides needed tools for decision making. This case study focuses on determining equivalent units in a production business setting.
Resources
· Production Costs Grading Guide
· Generally Accepted Accounting Principles (GAAP), U.S. Securities and Exchange Committee (SEC)
· Tutorial help on Excel and Word functions can be found on the Microsoft Office website. There are also additional tutorials via the web offering support for Office products.
Assignment Steps
Scenario: Davis Skaros has recently been promoted to production manager. He has just started to receive various managerial reports, including the production cost report you prepared. It showed his department had 2,000 equivalent units in ending inventory. His department has had a history of not keeping enough inventory on hand to meet demand. He has come to you, very angry, and wants to know why you credited him with only 2,000 units when he knows he had at least twice that many on hand.
Prepare a maximum 700-word informal memo and explain to Mr. Skaros why his production cost report showed only 2,000 equivalent units in ending inventory. Using a professional tone, explain to him clearly why your report is accurate.
Submit your assignment.
Resources:
· Center for Writing Excellence
· Reference and Citation Generator
· Grammar and Writing Guides
Copyright ©2018 by University of Phoenix. All rights reserved.
Bottom of Form
AVAP Part 1: Content Analysis
Top of Form
Instructions
American Values Assessment (AVAP) Part 1: Content Analysis
Guidelines:
(1) Read sociologist Robin Williams' American Values list and answer the questions: Do you agree with his list or not? Please be specific in your reasoning as to why his list does and/or does not resonate with you and your values. Finally, are there values in his list that contradict with any of the six characteristics of a democracy listed Which characteristics and how are they in conflict? Your essay must be 2-3 pages of content double spaced, 12 point-font, Times New Roman.
Please make sure that you construct and present your essay clearly. Your essay must contain the following components:
(a) Introduction: Introduce the major topic of the paper including some discussion of Williams’ list, and the overall purpose of the paper. Look to the rubric for more details.
(b) Claims and Supporting Evidence: In a couple of paragraphs, make sure you fully consider any contradictions you see (or the main ones) in Williams’ list with one or more of the six characteristics of a democracy.
(c) Analysis: Be sure to include an analysis of your own values in light of Williams' and/or other values identified in the course readings so far, and analyze implications (e.g., as related to a real world phenomenon, for example)
(d) Summary/Conclusions: Clearly summarize your overarching conclusions.
Note: Please be ...
Liberty govt 421 short paper answers
For answers, go to
https://www.homeworksimple.com/downloads/category/govt-421/
Liberty GOVT 421 Short Paper Answers
Source Investigator WorksheetAn important part of being an his.docx
Source Investigator Worksheet
An important part of being an historian is acting as a detective and investigating your sources before using them in a paper. In this activity, you are the detective! To use a source effectively, you will need to understand everything you can about it, including author, the relation of the author to the subject he or she is writing about, what the source says, and so on. Be sure to properly cite each source in APA formatting.
Answering these questions below is an important first step in writing your final paper!
Part I: Primary Source Investigation!
Instructions: Choose one of your primary sources and answer the questions below in your own words. With the exception of Question 1, all answers should be at least 100 words.
1. What is the name of your source and when was it produced?
2. Who was the author/creator of this document and how is the author related to the event he/she is writing about?
3. How credible is the author on his/her subject and what are some potential biases the author may have had?
4. List three things in the document that are important to your topic’s focus.
5. Why do you think the document was written?
6. How will this source contribute to your paper’s focus?
Part II: Secondary Source Investigation!
Instructions: Choose one of your secondary sources and answer the questions below in your own words. All answers should be at least 100 words.
1. What is the name of your chosen document?
2. Who was the author of this document and why is the author qualified to write about this topic?
3. What historical event/topic is the author writing about and what is his/her main argument?
4. List three things in the document that are important to your topic’s focus.
5. How will this source contribute to your paper?
Topic Exploration Worksheet
All historians have areas of interest that they choose to study. This is what you will be doing in your final paper! First, however, you must decide what will be the focus of your paper.
In this activity, you will be exploring your chosen topic and then narrowing your focus. Finally, you will begin thinking about your sources and how they might connect to your paper.
Answering these questions below is the first step in writing your final paper!
Step 1: Select your topic and focus question! Read the topics from the list on page 2 of this document and choose the topic and focus that interests you. Fill out the box below.
What is your topic and focus question?
1. Topic: Civil Rights Movement in the 1960s
Focus Question: The Civil Rights Movement, once unified, splintered in the early 1960s. What contributed to this split, and what happened to the movement as a result?
In mid-1960s, numerous black activists began to lose faith in the civil rights developments that had targeted the most obvious forms of discrimination. The end of court-mandated segregation didn’t give immediate equality upon blacks or reform a political system that.
EDSU 531 WebQuest
This document provides instructions for a group webquest activity on the key events leading up to the American Revolutionary War. Students will work in groups to research information on important events using provided links. They will then create a newsletter reporting on these events from the perspective of loyalists or revolutionaries. Groups will present their newsletter to the class. The document outlines the tasks, process, resources, and rubric for evaluation.
Cause Effect Essay. 40 Cause and Effect Essay Topics for Students - writemyes...
2 Cause and Effect Essay Examples That Will Cause a Stir. Cause And Effect Essay Examples, Structure, Tips and Writing Guide .... 40 Cause and Effect Essay Topics for Students - writemyessay的部落格 - udn部落格. Amazing Cause And Effect Essay Examples ~ Thatsnotus. How To Write A Cause And Effect Essay - unugtp. Short cause and effect essay. Cause and effect essay. Cause and Effect Essay Examples | YourDictionary. Easy cause and effect essay topics and examples - Ask4Essay. Buy Cause And Effect Essay Outline - An Ultimate Guide to Writing a .... Why are cause and effect essays written. Cause and Effect Essay Tips by lewis hill - Issuu. How To Write A Cause And Effect Essay | Writing Guides | Ultius. Explore Free Cause And Effect Essay Examples: Topics, Outlines, Samples. Cause & Effect Essays. Narrative essay: Cause and effect essay sample. 021 Essay Example Ib Extended Free Sample Easy Cause And Effect .... Cause And Efect Essay - Examples & Topics {NEW} | Pro Essay Help. Sample Cause And Effect Essay. Warm-Up for Cause-Effect Essays | Thoughtful Learning K-12. Cause/Effect Essay In this essay, you will analyze the cause(s) and. How to end a cause and effect essay. How to Write a Cause and Effect ....
W1 Assignment LibertyAmerican Government ILibertyIn Lecture .docx
W1 Assignment "Liberty"
American Government I
Liberty
In Lecture 1, we explored how “liberty” was interpreted by the Founders of the American Constitution. These Founding Fathers were influenced by political philosophers who argued that liberty is always at risk, and because of that risk, liberty must be protected, not just by the leaders of a nation, but also by the citizens.
While our founding fathers realized government was necessary to protect the citizens from criminals and outsiders (
Lecture 2, comments about the King of England
), they were concerned with amount of power the government should be given. To ensure that the people maintained power, the first Ten (10) Amendments (also called: The Bill of Rights) were added.
For this week’s assignment, write a 500-750 word essay addressing each of the following questions:
What is liberty? Provide a definition and at least one example.
Why does it matter? Explain what you think the citizens of a nation might gain or lose through their liberty.
What is your personal responsibility to protect it? Provide examples of what you can do, what you should do, and what you must do.
In modern times, do you think Americans have gained/maintained liberty in the way the Founding Fathers described it in the Constitution? Why or why not?
As in all your weekly written assignments, be sure to tie your writing to the readings for that week. You should strive to demonstrate to your instructor (and to the rest of the university) your full understanding of the course concepts being addressed. Don't just answer the questions; really think them through. How will your ideas fit within Locke's "social contract?"
Submit your work as an attached file. Double-space your paper and use 12 point Times NewRoman as your font.
.
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
P
R
A
C
T
I
C
E
E
X
P
E
R
I
E
N
C
E
Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
Now the Earth has had wide variations in atmospheric CO2-level throu.docx
Now the Earth has had wide variations in atmospheric CO2-level throughout its long history before the evolution of humans and certainly before the Industrial Revolutions.In terms of the oceans and the Earth's whole history then could you find information to support the coal and oil industry's claims that we're NOT the cause of climate change? Do some research and cite other factors in climate besides CO2 levels that would support your claims. Also read the attached article about the controversy. Remember too that there is a lot of money and certainly politics involved in this issue. Some scientists have built their whole careers on trying to prove or disprove the human connections to global warming.
As you'll see when you do your research the figures for sea-level rise are all over the place. That's because they're based on models that are even more complex than hurricane tracking models (they drive even supercomputers nuts).
Now the term
"sea-level"
is relative. If you check a geologic map you'll see that just about every piece of land on Earth has been underwater at least once. That's why sedimentary rocks are the most common type of land surface rock. Sea-level has been up and down thousands of times in the Earth's long history. We're just living on the "latest edition" of our planet. Also the one thing that I want everybody to learn from this course: we live on the Earth and we certainly affect it but
we
DO NOT control it
even though we like to think we do. We're just riding this wet rock through space.
As for the continuing scientific controversy check out this recent article:
Climate panel: warming 'extremely likely' man-made
.
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Unit 2 american government got rights
This document provides an overview of a 10th grade civics unit on civil rights and liberties. The unit is divided into 6 sections over 1.5 weeks. Section 1 focuses on the Bill of Rights for 2 days. Section 2 examines First Amendment freedoms like freedom of speech, press, and religion for 2 days. Section 3 analyzes the due process clauses of the 5th and 14th Amendments for 2 days. Section 4 is for assessment and review over 2 days. Key vocabulary words and GPS standards are provided. Sample lessons are outlined, including objectives, essential questions, activities, differentiation strategies, assessments, and supplemental resources. One sample lesson focuses on the Bill of Rights through a Bingo activity to help students
Mary Klann HIST 110 – Fall 2019 September 20, 2019 .docx
Mary Klann
HIST 110 – Fall 2019
September 20, 2019
Andrew Carnegie’s Gospel of Wealth
The United States saw vast industrial development in the late nineteenth and early
twentieth centuries. During this era, known as the “Gilded Age,” manufacturing industries such
as steel, machinery, chemicals, and packaged foods grew, transforming the nation from a country
of farmers into an industrial society. (Module 5 Lecture Slides) Ordinary Americans experienced
drastic changes in their everyday lives. In addition to increasing access to technological
innovations like typewriters, telephones, and refrigeration, the workplace became more
mechanized and routinized. (Module 5 Lecture Slides) However, although Americans all over
the country felt these changes, not everyone profited from them. The Gilded Age was an age of
sweeping economic development but also extreme inequality. Leaders of newly consolidated
corporations worked to improve efficiency, cut costs, and grow profits. By the 1890s, steel
magnate Andrew Carnegie and other businessmen like J.D. Rockefeller and J.P. Morgan had
accumulated vast amounts of wealth, fortunes that are “still among the largest the nation has ever
seen.” (American Yawp, Ch 16, Part III) Carnegie and other “captains of industry” were part of
an elite class of Americans which not only controlled the majority of the nation’s wealth, but
shaped American understandings of “high” culture. (Module 5 Lecture Slides) Carnegie justified
the societal and economic inequality that his own business practices exacerbated by asserting
that millionaires like himself were beneficial for American society: they were “the bees that
make the most honey, and contribute most to the hive even after they have gorged themselves
full.” (Module 5 Lecture Slides)
Commented [MCK1]: Make sure you include your name
somewhere in the document.
Commented [MCK2]: Use the title of the primary source
for the title of your paper.
Commented [MCK3]: Citations can be in this simple
format. When in doubt, cite your information.
Commented [MCK4]: Use direct quotes from secondary
sources like the American Yawp textbook sparingly. Only use
them when you are sure there is no better way to state this
information.
Commented [MCK5]: The historical context you highlight
should be relevant to your specific source. What
background information is necessary to establish before you
can get into more detailed analysis of your source?
In his essay, “Wealth,” published in the North American Review in 1889, Carnegie
argued that inequality itself was a marker of advanced civilization. It was better, he reasoned, to
have “great irregularity” between the wealth of laborers and the upper echelons of society than to
have “universal squalor.” (Carnegie, Ch 16) Carnegie maintained that despite this “irregularity,”
all Americans were better off in 1889 than they had been in the past. With industrialization ca.
Dean r berry freedom unit
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This document provides instructions for an assignment analyzing the civil rights movement in the United States. Students will be assigned a primary source document related to the civil rights movement and answer questions about it. They will then work in groups to present their document, develop a thesis statement discussing laws used to maintain segregation and promote civil rights, and outline and write a paragraph analyzing their document. Finally, the class will collaborate to write a conclusion synthesizing what was learned.
Path to democracy part 2 by dean berry (1)
This document provides information about collaboration, brainstorming, and developing a plan to outline how Americans can influence or change their government without violence. It includes instructions for students to research this topic, develop an outline and five paragraph essay, and present their ideas to a small group. The small groups will then compile the best ideas and present their group's position to the whole class.
EAPP Q2 Module 1.pdf
The document is a module that teaches students how to analyze arguments in manifestos. It defines what a manifesto is and lists the major categories of manifestos. It then provides an example of a WHO manifesto about bringing positive effects from COVID-19. The example is analyzed by noting the main argument, the first reason provided to support it, listing other reasons, and underlining the most important reason. The module aims to help students understand how to identify and infer the meaning of arguments made in manifestos.
PS 1010, American Government 1 Course Learning Outcom.docx
PS 1010, American Government 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the origins of American political thought.
1.1 Identify how the Enlightenment and philosophers such as John Locke influenced the Founding
Fathers.
1.2 Discuss the major goals of the Framers of the Constitution.
1.3 Describe the events preceding the creation of the Articles of Confederation and the
weaknesses that led to the Articles' demise.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Reading: “2. Foundations of American Government”
Unit I Assessment
1.2
Unit I Lesson
Unit I Assessment
1.3
Unit I Lesson
Reading: “2a. The Colonial Experience”
Reading: “2b. Independence and the Articles of Confederation”
Unit I Assessment
Reading Assignment
To access the following resources, click the links below.
Independence Hall Association. (n.d.). 2. Foundations of American government. Retrieved from
http://www.ushistory.org/gov/2.asp
Independence Hall Association. (n.d.). 2a. The colonial experience. Retrieved from
http://www.ushistory.org/gov/2a.asp
Independence Hall Association. (n.d.). 2b. Independence and the Articles of Confederation. Retrieved from
http://www.ushistory.org/gov/2b.asp
UNIT I STUDY GUIDE
Foundations of American Government
http://www.ushistory.org/gov/2.asp
http://www.ushistory.org/gov/2a.asp
http://www.ushistory.org/gov/2b.asp
PS 1010, American Government 2
UNIT x STUDY GUIDE
Title
Unit Lesson
We have all heard about the Founding Fathers and their vision of making America a melting pot, but the trials
and tribulations of establishing the government of the United States fly a bit further under the radar. This unit
will examine the thoughts and strategies behind
our nation’s founding and the ideas and principles
utilized to create our Constitution.
In the Beginning
What is politics? What part do we as citizens have
in the political process? The United States has a
political culture that was begun during colonial times
and refined during the Revolutionary War. When the
colonists declared their independence from Great
Britain, the Founding Fathers declared that
Americans were entitled to life, liberty, and the
pursuit of happiness. Along with this entitlement
also came a duty because nothing is ever free. It
should be our active goal as U.S. citizens to
understand how politics affects every part of our
lives from the moment we are conceived until we
depart this world. We should be informed of what
those who represent us are doing so that we can
guide their steps and keep them accountable.
Early American core values for governing were
centered on the ideas of liberty, individualism, equality, and self-government. Establishing these ideals was
not without issue. The First and Second Continental Congresses were fraught with turbulence and animosity,
as were the weeks.
Inquiry Project 1 Pledge Of Allegiance
The document discusses teaching students about the rights and responsibilities of citizens in the United States. It provides definitions of key terms like citizen, rights, and responsibilities. It outlines activities over 5 days that involve creating charts of rights and responsibilities, making posters illustrating classroom and community bills of rights, reviewing books about the US Bill of Rights, and creating additional posters about rights at different levels. The goal is for students to understand that citizens of the US have certain rights protected by the Constitution and Bill of Rights, as well as corresponding responsibilities.
Standard Activity 2.2.1
The document discusses teaching students about the rights and responsibilities of citizens in the United States. It provides definitions of key terms like citizen, rights, and responsibilities. It outlines activities over 5 days that involve creating charts of rights and responsibilities, making posters illustrating classroom and community bills of rights, reviewing books about the US Bill of Rights, and creating additional posters about rights at different levels. The goal is to explain to students that the US government is founded on equal rights and to help them understand some of the basic rights and freedoms protected in the country.
Standard Activity 2.2.1
The document discusses teaching students about the rights and responsibilities of citizens in the United States. It provides definitions of key terms like citizen, rights, and responsibilities. It outlines activities over 5 days that involve creating charts of rights and responsibilities, making posters illustrating classroom and community bills of rights, reviewing books about the US Bill of Rights, and creating additional posters about rights at different levels. The goal is to explain to students that the US government is founded on equal rights and to help them understand some of the basic rights and freedoms protected in the country.
Declaration of Independence
The document summarizes a lesson plan about the Declaration of Independence. It includes an objective to have students create their own Declaration of Independence based on its principles. It outlines an agenda that discusses the key ideas of limited government, social contract theory, and natural rights from John Locke's Two Treatises of Government. Students will then analyze the original Declaration of Independence and write their own.
· During the Revolutionary and Early Republic era, how were the pe
Here are some comments on the students' discussions:
For Paul Chang's discussion:
Great analysis of the Nacirema rituals and how they differ from typical Western practices of caring for one's health. You make a good point about how portraying the rituals as religious makes them more acceptable within their culture, even if an outsider may view them as irrational. I also agree with your assessment of some of the biased language used in the original article - it's important to consider the cultural context in which it was written. Nice job breaking down the key aspects of the Nacirema rituals.
For Daniel Rivas' discussion:
Good point about what differentiates a ritual from other repeated actions - the incorporation of
Tugas Essay Adalah
This document provides instructions for requesting and completing an assignment writing request on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction and receive a refund for plagiarized work. The purpose is to guide users through obtaining high-quality original content writing assistance.
Digestive System Essay Topics
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure needs are fully met.
Assignment Content1. Top of FormPurpose of Assignment The .docx
Assignment Content
1.
Top of Form
Purpose of Assignment
The materials covered this week distinguish between the different costing methods and provides needed tools for decision making. This case study focuses on determining equivalent units in a production business setting.
Resources
· Production Costs Grading Guide
· Generally Accepted Accounting Principles (GAAP), U.S. Securities and Exchange Committee (SEC)
· Tutorial help on Excel and Word functions can be found on the Microsoft Office website. There are also additional tutorials via the web offering support for Office products.
Assignment Steps
Scenario: Davis Skaros has recently been promoted to production manager. He has just started to receive various managerial reports, including the production cost report you prepared. It showed his department had 2,000 equivalent units in ending inventory. His department has had a history of not keeping enough inventory on hand to meet demand. He has come to you, very angry, and wants to know why you credited him with only 2,000 units when he knows he had at least twice that many on hand.
Prepare a maximum 700-word informal memo and explain to Mr. Skaros why his production cost report showed only 2,000 equivalent units in ending inventory. Using a professional tone, explain to him clearly why your report is accurate.
Submit your assignment.
Resources:
· Center for Writing Excellence
· Reference and Citation Generator
· Grammar and Writing Guides
Copyright ©2018 by University of Phoenix. All rights reserved.
Bottom of Form
AVAP Part 1: Content Analysis
Top of Form
Instructions
American Values Assessment (AVAP) Part 1: Content Analysis
Guidelines:
(1) Read sociologist Robin Williams' American Values list and answer the questions: Do you agree with his list or not? Please be specific in your reasoning as to why his list does and/or does not resonate with you and your values. Finally, are there values in his list that contradict with any of the six characteristics of a democracy listed Which characteristics and how are they in conflict? Your essay must be 2-3 pages of content double spaced, 12 point-font, Times New Roman.
Please make sure that you construct and present your essay clearly. Your essay must contain the following components:
(a) Introduction: Introduce the major topic of the paper including some discussion of Williams’ list, and the overall purpose of the paper. Look to the rubric for more details.
(b) Claims and Supporting Evidence: In a couple of paragraphs, make sure you fully consider any contradictions you see (or the main ones) in Williams’ list with one or more of the six characteristics of a democracy.
(c) Analysis: Be sure to include an analysis of your own values in light of Williams' and/or other values identified in the course readings so far, and analyze implications (e.g., as related to a real world phenomenon, for example)
(d) Summary/Conclusions: Clearly summarize your overarching conclusions.
Note: Please be ...
Liberty govt 421 short paper answers
For answers, go to
https://www.homeworksimple.com/downloads/category/govt-421/
Liberty GOVT 421 Short Paper Answers
Source Investigator WorksheetAn important part of being an his.docx
Source Investigator Worksheet
An important part of being an historian is acting as a detective and investigating your sources before using them in a paper. In this activity, you are the detective! To use a source effectively, you will need to understand everything you can about it, including author, the relation of the author to the subject he or she is writing about, what the source says, and so on. Be sure to properly cite each source in APA formatting.
Answering these questions below is an important first step in writing your final paper!
Part I: Primary Source Investigation!
Instructions: Choose one of your primary sources and answer the questions below in your own words. With the exception of Question 1, all answers should be at least 100 words.
1. What is the name of your source and when was it produced?
2. Who was the author/creator of this document and how is the author related to the event he/she is writing about?
3. How credible is the author on his/her subject and what are some potential biases the author may have had?
4. List three things in the document that are important to your topic’s focus.
5. Why do you think the document was written?
6. How will this source contribute to your paper’s focus?
Part II: Secondary Source Investigation!
Instructions: Choose one of your secondary sources and answer the questions below in your own words. All answers should be at least 100 words.
1. What is the name of your chosen document?
2. Who was the author of this document and why is the author qualified to write about this topic?
3. What historical event/topic is the author writing about and what is his/her main argument?
4. List three things in the document that are important to your topic’s focus.
5. How will this source contribute to your paper?
Topic Exploration Worksheet
All historians have areas of interest that they choose to study. This is what you will be doing in your final paper! First, however, you must decide what will be the focus of your paper.
In this activity, you will be exploring your chosen topic and then narrowing your focus. Finally, you will begin thinking about your sources and how they might connect to your paper.
Answering these questions below is the first step in writing your final paper!
Step 1: Select your topic and focus question! Read the topics from the list on page 2 of this document and choose the topic and focus that interests you. Fill out the box below.
What is your topic and focus question?
1. Topic: Civil Rights Movement in the 1960s
Focus Question: The Civil Rights Movement, once unified, splintered in the early 1960s. What contributed to this split, and what happened to the movement as a result?
In mid-1960s, numerous black activists began to lose faith in the civil rights developments that had targeted the most obvious forms of discrimination. The end of court-mandated segregation didn’t give immediate equality upon blacks or reform a political system that.
EDSU 531 WebQuest
This document provides instructions for a group webquest activity on the key events leading up to the American Revolutionary War. Students will work in groups to research information on important events using provided links. They will then create a newsletter reporting on these events from the perspective of loyalists or revolutionaries. Groups will present their newsletter to the class. The document outlines the tasks, process, resources, and rubric for evaluation.
Cause Effect Essay. 40 Cause and Effect Essay Topics for Students - writemyes...
2 Cause and Effect Essay Examples That Will Cause a Stir. Cause And Effect Essay Examples, Structure, Tips and Writing Guide .... 40 Cause and Effect Essay Topics for Students - writemyessay的部落格 - udn部落格. Amazing Cause And Effect Essay Examples ~ Thatsnotus. How To Write A Cause And Effect Essay - unugtp. Short cause and effect essay. Cause and effect essay. Cause and Effect Essay Examples | YourDictionary. Easy cause and effect essay topics and examples - Ask4Essay. Buy Cause And Effect Essay Outline - An Ultimate Guide to Writing a .... Why are cause and effect essays written. Cause and Effect Essay Tips by lewis hill - Issuu. How To Write A Cause And Effect Essay | Writing Guides | Ultius. Explore Free Cause And Effect Essay Examples: Topics, Outlines, Samples. Cause & Effect Essays. Narrative essay: Cause and effect essay sample. 021 Essay Example Ib Extended Free Sample Easy Cause And Effect .... Cause And Efect Essay - Examples & Topics {NEW} | Pro Essay Help. Sample Cause And Effect Essay. Warm-Up for Cause-Effect Essays | Thoughtful Learning K-12. Cause/Effect Essay In this essay, you will analyze the cause(s) and. How to end a cause and effect essay. How to Write a Cause and Effect ....
W1 Assignment LibertyAmerican Government ILibertyIn Lecture .docx
W1 Assignment "Liberty"
American Government I
Liberty
In Lecture 1, we explored how “liberty” was interpreted by the Founders of the American Constitution. These Founding Fathers were influenced by political philosophers who argued that liberty is always at risk, and because of that risk, liberty must be protected, not just by the leaders of a nation, but also by the citizens.
While our founding fathers realized government was necessary to protect the citizens from criminals and outsiders (
Lecture 2, comments about the King of England
), they were concerned with amount of power the government should be given. To ensure that the people maintained power, the first Ten (10) Amendments (also called: The Bill of Rights) were added.
For this week’s assignment, write a 500-750 word essay addressing each of the following questions:
What is liberty? Provide a definition and at least one example.
Why does it matter? Explain what you think the citizens of a nation might gain or lose through their liberty.
What is your personal responsibility to protect it? Provide examples of what you can do, what you should do, and what you must do.
In modern times, do you think Americans have gained/maintained liberty in the way the Founding Fathers described it in the Constitution? Why or why not?
As in all your weekly written assignments, be sure to tie your writing to the readings for that week. You should strive to demonstrate to your instructor (and to the rest of the university) your full understanding of the course concepts being addressed. Don't just answer the questions; really think them through. How will your ideas fit within Locke's "social contract?"
Submit your work as an attached file. Double-space your paper and use 12 point Times NewRoman as your font.
.
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NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
Now the Earth has had wide variations in atmospheric CO2-level throu.docx
Now the Earth has had wide variations in atmospheric CO2-level throughout its long history before the evolution of humans and certainly before the Industrial Revolutions.In terms of the oceans and the Earth's whole history then could you find information to support the coal and oil industry's claims that we're NOT the cause of climate change? Do some research and cite other factors in climate besides CO2 levels that would support your claims. Also read the attached article about the controversy. Remember too that there is a lot of money and certainly politics involved in this issue. Some scientists have built their whole careers on trying to prove or disprove the human connections to global warming.
As you'll see when you do your research the figures for sea-level rise are all over the place. That's because they're based on models that are even more complex than hurricane tracking models (they drive even supercomputers nuts).
Now the term
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we
DO NOT control it
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As for the continuing scientific controversy check out this recent article:
Climate panel: warming 'extremely likely' man-made
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Clinical mentors were interviewed about their experiences mentoring culturally and linguistically diverse nursing students. Mentors stated that empathy motivated them but they experienced a lack of support which caused strain. While mentors initially had fears of unknown cultures, positive mentoring experiences reduced this fear. Continuous education on intercultural communication could help mentors develop expertise to benefit students, patients, and staff.
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In a 2- to 3-page rationale and table,
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Explain the relationship between policies and security plans. Identify potential policy needs, noting Justin’s privacy policy, in relation to the Devil’s Canyon enterprise structure.
Outline the importance of a security plan in relation to security roles and safeguards.
Analyze at least 5 security-related risks/threats that Devil’s Canyon may face.
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NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 1
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: We Can, but Dare We?
PURPOSE
The purpose of this assignment is to investigate smartphone and social media use in healthcare and to
apply professional, ethical, and legal principles to their appropriate use in healthcare technology.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• CO #4: Investigate safeguards and decision‐making support tools embedded in patient
care technologies and information systems to support a safe practice environment for
both patients and healthcare workers. (PO 4)
• CO #6: Discuss the principles of data integrity, professional ethics, and legal
requirements related to data security, regulatory requirements, confidentiality, and
client’s right to privacy. (PO 6)
• CO #8: Discuss the value of best evidence as a driving force to institute change in the
delivery of nursing care (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. Research, compose, and type a scholarly paper based on the scenario described below, and
choose a conclusion scenario to discuss within the body of your paper. Reflect on lessons
learned in this class about technology, privacy concerns, and legal and ethical issues and
addressed each of these concepts in the paper, reflecting on the use of smartphones and social
media in healthcare. Consider the consequences of such a scenario. Do not limit your review of
the literature to the nursing discipline only because other health professionals are using the
technology, and you may need to apply critical thinking skills to its applications in this scenario.
2. Use Microsoft Word and APA formatting. Consult your copy of the Publication Manual of the
American Psychological Association, sixth edition, as well as the resources in Doc Sharing if you
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NR360 INFORMATION SYSTEMS IN HEALTHCARE
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advantage of the writing service SmartThinking, which is accessed by clicking on the link called
the Tutor Source, found under the Course Home area.
3. The length of the paper should be four to five pages, excluding the title page and the reference
page. Limit the references to a few key sources (minimum of three required).
4. The paper will contain an introduction that catches the attention of the reader, states the
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criteria).
5. In the body of the paper, discuss the scenario in relation to HIPAA, leg.
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O-Objective
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NURS 6002: Foundations of Graduate Study
Academic and Professional Success Plan Template
Prepared by:
<INSERT NAME>
Professional Development
Statement of Purpose
My main objective is to complete my master’s degree so as to qualify as a psych nurse practitioner. My focus is to learn how I can apply the knowledge I have gained from this program in delivering high-quality patient care. Consequently, I have developed several goals that I need to achieve so that they can help me in meeting y main objective.
Curriculum Vitae for Psych Nurse
PROFESIONAL BACKGROUND
Graduate in Psych Nursing from Warren University with experience of more than two years in nursing practice. Skill as a youth coach, identifying problems, and applying the most appropriate techniques for each case. Collaborator, team worker, with a good relationship with patients and experienced in preparing patient care programs.
COMPETENCES
-Diagnosis of problems.
-Direct interventions.
-Consultation and treatment.
-Development of programs.
-Easy for personal relationships.
-Collaborative team worker.
-Experience with students with special needs.
-Good adaptation to different tasks.
EXPERIENCE
· John Hopkins Hospital Practice in Psych Nursing from January 2017 to the present
· One-time actions with conflictive patients in crisis situations.
· Preparation of intervention projects in the hospital environment for patients at risk of social exclusion.
TRAINING
· Degree in Psych nursing. Walden University
CERTIFICATES
SOCIAL WORK
· Volunteer in Walden community working with minors in areas of social exclusion.
LANGUAGES
· English
SKILLS VOCATION
· Service.
· Responsibility and seriousness.
· Pharmacology knowledge.
· Ability to work under pressure and in emergency situations.
· Knowledge of nutrition and psychology.
· Resolute person.
· dealing with older adults and children.
· Extensive use of computer tools.
Professional Development Goals
The first thing that should be noted is that psych nursing is a recent academic option, which is highly relevant that more people are trained in it and help to broaden and deepen the scientific foundation of the care it offers. Although the psych nurses are already able to carry out different activities without the need for another health professional to indicate them, it is important that they can acquire greater independence so that their contribution is even greater, which is my first professional development goal. Therefore, the degree in psych nursing must be strengthened, with studies and evidence that allow the framework of the work of those who practice it to grow and, in turn, encourage its professionals to intervene promptly to avoid complicating the medical situation of a patient.
I would like to be supportive, have a vocation for service, be responsible, and be organized. It is these basic qualities that will allow me to develop a nursing career. The organization and responsibility would be oriented there because the nurse, by nat.
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Questions:
1. Often we attribute cowardice for Hamlet’s lack of action in the face of an obvious call for revenge. Is there some other way to view Hamlet the character?
2. The death of Ophelia comes as a result of the dual grief for the loss of her father and the loss of her true love . Why would you say that Hamlet reacts so radically different to the same circumstances?
3. What would you say is the horror that Kurtz sees in his mind’s eye moments before his death? Is it simply a late late condemnation of colonialism?
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Watson’s philosophy and science of caring has four major concepts: human being, health, environment/society, and nursing Butts & Rich, 2015). In Watson’s view, the disease might be cured, but illness would remain because, without caring, health is not attained. Caring is the essence of nursing and connotes responsiveness between the nurse and the person; the nurse co-participates with the person. Watson contends that caring can assist the person to gain control, become knowledgeable, and promote health changes.
According to Watson (2009), the core of the Theory of Caring is that “humans cannot be treated as objects and that humans cannot be separated from self, other, nature, and the larger workforce.” Her theory encompasses the whole world of nursing; with the emphasis placed on the interpersonal process between the caregiver and care recipient. The theory is focused on “the centrality of human caring and on the caring-to-caring transpersonal relationship and its healing potential for both the one who is caring and the one who is being cared for” (Watson, 2009). The structure for the science of caring is built upon ten carative factors. Among them are human altruistic values, faith-hope, sensitivity to one’s self or other, trust, human caring relationship, and promotion of self-expression (.
Watson defines Human being as a valued person to be cared for, respected, nurtured, understood, and assisted, in general a philosophical view of a person as a fully functional integrated self. Personhood is viewed as greater than and different from the sum of his or her parts which are mind-body-soul-connection (Butt & Rich 2015)
The personhood concept in Watson theory of caring implies that patients are not all the same. Each person brings a unique background of experiences, values, and cultural perspective to health care encounter. Caring facilitates a nurse’s ability to know a patient, allowing the nurse to recognize a patient’s problem and find and implement individualized solution on the patient’s unique needs.
Knowing the person allows the nurse to avoid assumptions, to center on the one cared for (Keller, 2013). It also gives the nurse to opportunity to assess thoroughly by seeking clues to clarify the issue that the individual is going through.
The concept of personhood also integrates the human caring processes with healing environment, incorporating the life-generating and life receiving processes of human caring and healing for nurses and their patient. The concept put emphasis on developing a caring relationship with the person as a nurse and listen to the person’ stories to fully understand the meaning an impact of the individual’s condition. This information and understanding helps in the development and delivery of individualized patient centered care. The transpersonal caring theory rejects disease orientation to health care and places care before cure. When the .
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NU32CH19-Foltz ARI 9 July 2012 19:45
Population-Level Intervention
Strategies and Examples
for Obesity Prevention
in Children∗
Jennifer L. Foltz,1 Ashleigh L. May,1 Brook Belay,1
Allison J. Nihiser,2 Carrie A. Dooyema,1
and Heidi M. Blanck1
1Division of Nutrition, Physical Activity, and Obesity, 2Division of Population Health,
National Center for Chronic Disease Prevention and Health Promotion, Centers for
Disease Control and Prevention, Atlanta, Georgia 30341; email: [email protected]
Annu. Rev. Nutr. 2012. 32:391–415
First published online as a Review in Advance on
April 23, 2012
The Annual Review of Nutrition is online at
nutr.annualreviews.org
This article’s doi:
10.1146/annurev-nutr-071811-150646
0199-9885/12/0821-0391$20.00
∗This is a work of the U.S. Government and is
not subject to copyright protection in the
United States.
Keywords
obesity prevention, children, nutrition, physical activity, interventions
Abstract
With obesity affecting approximately 12.5 million American youth,
population-level interventions are indicated to help support healthy
behaviors. The purpose of this review is to provide a summary of
population-level intervention strategies and specific intervention exam-
ples that illustrate ways to help prevent and control obesity in children
through improving nutrition and physical activity behaviors. Informa-
tion is summarized within the settings where children live, learn, and
play (early care and education, school, community, health care, home).
Intervention strategies are activities or changes intended to promote
healthful behaviors in children. They were identified from (a) systematic
reviews; (b) evidence- and expert consensus–based recommendations,
guidelines, or standards from nongovernmental or federal agencies;
and finally (c) peer-reviewed synthesis reviews. Intervention examples
illustrate how at least one of the strategies was used in a particular
setting. To identify interventions examples, we considered (a) peer-
reviewed literature as well as (b) additional sources with research-tested
and practice-based initiatives. Researchers and practitioners may use
this review as they set priorities and promote integration across settings
and to find research- and practice-tested intervention examples that can
be replicated in their communities for childhood obesity prevention.
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NU32CH19-Foltz ARI 9 July 2012 19:45
IOM: Institute of
Medicine
Contents
INTRODUCTION . . . . . . . . . . . . . . . . . . 392
INTERVENTIONS BY
SETTINGS . . . . . . . . . . . . . . . . . . . . . . . 394
Early Care and Education . . . . . . . . . . 394
School . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
Health .
Nurse Working in the CommunityDescribe the community nurses.docx
Nurse Working in the Community
Describe the community nurse's roles in assisting individuals, families, and communities. Include what barriers or challenges the nurse would need to overcome to achieve these goals.
Reference: Stanhope, M. & Lancaster, J. (2018). Foundations for Population Health in Community/Public Health Nursing (5 th ed.). Elsevier. (e-Book)
.
nursing diagnosis1. Decreased Cardiac Output related to Alter.docx
nursing diagnosis
1. Decreased Cardiac Output
related to Altered myocardial contractility
2.
Risk for Impaired Skin Integrity
related to immobility
3.
Activity Intolerance
related to immobility
4. Risk for Infection related to Inadequate primary defenses: broken skin, traumatized tissues; environmental exposure
5. Risk for Impaired Gas Exchange related to Alveolar/capillary membrane changes: interstitial, pulmonary edema, congestion
6.
Excess Fluid Volume related to
increased antidiuretic hormone (ADH) production, and sodium/water retention.
.
Nursing Documentation Is it valuable Discuss the value of nursin.docx
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Please reference Sewell, J. (2016). Informatics & Nursing:
Opportunities & Challenges
(5th ed.) Lippincott, Williams & Wilkins: Philadelphia.
.
NR631 Concluding Graduate Experience - Scope Project Managemen.docx
NR631 Concluding Graduate Experience - Scope : Project Management & Leadership
(This document must be attached as an appendix to the professional, scholarly paper explaining what you are doing. Include title page, headings, introduction, body of paper, summary and at least three current, relevant references. All information in this form below must be professional, complete sentences in APA format)
Appendix A: Scope Statement
Organization’s Name:
Project’s Name:
Project Manager:
Sponsor(s), Title:
Organizational Priority (High, Medium, Low):
______________________________________________________________________
Mission Statement:
Measureable Project Objectives – (Use 5 W’s and H. Sipes, 2016):
Justification of Project:
Implementation Strategy:
Project Resources – Human and Technical:
Completion Date:
Measures of Success – Include all Metrics:
Assumptions:
Constraints:
APPROVALSPrint or Type NameSignatureDate
Project Manager Approval:
Owner or Sponsor Title and Approval:
This document must be approved by sponsor before submission to Dropbox
Project Scope and Charter
Guidelines and Scoring Rubric
Purpose
This assignment is designed to help students lay the groundwork for their project plans with the help of mentors and professors. The mentor becomes a team member for the project that the student will manage. The student will identify the stakeholders, the project priority, how the measurable goals will be met for a successful project, and who will receive the report of the results of the project. The scope document describes the parameters of the project, including what can and cannot be accomplished and the measurable objectives and outcome measures. The project charter describes and defines the project. When the sponsor signs off on the project, it becomes the document that authorizes the project.
Week 2, you will complete the project scope and charter. Based on the information from the mentor and professor, each student finalizes and completes the project charter and scope documents or statements. The project scope must be approved by your practicum organization. Your mentor should help you obtain approval. Project approval must be received prior to submitting these documents. Appendices are provided for both of these documents in Course Resources.
Due Date: Sunday at 11:59 p.m. MT at the end of Week 2
Total Points Possible: 100
Requirements
1. Complete the Project Scope document, including signatures of approval.
1. Complete the Project Charter document.
1. Documents are attached as appendices to a professional scholarly paper following the guidelines for writing professional papers found in Course Resources.
1. Grammar, spelling, punctuation, references, and citations are consistent with formal academic writing and APA format as expressed in the sixth edition of the manual.
Preparing the Paper
1. All aspects of the Project Scope document must be completed, including signatures.
1. All aspects o.
Number 11. Describe at least five populations who are vulner.docx
Number 1
1. Describe at least five populations who are vulnerable to PTSD
2. What are eight DSM5 criteria for PTSD
3. Describe possible signs and symptoms a client experiencing PTSD could exhibit
4. Describe at least five triggers and how they can be manifested in client experiencing PTSD
5. Describe five treatment options for clients experiencing PTSD
Number 2
1) Describe some day to day challenges that face people who are voice hearers
2) Explain the subjective experience of hearing voices that are disturbing
3) Describe cultural humility for people who hear distressing voices through self-reflection, self-awareness and self-critique
4) What other conditions can stimulate or trigger hearing voices in the mind?
.
ntertainment, the media, and sometimes public leaders can perpetuate.docx
ntertainment, the media, and sometimes public leaders can perpetuate anxieties about the prevalence of crime, leading to feelings of vulnerability. Was there ever a more innocent, less crime-ridden era? If so, might the country be able to return to this state of perceived safety sometime in the future?
For this Discussion, imagine you are designing the police force of the future. Would you choose to expand or restrict that force’s role? Consider also how your decision might change the public perception of crime and safety.
By Day 3 of Week 2
Post:
To what degree do you think the role of law enforcement
should or should not
expand in the future? Why?
.
Now that you have completed Lesson 23 & 24 and have thought a.docx
Now that you have completed Lesson 23 & 24 and have thought about the factors that affect the health of various communities, do the following:
Identify prevalent issues or diseases that affect the health of your community (the specific populations you serve).
Compare and contrast two (2) specific populations in your practice that are affected by the above issue(s) or disease(s) by listing their commonalities and their differences.
Base on the information above, how can you change or refine your practice to meet each community's specific needs?
Your paper should:
be typed doubled-space.
a total of 100 to 200 words (not counting your list of commonalities and differences).
Use factual information.
be original work and will be checked for plagiarism.
have required APA format if references are utilized – type references according to the
APA Style Guide
.
.
nothing wrong with the paper, my professor just wants it to be in an.docx
nothing wrong with the paper, my professor just wants it to be in an outline format and also include how this information is relevant to the Saint Leo University Core Values of
Excellence
and
Integrity
in the context of health care policy analysis.
I will attach the original paper that was submitted as well as the guideline that my professor provided me. The topic cannot be changed "Drug enforcement program for WIC".
.
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- 1. 02.01 Revolutionary Ideas: Assessment Assessment © The Granger Collection / Universal Images Group / Image Quest 2012 Thomas Paine wrote the pamphlet Common Sense to convince American colonists to support the idea of independence. You should now understand the relationship between political principles and the Declaration of Independence. Use the information you learned in the lesson to create your own modern day Common Sense pamphlet that explains how the Declaration of Independence upholds the principles of popular sovereignty, social contract, and natural and individual rights. Steps 1. Use this Pamphlet Template or a Web 2.0 tool to create your six-panel pamphlet. 2. There are many 21st century tools available for creating and submitting your work in the online environment. For more information on the tools your school uses, contact your teacher or visit the Web 2.0 tools area of your course.
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- 5. 5 6 wk2 assignment/TwoDayTrainingSessionMSPROJECT.mpp __MACOSX/wk2 assignment/._TwoDayTrainingSessionMSPROJECT.mpp wk2 assignment/WBS.docx Two-Day offsite training session Preparation Facilities Training Content Accommodations Acquiring accommodation
- 6. Training Location Reference materials and guidelines Training reference materials and aids for trainers Materials to be used in demonstrations and simulations DAY 1 DAY 2 Training Schedules and Agendas Informing attendees of training Session 1 Facilitating and debriefing of training activities (30 mins) Session 2 Session 3
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- 9. 10/30/17 Mr. Suttles Instruction Great Britain had since quite a while ago abused the pilgrims with overwhelming charges and a prohibitive government. Things were turning out badly and the settlers were tired of being exploited. When composed, the Declaration of Independence had the reason for why to be free from Great Britain. This report was organized by including three primary parts: the presentation and their convictions (which clarified why they cleared out their ruler), grievances (posting the 29 complains to King George III), and their formal affirmation (proclaimed themselves free states, and would represent themselves). 2 Popular Sovereignty Generally speaking, Popular Sovereignty implies that the general population pick how their administration will function, enabling them to meet up and settle on the best and most attractive decisions for their nation. The Declaration of Independence was their method for saying that Great Britain's legislature was never again responsible for the settlements. In this way, they were isolating themselves from his manage and setting up their energy thusly.
- 10. Social contract Social contract is an understanding among people by which society winds up noticeably composed and contributed with the privilege to secure shared assurance and welfare from the government. That being stated, the Declaration of Independence rehashes the purpose for the government by the terms of the social contract, that the chose government is to guarantee that their rights, "life, liberty and the pursuit of happiness" are being ensured, and won't be detracted from them. On the off chance that the vibe as though they are not getting their assurance, they can change or nullify the government . These were things expressed that King George III abused. 4 5 Natural Rights These rights are what all people conceived or naturalized in the United States have. They incorporate life, liberty and the pursuit of happiness ; sharing the principles of equality, freedom and justice. These are rights are unalienable, and are clarified in the social contract that the government ought to ensure these rights. Once more
- 11. let’s not forget that King George the III disregarded these rights, and did not give the essential security, yet exceeded his power. “I think the Declaration of Independence maintains the political standards Americans esteem. The document mirrors the greater part of the essential standards I found out about in this lesson; I discovered cases of each. The creators of the Declaration of Independence finished their objectives since it demonstrated that colonies were free and autonomous and were never again subject to King George III rule . In the event that I had been an American pilgrim, I would have supported it since it gave the settlers many rights and opportunities. Today, we may have not been given our rights and opportunities if it wasn't for the Declaration of Independence. 6 ⬗ I found this picture that I thinks it is a great example of the power of the people!
- 12. 7