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Meiosis involves two rounds of cell division that result in four haploid cells from one diploid cell. A cross between a GgBb male and GgBb female would result in a 1:1:1:1 ratio of offspring with green/black, green/brown, purple/black, and purple/brown phenotypes according to a Punnett square. A mating between a normal female and hemophilic male would result in all male offspring being hemophilic according to a Punnett square, with 50% of total offspring being hemophilic. Linked genes are located close together on the same chromosome and may not assort independently during meiosis, but they are not an exception to Mendel's law of
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Please give an explaination fir those quesions! 2 3 4 5 1- Aman with r.docx
Please give an explaination fir those quesions!
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1. Aman with red.geen colour blindness is marned to a girl with normal colwir vision. What is the probaliliny that his childron will be coluur blind? 2. A boy has Dachenne muscular dyatrophy. His malemal uncle had died of museular dystrophy at the age of 21 years. What is the prohatility that this chilfs sibs will be affected? Assignments \#3 rocosive or S -kinked dominant and X -linked recesive inheritance. (Nole that a potigrte may be coempable with muve thas ane type of inheritance.) Assignnents \#4 Examine the pedieree frum a funily with a ernetic disease and anvv the questiens below: a. Does this pedigree isdicate autosonal deuninant, teoessive of set-link type of inheritance? Give reasons for your choice. b. Assuaning that B and b are the normal and mataut alleies respectively what would be the enenotypes of the individuals :II.1, 11 2 and III .3? c. Individual II. 3 requested genctic counselling. What is the probubility that her child woald be affected. Fxplain why. Assignments \#5 Susan's grandfather was deaf, and passed down a hercditary form of deafhess within Susan's family as shown in Figure. A. Is this mutation most likely to be dominant of recessive?? B. Is it carried on an autosome of a sex cluomosome? Why? C. A complete SNP analysis has been done for all of the 11 grandchildren (4 affected, and 7 unaffected) In comparing these 11 SNP result, how long a haplotype block would you expect to find around the critical \#ene? How might you deleet it? Assignments \#1 Distinguish between the following genetic terms: A. Gene and allele. B. Homozygous and heterozygous. C. Genotype and phenotype. D. Dominant and recessive. 1. A man with red-green colour blindness is married to a girl with normal colour vision. What is the probability that his children will be colour blind? 2. A boy has Duchenne muscular dystrophy. His maternal uncle had died of muscular dystrophy at the age of 21 years. What is the probability that this child's sibs will be affected? Explain, giving reasons, whether the following pedigrees are compatible with autosomal dominant, autosomal recessive or X -linked dominant and X -linked recessive inheritance. (Note that a pedigree may be compatible with more than one type of inheritance.) a. b. c. a. b. c. Assignments \#4 Examine the pedigree from a family with a genetic disease and ansv the questions below: a. Does this pedigree indicate autosomal dominant, recessive or sex-link type of inheritance? Give reasons for your choice. b. Assuming that B and b are the normal and mutant alleles respectively what would be the genotypes of the individuals: II.I, II.2 and III.3 ? c. Individual II. 3 requested genetic counselling. What is the probability that her child would be affected. Explain why. Susan's grandfather was deaf, and passed down a hereditary form of deafness within Susan's family as shown in Figure. A. Is this mutation most likely to be dominant or recessive? B. I.
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APA Resources
Because this is a psychology course, you need to format this assessment according to APA guidelines. Additional resources about APA can be found in the Research Resources in the left navigation menu of your courseroom. Use the resources to guide your work as needed.
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(6th ed.). Washington, DC: Author.
Available from the
bookstore
.
APA Paper Template [DOCX]
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Required Resources
The following resource is required to complete the assessment.
Human Sexuality Case Studies: Sexuality Confronts Social Policy
|
Transcript
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Suggested Resources
The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
PSYC-FP2800 – Introduction to Human Sexuality Library Guide
can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Human Sexuality and Reproductive Choices
Kelly, G. F. (2015).
Sexuality today
(11th ed.). New York, NY: McGraw-Hill.
Available from the
bookstore
.
Chapter 10, "Reprod.
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is heterozygous for the following chromosome mutation: A B C middot D H I How would the
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chromosome will form a deletion loop. E F G of the wild-type chromosome will form a deletion
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the no disjunction that gave rise to the young man with Klinefelter syndrome take place? Assume
that no crossing over took place In prophase I of meiosis. Mother - meiosis I Mother - meiosis II
Father - meiosis I Father - meiosis II Both parents Functional epidermal lies bull nose (JEB) Is a
severe skin disorder that results in blisters over the entire body. The disorder is caused by
autosomal recessive mutations at any one of three loci that help to encode lamina 5, a major
component In the dermal-epidermal basement membrane. Leena Pulicine and colleagues
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4
5
Assignments \#1 Distinguish between the following genetic terms: A. Gene and allele. B. Homozygous and heterozygous. C. Genotype and phenotype. D. Dominant and recessive. 1. A man with red-green colour blindness is married to a girl with normal colour vision. What is the probability that his children will be colour blind? 2. A boy has Duchenne muscular dystrophy. His maternal uncle had died of muscular dystrophy at the age of 21 years. What is the probability that this child's sibs will be affected? Explain, giving reasons, whether the following pedigrees are compatible with autosomal dominant, autosomal recessive or X-linked dominant and X -linked recessive inheritance. (Note that a pedigree may be compatible with more than one type of inheritance.) a. b. c. a. b. c. Assignments \#4 Examine the pedigree from a family with a genetic disease and ansv the questions below: a. Does this pedigree indicate autosomal dominant, recessive or sex-link type of inheritance? Give reasons for your choice. b. Assuming that B and b are the normal and mutant alleles respectively what would be the genotypes of the individuals: II.I, II.2 and III.3? c. Individual II.3 requested genetic counselling. What is the probability that her child would be affected. Explain why. Susan's grandfather was deaf, and passed down a hereditary form of deafness within Susan's family as shown in Figure. A. Is this mutation most likely to be dominant or recessive? B. Is it carried on an autosome or a sex chromosome? Why? C. A complete SNP analysis has been done for all of the 11 grandchildren (4 affected, and 7 unaffected). In comparing these 11 SNP results, how long a haplotype block would you expect to find around the critical gene? How might you detect it?
.
DNA Genes and Chromosomes.pptx
Here are definitions for the requested concepts:
A. Sex linked traits: Traits that are determined by genes located on the X or Y chromosomes. Examples include color blindness and hemophilia.
B. Sex limited traits: Traits that are expressed in one sex but not the other. Examples include lactation in females and beard growth in males.
C. Sex influenced traits: Traits whose expression depends on the sex of the individual, but can be expressed in both sexes. Examples include height and athletic ability which tend to be more pronounced in one sex.
DNA Genes and Chromosomes.pptx
Here are definitions for the requested concepts:
A. Sex linked traits: Traits that are determined by genes located on the X or Y chromosomes. Examples include color blindness and hemophilia.
B. Sex limited traits: Traits that are expressed in one sex but not the other. Examples include lactation in females and beard growth in males.
C. Sex influenced traits: Traits whose expression depends on the sex of the individual, but can be expressed in both sexes. Examples include height and athletic ability which tend to be more pronounced in one sex.
ppt on the modificationn_of_mendelian_ratio.pptx
This document discusses various ways that alleles can alter phenotypes and modify Mendelian ratios. It describes different types of mutations that can cause loss or gain of function. It also explains genetic symbols used to represent alleles and different inheritance patterns such as incomplete dominance, codominance, lethal alleles, and epistasis. Multiple examples are provided to illustrate these concepts, such as coat color in mice, fruit color in squash, and flower color in peas. The key point is that while principles of segregation and independent assortment still hold, gene interactions can produce novel phenotypes and modified dihybrid ratios expressed in sixteenths.
1. In a given plant, the yellow seed color allele (Y) is dominant to .pdf
1. In a given plant, the yellow seed color allele (Y) is dominant to green seed color (y). Give the
genotypic and phenotypic ratios for the following crosses? a. homozygous yellow x green b.
heterozygous yellow x green c. heterozygous yellow x heterozygous yellow d. green x green 2. If
two animals heterozygous for a single pair of genes are mated and have 276 offspring, how many
would be expected to have the dominant genotype? 3. Two long-winged fies are mated. The
offspring included 90 with long wings and 32 with short wings. Which phenotype is recessive?
4. A blood test reveals that a couple both have the sickle-cell trat. What is the probability of their
producing a child with sickle-cell anemia? 5. A blood type A woman has a type B child. She
accuses a type O man of being the father. Knowing genetics you are asked to give an opinion; do
so. 6. Assume that human eye color is controlled by a single pair of alleles. A blue-eyed man,
both of whose parents were bom brown-eyed, marries a brown-eyed woman whose father was
blue-eyed and whose mother was brown-eyed. They have a blue-eyed child. Which are the
genotypes of all individuals mentioned? 7. A red fruit, tall tomato plant RrTt, is crossed with a
yellow-fruited dwarf plant ritt. What genotypes and phenotypes would be expected in the
offispring? 8. What genotype and phenotype would be expected in the offspring if the cross in
the previous problem had been RrTt x RrTt ?.
MOLECULAR BIOLOGY introduction for lab.pptx
These notes are intended for studies and you should also read other works by different persons to have and gain more knowledge
Unit5: Biological Inheritance
This document summarizes key concepts in biological inheritance. It discusses genes and alleles, Mendel's laws of inheritance from early genetic studies using pea plants, and the chromosomal theory of heredity. It also addresses determining sex and sex-linked traits, inheritance patterns for traits on the X chromosome, causes of mutations, and provides examples of gene, chromosome, and numerical mutations. The document defines important genetic terms and lists topics covered in each section.
Genetics
This document provides information about genetics and Mendelian inheritance. It begins with an introduction to important figures in the history of genetics like Gregor Mendel. It then discusses the three main theories of inheritance pre-Mendel and the history of genetics including Mendel's experiments and laws of inheritance. The rest of the document details various genetics concepts like linkage, crossing over, aneuploidy and their relationships to chromosomes and inheritance patterns.
Gene action and modification of mendelian
This document discusses several types of gene action and inheritance patterns, including complete dominance, incomplete dominance, codominance, overdominance, gene interactions, epistasis, pleiotropy, sex-linked genes, penetrance, and essential genes. It provides examples for each type, such as ABO blood groups showing codominance and coat color in mice demonstrating epistasis.
Please give an explaination fir those quesions! 2 3 4 5 1- Aman with r.docx
Please give an explaination fir those quesions!
2
3
4
5
1. Aman with red.geen colour blindness is marned to a girl with normal colwir vision. What is the probaliliny that his childron will be coluur blind? 2. A boy has Dachenne muscular dyatrophy. His malemal uncle had died of museular dystrophy at the age of 21 years. What is the prohatility that this chilfs sibs will be affected? Assignments \#3 rocosive or S -kinked dominant and X -linked recesive inheritance. (Nole that a potigrte may be coempable with muve thas ane type of inheritance.) Assignnents \#4 Examine the pedieree frum a funily with a ernetic disease and anvv the questiens below: a. Does this pedigree isdicate autosonal deuninant, teoessive of set-link type of inheritance? Give reasons for your choice. b. Assuaning that B and b are the normal and mataut alleies respectively what would be the enenotypes of the individuals :II.1, 11 2 and III .3? c. Individual II. 3 requested genctic counselling. What is the probubility that her child woald be affected. Fxplain why. Assignments \#5 Susan's grandfather was deaf, and passed down a hercditary form of deafhess within Susan's family as shown in Figure. A. Is this mutation most likely to be dominant of recessive?? B. Is it carried on an autosome of a sex cluomosome? Why? C. A complete SNP analysis has been done for all of the 11 grandchildren (4 affected, and 7 unaffected) In comparing these 11 SNP result, how long a haplotype block would you expect to find around the critical \#ene? How might you deleet it? Assignments \#1 Distinguish between the following genetic terms: A. Gene and allele. B. Homozygous and heterozygous. C. Genotype and phenotype. D. Dominant and recessive. 1. A man with red-green colour blindness is married to a girl with normal colour vision. What is the probability that his children will be colour blind? 2. A boy has Duchenne muscular dystrophy. His maternal uncle had died of muscular dystrophy at the age of 21 years. What is the probability that this child's sibs will be affected? Explain, giving reasons, whether the following pedigrees are compatible with autosomal dominant, autosomal recessive or X -linked dominant and X -linked recessive inheritance. (Note that a pedigree may be compatible with more than one type of inheritance.) a. b. c. a. b. c. Assignments \#4 Examine the pedigree from a family with a genetic disease and ansv the questions below: a. Does this pedigree indicate autosomal dominant, recessive or sex-link type of inheritance? Give reasons for your choice. b. Assuming that B and b are the normal and mutant alleles respectively what would be the genotypes of the individuals: II.I, II.2 and III.3 ? c. Individual II. 3 requested genetic counselling. What is the probability that her child would be affected. Explain why. Susan's grandfather was deaf, and passed down a hereditary form of deafness within Susan's family as shown in Figure. A. Is this mutation most likely to be dominant or recessive? B. I.
Unit5 Biological Inheritance
This document provides an overview of biological inheritance. It discusses genes and alleles, Mendel's laws of inheritance from his early genetic studies with pea plants, the location of genes on chromosomes, determining sex based on sex chromosomes, inheritance linked to sex chromosomes, and mutations. The key topics covered are Mendel's principles of uniformity, segregation, and independent assortment which established the foundations of modern genetics. It also examines gene location and linkage, sex determination, sex-linked inheritance patterns, and the types and causes of genetic mutations.
Gene Interaction.pptx
This document summarizes different types of gene interactions:
1) Complete dominance occurs when one allele is always dominant over the other allele for a trait.
2) In incomplete dominance, neither allele is fully dominant and the offspring's phenotype is a blend of the parents'.
3) Codominance means both alleles are fully expressed in the heterozygote, such as blood types.
4) Overdominance or heterosis occurs when heterozygotes have a phenotype superior to either homozygote.
5) Non-allelic gene interactions also occur, such as complementation, epistasis, and polygenic inheritance which are influenced by multiple gene loci.
Similar to DetailsPlease answer the following questions. 1. Desc.docx (20)
A wild-type chromosome has the following segments A B C middot D E F.pdf
A wild-type chromosome has the following segments A B C middot D E F.pdf
2 3 4 5 Assignments -#1 Distinguish between the following genetic term.docx
2 3 4 5 Assignments -#1 Distinguish between the following genetic term.docx
1. In a given plant, the yellow seed color allele (Y) is dominant to .pdf
1. In a given plant, the yellow seed color allele (Y) is dominant to .pdf
Please give an explaination fir those quesions! 2 3 4 5 1- Aman with r.docx
Please give an explaination fir those quesions! 2 3 4 5 1- Aman with r.docx
More from bradburgess22840
Develop a detailed outline for the data collection plan to include .docx
The document outlines the requirements for a data collection plan, including obtaining permissions, proposing a sampling approach, outlining the collection steps for each instrument and data source, and including a data management plan. It also instructs to incorporate feedback to revise the sources of data/instruments and data collection sections of a prospectus.
Develop a 3–4 page research paper based on a selected case study rel.docx
Develop a 3–4 page research paper based on a selected case study related to reproductive choices. Since the processes of reproduction and birth represent one of the potential biological outcomes of heterosexual activity, it is important to examine the biological foundations of human sexuality. This includes knowledge of fertilization and early development, including some of the most recent findings. There is more than a litany of birth control methods; this assessment offers a sound basis for understanding the issues to be weighed in personal decision making about contraception and abortion, which continue to generate debate and controversy.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply psychological theories to topics in human sexuality.
Apply psychological theories to a case study in human sexuality.
Competency 2: Apply scholarly research findings to topics in human sexuality.
Apply scholarly research findings to a case study in human sexuality.
Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
Explain how ethics inform professional behavior in the field of human sexuality.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style.
APA Resources
Because this is a psychology course, you need to format this assessment according to APA guidelines. Additional resources about APA can be found in the Research Resources in the left navigation menu of your courseroom. Use the resources to guide your work as needed.
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(6th ed.). Washington, DC: Author.
Available from the
bookstore
.
APA Paper Template [DOCX]
.
Required Resources
The following resource is required to complete the assessment.
Human Sexuality Case Studies: Sexuality Confronts Social Policy
|
Transcript
.
Suggested Resources
The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
PSYC-FP2800 – Introduction to Human Sexuality Library Guide
can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Human Sexuality and Reproductive Choices
Kelly, G. F. (2015).
Sexuality today
(11th ed.). New York, NY: McGraw-Hill.
Available from the
bookstore
.
Chapter 10, "Reprod.
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Develop a 5- to 6-slide PowerPoint presentation for a staff meeting that addresses the following:
Identify your selected transition of care. ------" Transitions of care” refer to the movement of patients between health care practitioners, settings, and home as their condition and care need change. For example, a patient might receive care from a primary care physician or specialist in an outpatient setting, then transition to a hospital physician and nursing team during an inpatient admission before moving on to yet another care team at a skilled nursing facility. Finally, the patient might return home, where he or she may receive care from a visiting nurse or support from a family member or friend.
Explain how you, as a nurse leader, along with your healthcare team, would apply systems thinking when providing a transition of care aligned with the IHI Quadruple Aim framework in order to improve it. Explain what the fourth aim in your strategy would be and why.
These are the four areas:
Experience of care
Population health
Per capita cost
Care team well-being
Describe the key stakeholders that might be involved in this transition of care and how you would engage and influence them to improve the transition of care processes.
Explain how systems thinking would inform your improvement plan for your transition of care.
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Develop a 5–10-year strategic plan for achieving specific health care quality and safety improvements, based on the analysis you completed in Assessment 1. Use either an AI approach or your SWOT analysis and a chosen strategic planning model.
Note:
Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
SHOW LESS
Evaluation of strategic choices is important. The methods for selecting strategic alternatives help leaders organize significant issues to support decision making. However, it is important that the techniques do not make the decision. Rather, leaders should use the techniques to reveal the inherent situation and to organize their thought processes. This assessment provides you with an opportunity to evaluate and apply some of the techniques for successful strategy development and implementation.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Evaluate qualities and skills that promote effective leadership within health care organizations.
Evaluate the leadership qualities and skills that will be most important to successfully implementing a strategic plan and sustaining strategic direction.
Competency 2: Apply strategies to lead high-performing health care teams to meet organizational quality and safety goals.
Develop strategic goal statements and outcomes that support the achievement of specific quality and safety improvements for a care setting.
Justify the relevance of proposed strategic goals and outcomes in relation to the mission, vision, and values of a care setting.
Competency 3: Apply cultural, ethical, and regulatory considerations to leadership decision making.
Analyze the extent to which strategic goals and outcomes address the use of technology and the ethical, cultural, and regulatory environments.
Competency 4: Integrate leadership and health care theories into the role of the nurse leader.
Explain how relevant leadership and health care theories will be used to help achieve proposed strategic goals and objectives.
Competency 5: Communicate with stakeholders and constituencies to build collaborative partnerships and create inclusive work environments.
Communicate analyses clearly and in a way that demonstrates professionalism and respect for stakeholders and colleagues.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
MSN-FP6210: Leadership and Management for Nurse Executives Library Guide
can help direct your res.
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Develop a 2–4-page proposal for a policy that should help to improve health care and outcomes for your target population.
Note
: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
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SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high quality outcomes.
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Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
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Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
CONTEXT:
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Develop a 10- to 12- slide PowerPoint Presentation designed for .docx
Develop a 10- to 12- slide PowerPoint Presentation designed for training the staff at a local high school. The PowerPoint Presentation should focus on strategies that promote communication skills among adolescents.
Students are encouraged to approach the assignment creatively, adding graphics, visuals, charts and/or graphs to their work. Slides should be designed to address the selected topic clearly and concisely. Each slide should be developed with professional presentation style (e.g., bulleted items in brief statements rather than complete sentences). Notes should complement the slides and provide details useful to the speaker if an oral presentation were to be given.
Creating the PowerPoint Presentation
The PowerPoint Presentation:
Must be 10 to 12 slides, and formatted according to APA style as outlined by the Ashford Writing Center.
Must include a title slide with the following:
Title of the training
Student’s name
Course name and number
Instructor’s name
Date submitted
Must present a thesis statement regarding why social skills training would be appropriate for adolescents.
Must explain different types of communication (e.g., aggressive and assertive).
Must share four strategies on how adolescents could improve their communication skills.
Must create at least three hypothetical scenarios of problems that adolescents might encounter, including one that involves cultural/ethnic issues. The scenarios should show how adolescents could use improved communication skills to solve these problems.
Must develop conclusions that reiterate the opening thesis statement, include a summary of the social skills training discussed, and offer evidence of its effectiveness.
Must use at least four scholarly sources (in addition to the course text), including a minimum of two from the Ashford Online Library. References are to be provided as needed within the slides.
Must include a separate reference slide, formatted according to APA style as outlined in the Ashford Writing Center.
.
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Despite the literature supporting technology use in schools as beneficial for students, and despite the wide use of social technology, schools continue to be slow to change its integration in the classroom (Livingstone, 2012). It is imperative that teachers increase their use of technology in the classroom in order to prepare our K-12 students referred to as "digital natives," for the 21st century. Though many schools have technology available for use (Alger & Kopcha, 2008), barriers exist in incorporating technology into lesson plans, namely teacher reluctance (Keengwe, Onchwari, & Wachira, 2008). Teachers' hesitation in using technology more frequently is due to a number of factors, such as lack of time to learn new technology and incorporate it into lesson plans, beliefs around using technology in instruction, availability of working technology and technical support, comprehensive professional development, and a culture that promotes using new technology, self-efficacy, and teaching methods (Alger & Kopcha, 2008).
Literature Review
Self-Efficacy toward Technology
According to Bandura (1986) individuals possess a self-system that determines how much effort people will expend on any activity. Bandura also asserts that self-efficacy beliefs may be a strong predictor of related performance. Studies have shown a positive correlation between self-efficacy in technology and technology ability (Anderson & Maninger, 2007; Anderson, Grouulx, & Maninger, 2011). According to the technology acceptance model introduced by Davis (1989), there is a correlation between users' perceived ease of use and predicted adoption of technology. In his study investigating Moodles, Yeou (2016) found self-efficacy to be a critical factor in undergraduates' use of the technology tool. In a similar study investigating pre-service teachers, Albion (2001) found that self-efficacy was the most significant factor in predicting technology use. Pre-service and in-service teachers who possess high self-efficacy in regard to technology are more apt to use technology in the classroom because they are more confident in their ability. In their study investigating teachers' use of technology, Holden and Rada (2011) found that self-efficacy directly influenced individuals' ease of use and usability of technology.
Need for Technology Integration
With the adoption of the National Education Technology Plan (NETP), providing access to technology is no longer sufficient; the NETP stresses that schools are expected to ensure "all students understand how to use technologies as a tool to engage in creative, productive, lifelong learning" (p. 16 Herold, 2016). A key element in the plan is the need to move from passive to active use of technology. Often referred to as the "digital use and divide," a gap exists between learners who are using technology in active, creative ways to support their learning and those who predominantly use technology for passive content consumption.
To develop .
Details httpsource.sakaiproject.orgviewsvnview=rev&rev=39.docx
This document contains notifications from Sakai's version control system about recent changes made in Source code repositories. It describes 14 separate revisions made between January 4th and 5th, 2008. The revisions include changes to code related to gradebook, site management, messaging, and other tools.
DescriptionCh .17Newborn transitioningCh. 18Nursing manag.docx
Description:
Ch .17:
Newborn transitioning
Ch. 18:
Nursing management of the
newborn
Ch.19:
Nursing Management at risk:
Pregnancy-related complications
Ch.20:
Nursing Management of the
Pregnancy at Risk: Health
conditions and vulnerable populations
Ch. 21:
Nursing management of
labor and birth at risk
Ch. 22:
Nursing management of the
postpartum woman at risk
.
Description of the assignment The following 4 men created a p.docx
Description of the assignment:
The following 4 men created a paradigm shift within Western culture: Luther, Columbus, Gutenberg, and Charles Darwin. In this assignment, explain which one of these you deem to have had the most influence on Western culture. Provide concrete reasons that clarify your position. If you include sources, cite them in current APA format. This assignment must be 250–300 words and must include the word count in parentheses. S
.
Description of the AssignmentThis assignment presents a mo.docx
Description of the Assignment
This assignment presents a modified method for conducting a concept analysis of
one
concept that is important and useful to the nurse practitioner role. The concept for this assignment must be supported by a published
nursing
theory. The selected concept is identified and then the elements of the analysis process are applied in order to synthesize knowledge for application as demonstrated through the creation of a model case. Theoretical applications of the concept are also discussed. Non-nursing theories may
not
be used. Scholarly literature is incorporated throughout the analysis.
Only the elements identified in this assignment should be used for this concept analysis.
Possible Concepts:
The following concepts are not required; students may select one of these concepts or find another concept. Each selected concept must be associated with a nursing theory; the use of non-nursing theories is
not
allowed. If you have any questions regarding your concept or the nursing theory, please consult with your faculty member for assistance.
Please note: the concepts of caring or cultural humility are not permitted for this assignment.
Adaptation
Burnout
Civility
Comfort
Compassion
Compassion fatigue
Competence
Empowerment
Engagement
Health
Leadership
Meaningfulness
Modeling
Noise
Pain
Palliative care
Quality of life
Resilience
Self-care
Sensory overload
Situational awareness
Criteria for Content
Definition/Explanation of the selected nursing concept
Defines/explains the concept using scholarly literature (a dictionary maybe used for this section
only
)
Support from nursing literature is required.
2.
Defining attributes:
A minimum of
three (3)
attributes are required.
Support from nursing literature is required.
Explanation: An attribute identifies characteristics of a concept. For this question, the characteristics of the selected nursing concept are identified and discussed.
Antecedent and Consequence
1 antecedent
of the selected nursing concept.
1 consequence
of the selected nursing concept.
Support from nursing literature is required.
Explanation:
An antecedent is an identifiable occurrence that happens before an event. An antecedent precedes a selected nursing concept. A consequence follows or is the result of an event. The selected consequence follows or is the result of the selected nursing concept.
4.
Model Case
1 Model Case
is created by the student and discussed substantively by demonstrating within the case each of the following areas:
Definition
All identified attributes
Theoretical Applications of the Concept
Explain how the concept applies to the selected nursing theory.
Support from nursing literature is required.
Reflection
Reflect on how the concept analysis findings apply to your advanced nursing practice, specifically as an NP.
Self-reflection may be written in first-person.
Preparing the Assi.
Description of theNationalMilitary Strategy2018.docx
Description of the
National
Military
Strategy
2018
The Joint Staff
1
Overview
The 2018 National Military Strategy (NMS) provides the
Joint Force a framework for protecting and advancing U.S.
national interests. Pursuant to statute, it reflects a
comprehensive review conducted by the Chairman with the
other members of the Joint Chiefs of Staff and the unified
combatant commanders.
As an overarching military strategic framework, this
strategy implements the substantial body of policy and
strategy direction provided in the 2017 National Security
Strategy, the 2018 National Defense Strategy (NDS), the
Defense Planning Guidance (DPG), and other documents.
The 2018 NMS provides the Chairman’s military advice for
how the Joint Force implements the defense objectives in
the NDS and the direction from the President and the
Secretary of Defense.
The 2018 NMS also reflects lessons learned from
implementing global integration over the last two years. The
strategy articulates a continuum of strategic direction to
frame global integration into three strategy horizons to meet
the challenges of the existing and future security
environment. Force employment addresses planning, force
management, and decisionmaking to fulfill the defense
objectives of the NDS. Force development adapts functions,
capabilities, and concepts to improve the current Joint
Force. Force design innovates to enable the Joint Force to
do what it does differently to retain a competitive advantage
against any adversary.
The vision of the Joint Force articulated in the 2018 NMS is
a Joint Force capable of defending the homeland and
projecting power globally, now and into the future.
2
Strategic Approach
From its global perspective, the NMS premises an adaptive
and innovative Joint Force capable of employing its
capabilities seamlessly across multiple regions and all
domains -- continuing the transition from a regional to a
global mindset and approach.
This strategy
anchors its
approach against a
set of clearly
identified security
trends outlined in
the NDS (see inset).
These trends,
especially those
posed by the
reemergence of
great power
competition with China and Russia, represent the most
difficult challenges facing the Joint Force. However, the full
scope of global integration must recognize uncertainty and
be vigilant for emerging threats to the security and interests
of the United States, its allies and partners. In a security
environment where the homeland is no longer a sanctuary
and every operating domain is contested, competitors and
adversaries will continue to operate across geographic
regions and span multiple domains to offset or erode Joint
Force advantages.
To achieve military advantage over competitors and
adversaries, the NMS introduces the notion of joint
combined arms, defined as the conduct of operational art
through the integration of joint capabilities.
Description This is a 4 page paper about either a creative genius o.docx
Description: This is a 4 page paper about either a creative genius of your choosing (Thomas Edison? Einstein? Michelangelo? Beyonce? Lucille Ball?) or a creative business (DuPont, Corning, IDEO? Pixar?). You can either read a full biography or research the person or organization using several sources. The paper should include: Description and background of the person/organization, 2) why you chose him/her/it, 3) what this person/org achieved (briefly), 4) how he/she/it fuels their creativity (his or her own, or if a company, its workforce) and 5) include a self reflection. Knowing what they do, what are some things YOU DO to fuel your creativity? What else could you do going forward? . #4 and #5 are most important. At the end of the paper, summarize by listing at least ten to fifteen things that this individual did to fuel his/her/its creativity. Here are some examples:
Da Vinci kept journals and notebooks. He dissected eyes and other body parts. He learned many mediums - painting sculpting, etc.
Ian Flemming (author), designed golf courses in his spare time.
Steven Hillenburg, the creator of Spongebob, had been a marine biology professor who had a keen interest in art and began drawing visual images for his student which he then began animating. He continuously worked on acquiring new skills. He watched old movies.
Beyonce learned dressmaking from her mom, who designed all of her early costumes. Her mom had sewn clothing for priests and nuns in exchange for Beyonce’s tuition.
Etsy has employee-led workshops where associates teach others their hobbies, and they regularly engage their shop owners in planning
The important thing about this project is that you learn and be able to share not just what they achieved, but what they did to nurture their creativity. You must include sources.
.
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Describe your experience with electronic health/medical records (EHR/EMR).
Have you used a health care IT system as a patient/provider? If yes, what system(s) did you use?
What were your impressions of the system?
Did you find it user-friendly?
Did you have concerns about privacy/security?
Did it seem to make health care seeking/delivery easier or more burdensome?
.
Description Develop a paper describing how the knowledge, skill.docx
Description:
Develop a paper describing how the knowledge, skills, or theories
of this course
have been applied or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge applied to an employment opportunity in your field of study.
Requirements:
Provide a >500 word (2 or more pages) paper (excluding title and reference pages in page count). The paper should include a title page, body (include Introduction and Conclusion sections), and a reference page. An abstract is not required for this assignment. Use proper APA formatting of the entire paper including sources on the reference page and citations in the body of the paper.
.
Describing Research FindingsResearchers take many steps to p.docx
Describing Research Findings
Researchers take many steps to prepare, organize, and analyze research data. In this discussion, you will examine the importance of taking a systematic approach to describing research findings. Be sure to address the following in your main post:
What is the purpose of computing descriptive statistics and exploratory analyses?
Why should researchers graph their data? What are the benefits of graphing?
How might you assess the distribution of data?
What does the “spread” of data tell us?
What does Pearson
r
tell us about two variables?
.
Description I. Introduction A. Summarize the client. What is the rat.docx
Description I. Introduction A. Summarize the client. What is the rationale for seeking counseling?
II. Biopsychosocial Summary
A. Describe the problem that brought the client to treatment. i. Make sure to address any problems, issues, or challenges the client may be facing.
B. Explain the symptoms affecting the client. i. What are the behavioral symptoms? ii. What are the cognitive symptoms? iii. What are the emotional symptoms? iv. What are the physiological symptoms?
C. Identify any environmental factors that may be contributing to the client's problem.
D. Identify any potential harmful behavior: i. Aggression ii. Harm to others iii. Harm to self iv. Criminal activity v. Impulsive behaviors vi. High-risk activity
E. Determine if the client has a family history of the diagnosis. Consider how this may affect the client. F. Use evidence-based research to support the biological factors presented in the case.
G. Outline how the client identifies him- or herself in regard to cultural characteristics. Make sure to add rationale for any answers that are not straightforward. i. What are the addressing factors?
a. Age and generational influences
b. Developmental disabilities (acquired at birth or during childhood)
c. Disabilities acquired later in life (e.g., traumatic brain injury, multiple sclerosis, stroke)
d. Religion and spirituality
e. Ethnic and racial identity
f. Socioeconomic status
g. Sexual orientation
h. Indigenous heritage
i. National origin j. Gender
H. Summarize how the client culturally identifies him- or herself.
i. With the identifiers above, how does the client culturally identify him- or herself? ii. What is the order of importance for the client? Assessment III. Co-occurring Disorders
A. Identify any co-occurring disorders. B. Describe the initial DSM diagnosis. i. What is the overall descriptor of the diagnosis? ii. What criteria must be met to meet the diagnosis? iii. Describe which client behaviors are being used to meet the diagnostic criteria.
C. Discuss the rationale behind the diagnosis. i. Identify what other diagnoses should be ruled out. Make sure to provide rationale. ii. Identify limitations with this diagnosis. Make sure to provide rationale.
D. Use evidence-based research to support your justification. IV. Addiction Assessments
A. Describe how the assessment was administered.
B. Describe the assessment scoring.
C. Summarize the assessment results.
i. How do you interpret the results? Plan V. Recommendations
A. Summarize what you recommend for this client based on the information collected.
i. Describe what you recommend for recovery.
ii. Describe what you recommend for relapse prevention.
resources you would provide to the client. Rubric Guidelines for Submission: Consider using the headings from the critical elements outlined above when drafting your DAP note, as you will do this when you submit for your final project. You may also consider using double spac.
Describing DataNumerical MeasuresChapter 3McGraw-.docx
Describing Data:
Numerical Measures
Chapter 3
McGraw-Hill/Irwin
Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved.
*
Learning Objectives
LO1 Explain the concept of central tendency.
LO2 Identify and compute the arithmetic mean.
LO3 Compute and interpret the weighted mean.
LO4 Determine the median.
LO5 Identify the mode.
LO6 Calculate the geometric mean.
LO7 Explain and apply measures of dispersion.
LO8 Compute and interpret the standard deviation.
LO9 Explain Chebyshev’s Theorem and the Empirical
Rule.
L10 Compute the mean and standard deviation of
grouped data.
3-*
*
1. Central Tendency - Measures of Location
The purpose of a measure of location is to pinpoint the center of a distribution of data.
There are many measures of location. We will consider five:
The arithmetic mean,
The weighted mean,
The median,
The mode, and
The geometric mean
3-*
LO1 Explain the concept of central tendency
*
1. Central Tendency - Measures of Location
Examples with MS Excel:
The arithmetic mean,
The weighted mean,
The median,
The mode
3-*
LO1 Explain the concept of central tendency
*
2. The Relative Positions of the Mean, Median and the Mode
3-*
LO2,4,5
*
3. Measures of DispersionMinimum
Maximum
Range
Mean Deviation
3-*
LO7
*
3. Measures of DispersionVariance and Standard Deviation
3-*
LO7
*
3. Measures of DispersionVariance and Standard Deviation
Example: hand calculation, MS formula, Pivot Table
Descriptive Statistics using MS Excel Data Analysis Function
3-*
LO7
*
4. The Empirical Rule
3-*
LO9
*
5. Chebyshev’s Theorem
The arithmetic mean biweekly amount contributed by the Dupree Paint employees to the company’s profit-sharing plan is $51.54, and the standard deviation is $7.51. At least what percent of the contributions lie within plus 3.5 standard deviations and minus 3.5 standard deviations of the mean?
3-*
LO9 Explain Chebyshev’s Theorem and the Empirical Rule.
*
Central Tendency - Measures of Location
The purpose of a measure of location is to pinpoint the center of a distribution of data.
There are many measures of location. We will consider five:
The arithmetic mean,
The weighted mean,
The median,
The mode, and
The geometric mean
3-*
LO1 Explain the concept of central tendency
*
Characteristics of the Mean
The arithmetic mean is the most widely used measure of location.
Requires the interval scale.
Major characteristics:
All values are used.
It is unique.
The sum of the deviations from the mean is 0.
It is calculated by summing the values and dividing by the number of values.
3-*
LO2 Identify and compute the arithmetic mean.
*
.
Population Mean
For ungrouped data, the population mean is the sum of all the population values divided by the total number of population values:
3-*
LO2
*
EXAMPLE – Population Mean
There are 42 exits on I-75 through the state of Kentucky. Listed below are the distance.
Describes the use of Computers in Nursing in general clearly and com.docx
Describes the use of Computers in Nursing in general clearly and comprehensively.
Address the significance of Computers, attributes of Computers (i.e., accuracy, cost, accessibility, etc.), and provide specific examples with rationale of situations in which Computers as an educational tool would provide advantages as well as disadvantages.
Relate the use of Computers to the appropriate professional standards and competencies.
.
Describe what perspective of poverty the author addresses in these c.docx
Describe what perspective of poverty the author addresses in these chapters. Examples may include a historical or economic perspective, religious, developmental, solution, etc.
(2) Describe how Christianity impacts/influences the matters noted in the first section.
(3) Share your personal insights regarding the ideas in these chapters and describe one way in which you can apply these principles.
.
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