Case StudyDante and Tiffany both work for an advertising co.docx
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Case Study: Dante and Tiffany both work for an advertising company and were assigned a new account together. Their manager, who was very intimating with a loud, assertive voice, instructed them to create a proposal for the new customer which included a design for a restaurant logo and advertising slogan to be used on several billboards throughout the area. They had one week to create the proposal before it would be presented to the restaurant owners. Their boss raised his voice and demanded that they do a good job on the presentation and secure this account. During the first day, Dante approached Tiffany and suggested they come up with an outline to split up the work and manage their time. Tiffany immediately stated that she would take the task of the logo and would submit it at the end of the week because she wanted to make sure she received credit for her work. Although Dante would have preferred to work together on both tasks, he agreed to let Tiffany complete the logo on her own. After all, they had very little time to complete the project and do a good job on it. Over the next two days, Tiffany ignored Dante’s requests to work together and any input or ideas he had for the project. She brought her progress directly to the boss for feedback without ever showing it to Dante. Tiffany even started working on the slogan without Dante. When Dante approached Tiffany about her actions, she told him that she was more experienced in her position than him and this is the way she gets things done. Dante stepped back and let Tiffany complete the project on her own. At the end of the week, Tiffany presented the campaign to the restaurant owners while Dante stood to the side. The restaurant owners were impressed with the logo and slogan and decided to accept the proposal. The boss was very pleased with Tiffany and Dante’s work and suggested they work together on future accounts. Tiffany was annoyed by her boss’s suggestion but did not say anything. Dante felt very disappointed and frustrated having to work with Tiffany. Answer the following: 1. Identify the main conflict(s) in the case study. Why are these conflicts? 2. What are the conflict triggers for Dante and how would you describe Dante’s feelings that contributed to the conflict? 3. Of the 5 Killmann’s Conflict Management Styles, which style was used by Tiffany in this case study? Describe. 4. Of the 5 Killmann’s Conflict Management Styles, which style was used by Dante in this case study? Describe. 5. How could this situation have resulted with a better outcome for all if a different type of conflict management style was used? .
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Chapter 10 Theodore Dalrymple The Frivolity of Evil Theodore Dalrymp.docx
Chapter 10 Theodore Dalrymple The Frivolity of Evil Theodore Dalrymple When prisoners are released from prison, they often say that they have paid their debt to society. This is absurd, of course: crime is not a matter of double-entry bookkeeping. You cannot pay a debt by having caused even greater expense, nor can you pay in advance for a bank robbery by offering to serve a prison sentence before you commit it. Perhaps, metaphorically speaking, the slate is wiped clean once a prisoner is released from prison, but the debt is not paid off. It would be just as absurd for me to say, on my imminent retirement after 14 years of my hospital and prison work, that I have paid my debt to society. I had the choice to do something more pleasing if I had wished, and I was paid, if not munificently, at least adequately. I chose the disagreeable neighborhood in which I practiced because, medically speaking, the poor are more interesting, at least to me, than the rich: their pathology is more florid, their need for attention greater. Their dilemmas, if cruder, seem to me more compelling, nearer to the fundamentals of human existence. No doubt I also felt my services would be more valuable there: in other words, that I had some kind of duty to perform. Perhaps for that reason, like the prisoner on his release, I feel I have paid my debt to society. Certainly, the work has taken a toll on me, and it is time to do something else. Someone else can do battle with the metastasizing social pathology of Great Britain, while I lead a life aesthetically more pleasing to me. 121 From City Journal, Autumn 2004 by Theodore Dalrymple. Copyright © 2004 by The Manhattan Institute. Reprinted by permission. 1 2 10_Arandia.qxp_8.5 x 10.88 Standard 4/12/16 10:13 AM Page 121 My work has caused me to become perhaps unhealthily preoccupied with the problem of evil. Why do people commit evil? What conditions allow it to flourish? How is it best prevented and, when necessary, suppressed? Each time I listen to a patient recounting the cruelty to which he or she has been subjected, or has committed (and I have listened to several such patients every day for 14 years), these questions revolve endlessly in my mind. No doubt my previous experiences fostered my preoccupation with this problem. My mother was a refugee from Nazi Germany, and though she spoke very little of her life before she came to Britain, the mere fact that there was much of which she did not speak gave evil a ghostly presence in our household. Later, I spent several years touring the world, often in places where atrocity had recently been, or still was being, committed. In Central America, I witnessed civil war fought between guerrilla groups intent on imposing totalitarian tyranny on their societies, opposed by armies that didn’t scruple to resort to massacre. In Equatorial Guinea, the current dictator was the nephew and henchman of the last dictator, who had killed or driven into exile a third of the population, ex.
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one from the Northern European Renaissance (fifteenth century, 1400–1499)
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Title of the work of art
The date(s) it was created
The medium or materials used to create the work of art, such as oil paint, marble, etc.
Where the work is located now.
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Chapter #15
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— India by Britain
— Philippines 1st by Spain, then the US
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— contrasted with African Americans (13%) and Hispanic Americans (16%)
- overall, rapid growth in numbers of Asian Americans in US recently
— one reason: immigration changes in 1965
— one of the largest growing groups – Asian Indians
— rapid growth is expected to continue
- 10 largest Asian groups in fig 8.1 below
- high percentage of foreign born in Asian American population
— 88% of Asian Americans are either 1st generation (foreign born) or 2nd generation (their children)
— — see figure 8.2 below
- similar to Hispanic Americans, Asian Americans are
+ likely to identify with country of origin 1st
origins and cultures
great diversity in languages, cultures, religions
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- these cultures are quite different from each other, but there are some similarities
similarities:
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— — therefore loyalty to group, conformity to societal expections and respect for superiors are important
- it is important to be sensitive to the opinions and judgements of others; avoid public embarrassment, giving offence
— guilt / shame dichotomy
— — Asian cultures: emphasis on not bringing shame to the family / group from others (if someone goes against societal expectations, they are bringing shame onto their family / group)
— — — emphasis on proper behavior, conformity to convention and how others judge one, avoid embarressment (to self or to others), avoid personal confrontations
— — — overall desire to seek harmony
— — Western culture emphasizes individuals develop personal consciences and we need to avoid guilt (if someone goes against societal expectations, they are guilty of ... — Westerners guided by personal sense of guilt)
- generally (but not always) traditionally patriarchal
— in China foot binding was practiced for many generations
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2. An auditor’s report on whether the financial statements are fairly presented in accordance with International Financial Reporting Standards.
3. An engagement to help a company structure a merger transaction to minimize the taxes of the combined entities.
4. A report stating whether the company has complied with restrictive covenants related to officer compensation and payment of dividends contained in a bank loan agreement.
5. A report on the effectiveness of internal controls at a company that provides payroll processing for other companies.
6. An examination report stating whether a company’s statement of greenhouse gas emissions is presented in conformity with standards issued by the World Business Council for Sustainable Development and the World Resources Institute.
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10. A report about management’s assertion on the effectiveness of controls over the availability, reliability, integrity, and maintainability of its accounting information system.
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Required
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(2) An attestation service other than an audit service.
(3) An assurance or no assurance service that is not an attestation service.
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Learning Agreement
Student name:
Student D#:
Student e-mail, phone:
Mentor name and credentials:
Mentor contact information (work phone, cell phone, e-mail and work address):
Directions:
For Week 1, complete the Learning Agreement with self-identified goals to meet Course Outcomes (COs) and initial plans to meet those self-identified goals; review the TIPS document to help you and discuss your goals and plans with your mentor. Your mentor must sign the Learning Agreement for your Week 1 submission.
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The Learning Agreement consists of three sections.
I. Student Learning Outcomes table (Week 1)
II. Signatures approving plan (Week 1)
III. Signatures and mentor verification (Week 8)
Due Dates:
1. Initial signed Learning Agreement is submitted by 11:59 p.m. MT, Sunday at the end of Week 1
2. Completed signed Learning Agreement is submitted by 11:59 p.m. MT, Saturday of Week 8
A minimum of 144 hours practicum experience is required by the end of NR632.
If the 144 hours are not completed by end of term, you will receive a grade of “I” and not be able to graduate until completed.
I. Student Learning Outcomes
Course Outcomes
Student Identified Practicum Goals to Meet COs
Plan to Meet Student Identified Practicum Goals
Narrative Description of Attainment of Student-Identified Goals Through the End of CGE 1
CO 1: Apply leadership skills concepts of project management as a nurse executive in an organizational setting to develop, implement and evaluate successful project plans. (POs 4 and 5)
CO 2: Using current knowledge, standards of practice, and research from evidence-based literature, synthesize a foundation for the nurse executive role. (POs 3 and 4)
CO 3: Exemplify professional values and scholarship that support the role of a student in a practicum setting. (PO 4)
CO 4: Contribute to the body of nursing leadership and management knowledge through research, planning, evaluation and dissemination of findings. (PO 4)
CO 5: Apply professional values characteristic of the competent and caring nurse executive that promote holistic care principles and an appreciation of cultural humility ( POs 1, 3, and 4)
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Article
Reference
Purpose
Hypothesis
Study Question
Variables
Independent(I)
Dependent(D)
Study Design
Sample
Size and Selection
Data Collection
Methods
Major Findings
1
(sample not a real article)
Smith, Lewis (2013),
What should I eat? A focus for those living with diabetes. Journal of Nursing Education, 1 (4) 111-112.
How do educational support groups effect dietary modifications in patients with diabetes?
D-Dietary modifications
I-Education
Qualitative
N- 18
Convenience sample-selected from local support group in Pittsburgh, PA
Focus Groups
Support and education improved compliance with dietary modifications.
1
2
3
4
5
NR449 Evidence Matric Table.docx Revised10/20/14 ns/cs
1
.
Centralized System for Strategic ResourcesIntroductionAttentio.docx
Centralized System for Strategic Resources
Introduction
Attention: According to recent news reports, US states are competing with each other to shop for medical supplies such as masks, PPE (personal protective equipment), and ventilators. Sometimes, states are even battling with the federal government for bidding, which pushed the prices for such supplies even higher and caused a lot of chaos.
Reveal Topic: A centralized system for strategic resources means that the federal government would represent all individual states and make purchases globally as a single outward-facing entity. Then resources will be coordinated and allocated to individual states.
Credibility: New York State Governor Cuomo states that it is very problematic to keep the current chaotic and unorganized systems. It costs more for taxpayers and could be life-threatening.
Central Idea: US federal government should establish a centralized system for buying, coordinating, and allocating strategic resources such as medical supplies.
Preview: Today, I will talk about why the lack of a centralized system for strategic resources could be costly and even deadly and the benefits of a centralized system.
Transition: Now let's first have a look at the harmful impacts of the current unorganized situation.
Body
I. Main Point #1 (statement of the need for action): Since the unorganized bidding for medical supplies is causing chaos and uncertainty, there should be a way to organize the bidding efforts so that all states can be allocated sufficient supplies.
A. (Description of the problem) The demand for medical supplies is high across all states in the United States amid the COVID-19 pandemic.
1. (signs, symptoms, effects of problem) Due to an increase in coronavirus cases, the low supply of medical resources, and the existence of numerous bidders in the market, States are experiencing a surge in the need for medical supplies (Lara, Rand, and Bartley).
2. (example, narrative, or testimony) The current situation in the country has slowed down the capacity of states to procure PPEs and has also augmented the costs (Triggle).
B. (Importance of problem) There is no efficient way to facilitate the process as everyone is trying to purchase the same thing.
1. (extent of problem) In the past, states in the U.S have worked closely with regional officials when faced with emergencies such as hurricanes, but the current unprecedented situation has affected all states simultaneously and has made the process murkier.
a. (facts/statistics) There is a bidding war between the various states and local governments as all states in the U.S are desperate to find a solution to meet the needs of their healthcare professionals in their fight against the spread of COVID-19 (Lara, Rand, and Bartley).
b. (expert/narrative) According to Casey Tingle, deputy director of the Louisiana Governor’s Office of Homeland Security and Emergency Preparedness, it is not clear whether the federal administration can p.
Challenge your thinking.10) After completing the WebQuest, has y.docx
Challenge your thinking.
10) After completing the WebQuest, has your opinion about the homeless individuals changed?
11) If so, how did it change? If not, provide rationale.
12) Suggest at least two community interventions relating to homelessness.
13) Are there examples of these interventions in our area? Identify and describe the services they offer.
FS 1513 Observation Project Details
Time Involved
Students enrolled in FS 1513 are expected to complete at least 15 hours of observations related to human development. This work will involve creating a journal entry for each of their observational sessions. There should be entries for at least 15 hours of observations by the end of the semester.
There should be 1 journal entry for each time you observe—whether it is for 1 hour or more—there should only be 1 entry. So, if you observed 3 times in 1 week for 1 hour each time then you would need 3 journal entries. Alternately, if you observed 1 time for 3 hours then you would need 1 journal entry. However, this means that there will be less information to assess your work (i.e., 1 mistake can cost more points).
Observations: Who and Where
Part of the purpose of this project is to observe differences in development across the life span. So, observations should involve people from different age ranges over the course of the semester. Some entries should focus on development observed during childhood (i.e., observing children from infancy through grade-school), others should involve observing development during adolescence (i.e., observing pubescent and adolescent children), and others should involve should involve observing development during adulthood (i.e., observing adults from early to later in life). The important point is that observations should be completed for at least three age groups for the entire semester.
Observations should take place in naturalistic settings. Naturalistic means that people should be observed in place where they would normally be present (i.e., not in a lab). Ideally, this would mean that they are able to behave as they normally would. The goal, however, is to have enough time to observe a person so that they can demonstrate what they have developed. This means that you will need to be able to watch them behaving naturally for the duration of your observation (i.e., at least 1 hour). Observations that are less than 1 hour will not be counted as complete.
Formatting
Journal entries using the appropriate templates should be completed for each observation session. The templates (available on the course website and below) should contain all of the identifying information. Journal entries that do not use the template will not be graded.
First, each journal entry must contain documentary information. This should cover (1) who did the observations and who was observed, (2) where and when did the observations happen, (3) what were the people being observed generally like, (4) what was the setting like, and (5) keep tr.
Ch.10 Discussion - Jingles33 unread replies.33 replies.D.docx
This document discusses an assignment for a class discussion on jingles in radio advertising. Students are instructed to identify a jingle they dislike and one they like, analyze why each jingle works or does not work, and present their critique to the class. They are also asked to provide thoughtful responses to at least two other student posts by going beyond simple agreement and adding something new to the discussion. A grading rubric is provided that evaluates submissions based on professionalism, thoroughness, and progression.
Central Sierra Insurance (CSI) sets bonus percentages based on c.docx
Central Sierra Insurance (CSI) sets bonus percentages based on commissions earned by each agent and calculates totals by branch office. This workbook also tracks fundraising efforts of employees for a community event.
[Student Learning Outcomes 2.1, 2.2, 2.3, 2.5, 2.6, 2.7]
File Needed:
CentralSierra-02.xlsx
(Available from the
Start File
link.)
Completed Project File Name:
[your name]-CentralSierra-02.xlsx
Skills Covered in This Project
Create, copy, and edit formulas.
Name cell ranges.
Set mathematical order of operations.
Set cell references to be absolute.
Use the
NOW
function.
Use
HLOOKUP
and
VLOOKUP
Use the
SUMIF
function.
Build an
IF
function.
Open the start file
CentralSierra-02.xlsx
workbook. If the workbook opens in Protected View, click the Enable Editing button so you can modify it. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it.
Select the
Tables
sheet, select cells
A6:B10
, and create range names using the
Create from Selection
button [
Formulas
tab,
Defined Names
group].
Select cells
B1:F2
and click the
Name
box. Name the selection H_Rates. Note that the first row is arranged in ascending order.
Create an
HLOOKUP
function to display the bonus rate.
Click the
Commissions
sheet tab and select cell
F5
.
Start the
HLOOKUP
function and use cell
E5
as the
lookup_value
.
For the
table_array
argument, use the
H_Rates
range.
Use the second row for the
row_index_num
argument (Figure 2-100).
Figure 2-100
HLOOKUP
function to display bonus
Format the results as
Percent Style
with two decimal places.
Copy the formula in cell
F5
to cells
F6:F14
.
Set order of operations to calculate total earnings.
Select cell
G5
.
Build a formula to add the commissions amount (E5) to the commissions amount times the rate (F5*E5).
Copy the formula in cell
G5
to cells
G6:G14
.
Create and copy a
SUMIF
function to calculate total earnings by branch office.
Select cell
E18
.
Start the
SUMIF
function with cells
$D$5:$D$14
as the
Range
argument.
Set the
Criteria
argument as a relative reference to cell
C18
.
Select cells
G5:G14
for the
Sum_range
argument and make the references absolute.
Copy the formula in cell
E18
to cells
E19:E20
without formatting to preserve borders.
Format cells
E18:E21
as
Currency
.
Total the earnings in cell
E21
.
Create and format the current date.
Select cell
G23
and insert the
NOW
function.
Select cell
G23
and click the
Number
group launcher [
Home
tab]. On the
Number
tab, select the
Date
category.
Scroll the
Type
list to find the date that displays the month spelled out, the date, a comma, and a four-digit year (Figure 2-101).
Figure 2-101 Date format selected
Click
OK
. Press
Ctrl+Home
.
Create and copy a
VLOOKUP
function to display goals for each funding source.
Click .
CH 12 Journal Case study Big Data and the Internet of Things Drive.docx
CH 12 Journal Case study Big Data and the Internet of Things Drive Precision Agriculture
By 2050, the world will be populated with an estimated 9 million people, and in order to feed all of them, agricultural output will need to double. Information technology, in the form of the Internet of Things (IoT), wireless and mobile technologies, and automated data collection and analysis is likely to provide part of the solution to this problem.
Purdue University’s College of Agriculture is one of the organizations leading the way toward more data-driven farming. The College has developed an agriculture-oriented network with advanced IoT sensors and devices that will allow researchers to study and improve plant growth and food production processes. According to Pat Smoker, director of Purdue Agriculture IT, in West Lafayette, Indiana, every process from farm to table has potential for improvement through better use of information technology.
Purdue College of Agriculture partnered with Hewlett Packard Enterprise (HPE) on a digital agriculture initiative. In fall 2016, the university began installing an Internet of Things (IoT) network on its 1,408-acre research farm, the Agronomy Center for Research and Education (ACRE). The system captures terabytes of data daily from sensors, cameras, and human inputs. To collect, aggregate, process, and transmit such large volumes of data back to Purdue’s HPE supercomputer, the university is deploying a combination of wireless and edge computing technologies (see Chapters 5 and 7). They include solar-powered mobile Wi-Fi hotspots, an adaptive weather tower providing high-speed connectivity across the entire ACRE facility, and the PhenoRover, a semi-automated mobile vehicle that roams throughout ACRE research plots capturing real-time data from plant-based sensors. Purdue is also experimenting with drones for plant-growth data collection. ACRE researchers can enter data into a mobile device on-site and transmit them via the wireless network to an HPE data center for analysis.
Previously, Purdue’s faculty had to figure out how to transmit data from the sensors back to the lab, and assign someone to write the software for analyzing the data. The new system is faster and responsive. For example, researchers using mobile devices in the field can transmit data about seed growth back to ACRE labs to analyze the impact of water levels, fertilizer quantities, and soil types. The labs can then communicate the results of their analysis back to the field to allow quick adjustments. Computerized instructions control how planting and spraying machines apply seed and nutrients to a field.
The Purdue project is an example of “precision agriculture,” in which data collected and analyzed with digital tools drive decisions about fertilizer levels, planting depth, and irrigation requirements for small sections of fields or individual plants, and automated equipment can apply the ideal treatment for specific weeds.
Large agricultural .
Cerebrovascular accident (CVA) better known as a stroke, occurs when.docx
Cerebrovascular accident, also known as stroke, occurs when blood flow to the brain is interrupted. The main risk factors are modifiable lifestyle factors like high blood pressure, smoking, diabetes, and obesity as well as non-modifiable factors like age, gender and family history. Deep tendon reflexes are graded on a scale from 0 to 4 based on the strength of the reflex response. Diabetic peripheral neuropathy results in numbness and pain in the feet and legs due to nerve damage. Treatment focuses on managing blood sugar levels, relieving pain, and preventing complications.
Cell, Vol. 100, 57–70, January 7, 2000, Copyright 2000 by Cel.docx
Cell, Vol. 100, 57–70, January 7, 2000, Copyright 2000 by Cell Press
The Hallmarks of Cancer Review
evolve progressively from normalcy via a series of pre-Douglas Hanahan* and Robert A. Weinberg†
*Department of Biochemistry and Biophysics and malignant states into invasive cancers (Foulds, 1954).
These observations have been rendered more con-Hormone Research Institute
University of California at San Francisco crete by a large body of work indicating that the ge-
nomes of tumor cells are invariably altered at multipleSan Francisco, California 94143
†Whitehead Institute for Biomedical Research and sites, having suffered disruption through lesions as sub-
tle as point mutations and as obvious as changes inDepartment of Biology
Massachusetts Institute of Technology chromosome complement (e.g., Kinzler and Vogelstein,
1996). Transformation of cultured cells is itself aCambridge, Massachusetts 02142
multistep process: rodent cells require at least two intro-
duced genetic changes before they acquire tumorigenic
competence, while their human counterparts are moreAfter a quarter century of rapid advances, cancer re-
difficult to transform (Hahn et al., 1999). Transgenicsearch has generated a rich and complex body of knowl-
models of tumorigenesis have repeatedly supported theedge, revealing cancer to be a disease involving dy-
conclusion that tumorigenesis in mice involves multiplenamic changes in the genome. The foundation has been
rate-limiting steps (Bergers et al., 1998; see Oncogene,set in the discovery of mutations that produce onco-
1999, R. DePinho and T. E. Jacks, volume 18[38], pp.genes with dominant gain of function and tumor sup-
5248–5362). Taken together, observations of humanpressor genes with recessive loss of function; both
cancers and animal models argue that tumor develop-classes of cancer genes have been identified through
ment proceeds via a process formally analogous to Dar-their alteration in human and animal cancer cells and
winian evolution, in which a succession of geneticby their elicitation of cancer phenotypes in experimental
changes, each conferring one or another type of growthmodels (Bishop and Weinberg, 1996).
advantage, leads to the progressive conversion of nor-Some would argue that the search for the origin and
mal human cells into cancer cells (Foulds, 1954; Nowell,treatment of this disease will continue over the next
1976).quarter century in much the same manner as it has in
the recent past, by adding further layers of complexity
to a scientific literature that is already complex almost An Enumeration of the Traits
beyond measure. But we anticipate otherwise: those The barriers to development of cancer are embodied
researching the cancer problem will be practicing a dra- in a teleology: cancer cells have defects in regulatory
matically different type of science than we have experi- circuits that govern normal cell proliferation and homeo-
enced over the past 25 years. Surely much of this change stasis. T.
central argument that the author is making; NOT a summary of the art.docx
This document discusses summarizing texts but does not provide any content to summarize. It includes instructions for writing a summary but no actual content.
Central line associated infections can happen in the ICU setting and.docx
Central line associated infections can happen in the ICU setting and can lead to poor patient outcomes, longer complicated hospital stays, and increased cost in hospital stays. Education is a crucial way to inform frontline staff about how to prevent these infections. The creation of a bundle of ways for nurses to care for central lines and incorporating it into their protocols and daily routine can decrease the rate of infections. As a nurse in the ICU, it is helpful for staff to have direct and clear instructions to make sure their responsibilities and skills are being performed according to best practice and per protocol per facility. Nurses are at the bedside and are frequently interacting with central lines on a daily basis in the ICU. Making simple changes such as proper hand hygiene before and after use of a central line can have a very positive result on the rate of the infection. The Joint Commission has included central line-associated bloodstream infections (CLABSIs) in their National Patient Safety Goals. It is a problem that can cause critical issues for patients and event result in death. Nurses can have an impact on reducing CLABSIs by implementing evidence-based interventions, such as hand hygiene, proper education on central line care, visual reminders for staff in unit with key points, proper catheter access protocol, disinfecting caps, dressing changes, and frequent assessment of the continued need for the central line. As a nurse in the ICU, I want to establish a central line care bundle using evidence-based research that can reduce CLABSIs and improve patient outcomes.
.
ccording to Kirk (2016), most of your time will be spent working.docx
ccording to Kirk (2016), most of your time will be spent working with your data. The four following group actions were mentioned by Kirk (2016):
Data acquisition: Gathering the raw material
Data examination: Identifying physical properties and meaning
Data transformation: Enhancing your data through modification and consolidation
Data exploration: Using exploratory analysis and research techniques to learn
Select 1 data action and elaborate on the actions preformed in that action group.
Your 2 following posts should be commenting on your classmates’ post
.
CC02 PERFORMANCE TASK ASSIGNMENTThis assessment has three-pa.docx
This document outlines an assignment with three parts for assessing co-teaching skills. Part I involves answering questions about benefits of co-teaching, strategies for the teachers in an observation report, and feedback for improving communication. Part II is an oral presentation on communication and collaboration techniques. Part III is submitting a professional learning community plan to improve school readiness based on provided documents. The assignment requires analyzing documents, presenting strategies, and planning collaboration efforts between teachers.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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Chapter 1: Combating terrorism has entailed restrictions on civil liberties. How can we reconcile civil liberty and national security? Are we better off opting for more liberty or more security? Are the two goals mutually exclusive? Have Americans become less supportive of the limitations on liberty put into place after the terror attacks in 2001, or do they still perceive that it makes sense to give up some liberties in order to feel more secure?
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Chapter 1 Evaluation and Social Work Making the ConnectionP.docx
Chapter 1 Evaluation and Social Work: Making the Connection
Page 4
Let’s begin by considering three important questions: 1. Is evaluation an important area of social work? 2. Is the evaluator role an important one for social workers? 3. How can evaluations help improve or enhance social work interventions? These questions may be your questions as you begin to read this book. They are questions that many social work students and practitioners have pondered. This book is about evaluation so the responses to the first two questions, in brief, will be no surprise to you. Yes, evaluation is an important area of social work. Further, the evaluator role is an important role for every social worker to prepare to assume. Some social workers will be evaluators of programs, and virtually every social worker will be an evaluator of their own practice. It’s like asking whether social workers need to know whether they are doing a good job, or asking them if they know whether their interventions are effective in helping their clients. The third question, asking how evaluation can help improve social work interventions, is the focus of this text.
The underlying theme driving the book is that evaluation is a vital element of any social work approach and is critical for ensuring that social work actually does work! A reassuring theme is that evaluation is a practice area that BSW and MSW students and practitioners alike can learn. Social workers and students wanting to maximize their impact in their jobs will find that the perspective, knowledge, ethics, and skills of evaluations covered in this book are a central component of practice and ensure that you will have a much greater impact on your clients’ well-being. This book provides the needed preparation for evaluation in both a comprehensive and a readable format. The primary emphasis is on the various kinds of small and mid-range formative evaluations that are often implemented at the local agency level; less emphasis is placed on the large, com-plex national and regional studies that may draw the most coverage under the title evaluation. These smaller formative evaluations are also the critical ones that social work students and graduates either are assigned or should consider taking on in their field placements and employment agencies. Such
Page 5
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Changes in the Human Figure in ArtYou likely noticed that during.docx
Changes in the Human Figure in Art
You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In Northern Europe, however, depiction of the human form remained somewhat stylized.
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (fourteenth century, 1300–1399)
one from the Northern European Renaissance (fifteenth century, 1400–1499)
one from the Italian Renaissance (fifteenth century, 1400–1499)
Your works of art must either be all paintings or all sculptures.
First, place images of your selected works in a Word document. Then do the following:
For each work identify:
The artist
Title of the work of art
The date(s) it was created
The medium or materials used to create the work of art, such as oil paint, marble, etc.
Where the work is located now.
In a
well-developed
paragraph, provide at least two important historical facts about each work.
In another well-developed paragraph, describe how each artist depicted the human figure, supporting your observation using art historical vocabulary from this week's reading.
Then, In a 6–10-sentence concluding paragraph:
Compare and contrast how the depiction of the human figure has changed. Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed.
Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes.
Offer a citation of your sources for each image and the information provided as appropriate.
.
Chapter #131. Explain the terms Computationalism and Culturalism.docx
Chapter #13
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2. Explain the implications of Pedagogy and Social practices in the development of adult learners
Chapter #15
3. According to Ziehe (2018), what are some normal Learning problems in youth. Name and explain at least 3
Chapters #16 and #17
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chapter 8 notes – Asian Americans model minoritieschapter b.docx
chapter 8 notes – Asian Americans: model minorities?
chapter begins with a story of a sociologist, riding in a taxi
- he was born in the US of Japanese heritage (grandfather came to US in 1880s)
- taxi drive asks him how long he was in the US (the answer is since birth)
- brings up the perception of ‘other’ around Asian Americans
focus of this chapter: Chinese Americans and Japanese Americans (oldest Asian groups in the US; often considered to be ‘model minorities’)
- model minorities stereotype: successful, affluent, highly educated, not suffer from minority group status (remember this is a stereotype)
why an increase in immigration from the Philippines and India into the US?
- both colonized
— India by Britain
— Philippines 1st by Spain, then the US
current demographics
- Asian Americans are about 5.6% of the total population (2012) – see table 8.1 above
— contrasted with African Americans (13%) and Hispanic Americans (16%)
- overall, rapid growth in numbers of Asian Americans in US recently
— one reason: immigration changes in 1965
— one of the largest growing groups – Asian Indians
— rapid growth is expected to continue
- 10 largest Asian groups in fig 8.1 below
- high percentage of foreign born in Asian American population
— 88% of Asian Americans are either 1st generation (foreign born) or 2nd generation (their children)
— — see figure 8.2 below
- similar to Hispanic Americans, Asian Americans are
+ likely to identify with country of origin 1st
origins and cultures
great diversity in languages, cultures, religions
- Asian cultures are much older than the founding of the US
- these cultures are quite different from each other, but there are some similarities
similarities:
- group membership is more important than the individual
— some of above from Confucianism which emphasizes a person is one part of the larger social system, one part of the status hierarchy
— — therefore loyalty to group, conformity to societal expections and respect for superiors are important
- it is important to be sensitive to the opinions and judgements of others; avoid public embarrassment, giving offence
— guilt / shame dichotomy
— — Asian cultures: emphasis on not bringing shame to the family / group from others (if someone goes against societal expectations, they are bringing shame onto their family / group)
— — — emphasis on proper behavior, conformity to convention and how others judge one, avoid embarressment (to self or to others), avoid personal confrontations
— — — overall desire to seek harmony
— — Western culture emphasizes individuals develop personal consciences and we need to avoid guilt (if someone goes against societal expectations, they are guilty of ... — Westerners guided by personal sense of guilt)
- generally (but not always) traditionally patriarchal
— in China foot binding was practiced for many generations
the above tendencies are more likely for individuals new to the US, but not as likely for individuals / families in the U.
CHAPTER 1 This list below indicated various audits, attestation,.docx
CHAPTER 1: This list below indicated various audits, attestation, and other engagements involving auditors.
1. A report on the effectiveness of internal control over financial reporting as required by Section 404 of the Sarbanes-Oxley Act.
2. An auditor’s report on whether the financial statements are fairly presented in accordance with International Financial Reporting Standards.
3. An engagement to help a company structure a merger transaction to minimize the taxes of the combined entities.
4. A report stating whether the company has complied with restrictive covenants related to officer compensation and payment of dividends contained in a bank loan agreement.
5. A report on the effectiveness of internal controls at a company that provides payroll processing for other companies.
6. An examination report stating whether a company’s statement of greenhouse gas emissions is presented in conformity with standards issued by the World Business Council for Sustainable Development and the World Resources Institute.
7. Evaluating the voting process and certifying the outcome for Rolling Stones Magazine’s “Greatest Singer of All Time” poll.
8. A report indicating whether a governmental entity has compiled with certain government regulations.
9. A review report that provides limited assurance about whether financial statements are fairly stated in accordance with U.S. GAAP.
10. A report about management’s assertion on the effectiveness of controls over the availability, reliability, integrity, and maintainability of its accounting information system.
11. An evaluation of the effectiveness of key measures used to assess an entity’s success in achieving specific targets linked to an entity’s strategic plan and vision.
Required
a. Explain the relationships among audit services, attestation services, and other assurance and no assurance services provided by CPA’s.
b. For each of the services listed above, indicate the type of service from the list that follows.
(1) An audit of historical financial statements.
(2) An attestation service other than an audit service.
(3) An assurance or no assurance service that is not an attestation service.
1-21. Dave Czarnecki is the managing partner of Czarnecki and Hogan, a medium-sized local CPA firm located outside of Chicago. Over lunch, he is surprised when his friend James Foley asks, him, “Doesn’t it bother you that your clients don’t look forward to seeing their auditors each year?” Dave responds, “Well auditing is only one of several services we provide. Most of our work for clients does not involve financial statement audits, and our audit clients seem to like interacting with us.”
a. Identify ways in which a financial statement audit adds value for clients.
b. List other services other than audits that Czarnecki and Hogan likely provides.
c. Assume Czarnecki and Hogan has hired you as a consultant to identify ways in which they can expand their practice. Identify at least one additional service that .
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Chamberlain College of Nursing NR631 Nurse Executive Track—CGE I
Learning Agreement
Student name:
Student D#:
Student e-mail, phone:
Mentor name and credentials:
Mentor contact information (work phone, cell phone, e-mail and work address):
Directions:
For Week 1, complete the Learning Agreement with self-identified goals to meet Course Outcomes (COs) and initial plans to meet those self-identified goals; review the TIPS document to help you and discuss your goals and plans with your mentor. Your mentor must sign the Learning Agreement for your Week 1 submission.
The agreement should be revised each week to reflect completed goals, additional goals, and changes to the plan dictated by the actual experience or revisions suggested by faculty or the mentor. At the end of the practicum experience, evaluate success with your mentor and obtain the mentor’s signature at the bottom of agreement. Save this form as a Word document and enter required information directly onto it; submit the completed Learning Agreement, signed by your mentor, on the Saturday of Week 8. See the Learning Agreement Grading Rubric for grading details.
The Learning Agreement consists of three sections.
I. Student Learning Outcomes table (Week 1)
II. Signatures approving plan (Week 1)
III. Signatures and mentor verification (Week 8)
Due Dates:
1. Initial signed Learning Agreement is submitted by 11:59 p.m. MT, Sunday at the end of Week 1
2. Completed signed Learning Agreement is submitted by 11:59 p.m. MT, Saturday of Week 8
A minimum of 144 hours practicum experience is required by the end of NR632.
If the 144 hours are not completed by end of term, you will receive a grade of “I” and not be able to graduate until completed.
I. Student Learning Outcomes
Course Outcomes
Student Identified Practicum Goals to Meet COs
Plan to Meet Student Identified Practicum Goals
Narrative Description of Attainment of Student-Identified Goals Through the End of CGE 1
CO 1: Apply leadership skills concepts of project management as a nurse executive in an organizational setting to develop, implement and evaluate successful project plans. (POs 4 and 5)
CO 2: Using current knowledge, standards of practice, and research from evidence-based literature, synthesize a foundation for the nurse executive role. (POs 3 and 4)
CO 3: Exemplify professional values and scholarship that support the role of a student in a practicum setting. (PO 4)
CO 4: Contribute to the body of nursing leadership and management knowledge through research, planning, evaluation and dissemination of findings. (PO 4)
CO 5: Apply professional values characteristic of the competent and caring nurse executive that promote holistic care principles and an appreciation of cultural humility ( POs 1, 3, and 4)
CO 6: Apply evidence-based fiscal principles that contribute to the creation of a caring environment characterized by high quality, safe, patient-centered care (PO.
Chamberlain College of NursingNR449 Evidence-Based PracticeEvide.docx
Chamberlain College of Nursing NR449 Evidence-Based PracticeEvidence Matrix Table
Article
Reference
Purpose
Hypothesis
Study Question
Variables
Independent(I)
Dependent(D)
Study Design
Sample
Size and Selection
Data Collection
Methods
Major Findings
1
(sample not a real article)
Smith, Lewis (2013),
What should I eat? A focus for those living with diabetes. Journal of Nursing Education, 1 (4) 111-112.
How do educational support groups effect dietary modifications in patients with diabetes?
D-Dietary modifications
I-Education
Qualitative
N- 18
Convenience sample-selected from local support group in Pittsburgh, PA
Focus Groups
Support and education improved compliance with dietary modifications.
1
2
3
4
5
NR449 Evidence Matric Table.docx Revised10/20/14 ns/cs
1
.
Centralized System for Strategic ResourcesIntroductionAttentio.docx
Centralized System for Strategic Resources
Introduction
Attention: According to recent news reports, US states are competing with each other to shop for medical supplies such as masks, PPE (personal protective equipment), and ventilators. Sometimes, states are even battling with the federal government for bidding, which pushed the prices for such supplies even higher and caused a lot of chaos.
Reveal Topic: A centralized system for strategic resources means that the federal government would represent all individual states and make purchases globally as a single outward-facing entity. Then resources will be coordinated and allocated to individual states.
Credibility: New York State Governor Cuomo states that it is very problematic to keep the current chaotic and unorganized systems. It costs more for taxpayers and could be life-threatening.
Central Idea: US federal government should establish a centralized system for buying, coordinating, and allocating strategic resources such as medical supplies.
Preview: Today, I will talk about why the lack of a centralized system for strategic resources could be costly and even deadly and the benefits of a centralized system.
Transition: Now let's first have a look at the harmful impacts of the current unorganized situation.
Body
I. Main Point #1 (statement of the need for action): Since the unorganized bidding for medical supplies is causing chaos and uncertainty, there should be a way to organize the bidding efforts so that all states can be allocated sufficient supplies.
A. (Description of the problem) The demand for medical supplies is high across all states in the United States amid the COVID-19 pandemic.
1. (signs, symptoms, effects of problem) Due to an increase in coronavirus cases, the low supply of medical resources, and the existence of numerous bidders in the market, States are experiencing a surge in the need for medical supplies (Lara, Rand, and Bartley).
2. (example, narrative, or testimony) The current situation in the country has slowed down the capacity of states to procure PPEs and has also augmented the costs (Triggle).
B. (Importance of problem) There is no efficient way to facilitate the process as everyone is trying to purchase the same thing.
1. (extent of problem) In the past, states in the U.S have worked closely with regional officials when faced with emergencies such as hurricanes, but the current unprecedented situation has affected all states simultaneously and has made the process murkier.
a. (facts/statistics) There is a bidding war between the various states and local governments as all states in the U.S are desperate to find a solution to meet the needs of their healthcare professionals in their fight against the spread of COVID-19 (Lara, Rand, and Bartley).
b. (expert/narrative) According to Casey Tingle, deputy director of the Louisiana Governor’s Office of Homeland Security and Emergency Preparedness, it is not clear whether the federal administration can p.
Challenge your thinking.10) After completing the WebQuest, has y.docx
Challenge your thinking.
10) After completing the WebQuest, has your opinion about the homeless individuals changed?
11) If so, how did it change? If not, provide rationale.
12) Suggest at least two community interventions relating to homelessness.
13) Are there examples of these interventions in our area? Identify and describe the services they offer.
FS 1513 Observation Project Details
Time Involved
Students enrolled in FS 1513 are expected to complete at least 15 hours of observations related to human development. This work will involve creating a journal entry for each of their observational sessions. There should be entries for at least 15 hours of observations by the end of the semester.
There should be 1 journal entry for each time you observe—whether it is for 1 hour or more—there should only be 1 entry. So, if you observed 3 times in 1 week for 1 hour each time then you would need 3 journal entries. Alternately, if you observed 1 time for 3 hours then you would need 1 journal entry. However, this means that there will be less information to assess your work (i.e., 1 mistake can cost more points).
Observations: Who and Where
Part of the purpose of this project is to observe differences in development across the life span. So, observations should involve people from different age ranges over the course of the semester. Some entries should focus on development observed during childhood (i.e., observing children from infancy through grade-school), others should involve observing development during adolescence (i.e., observing pubescent and adolescent children), and others should involve should involve observing development during adulthood (i.e., observing adults from early to later in life). The important point is that observations should be completed for at least three age groups for the entire semester.
Observations should take place in naturalistic settings. Naturalistic means that people should be observed in place where they would normally be present (i.e., not in a lab). Ideally, this would mean that they are able to behave as they normally would. The goal, however, is to have enough time to observe a person so that they can demonstrate what they have developed. This means that you will need to be able to watch them behaving naturally for the duration of your observation (i.e., at least 1 hour). Observations that are less than 1 hour will not be counted as complete.
Formatting
Journal entries using the appropriate templates should be completed for each observation session. The templates (available on the course website and below) should contain all of the identifying information. Journal entries that do not use the template will not be graded.
First, each journal entry must contain documentary information. This should cover (1) who did the observations and who was observed, (2) where and when did the observations happen, (3) what were the people being observed generally like, (4) what was the setting like, and (5) keep tr.
Ch.10 Discussion - Jingles33 unread replies.33 replies.D.docx
This document discusses an assignment for a class discussion on jingles in radio advertising. Students are instructed to identify a jingle they dislike and one they like, analyze why each jingle works or does not work, and present their critique to the class. They are also asked to provide thoughtful responses to at least two other student posts by going beyond simple agreement and adding something new to the discussion. A grading rubric is provided that evaluates submissions based on professionalism, thoroughness, and progression.
Central Sierra Insurance (CSI) sets bonus percentages based on c.docx
Central Sierra Insurance (CSI) sets bonus percentages based on commissions earned by each agent and calculates totals by branch office. This workbook also tracks fundraising efforts of employees for a community event.
[Student Learning Outcomes 2.1, 2.2, 2.3, 2.5, 2.6, 2.7]
File Needed:
CentralSierra-02.xlsx
(Available from the
Start File
link.)
Completed Project File Name:
[your name]-CentralSierra-02.xlsx
Skills Covered in This Project
Create, copy, and edit formulas.
Name cell ranges.
Set mathematical order of operations.
Set cell references to be absolute.
Use the
NOW
function.
Use
HLOOKUP
and
VLOOKUP
Use the
SUMIF
function.
Build an
IF
function.
Open the start file
CentralSierra-02.xlsx
workbook. If the workbook opens in Protected View, click the Enable Editing button so you can modify it. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it.
Select the
Tables
sheet, select cells
A6:B10
, and create range names using the
Create from Selection
button [
Formulas
tab,
Defined Names
group].
Select cells
B1:F2
and click the
Name
box. Name the selection H_Rates. Note that the first row is arranged in ascending order.
Create an
HLOOKUP
function to display the bonus rate.
Click the
Commissions
sheet tab and select cell
F5
.
Start the
HLOOKUP
function and use cell
E5
as the
lookup_value
.
For the
table_array
argument, use the
H_Rates
range.
Use the second row for the
row_index_num
argument (Figure 2-100).
Figure 2-100
HLOOKUP
function to display bonus
Format the results as
Percent Style
with two decimal places.
Copy the formula in cell
F5
to cells
F6:F14
.
Set order of operations to calculate total earnings.
Select cell
G5
.
Build a formula to add the commissions amount (E5) to the commissions amount times the rate (F5*E5).
Copy the formula in cell
G5
to cells
G6:G14
.
Create and copy a
SUMIF
function to calculate total earnings by branch office.
Select cell
E18
.
Start the
SUMIF
function with cells
$D$5:$D$14
as the
Range
argument.
Set the
Criteria
argument as a relative reference to cell
C18
.
Select cells
G5:G14
for the
Sum_range
argument and make the references absolute.
Copy the formula in cell
E18
to cells
E19:E20
without formatting to preserve borders.
Format cells
E18:E21
as
Currency
.
Total the earnings in cell
E21
.
Create and format the current date.
Select cell
G23
and insert the
NOW
function.
Select cell
G23
and click the
Number
group launcher [
Home
tab]. On the
Number
tab, select the
Date
category.
Scroll the
Type
list to find the date that displays the month spelled out, the date, a comma, and a four-digit year (Figure 2-101).
Figure 2-101 Date format selected
Click
OK
. Press
Ctrl+Home
.
Create and copy a
VLOOKUP
function to display goals for each funding source.
Click .
CH 12 Journal Case study Big Data and the Internet of Things Drive.docx
CH 12 Journal Case study Big Data and the Internet of Things Drive Precision Agriculture
By 2050, the world will be populated with an estimated 9 million people, and in order to feed all of them, agricultural output will need to double. Information technology, in the form of the Internet of Things (IoT), wireless and mobile technologies, and automated data collection and analysis is likely to provide part of the solution to this problem.
Purdue University’s College of Agriculture is one of the organizations leading the way toward more data-driven farming. The College has developed an agriculture-oriented network with advanced IoT sensors and devices that will allow researchers to study and improve plant growth and food production processes. According to Pat Smoker, director of Purdue Agriculture IT, in West Lafayette, Indiana, every process from farm to table has potential for improvement through better use of information technology.
Purdue College of Agriculture partnered with Hewlett Packard Enterprise (HPE) on a digital agriculture initiative. In fall 2016, the university began installing an Internet of Things (IoT) network on its 1,408-acre research farm, the Agronomy Center for Research and Education (ACRE). The system captures terabytes of data daily from sensors, cameras, and human inputs. To collect, aggregate, process, and transmit such large volumes of data back to Purdue’s HPE supercomputer, the university is deploying a combination of wireless and edge computing technologies (see Chapters 5 and 7). They include solar-powered mobile Wi-Fi hotspots, an adaptive weather tower providing high-speed connectivity across the entire ACRE facility, and the PhenoRover, a semi-automated mobile vehicle that roams throughout ACRE research plots capturing real-time data from plant-based sensors. Purdue is also experimenting with drones for plant-growth data collection. ACRE researchers can enter data into a mobile device on-site and transmit them via the wireless network to an HPE data center for analysis.
Previously, Purdue’s faculty had to figure out how to transmit data from the sensors back to the lab, and assign someone to write the software for analyzing the data. The new system is faster and responsive. For example, researchers using mobile devices in the field can transmit data about seed growth back to ACRE labs to analyze the impact of water levels, fertilizer quantities, and soil types. The labs can then communicate the results of their analysis back to the field to allow quick adjustments. Computerized instructions control how planting and spraying machines apply seed and nutrients to a field.
The Purdue project is an example of “precision agriculture,” in which data collected and analyzed with digital tools drive decisions about fertilizer levels, planting depth, and irrigation requirements for small sections of fields or individual plants, and automated equipment can apply the ideal treatment for specific weeds.
Large agricultural .
Cerebrovascular accident (CVA) better known as a stroke, occurs when.docx
Cerebrovascular accident, also known as stroke, occurs when blood flow to the brain is interrupted. The main risk factors are modifiable lifestyle factors like high blood pressure, smoking, diabetes, and obesity as well as non-modifiable factors like age, gender and family history. Deep tendon reflexes are graded on a scale from 0 to 4 based on the strength of the reflex response. Diabetic peripheral neuropathy results in numbness and pain in the feet and legs due to nerve damage. Treatment focuses on managing blood sugar levels, relieving pain, and preventing complications.
Cell, Vol. 100, 57–70, January 7, 2000, Copyright 2000 by Cel.docx
Cell, Vol. 100, 57–70, January 7, 2000, Copyright 2000 by Cell Press
The Hallmarks of Cancer Review
evolve progressively from normalcy via a series of pre-Douglas Hanahan* and Robert A. Weinberg†
*Department of Biochemistry and Biophysics and malignant states into invasive cancers (Foulds, 1954).
These observations have been rendered more con-Hormone Research Institute
University of California at San Francisco crete by a large body of work indicating that the ge-
nomes of tumor cells are invariably altered at multipleSan Francisco, California 94143
†Whitehead Institute for Biomedical Research and sites, having suffered disruption through lesions as sub-
tle as point mutations and as obvious as changes inDepartment of Biology
Massachusetts Institute of Technology chromosome complement (e.g., Kinzler and Vogelstein,
1996). Transformation of cultured cells is itself aCambridge, Massachusetts 02142
multistep process: rodent cells require at least two intro-
duced genetic changes before they acquire tumorigenic
competence, while their human counterparts are moreAfter a quarter century of rapid advances, cancer re-
difficult to transform (Hahn et al., 1999). Transgenicsearch has generated a rich and complex body of knowl-
models of tumorigenesis have repeatedly supported theedge, revealing cancer to be a disease involving dy-
conclusion that tumorigenesis in mice involves multiplenamic changes in the genome. The foundation has been
rate-limiting steps (Bergers et al., 1998; see Oncogene,set in the discovery of mutations that produce onco-
1999, R. DePinho and T. E. Jacks, volume 18[38], pp.genes with dominant gain of function and tumor sup-
5248–5362). Taken together, observations of humanpressor genes with recessive loss of function; both
cancers and animal models argue that tumor develop-classes of cancer genes have been identified through
ment proceeds via a process formally analogous to Dar-their alteration in human and animal cancer cells and
winian evolution, in which a succession of geneticby their elicitation of cancer phenotypes in experimental
changes, each conferring one or another type of growthmodels (Bishop and Weinberg, 1996).
advantage, leads to the progressive conversion of nor-Some would argue that the search for the origin and
mal human cells into cancer cells (Foulds, 1954; Nowell,treatment of this disease will continue over the next
1976).quarter century in much the same manner as it has in
the recent past, by adding further layers of complexity
to a scientific literature that is already complex almost An Enumeration of the Traits
beyond measure. But we anticipate otherwise: those The barriers to development of cancer are embodied
researching the cancer problem will be practicing a dra- in a teleology: cancer cells have defects in regulatory
matically different type of science than we have experi- circuits that govern normal cell proliferation and homeo-
enced over the past 25 years. Surely much of this change stasis. T.
central argument that the author is making; NOT a summary of the art.docx
This document discusses summarizing texts but does not provide any content to summarize. It includes instructions for writing a summary but no actual content.
Central line associated infections can happen in the ICU setting and.docx
Central line associated infections can happen in the ICU setting and can lead to poor patient outcomes, longer complicated hospital stays, and increased cost in hospital stays. Education is a crucial way to inform frontline staff about how to prevent these infections. The creation of a bundle of ways for nurses to care for central lines and incorporating it into their protocols and daily routine can decrease the rate of infections. As a nurse in the ICU, it is helpful for staff to have direct and clear instructions to make sure their responsibilities and skills are being performed according to best practice and per protocol per facility. Nurses are at the bedside and are frequently interacting with central lines on a daily basis in the ICU. Making simple changes such as proper hand hygiene before and after use of a central line can have a very positive result on the rate of the infection. The Joint Commission has included central line-associated bloodstream infections (CLABSIs) in their National Patient Safety Goals. It is a problem that can cause critical issues for patients and event result in death. Nurses can have an impact on reducing CLABSIs by implementing evidence-based interventions, such as hand hygiene, proper education on central line care, visual reminders for staff in unit with key points, proper catheter access protocol, disinfecting caps, dressing changes, and frequent assessment of the continued need for the central line. As a nurse in the ICU, I want to establish a central line care bundle using evidence-based research that can reduce CLABSIs and improve patient outcomes.
.
ccording to Kirk (2016), most of your time will be spent working.docx
ccording to Kirk (2016), most of your time will be spent working with your data. The four following group actions were mentioned by Kirk (2016):
Data acquisition: Gathering the raw material
Data examination: Identifying physical properties and meaning
Data transformation: Enhancing your data through modification and consolidation
Data exploration: Using exploratory analysis and research techniques to learn
Select 1 data action and elaborate on the actions preformed in that action group.
Your 2 following posts should be commenting on your classmates’ post
.
CC02 PERFORMANCE TASK ASSIGNMENTThis assessment has three-pa.docx
This document outlines an assignment with three parts for assessing co-teaching skills. Part I involves answering questions about benefits of co-teaching, strategies for the teachers in an observation report, and feedback for improving communication. Part II is an oral presentation on communication and collaboration techniques. Part III is submitting a professional learning community plan to improve school readiness based on provided documents. The assignment requires analyzing documents, presenting strategies, and planning collaboration efforts between teachers.
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Agenda
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Case StudyDante and Tiffany both work for an advertising co.docx
- 1. Case Study: Dante and Tiffany both work for an advertising company and were assigned a new account together. Their manager, who was very intimating with a loud, assertive voice, instructed them to create a proposal for the new customer which included a design for a restaurant logo and advertising slogan to be used on several billboards throughout the area. They had one week to create the proposal before it would be presented to the restaurant owners. Their boss raised his voice and demanded that they do a good job on the presentation and secure this account. During the first day, Dante approached Tiffany and suggested they come up with an outline to split up the work and manage their time. Tiffany immediately stated that she would take the task of the logo and would submit it at the end of the week because she wanted to make sure she received credit for her work. Although Dante would have preferred to work together on both tasks, he agreed to let Tiffany complete the logo on her own. After all, they had very little time to complete the project and do a good job on it. Over the next two days, Tiffany ignored Dante’s requests to work together and any input or ideas he had for the project. She brought her progress directly to the boss for feedback without ever showing it to Dante. Tiffany even started working on the slogan without Dante. When Dante approached Tiffany about her actions, she told him that she was more experienced in her position than him and this is the way she gets things done. Dante stepped back and let Tiffany complete the project on her own.
- 2. At the end of the week, Tiffany presented the campaign to the restaurant owners while Dante stood to the side. The restaurant owners were impressed with the logo and slogan and decided to accept the proposal. The boss was very pleased with Tiffany and Dante’s work and suggested they work together on future accounts. Tiffany was annoyed by her boss’s suggestion but did not say anything. Dante felt very disappointed and frustrated having to work with Tiffany. Answer the following: 1. Identify the main conflict(s) in the case study. Why are these conflicts? 2. What are the conflict triggers for Dante and how would you describe Dante’s feelings that contributed to the conflict? 3. Of the 5 Killmann’s Conflict Management Styles, which style was used by Tiffany in this case study? Describe. 4. Of the 5 Killmann’s Conflict Management Styles, which style was used by Dante in this case study? Describe. 5. How could this situation have resulted with a better outcome for all if a different type of conflict management style was used?