Common Holy Days in Jewish Religious TraditionsComplete th.docx
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Common Holy Days in Jewish Religious Traditions Complete the table below with information about Jewish holy days. Identify at least seven Jewish religious holy days and place each holy day in the correct season (time of year). Provide a brief explanation of each holy day you identified. Note : An example has been provided. You may add additional rows or move the text fields to different locations within the table as needed. Fall (September – November) Winter (December – February) Spring (March – May) Summer (June – August) Enter text. Example: Hanukkah Hanukkah is an 8 day-long Festival of Lights. It is a celebration of the victory of the Maccabees over the armies of Syria, as well as the rededication of the Temple in Jerusalem. Enter text. Enter text. Enter text. Enter text. Enter text. Enter text. Part 2: Major Sects of Judaism Select three major sects of Judaism to compare and contrast. Identify them in the table below. Sect of Judaism Enter text. Sect of Judaism Enter text. Sect of Judaism Enter text. In the table below, list at least two similarities and two differences among the sects of Judaism you selected. Similarities Differences Enter text. Enter text. Part 3: Summary Write a 525- to 700-word summary that includes the following: · A description of the life and importance of one key person in Jewish history · An explanation of one key event in the history of Judaism that is connected to that person · A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person · Brief explanation of Jewish ethics Summary Enter text. Include references formatted according to APA guidelines. References Enter text. .
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COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docx
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common Mistakes I see on this paper are1. Using summaries and .docx
Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points
3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless)
4. Going over the allowed length (papers that are over the criteria for length will be returned for revision)
5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
Summary of recommendations
Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created .
Common symptoms of memory changes during the lifetime in healthy.docx
Common symptoms of memory changes during the lifetime in healthy people generally start gradually beginning with those associated with episodic memory i.e. forgetting names of people or details of personally experienced events. While semantic memory does not decline in the same way and can in fact be equal to those of younger people, aging adults typically access general knowledge and information more slowly (Dixon et al., 2006).This is a sign of declining working memory which encompasses processing speed, attentional capability/distractibility and problem solving (Dixon et al., 2006; Richmond et al., 2011). Another type of memory change may stem from a decline in sensory acuity. For example, loss of vision, hearing, taste and smell would all impact how stimuli are encoded and will contribute to additional attentional interference (Wolfe & Horowitz, 2004)
Compared with expected changes in memory functioning over the lifespan, pathological conditions such as anterograde amnesia and loss of semantic memory are much more debilitating. Since typically developing memory decline is gradual and centers around past experiences rather than general knowledge, people are often able to adapt to their “forgetfulness” with the assistance of formal and informal compensatory strategies such as more effortful attention, associative learning of new information, making to-do lists, keeping a journal and/or relying on another close individual to fill in missing pieces of stories and events (Dixon et al., 2006)
While typically aging adults may make a to-do list but have to spend time trying to find where they left it, in the case of anterograde amnesia, this sort of strategy would be ineffective. This is because these individuals would have no memory of even making a list since they have lost the ability to form new memories (Squire & Wixted, 2011). People with this condition are likely to become easily confused in social situations involving unfamiliar people since they will not retain any introductory information provided.
Loss of semantic memory would also be more negatively impactful than loss of episodic memory because an individual would lose the ability to make sense of objects in their everyday environment. For example, they make not be able to identify what a television or a toilet is or what each item is used for. As is the case with anterograde amnesia, compensatory strategies that are effective for typical aging memory decline could not be used for semantic memory loss since the individuals would not be able to engage in metamemory cognitions that would enable them to identify their areas of deficit and the most appropriate strategies to address these (Squire & Wixted, 2011). In addition, in both conditions, the individual would require a high level of external support to live safely.
References
Dixon, R. A., Rust, T. B., Feltmate, S. E., & See, S. K. (2007). Memor.
Common Surface-Level Issues for the Informative Essay(Note Thes.docx
Common Surface-Level Issues for the Informative Essay
(Note: These Surface-Level Issues will be the only grammar/mechanics issues that I will look for in this paper. I will add more in subsequent papers.)
· Have a title! Every written work has a title; yours should be no exception. (The title should be something interesting, and NOT Assignment 1 or Informative Essay!)
· Neither authors nor articles SAY anything (same thing with TALKS ABOUT) – it’s a text. “Anderson argues…” or “Jones believes…” or “Brown states…”
· Always write about the article (or any source you are use) in the present tense. It is a text, which means it always exists in the present. Even if the author is dead, the text is not. This means “Smith notes…” not “Smith noted…”
· The titles of articles belong in quotations marks. Italics are for books and movies.
· Make sure your writing is more formal than your speech – there should be no “I was so freaked out” or “I was totally bummed.” This is a formal essay, so even though it is personal, your writing should reflect formality. Don’t use slang.
· Do not use the word “you” (the second person) in a formal essay. People use it a lot to try to generalize. “You think the Internet is safe, but it’s not.” Instead, you can write, “Many people think the Internet is safe, but it’s not.”
· Avoid using too many rhetorical questions in your essay. A few are fine for effect, but be careful how and why you use them. It is generally not considered a good idea to begin paragraphs with a rhetorical question either.
· Notice how I changed it to, “MANY people think…” rather than, “EVERYONE thinks…” Be careful that you don’t assume too much about what people in general think.
· Introduce all quotes. They should not be their own sentences. (Also a reminder that the first time you introduce a source you need to give that source credibility so it is clear that the source has expert knowledge.)
Grammar/Mechanics Issues:
· Make sure all of the punctuation is correct. One thing to remember is that the quotation marks go right after the quote, not after the in-text citations parentheses.
· Make sure everything is spelled correctly. One thing to look for: there/their/they’re issues as well as to/too/two. Those are the most common, but there are others, of course.
· Subject/verb agreement. This is pretty-straightforward, and means looking for things like, “There is some more of those in the other room.” And, “My brother receive the prize for the best haircut.”
· Sentence fragments/run-on sentences. Make sure that all your sentences. Have a complete thought! Also, make sure they do not have too many thoughts in them because that means that it is a run-on sentence and that means that it can be too confusing for your readers if you include too much in one sentence, so you will want to be sure to break it up. (
Formatting/Documentation Issues
· Make sure the paper is written in 12 point Times New Roman font with 1 inch margins on all sides. .
Commercial Space TravelThere are about a half dozen commercial s.docx
Commercial Space Travel
There are about a half dozen commercial space entrepreneurs globally today. Pick one of those companies, and then provide a short history of their company, outline their current projects, and describe their future plans for space travel. Describe the biggest obstacles that they will have to overcome to achieve their goals.
Your initial discussion post should be succinct (only about 200–300 words) and include references to your sources.
.
Common sports-relatedshoulder injuriesShoulder pain is.docx
Common sports-related
shoulder injuries
S
houlder pain is commonly treated in general practice; its causes are often
multi-factorial. The focus of this article is on sports-related shoulder injuries
likely to be seen in the community. This article aims to overview the presen-
tation, assessment and management of these conditions in general practice.
The GP curriculum and common sports-related shoulder injuries
Clinical module 3.20: Care of people with musculoskeletal problems lists the learning objectives required
for a GP to manage common sports-related shoulder injuries in the community or refer for specialist management. In
particular, GPs are expected to be able to:
. Communicate health information effectively to promote better outcomes
. Explore the perceptions, ideas or beliefs the patient has about the condition and whether these may be acting as
barriers to recovery
. Use simple techniques and consistent advice to promote activity in the presence of pain and stiffness
. Agree treatment goals and facilitate supported self-management, particularly around pain, function and physical
activity
. Assess the importance and meaning of the following presenting features:
. pain: nature, location, severity, history of trauma
. variation of symptoms over time
. loss of function – weakness, restricted movement, deformity and disability, ability to perform usual work or
occupation
. Understand that reducing pain and disability rather than achieving a complete cure could be the goal of
treatment
. Understand indications and limitations of plain radiography, ultrasound, and magnetic resonance scans
. Diagnose common, regional soft-tissue problems that can be managed in primary care
. Understand the challenge that many musculoskeletal conditions might be better and more confidently managed
by other healthcare personnel rather than GPs, because most GPs do not gain the necessary treatment skills
during their training
. Refer those conditions which may benefit from early referral to an orthopaedic surgeon
The four most common categories of shoulder pain
seen in primary care are (Mitchell, Adebajo, Hay, &
Carr, 2005):
. Rotator cuff disorders (85% tendinopathy)
. Glenohumeral disorders
. Acromioclavicular joint disease, and
. Referred neck pain.
There are many different types of sports that can cause
acute or chronic shoulder injuries. In professional English
Rugby Union, for example, the most common match
injury is of the acromioclavicular joint (32% overall) and
the most severe injury requiring the longest time off
(mean of 81 days) is shoulder dislocation (Headey,
Brooks, & Kemp, 2007).
Shoulder injuries can also occur in non-contact sports,
such as golf, tennis, swimming and weightlifting.
Although shoulder injuries may be more common in con-
tact sports, the injury may have a larger impact on the
performance of individuals playing non-contact sports.
For example, golfers require very precise manoeuvres
of their dominant.
Common Product Yields VEGETABLES Acorn Squash.docx
Common Product Yields
VEGETABLES
Acorn Squash Flesh Raw 74% Eggplant Trim, Pared, and Sliced 81%
Artichoke Edible Leaves and Base 40% Endive Trimmed and Cored 86%
Asparagus Trimmed Ends 80% Fennel Trimmed and Cored 86%
Beets Peeled and Diced 91% Garlic Peeled Cloves 87%
Broccoli Cored. Florets Only 47% Ginger Root Peeled Root 83-90%
Brussel Sprouts Trim and Ready To Cook 90% Iceberg Lettuce 62%
Butternut Squash 84% Leek Bulb and Flower Leaves 44%
Red & Green
Cabbage Trimmed Without Core 64% Mushrooms
90%
Carrots 68% Onions 63%
Cauliflower Cored. Florets Only. 53% Peppers 59%
Celery 60% Potatoes Skinned By Hand and Raw 63%
Cilantro 90% Romaine 86%
Corn Raw Kernals Cut Off Cob 36% Spinach Trimmed Leaves 72%
Cucumber Pared and Sliced 84% Zucchini 78%
FRUITS
Apples Peeled and Cored 40% Mango Without Pit and Skin 69%
Avocado Skin and Seeded 63% Oranges Pared, Flesh 44%
Banana 66% Papayas 65%
Blackberries 96% Peaches Without Pit and Skin 76%
Cantaloupe Rind and Seeded 43% Pears Without Pit and Skin 78%
Cherries Flesh 62% Pineapple Peeled and Cored 38%
Coconut Meat 48% Plantains Fully Ripe 65%
Figs Without Stem 97% Plums Pitted 94%
Grapefruit
Segments Without
Membrane 52% Pomegranates Seeded 44%
Grapes Stems Removed 96% Prickle Pear Pulp 44%
Honeydew Rind and Seeded 48% Strawberries Good Quality, No Stem 90%
Lemons Juiced and Strained 36% Tomato Stem and Base 90%
Lime/Lemon Zest 16% Watermelon Rind and Seeded 52%
Limes Juiced and Strained 47%
Common Product Yields
MEAT
Beef Chuck 85% Lamb Breast And Flank 89%
Flank 90% Chop 75%
Flap Meat 80% Foreleg 70%
Inside Round 65% Loin 89%
Neck 75% Rib 81%
Rib Chop 83% Shoulder 86%
Rump 79% Pork Bacon 93%
Shank Hind 43% Butt Boneless 85%
Shank Fore 61% Chop 75%
Shoulder Clod 75% Ham 85%
Short Ribs 68% Picnic 81%
Sirloin Butt 70% Shoulder 84%
Sirloin Top Full Cut 71% Tender 95%
Steak Club 83% Veal Chuck 80%
Steak Porterhouse 91% Flank 99%
Steak T-Bone 88% Fore Shank 52%
Tender PSMO 75% Leg, Boned and Trimmed 68%
Cut Steak Ribeye Steak Lip Off 72% Loin 83%
Ribeye Steak Lip On 78% Plate 79%
Strip Steak Center Cut 50% Rib 77%
Strip Steak End Cut 63% Round 77%
Top Butt Steak Cap On 52%
Top Butt Steak Center Cut 38%
Peeled Tenderloin 52%
Peeled Tenderloin c/c 38%
Common Product Yields
POULTRY AND FISH
Game Hen With Neck and Giblets 91% Bass Without Skin Filet 59%
Breast Skin On 74% Clams Edible Portion 15%
Chicken
Broiler/Fryer Without
Neck/Giblets 89% Cod Filet Without Skin 30%
Drum 63% Crab Blue From Shell 17%
Thighs 70% Dungeness From Shell 27%
Wings 50% King From Shell 25%
Breast 87% Crawfish Tail 12%
Breast Quarter 75% Back 23%
Drum 69% Flounder Filet Without Skin 41%
Leg 75% Frog Legs Flesh 65%
Leg Quarter 71% Halibut Filet Without Skin 59%
Thigh 82% Trout Fil.
Common Law Strict Liability Introduction Strict liabilit.docx
Common Law Strict Liability
Introduction: Strict liability, or liability without fault, is a category of unintentional torts
in which the wrongdoer may be held liable for harm to others even when exercising
utmost care and being as careful as possible. Strict liability applies to (1) abnormally
dangerous activities. Abnormally dangerous activities are those that involve a high risk
of serious harm to persons or property that cannot be completely eliminated even with
reasonable care, such as using and storing explosives, stunt flying, keeping wild
animals, and trespassing livestock.
Product Liability**
Introduction: Product liability, sometimes called strict product liability refers to cases in
which a person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Please also see Instructor Notes link in week 2 for further details and explanation of
product liability.
**Strict product liability is often confused with the separate common law tort of strict
liability, sometimes referred to as “liability without fault”. Strict liability applies only to a
small category of abnormally dangerous activities, such as use of explosives, fireworks,
and stunt flying. Please see section above.
Warranties and Product Liability
Introduction: A warranty is a promise, or guarantee, by a seller or lessor that certain
facts are true of the goods being sold or leased. Types of warranties include (1)
warranties of title guaranteeing that the goods have clear and valid title, (2) express
warranties promising specific facts about the goods, and (3) implied warranties of
merchantability, or fitness for a particular purpose. A warranty creates a legal duty for
the seller or lessor; a non-breaching party can recover damages for breach of
warranty(ies). Because warranties are associated with the sale or lease of products,
breach of warranty claims are a part of product liability claims and manufacturers and
sellers of goods can be held liable for breach of warranty for defective products.
Warranties are subject to regulation under the UCC, product liability tort law, contract
law, and the Magnuson-Moss Warranty Act.
Product Liability**
Product liability, sometimes called strict product liability refers to cases in which a
person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Definitions of a Defective Product in Product Liability
Products may become defective because of:
1) defective manufacture (so the product is "broken", not perfectly made, i.e., a product
is manufactured so that the electric wiring is improperly made/attached, etc. and may
cause a fire or cause elect.
Recommended
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docx
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common Mistakes I see on this paper are1. Using summaries and .docx
Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points
3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless)
4. Going over the allowed length (papers that are over the criteria for length will be returned for revision)
5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
Summary of recommendations
Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created .
Common symptoms of memory changes during the lifetime in healthy.docx
Common symptoms of memory changes during the lifetime in healthy people generally start gradually beginning with those associated with episodic memory i.e. forgetting names of people or details of personally experienced events. While semantic memory does not decline in the same way and can in fact be equal to those of younger people, aging adults typically access general knowledge and information more slowly (Dixon et al., 2006).This is a sign of declining working memory which encompasses processing speed, attentional capability/distractibility and problem solving (Dixon et al., 2006; Richmond et al., 2011). Another type of memory change may stem from a decline in sensory acuity. For example, loss of vision, hearing, taste and smell would all impact how stimuli are encoded and will contribute to additional attentional interference (Wolfe & Horowitz, 2004)
Compared with expected changes in memory functioning over the lifespan, pathological conditions such as anterograde amnesia and loss of semantic memory are much more debilitating. Since typically developing memory decline is gradual and centers around past experiences rather than general knowledge, people are often able to adapt to their “forgetfulness” with the assistance of formal and informal compensatory strategies such as more effortful attention, associative learning of new information, making to-do lists, keeping a journal and/or relying on another close individual to fill in missing pieces of stories and events (Dixon et al., 2006)
While typically aging adults may make a to-do list but have to spend time trying to find where they left it, in the case of anterograde amnesia, this sort of strategy would be ineffective. This is because these individuals would have no memory of even making a list since they have lost the ability to form new memories (Squire & Wixted, 2011). People with this condition are likely to become easily confused in social situations involving unfamiliar people since they will not retain any introductory information provided.
Loss of semantic memory would also be more negatively impactful than loss of episodic memory because an individual would lose the ability to make sense of objects in their everyday environment. For example, they make not be able to identify what a television or a toilet is or what each item is used for. As is the case with anterograde amnesia, compensatory strategies that are effective for typical aging memory decline could not be used for semantic memory loss since the individuals would not be able to engage in metamemory cognitions that would enable them to identify their areas of deficit and the most appropriate strategies to address these (Squire & Wixted, 2011). In addition, in both conditions, the individual would require a high level of external support to live safely.
References
Dixon, R. A., Rust, T. B., Feltmate, S. E., & See, S. K. (2007). Memor.
Common Surface-Level Issues for the Informative Essay(Note Thes.docx
Common Surface-Level Issues for the Informative Essay
(Note: These Surface-Level Issues will be the only grammar/mechanics issues that I will look for in this paper. I will add more in subsequent papers.)
· Have a title! Every written work has a title; yours should be no exception. (The title should be something interesting, and NOT Assignment 1 or Informative Essay!)
· Neither authors nor articles SAY anything (same thing with TALKS ABOUT) – it’s a text. “Anderson argues…” or “Jones believes…” or “Brown states…”
· Always write about the article (or any source you are use) in the present tense. It is a text, which means it always exists in the present. Even if the author is dead, the text is not. This means “Smith notes…” not “Smith noted…”
· The titles of articles belong in quotations marks. Italics are for books and movies.
· Make sure your writing is more formal than your speech – there should be no “I was so freaked out” or “I was totally bummed.” This is a formal essay, so even though it is personal, your writing should reflect formality. Don’t use slang.
· Do not use the word “you” (the second person) in a formal essay. People use it a lot to try to generalize. “You think the Internet is safe, but it’s not.” Instead, you can write, “Many people think the Internet is safe, but it’s not.”
· Avoid using too many rhetorical questions in your essay. A few are fine for effect, but be careful how and why you use them. It is generally not considered a good idea to begin paragraphs with a rhetorical question either.
· Notice how I changed it to, “MANY people think…” rather than, “EVERYONE thinks…” Be careful that you don’t assume too much about what people in general think.
· Introduce all quotes. They should not be their own sentences. (Also a reminder that the first time you introduce a source you need to give that source credibility so it is clear that the source has expert knowledge.)
Grammar/Mechanics Issues:
· Make sure all of the punctuation is correct. One thing to remember is that the quotation marks go right after the quote, not after the in-text citations parentheses.
· Make sure everything is spelled correctly. One thing to look for: there/their/they’re issues as well as to/too/two. Those are the most common, but there are others, of course.
· Subject/verb agreement. This is pretty-straightforward, and means looking for things like, “There is some more of those in the other room.” And, “My brother receive the prize for the best haircut.”
· Sentence fragments/run-on sentences. Make sure that all your sentences. Have a complete thought! Also, make sure they do not have too many thoughts in them because that means that it is a run-on sentence and that means that it can be too confusing for your readers if you include too much in one sentence, so you will want to be sure to break it up. (
Formatting/Documentation Issues
· Make sure the paper is written in 12 point Times New Roman font with 1 inch margins on all sides. .
Commercial Space TravelThere are about a half dozen commercial s.docx
Commercial Space Travel
There are about a half dozen commercial space entrepreneurs globally today. Pick one of those companies, and then provide a short history of their company, outline their current projects, and describe their future plans for space travel. Describe the biggest obstacles that they will have to overcome to achieve their goals.
Your initial discussion post should be succinct (only about 200–300 words) and include references to your sources.
.
Common sports-relatedshoulder injuriesShoulder pain is.docx
Common sports-related
shoulder injuries
S
houlder pain is commonly treated in general practice; its causes are often
multi-factorial. The focus of this article is on sports-related shoulder injuries
likely to be seen in the community. This article aims to overview the presen-
tation, assessment and management of these conditions in general practice.
The GP curriculum and common sports-related shoulder injuries
Clinical module 3.20: Care of people with musculoskeletal problems lists the learning objectives required
for a GP to manage common sports-related shoulder injuries in the community or refer for specialist management. In
particular, GPs are expected to be able to:
. Communicate health information effectively to promote better outcomes
. Explore the perceptions, ideas or beliefs the patient has about the condition and whether these may be acting as
barriers to recovery
. Use simple techniques and consistent advice to promote activity in the presence of pain and stiffness
. Agree treatment goals and facilitate supported self-management, particularly around pain, function and physical
activity
. Assess the importance and meaning of the following presenting features:
. pain: nature, location, severity, history of trauma
. variation of symptoms over time
. loss of function – weakness, restricted movement, deformity and disability, ability to perform usual work or
occupation
. Understand that reducing pain and disability rather than achieving a complete cure could be the goal of
treatment
. Understand indications and limitations of plain radiography, ultrasound, and magnetic resonance scans
. Diagnose common, regional soft-tissue problems that can be managed in primary care
. Understand the challenge that many musculoskeletal conditions might be better and more confidently managed
by other healthcare personnel rather than GPs, because most GPs do not gain the necessary treatment skills
during their training
. Refer those conditions which may benefit from early referral to an orthopaedic surgeon
The four most common categories of shoulder pain
seen in primary care are (Mitchell, Adebajo, Hay, &
Carr, 2005):
. Rotator cuff disorders (85% tendinopathy)
. Glenohumeral disorders
. Acromioclavicular joint disease, and
. Referred neck pain.
There are many different types of sports that can cause
acute or chronic shoulder injuries. In professional English
Rugby Union, for example, the most common match
injury is of the acromioclavicular joint (32% overall) and
the most severe injury requiring the longest time off
(mean of 81 days) is shoulder dislocation (Headey,
Brooks, & Kemp, 2007).
Shoulder injuries can also occur in non-contact sports,
such as golf, tennis, swimming and weightlifting.
Although shoulder injuries may be more common in con-
tact sports, the injury may have a larger impact on the
performance of individuals playing non-contact sports.
For example, golfers require very precise manoeuvres
of their dominant.
Common Product Yields VEGETABLES Acorn Squash.docx
Common Product Yields
VEGETABLES
Acorn Squash Flesh Raw 74% Eggplant Trim, Pared, and Sliced 81%
Artichoke Edible Leaves and Base 40% Endive Trimmed and Cored 86%
Asparagus Trimmed Ends 80% Fennel Trimmed and Cored 86%
Beets Peeled and Diced 91% Garlic Peeled Cloves 87%
Broccoli Cored. Florets Only 47% Ginger Root Peeled Root 83-90%
Brussel Sprouts Trim and Ready To Cook 90% Iceberg Lettuce 62%
Butternut Squash 84% Leek Bulb and Flower Leaves 44%
Red & Green
Cabbage Trimmed Without Core 64% Mushrooms
90%
Carrots 68% Onions 63%
Cauliflower Cored. Florets Only. 53% Peppers 59%
Celery 60% Potatoes Skinned By Hand and Raw 63%
Cilantro 90% Romaine 86%
Corn Raw Kernals Cut Off Cob 36% Spinach Trimmed Leaves 72%
Cucumber Pared and Sliced 84% Zucchini 78%
FRUITS
Apples Peeled and Cored 40% Mango Without Pit and Skin 69%
Avocado Skin and Seeded 63% Oranges Pared, Flesh 44%
Banana 66% Papayas 65%
Blackberries 96% Peaches Without Pit and Skin 76%
Cantaloupe Rind and Seeded 43% Pears Without Pit and Skin 78%
Cherries Flesh 62% Pineapple Peeled and Cored 38%
Coconut Meat 48% Plantains Fully Ripe 65%
Figs Without Stem 97% Plums Pitted 94%
Grapefruit
Segments Without
Membrane 52% Pomegranates Seeded 44%
Grapes Stems Removed 96% Prickle Pear Pulp 44%
Honeydew Rind and Seeded 48% Strawberries Good Quality, No Stem 90%
Lemons Juiced and Strained 36% Tomato Stem and Base 90%
Lime/Lemon Zest 16% Watermelon Rind and Seeded 52%
Limes Juiced and Strained 47%
Common Product Yields
MEAT
Beef Chuck 85% Lamb Breast And Flank 89%
Flank 90% Chop 75%
Flap Meat 80% Foreleg 70%
Inside Round 65% Loin 89%
Neck 75% Rib 81%
Rib Chop 83% Shoulder 86%
Rump 79% Pork Bacon 93%
Shank Hind 43% Butt Boneless 85%
Shank Fore 61% Chop 75%
Shoulder Clod 75% Ham 85%
Short Ribs 68% Picnic 81%
Sirloin Butt 70% Shoulder 84%
Sirloin Top Full Cut 71% Tender 95%
Steak Club 83% Veal Chuck 80%
Steak Porterhouse 91% Flank 99%
Steak T-Bone 88% Fore Shank 52%
Tender PSMO 75% Leg, Boned and Trimmed 68%
Cut Steak Ribeye Steak Lip Off 72% Loin 83%
Ribeye Steak Lip On 78% Plate 79%
Strip Steak Center Cut 50% Rib 77%
Strip Steak End Cut 63% Round 77%
Top Butt Steak Cap On 52%
Top Butt Steak Center Cut 38%
Peeled Tenderloin 52%
Peeled Tenderloin c/c 38%
Common Product Yields
POULTRY AND FISH
Game Hen With Neck and Giblets 91% Bass Without Skin Filet 59%
Breast Skin On 74% Clams Edible Portion 15%
Chicken
Broiler/Fryer Without
Neck/Giblets 89% Cod Filet Without Skin 30%
Drum 63% Crab Blue From Shell 17%
Thighs 70% Dungeness From Shell 27%
Wings 50% King From Shell 25%
Breast 87% Crawfish Tail 12%
Breast Quarter 75% Back 23%
Drum 69% Flounder Filet Without Skin 41%
Leg 75% Frog Legs Flesh 65%
Leg Quarter 71% Halibut Filet Without Skin 59%
Thigh 82% Trout Fil.
Common Law Strict Liability Introduction Strict liabilit.docx
Common Law Strict Liability
Introduction: Strict liability, or liability without fault, is a category of unintentional torts
in which the wrongdoer may be held liable for harm to others even when exercising
utmost care and being as careful as possible. Strict liability applies to (1) abnormally
dangerous activities. Abnormally dangerous activities are those that involve a high risk
of serious harm to persons or property that cannot be completely eliminated even with
reasonable care, such as using and storing explosives, stunt flying, keeping wild
animals, and trespassing livestock.
Product Liability**
Introduction: Product liability, sometimes called strict product liability refers to cases in
which a person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Please also see Instructor Notes link in week 2 for further details and explanation of
product liability.
**Strict product liability is often confused with the separate common law tort of strict
liability, sometimes referred to as “liability without fault”. Strict liability applies only to a
small category of abnormally dangerous activities, such as use of explosives, fireworks,
and stunt flying. Please see section above.
Warranties and Product Liability
Introduction: A warranty is a promise, or guarantee, by a seller or lessor that certain
facts are true of the goods being sold or leased. Types of warranties include (1)
warranties of title guaranteeing that the goods have clear and valid title, (2) express
warranties promising specific facts about the goods, and (3) implied warranties of
merchantability, or fitness for a particular purpose. A warranty creates a legal duty for
the seller or lessor; a non-breaching party can recover damages for breach of
warranty(ies). Because warranties are associated with the sale or lease of products,
breach of warranty claims are a part of product liability claims and manufacturers and
sellers of goods can be held liable for breach of warranty for defective products.
Warranties are subject to regulation under the UCC, product liability tort law, contract
law, and the Magnuson-Moss Warranty Act.
Product Liability**
Product liability, sometimes called strict product liability refers to cases in which a
person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Definitions of a Defective Product in Product Liability
Products may become defective because of:
1) defective manufacture (so the product is "broken", not perfectly made, i.e., a product
is manufactured so that the electric wiring is improperly made/attached, etc. and may
cause a fire or cause elect.
Common Core .docx
Common Core 2
Common Core Comment by Author: this should not be bold
Casey Berry
English / 200
September 5, 2018
Ms. Gaby Maruri
Introduction Comment by Author: this needs to be centered and not in bold; it needs to be the title of your paper Comment by Author:
Common core is a standardized education tool that is being used in almost 43 states of America. It is like an outline that has various benchmarks which need to be completed at the end of each grade so that students can successfully learn. It is like having a check and balance on what the students should learn. The primary aim is to prepare learners of America for college and make sure that they are acquiring various skills. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons. Comment by Author: plural needed
However, this practice is disadvantageous for students as well as teachers because no other material knows better than the teachers about the needs, wants, and goals of the students. Teachers can easily teach their students after analyzing their needs and previous knowledge. Moreover, this tool is unconstitutional as it has been created by the National Governors Association Center for Best Practices and the Council of Chief State Officers with help from the Bill and Melissa Gates Foundation not the Department of Education. Comment by Author: choose a different phrase---“outer” is a bit awkward Comment by Author: Comment by Author: Comment by Author: rephrase this---“…can know about the needs, wants, and goals of students better than the classroom teacher.” Comment by Author: missing comma
Common core unconstitutional Comment by Author: needs to be centered; titles should not be complete sentences—think of newspaper titles…they’re fragments
The step to create a tool of education has not been taken by the Department of Education. Instead, it has been established by the National Governors Association and Council of Chief State School Officers with no input from the Department of Education. It means that they have taken the responsibility of making crucial decisions regarding policies of education and the standardized testing system from the authorities of states (Robins, 2013). Comment by Author: article missing---a
what do you mean by “the step to create a tool of education”?? Did the department of education hire the private company who created The Common Core?? Comment by Author: of Comment by Author: the standardized
Common Core not embraced by teachers
After this program was introduced, many teachers, who had been using their styles and methodologies of teaching for many years, had to adapt their methods and had to bring enormous changes to their lesso.
common core state stanDarDs For english Language arts & .docx
common core state stanDarDs For
english Language arts
&
Literacy in
History/social studies,
science, and technical subjects
appendix B: text exemplars and
sample Performance tasks
Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS
a
p
p
e
n
d
ix
b
| 2
exemplars of reading text complexity, Quality, and range
& sample Performance tasks related to core standards
Selecting Text Exemplars
The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require
all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that stu-
dents should encounter in the text types required by the Standards. The choices should serve as useful guideposts in
helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do
not represent a partial or complete reading list.
The process of text selection was guided by the following criteria:
• Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on quali-
tative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in
matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group
began by soliciting contributions from teachers, educational leaders, and researchers who have experience
working with students in the grades for which the texts have been selected. These contributors were asked to
recommend texts that they or their colleagues have used successfully with students in a given grade band. The
work group made final selections based in part on whether qualitative and quantitative measures indicated
that the recommended texts were of sufficient complexity for the grade band. For those types of texts—par-
ticularly poetry and multimedia sources—for which these measures are not as well suited, professional judg-
ment necessarily played a greater role in selection.
• Quality. While it is possible to have high-complexity texts of low inherent quality, the work group solicited only
texts of recognized value. From the pool of submissions gathered from outside contributors, the work group
selected classic or historically significant texts as well as contemporary works of comparable literary merit,
cultural significance, and rich content.
• Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to
ensure that the samples presented in each band represented as broad a range of sufficiently complex, high-
quality texts as possible. Among the factors considered were initial publication date, authorship, and subject
matter.
Copyright and Permissions
For those exemplar texts not in the public domain, we secured permissions and in some cases employed a conser-
vative interp.
COMMON ETHICAL PROBLEMS OF INDIVIDUALSBA 354COLLEG.docx
COMMON ETHICAL PROBLEMS OF INDIVIDUALS
BA 354
COLLEGE OF BUSINESS
1
ASSUMPTIONS OF THE “GIVING VOICE TO VALUES” APPROACH:
Ethical dilemmas at work are common, not rare.
You have values that you want to live up to.
There are many ways that you can voice your values.
Practicing ahead of time will help you to be more effective.
2
THE POWER OF FAIRNESS
The example of grades
Equity
Reciprocity
Impartiality
3
Discrimination
Unequal treatment based on one’s race, gender, ethnicity, national origin, religion, age, disability, etc.
Standard for hiring, promotions, etc., should be the ability to do a job
+
4
Have you ever experienced discrimination?
What could you have done about it?
Why is discrimination an ethical issue?
DISCRIMINATION
5
CONFLICTS OF INTEREST
Objectivity is compromised by possibility of financial or other gains.
Gifts or bribes
Access to resources such as privileged information
Relationships or Influence
6
CONFLICTS OF INTEREST
7
Conflict of Interest
Your daughter is applying to a prestigious university. Since admission to the school is difficult, your daughter has planned the process carefully. She has consistently achieved high marks, taken preparatory courses for entrance exams, and has participated in various extracurricular activities. When you tell one of your best customers about her activities, he offers to write her a letter of recommendation. He's an alumnus of the school and is one of its most active fund raisers. Although he's a customer, you also regularly play golf together and your families have socialized together on occasion.
8
CUSTOMER CONFIDENCE
Includes such issues as
Confidentiality
Product safety
Truth in advertising
Fiduciary responsibilities
9
Confidentiality
You work for a consulting company in Atlanta. Your team has recently completed an analysis of Big Co. including sales projections for the next five years. You're working late one night when you receive a call from an executive vice president at Big Co. in Los Angeles, who asks you to immediately fax her a summary of your team's report. When you locate the report, you discover that your team leader has stamped "For internal use only" on the report cover. Your team leader is on a hiking vacation and you know it would be impossible to locate him. Big Co. has a long-standing relationship with your company and has paid substantial fees for your company's services.
10
Product Safety
You’re the head of marketing for a small pharmaceutical company that has just discovered a very promising drug for the treatment of Alzheimer’s disease. You have spent months designing a marketing campaign which contains printed materials and medication sample kits for distribution to almost every family physician and gerontologist in the country. As the materials are being loaded into cartons for delivery to your company’s representatives, your assistant tells you that .
Common CoreCasey BerryEnglish 200August .docx
Common Core
Casey Berry
English / 200
August 29, 2018
Ms. Gaby Maruri
Common Core
I) Introduction
A. Common Core is an educational tool that should not be used in our public schools.
B. Common Core is unconstitutional and is a disadvantage for teachers as well as students and their parents.
C. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons.
II) Body
A. Common core is unconstitutional.
· Common Core was not a concept done by the Department of Education (DOE).
· It was created by a company named Achieve, Inc. and released under two private associations, the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).
· Educational responsibility has been taken away from the states and local districts.
B. Common Core has not been embraced by teachers very well.
· Many teachers have had to adapt their style of teaching to accommodate the Common Core curriculum.
· It only focuses on three specific subjects such as Mathematics.
· Focuses more on “critical thinking” rather than knowledge.
C. It is not beneficial for students and their parents.
· Parents have a difficult time helping their children with homework because they do not understand the methods used to solve the problems.
· Prepares students more for the workforce, rather than college.
III) Refuting Opponents Arguments Comment by Author: You list opposing arguments, but you did not provide refutations.
D. States win more money
· States that implement Common Core have the chance to compete for Race to the Top money and a better chance at a No Child Left Behind Waiver.
E. Prepares students more efficiently
· Students who are taught Common Core are more prepared for college than others.
F. Statewide standards benefit students from other states
· Statewide based school standards allow teachers to assist better students who move frequently and are constantly changing schools.
IV) Conclusion
G. While for some Common Core is a success, it is still a nuisance that needs to be eliminated. It takes rights away from teachers, parents and schools.
H. A Disaster For Libraries, a disaster for Language Arts, a Disaster for American Education. Comment by Author: Not sure how this will play out, but just be sure that this does not present itself as new information. Comment by Author: Comment by Author:
I. Finally, there is no evidence that having national standards and increasing testing have improved student learning in the past.
References
Shanahan, T. (2015). COMMON CORE STATE STANDARDS. Elementary School Journal, 115(4), 464-479.
I believe that this reference is justified and appropriate because the entire book covers the standards and meat of the common core curriculum. It is broad and general to help readers with little to no knowledge on the topic.
Robbins, J. (2013). Uncommonly bad. Ac.
Common Hacking Techniques You Should Know AboutHacking is th.docx
Common Hacking Techniques You Should Know About
Hacking
is the process of gaining unauthorized access into a computer system, or group of computer systems. This is done through cracking of passwords and codes which gives access to the systems.
Discussion/Research Questions
What are the best ways to guard against hacking attacks?
List one of the biggest (known) hacks of all time and provide a few details related to this incident
.
Common Pool Resource ManagementKim Townsend SUS 350 Sustai.docx
Common Pool Resource Management
Kim Townsend
SUS 350 Sustainable Communities
Key Features of Common Pool Resources
Goods that are difficult or costly to exclude users from
Subtractability-use of a resource by one person means it is not available to another
Core resource-a measure of the stock which must be retained to provide non-declining future stock
Fringe units-extractable units where availability is a function of the relative productivity of the core resource and rate of harvest
Marine Fisheries CPR Example
Used by multiple individuals through time and at the same time.
Subtractable—over-fishing reduces availability of stock for other users.
Core—total number of fish in a specific population required to sustain the population through time.
Fringe—number of fish that can be harvested without reducing the ability of the population to sustain itself through time.
Water
Subtractability-use of a resource by one person means it is not available to another
Core?
Fringe?
We must consider both quantity and quality of water in a system
Why is water quantity/quality important?
The Tragedy of the Commons
https://www.youtube.com/watch?v=WYA1y405JW0
Narrative created by Garrett Harden, a renowned ecologist, in a 1968 Nature paper
Is this model too simplistic? Which assumptions can be questioned?
Elinor Ostrom: Sustainable Development
and the Tragedy of the Commons
https://www.youtube.com/watch?v=ByXM47Ri1Kc
Elinor "Lin" Ostrom (born Elinor Claire Awan;[2] August 7, 1933 – June 12, 2012) was an American political economist[3][4][5] whose work was associated with the New Institutional Economics and the resurgence of political economy.[6] In 2009, she shared the Nobel Memorial Prize in Economic Sciences with Oliver E. Williamson for "her analysis of economic governance, especially the commons".[7] To date, she remains the only woman to win The Prize in Economics.
7
Elinor Ostrom’s Cooperative Management Conditions
Dr. Ostrom studied thousands of locally self-governed CPR systems all around the world
to determine what the sustainable systems had in common, and what the failures had in common.
Ostrom developed a set of design principles associated with sustainable local community governance of small-scale CPRs.
Ostrom’s Cooperative Management Conditions (1/2)
Clearly defined boundaries
Who gets access, who doesn’t
Resource boundaries
Congruence
Costs ≈ Benefits of cooperating
Appropriation rules are fair and sensible, locale-specific
Argues against “one rule system fits all” approach.
Collective-choice arrangements
Most individuals affected have a voice in changing the rules
Monitoring
Monitors are the cooperative members
Ostrom’s Cooperative Management Conditions (2/2)
Graduated sanctions
Punishment scaled to the offence
Sanctions administered by the cooperative
Conflict-resolution mechanisms
Access to low-cost, rapid, local way to resolve conflicts
Recognition of Rights to Organize
Community’s right t.
Common Assignment Prepare a written analysis of the impact of the.docx
Common Assignment:
Prepare a written analysis of the impact of the 4th, 5th, 6
th
8
th
and the 14th Amendments to the US Constitution in processing offenders through the criminal justice system. Explain the concept of due process as applied to the U.S. Constitution.
What due process rights are contained in the US Constitution? Give examples.
What is procedural due process and why does it exist?
Do you think any of these rights should be revoked at any time? Which ones?
What made you choose those?
To what extent does procedural due process hinders or strengthens the criminal justice system?
.
Common Assignment Essay Objective of this Assignment.docx
Common Assignment Essay
Objective of this Assignment: This assignment will be used to evaluate student progress on the
course learning objectives. The assignment will be uploaded as a file on Blackboard.
Instructions: Students will follow the process outlined below to guide them in the development of a
comparative essay. The essay should be approximately 700-1000 words, and should include
footnotes.
➢ Step One: Essay Purpose / Relevance / The Task of a Historian
o Purpose: Students should consider why the topic of memorializing the Mexican
American War is a contemporary problem facing historians.
o Task of a Historian: Your work should clearly communicate the purpose of public history
sites (museums / battlegrounds / memorials), the current struggle between art and truth,
the reasons why this event has been ignored by previous generations / administrations,
and the societal impact of neglecting a major historic event.
o Relevance: Your work should consider the current facilities and public history sites
dedicated to honoring this event and its participants, as well as the funding and
supporters associated with those sites. (At a minimum you should examine the facilities
in Texas, however, there are links provided to steer you to other state /federal facilities).
Furthermore, you should consider the message provided at those sites / exhibits and
whether this message is satisfactory given the mission of public historians.
o You may copy and paste sections of your source analysis from the previous essay, just
pay attention to flow and be sure to utilize footnotes.
➢ Step Two: You must use these two sources. Read these first so you can understand the war,
and how it has or has not been remembered.
o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial
Amnesia" by Amy Greenberg in JSTOR
o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T.
Fulmore in JSTOR
➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds,
monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas
sites in the highly suggested category.
o Highly Suggested Sources:
▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm
▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/
▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new-
memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12-
bdcd-014ebd3514fc.html
▪ Capitol 360 View of Mexican American War acknowledgement:
https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html
▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html
o Potentially Useful Sources:
https://www.nps.gov/paal/learn/historyculture/places.htm
http://www.bvvm.org/photos/
https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.
Committee on Enhancing Federal Healthcare Quality ProgramsJa.docx
Committee on Enhancing Federal Healthcare Quality Programs
Janet M. Corrigan, Jill Eden, and Barbara M. Smith, Editors
THE NATIONAL ACADEMIES PRESS
Washington, D.C.
ww.nap.edu
Enhancing, Federal Healthcare Quality Programs Committee. Leadership by Example : Coordinating Government Roles in
Improving Health Care Quality, edited by Jill Eden, and Barbara M. Smith, National Academies Press, 2003. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ncent-ebooks/detail.action?docID=3375805.
Created from ncent-ebooks on 2019-04-24 06:50:39.
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THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W Washington, DC 20001
NOTICE: The project that is the subject of this report was approved by the Gov-
erning Board of the National Research Council, whose members are drawn from
the councils of the National Academy of Sciences, the National Academy of Engi-
neering, and the Institute of Medicine. The members of the committee responsible
for the report were chosen for their special competences and with regard for ap-
propriate balance.
Support for this project was provided by the Department of Health and Human
Services, the Commonwealth Fund, and the California Healthcare Foundation.
The views presented in this report are those of the Institute of Medicine Commit-
tee on Enhancing Federal Health Care Quality Programs, and are not necessarily
those of the funding agencies.
Library of Congress Cataloging-in-Publication Data
Institute of Medicine (U.S.). Committee on Enhancing Federal Healthcare
Quality Programs.
Leadership by example : coordinating government roles in improving
healthcare quality / Committee on Enhancing Federal Healthcare Quality
Programs ; Janet M. Corrigan, Jill Eden, and Barbara M. Smith, Editors.
p. ; cm.
Includes bibliographical references and index.
ISBN 0-309-08618-3 (pbk.)
1. Medical policy—United States. 2. National health services—United
States.
[DNLM: 1. Health Care Reform—United States. 2. Government
Programs—United States. 3. Quality Assurance, Health Care—United
States. WA 540 AA1 I455L 2003] I. Corrigan, Janet. II. Eden, Jill.
III. Smith, Barbara M. IV. Title.
RA395.A3I4935 2003
362.1’0973—dc21
2003001324
ISBN 0-309-51693-5 (pdf)
Additional copies of this report are available from the National Academies Press,
500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202)
334-3313 (in the Washington metropolitan area); Internet, http://www.nap.edu.
For more information about the Institute of Medicine, visit the IOM home page at:
www.iom.edu.
Copyright 2003 by the National Academy of Sciences. All rights reserved.
Printed in the United States of America.
The serpent has been a symbol of long life, healing, and knowledge among almost
all cultures and religions since the beginning of reco.
Committees1. To provide for greater transparency in the HU.docx
Committees
1. To provide for greater transparency in the HUD–VASH supported housing program for homeless
veterans, and for other purposes.
2. Representative Scott H. Peters. House and Senate committees: Energy and Commerce, Ways and
Means, Judiciary, Oversight and Government Reform, Education and the Workforce, Senate Committee,
Homeland Security and Governmental Affairs, Veterans' Affairs, Health, Education, Labor, and Pensions,
Banking, Housing, and Urban Affairs, Energy and Natural Resources.
3. N/A no committee report
4. H.R.7022 — 115th Congress (2017-2018)
Homes for Our Heroes Act of 2018
Sponsor: Representative Scott H. Peters Committees: House - Financial Services, Veterans' Affairs
Committee Reports: N/A
Latest Action: House 10/02/2018: Referred to the Committee on Financial Services, and in addition to
the Committee on Veterans' Affairs, for a period to be subsequently determined by the Speaker, in each
case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Tracker: introduced
Here are the steps for Status of Legislation:
1. Introduced
Members
1. To authorize the Department of Energy to conduct collaborative research with the Department of
Veterans Affairs in order to improve healthcare services for veterans in the United States, and for other
purposes.
2. Representative Ralph Norman. Both House and senate committees: Judiciary, Ways and Means,
Energy and Commerce, Education and the Workforce, Oversight and Government Reform, Financial
Services, Foreign Affairs, Natural Resources, Rules, Armed Services, Science, Space, and Technology,
Transportation and, Infrastructure, Agriculture, Budget, House Administration, Homeland Security, Small
Business, Veterans' Affairs, Appropriations, Intelligence, Ethics, Senate Committee, Judiciary, Banking,
Housing, and Urban Affairs, Energy and Natural Resources, Homeland Security and Governmental
Affairs, Agriculture, Nutrition, and Forestry, Armed Services, Commerce, Science, and Transportation,
Environment and Public Works, Finance, Foreign Relations, Small Business and Entrepreneurship, and
Veterans' Affairs.
3. The committee’s favorability is to recommend that the bill as amended do pass.
4. H.R.6398 — 115th Congress (2017-2018)
Department of Energy Veterans' Health Initiative Act
Sponsor: Rep. Norman, Ralph [R-SC-5]
Committees: House - Science, Space, and Technology, Veterans' Affairs | Senate - Energy and Natural
Resources
Committee Reports: https://www.congress.gov/congressional-report/115th-congress/house-
report/974/1?q=%7B%22search%22%3A%5B%22H.R.6398%22%5D%7D&r=1
Latest Action: Senate - 09/26/2018 Received in the Senate and Read twice and referred to the
Committee on Energy and Natural Resources.
Tracker: Passed House.
Here are the steps for Status of Legislation:
1. Introduced
2. Passed House
CLASS EXERCISE #2
THE STATUS OF BILLS IN CONGRESS
Go to: http://thomas.loc.gov/ and become familiar.
Commitment to ProfessionalismCommitment to Professionalism..docx
Commitment to Professionalism
Commitment to Professionalism.
Due by Day 7
. As leaders in early childhood education we are in the unique position of creating partnerships with the community, organizations, and local government in an effort to promote the needs of the children we are serving. Through a program’s daily operation, we are witnesses to the specific issues that are facing the children, families, and community in which we work. When we highlight and broadcast these issues and advocate for a community’s needs, we are also advocating for increased awareness of the value and professionalism of the field of early childhood education. When we participate in advocating in our field we are further demonstrating that we are professionals that deserve to be valued and respected.
After reading the week’s text, write a reflection in two parts:
Part I
Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate.
Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group.
Describe the strategies you would use to gain the support needed for this issue through individual advocacy.
Describe the strategies you would use to attract the support needed for this issue through collective advocacy.
Create two talking points (as discussed in Chapter 13) using one
concrete example
(refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue.
These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating.
Part II
Create a Commitment to the Profession Statement. Remember, this is a draft that will continually be revised and modified as new information is acquired. Address the following:
Describe how you will advocate on behalf of young children, their families, and the profession.
Describe how you will support the development of future practitioners and leaders in the field.
Refer to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from
unskilled workers
and toward
paradigm professionals
.
The Commitment to Professionalism paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Use the text and two outside sources to support your responses.
The
Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific so.
Comment Commentonat least 3 Classmates’Posts (approximately 150.docx
Comment
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
Pragmatism is defined as a philosophical approach in which experience is the fundamental concept. Radu explains that in pragmatism, each experience is based on the interaction between subject and object, between self and its world and represents only the result of the integration of human beings into the environment (Radu, 2011). All in all, pragmatism promotes activity based learning. Pragmatism relates to Dewey’s work in many ways. The most significant being its rejection of traditional learning, and its emphasis on solving problems in a sensible way that suits conditions that really exist rather than obeying fixed theories, ideas, or rules (Cambridge, 2016).
Progressivism is a philosophical concept belonging to ‘new education’, is ‘a Copernican revolution’ in pedagogy, promoting ‘a child-centered school’ (Radu, 2011). Radu states that Dewey’s pedagogic view is not based on his philosophical concept, but al on the social, economic and cultural realities of American society (pg. 87). Progressivism is featured around the learning capacity continuing into adulthood; Dewey called this “permanent education”. Learning is done by doing; this is because Dewey believed authentic knowledge is achieved only through direct experience. Although Dewey though some target methods were necessary when teaching, he did not believe in teachers being forced to stick to routines (Radu 2011). This idea leads to the problem-problem solving method which in short states that in order to solve problem, an individual must: define the problem, analyze the problem, determine possible solutions, propose solutions, evaluate and select a solution, and determine strategies to implement solution. The progressive theory encourages learning through discovery, this allows the learner to acquire knowledge through interest, rather than effort.
Ragu also states that there are reactions against Dewey’s progressive education. Perennialism says that permanence is the fundamental feature of the world; not change. School is intended to promote the permanent values of the past and present. Essentialists believed the main purpose of school was to prepare th.
Comment The ANA is such an astonishing association. They help .docx
Comment
The ANA is such an astonishing association. They help with new enactment, state-of-the-art data on nursing issues, confirmations and proceeding with training, thus a lot increasingly significant nursing subjects. I turned into a part as an understudy, yet I didn't comprehend the significance of being associated with these associations. In the present changing social insurance framework, it is so imperative to be taught and included on the present issues. The ANA has been a promoter for profession improvement and improving the wellbeing for all Americans for more than 100 years. I need to turn into an individual from this long-standing association to keep awake to-date on issues, proceed with my training, and have any kind of effect in the nursing field.
Comment
Being an advocate means a lot, at many different levels. For instance, as LVN being an advocate is hands on, RN would be collaborating with many different discipling, BSN would be all the combination and take it to a management level. As working for hospice being a patient advocate is so important at the end of life. Working with dying patients and educating families about the medications needed for end of life comfort. For instance, Morphine 20mg/ml give 1 ml Po/SL q 2 hours PRN pain. (severe pain 7-10). With out this education on medication regimen patient would suffer in pain.
.
CommentsPrice is the easiest way to make profit – all you.docx
Comments:
Price is the easiest way to make profit – all you do is raise the price – it costs nothing and you have to do no work – just send out a new price sheet.
Distribution is the next easiest – sell the same stuff in different places – with minor changes.
Questions
1.
Define/explain:
A.
Supply chain
B.
Value delivery
C.
What/who are the distribution chain members:
D.
How does a distribution chain member add value to the consumer
E.
Vertical marketing system
F.
Horizontal marketing system
J.
Mutlichannel system
G.
Marketing logistics
H.
Supply chain management
I.
Major logistical functions
J.
Specialty stores
K. Department stores
L.
Supermarkets
M.
Convenience stores
N.
Discount stores
O.
Off price stores
P. Superstores
Q.
Corporate chain stores
R.
Voluntary chain
S.
Retailer Cooperative
T
Franchise organization
U.
Merchandising conglomerate
v.
Wholesalers
w.
Brokers
X.
Agents
2.
Read (or look up if needed)
“Zara – the technology giant of the fashion world”
-- explain how technology drives this company – remember women’s fashion has 4 to 5 seasons.
3.
What marketing mix decisions must retailers make:
A.
B.
C.
D.
E.
F.
G.
4.
Describe 4 distribution ideas/innovations you have witnessed:
A.
B.
C.
D.
.
COMMENTS You wrote an interesting essay; however, it is lacking t.docx
COMMENTS: You wrote an interesting essay; however, it is lacking the introduction and conclusion paragraphs (1/3 deduction.) Remove the notations from the Reference List. Not all of your sources came from the UOP library and are peer reviewed, so you need to locate additional. You need a minimum of three peer reviewed sources from the UOP library. Prove your arguments using academic sources. Some paragraphs are too short, every paragraph should be five to eight sentences. You received a five point deduction for not including the introduction or conclusion.
SCORE: 10/15 Points (Deduction for not including an introduction or conclusion.)
The Inappropriateness of the Death Sentence
Add an introduction paragraph. Comment by Darlene Bennett: The introduction needs a topic sentence that describes the main idea of the paragraph, then provide background information and finally, include the thesis statement. The introduction should be five to eight sentences in length.
Thesis Statement Comment by Darlene Bennett: The thesis statement cannot be isolated by itself. You need to insert it as the last sentence of the introductory paragraph.
The death penalty, as practiced in some societies in the world, has had its positive aspects and negative aspects and my stand are that it should be abolished in any democratic state that seeks to ensure justice for both the victims of crime and the offenders.
The death sentence is against the bible and other religious guidelines Comment by Darlene Bennett: Capitalize the word “Bible.”
Death sentences against convicted criminals in the society go against the spirit and guidelines provided by religious faiths regarding our stay here in the universe. Comment by Darlene Bennett: Casual tone, stay formal and do not use first person pronouns.
Religious laws quoted in religious books prohibited the execution of man whatsoever. According to these religious laws, there is no compromise or a reason big enough to necessitate the punishment of an offender through death. The ten commandments developed by God himself in the book of Deuteronomy, under commandment five, prohibits the killing of a man. Universal religious laws concur with the Christian teaching regarding the execution of man as a way of punishment (Goldman, 2017). Comment by Darlene Bennett: This is a generalization – do all religious books state this? By Old Testament law, people were stoned for certain infractions. Be specific and provide a source for your fact. Comment by Darlene Bennett:
Religious teachings in all religion term human life as sacred and one that is not subject to limitation, in all circumstance. According to the various religions, it is God only who can terminate the life of a human being. They recommend the use of other means of justice for offenders to reform and revert back to their normal lives in the society (Goldman, 2017).
Further, no method of executing criminals is humane, all the methods are painful, inhumane and disrespectful.
Comments in essay 1 - This essay shows that you clearly.docx
Comments in essay 1
- This essay shows that you clearly grasp the important points of the play, and it
brings up a potentially interesting argument about "Trifles." As you revise this
essay for your Final Portfolio, try to explain your ideas in more detail and to use
more textual evidence to make your argument clearer. You could also try
bringing in some more support from the background readings that we did for
"Trifles," to help show your readers women's position in society and in a court of
law at the time that this play is set.
Comments in essay 2
This essay starts out with a good question to provide focus, but as the
essay progresses, it doesn't really stick to this focus. I think part of the
problem here may be that you did not entirely understand what the
assignment was asking you to do for this essay. So the first step in revising
would be to go back and read the Essay Topic and Requirements page
again. Since it seems like your main focus in this essay is going to be on
Disney's adaptation of Beauty and the Beast, try making a list of specific
ways (like adding a "villain" in the character of Gaston, which was a good
point to bring up) that Disney has changed things from Beaumont's 1757
written version to their 1991 animated film. Then think about how these
changes have either improved or detracted from the story. The other thing
that needs work in this essay is the research component. The assignment
requirements state that you need to use at least three secondary/critical
sources. These would be books, articles, or web pages that discuss one or
both versions of Beauty and the Beast, or Disney's approach to adapting
fairy tales in general. Right now all of the sources listed in your works cited
are primary sources. Primary sources are the texts that you are analyzing,
and while you do need to include at least two primary sources in this essay,
adding additional stories like "Little Red Riding Hood" and Cinderella can
just confuse readers, or cause your essay to lose its focus.
Final Portfolio requirements
Highlight anything done on essays.
A portfolio, as we have discussed in class, is a collection of work done over time that
gives a good overview of your abilities. In this class, we have tried to focus on process
as well as product, and the Final Portfolio assignment will reflect this focus, both in
terms of what you submit and how the Portfolio will be evaluated.
Your Final Portfolio should include all of the following elements:
● the final draft of your Reflective Essay (1000-1200 words)
● a revised version of Essay 1, in which you have bolded or highlighted all
substantial changes
● your original final draft of Essay 1
● a revised version of Essay 2, in which you have bolded or highlighted all
substantial changes
● your original final draft of Essay 2
As a whole, your Portfolio should describe and demonstrate your writing process, from
brainstorming to.
COMMENTARYVirtual Boundaries Ethical Considerations for.docx
COMMENTARY
Virtual Boundaries: Ethical Considerations for
Use of Social Media in Social Work
Ericka Kimball and JaeRan Kim
S
ociety has become more interactive through
increased access and use of the Internet and
social media tools. Web 2.0 moved the
Internet beyond information storage to a place
where discourse takes place (Sawmiller, 2010).
Social media, Internet tools that facUitate online
interactions, have the potential to further expand
such discourses. Social networks (for example,
Facebook, Google + , Linkedin), blogs (for exam-
ple, Wordpress, Typepad), and microblogs (for
example. Twitter, Tumblr) are types of social
media tools that allow people to connect and share
infomiation in an onhne space. People use social
media tools to report information, present opin-
ions, and solicit convenation through their own
domains or dedicated websites. All of this online
interaction, enabled further by increases in smart-
phone and networked tablet devise usage, poses
the potential for personal and professional lives to
cross in social media spaces.
Existing literature has focused on the ethical
challenges of social media in professional practice
with clients, use of social media as an expansion of
research, and for online learning (Eccles, 2010;
Giffords, 2009; NASW & Associarion of Social
Work Boards [ASWB], 2005). However, the con-
versation around ethical use of social media, out-
side the client—professional relationship, is missing.
Areas in which greater discussion is needed include
advising students and setting agency pohcies on
ethical uses of social media and on the effects of
personal use of social media among professional
relationships.
This article is about creating virtual boundaries—
the limits social workers place to guide their social
media use—to create intentional online personas
and about the effects of social media use in the
intemiingling of personal and professional lives.
Social workers need to be aware of the identities
they create and maintain in the realm of social
media because of ethical codes and policies. The
various forms and uses of social media are discussed
to provide an understanding of the benefits and
consequences of social media. An overview of eth-
ical considerations is presented along with recom-
mendations on creating virtual boundaries for
personal and professional use of social media.
FORMS AND USES OF SOCIAL MEDIA
Although the forms and uses of social media are
constantly changing, blogs, microblogs, and social
networking sites have proved to be some of the
more popular social media tools over the last sev-
eral years. Other social media tools, such as virtual
world games, photo sharing, and information
management sites, may be lesser-used tools but are
StiU important to consider when setting virtual
boundaries.
Blog and Microblog
A blog (or Weblog) is defined as an online journal of
personal reñections, opinions, and comments.
Microblog content may also include personal reflec-
tions, opin.
Comments Excellent paper. It’s obvious that you put quite a bit of .docx
Comments: Excellent paper. It’s obvious that you put quite a bit of work into this. Unfortunately, your paper needs adequate citations in the body of the text to meet our standards on plagiarism. You need to cite each textbook from your bibliography whenever you quote or use some information from the textbook or other resource. For example, writing (Jones 285) after the quote or information used means that you got it from the book whose author was Jones and the info came from page 285.
Laparoscopic cholecystectomy is a procedure in which laparoscopic techniques remove the gallbladder. It is the standard of care for symptomatic gallbladder disease, of which most are performed for symptomatic cholelithiasis. Other indications include acute cholecystitis, biliary dyskinesia, and gallstone pancreatitis.
Describe the reasons a patient might have the selected surgical procedure
The typical reason a cholecystectomy is a treatment of choice is inflammatory changes of gallbladder or blockage of bile flow by gallstones. Symptomatic cholelithiasis is the most common reason where gallstones in the gallbladder are blocking the bile flow and cause inflammation. The patient usually complains of episodic epigastric pain and right upper quadrant pain that radiates to the right shoulder. This pain is found to occur several hours after heavy meals and the patient experiences nausea, vomiting, bloating, fever, and right upper quadrant tenderness. Another condition is acute cholecystitis, where inflammation and symptoms are more prominent. The patient may have a fever, constant pain, positive Murphy's sign, or leukocytosis. Acute cholecystitis may be caused by calculous biliary tract disease with confirmed gallstones in the abdominal US. Acute acalculous cholecystitis usually occurs in critically ill patients, those with prolonged total parenteral nutrition, and some immunosuppressed patients. Patients with episodes of right upper quadrant pain (which are ‘classic' for biliary pain without evidence of cholelithiasis of US or ERCP) may also be referred for laparoscopic cholecystectomy. Gallstone pancreatitis (when small stones pass through the cystic duct) confirmed by cholangiography is another indication for laparoscopic cholecystectomy.
Describe the reasons a patient might be disqualified for this surgery and the options for the patient if any
A patient might be excluded for laparoscopic cholecystectomy due to acute general conditions that are a contraindication for any surgery such as an acute cardiac failure, uncontrolled hypertension, acute renal failure, pneumonia, etc. The condition should be treated by a primary care provider or specialist and the patient should be stable prior surgery. Additional contraindications may include the inability to tolerate general anesthesia, significant portal hypertension, uncorrectable coagulopathy, and multiple prior operations.
List the diagnostic tests and lab work that an attending surgeon might order and desc.
CommentProfessional Nursing Organizations are very important i.docx
Comment
Professional Nursing Organizations are very important in the profession to nurses. They provide a sense of unity and community, as well as giving nurses additional resources for professional growth and backing. For many years nursing was a ill thought of career; as was discussed through this class we have seen exactly how that has changed. The same goes for nursing organizations. They have given nurses the tools and ability to connect with others and exchange research and ideas about complex cases. It is like social networking for nurses, I like to think of it. In professional organizations they can bring up important issues that happen through out the country in nursing; for example staffing ratios is a big issue that the country is dealing with at this time, with a whole organization backing up each other it creates a more solid fighting ground than if only a few voices band together. There have been collective bargaining units who have helped with activism over the course of time for and by nurses who want there to be safe and productive conditions in the workplace.
Comment
The American Nurses Association (ANA) believes that advocacy is a pillar of nursing. Nurses instinctively advocate for their patients, in their workplaces, and in their communities. The ANA works with legislature to ensure that nurses are protected as it pertains to the nurse patient ratio and a safe environment for practice. Organizations advocates for nurse to further their studies in the field of nursing in order to become more efficient as it pertains to the reduction of infections, mortality rate and overall the best and safest outcome for the patient and family members. As stated in the Nurses Bill of Rights, “Nurses have the potential to lead the way in improving health and health care for all, but in order to realize that potential they must operate in an environment that is safe, empowering, and satisfying.”
.
CommentCommentonat least 3 Classmates’Posts (approxima.docx
Comment
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
John Dewey, “the father of progressive education,” had a tremendous impact on education in the United States (Mondale & Patton, 2001, p. 76). In 1900,
most children left school by the end of eighth grade to go to work or help out at home. The American common school usually offered eight years of instruction. With its emphasis on the three Rs, its reliance on rote recitations and spelling bees, its close ties to the citizenry, its underpaid teachers and its usually crowded classrooms (Mondale & Patton, 2001, p. 64).
The challenge that John Dewey saw in these schools was “that much of present education fails because it neglects this fundamental principle of the school as a form of community life. It conceives the school as a place where certain information is to be given, where certain lessons are to be learned, or where certain habits are to be formed” (Dewey, 1897). He was concerned that these “traditional schools” would not prepare students for their present
and
future life. Dewey (1938) notes that in traditional schools, “the main purpose or objective is to prepare the young for future responsibilities and for success in life, by means of information and prepared forms of skill which comprehend the material of instruction” (p. 18). He goes on to argue that “that which is taught is thought of as essentially static. It is taught as a finished product, with little regard either to the ways in which it was originally built up or to changes that will surely occur in the future” (Dewey, 1938, p. 19). School was not a dynamic and engaging community environment for students.
Instead of these traditional schools, Dewey envisioned schools where students learn “by doing” (Mondale & Patton, 2001, p. 67). He “believed that if schools were anchored in the whole child, in the social, intellectual, emotional, and physical development of a child, teaching would be different–and learning would be different and schools would be very different, hospitable places for children” (Mondale & Patton, 2001, p. 77). Dewey (1897) writes, “I believe that the only true education comes through the stimulation of the child's powe.
The Challenger.pdf DNHS Official Publication
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Common Core 2
Common Core Comment by Author: this should not be bold
Casey Berry
English / 200
September 5, 2018
Ms. Gaby Maruri
Introduction Comment by Author: this needs to be centered and not in bold; it needs to be the title of your paper Comment by Author:
Common core is a standardized education tool that is being used in almost 43 states of America. It is like an outline that has various benchmarks which need to be completed at the end of each grade so that students can successfully learn. It is like having a check and balance on what the students should learn. The primary aim is to prepare learners of America for college and make sure that they are acquiring various skills. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons. Comment by Author: plural needed
However, this practice is disadvantageous for students as well as teachers because no other material knows better than the teachers about the needs, wants, and goals of the students. Teachers can easily teach their students after analyzing their needs and previous knowledge. Moreover, this tool is unconstitutional as it has been created by the National Governors Association Center for Best Practices and the Council of Chief State Officers with help from the Bill and Melissa Gates Foundation not the Department of Education. Comment by Author: choose a different phrase---“outer” is a bit awkward Comment by Author: Comment by Author: Comment by Author: rephrase this---“…can know about the needs, wants, and goals of students better than the classroom teacher.” Comment by Author: missing comma
Common core unconstitutional Comment by Author: needs to be centered; titles should not be complete sentences—think of newspaper titles…they’re fragments
The step to create a tool of education has not been taken by the Department of Education. Instead, it has been established by the National Governors Association and Council of Chief State School Officers with no input from the Department of Education. It means that they have taken the responsibility of making crucial decisions regarding policies of education and the standardized testing system from the authorities of states (Robins, 2013). Comment by Author: article missing---a
what do you mean by “the step to create a tool of education”?? Did the department of education hire the private company who created The Common Core?? Comment by Author: of Comment by Author: the standardized
Common Core not embraced by teachers
After this program was introduced, many teachers, who had been using their styles and methodologies of teaching for many years, had to adapt their methods and had to bring enormous changes to their lesso.
common core state stanDarDs For english Language arts & .docx
common core state stanDarDs For
english Language arts
&
Literacy in
History/social studies,
science, and technical subjects
appendix B: text exemplars and
sample Performance tasks
Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS
a
p
p
e
n
d
ix
b
| 2
exemplars of reading text complexity, Quality, and range
& sample Performance tasks related to core standards
Selecting Text Exemplars
The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require
all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that stu-
dents should encounter in the text types required by the Standards. The choices should serve as useful guideposts in
helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do
not represent a partial or complete reading list.
The process of text selection was guided by the following criteria:
• Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on quali-
tative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in
matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group
began by soliciting contributions from teachers, educational leaders, and researchers who have experience
working with students in the grades for which the texts have been selected. These contributors were asked to
recommend texts that they or their colleagues have used successfully with students in a given grade band. The
work group made final selections based in part on whether qualitative and quantitative measures indicated
that the recommended texts were of sufficient complexity for the grade band. For those types of texts—par-
ticularly poetry and multimedia sources—for which these measures are not as well suited, professional judg-
ment necessarily played a greater role in selection.
• Quality. While it is possible to have high-complexity texts of low inherent quality, the work group solicited only
texts of recognized value. From the pool of submissions gathered from outside contributors, the work group
selected classic or historically significant texts as well as contemporary works of comparable literary merit,
cultural significance, and rich content.
• Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to
ensure that the samples presented in each band represented as broad a range of sufficiently complex, high-
quality texts as possible. Among the factors considered were initial publication date, authorship, and subject
matter.
Copyright and Permissions
For those exemplar texts not in the public domain, we secured permissions and in some cases employed a conser-
vative interp.
COMMON ETHICAL PROBLEMS OF INDIVIDUALSBA 354COLLEG.docx
COMMON ETHICAL PROBLEMS OF INDIVIDUALS
BA 354
COLLEGE OF BUSINESS
1
ASSUMPTIONS OF THE “GIVING VOICE TO VALUES” APPROACH:
Ethical dilemmas at work are common, not rare.
You have values that you want to live up to.
There are many ways that you can voice your values.
Practicing ahead of time will help you to be more effective.
2
THE POWER OF FAIRNESS
The example of grades
Equity
Reciprocity
Impartiality
3
Discrimination
Unequal treatment based on one’s race, gender, ethnicity, national origin, religion, age, disability, etc.
Standard for hiring, promotions, etc., should be the ability to do a job
+
4
Have you ever experienced discrimination?
What could you have done about it?
Why is discrimination an ethical issue?
DISCRIMINATION
5
CONFLICTS OF INTEREST
Objectivity is compromised by possibility of financial or other gains.
Gifts or bribes
Access to resources such as privileged information
Relationships or Influence
6
CONFLICTS OF INTEREST
7
Conflict of Interest
Your daughter is applying to a prestigious university. Since admission to the school is difficult, your daughter has planned the process carefully. She has consistently achieved high marks, taken preparatory courses for entrance exams, and has participated in various extracurricular activities. When you tell one of your best customers about her activities, he offers to write her a letter of recommendation. He's an alumnus of the school and is one of its most active fund raisers. Although he's a customer, you also regularly play golf together and your families have socialized together on occasion.
8
CUSTOMER CONFIDENCE
Includes such issues as
Confidentiality
Product safety
Truth in advertising
Fiduciary responsibilities
9
Confidentiality
You work for a consulting company in Atlanta. Your team has recently completed an analysis of Big Co. including sales projections for the next five years. You're working late one night when you receive a call from an executive vice president at Big Co. in Los Angeles, who asks you to immediately fax her a summary of your team's report. When you locate the report, you discover that your team leader has stamped "For internal use only" on the report cover. Your team leader is on a hiking vacation and you know it would be impossible to locate him. Big Co. has a long-standing relationship with your company and has paid substantial fees for your company's services.
10
Product Safety
You’re the head of marketing for a small pharmaceutical company that has just discovered a very promising drug for the treatment of Alzheimer’s disease. You have spent months designing a marketing campaign which contains printed materials and medication sample kits for distribution to almost every family physician and gerontologist in the country. As the materials are being loaded into cartons for delivery to your company’s representatives, your assistant tells you that .
Common CoreCasey BerryEnglish 200August .docx
Common Core
Casey Berry
English / 200
August 29, 2018
Ms. Gaby Maruri
Common Core
I) Introduction
A. Common Core is an educational tool that should not be used in our public schools.
B. Common Core is unconstitutional and is a disadvantage for teachers as well as students and their parents.
C. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons.
II) Body
A. Common core is unconstitutional.
· Common Core was not a concept done by the Department of Education (DOE).
· It was created by a company named Achieve, Inc. and released under two private associations, the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).
· Educational responsibility has been taken away from the states and local districts.
B. Common Core has not been embraced by teachers very well.
· Many teachers have had to adapt their style of teaching to accommodate the Common Core curriculum.
· It only focuses on three specific subjects such as Mathematics.
· Focuses more on “critical thinking” rather than knowledge.
C. It is not beneficial for students and their parents.
· Parents have a difficult time helping their children with homework because they do not understand the methods used to solve the problems.
· Prepares students more for the workforce, rather than college.
III) Refuting Opponents Arguments Comment by Author: You list opposing arguments, but you did not provide refutations.
D. States win more money
· States that implement Common Core have the chance to compete for Race to the Top money and a better chance at a No Child Left Behind Waiver.
E. Prepares students more efficiently
· Students who are taught Common Core are more prepared for college than others.
F. Statewide standards benefit students from other states
· Statewide based school standards allow teachers to assist better students who move frequently and are constantly changing schools.
IV) Conclusion
G. While for some Common Core is a success, it is still a nuisance that needs to be eliminated. It takes rights away from teachers, parents and schools.
H. A Disaster For Libraries, a disaster for Language Arts, a Disaster for American Education. Comment by Author: Not sure how this will play out, but just be sure that this does not present itself as new information. Comment by Author: Comment by Author:
I. Finally, there is no evidence that having national standards and increasing testing have improved student learning in the past.
References
Shanahan, T. (2015). COMMON CORE STATE STANDARDS. Elementary School Journal, 115(4), 464-479.
I believe that this reference is justified and appropriate because the entire book covers the standards and meat of the common core curriculum. It is broad and general to help readers with little to no knowledge on the topic.
Robbins, J. (2013). Uncommonly bad. Ac.
Common Hacking Techniques You Should Know AboutHacking is th.docx
Common Hacking Techniques You Should Know About
Hacking
is the process of gaining unauthorized access into a computer system, or group of computer systems. This is done through cracking of passwords and codes which gives access to the systems.
Discussion/Research Questions
What are the best ways to guard against hacking attacks?
List one of the biggest (known) hacks of all time and provide a few details related to this incident
.
Common Pool Resource ManagementKim Townsend SUS 350 Sustai.docx
Common Pool Resource Management
Kim Townsend
SUS 350 Sustainable Communities
Key Features of Common Pool Resources
Goods that are difficult or costly to exclude users from
Subtractability-use of a resource by one person means it is not available to another
Core resource-a measure of the stock which must be retained to provide non-declining future stock
Fringe units-extractable units where availability is a function of the relative productivity of the core resource and rate of harvest
Marine Fisheries CPR Example
Used by multiple individuals through time and at the same time.
Subtractable—over-fishing reduces availability of stock for other users.
Core—total number of fish in a specific population required to sustain the population through time.
Fringe—number of fish that can be harvested without reducing the ability of the population to sustain itself through time.
Water
Subtractability-use of a resource by one person means it is not available to another
Core?
Fringe?
We must consider both quantity and quality of water in a system
Why is water quantity/quality important?
The Tragedy of the Commons
https://www.youtube.com/watch?v=WYA1y405JW0
Narrative created by Garrett Harden, a renowned ecologist, in a 1968 Nature paper
Is this model too simplistic? Which assumptions can be questioned?
Elinor Ostrom: Sustainable Development
and the Tragedy of the Commons
https://www.youtube.com/watch?v=ByXM47Ri1Kc
Elinor "Lin" Ostrom (born Elinor Claire Awan;[2] August 7, 1933 – June 12, 2012) was an American political economist[3][4][5] whose work was associated with the New Institutional Economics and the resurgence of political economy.[6] In 2009, she shared the Nobel Memorial Prize in Economic Sciences with Oliver E. Williamson for "her analysis of economic governance, especially the commons".[7] To date, she remains the only woman to win The Prize in Economics.
7
Elinor Ostrom’s Cooperative Management Conditions
Dr. Ostrom studied thousands of locally self-governed CPR systems all around the world
to determine what the sustainable systems had in common, and what the failures had in common.
Ostrom developed a set of design principles associated with sustainable local community governance of small-scale CPRs.
Ostrom’s Cooperative Management Conditions (1/2)
Clearly defined boundaries
Who gets access, who doesn’t
Resource boundaries
Congruence
Costs ≈ Benefits of cooperating
Appropriation rules are fair and sensible, locale-specific
Argues against “one rule system fits all” approach.
Collective-choice arrangements
Most individuals affected have a voice in changing the rules
Monitoring
Monitors are the cooperative members
Ostrom’s Cooperative Management Conditions (2/2)
Graduated sanctions
Punishment scaled to the offence
Sanctions administered by the cooperative
Conflict-resolution mechanisms
Access to low-cost, rapid, local way to resolve conflicts
Recognition of Rights to Organize
Community’s right t.
Common Assignment Prepare a written analysis of the impact of the.docx
Common Assignment:
Prepare a written analysis of the impact of the 4th, 5th, 6
th
8
th
and the 14th Amendments to the US Constitution in processing offenders through the criminal justice system. Explain the concept of due process as applied to the U.S. Constitution.
What due process rights are contained in the US Constitution? Give examples.
What is procedural due process and why does it exist?
Do you think any of these rights should be revoked at any time? Which ones?
What made you choose those?
To what extent does procedural due process hinders or strengthens the criminal justice system?
.
Common Assignment Essay Objective of this Assignment.docx
Common Assignment Essay
Objective of this Assignment: This assignment will be used to evaluate student progress on the
course learning objectives. The assignment will be uploaded as a file on Blackboard.
Instructions: Students will follow the process outlined below to guide them in the development of a
comparative essay. The essay should be approximately 700-1000 words, and should include
footnotes.
➢ Step One: Essay Purpose / Relevance / The Task of a Historian
o Purpose: Students should consider why the topic of memorializing the Mexican
American War is a contemporary problem facing historians.
o Task of a Historian: Your work should clearly communicate the purpose of public history
sites (museums / battlegrounds / memorials), the current struggle between art and truth,
the reasons why this event has been ignored by previous generations / administrations,
and the societal impact of neglecting a major historic event.
o Relevance: Your work should consider the current facilities and public history sites
dedicated to honoring this event and its participants, as well as the funding and
supporters associated with those sites. (At a minimum you should examine the facilities
in Texas, however, there are links provided to steer you to other state /federal facilities).
Furthermore, you should consider the message provided at those sites / exhibits and
whether this message is satisfactory given the mission of public historians.
o You may copy and paste sections of your source analysis from the previous essay, just
pay attention to flow and be sure to utilize footnotes.
➢ Step Two: You must use these two sources. Read these first so you can understand the war,
and how it has or has not been remembered.
o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial
Amnesia" by Amy Greenberg in JSTOR
o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T.
Fulmore in JSTOR
➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds,
monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas
sites in the highly suggested category.
o Highly Suggested Sources:
▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm
▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/
▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new-
memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12-
bdcd-014ebd3514fc.html
▪ Capitol 360 View of Mexican American War acknowledgement:
https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html
▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html
o Potentially Useful Sources:
https://www.nps.gov/paal/learn/historyculture/places.htm
http://www.bvvm.org/photos/
https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.
Committee on Enhancing Federal Healthcare Quality ProgramsJa.docx
Committee on Enhancing Federal Healthcare Quality Programs
Janet M. Corrigan, Jill Eden, and Barbara M. Smith, Editors
THE NATIONAL ACADEMIES PRESS
Washington, D.C.
ww.nap.edu
Enhancing, Federal Healthcare Quality Programs Committee. Leadership by Example : Coordinating Government Roles in
Improving Health Care Quality, edited by Jill Eden, and Barbara M. Smith, National Academies Press, 2003. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ncent-ebooks/detail.action?docID=3375805.
Created from ncent-ebooks on 2019-04-24 06:50:39.
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THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W Washington, DC 20001
NOTICE: The project that is the subject of this report was approved by the Gov-
erning Board of the National Research Council, whose members are drawn from
the councils of the National Academy of Sciences, the National Academy of Engi-
neering, and the Institute of Medicine. The members of the committee responsible
for the report were chosen for their special competences and with regard for ap-
propriate balance.
Support for this project was provided by the Department of Health and Human
Services, the Commonwealth Fund, and the California Healthcare Foundation.
The views presented in this report are those of the Institute of Medicine Commit-
tee on Enhancing Federal Health Care Quality Programs, and are not necessarily
those of the funding agencies.
Library of Congress Cataloging-in-Publication Data
Institute of Medicine (U.S.). Committee on Enhancing Federal Healthcare
Quality Programs.
Leadership by example : coordinating government roles in improving
healthcare quality / Committee on Enhancing Federal Healthcare Quality
Programs ; Janet M. Corrigan, Jill Eden, and Barbara M. Smith, Editors.
p. ; cm.
Includes bibliographical references and index.
ISBN 0-309-08618-3 (pbk.)
1. Medical policy—United States. 2. National health services—United
States.
[DNLM: 1. Health Care Reform—United States. 2. Government
Programs—United States. 3. Quality Assurance, Health Care—United
States. WA 540 AA1 I455L 2003] I. Corrigan, Janet. II. Eden, Jill.
III. Smith, Barbara M. IV. Title.
RA395.A3I4935 2003
362.1’0973—dc21
2003001324
ISBN 0-309-51693-5 (pdf)
Additional copies of this report are available from the National Academies Press,
500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202)
334-3313 (in the Washington metropolitan area); Internet, http://www.nap.edu.
For more information about the Institute of Medicine, visit the IOM home page at:
www.iom.edu.
Copyright 2003 by the National Academy of Sciences. All rights reserved.
Printed in the United States of America.
The serpent has been a symbol of long life, healing, and knowledge among almost
all cultures and religions since the beginning of reco.
Committees1. To provide for greater transparency in the HU.docx
Committees
1. To provide for greater transparency in the HUD–VASH supported housing program for homeless
veterans, and for other purposes.
2. Representative Scott H. Peters. House and Senate committees: Energy and Commerce, Ways and
Means, Judiciary, Oversight and Government Reform, Education and the Workforce, Senate Committee,
Homeland Security and Governmental Affairs, Veterans' Affairs, Health, Education, Labor, and Pensions,
Banking, Housing, and Urban Affairs, Energy and Natural Resources.
3. N/A no committee report
4. H.R.7022 — 115th Congress (2017-2018)
Homes for Our Heroes Act of 2018
Sponsor: Representative Scott H. Peters Committees: House - Financial Services, Veterans' Affairs
Committee Reports: N/A
Latest Action: House 10/02/2018: Referred to the Committee on Financial Services, and in addition to
the Committee on Veterans' Affairs, for a period to be subsequently determined by the Speaker, in each
case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Tracker: introduced
Here are the steps for Status of Legislation:
1. Introduced
Members
1. To authorize the Department of Energy to conduct collaborative research with the Department of
Veterans Affairs in order to improve healthcare services for veterans in the United States, and for other
purposes.
2. Representative Ralph Norman. Both House and senate committees: Judiciary, Ways and Means,
Energy and Commerce, Education and the Workforce, Oversight and Government Reform, Financial
Services, Foreign Affairs, Natural Resources, Rules, Armed Services, Science, Space, and Technology,
Transportation and, Infrastructure, Agriculture, Budget, House Administration, Homeland Security, Small
Business, Veterans' Affairs, Appropriations, Intelligence, Ethics, Senate Committee, Judiciary, Banking,
Housing, and Urban Affairs, Energy and Natural Resources, Homeland Security and Governmental
Affairs, Agriculture, Nutrition, and Forestry, Armed Services, Commerce, Science, and Transportation,
Environment and Public Works, Finance, Foreign Relations, Small Business and Entrepreneurship, and
Veterans' Affairs.
3. The committee’s favorability is to recommend that the bill as amended do pass.
4. H.R.6398 — 115th Congress (2017-2018)
Department of Energy Veterans' Health Initiative Act
Sponsor: Rep. Norman, Ralph [R-SC-5]
Committees: House - Science, Space, and Technology, Veterans' Affairs | Senate - Energy and Natural
Resources
Committee Reports: https://www.congress.gov/congressional-report/115th-congress/house-
report/974/1?q=%7B%22search%22%3A%5B%22H.R.6398%22%5D%7D&r=1
Latest Action: Senate - 09/26/2018 Received in the Senate and Read twice and referred to the
Committee on Energy and Natural Resources.
Tracker: Passed House.
Here are the steps for Status of Legislation:
1. Introduced
2. Passed House
CLASS EXERCISE #2
THE STATUS OF BILLS IN CONGRESS
Go to: http://thomas.loc.gov/ and become familiar.
Commitment to ProfessionalismCommitment to Professionalism..docx
Commitment to Professionalism
Commitment to Professionalism.
Due by Day 7
. As leaders in early childhood education we are in the unique position of creating partnerships with the community, organizations, and local government in an effort to promote the needs of the children we are serving. Through a program’s daily operation, we are witnesses to the specific issues that are facing the children, families, and community in which we work. When we highlight and broadcast these issues and advocate for a community’s needs, we are also advocating for increased awareness of the value and professionalism of the field of early childhood education. When we participate in advocating in our field we are further demonstrating that we are professionals that deserve to be valued and respected.
After reading the week’s text, write a reflection in two parts:
Part I
Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate.
Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group.
Describe the strategies you would use to gain the support needed for this issue through individual advocacy.
Describe the strategies you would use to attract the support needed for this issue through collective advocacy.
Create two talking points (as discussed in Chapter 13) using one
concrete example
(refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue.
These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating.
Part II
Create a Commitment to the Profession Statement. Remember, this is a draft that will continually be revised and modified as new information is acquired. Address the following:
Describe how you will advocate on behalf of young children, their families, and the profession.
Describe how you will support the development of future practitioners and leaders in the field.
Refer to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from
unskilled workers
and toward
paradigm professionals
.
The Commitment to Professionalism paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Use the text and two outside sources to support your responses.
The
Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific so.
Comment Commentonat least 3 Classmates’Posts (approximately 150.docx
Comment
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
Pragmatism is defined as a philosophical approach in which experience is the fundamental concept. Radu explains that in pragmatism, each experience is based on the interaction between subject and object, between self and its world and represents only the result of the integration of human beings into the environment (Radu, 2011). All in all, pragmatism promotes activity based learning. Pragmatism relates to Dewey’s work in many ways. The most significant being its rejection of traditional learning, and its emphasis on solving problems in a sensible way that suits conditions that really exist rather than obeying fixed theories, ideas, or rules (Cambridge, 2016).
Progressivism is a philosophical concept belonging to ‘new education’, is ‘a Copernican revolution’ in pedagogy, promoting ‘a child-centered school’ (Radu, 2011). Radu states that Dewey’s pedagogic view is not based on his philosophical concept, but al on the social, economic and cultural realities of American society (pg. 87). Progressivism is featured around the learning capacity continuing into adulthood; Dewey called this “permanent education”. Learning is done by doing; this is because Dewey believed authentic knowledge is achieved only through direct experience. Although Dewey though some target methods were necessary when teaching, he did not believe in teachers being forced to stick to routines (Radu 2011). This idea leads to the problem-problem solving method which in short states that in order to solve problem, an individual must: define the problem, analyze the problem, determine possible solutions, propose solutions, evaluate and select a solution, and determine strategies to implement solution. The progressive theory encourages learning through discovery, this allows the learner to acquire knowledge through interest, rather than effort.
Ragu also states that there are reactions against Dewey’s progressive education. Perennialism says that permanence is the fundamental feature of the world; not change. School is intended to promote the permanent values of the past and present. Essentialists believed the main purpose of school was to prepare th.
Comment The ANA is such an astonishing association. They help .docx
Comment
The ANA is such an astonishing association. They help with new enactment, state-of-the-art data on nursing issues, confirmations and proceeding with training, thus a lot increasingly significant nursing subjects. I turned into a part as an understudy, yet I didn't comprehend the significance of being associated with these associations. In the present changing social insurance framework, it is so imperative to be taught and included on the present issues. The ANA has been a promoter for profession improvement and improving the wellbeing for all Americans for more than 100 years. I need to turn into an individual from this long-standing association to keep awake to-date on issues, proceed with my training, and have any kind of effect in the nursing field.
Comment
Being an advocate means a lot, at many different levels. For instance, as LVN being an advocate is hands on, RN would be collaborating with many different discipling, BSN would be all the combination and take it to a management level. As working for hospice being a patient advocate is so important at the end of life. Working with dying patients and educating families about the medications needed for end of life comfort. For instance, Morphine 20mg/ml give 1 ml Po/SL q 2 hours PRN pain. (severe pain 7-10). With out this education on medication regimen patient would suffer in pain.
.
CommentsPrice is the easiest way to make profit – all you.docx
Comments:
Price is the easiest way to make profit – all you do is raise the price – it costs nothing and you have to do no work – just send out a new price sheet.
Distribution is the next easiest – sell the same stuff in different places – with minor changes.
Questions
1.
Define/explain:
A.
Supply chain
B.
Value delivery
C.
What/who are the distribution chain members:
D.
How does a distribution chain member add value to the consumer
E.
Vertical marketing system
F.
Horizontal marketing system
J.
Mutlichannel system
G.
Marketing logistics
H.
Supply chain management
I.
Major logistical functions
J.
Specialty stores
K. Department stores
L.
Supermarkets
M.
Convenience stores
N.
Discount stores
O.
Off price stores
P. Superstores
Q.
Corporate chain stores
R.
Voluntary chain
S.
Retailer Cooperative
T
Franchise organization
U.
Merchandising conglomerate
v.
Wholesalers
w.
Brokers
X.
Agents
2.
Read (or look up if needed)
“Zara – the technology giant of the fashion world”
-- explain how technology drives this company – remember women’s fashion has 4 to 5 seasons.
3.
What marketing mix decisions must retailers make:
A.
B.
C.
D.
E.
F.
G.
4.
Describe 4 distribution ideas/innovations you have witnessed:
A.
B.
C.
D.
.
COMMENTS You wrote an interesting essay; however, it is lacking t.docx
COMMENTS: You wrote an interesting essay; however, it is lacking the introduction and conclusion paragraphs (1/3 deduction.) Remove the notations from the Reference List. Not all of your sources came from the UOP library and are peer reviewed, so you need to locate additional. You need a minimum of three peer reviewed sources from the UOP library. Prove your arguments using academic sources. Some paragraphs are too short, every paragraph should be five to eight sentences. You received a five point deduction for not including the introduction or conclusion.
SCORE: 10/15 Points (Deduction for not including an introduction or conclusion.)
The Inappropriateness of the Death Sentence
Add an introduction paragraph. Comment by Darlene Bennett: The introduction needs a topic sentence that describes the main idea of the paragraph, then provide background information and finally, include the thesis statement. The introduction should be five to eight sentences in length.
Thesis Statement Comment by Darlene Bennett: The thesis statement cannot be isolated by itself. You need to insert it as the last sentence of the introductory paragraph.
The death penalty, as practiced in some societies in the world, has had its positive aspects and negative aspects and my stand are that it should be abolished in any democratic state that seeks to ensure justice for both the victims of crime and the offenders.
The death sentence is against the bible and other religious guidelines Comment by Darlene Bennett: Capitalize the word “Bible.”
Death sentences against convicted criminals in the society go against the spirit and guidelines provided by religious faiths regarding our stay here in the universe. Comment by Darlene Bennett: Casual tone, stay formal and do not use first person pronouns.
Religious laws quoted in religious books prohibited the execution of man whatsoever. According to these religious laws, there is no compromise or a reason big enough to necessitate the punishment of an offender through death. The ten commandments developed by God himself in the book of Deuteronomy, under commandment five, prohibits the killing of a man. Universal religious laws concur with the Christian teaching regarding the execution of man as a way of punishment (Goldman, 2017). Comment by Darlene Bennett: This is a generalization – do all religious books state this? By Old Testament law, people were stoned for certain infractions. Be specific and provide a source for your fact. Comment by Darlene Bennett:
Religious teachings in all religion term human life as sacred and one that is not subject to limitation, in all circumstance. According to the various religions, it is God only who can terminate the life of a human being. They recommend the use of other means of justice for offenders to reform and revert back to their normal lives in the society (Goldman, 2017).
Further, no method of executing criminals is humane, all the methods are painful, inhumane and disrespectful.
Comments in essay 1 - This essay shows that you clearly.docx
Comments in essay 1
- This essay shows that you clearly grasp the important points of the play, and it
brings up a potentially interesting argument about "Trifles." As you revise this
essay for your Final Portfolio, try to explain your ideas in more detail and to use
more textual evidence to make your argument clearer. You could also try
bringing in some more support from the background readings that we did for
"Trifles," to help show your readers women's position in society and in a court of
law at the time that this play is set.
Comments in essay 2
This essay starts out with a good question to provide focus, but as the
essay progresses, it doesn't really stick to this focus. I think part of the
problem here may be that you did not entirely understand what the
assignment was asking you to do for this essay. So the first step in revising
would be to go back and read the Essay Topic and Requirements page
again. Since it seems like your main focus in this essay is going to be on
Disney's adaptation of Beauty and the Beast, try making a list of specific
ways (like adding a "villain" in the character of Gaston, which was a good
point to bring up) that Disney has changed things from Beaumont's 1757
written version to their 1991 animated film. Then think about how these
changes have either improved or detracted from the story. The other thing
that needs work in this essay is the research component. The assignment
requirements state that you need to use at least three secondary/critical
sources. These would be books, articles, or web pages that discuss one or
both versions of Beauty and the Beast, or Disney's approach to adapting
fairy tales in general. Right now all of the sources listed in your works cited
are primary sources. Primary sources are the texts that you are analyzing,
and while you do need to include at least two primary sources in this essay,
adding additional stories like "Little Red Riding Hood" and Cinderella can
just confuse readers, or cause your essay to lose its focus.
Final Portfolio requirements
Highlight anything done on essays.
A portfolio, as we have discussed in class, is a collection of work done over time that
gives a good overview of your abilities. In this class, we have tried to focus on process
as well as product, and the Final Portfolio assignment will reflect this focus, both in
terms of what you submit and how the Portfolio will be evaluated.
Your Final Portfolio should include all of the following elements:
● the final draft of your Reflective Essay (1000-1200 words)
● a revised version of Essay 1, in which you have bolded or highlighted all
substantial changes
● your original final draft of Essay 1
● a revised version of Essay 2, in which you have bolded or highlighted all
substantial changes
● your original final draft of Essay 2
As a whole, your Portfolio should describe and demonstrate your writing process, from
brainstorming to.
COMMENTARYVirtual Boundaries Ethical Considerations for.docx
COMMENTARY
Virtual Boundaries: Ethical Considerations for
Use of Social Media in Social Work
Ericka Kimball and JaeRan Kim
S
ociety has become more interactive through
increased access and use of the Internet and
social media tools. Web 2.0 moved the
Internet beyond information storage to a place
where discourse takes place (Sawmiller, 2010).
Social media, Internet tools that facUitate online
interactions, have the potential to further expand
such discourses. Social networks (for example,
Facebook, Google + , Linkedin), blogs (for exam-
ple, Wordpress, Typepad), and microblogs (for
example. Twitter, Tumblr) are types of social
media tools that allow people to connect and share
infomiation in an onhne space. People use social
media tools to report information, present opin-
ions, and solicit convenation through their own
domains or dedicated websites. All of this online
interaction, enabled further by increases in smart-
phone and networked tablet devise usage, poses
the potential for personal and professional lives to
cross in social media spaces.
Existing literature has focused on the ethical
challenges of social media in professional practice
with clients, use of social media as an expansion of
research, and for online learning (Eccles, 2010;
Giffords, 2009; NASW & Associarion of Social
Work Boards [ASWB], 2005). However, the con-
versation around ethical use of social media, out-
side the client—professional relationship, is missing.
Areas in which greater discussion is needed include
advising students and setting agency pohcies on
ethical uses of social media and on the effects of
personal use of social media among professional
relationships.
This article is about creating virtual boundaries—
the limits social workers place to guide their social
media use—to create intentional online personas
and about the effects of social media use in the
intemiingling of personal and professional lives.
Social workers need to be aware of the identities
they create and maintain in the realm of social
media because of ethical codes and policies. The
various forms and uses of social media are discussed
to provide an understanding of the benefits and
consequences of social media. An overview of eth-
ical considerations is presented along with recom-
mendations on creating virtual boundaries for
personal and professional use of social media.
FORMS AND USES OF SOCIAL MEDIA
Although the forms and uses of social media are
constantly changing, blogs, microblogs, and social
networking sites have proved to be some of the
more popular social media tools over the last sev-
eral years. Other social media tools, such as virtual
world games, photo sharing, and information
management sites, may be lesser-used tools but are
StiU important to consider when setting virtual
boundaries.
Blog and Microblog
A blog (or Weblog) is defined as an online journal of
personal reñections, opinions, and comments.
Microblog content may also include personal reflec-
tions, opin.
Comments Excellent paper. It’s obvious that you put quite a bit of .docx
Comments: Excellent paper. It’s obvious that you put quite a bit of work into this. Unfortunately, your paper needs adequate citations in the body of the text to meet our standards on plagiarism. You need to cite each textbook from your bibliography whenever you quote or use some information from the textbook or other resource. For example, writing (Jones 285) after the quote or information used means that you got it from the book whose author was Jones and the info came from page 285.
Laparoscopic cholecystectomy is a procedure in which laparoscopic techniques remove the gallbladder. It is the standard of care for symptomatic gallbladder disease, of which most are performed for symptomatic cholelithiasis. Other indications include acute cholecystitis, biliary dyskinesia, and gallstone pancreatitis.
Describe the reasons a patient might have the selected surgical procedure
The typical reason a cholecystectomy is a treatment of choice is inflammatory changes of gallbladder or blockage of bile flow by gallstones. Symptomatic cholelithiasis is the most common reason where gallstones in the gallbladder are blocking the bile flow and cause inflammation. The patient usually complains of episodic epigastric pain and right upper quadrant pain that radiates to the right shoulder. This pain is found to occur several hours after heavy meals and the patient experiences nausea, vomiting, bloating, fever, and right upper quadrant tenderness. Another condition is acute cholecystitis, where inflammation and symptoms are more prominent. The patient may have a fever, constant pain, positive Murphy's sign, or leukocytosis. Acute cholecystitis may be caused by calculous biliary tract disease with confirmed gallstones in the abdominal US. Acute acalculous cholecystitis usually occurs in critically ill patients, those with prolonged total parenteral nutrition, and some immunosuppressed patients. Patients with episodes of right upper quadrant pain (which are ‘classic' for biliary pain without evidence of cholelithiasis of US or ERCP) may also be referred for laparoscopic cholecystectomy. Gallstone pancreatitis (when small stones pass through the cystic duct) confirmed by cholangiography is another indication for laparoscopic cholecystectomy.
Describe the reasons a patient might be disqualified for this surgery and the options for the patient if any
A patient might be excluded for laparoscopic cholecystectomy due to acute general conditions that are a contraindication for any surgery such as an acute cardiac failure, uncontrolled hypertension, acute renal failure, pneumonia, etc. The condition should be treated by a primary care provider or specialist and the patient should be stable prior surgery. Additional contraindications may include the inability to tolerate general anesthesia, significant portal hypertension, uncorrectable coagulopathy, and multiple prior operations.
List the diagnostic tests and lab work that an attending surgeon might order and desc.
CommentProfessional Nursing Organizations are very important i.docx
Comment
Professional Nursing Organizations are very important in the profession to nurses. They provide a sense of unity and community, as well as giving nurses additional resources for professional growth and backing. For many years nursing was a ill thought of career; as was discussed through this class we have seen exactly how that has changed. The same goes for nursing organizations. They have given nurses the tools and ability to connect with others and exchange research and ideas about complex cases. It is like social networking for nurses, I like to think of it. In professional organizations they can bring up important issues that happen through out the country in nursing; for example staffing ratios is a big issue that the country is dealing with at this time, with a whole organization backing up each other it creates a more solid fighting ground than if only a few voices band together. There have been collective bargaining units who have helped with activism over the course of time for and by nurses who want there to be safe and productive conditions in the workplace.
Comment
The American Nurses Association (ANA) believes that advocacy is a pillar of nursing. Nurses instinctively advocate for their patients, in their workplaces, and in their communities. The ANA works with legislature to ensure that nurses are protected as it pertains to the nurse patient ratio and a safe environment for practice. Organizations advocates for nurse to further their studies in the field of nursing in order to become more efficient as it pertains to the reduction of infections, mortality rate and overall the best and safest outcome for the patient and family members. As stated in the Nurses Bill of Rights, “Nurses have the potential to lead the way in improving health and health care for all, but in order to realize that potential they must operate in an environment that is safe, empowering, and satisfying.”
.
CommentCommentonat least 3 Classmates’Posts (approxima.docx
Comment
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
John Dewey, “the father of progressive education,” had a tremendous impact on education in the United States (Mondale & Patton, 2001, p. 76). In 1900,
most children left school by the end of eighth grade to go to work or help out at home. The American common school usually offered eight years of instruction. With its emphasis on the three Rs, its reliance on rote recitations and spelling bees, its close ties to the citizenry, its underpaid teachers and its usually crowded classrooms (Mondale & Patton, 2001, p. 64).
The challenge that John Dewey saw in these schools was “that much of present education fails because it neglects this fundamental principle of the school as a form of community life. It conceives the school as a place where certain information is to be given, where certain lessons are to be learned, or where certain habits are to be formed” (Dewey, 1897). He was concerned that these “traditional schools” would not prepare students for their present
and
future life. Dewey (1938) notes that in traditional schools, “the main purpose or objective is to prepare the young for future responsibilities and for success in life, by means of information and prepared forms of skill which comprehend the material of instruction” (p. 18). He goes on to argue that “that which is taught is thought of as essentially static. It is taught as a finished product, with little regard either to the ways in which it was originally built up or to changes that will surely occur in the future” (Dewey, 1938, p. 19). School was not a dynamic and engaging community environment for students.
Instead of these traditional schools, Dewey envisioned schools where students learn “by doing” (Mondale & Patton, 2001, p. 67). He “believed that if schools were anchored in the whole child, in the social, intellectual, emotional, and physical development of a child, teaching would be different–and learning would be different and schools would be very different, hospitable places for children” (Mondale & Patton, 2001, p. 77). Dewey (1897) writes, “I believe that the only true education comes through the stimulation of the child's powe.
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