APA format1) Minimum 15 pages (No word count per page)- Follow the 3.docx
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APA format 1) Minimum 15 pages  (No word count per page)- Follow the 3 x 3 rule: minimum of three paragraphs per page You must strictly comply with the number of paragraphs requested per page. The number of words in each paragraph should be similar Part 1: minimum 5 pages (Due 40 hours) Part 2: minimum 4 pages (Due 40 hours) Part 3: minimum 3 pages (Due 60 hours) Part 4: minimum 3 pages (Due 60 hours) Submit 1 document per part 2)¨******APA norms The number of words in each paragraph should be similar Must be written in the third person All paragraphs must be narrative and cited in the text- each paragraph The writing must be coherent, using connectors or conjunctive to extend, add information, or contrast information. Bulleted responses are not accepted Don't write in the first person Do not use subtitles or titles Don't copy and paste the questions. Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph Submit 1 document per part 3)****************************** It will be verified by Turnitin ( Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) ********************************It will be verified by SafeAssign ( Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks) 4) Minimum 4 references (APA format) per part not older than 5 years  (Journals, books) (No websites) All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed 5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next Example: Q 1. Nursing is XXXXX Q 2. Health is XXXX Q3. Research is.......................................................... (a) The relationship between......... (b) EBI has to 6) You must name the files according to the part you are answering: Example: Part 1.doc Part 2.doc __________________________________________________________________________________ Parts 3 and 4  can have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted. The number of words in each paragraph should be similar Part 1: Psychopathology Four paragraphs per page; one paragraph per question. That is, one must answer four questions per page. According to DSM-5 primarily, answer: 1. What are Dissociative Disorders (One paragraph) 2.  Briefly explains the subcategories of Dissociative Disorders (Two paragraphs:  One paragraph for a and b;  One paragraph for c, d and e) a. Dissociative Identity Disorder b. Dissociative Amnesia c. Depersonalizatio.
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APA format1) Minimum 12 pages (No word count per page
APA format
1) Minimum 12 pages (No word count per page)-
Follow the 3 x 3 rule: minimum of three paragraphs per page
You must strictly comply with the number of paragraphs requested per page.
The number of words in each paragraph should be similar
Part 1: minimum 2 pages and one paragraph
Part 2: minimum 4 pages and two paragraphs (40 hours)
Part 3: minimum 2 pages
Part 4: minimum 1 page
Part 5: minimum 1 page
Part 6: minimum 1 page
Part 7: minimum 1 page
Submit 1 document per part
2)¨******APA norms
The number of words in each paragraph should be similar
Must be written in the 3 person
All paragraphs must be
narrative
and cited in the text- each paragraph
The writing must be coherent, using connectors or conjunctive to extend, add information, or contrast information.
Bulleted
responses are not accepted
Don't write in the first person
Do not use subtitles or titles
Don't copy and paste the questions.
Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph
Submit 1 document per part
3)****************************** It will be verified by Turnitin (
Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)
********************************It will be verified by SafeAssign (
Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)
4) Minimum 3 references (APA format) per part not older than 5 years (Journals, books) (No websites)
All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed
Part 1: Minimum 6 references (3 references per case) (APA format) per part not older than 5 years (Journals, books) (No websites).
Part 2: Minimum 6 references (APA format) per part not older than 5 years (Journals, books) (No websites)
Parts 4 and 5: Minimum 4 references (APA format) per part not older than 5 years (Journals, books) (No websites)
5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next
Example:
Q 1. Nursing is XXXXX
Q 2. Health is XXXX
Q3. Research is.......................................................... (a) The relationship between......... (b) EBI has to
6) You must name the files according to the part you are answering:
Example:
Part 1.doc
Part 2.doc
__________________________________________________________________________________
The number of words in each paragraph should be similar
Part 1: Pathophysiology
Case 1: Integumentary Function
K.B. is a 40-year-old white female with a 5-year history of psoriasis. She has scheduled an appointm ...
Parts 4 and 5 have the same questions. However, you must answer
Parts 4 and 5 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
APA format
1) Minimum 8 pages (No word count per page)-
Follow the 3 x 3 rule: minimum of three paragraphs per page
You must strictly comply with the number of paragraphs requested per page.
The number of words in each paragraph should be similar
Part 1: minimum 2 pages and one paragraph (Divide the assigned seven paragraphs for part 1 into the nine questions solicited.)
Part 2: minimum 2 pages
Part 3: minimum 1 page and 2 paragraphs
Part 4: minimum 1 page
Part 5: minimum 1 page
Submit 1 document per part
2)¨******APA norms
The number of words in each paragraph should be similar
All paragraphs must be
narrative
and cited in the text- each paragraph
The writing must be coherent, using connectors or conjunctive to extend, add information, or contrast information.
Bulleted
responses are not accepted
Don't write in the first person
Don't copy and paste the questions.
Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph
Submit 1 document per part
3)****************************** It will be verified by Turnitin (
Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)
********************************It will be verified by SafeAssign (
Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)
4) Minimum 3 references (APA format) per part not older than 5 years (Journals, books) (No websites)
Part 1: Minimum 6 references (3 references per case) (APA format) per part not older than 5 years (Journals, books) (No websites)
Part 4 and 5: Minimum 4 references (APA format) per part not older than 5 years (Journals, books) (No websites)
All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed.
5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next
Example:
Q 1. Nursing is XXXXX
Q 2. Health is XXXX
Q3. Research is.......................................................... (a) The relationship between......... (b) EBI has to
6) You must name the files according to the part you are answering:
Example:
Part 1.doc
Part 2.doc
__________________________________________________________________________________
Parts 4 and 5 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. ...
Please complete the Quiz no later than 1159pm Eastern time on Mon.docx
Please complete the Quiz no later than 11:59pm Eastern time on Monday, September 23. Since this is take-home, high quality answers to Parts 2 and 3 (In terms of content, grammar and APA referencing style) are expected for higher grades. Submit your Quiz via the link in your Assignment Folder.
PART 1 MULTIPLE CHOICE QUESTIONS (4 points---1/2 point for each question)
Please select only ONE answer for each question. Circle the letter corresponding to your answer. The “E” responses are just for fun—DO NOT SELECT THEM!!!!!!
1) Which of the following BEST describes a stressor?
A. any stimulus with the potential of triggering the fight-or-flight response
B. a psychological reaction to an event
C. a person who is under a lot of stress
D. a way of thinking about stressful events
E. ***any potential in-law whom you meet for the first time
2) According to Greenberg, stress is equivalent to
A. the presence of a stressor
B. the presence of stress reactivity
C. a combination of stressor and stress reactivity
D. the absence of both a stressor and stress reactivity
E. ***taking this quiz
3) In general, the goal of stress management is to
A. eliminate stress altogether
B. control stress for optimal arousal
C. keep arousal as high as possible
D. minimize eustress
E. ***cause as much stress as possible for employees when you are someone’s manager
4) While taking this test, you notice that your shoulders are very tight and about an inch higher than normal. This is an example of
A. selective awareness
B. bracing
C. approach-approach conflict
D. physiological toughness
E. ***wearing a top selected by your mother
5) Though the evidence is not conclusive, two personality traits most often attributed to cancer patients are
A. irresponsibility and depression
B. holding resentment and having a poor self-image
C. anxiety and fear
D. passive and dependent behavior
6) A physical disease caused almost exclusively by emotional stress is called
A. psychosomatic disease
B. somatogenic disease
C. psychogenic disease
D. psychophysiological disease
7) Pseudostressors are
A. the opposite of sympathomimetics
B. people who seem to cause stress, but do not actually do so
C. your own thoughts that cause you stress
D. food substances that affect the body like stressors do
8) The negative emotional-behavioral condition that often follows catastrophic events is called
A. demoralization
B. state anxiety
C. anomie
D. posttraumatic stress disorder
E. ***term break
PART 2 SHORT ANSWER QUESTIONS (8 points—4 points for each question)
Please answer BOTH of the following short answer questions. Write about 3 paragraphs for each item. Cite sources and include a reference list.
1) What does it mean to “take control of yourself” regarding stress management? Describe and give an example of three different stress management approaches that involve taking control of yourself.
2) Discuss the role of nutrition in stress. Which foods are helpful to deal wi.
These past two years have brought us some serious challenges and oppor.docx
These past two years have brought us some serious challenges and opportunities; civil unrest, political uncertainty, and a pandemic. What added stressors have been caused by the changes? What helpful tips can you offer your classmates regarding managing this massive change in how we do life. Also, do you need anything? Resources are available and by posting a need here, perhaps together we can help each other connect with needed resources.
.
The thread must be a minimum of 250 words- MINIMUM OF TWO SOURCES BESI (1).docx
The thread must be a minimum of 250 words. MINIMUM OF TWO SOURCES BESIDES THE TEXTBOOK. Must cite at least 2 sources in addition to the Bible.
TEXTBOOK: Bennett, B. T. (2018).
Understanding, assessing, and responding to terrorism:
Protecting critical infrastructure and personnel
(2nd ed.). Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 9781119237785.
**AMY***
The term critical infrastructure (CI) has changed multiple times over the last twenty years; however, the general concept of what constitutes critical infrastructure has remained fairly consistent since the first formal definition was developed under the Clinton Administration in 19996 (Bennett, 2018). According to the author, since President William Clinton’s Executive Order 13010, the term and concept underwent various changes; two years after EO 13010, President Clinton signed the Presidential Decision Directive 63, which added the “cyber†to the definition of CI. After the attacks on September 11, 2001, CI was re-defined under the Bush administration per the Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism (USA PATRIOT) Act of 2001. Bennett noted that the Homeland Security Act of 2002 added the concept of “key resources†to the CI definition, an area of CI that is crucial to the proper functioning of the various Cis. This post will discuss what critical infrastructure means, what soft and hard targets are, define cascading effects, and what the author believes is the most important CI within the author's geographical location and why this CI was chosen.
What does critical infrastructure mean?
Critical infrastructure is a blanket term that encompasses 16/17 “systems and assets, physical or virtual, so vital to the United States that incapacity or destruction of such systems or assets would have a debilitating effect on security, national economic security, health, or safety, or combination of those matters†(Bennett, 2018, p. 41; Cybersecurity & Infrastructure Security Agency [CISA], 2020, pp. 1). As previously mentioned, the Homeland Security Act of 2002 added “key resources†to the definition of critical infrastructure; key resources are defined as the publicly or privately controlled individual resources essential to the minimal operation of the economy and government (Bennett, p. 41). According to Bennett, while key resources do not hold the same status as critical infrastructure, they are important and necessary for the production, functioning, and maintenance of various critical infrastructures. Bennett summarized critical infrastructure as the important assets we want and depend on to be available and functional when needed (p. 43).
What are soft and hard targets?
The terms soft and hard targets describe the levels of protection any given critical infrastructure asset or location has. Protection includes physical security and countermeasures in place for any potential attack or natural d.
These past two years have brought us some serious challenges and oppor (1).docx
These past two years have brought us some serious challenges and opportunities; civil unrest, political uncertainty, and a pandemic. What added stressors have been caused by the changes? What helpful tips can you offer your classmates regarding managing this massive change in how we do life. Also, do you need anything? Resources are available and by posting a need here, perhaps together we can help each other connect with needed resources.
.
The objects of action and perceptionMelvyn A- Goodale-- G- Keith Humph.docx
The objects of action and perception
Melvyn A. Goodale*, G. Keith Humphrey
Department of Psychology, University of Western Ontario, London, ON N6A 5C2, Canada
Abstract
Two major functions of the visual system are discussed and contrasted. One function of vision is the creation of an internal model or percept of the external world. Most research in object perception has concentrated on this aspect of vision. Vision also guides the control of object-directed action. In the latter case, vision directs our actions with respect to the world by transforming visual inputs into appropriate motor outputs. We argue that separate, but inter- active, visual systems have evolved for the perception of objects on the one hand and the control of actions directed at those objects on the other. This ‘duplex’ approach to high-level vision suggests that Marrian or ‘reconstructive’ approaches and Gibsonian or ‘purposive- animate-behaviorist’ approaches need not be seen as mutually exclusive, but rather as com- plementary in their emphases on different aspects of visual function. 1998 Elsevier Science B.V. All rights reserved
Keywords:Vision; Action; Perception
1. Introduction
It is a common assertion that the fundamental task of vision is to construct a representation of the three-dimensional layout of the world and the objects and events within it. But such an assertion begs at least two fundamental and interrelated questions. First, what is vision? Second, what is the nature of the representation that vision delivers? These questions, which are central to the entire research enterprise in understanding human vision, form the framework for the present paper. In attempting to answer these questions, we will contrast what we believe are two major functions of the visual system. One function of vision is the creation of an internal model or percept of the external world – a model that can be used in the
0010-0277/98/$19.00ï›™ 1998 Elsevier Science B.V. All rights reserved PII S0010-0277(98)00017-1
C O G N I T I O N
Cognition 67 (1998) 181–207
* Corresponding author. Tel.: +1 519 6612070; fax: +1 519 6613961; e-mail:
recognition of objects and understanding their interrelations. Most research in object vision has concentrated on this function (witness the current volume). There is another function of vision, however, which is concerned not with object recognition, but with object-directed action. In this case, vision guides our actions with respect to the world by transforming visual inputs into appropriate motor outputs. We will suggest that separate, but interacting, visual systems have evolved for the perception of objects on the one hand and the control of actions directed at those objects on the other. This ‘duplex’ approach to high-level vision suggests that Marrian or ‘recon- structive’ approaches and Gibsonian or ‘purposive-animate-behaviorist’ approaches need not be mutually exclusive and may be actually complementary.
2. What.
Required-The Week 3 Discussion consists of two topic- (1-) What are th.docx
Required:
The Week 3 Discussion consists of two topic.
(1.) What are the differences between cash and accrual basis accounting? Provide an example of each.
(2.) Accrual accounting requires adjusting entries. Provide an example of an adjusting entry.
e sure to NOT USE non-credible sources such as dictionaries, wikipedia, investopedia, accountingtools, accountingcoach and blogs.
MUST CITE WITHIN THE post. Please do NOT USE FIRST PERSON> NO BIG, LONG PARAGRAPHS.
250 word minimum
.
Recommended
APA format1) Minimum 12 pages (No word count per page
APA format
1) Minimum 12 pages (No word count per page)-
Follow the 3 x 3 rule: minimum of three paragraphs per page
You must strictly comply with the number of paragraphs requested per page.
The number of words in each paragraph should be similar
Part 1: minimum 2 pages and one paragraph
Part 2: minimum 4 pages and two paragraphs (40 hours)
Part 3: minimum 2 pages
Part 4: minimum 1 page
Part 5: minimum 1 page
Part 6: minimum 1 page
Part 7: minimum 1 page
Submit 1 document per part
2)¨******APA norms
The number of words in each paragraph should be similar
Must be written in the 3 person
All paragraphs must be
narrative
and cited in the text- each paragraph
The writing must be coherent, using connectors or conjunctive to extend, add information, or contrast information.
Bulleted
responses are not accepted
Don't write in the first person
Do not use subtitles or titles
Don't copy and paste the questions.
Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph
Submit 1 document per part
3)****************************** It will be verified by Turnitin (
Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)
********************************It will be verified by SafeAssign (
Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)
4) Minimum 3 references (APA format) per part not older than 5 years (Journals, books) (No websites)
All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed
Part 1: Minimum 6 references (3 references per case) (APA format) per part not older than 5 years (Journals, books) (No websites).
Part 2: Minimum 6 references (APA format) per part not older than 5 years (Journals, books) (No websites)
Parts 4 and 5: Minimum 4 references (APA format) per part not older than 5 years (Journals, books) (No websites)
5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next
Example:
Q 1. Nursing is XXXXX
Q 2. Health is XXXX
Q3. Research is.......................................................... (a) The relationship between......... (b) EBI has to
6) You must name the files according to the part you are answering:
Example:
Part 1.doc
Part 2.doc
__________________________________________________________________________________
The number of words in each paragraph should be similar
Part 1: Pathophysiology
Case 1: Integumentary Function
K.B. is a 40-year-old white female with a 5-year history of psoriasis. She has scheduled an appointm ...
Parts 4 and 5 have the same questions. However, you must answer
Parts 4 and 5 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
APA format
1) Minimum 8 pages (No word count per page)-
Follow the 3 x 3 rule: minimum of three paragraphs per page
You must strictly comply with the number of paragraphs requested per page.
The number of words in each paragraph should be similar
Part 1: minimum 2 pages and one paragraph (Divide the assigned seven paragraphs for part 1 into the nine questions solicited.)
Part 2: minimum 2 pages
Part 3: minimum 1 page and 2 paragraphs
Part 4: minimum 1 page
Part 5: minimum 1 page
Submit 1 document per part
2)¨******APA norms
The number of words in each paragraph should be similar
All paragraphs must be
narrative
and cited in the text- each paragraph
The writing must be coherent, using connectors or conjunctive to extend, add information, or contrast information.
Bulleted
responses are not accepted
Don't write in the first person
Don't copy and paste the questions.
Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph
Submit 1 document per part
3)****************************** It will be verified by Turnitin (
Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)
********************************It will be verified by SafeAssign (
Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)
4) Minimum 3 references (APA format) per part not older than 5 years (Journals, books) (No websites)
Part 1: Minimum 6 references (3 references per case) (APA format) per part not older than 5 years (Journals, books) (No websites)
Part 4 and 5: Minimum 4 references (APA format) per part not older than 5 years (Journals, books) (No websites)
All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed.
5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next
Example:
Q 1. Nursing is XXXXX
Q 2. Health is XXXX
Q3. Research is.......................................................... (a) The relationship between......... (b) EBI has to
6) You must name the files according to the part you are answering:
Example:
Part 1.doc
Part 2.doc
__________________________________________________________________________________
Parts 4 and 5 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. ...
Please complete the Quiz no later than 1159pm Eastern time on Mon.docx
Please complete the Quiz no later than 11:59pm Eastern time on Monday, September 23. Since this is take-home, high quality answers to Parts 2 and 3 (In terms of content, grammar and APA referencing style) are expected for higher grades. Submit your Quiz via the link in your Assignment Folder.
PART 1 MULTIPLE CHOICE QUESTIONS (4 points---1/2 point for each question)
Please select only ONE answer for each question. Circle the letter corresponding to your answer. The “E” responses are just for fun—DO NOT SELECT THEM!!!!!!
1) Which of the following BEST describes a stressor?
A. any stimulus with the potential of triggering the fight-or-flight response
B. a psychological reaction to an event
C. a person who is under a lot of stress
D. a way of thinking about stressful events
E. ***any potential in-law whom you meet for the first time
2) According to Greenberg, stress is equivalent to
A. the presence of a stressor
B. the presence of stress reactivity
C. a combination of stressor and stress reactivity
D. the absence of both a stressor and stress reactivity
E. ***taking this quiz
3) In general, the goal of stress management is to
A. eliminate stress altogether
B. control stress for optimal arousal
C. keep arousal as high as possible
D. minimize eustress
E. ***cause as much stress as possible for employees when you are someone’s manager
4) While taking this test, you notice that your shoulders are very tight and about an inch higher than normal. This is an example of
A. selective awareness
B. bracing
C. approach-approach conflict
D. physiological toughness
E. ***wearing a top selected by your mother
5) Though the evidence is not conclusive, two personality traits most often attributed to cancer patients are
A. irresponsibility and depression
B. holding resentment and having a poor self-image
C. anxiety and fear
D. passive and dependent behavior
6) A physical disease caused almost exclusively by emotional stress is called
A. psychosomatic disease
B. somatogenic disease
C. psychogenic disease
D. psychophysiological disease
7) Pseudostressors are
A. the opposite of sympathomimetics
B. people who seem to cause stress, but do not actually do so
C. your own thoughts that cause you stress
D. food substances that affect the body like stressors do
8) The negative emotional-behavioral condition that often follows catastrophic events is called
A. demoralization
B. state anxiety
C. anomie
D. posttraumatic stress disorder
E. ***term break
PART 2 SHORT ANSWER QUESTIONS (8 points—4 points for each question)
Please answer BOTH of the following short answer questions. Write about 3 paragraphs for each item. Cite sources and include a reference list.
1) What does it mean to “take control of yourself” regarding stress management? Describe and give an example of three different stress management approaches that involve taking control of yourself.
2) Discuss the role of nutrition in stress. Which foods are helpful to deal wi.
These past two years have brought us some serious challenges and oppor.docx
These past two years have brought us some serious challenges and opportunities; civil unrest, political uncertainty, and a pandemic. What added stressors have been caused by the changes? What helpful tips can you offer your classmates regarding managing this massive change in how we do life. Also, do you need anything? Resources are available and by posting a need here, perhaps together we can help each other connect with needed resources.
.
The thread must be a minimum of 250 words- MINIMUM OF TWO SOURCES BESI (1).docx
The thread must be a minimum of 250 words. MINIMUM OF TWO SOURCES BESIDES THE TEXTBOOK. Must cite at least 2 sources in addition to the Bible.
TEXTBOOK: Bennett, B. T. (2018).
Understanding, assessing, and responding to terrorism:
Protecting critical infrastructure and personnel
(2nd ed.). Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 9781119237785.
**AMY***
The term critical infrastructure (CI) has changed multiple times over the last twenty years; however, the general concept of what constitutes critical infrastructure has remained fairly consistent since the first formal definition was developed under the Clinton Administration in 19996 (Bennett, 2018). According to the author, since President William Clinton’s Executive Order 13010, the term and concept underwent various changes; two years after EO 13010, President Clinton signed the Presidential Decision Directive 63, which added the “cyber†to the definition of CI. After the attacks on September 11, 2001, CI was re-defined under the Bush administration per the Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism (USA PATRIOT) Act of 2001. Bennett noted that the Homeland Security Act of 2002 added the concept of “key resources†to the CI definition, an area of CI that is crucial to the proper functioning of the various Cis. This post will discuss what critical infrastructure means, what soft and hard targets are, define cascading effects, and what the author believes is the most important CI within the author's geographical location and why this CI was chosen.
What does critical infrastructure mean?
Critical infrastructure is a blanket term that encompasses 16/17 “systems and assets, physical or virtual, so vital to the United States that incapacity or destruction of such systems or assets would have a debilitating effect on security, national economic security, health, or safety, or combination of those matters†(Bennett, 2018, p. 41; Cybersecurity & Infrastructure Security Agency [CISA], 2020, pp. 1). As previously mentioned, the Homeland Security Act of 2002 added “key resources†to the definition of critical infrastructure; key resources are defined as the publicly or privately controlled individual resources essential to the minimal operation of the economy and government (Bennett, p. 41). According to Bennett, while key resources do not hold the same status as critical infrastructure, they are important and necessary for the production, functioning, and maintenance of various critical infrastructures. Bennett summarized critical infrastructure as the important assets we want and depend on to be available and functional when needed (p. 43).
What are soft and hard targets?
The terms soft and hard targets describe the levels of protection any given critical infrastructure asset or location has. Protection includes physical security and countermeasures in place for any potential attack or natural d.
These past two years have brought us some serious challenges and oppor (1).docx
These past two years have brought us some serious challenges and opportunities; civil unrest, political uncertainty, and a pandemic. What added stressors have been caused by the changes? What helpful tips can you offer your classmates regarding managing this massive change in how we do life. Also, do you need anything? Resources are available and by posting a need here, perhaps together we can help each other connect with needed resources.
.
The objects of action and perceptionMelvyn A- Goodale-- G- Keith Humph.docx
The objects of action and perception
Melvyn A. Goodale*, G. Keith Humphrey
Department of Psychology, University of Western Ontario, London, ON N6A 5C2, Canada
Abstract
Two major functions of the visual system are discussed and contrasted. One function of vision is the creation of an internal model or percept of the external world. Most research in object perception has concentrated on this aspect of vision. Vision also guides the control of object-directed action. In the latter case, vision directs our actions with respect to the world by transforming visual inputs into appropriate motor outputs. We argue that separate, but inter- active, visual systems have evolved for the perception of objects on the one hand and the control of actions directed at those objects on the other. This ‘duplex’ approach to high-level vision suggests that Marrian or ‘reconstructive’ approaches and Gibsonian or ‘purposive- animate-behaviorist’ approaches need not be seen as mutually exclusive, but rather as com- plementary in their emphases on different aspects of visual function. 1998 Elsevier Science B.V. All rights reserved
Keywords:Vision; Action; Perception
1. Introduction
It is a common assertion that the fundamental task of vision is to construct a representation of the three-dimensional layout of the world and the objects and events within it. But such an assertion begs at least two fundamental and interrelated questions. First, what is vision? Second, what is the nature of the representation that vision delivers? These questions, which are central to the entire research enterprise in understanding human vision, form the framework for the present paper. In attempting to answer these questions, we will contrast what we believe are two major functions of the visual system. One function of vision is the creation of an internal model or percept of the external world – a model that can be used in the
0010-0277/98/$19.00ï›™ 1998 Elsevier Science B.V. All rights reserved PII S0010-0277(98)00017-1
C O G N I T I O N
Cognition 67 (1998) 181–207
* Corresponding author. Tel.: +1 519 6612070; fax: +1 519 6613961; e-mail:
recognition of objects and understanding their interrelations. Most research in object vision has concentrated on this function (witness the current volume). There is another function of vision, however, which is concerned not with object recognition, but with object-directed action. In this case, vision guides our actions with respect to the world by transforming visual inputs into appropriate motor outputs. We will suggest that separate, but interacting, visual systems have evolved for the perception of objects on the one hand and the control of actions directed at those objects on the other. This ‘duplex’ approach to high-level vision suggests that Marrian or ‘recon- structive’ approaches and Gibsonian or ‘purposive-animate-behaviorist’ approaches need not be mutually exclusive and may be actually complementary.
2. What.
Required-The Week 3 Discussion consists of two topic- (1-) What are th.docx
Required:
The Week 3 Discussion consists of two topic.
(1.) What are the differences between cash and accrual basis accounting? Provide an example of each.
(2.) Accrual accounting requires adjusting entries. Provide an example of an adjusting entry.
e sure to NOT USE non-credible sources such as dictionaries, wikipedia, investopedia, accountingtools, accountingcoach and blogs.
MUST CITE WITHIN THE post. Please do NOT USE FIRST PERSON> NO BIG, LONG PARAGRAPHS.
250 word minimum
.
Quantitative research Qualitative researchFocus on testing hypotheses.docx
Quantitative research Qualitative research
Focus on testing hypotheses and theories. Focus on exploring ideas formulating a theory or hypothesis.
Requires many respondents. Requires few respondents.
Closed questions. Open-ended questions.
Quantitative is a good fit for my study. My research question is " Does foster kids have higher risk of homelessness compared to youth who were never placed out of home by child welfare? The reason why Quantitative fit my study because I will be able test the theory if foster children is more at risk of becoming homeless if they removed from their home. With quantitative research you to analyze a survey with multiple choice questions that is distributed to a sample. This could be done online, in person, or over phone. I could also experiment the situation. Situation in which different types of variables are controlled and manipulated to establish cause and effect relationships. I could observed the subject in a natural environment where variables can not be controlled.
The way how I will make sure my approach will be culturally sensitive by understanding how cultural differences may affect and influence individuals when forming their unique personalities, perceptions, and their interaction to others.
Reference
Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2018).
Research methods for social workers
(8th ed.). Pearson. Chapter 6: Qualitative Research (pp. 126–145)
Casado, B. L., Negi, N. J., & Hong, M. (2012). Culturally competent social work research: Methodological considerations for research with language minorities
Social Work
, 57(1), 1–10.
Respond
to two colleagues by providing constructive feedback on their choice of methodological approach. Would a different approach be more appropriate or effective in answering the research question? Why or why not?
.
Paper OneLength- 1000- 1200 words- 3-5-4 pages- exclusive of the Work.docx
Paper One
Length : 1000- 1200 words/ 3.5-4 pages, exclusive of the Work Cited page
For your first paper, you’ll be analyzing impediments to your own critical thinking and how they shaped your decision making in a specific decision in your life.
First, think back to a decision you’ve made that you either now see as a bad decision or that you’re still not fully sure you thought through critically. It doesn’t have to be a super-personal decision (why did I date that girl for so long in high school?), and it can even be a decision that’s had a good outcome (why did I choose this university?), as long as you can express how you didn’t really think critically about it at the time .
Elements of Reasoning : For prewriting purposes, go around the circle of elements with this decision as you made it then , paying close attention to who you were when you made it (your Point of View). You’ll want to use these notes as you describe your decision-making process and put any elements of reasoning in bold in your paper. Plan to use between 3-5 elements of reasoning in your paper.
Impediments : Finally, think about what types of impediments got in your way as you made this decision. Develop paragraphs in your paper around these impediments and put them in bold type in your paper as well. Your thesis statement should say something about how the impediments that blocked your critical thinking interacted with the elements of reasoning to keep you from using them effectively.
Because all papers in CRTW must include documented material, make sure you quote Nosich at least once when talking about at least one impediment that hindered your critical thinking. You'll then need to give the page number in MLA format in your paper and create a Works Cited page with Nosich's book on it at the end of your paper.
Hints:
1. Don’t be afraid to use the first person “I.†This is a paper about you and your thinking.
2. You can tell this as a story if you’d like, so long as it’s clear that you’re analyzing your own thinking and which impediments and elements of reasoning were (or weren’t) involved.
3. Whether you tell this as a story or write it as a more formal academic paper, your introduction should give some context to your decision: when was it, what was it, and why did you need to make it?
4. In your conclusion, rather than repeating what you’ve already said in the introduction and body of the paper, please try to reflect on what you’ve learned from analyzing this decision and/or making the decision in the first place. What might you do differently in the future? How might you approach the same impediment(s) if you feel them creeping into your thought process in future decisions?
Proprietary
KATHY FORSYTH
CAPELLA UNIVERSITY
Tele Psych Staff Training Session
Proprietary
What is Telehealth
and Tele psych?
ïµ Technology ïµ Four models
ïµ Closing the gap access to healthcare ïµ Care when they need it, no matter the
distance
ïµ Decreasing cost.
Middle-range theories can be traced back to the mid-1900s in the works.docx
Middle-range theories can be traced back to the mid-1900s in the works of sociologist Robert K. Merton. Its main approach entailed combining concept and also empirical study. Registered nurses initially did not have a reasoning for evaluating middle-range concepts and relied on customs, beliefs, and expert rules in their technique. The method restricted development in the medical care occupation, and the American Nurses Organization advocated for academic designs beginning in 1965, which resulted in advancements in nursing theories. Nevertheless, registered nurses had developed concepts before the American Nurses Organization supported their extensive usage in nursing. For example, Florence Nightingale established the Environmental Concept in 1860 that linked healing with a client's atmosphere (Ribeiro et al., 2018). Likewise, Virginia Henderson developed the Nursing Demands Theory in 1955, which described 14 patient requirements (Ribeiro et al., 2018). Theories in the first stages matched the nursing metaparadigm of nursing, health and wellness, environment, and person. Further research study by nursing theorists has produced various concepts that we can evaluate and also use in modern method.
Assessing middle-range theories counts on inner as well as exterior objection to identify their integrity (Lee & Vincent, 2021). Interior criticism focuses on exactly how independent parts of the concept sync to form the theory's internal building and construction. Inner objection includes clearness, sensible advancement, competence, consistency, and also degree of theory advancement. As an example, quality describes just how the visitor comprehends the theoretical idea, whereas logical development takes a look at the coherency of the arguments that create the theory (Khoshnood et al., 2020). Additionally, competence connects to how concepts can be put on different nursing settings, and consistency needs harmony in analysis, concepts, and definitions of significant components (Khoshnood et al., 2020). Lastly, the level of development gauges a theory's development level based upon the suggestions, ideas, abstraction from fact, as well as application to technique (Khoshnood et al., 2020). Historians or nursing theorists use all five inner criticism elements to examine a middle-range concept's integrity.
Outside criticism, on the other hand, focuses on the concepts' partnership and also their communication with the sources of information that guide a theory. Exterior objection assesses energy, relevance, range, materialism, fact convergence, discrimination, and merging (Khoshnood et al., 2020). Philosophers consider energy to develop the applicability of a concept in practice as well as its value to identify if it resolves essential concerns influencing nursing technique. Moreover, they use the range to determine the variety of subjects protected and also materialism to figure out whether a concept can attend to comfort needs (Khoshnood et al., 2020)..
NURS 320- Module 2- Rural Dwellers This module introduces some comm.docx
NURS 320: Module 2: Rural Dwellers This module introduces some common characteristics of rural dwellers as they relate to healthcare. It is very important to remember that rural dwellers are not all the same! Yet it is important to appreciate some characteristics that may be more prevalent in rural areas so care can be adapted to meet unique needs and preferences. Module Objectives:  1) Consider approaches nurses should take in adapting care to meet the needs of unique individuals. 2) Explore the significance of the Symptom- Action - Timeline Process as it relates to rural dwellers. 4) Choose approaches that would facilitate positive outcomes when caring for those who delay care. 5) Appraise factors that contribute to the use of complementary and alternative approaches to care in rural dwellers. Assigned readings: Buehler, J.A., Malone, M., Mjerus-Wegerhoff, J.M. (2013). Patterns of Responses to Symptoms in Rural Residents: The Symptom-Action-Timeline Process. In C.A. Winters (Ed.), Rural nursing: Concepts,theory, and practice (pp. 131 - 139). New York: Springer.  This is chapter nine in the online text Rural nursing: Concepts, theory and practice. http://ssuproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=e680sw w&AN=547705&scope=site National Council of State Boards of Nursing (2018). A nurse's guide to professional boundaries. https://www.ncsbn.org/ProfessionalBoundaries_Complete.pdf Shreffler-Grant, J.M., Nichols, E., Weinert, C., & Ide, B. (2013). Complementary Therapy and Health Literacy in rural Dwellers. In C.A. Winters (Ed.), Rural nursing: Concepts, theory, and practice (pp.205 - 214). New York: Springer. This is chapter 13 in the online text Rural nursing: Concepts, theory and practice. http://ssuproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=e680sw w&AN=547705&scope=site Swan, M. A., & Hobbs, B. B. (2021). Lack of Anonymity and Secondary Traumatic Stress in Rural Nurses. Online Journal of Rural Nursing & Health Care, 21(1), 183–201. https://ssuproxy.mnpals.net/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm& AN=150428679&scope=site Key Points
• Since rural dwellers have different definitions of health, it is important that healthcare professionals respect values and approach care from the client’s unique perspective.
• It is important to remember that rural dwellers and rural communities are not all alike. There is much diversity (client, family, nurse, and healthcare system) in rural areas.
• It is not uncommon for rural dwellers to delay seeking professional healthcare for a variety of reasons.
• It is important that healthcare professionals are sensitive to issues surrounding the healthcare experience of rural dwellers.
• The Symptom-Action-Timeline (SATL) process is explored in relationship to rural dwellers.
• Chronic illness impacts many. It is not uncommon for rural and urban dwellers experience an.
Microaggressions create an environment of marginalization- exclusion-.docx
Microaggressions create an environment of marginalization, exclusion, and disrespect, leading to anxiety, depression, and low self-esteem. They can further create an environment of distrust, fear, and hostility which can impede communication and collaboration between individuals. For example, Alex and Coach depict how a series of microaggressions can lead to alienation, frustration, and a lack of self-esteem (Walden University, 2021). The video highlights how microaggressions can lead to feeling misunderstood and lacking belonging (Walden University, 2021). As a social worker, I would respond by listening to their stories, validating their feelings, and offering support. I would help the student identify strategies to cope with the microaggressions they are experiencing, such as utilizing self-care activities, connecting with a support system, and seeking counseling. In the video, I demonstrated several practice skills, such as active listening, empathy, a non-judgmental attitude, and cultural humility. I used reflective listening to demonstrate my understanding of the student's experiences and feelings.
The potential impacts of ethnic and racial microaggressions on adolescent psychological development can be far-reaching and long-lasting (Walden University, 2021). Such experiences can create shame, guilt, and anger, leading to depression, anxiety, and low self-esteem. They can lead to feelings of isolation and marginalization, leading to an increased risk of engaging in high-risk behaviors such as substance use. Additionally, microaggressions can leave adolescents feeling disconnected from their cultural and racial identities, resulting in a lack of cultural competency and pride.
As a social worker, I would create an open dialogue where the student can share their experiences and feelings in a safe and non-judgmental space. This would allow the student to gain insight into their feelings and help to create an action plan to address the negative impacts of microaggressions (Walden University, 2021). A key part of this process would be to utilize the values and ethics of the profession. This includes ensuring the student's rights to self-determination, confidentiality, and respect. Additionally, I would provide the student with resources and tools to help them effectively manage and cope with the negative impacts of microaggressions.
Respond
to two colleagues by providing constructive feedback on their choice of methodological approach. Would a different approach be more appropriate or effective in answering the research question? Why or why not?
.
leadership resourceTen steps to carrying out a SWOT analysisChris Pear.docx
leadership resource
Ten steps to carrying out a SWOT analysis Chris Pearce offers a guide to help nursing leaders analyse their aotivities
A SWOT ANALYSIS is an effecrive way of identifying your strengths
and weaknesses, and of examining the opportunities and threats you
face. Carrying out an analysis using the SWOT framework will help
you and your team focus your activities on where you are strongest,
and where your greatest opportunities lie,
7 C0NSIDERTHE USES OF SWOT
This technique can be used in various situations includ-
ing business planning, team building and away days, as
well as when you review the work of your team, during change man-
agement processes and even in your personal career planning.
2 PREPARETHE GROUND
Draw a box on a flip chart or whiteboard, or even a
piece of paper, and divide it into four equal sections.
Each section should be labelled as follows: Strengths, Weaknesses,
Opportunities and Threats,
3 CONSIDER YOUR STRENGTHS
On your own, or with your group or team, decide what
your strengths are, what you do well and what other
people see as your strengths. Consider this from both your own point
of view and from the perspectives of the people with whom you work,
lie realistic, not modest. If you have difficulty with this, try listing your
characteristics. Some of these will probably be strengths.
4 CONSIDER YOUR WEAKNESSES
Ask yourself questions about, for example, what you
could improve about yourself, what you do badly or
what you should avoid. Consider these questions from different
points of view, as other people may perceive weaknesses in you that
you do not see. It is best to be realistic now, and to face unpleasant
truths about yourself as soon as possible.
5 CONSIDER YOUR OPPORTUNITIES
What opportunities are before you? Of what interest-
ing trends are you aware? Useful opportunities can arise
from changes in technology, government policy and social pattems,
or from within your organisation.
6 CONSIDERTHE THREATS
What obstacles confront you? Are the specifications of
your job, or the service you provide, changing? Is chang-
ing technology threatening your position?
7 USE INFORMATION: INTERNAL FACTORS
Strengths and weaknesses are intemal faaors. Once you
have gathered information on your strengths and weak-
nesses, and the opportunities and threats tbat you face, ask yourself
first how you can capitalise on your strengths and make greater use of
them in work situations. Strengths are the basis on whicb success can
be built, so include your strengths into your plans. But also analyse
your weaknesses and consider how you can remedy them. Draw up
an action plan based on this information,
8 USE INFORMATION; EXTERNAL FACTORS
Opportunities and threats are extemal factors. Opportun-
ities should be sought, recognised and grasped as they
arise, while threats must be acknowledged and steps must be taken
to deal with them.
9 USE SWOT IN CAREER PLANNING
You can construct your own SWOT analysis to help you
with your career .
leadership resourceTen steps to carrying out a SWOT analysisChris Pear (1).docx
leadership resource
Ten steps to carrying out a SWOT analysis Chris Pearce offers a guide to help nursing leaders analyse their aotivities
A SWOT ANALYSIS is an effecrive way of identifying your strengths
and weaknesses, and of examining the opportunities and threats you
face. Carrying out an analysis using the SWOT framework will help
you and your team focus your activities on where you are strongest,
and where your greatest opportunities lie,
7 C0NSIDERTHE USES OF SWOT
This technique can be used in various situations includ-
ing business planning, team building and away days, as
well as when you review the work of your team, during change man-
agement processes and even in your personal career planning.
2 PREPARETHE GROUND
Draw a box on a flip chart or whiteboard, or even a
piece of paper, and divide it into four equal sections.
Each section should be labelled as follows: Strengths, Weaknesses,
Opportunities and Threats,
3 CONSIDER YOUR STRENGTHS
On your own, or with your group or team, decide what
your strengths are, what you do well and what other
people see as your strengths. Consider this from both your own point
of view and from the perspectives of the people with whom you work,
lie realistic, not modest. If you have difficulty with this, try listing your
characteristics. Some of these will probably be strengths.
4 CONSIDER YOUR WEAKNESSES
Ask yourself questions about, for example, what you
could improve about yourself, what you do badly or
what you should avoid. Consider these questions from different
points of view, as other people may perceive weaknesses in you that
you do not see. It is best to be realistic now, and to face unpleasant
truths about yourself as soon as possible.
5 CONSIDER YOUR OPPORTUNITIES
What opportunities are before you? Of what interest-
ing trends are you aware? Useful opportunities can arise
from changes in technology, government policy and social pattems,
or from within your organisation.
6 CONSIDERTHE THREATS
What obstacles confront you? Are the specifications of
your job, or the service you provide, changing? Is chang-
ing technology threatening your position?
7 USE INFORMATION: INTERNAL FACTORS
Strengths and weaknesses are intemal faaors. Once you
have gathered information on your strengths and weak-
nesses, and the opportunities and threats tbat you face, ask yourself
first how you can capitalise on your strengths and make greater use of
them in work situations. Strengths are the basis on whicb success can
be built, so include your strengths into your plans. But also analyse
your weaknesses and consider how you can remedy them. Draw up
an action plan based on this information,
8 USE INFORMATION; EXTERNAL FACTORS
Opportunities and threats are extemal factors. Opportun-
ities should be sought, recognised and grasped as they
arise, while threats must be acknowledged and steps must be taken
to deal with them.
9 USE SWOT IN CAREER PLANNING
You can construct your own SWOT analysis to help you
with your career .
In 2016- PresidentObama replaced abstinence-only programs with age-app.docx
In 2016, President Obama replaced abstinence-only programs with age-appropriate, evidence-based education that addresses life skills to help teens make responsible decisions that lead to safe and healthy lives. Many have argued that sexuality education should be the responsibility of parents and clergy and that schools should not be involved. However, parents and clergy have rebutted that they lack the proper information to disseminate to the kids and oftentimes cite a lack of proper information and embarrassment or acknowledgment of teen sexuality. Sexuality education is a lifelong process and it requires a multifaceted approach, it is a team effort.
.
During a recent presidential election there was an individual vying fo.docx
During a recent presidential election there was an individual vying for the democratic nomination who believed in universal basic income. His name is Andrew Yang. While it might seem far fetched to some, universal basic income has been researched for over 50 years and various public and private entities have conducted their own experiments with this idea.
For the purposes of this assignment, students will research a universal basic income experiment in the United States; currently being implemented or historic. Students will discuss the experiment, utilizing their knowledge of liberal, conservative and progressive perspectives to help identify, discuss, and explain the pros and cons of the experiment. Students will identify the outcomes of the experiment. Students will also discuss if they believe the experiment could or could not be implemented within their own community. It is expected that students will identify and discuss the prevailing perspectives within their community and explain how these perspectives informed their decision.
Responses should be a minimum of two-pages double spaced, written in MS Word, 12-point font, with proper grammar and editing. Responses will be evaluated on content as well as writing style so ensure a thorough, grammatically correct response. Responses will be submitted through Turnitin.
.
In Chapter 4- Global Communication and Diversity- cultural intelligenc.docx
In Chapter 4, Global Communication and Diversity, cultural intelligence is described as important for global businesses to develop and be successful beyond borders.
Assignment 1 is an article review of global communication. Read a magazine article about a global business that includes issues about cross-cultural differences. Use the following online sources for an article:
BloombergLinks to an external site.
Time MagazineLinks to an external site.
After reading an article about global business, address the following:
Article information
: article name, source, date/edition, pages, web address
Summary:
a short summary of the article (one half-page)
Cultural lessons:
one paragraph that describes one or two aspects of culture that are illustrated by the article
Grading Rubric:
Followed APA format appropriately. Provided at least three (3) scholarly citations from one article. Article information provided.
Contained the appropriate article topic and background based on the chosen news/articles. Provided an excellent introduction.
Provided a well-written and thoughtful conclusion.
Provided excellent content and demonstrated an understanding and analysis of global and cross-cultural differences. Emphasized the importance of recognizing global and cross-cultural differences. The paper was within one to two pages in length.
.
What do you see as the most important dynamics that shape the operatio.docx
What do you see as the most important dynamics that shape the operation and interaction of the institutions covered in the Key Policy Players section, Part II, of George and Rishikof? In your opinion, is there a hierarchy among these institutions and if so, how does it function and why does it exist?
.
Week 4 Assignment - Software Development PlanScenario-Your team has be.docx
Week 4 Assignment - Software Development Plan
Scenario:
Your team has been tasked with delivering a Section 508-validated application for U.S. Department of Homeland Security field officers to check potential immigrants for connections to criminal or terrorist behavior. This application must meet these requirements:
· Conform with Section-508 accessibility guidelines.
· Allow wireless real-time bidirectional data transfer and database queries with secure servers.
· Have a secure login and, after two minutes of non-use, have autolocking that reactivates a secure login.
· Allow for officers working on any day and at any time in offices, from vehicles, and on foot along the U.S. border and in cities across the country.
Overview
In Week 2, you defined how you will determine user applicability and needs. This week, you will map out a plan for your project.
Instructions:
Create a 2–3-page software development plan for the application you are developing. Include the following:
· List 8–10 steps the project will follow from proposal to post-implementation stages for proper design of the application. Be sure to account for all application constraints in the project planning steps.
· Explain the outcome, process, and resources involved in accomplishing each step. Incorporate at least 3 credible and relevant resources to support your statements.
· Create a Gantt chart that includes each step in the process, the resources involved, and the estimated duration of time it will take to complete each step. It is recommended that you use Microsoft Excel to create your chart. You may copy and paste it into your software development plan document or submit a separate file.
· Remember, your audience is your company’s IT executive. Your writing should be professional and free of grammar, punctuation, and spelling errors.
Figure 1. The evolution of the Waterfall Model (a) and its long development cycles (analysis, design, implementation, test) to the shorter, iterative devel- opment cycles within, for example, the Spiral Model (b) to Extreme Programming’s (c) blending of all these activities, a little at a time, throughout the entire software development process.
0018-9162/99/$10.00 © 1999 IEEE70 Computer
I n the beginning was the waterfall (Figure 1a). We would get the users to tell us once and for all exactly what they wanted. We would design the system that would deliver those features. We would code it. We would test to make sure the
features were delivered. All would be well. All was not well. The users didn’t tell us once and
for all exactly what they wanted. They didn’t know. They contradicted themselves. They changed their minds. And the users weren’t the only problem. We programmers could think we were making great progress only to discover three-fourths of the way through that we were one-third of the way through.
If long development cycles were bad because they couldn’t adapt to changes, perhaps what we needed was to make shorter.
Topic - Disease of the Aorta-The research report should be typed and d.docx
Topic - Disease of the Aorta.
The research report should be typed and double-spaced. Include a page header at the top of every page which includes your paper title and page numbers. List cited sources on a separate page called References (centered at the top of the page),
•double spaced
•hanging indent
•sort references alphabetically by the last name of the first author.
.
Using any song of your choice- do a line-by line annotation of the son.docx
Using any song of your choice, do a line-by line annotation of the song, formulate a thesis of the song, and use it to develop the summary of the song.
N/B Annotations includes:
1. Two synthesis statements and questions about the song
2. Five instances of notable languages in the song
3. One paraphrase and 2 statements of epiphany
4. Two quotations you may potentially use from the song and clarification of a specific, complicated term or phrase used by the singer.
Length: Two pages, no reference needed
.
Chapter Title- Theoretical Overview Book Title- Immigrant America Boo.docx
Chapter Title: Theoretical Overview Book Title: Immigrant America
Book Subtitle: A Portrait
Book Author(s): Alejandro Portes and Rubén G. Rumbaut
Published by: University of California Press
Stable URL: https://www.jstor.org/stable/10.1525/j.ctt7zw0nw.14
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms
University of California Press is collaborating with JSTOR to digitize, preserve and extend access to Immigrant America
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48
There is no comprehensive theory of international migration. Those that exist tend to focus on manual labor migrants and then extend, haphaz- ardly, to the origins and patterns of settlement of professional migrants, entrepreneurs, and refugees. Existing theories can be organized into four categories: (1) determinants of the origins of migration; (2) determi- nants of its continuation and directionality; (3) uses of migrant labor; and (4) patterns of migrant settlement and adaptation. In this chapter we review and evaluate these theories and note their applicability to the different types of migrant described in the prior chapter.
The Origins of Migration Push-Pull
The most widely held approach to the causes of migration is that of push-pull theories. Generally, these consist of a compilation of eco- nomic, social, and political factors deemed to force individuals to leave their native region or country and of a similar list of factors impelling them toward another. This approach is employed mutatis mutandis to explain movements other than physical-labor migrations. Thus, refu- gee flows are frequently contrasted with labor migrations by noting the greater importance of “push†factors in the former.1 Students of profes- sional emigration have compiled polar lists of incentives, often termed differentials of advantage, to explain the causes of the brain drain from certain countries.2
Chapter 2
Theoretical Overview
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Theoretical Overview | 49
These theories of migration also emphasize the gap in wage incen- tives between sending and receiving regions. The notion of unlimited supplies of labor, employed in analyses of both internal and interna- tional migrations, is based on the existence of a permanent large differ- ent.
As a child- Erik Salomonsen had many questions but few answers about h.docx
As a child, Erik Salomonsen had many questions but few answers about his biological father. He knew who his mother was—a beautiful Jewish Dane whose family tried hard to appear Danish rather than Jewish. But who was his father?Born into a single-parent family, the young boy held three separate beliefs regarding his origins. At first, he believed that his mother’s husband, a physician named Theodor Homburger, was his biological father. However, as Erik matured, he began to realize that this was incorrect because his blond hair and blue eyes did not match the dark features of either parent. He pressed his mother for an explanation, but she lied to him and said that a man named Valdemar Salomonsen—her first husband—was his biological father and that he abandoned her after she became pregnant with Erik. However, Erik didn’t quite believe this second story either because he learned that Salomonsen had left his mother 4 years before Erik was born. Finally, Erik chose to believe that he was the outcome of a sexual liaison between his mother and an artistically gifted aristocratic Dane. For nearly the remainder of his life, Erik believed this third story. Nevertheless, he continued to search for his own identity while seeking the name of his biological father.During his school days, Erik’s Scandinavian features contributed to his identity confusion. When he attended temple, his blue eyes and blond hair made him appear to be an outsider. At public school, his Aryan classmates referred to him as a Jew, so Erik felt out of place in both arenas. Throughout his life, he had difficulty accepting himself as either a Jew or a Gentile.When his mother died, Erik, then 58 years old, feared he would never know the identity of his biological father. But he persevered in his search. Finally, more than 30 years later and as his mind and body began to deteriorate, Erik lost interest in learning his father’s name. However, he continued to show some identity confusion. For example, he spoke mostly in German—the language of his youth—and rarely spoke in English, his primary language for more than 60 years. In addition, he retained a long-held affinity for Denmark and the Danish people and took perverted pride in displaying the flag of Denmark, a country in which he never lived.Overview of Post-Freudian TheoryThe person we introduced in the opening vignette, of course, was Erik Erikson, the person who coined the term identity crisis. Erikson had no college degree of any kind, but this lack of formal training did not prevent him from gaining world fame in an impressive variety of fields including psychoanalysis, anthropology, psychohistory, and education.Unlike earlier psychodynamic theorists who severed nearly all ties to Freudian psychoanalysis, Erikson intended his theory of personality to extend rather than repudiate Freud’s assumptions and to offer a new “way of looking at things†(Erikson, 1963, p. 403). His post-Freudian theory extended Fre.
SAMPLE - Philosophy Matrix - SAMPLE There are many ways to complete th.docx
SAMPLE - Philosophy Matrix - SAMPLE There are many ways to complete the philosophy matrix acceptably. Below are two examples of
the section on idealism. Both of these students chose to write in complete sentences. However, if
the ideas are understandable, clear phrases will do. IDEALISM (Plato)
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
Role
Curricular
Focus Methodology Criticisms
Truth lies in
the realm of
ideas.
Knowing truth
requires that it
fit into a
harmonious
nature of the
universe.
Developing a
system of
truth, and
focus on
goodness and
beauty.
A desire to
strive for
perfection –
always works
to capacity.
Priority to
living in
harmony and
focus on
good.
To pass on
knowledge of
reality and to
be an example
of the ethical
ideal.
Teacher
initiates
discussions.
Curriculum is
formed
around
subjects that
bring students
into contact
with ideas. It
has a strong
humanities
focus.
Strong focus
on words in
written or
spoken form.
Verbal
lecture,
discussions,
and reading in
the library.
Seen as an
“ivory tower
experience,â€
with emphasis
on the ideas of
the past and
the focus on
preserving
heritage rather
than learning
for change.
IDEALISM (Plato)
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
Role
Curricular
Focus
Methodology Criticisms
Pure ideas
beyond the
realm of
physical
senses. Only
perceived
through
intellect.
Truth is a
priori.
Absolute
Mind.
Consistent
with
harmonious
nature of the
universe.
Realm of
Macrocosm=
Absolute Self.
Microcosm=
earthly
individual.
Individual
must try to be
like Absolute
Self. In
accordance
Intellect is
key. Mental
development
of learner.
Learner
strives to be
more like
Absolute Self.
Strives for
perfection.
Teacher is
closer to
Absolute than
are students.
Teacher
models what
students
should try to
be. Pass on
knowledge,
Humanities
such as
history and
literature.
Mathematics
(based on a
priori
principles).
Bring students
into contact
Transfer of
knowledge
(ideas)
through
written or
spoken words.
Lecture or
reading in
library.
Discussions
School is a
sustainer of
status quo
(focus on
unchanging
universal
ideas). Ivory
tower
experience
that fails to
EDLC 504
Page 1 of 2
ideas, not
detected by
senses, only
thought.
with
Universal
Moral Law
(ie: God).
Human
condition is
good.
help students
become closer
to Absolute
Self.
with ideas. about ideas.
No field trips
or practical
skills taught
address
practical day
to day aspects
of human life.
EDLC 504
Page 2 of 2
Philosophy Matrices Template
(The names beside each philosophy are just for reference to help you connect the philosophy with specific philosophers.)
Page 2 of 2
Philosophy Matrices Assignment Instructions
Overview
The overview of the first three modules of this course will lead you into an exploration of various educational philosophies. Traditional philosophies, modern and post-modern philosophies, as well as educational theories of transformation and transmission will all be studied along with their corresponding p.
11Nature versus Nurture Student NameUniversityCourseProfessors NameDat.docx
1
1
Nature versus Nurture
Student Name
University
Course
Professors Name
Date
Nature and Nurture
The debate of nature and nurture is a longstanding discussion in psychology and other related fields that centers on the relative importance of genetic factors versus environmental factors in determining human behavior and development. Those who argue for the "nature" side of the debate suggest that genetic factors such as inherited genes and biology play a significant role in determining things like personality, intelligence, and behavior. (Honeycutt, 2019). On the other hand, those who argue for the "nurture" side of the debate suggest that environmental factors such as upbringing, culture, and personal experiences have a more significant influence on human behavior and development. (Honeycutt, 2019). It is now widely embraced that both nature and nurture have an essential impact on human development. Studies have shown that genetics influence certain traits, such as intelligence and personality, but environmental factors also play a significant role. For example, children born with a genetic predisposition to intelligence may not fully realize their potential if they do not have access to good educational opportunities. Similarly, children raised in adverse environments may struggle to overcome the negative effects of their upbringing, even if they have a genetic predisposition to resilience.
I think I can embrace that both nature and nurture impact human development simply because they interact in developing certain behaviors and disorders. For example, while a genetic predisposition may make a person more susceptible to developing a mental illness, environmental factors such as stress and trauma can also significantly trigger symptoms' onset. Furthermore, genetics may play a role in determining an individual's potential for athletic ability, but the person will not develop that potential without proper training and conditioning. Similarly, genetics may provide a foundation for cognitive skills such as memory and problem-solving, but education and other environmental factors can significantly enhance these abilities.
After reading the text, my thought did not change as it states that genetics and environment both play a role in human development, and how they interact is not always straightforward. Epigenetics, the study of how environmental factors can influence the expression of genes, has shown that the relationship between nature and nurture is more complex than previously thought. This, to some extent, embraces my initial thought of nature and nurture.
Recent research has continued to explore the complex relationship between nature and nurture in developing specific behavioral traits. A study published in 2017 in the journal "Nature Human Behavior" found that genetic factors account for about 40-50% of the variation in aggressive behavior. (Robins (2021). However, the study also found that environmental factors such as childhood maltreatm.
Discussion post reply to the following soap noted case scenario-Respon.docx
Discussion post reply to the following soap noted case scenario.
Respond by analyzing Analyze the possible conditions from your colleagues' differential diagnoses. Determine which of the conditions you would reject and why. Identify the most likely condition, and justify your reasoning.
APA format with intext citation
2 to 3 scholarly references with in the last 5 years
Plagiarism free with Turnitin report
250-300 minimum word count
Case scenario # 1
Week 8, Mpofu Sibongile C
1/18/2023
Review of Case Study # 2 Ankle Pain SOAP Note.
Patient Information: Name: MF
Initials, MF Age: 46-year-old Sex: Female, Caucasian.
S.
CC : “My Ankles Hurts, worse on the right ankleâ€.
HPI : MF is a 46-year-old Caucasian female who presents to the clinic this morning with bilateral ankle pain, worse on the right foot it hurts and very uncomfortable. She reports pain started two days ago after playing soccer over the weekend, she says she heard a “popâ€. It is a throbbing pain, that gets worse when she bears weight on it when standing or walking but gets better when she applies ice and rest with feet elevated. She states the pain as constant all day, associated with swelling. She rates her pain as 3/10 left ankle but right ankle is 7/10.
Current Medication:
1. Ibuprofen 400 mg x 2 PO 8 hrly prn for pain. Has been taking it for 2 days ago.
2. Tylenol 650 mg PO 6 hourly for pain. Since last night.
3. Ice packs, twice daily for pain.
4. Fish oil 1200 mg PO, HS for pain
Allergies: No Known allergies to drugs nor food allergies .
PMH: MF is up to date with her immunization, has covid-19 vaccine in June 2022. (Pfizer). Second dose on September 15th, 2022. Tetanus vaccine a year ago but cannot recall the date. Is getting flu vaccine end of the month. Made up history. Sprained her ankle 2 years ago,2020. No previous surgeries.
Soc History : Â She is a high school sports teacher. Married for 6 years, no children. She enjoys outdoor activities walking, camping, playing soccer and shopping. She lives with her husband in a 3-bedroom house, secure community. She does not smoke but drinks alcohol, a glass of wine during dinner and beer during weekends only if no sports. Denies drugs use. She drives herself to work, wears seat belts, she only answers the phone using her Bluetooth. She eats healthy diet and exercises 3 times a week on her treadmill and plays sports (soccer) every Friday afternoon and Saturday from 4 pm to 6pm. She gets support from her husband and is a member of teachers support group.
Fam Hx :
1. Mother: 72 years. Type 2 diabetes, on diet control, diagnosed 3 years ago alive.
2. Father: Father 78 years with gout, is alive.
3. Sister: 40 years with arthritis alive
4. Maternal grandmother: died at 80 years from hypertension.
5. Maternal grandfather: died at 68 years from COPD.
6. Paternal grandfather: Died from heart attack at 70 years.
7. Paternal grandmother: died at 80 years, unknown cause, but had arthritis.
ROS :
General: MF appears healthy, she wei.
Discussion must be 1 - 2 paragraphsAny sources must be cited in APA fo.docx
Discussion must be 1 - 2 paragraphs
Any sources must be cited in APA format
For the initial post, address the following:
Can scientists ever be completely objective when conducting research? Why or why not? Support your argument with resources.
What might be the consequences (positive and/or negative) of emotion in scientific research?
.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 2- Research Aptitude (UGC NET Paper I).pdf
This slide describes the research aptitude of unit 2 in the UGC NET paper I.
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Quantitative research Qualitative researchFocus on testing hypotheses.docx
Quantitative research Qualitative research
Focus on testing hypotheses and theories. Focus on exploring ideas formulating a theory or hypothesis.
Requires many respondents. Requires few respondents.
Closed questions. Open-ended questions.
Quantitative is a good fit for my study. My research question is " Does foster kids have higher risk of homelessness compared to youth who were never placed out of home by child welfare? The reason why Quantitative fit my study because I will be able test the theory if foster children is more at risk of becoming homeless if they removed from their home. With quantitative research you to analyze a survey with multiple choice questions that is distributed to a sample. This could be done online, in person, or over phone. I could also experiment the situation. Situation in which different types of variables are controlled and manipulated to establish cause and effect relationships. I could observed the subject in a natural environment where variables can not be controlled.
The way how I will make sure my approach will be culturally sensitive by understanding how cultural differences may affect and influence individuals when forming their unique personalities, perceptions, and their interaction to others.
Reference
Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2018).
Research methods for social workers
(8th ed.). Pearson. Chapter 6: Qualitative Research (pp. 126–145)
Casado, B. L., Negi, N. J., & Hong, M. (2012). Culturally competent social work research: Methodological considerations for research with language minorities
Social Work
, 57(1), 1–10.
Respond
to two colleagues by providing constructive feedback on their choice of methodological approach. Would a different approach be more appropriate or effective in answering the research question? Why or why not?
.
Paper OneLength- 1000- 1200 words- 3-5-4 pages- exclusive of the Work.docx
Paper One
Length : 1000- 1200 words/ 3.5-4 pages, exclusive of the Work Cited page
For your first paper, you’ll be analyzing impediments to your own critical thinking and how they shaped your decision making in a specific decision in your life.
First, think back to a decision you’ve made that you either now see as a bad decision or that you’re still not fully sure you thought through critically. It doesn’t have to be a super-personal decision (why did I date that girl for so long in high school?), and it can even be a decision that’s had a good outcome (why did I choose this university?), as long as you can express how you didn’t really think critically about it at the time .
Elements of Reasoning : For prewriting purposes, go around the circle of elements with this decision as you made it then , paying close attention to who you were when you made it (your Point of View). You’ll want to use these notes as you describe your decision-making process and put any elements of reasoning in bold in your paper. Plan to use between 3-5 elements of reasoning in your paper.
Impediments : Finally, think about what types of impediments got in your way as you made this decision. Develop paragraphs in your paper around these impediments and put them in bold type in your paper as well. Your thesis statement should say something about how the impediments that blocked your critical thinking interacted with the elements of reasoning to keep you from using them effectively.
Because all papers in CRTW must include documented material, make sure you quote Nosich at least once when talking about at least one impediment that hindered your critical thinking. You'll then need to give the page number in MLA format in your paper and create a Works Cited page with Nosich's book on it at the end of your paper.
Hints:
1. Don’t be afraid to use the first person “I.†This is a paper about you and your thinking.
2. You can tell this as a story if you’d like, so long as it’s clear that you’re analyzing your own thinking and which impediments and elements of reasoning were (or weren’t) involved.
3. Whether you tell this as a story or write it as a more formal academic paper, your introduction should give some context to your decision: when was it, what was it, and why did you need to make it?
4. In your conclusion, rather than repeating what you’ve already said in the introduction and body of the paper, please try to reflect on what you’ve learned from analyzing this decision and/or making the decision in the first place. What might you do differently in the future? How might you approach the same impediment(s) if you feel them creeping into your thought process in future decisions?
Proprietary
KATHY FORSYTH
CAPELLA UNIVERSITY
Tele Psych Staff Training Session
Proprietary
What is Telehealth
and Tele psych?
ïµ Technology ïµ Four models
ïµ Closing the gap access to healthcare ïµ Care when they need it, no matter the
distance
ïµ Decreasing cost.
Middle-range theories can be traced back to the mid-1900s in the works.docx
Middle-range theories can be traced back to the mid-1900s in the works of sociologist Robert K. Merton. Its main approach entailed combining concept and also empirical study. Registered nurses initially did not have a reasoning for evaluating middle-range concepts and relied on customs, beliefs, and expert rules in their technique. The method restricted development in the medical care occupation, and the American Nurses Organization advocated for academic designs beginning in 1965, which resulted in advancements in nursing theories. Nevertheless, registered nurses had developed concepts before the American Nurses Organization supported their extensive usage in nursing. For example, Florence Nightingale established the Environmental Concept in 1860 that linked healing with a client's atmosphere (Ribeiro et al., 2018). Likewise, Virginia Henderson developed the Nursing Demands Theory in 1955, which described 14 patient requirements (Ribeiro et al., 2018). Theories in the first stages matched the nursing metaparadigm of nursing, health and wellness, environment, and person. Further research study by nursing theorists has produced various concepts that we can evaluate and also use in modern method.
Assessing middle-range theories counts on inner as well as exterior objection to identify their integrity (Lee & Vincent, 2021). Interior criticism focuses on exactly how independent parts of the concept sync to form the theory's internal building and construction. Inner objection includes clearness, sensible advancement, competence, consistency, and also degree of theory advancement. As an example, quality describes just how the visitor comprehends the theoretical idea, whereas logical development takes a look at the coherency of the arguments that create the theory (Khoshnood et al., 2020). Additionally, competence connects to how concepts can be put on different nursing settings, and consistency needs harmony in analysis, concepts, and definitions of significant components (Khoshnood et al., 2020). Lastly, the level of development gauges a theory's development level based upon the suggestions, ideas, abstraction from fact, as well as application to technique (Khoshnood et al., 2020). Historians or nursing theorists use all five inner criticism elements to examine a middle-range concept's integrity.
Outside criticism, on the other hand, focuses on the concepts' partnership and also their communication with the sources of information that guide a theory. Exterior objection assesses energy, relevance, range, materialism, fact convergence, discrimination, and merging (Khoshnood et al., 2020). Philosophers consider energy to develop the applicability of a concept in practice as well as its value to identify if it resolves essential concerns influencing nursing technique. Moreover, they use the range to determine the variety of subjects protected and also materialism to figure out whether a concept can attend to comfort needs (Khoshnood et al., 2020)..
NURS 320- Module 2- Rural Dwellers This module introduces some comm.docx
NURS 320: Module 2: Rural Dwellers This module introduces some common characteristics of rural dwellers as they relate to healthcare. It is very important to remember that rural dwellers are not all the same! Yet it is important to appreciate some characteristics that may be more prevalent in rural areas so care can be adapted to meet unique needs and preferences. Module Objectives:  1) Consider approaches nurses should take in adapting care to meet the needs of unique individuals. 2) Explore the significance of the Symptom- Action - Timeline Process as it relates to rural dwellers. 4) Choose approaches that would facilitate positive outcomes when caring for those who delay care. 5) Appraise factors that contribute to the use of complementary and alternative approaches to care in rural dwellers. Assigned readings: Buehler, J.A., Malone, M., Mjerus-Wegerhoff, J.M. (2013). Patterns of Responses to Symptoms in Rural Residents: The Symptom-Action-Timeline Process. In C.A. Winters (Ed.), Rural nursing: Concepts,theory, and practice (pp. 131 - 139). New York: Springer.  This is chapter nine in the online text Rural nursing: Concepts, theory and practice. http://ssuproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=e680sw w&AN=547705&scope=site National Council of State Boards of Nursing (2018). A nurse's guide to professional boundaries. https://www.ncsbn.org/ProfessionalBoundaries_Complete.pdf Shreffler-Grant, J.M., Nichols, E., Weinert, C., & Ide, B. (2013). Complementary Therapy and Health Literacy in rural Dwellers. In C.A. Winters (Ed.), Rural nursing: Concepts, theory, and practice (pp.205 - 214). New York: Springer. This is chapter 13 in the online text Rural nursing: Concepts, theory and practice. http://ssuproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=e680sw w&AN=547705&scope=site Swan, M. A., & Hobbs, B. B. (2021). Lack of Anonymity and Secondary Traumatic Stress in Rural Nurses. Online Journal of Rural Nursing & Health Care, 21(1), 183–201. https://ssuproxy.mnpals.net/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm& AN=150428679&scope=site Key Points
• Since rural dwellers have different definitions of health, it is important that healthcare professionals respect values and approach care from the client’s unique perspective.
• It is important to remember that rural dwellers and rural communities are not all alike. There is much diversity (client, family, nurse, and healthcare system) in rural areas.
• It is not uncommon for rural dwellers to delay seeking professional healthcare for a variety of reasons.
• It is important that healthcare professionals are sensitive to issues surrounding the healthcare experience of rural dwellers.
• The Symptom-Action-Timeline (SATL) process is explored in relationship to rural dwellers.
• Chronic illness impacts many. It is not uncommon for rural and urban dwellers experience an.
Microaggressions create an environment of marginalization- exclusion-.docx
Microaggressions create an environment of marginalization, exclusion, and disrespect, leading to anxiety, depression, and low self-esteem. They can further create an environment of distrust, fear, and hostility which can impede communication and collaboration between individuals. For example, Alex and Coach depict how a series of microaggressions can lead to alienation, frustration, and a lack of self-esteem (Walden University, 2021). The video highlights how microaggressions can lead to feeling misunderstood and lacking belonging (Walden University, 2021). As a social worker, I would respond by listening to their stories, validating their feelings, and offering support. I would help the student identify strategies to cope with the microaggressions they are experiencing, such as utilizing self-care activities, connecting with a support system, and seeking counseling. In the video, I demonstrated several practice skills, such as active listening, empathy, a non-judgmental attitude, and cultural humility. I used reflective listening to demonstrate my understanding of the student's experiences and feelings.
The potential impacts of ethnic and racial microaggressions on adolescent psychological development can be far-reaching and long-lasting (Walden University, 2021). Such experiences can create shame, guilt, and anger, leading to depression, anxiety, and low self-esteem. They can lead to feelings of isolation and marginalization, leading to an increased risk of engaging in high-risk behaviors such as substance use. Additionally, microaggressions can leave adolescents feeling disconnected from their cultural and racial identities, resulting in a lack of cultural competency and pride.
As a social worker, I would create an open dialogue where the student can share their experiences and feelings in a safe and non-judgmental space. This would allow the student to gain insight into their feelings and help to create an action plan to address the negative impacts of microaggressions (Walden University, 2021). A key part of this process would be to utilize the values and ethics of the profession. This includes ensuring the student's rights to self-determination, confidentiality, and respect. Additionally, I would provide the student with resources and tools to help them effectively manage and cope with the negative impacts of microaggressions.
Respond
to two colleagues by providing constructive feedback on their choice of methodological approach. Would a different approach be more appropriate or effective in answering the research question? Why or why not?
.
leadership resourceTen steps to carrying out a SWOT analysisChris Pear.docx
leadership resource
Ten steps to carrying out a SWOT analysis Chris Pearce offers a guide to help nursing leaders analyse their aotivities
A SWOT ANALYSIS is an effecrive way of identifying your strengths
and weaknesses, and of examining the opportunities and threats you
face. Carrying out an analysis using the SWOT framework will help
you and your team focus your activities on where you are strongest,
and where your greatest opportunities lie,
7 C0NSIDERTHE USES OF SWOT
This technique can be used in various situations includ-
ing business planning, team building and away days, as
well as when you review the work of your team, during change man-
agement processes and even in your personal career planning.
2 PREPARETHE GROUND
Draw a box on a flip chart or whiteboard, or even a
piece of paper, and divide it into four equal sections.
Each section should be labelled as follows: Strengths, Weaknesses,
Opportunities and Threats,
3 CONSIDER YOUR STRENGTHS
On your own, or with your group or team, decide what
your strengths are, what you do well and what other
people see as your strengths. Consider this from both your own point
of view and from the perspectives of the people with whom you work,
lie realistic, not modest. If you have difficulty with this, try listing your
characteristics. Some of these will probably be strengths.
4 CONSIDER YOUR WEAKNESSES
Ask yourself questions about, for example, what you
could improve about yourself, what you do badly or
what you should avoid. Consider these questions from different
points of view, as other people may perceive weaknesses in you that
you do not see. It is best to be realistic now, and to face unpleasant
truths about yourself as soon as possible.
5 CONSIDER YOUR OPPORTUNITIES
What opportunities are before you? Of what interest-
ing trends are you aware? Useful opportunities can arise
from changes in technology, government policy and social pattems,
or from within your organisation.
6 CONSIDERTHE THREATS
What obstacles confront you? Are the specifications of
your job, or the service you provide, changing? Is chang-
ing technology threatening your position?
7 USE INFORMATION: INTERNAL FACTORS
Strengths and weaknesses are intemal faaors. Once you
have gathered information on your strengths and weak-
nesses, and the opportunities and threats tbat you face, ask yourself
first how you can capitalise on your strengths and make greater use of
them in work situations. Strengths are the basis on whicb success can
be built, so include your strengths into your plans. But also analyse
your weaknesses and consider how you can remedy them. Draw up
an action plan based on this information,
8 USE INFORMATION; EXTERNAL FACTORS
Opportunities and threats are extemal factors. Opportun-
ities should be sought, recognised and grasped as they
arise, while threats must be acknowledged and steps must be taken
to deal with them.
9 USE SWOT IN CAREER PLANNING
You can construct your own SWOT analysis to help you
with your career .
leadership resourceTen steps to carrying out a SWOT analysisChris Pear (1).docx
leadership resource
Ten steps to carrying out a SWOT analysis Chris Pearce offers a guide to help nursing leaders analyse their aotivities
A SWOT ANALYSIS is an effecrive way of identifying your strengths
and weaknesses, and of examining the opportunities and threats you
face. Carrying out an analysis using the SWOT framework will help
you and your team focus your activities on where you are strongest,
and where your greatest opportunities lie,
7 C0NSIDERTHE USES OF SWOT
This technique can be used in various situations includ-
ing business planning, team building and away days, as
well as when you review the work of your team, during change man-
agement processes and even in your personal career planning.
2 PREPARETHE GROUND
Draw a box on a flip chart or whiteboard, or even a
piece of paper, and divide it into four equal sections.
Each section should be labelled as follows: Strengths, Weaknesses,
Opportunities and Threats,
3 CONSIDER YOUR STRENGTHS
On your own, or with your group or team, decide what
your strengths are, what you do well and what other
people see as your strengths. Consider this from both your own point
of view and from the perspectives of the people with whom you work,
lie realistic, not modest. If you have difficulty with this, try listing your
characteristics. Some of these will probably be strengths.
4 CONSIDER YOUR WEAKNESSES
Ask yourself questions about, for example, what you
could improve about yourself, what you do badly or
what you should avoid. Consider these questions from different
points of view, as other people may perceive weaknesses in you that
you do not see. It is best to be realistic now, and to face unpleasant
truths about yourself as soon as possible.
5 CONSIDER YOUR OPPORTUNITIES
What opportunities are before you? Of what interest-
ing trends are you aware? Useful opportunities can arise
from changes in technology, government policy and social pattems,
or from within your organisation.
6 CONSIDERTHE THREATS
What obstacles confront you? Are the specifications of
your job, or the service you provide, changing? Is chang-
ing technology threatening your position?
7 USE INFORMATION: INTERNAL FACTORS
Strengths and weaknesses are intemal faaors. Once you
have gathered information on your strengths and weak-
nesses, and the opportunities and threats tbat you face, ask yourself
first how you can capitalise on your strengths and make greater use of
them in work situations. Strengths are the basis on whicb success can
be built, so include your strengths into your plans. But also analyse
your weaknesses and consider how you can remedy them. Draw up
an action plan based on this information,
8 USE INFORMATION; EXTERNAL FACTORS
Opportunities and threats are extemal factors. Opportun-
ities should be sought, recognised and grasped as they
arise, while threats must be acknowledged and steps must be taken
to deal with them.
9 USE SWOT IN CAREER PLANNING
You can construct your own SWOT analysis to help you
with your career .
In 2016- PresidentObama replaced abstinence-only programs with age-app.docx
In 2016, President Obama replaced abstinence-only programs with age-appropriate, evidence-based education that addresses life skills to help teens make responsible decisions that lead to safe and healthy lives. Many have argued that sexuality education should be the responsibility of parents and clergy and that schools should not be involved. However, parents and clergy have rebutted that they lack the proper information to disseminate to the kids and oftentimes cite a lack of proper information and embarrassment or acknowledgment of teen sexuality. Sexuality education is a lifelong process and it requires a multifaceted approach, it is a team effort.
.
During a recent presidential election there was an individual vying fo.docx
During a recent presidential election there was an individual vying for the democratic nomination who believed in universal basic income. His name is Andrew Yang. While it might seem far fetched to some, universal basic income has been researched for over 50 years and various public and private entities have conducted their own experiments with this idea.
For the purposes of this assignment, students will research a universal basic income experiment in the United States; currently being implemented or historic. Students will discuss the experiment, utilizing their knowledge of liberal, conservative and progressive perspectives to help identify, discuss, and explain the pros and cons of the experiment. Students will identify the outcomes of the experiment. Students will also discuss if they believe the experiment could or could not be implemented within their own community. It is expected that students will identify and discuss the prevailing perspectives within their community and explain how these perspectives informed their decision.
Responses should be a minimum of two-pages double spaced, written in MS Word, 12-point font, with proper grammar and editing. Responses will be evaluated on content as well as writing style so ensure a thorough, grammatically correct response. Responses will be submitted through Turnitin.
.
In Chapter 4- Global Communication and Diversity- cultural intelligenc.docx
In Chapter 4, Global Communication and Diversity, cultural intelligence is described as important for global businesses to develop and be successful beyond borders.
Assignment 1 is an article review of global communication. Read a magazine article about a global business that includes issues about cross-cultural differences. Use the following online sources for an article:
BloombergLinks to an external site.
Time MagazineLinks to an external site.
After reading an article about global business, address the following:
Article information
: article name, source, date/edition, pages, web address
Summary:
a short summary of the article (one half-page)
Cultural lessons:
one paragraph that describes one or two aspects of culture that are illustrated by the article
Grading Rubric:
Followed APA format appropriately. Provided at least three (3) scholarly citations from one article. Article information provided.
Contained the appropriate article topic and background based on the chosen news/articles. Provided an excellent introduction.
Provided a well-written and thoughtful conclusion.
Provided excellent content and demonstrated an understanding and analysis of global and cross-cultural differences. Emphasized the importance of recognizing global and cross-cultural differences. The paper was within one to two pages in length.
.
What do you see as the most important dynamics that shape the operatio.docx
What do you see as the most important dynamics that shape the operation and interaction of the institutions covered in the Key Policy Players section, Part II, of George and Rishikof? In your opinion, is there a hierarchy among these institutions and if so, how does it function and why does it exist?
.
Week 4 Assignment - Software Development PlanScenario-Your team has be.docx
Week 4 Assignment - Software Development Plan
Scenario:
Your team has been tasked with delivering a Section 508-validated application for U.S. Department of Homeland Security field officers to check potential immigrants for connections to criminal or terrorist behavior. This application must meet these requirements:
· Conform with Section-508 accessibility guidelines.
· Allow wireless real-time bidirectional data transfer and database queries with secure servers.
· Have a secure login and, after two minutes of non-use, have autolocking that reactivates a secure login.
· Allow for officers working on any day and at any time in offices, from vehicles, and on foot along the U.S. border and in cities across the country.
Overview
In Week 2, you defined how you will determine user applicability and needs. This week, you will map out a plan for your project.
Instructions:
Create a 2–3-page software development plan for the application you are developing. Include the following:
· List 8–10 steps the project will follow from proposal to post-implementation stages for proper design of the application. Be sure to account for all application constraints in the project planning steps.
· Explain the outcome, process, and resources involved in accomplishing each step. Incorporate at least 3 credible and relevant resources to support your statements.
· Create a Gantt chart that includes each step in the process, the resources involved, and the estimated duration of time it will take to complete each step. It is recommended that you use Microsoft Excel to create your chart. You may copy and paste it into your software development plan document or submit a separate file.
· Remember, your audience is your company’s IT executive. Your writing should be professional and free of grammar, punctuation, and spelling errors.
Figure 1. The evolution of the Waterfall Model (a) and its long development cycles (analysis, design, implementation, test) to the shorter, iterative devel- opment cycles within, for example, the Spiral Model (b) to Extreme Programming’s (c) blending of all these activities, a little at a time, throughout the entire software development process.
0018-9162/99/$10.00 © 1999 IEEE70 Computer
I n the beginning was the waterfall (Figure 1a). We would get the users to tell us once and for all exactly what they wanted. We would design the system that would deliver those features. We would code it. We would test to make sure the
features were delivered. All would be well. All was not well. The users didn’t tell us once and
for all exactly what they wanted. They didn’t know. They contradicted themselves. They changed their minds. And the users weren’t the only problem. We programmers could think we were making great progress only to discover three-fourths of the way through that we were one-third of the way through.
If long development cycles were bad because they couldn’t adapt to changes, perhaps what we needed was to make shorter.
Topic - Disease of the Aorta-The research report should be typed and d.docx
Topic - Disease of the Aorta.
The research report should be typed and double-spaced. Include a page header at the top of every page which includes your paper title and page numbers. List cited sources on a separate page called References (centered at the top of the page),
•double spaced
•hanging indent
•sort references alphabetically by the last name of the first author.
.
Using any song of your choice- do a line-by line annotation of the son.docx
Using any song of your choice, do a line-by line annotation of the song, formulate a thesis of the song, and use it to develop the summary of the song.
N/B Annotations includes:
1. Two synthesis statements and questions about the song
2. Five instances of notable languages in the song
3. One paraphrase and 2 statements of epiphany
4. Two quotations you may potentially use from the song and clarification of a specific, complicated term or phrase used by the singer.
Length: Two pages, no reference needed
.
Chapter Title- Theoretical Overview Book Title- Immigrant America Boo.docx
Chapter Title: Theoretical Overview Book Title: Immigrant America
Book Subtitle: A Portrait
Book Author(s): Alejandro Portes and Rubén G. Rumbaut
Published by: University of California Press
Stable URL: https://www.jstor.org/stable/10.1525/j.ctt7zw0nw.14
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms
University of California Press is collaborating with JSTOR to digitize, preserve and extend access to Immigrant America
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48
There is no comprehensive theory of international migration. Those that exist tend to focus on manual labor migrants and then extend, haphaz- ardly, to the origins and patterns of settlement of professional migrants, entrepreneurs, and refugees. Existing theories can be organized into four categories: (1) determinants of the origins of migration; (2) determi- nants of its continuation and directionality; (3) uses of migrant labor; and (4) patterns of migrant settlement and adaptation. In this chapter we review and evaluate these theories and note their applicability to the different types of migrant described in the prior chapter.
The Origins of Migration Push-Pull
The most widely held approach to the causes of migration is that of push-pull theories. Generally, these consist of a compilation of eco- nomic, social, and political factors deemed to force individuals to leave their native region or country and of a similar list of factors impelling them toward another. This approach is employed mutatis mutandis to explain movements other than physical-labor migrations. Thus, refu- gee flows are frequently contrasted with labor migrations by noting the greater importance of “push†factors in the former.1 Students of profes- sional emigration have compiled polar lists of incentives, often termed differentials of advantage, to explain the causes of the brain drain from certain countries.2
Chapter 2
Theoretical Overview
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Theoretical Overview | 49
These theories of migration also emphasize the gap in wage incen- tives between sending and receiving regions. The notion of unlimited supplies of labor, employed in analyses of both internal and interna- tional migrations, is based on the existence of a permanent large differ- ent.
As a child- Erik Salomonsen had many questions but few answers about h.docx
As a child, Erik Salomonsen had many questions but few answers about his biological father. He knew who his mother was—a beautiful Jewish Dane whose family tried hard to appear Danish rather than Jewish. But who was his father?Born into a single-parent family, the young boy held three separate beliefs regarding his origins. At first, he believed that his mother’s husband, a physician named Theodor Homburger, was his biological father. However, as Erik matured, he began to realize that this was incorrect because his blond hair and blue eyes did not match the dark features of either parent. He pressed his mother for an explanation, but she lied to him and said that a man named Valdemar Salomonsen—her first husband—was his biological father and that he abandoned her after she became pregnant with Erik. However, Erik didn’t quite believe this second story either because he learned that Salomonsen had left his mother 4 years before Erik was born. Finally, Erik chose to believe that he was the outcome of a sexual liaison between his mother and an artistically gifted aristocratic Dane. For nearly the remainder of his life, Erik believed this third story. Nevertheless, he continued to search for his own identity while seeking the name of his biological father.During his school days, Erik’s Scandinavian features contributed to his identity confusion. When he attended temple, his blue eyes and blond hair made him appear to be an outsider. At public school, his Aryan classmates referred to him as a Jew, so Erik felt out of place in both arenas. Throughout his life, he had difficulty accepting himself as either a Jew or a Gentile.When his mother died, Erik, then 58 years old, feared he would never know the identity of his biological father. But he persevered in his search. Finally, more than 30 years later and as his mind and body began to deteriorate, Erik lost interest in learning his father’s name. However, he continued to show some identity confusion. For example, he spoke mostly in German—the language of his youth—and rarely spoke in English, his primary language for more than 60 years. In addition, he retained a long-held affinity for Denmark and the Danish people and took perverted pride in displaying the flag of Denmark, a country in which he never lived.Overview of Post-Freudian TheoryThe person we introduced in the opening vignette, of course, was Erik Erikson, the person who coined the term identity crisis. Erikson had no college degree of any kind, but this lack of formal training did not prevent him from gaining world fame in an impressive variety of fields including psychoanalysis, anthropology, psychohistory, and education.Unlike earlier psychodynamic theorists who severed nearly all ties to Freudian psychoanalysis, Erikson intended his theory of personality to extend rather than repudiate Freud’s assumptions and to offer a new “way of looking at things†(Erikson, 1963, p. 403). His post-Freudian theory extended Fre.
SAMPLE - Philosophy Matrix - SAMPLE There are many ways to complete th.docx
SAMPLE - Philosophy Matrix - SAMPLE There are many ways to complete the philosophy matrix acceptably. Below are two examples of
the section on idealism. Both of these students chose to write in complete sentences. However, if
the ideas are understandable, clear phrases will do. IDEALISM (Plato)
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
Role
Curricular
Focus Methodology Criticisms
Truth lies in
the realm of
ideas.
Knowing truth
requires that it
fit into a
harmonious
nature of the
universe.
Developing a
system of
truth, and
focus on
goodness and
beauty.
A desire to
strive for
perfection –
always works
to capacity.
Priority to
living in
harmony and
focus on
good.
To pass on
knowledge of
reality and to
be an example
of the ethical
ideal.
Teacher
initiates
discussions.
Curriculum is
formed
around
subjects that
bring students
into contact
with ideas. It
has a strong
humanities
focus.
Strong focus
on words in
written or
spoken form.
Verbal
lecture,
discussions,
and reading in
the library.
Seen as an
“ivory tower
experience,â€
with emphasis
on the ideas of
the past and
the focus on
preserving
heritage rather
than learning
for change.
IDEALISM (Plato)
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
Role
Curricular
Focus
Methodology Criticisms
Pure ideas
beyond the
realm of
physical
senses. Only
perceived
through
intellect.
Truth is a
priori.
Absolute
Mind.
Consistent
with
harmonious
nature of the
universe.
Realm of
Macrocosm=
Absolute Self.
Microcosm=
earthly
individual.
Individual
must try to be
like Absolute
Self. In
accordance
Intellect is
key. Mental
development
of learner.
Learner
strives to be
more like
Absolute Self.
Strives for
perfection.
Teacher is
closer to
Absolute than
are students.
Teacher
models what
students
should try to
be. Pass on
knowledge,
Humanities
such as
history and
literature.
Mathematics
(based on a
priori
principles).
Bring students
into contact
Transfer of
knowledge
(ideas)
through
written or
spoken words.
Lecture or
reading in
library.
Discussions
School is a
sustainer of
status quo
(focus on
unchanging
universal
ideas). Ivory
tower
experience
that fails to
EDLC 504
Page 1 of 2
ideas, not
detected by
senses, only
thought.
with
Universal
Moral Law
(ie: God).
Human
condition is
good.
help students
become closer
to Absolute
Self.
with ideas. about ideas.
No field trips
or practical
skills taught
address
practical day
to day aspects
of human life.
EDLC 504
Page 2 of 2
Philosophy Matrices Template
(The names beside each philosophy are just for reference to help you connect the philosophy with specific philosophers.)
Page 2 of 2
Philosophy Matrices Assignment Instructions
Overview
The overview of the first three modules of this course will lead you into an exploration of various educational philosophies. Traditional philosophies, modern and post-modern philosophies, as well as educational theories of transformation and transmission will all be studied along with their corresponding p.
11Nature versus Nurture Student NameUniversityCourseProfessors NameDat.docx
1
1
Nature versus Nurture
Student Name
University
Course
Professors Name
Date
Nature and Nurture
The debate of nature and nurture is a longstanding discussion in psychology and other related fields that centers on the relative importance of genetic factors versus environmental factors in determining human behavior and development. Those who argue for the "nature" side of the debate suggest that genetic factors such as inherited genes and biology play a significant role in determining things like personality, intelligence, and behavior. (Honeycutt, 2019). On the other hand, those who argue for the "nurture" side of the debate suggest that environmental factors such as upbringing, culture, and personal experiences have a more significant influence on human behavior and development. (Honeycutt, 2019). It is now widely embraced that both nature and nurture have an essential impact on human development. Studies have shown that genetics influence certain traits, such as intelligence and personality, but environmental factors also play a significant role. For example, children born with a genetic predisposition to intelligence may not fully realize their potential if they do not have access to good educational opportunities. Similarly, children raised in adverse environments may struggle to overcome the negative effects of their upbringing, even if they have a genetic predisposition to resilience.
I think I can embrace that both nature and nurture impact human development simply because they interact in developing certain behaviors and disorders. For example, while a genetic predisposition may make a person more susceptible to developing a mental illness, environmental factors such as stress and trauma can also significantly trigger symptoms' onset. Furthermore, genetics may play a role in determining an individual's potential for athletic ability, but the person will not develop that potential without proper training and conditioning. Similarly, genetics may provide a foundation for cognitive skills such as memory and problem-solving, but education and other environmental factors can significantly enhance these abilities.
After reading the text, my thought did not change as it states that genetics and environment both play a role in human development, and how they interact is not always straightforward. Epigenetics, the study of how environmental factors can influence the expression of genes, has shown that the relationship between nature and nurture is more complex than previously thought. This, to some extent, embraces my initial thought of nature and nurture.
Recent research has continued to explore the complex relationship between nature and nurture in developing specific behavioral traits. A study published in 2017 in the journal "Nature Human Behavior" found that genetic factors account for about 40-50% of the variation in aggressive behavior. (Robins (2021). However, the study also found that environmental factors such as childhood maltreatm.
Discussion post reply to the following soap noted case scenario-Respon.docx
Discussion post reply to the following soap noted case scenario.
Respond by analyzing Analyze the possible conditions from your colleagues' differential diagnoses. Determine which of the conditions you would reject and why. Identify the most likely condition, and justify your reasoning.
APA format with intext citation
2 to 3 scholarly references with in the last 5 years
Plagiarism free with Turnitin report
250-300 minimum word count
Case scenario # 1
Week 8, Mpofu Sibongile C
1/18/2023
Review of Case Study # 2 Ankle Pain SOAP Note.
Patient Information: Name: MF
Initials, MF Age: 46-year-old Sex: Female, Caucasian.
S.
CC : “My Ankles Hurts, worse on the right ankleâ€.
HPI : MF is a 46-year-old Caucasian female who presents to the clinic this morning with bilateral ankle pain, worse on the right foot it hurts and very uncomfortable. She reports pain started two days ago after playing soccer over the weekend, she says she heard a “popâ€. It is a throbbing pain, that gets worse when she bears weight on it when standing or walking but gets better when she applies ice and rest with feet elevated. She states the pain as constant all day, associated with swelling. She rates her pain as 3/10 left ankle but right ankle is 7/10.
Current Medication:
1. Ibuprofen 400 mg x 2 PO 8 hrly prn for pain. Has been taking it for 2 days ago.
2. Tylenol 650 mg PO 6 hourly for pain. Since last night.
3. Ice packs, twice daily for pain.
4. Fish oil 1200 mg PO, HS for pain
Allergies: No Known allergies to drugs nor food allergies .
PMH: MF is up to date with her immunization, has covid-19 vaccine in June 2022. (Pfizer). Second dose on September 15th, 2022. Tetanus vaccine a year ago but cannot recall the date. Is getting flu vaccine end of the month. Made up history. Sprained her ankle 2 years ago,2020. No previous surgeries.
Soc History : Â She is a high school sports teacher. Married for 6 years, no children. She enjoys outdoor activities walking, camping, playing soccer and shopping. She lives with her husband in a 3-bedroom house, secure community. She does not smoke but drinks alcohol, a glass of wine during dinner and beer during weekends only if no sports. Denies drugs use. She drives herself to work, wears seat belts, she only answers the phone using her Bluetooth. She eats healthy diet and exercises 3 times a week on her treadmill and plays sports (soccer) every Friday afternoon and Saturday from 4 pm to 6pm. She gets support from her husband and is a member of teachers support group.
Fam Hx :
1. Mother: 72 years. Type 2 diabetes, on diet control, diagnosed 3 years ago alive.
2. Father: Father 78 years with gout, is alive.
3. Sister: 40 years with arthritis alive
4. Maternal grandmother: died at 80 years from hypertension.
5. Maternal grandfather: died at 68 years from COPD.
6. Paternal grandfather: Died from heart attack at 70 years.
7. Paternal grandmother: died at 80 years, unknown cause, but had arthritis.
ROS :
General: MF appears healthy, she wei.
Discussion must be 1 - 2 paragraphsAny sources must be cited in APA fo.docx
Discussion must be 1 - 2 paragraphs
Any sources must be cited in APA format
For the initial post, address the following:
Can scientists ever be completely objective when conducting research? Why or why not? Support your argument with resources.
What might be the consequences (positive and/or negative) of emotion in scientific research?
.
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APA format1) Minimum 15 pages (No word count per page)- Follow the 3.docx
- 1. APA format 1) Minimum 15 pages  (No word count per page)- Follow the 3 x 3 rule: minimum of three paragraphs per page You must strictly comply with the number of paragraphs requested per page. The number of words in each paragraph should be similar Part 1: minimum 5 pages (Due 40 hours) Part 2: minimum 4 pages (Due 40 hours) Part 3: minimum 3 pages (Due 60 hours) Part 4: minimum 3 pages (Due 60 hours) Submit 1 document per part 2)¨******APA norms The number of words in each paragraph should be similar Must be written in the third person All paragraphs must be narrative and cited in the text- each paragraph The writing must be coherent, using connectors or conjunctive to extend, add information, or contrast information. Bulleted responses are not accepted
- 2. Don't write in the first person Do not use subtitles or titles Don't copy and paste the questions. Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph Submit 1 document per part 3)****************************** It will be verified by Turnitin ( Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) ********************************It will be verified by SafeAssign ( Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks) 4) Minimum 4 references (APA format) per part not older than 5 years  (Journals, books) (No websites) All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed 5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next Example: Q 1. Nursing is XXXXX Q 2. Health is XXXX Q3. Research is.......................................................... (a) The relationship between......... (b) EBI has to
- 3. 6) You must name the files according to the part you are answering: Example: Part 1.doc Part 2.doc ______________________________________________________________________________ ____ Parts 3 and 4 Â can have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted. The number of words in each paragraph should be similar Part 1: Psychopathology Four paragraphs per page; one paragraph per question. That is, one must answer four questions per page. According to DSM-5 primarily, answer: 1. What are Dissociative Disorders (One paragraph) 2. Â Briefly explains the subcategories of Dissociative Disorders (Two paragraphs: Â One paragraph for a and b; Â One paragraph for c, d and e) a. Dissociative Identity Disorder b. Dissociative Amnesia c. Depersonalization/Derealization Disorder d. Other Specified Dissociative Disorder e. Unspecified Dissociative Disorder
- 4. 3. Explain  how they differ (Two paragraphs:  One paragraph for a and b;  One paragraph for c, d and e) a. Dissociative Identity Disorder b. Dissociative Amnesia c. Depersonalization/Derealization Disorder d. Other Specified Dissociative Disorder e. Unspecified Dissociative Disorder 4. For Dissociative Identity Disorder explain (Three paragraphs: One paragraph for a and b,  One paragraph for c and d;  One paragraph for e and f) a.  Age criteria for making this diagnosis b. Age-related factors c. Symptoms d. Describes rule-out three differential diagnoses e. Risk factors f. Prognostic Factors 5.  For Dissociative Amnesia explain (Three paragraphs: One paragraph for a and b,  One paragraph for c and d;  One paragraph for e and f) a.  Age criteria for making this diagnosis b. Age-related factors c. Symptoms d. Describes rule-out three differential diagnoses e. Risk factors f. Prognostic Factors
- 5. 6. For Depersonalization/Derealization explain (Three paragraphs: One paragraph for a and b, Â One paragraph for c and d; Â One paragraph for e and f) a. Â Age criteria for making this diagnosis b. Age-related factors c. Symptoms d. Describes rule-out three differential diagnoses e. Risk factors f. Prognostic Factors 7. Other Specified Dissociative Disorder (Three paragraphs: One paragraph for a and b, Â One paragraph for c and d; Â One paragraph for e and f) a. Â Age criteria for making this diagnosis b. Age-related factors c. Symptoms d. Describes rule-out three differential diagnoses e. Risk factors f. Prognostic Factors 8. Unspecified Dissociative Disorder (Three paragraphs: One paragraph for a and b, Â One paragraph for c and d; Â One paragraph for e and f) a. Â Age criteria for making this diagnosis b. Age-related factors c. Symptoms d. Describes rule-out three differential diagnoses e. Risk factors
- 6. f. Prognostic Factors Part 2: Psychopathology Four paragraphs per page; one paragraph per question. That is, one must answer four questions per page. According to DSM-5 primarily, answer: 1. What are Elimination Disorders (One paragraph) 2.  Brielfy explain the subcategories of Dissociative Disorders  (Two paragraphs:  One paragraph for a and b;  One paragraph for c and d) a. Enuresis b. Encopresis c. Other Specified Elimination Disorder d. Unspecified Elimination Disorder 3. Explain  how they differ  (Two paragraphs:  One paragraph for a and b;  One paragraph for c and d) a. Enuresis b. Encopresis c. Other Specified Elimination Disorder d. Unspecified Elimination Disorder 4. For Enuresis explain (Three paragraphs: One paragraph for a and b,  One paragraph for c and d;  One paragraph for e and f) a.  Age criteria for making this diagnosis b. Age-related factors
- 7. c. Symptoms d. Describes rule-out three differential diagnoses e. Risk factors f. Prognostic Factors 5. Â For Encopresis explain (Three paragraphs: One paragraph for a and b, Â One paragraph for c and d; Â One paragraph for e and f) a. Â Age criteria for making this diagnosis b. Age-related factors c. Symptoms d. Describes rule-out three differential diagnoses e. Risk factors f. Prognostic Factors 6. For Other Specified Elimination Disorder explain (Three paragraphs: One paragraph for a and b, Â One paragraph for c and d; Â One paragraph for e and f) a. Â Age criteria for making this diagnosis b. Age-related factors c. Symptoms d. Describes rule-out three differential diagnoses e. Risk factors f. Prognostic Factors 7. For Unspecified Elimination Disorder explain (Three paragraphs: One paragraph for a and b, Â One paragraph for c and d; Â One paragraph for e and f) a. Â Age criteria for making this diagnosis b. Age-related factors c. Symptoms
- 8. d. Describes rule-out three differential diagnoses e. Risk factors f. Prognostic Factors Part 4: Practicum- Health assessment Three paragraphs per page; one paragraph per question. That is, one must answer Three questions per page. 1. Explain what is Mental status examination (MSE) (One paragraph) 2. Explain how to assess the main components of appearance, attitude, and behavior (Two paragraphs: One paragraph for a and b;  One paragraph for c and d) a. Appearance b. Speech c. Eye contact d. Motor activity 3. Explain how to assess the main components of mood and affect (One paragraph) d. Mood (Subjective) e. Affect (Objective) 4. Explain how to assess the main components of perceptual (One paragraph) disturbances a. Hallucination b. Dissociation 5. Explain how to assess the main components of cognition  (Two paragraphs: One paragraph for a and b;  One paragraph for c and d) a. Orientation impairment b. Memory impairment
- 9. c. Attention d. Thinking 6. Explain how to assess the main components of thoughts (Two paragraphs: One paragraph for a and b; Â One paragraph for c and d) a. Suicidality b. Homicidal c. Delusion d. Irreality Part 3: Practicum- Health assessment Three paragraphs per page; one paragraph per question. That is, one must answer Three questions per page. 1. Explain how to assess the main components of General (Two paragraphs: One paragraph for a and b; Â One paragraph for c and d) a. Appearance b. Posture c. Eye contact d. Attitude 2. Explain how to assess the main components of Behaviour (One paragraph) a. Motor b. Limbs movement 3. Explain how to assess the main components of mood and affect (One paragraph) d. Mood (Subjective) e. Affect (Objective)
- 10. 4. Explain how to assess the main components of perceptual (One paragraph) a. self-perception-Others-perception b. Illusions-Depersonalization 5. Explain how to assess the main components of cognition  (Two paragraphs: One paragraph for a and b;  One paragraph for c and d) a. Orientation b. Memory c. Attention d. Concentration 6. Explain how to assess the main components of thoughts (Two paragraphs: One paragraph for a and b;  One paragraph for c and d) a. Suicidality-Homicidal b. Coherence c. Delusion-Irreality d. Logic