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Last Name 1 Student’s Name Brady Allen English 102-3 6 February 2009 Argumentative Research Paper Proposal: Do Violent Video Games Potentially Lead to Real-life Violence? Video games, be it console (Playstation, XBOX, etc.) or computer-based, are commonplace in the American household. Through these games, some say children and teens often learn some valuable life skills and develop hand-eye coordination and argue that the problem with child and teen violence is not a result of these games, but rather a deterioration of the family unit and failure to keep an open line of communication between children and parents. Others say that kids’ obsession with the fantasy of video games disrupts their view of reality and can cause inappropriate behavior, including the carrying out of aggressive or violent acts. Often, this debate hinges around the idea of children being desensitized from the violent and deviant acts they simulate in a video game versus the crimes they can commit in real life. Yet another angle is this: some parents believe competitive and sometimes aggressive behaviors are traits they want their children to have exposure to because they view these characteristics as vital tools for later situations in life. They explain that the ability to play violent video games provides a potential outlet for the frustrations of being a teen, thereby allowing their children to experience violence through a game, rather than pursue real life crime or acts of deviance. All sides to this argument make legitimate and valid points. However, there is a middle ground that needs to be considered: that violent video games or video games that glamorize lawbreaking and disrespect can act as accelerants; kids who already have issues and instability of mind can be influenced or warped past the breaking strain by such content. There is evidence that violent video games cause increased aggression in their player base, which can lead to real life crime because some teenagers cannot distinguish between virtual reality and actual reality, because they are at a crucial point in life where mental and social development is shaping their personalities and roles in society, and because they sometimes feel they have no one to turn to, so they become obsessively engrossed in this “alter” reality that becomes a virtual role model. Some questions that need to be addressed in relation to this topic to further shape the working thesis: Do players of violent video games have increased aggression over those of less violent video games, and are the games the cause or just what more aggressive personalities migrate toward? Do these games truly help with life-skills? Does the play of violent video games desensitize teenagers to potential real-life situations, making them less apt to value human life? What type of violence is exhibited by these teenagers that apparently show increased aggression? What have some U.S. states done to prohibit the sale of violent video games? Can th ...
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The Psychological Effects Of Violent Video Games Slide Show
The document discusses research on the psychological effects of violent video games on children and young people. Several studies found that playing violent video games was linked to increased aggressive and antisocial behavior, decreased empathy, and changes in emotional state. However, one article notes that most children who play violent games do not become violent, and certain personality traits may predispose some individuals to be more influenced by such games. The conclusion is that while violent games likely increase aggression in players, especially younger ones, other individual factors also contribute.
The Psychology of Aggression and Video Games
This document reviews research on the relationship between violent video games and aggression. It discusses foundational research on observational learning of aggression and the differences between video games and other media. Studies have found both short-term increases in aggressive behaviors and attitudes from playing violent video games as well as potential long-term effects. However, the direction of the relationship is unclear, as trait aggression may influence game preferences as well. More research is still needed to fully understand the complex interaction between individuals and gaming experiences over time.
Video Games Violence-Does It Affect ?
The document summarizes research on the effects of violent video games on the brain and behavior. Studies found that teenagers who played violent video games like Medal of Honor showed increased activity in brain regions related to emotion and memory, while those who played the non-violent game Need for Speed did not. However, the document notes that increased emotional arousal does not necessarily mean teenagers will commit violent acts. While some research links violent games to aggression, other studies have been inconclusive. The document also discusses several common myths about video games and presents the results of a survey on whether violent games influence criminal behavior.
Media Bias Public Vs Media
Here is a draft essay on media's views on media:
Media plays a significant role in shaping public opinion and discourse. However, the media itself is not a monolith - it comprises diverse organizations and individuals with a range of political perspectives. This diversity of views within media is both a strength and weakness.
On the one hand, having multiple media outlets allows consumers to get different angles and perspectives on issues. Competition in the marketplace of ideas can help drive more fact-based and thoughtful coverage. Critics of any one outlet can point to others that may provide alternative viewpoints.
However, the strong partisan divisions within media can also undermine its role as an impartial arbiter of facts. Many outlets are explicitly aligned with particular political
First article Shooting in the darkFull TextThe young .docx
First article : Shooting in the dark:
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The young men who opened fire at Columbine High School, at the movie theater in Aurora, Colo., and in other massacres had this in common: they were video gamers who seemed to be acting out some dark digital fantasy. It was as if all that exposure to computerized violence gave them the idea to go on a rampage -- or at least fueled their urges.
But did it really?
Social scientists have been studying and debating the effects of media violence on behavior since the 1950s, and video games in particular since the 1980s. The issue is especially relevant today, because the games are more realistic and bloodier than ever, and because most American boys play them at some point. Girls play at lower rates and are significantly less likely to play violent games.
A burst of new research has begun to clarify what can and cannot be said about the effects of violent gaming. Playing the games can and does stir hostile urges and mildly aggressive behavior in the short term. Moreover, youngsters who develop a gaming habit can become slightly more aggressive -- as measured by clashes with peers, for instance -- at least over a period of a year or two.
Yet it is not at all clear whether, over longer periods, such a habit increases the likelihood that a person will commit a violent crime, like murder, rape, or assault, much less a Newtown-like massacre. (Such calculated rampages are too rare to study in any rigorous way, researchers agree.)
"I don't know that a psychological study can ever answer that question definitively," said Michael R. Ward, an economist at the University of Texas, Arlington. "We are left to glean what we can from the data and research on video game use that we have."
The research falls into three categories: short-term laboratory experiments; longer-term studies, often based in schools; and correlation studies -- between playing time and aggression, for instance, or between video game sales and trends in violent crime.
Lab experiments confirm what any gamer knows in his gut: playing games like "Call of Duty," "Killzone 3" or "Battlefield 3" stirs the blood. In one recent study, Christopher Barlett, a psychologist at Iowa State University, led a research team that had 47 undergraduates play "Mortal Kombat: Deadly Alliance" for 15 minutes. Afterward, the team took various measures of arousal, both physical and psychological. It also tested whether the students would behave more aggressively, by having them dole out hot sauce to a fellow student who, they were told, did not like spicy food but had to swallow the sauce.
Sure enough, compared with a group who had played a nonviolent video game, those who had been engaged in "Mortal Kombat" were more aggressive across the board. They gave their fellow students significantly bigger portions of the hot sauce.
Many similar studies have found the same thing: A dose of violent gaming makes people act a little more rudely than they would otherwise, at le ...
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This document discusses research on the relationship between playing violent video games and increased aggression in adolescents. It summarizes several studies that found adolescents who played violent video games were more likely to exhibit aggressive behaviors compared to those who played non-violent games. The document also discusses social learning theory, which suggests that behavior is learned through observation, and that adolescents may learn aggressive behaviors by observing and mimicking violence in video games.
Presentation1-4
The document discusses the psychological effects of violent video games on children. It describes several studies that found negative effects such as increased aggressive behavior, decreased empathy, and increased physiological arousal from playing violent video games. However, it also notes that some research has found no causal link and that correlations may be better explained by other factors like preexisting aggression. The document presents arguments on both sides of the issue without taking a clear stance.
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The document discusses research on the psychological effects of violent video games on children and young people. Several studies found that playing violent video games was linked to increased aggressive and antisocial behavior, decreased empathy, and changes in emotional state. However, one article notes that most children who play violent games do not become violent, and certain personality traits may predispose some individuals to be more influenced by such games. The conclusion is that while violent games likely increase aggression in players, especially younger ones, other individual factors also contribute.
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The document summarizes research on the effects of violent video games on the brain and behavior. Studies found that teenagers who played violent video games like Medal of Honor showed increased activity in brain regions related to emotion and memory, while those who played the non-violent game Need for Speed did not. However, the document notes that increased emotional arousal does not necessarily mean teenagers will commit violent acts. While some research links violent games to aggression, other studies have been inconclusive. The document also discusses several common myths about video games and presents the results of a survey on whether violent games influence criminal behavior.
Media Bias Public Vs Media
Here is a draft essay on media's views on media:
Media plays a significant role in shaping public opinion and discourse. However, the media itself is not a monolith - it comprises diverse organizations and individuals with a range of political perspectives. This diversity of views within media is both a strength and weakness.
On the one hand, having multiple media outlets allows consumers to get different angles and perspectives on issues. Competition in the marketplace of ideas can help drive more fact-based and thoughtful coverage. Critics of any one outlet can point to others that may provide alternative viewpoints.
However, the strong partisan divisions within media can also undermine its role as an impartial arbiter of facts. Many outlets are explicitly aligned with particular political
First article Shooting in the darkFull TextThe young .docx
First article : Shooting in the dark:
Full Text
The young men who opened fire at Columbine High School, at the movie theater in Aurora, Colo., and in other massacres had this in common: they were video gamers who seemed to be acting out some dark digital fantasy. It was as if all that exposure to computerized violence gave them the idea to go on a rampage -- or at least fueled their urges.
But did it really?
Social scientists have been studying and debating the effects of media violence on behavior since the 1950s, and video games in particular since the 1980s. The issue is especially relevant today, because the games are more realistic and bloodier than ever, and because most American boys play them at some point. Girls play at lower rates and are significantly less likely to play violent games.
A burst of new research has begun to clarify what can and cannot be said about the effects of violent gaming. Playing the games can and does stir hostile urges and mildly aggressive behavior in the short term. Moreover, youngsters who develop a gaming habit can become slightly more aggressive -- as measured by clashes with peers, for instance -- at least over a period of a year or two.
Yet it is not at all clear whether, over longer periods, such a habit increases the likelihood that a person will commit a violent crime, like murder, rape, or assault, much less a Newtown-like massacre. (Such calculated rampages are too rare to study in any rigorous way, researchers agree.)
"I don't know that a psychological study can ever answer that question definitively," said Michael R. Ward, an economist at the University of Texas, Arlington. "We are left to glean what we can from the data and research on video game use that we have."
The research falls into three categories: short-term laboratory experiments; longer-term studies, often based in schools; and correlation studies -- between playing time and aggression, for instance, or between video game sales and trends in violent crime.
Lab experiments confirm what any gamer knows in his gut: playing games like "Call of Duty," "Killzone 3" or "Battlefield 3" stirs the blood. In one recent study, Christopher Barlett, a psychologist at Iowa State University, led a research team that had 47 undergraduates play "Mortal Kombat: Deadly Alliance" for 15 minutes. Afterward, the team took various measures of arousal, both physical and psychological. It also tested whether the students would behave more aggressively, by having them dole out hot sauce to a fellow student who, they were told, did not like spicy food but had to swallow the sauce.
Sure enough, compared with a group who had played a nonviolent video game, those who had been engaged in "Mortal Kombat" were more aggressive across the board. They gave their fellow students significantly bigger portions of the hot sauce.
Many similar studies have found the same thing: A dose of violent gaming makes people act a little more rudely than they would otherwise, at le ...
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This document discusses research on the relationship between playing violent video games and increased aggression in adolescents. It summarizes several studies that found adolescents who played violent video games were more likely to exhibit aggressive behaviors compared to those who played non-violent games. The document also discusses social learning theory, which suggests that behavior is learned through observation, and that adolescents may learn aggressive behaviors by observing and mimicking violence in video games.
Presentation1-4
The document discusses the psychological effects of violent video games on children. It describes several studies that found negative effects such as increased aggressive behavior, decreased empathy, and increased physiological arousal from playing violent video games. However, it also notes that some research has found no causal link and that correlations may be better explained by other factors like preexisting aggression. The document presents arguments on both sides of the issue without taking a clear stance.
Cause of violence
This document discusses research on the relationship between violent video games and aggression. Some studies have found short-term increases in aggression after playing violent video games, while others have found no long-term link to real-world violence. The document also notes that not all children are equally affected, with personality traits like high neuroticism and disagreeableness correlating with increased aggression for some. While a causal link remains unclear, the document concludes that the relationship between violent gaming and aggression warrants further worldwide research.
Cause of violence
This document discusses research on the relationship between violent video games and aggression. Some studies have found short-term increases in aggression after playing violent video games, while others have found no long-term link to real-world violence. The document also notes that not all children are equally affected, with personality traits like high neuroticism and disagreeableness correlating with increased aggression for some. While a causal link remains unclear, the document concludes that violent video games may develop hostile thought patterns in players through repetition of aggressive scripts and desensitization to violence.
Cause of violence
This document discusses research on the relationship between violent video games and aggression among teenagers. Several studies are summarized that have found short-term links between playing violent video games and increased aggressive behavior, though not necessarily long-term links to real-world violence. Some key points made include that violent video games may desensitize players to violence, reward players for replicating violent acts, and teach that aggression is acceptable. However, not all children are affected equally, and some studies found traits like high neuroticism and disagreeableness predicted increased aggression in some children after playing violent games. The document concludes by noting the debate over whether violent video games truly cause real-world violence or simply provide an outlet for aggression.
Dissertation: Investigating the Effects of Violent Video Game Exposure on Sca...
This document is a research paper investigating the effects of playing violent video games on aggression and hostility. 60 undergraduate psychology students participated in a study where they were randomly assigned to play either a violent, non-violent, or control video game. Aggression and hostility scales were administered before and after gameplay. The results found that violent video games did not significantly increase aggression, and may even lower it in some cases, but did seem to increase hostility. The paper provides background on the debate around violent video games and outlines several theories on how they may influence aggression.
Violent Video Game Effect
This paper examines the debate around whether violent video games increase aggression in young people. It provides background on the rise of video game violence since the 1970s and increasing exposure of adolescents. The paper then reviews the debate, noting challenges in defining and measuring aggression across cultures. It presents the General Aggression Model, which proposes that violent media can activate aggressive knowledge structures through proximal and distal risk factors. The paper summarizes three studies that provide evidence for the model, finding short-term increases in aggression from violent games and longitudinal links between game violence exposure and later hostility and aggression. While more research is still needed, the paper argues the evidence supports causal claims about the effects of video game violence on aggression.
Last name page number EFFECTS OF WATCHING VIDEO GAMES ON ESCALAT.docx
Last name page number
EFFECTS OF WATCHING VIDEO GAMES ON ESCALATION OF VIOLENCE 2
Name
Course
Professor
Date
Effects of Watching Video Games on Escalation of Violence
Introduction
The prevailing trend in various section of the globe is that the number of people playing video games has been on the rise. At the same time, the world has witnessed an escalation in cases of violence leading to the question whether a correlation exists. Scholars exploring the subject have divided opinion on the issues even though significant majorities consider the issue a complicated matter that one cannot deduce objectively without conducting a detailed study on the subject. Due to such stalemate, the paper seeks to explore the subject to facilitate valid conclusion on the matter. Five scholarly materials on the subject serve as the reference materials for the analysis. In the discussion below, the research asserts that playing violent video games contributes to the escalation in violence through alteration of individual behavior.
Discussion
The allegation that playing video games influences violence in individuals holds because records of cases of violence affirm that the exposure that a person gets influences behavior. In the same way, education imparts knowledge that inspires positive response is that same manner that games instills bad attitude. The idea also emanates on the assumption of findings of scholars like Ferguson (2011) who posit that upbringing shapes behavior and participation in violent games characterize upbringing of some children in the western world. In such a context, it becomes hard dissuading the person from violent acts and arguing the games do not contribute to the violence. DeLisi, Vaughn, Gentile, Anderson, & Shook (2013) explicates the same idea in their works by alluding that the behavior of an individual is the cumulative habits adopted from interactions with other members of the society. The scholar argues that in opting to embrace violent video games, there exists the possibility of the person’s liking for violence. The exposure, in turn, brings out the trait in actions and such leads to aggregation in cases of violence as witnessed in various places across the globe.
The mode of dressing of persons’ liking the games reflects the code of conduct of characters in the video games. In using that as the reflection of the implications of playing the games, one can argue, that a correlation exists since teenagers in developed nations are witnessing an increase in violent acts at the height of preference for violent video games. It is, therefore, justifiable arguing that video games influence violence. Additionally, many teenagers in the contemporary times who play video games tends to emulate the tone of conversation used in the video games (DeLisi, Vaughn, Gentile, Anderson, & Shook, 2013). Some even go to the extent of acting as the characters in specific video games. In such a context, linking the crime to the activity is h ...
Video games' violence 2021
This document discusses the debate around whether violent video games can lead to real-world violence. It begins by defining video games and noting they have often been criticized for violent content. It then examines studies that have found both a link and no link between video game violence and aggressive behavior. While some politicians and media blame video games for mass shootings, the document argues there is no evidence that video games directly cause violence, though they may increase aggression. It acknowledges some video games contain graphic violence as a form of artistic expression. In the end, it cautions that rage from competitive games should not be confused with aggression toward others.
Violence In Video Games Essay.pdf
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PART B Please response to these two original posts below. Wh.docx
PART B
Please response to these two original posts below. When
responding to these posts, please either expand the
thought, add additional insights, or respectfully disagree
and explain why. Remember that we are after reasons
and arguments, and not simply the statement of
opinions.
Original Post 1
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
To begin, I would like to remind us that being intrinsically valuable
means having values for just being us and nothing else. I believe
that human lives are intrinsically valuable in virtue of our
uniqueness. As a bio nerd, I would like to state the fact that there
are a lot of crossover events during meiosis, which create trillions
of different DNA combinations. Hence, from a biological
standpoint, without considering other aspects, being you is
already valuable because you are that one sperm that won the
race and got fertilized. On a larger scale, there are hardly two
people whose look and behaviors are the same in the same
family, unless they are identical twins. However, identical twins
still act differently and have differences (such as fingerprints).
Since we are raised in different families, we are taught different
things and have different cultures. In general, we all have
different genetic information, appearances, personalities, senses
of humor, ambitions, talents, interests and life experiences. These
characteristics make up our “unique individual value” and make
us so unique and irreplaceable.
I would also love to discuss how our diversities enrich and
contribute to society, but that would be a talk about our extrinsic
values.
Original Post 2
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
I believe that human lives are intrinsically valuable due to a
number of reasons. Firstly, human lives aren’t replaceable. You
can’t replace a human being with another just like you can
replace a broken laptop with brand new one. Part of the reason
why we tend to think this way is that we were nurtured with the
notion that there is, indeed, a special value to human life. This
could be in virtue of our uniqueness-- the fact that we are
sentient and capable of complex thoughts and emotions
separates us from any other species on this planet. From a
scientific standpoint, this is also one of the reasons as to why
humans became the dominant species in today’s age.
Moreover, human lives aren’t disposable. I think this is largely due
to us humans having the ability to empathize with others. We
understand that it’s morally inappropriate to take the life of
another individual even if they’re complete strangers because
they’re another human being like us who has their own thoughts,
values, memories, and stories. In a way, we have a strong
emotional connection to our own species. As .
Part C Developing Your Design SolutionThe Production Cycle.docx
Part C Developing Your Design
Solution
The Production Cycle
Within the four stages of the design workflow there are two distinct parts.
The first three stages, as presented in Part B of this book, were described
as ‘The Hidden Thinking’ stages, as they are concerned with undertaking
the crucial behind-the-scenes preparatory work. You may have completed
them in terms of working through the book’s contents, but in visualisation
projects they will continue to command your attention, even if that is
reduced to a background concern.
You have now reached the second distinct part of the workflow which
involves developing your design solution. This stage follows a production
cycle, commencing with rationalising design ideas and moving through to
the development of a final solution.
The term cycle is appropriate to describe this stage as there are many loops
of iteration as you evolve rapidly between conceptual, practical and
technical thinking. The inevitability of this iterative cycle is, in large part,
again due to the nature of this pursuit being more about optimisation rather
than an expectation of achieving that elusive notion of perfection. Trade-
offs, compromises, and restrictions are omnipresent as you juggle ambition
and necessary pragmatism.
How you undertake this stage will differ considerably depending on the
nature of your task. The creation of a relatively simple, single chart to be
slotted into a report probably will not require the same rigour of a formal
production cycle that the development of a vast interactive visualisation to
be used by the public would demand. This is merely an outline of the most
you will need to do – you should edit, adapt and participate the steps to fit
with your context.
There are several discrete steps involved in this production cycle:
Conceiving ideas across the five layers of visualisation design.
Wireframing and storyboarding designs.
Developing prototypes or mock-up versions.
219
Testing.
Refining and completing.
Launching the solution.
Naturally, the specific approach for developing your design solution (from
prototyping through to launching) will vary hugely, depending particularly
on your skills and resources: it might be an Excel chart, or a Tableau
dashboard, an infographic created using Adobe Illustrator, or a web-based
interactive built with the D3.js library. As I have explained in the book’s
introduction, I’m not going to attempt to cover the myriad ways of
implementing a solution; that would be impossible to achieve as each task
and tool would require different instructions.
For the scope of this book, I am focusing on taking you through the first
two steps of this cycle – conceiving ideas and wireframing/storyboarding.
There are parallels here with the distinctions between architecture (design)
and engineering (execution) – I’m effectively chaperoning you through to
the conclusion of your design thinking.
To fulfil this, Part C presents a detailed breakdown of the many design
.
PART A You will create a media piece based around the theme of a.docx
PART A:
You will create a media piece based around the theme of “alternative facts.
Fake News:
Create a
series of 3
short, “fake news” articles or news videos. They should follow a specific theme. Make sure to have a clear understanding of WHY your fake news is being created (fake news is used by people, groups, companies, etc to convince an unsuspecting audience of something. It’s supposed to seem real, but the motivation behind it is to deceive. As part of this option, consider what your motivations are for your deception).
Part A: should be around 750 words for written tasks (or 250 for each 3 part task)
PART B:
The focus for this assignment is to demonstrate a
clear understanding of media conventions
, as well as
purpose
and
audience
. Therefore, along with your media product, you’ll also be required to submit a short
reflection
detailing why you created your product and for whom it was intended. You must discuss and analyze the elements within your media product (including why & how you used the persuasive techniques of ethos, logos and pathos) as well as the other elements of media you used and why.
.
Part 4. Implications to Nursing Practice & Implication to Patien.docx
Part 4. Implications to Nursing Practice & Implication to Patient Outcomes
Provide a paragraph summary addressing the topics implications to nursing practice and patient outcomes. This section is NOT another review of the literature or introduction of new topics related to the PICOT question.
You may find if helpful to begin each topic with -
Nurses need to know …
Important patient outcomes include …
Example
– please note this is an older previous students work and so some references are older than 5 years.
Be sure to provide the PICOT question to begin this post.
PICOT Question:
P=Patient Population
I=Intervention
C=Comparison
O=Outcome
T=Time (duration):
In patients in the hospital, (P)
how does frequently provided patient hand washing (I)
compared with patient initiated hand washing (C)
affect hospital acquired infection (O)
within the hospital stay (T)
Implications to Nursing Practice & Patient Outcomes
Nurses need to know that they play a significant role in the reduction of hospital acquired infection by ensuring by health care workers and patients wash hands since nurses have the most interactions with patients. Implementing hand hygiene protocol with patients can enhance awareness and decrease healthcare associated infection (HAI). Both nurses and patients need to know that HAI is associated with increased morbidity and mortality as well cost of treatment and length of hospital stay. Nurses and patients also need to know that most HAI is preventable. Gujral (2015) notes that proper hand hygiene is the single most important, simplest, and least expensive means of reducing prevalence of HAI and the spread of antimicrobial resistance. Nurse and patient hand washing plays a vital role in decreasing healthcare costs and infections in all settings.
References
Gujral, H. (2015.) Survey shows importance of hand washing for infection prevention. American Nurse Today, 10 (10), 20. Retrieved from hEp://www.nursingworld.org/AmericanNurseToday
.
PART AHepatitis C is a chronic liver infection that can be e.docx
PART A
Hepatitis C is a chronic liver infection that can be either silent (with no noticeable symptoms) or debilitating. Either way, 80% of infected persons experience continuing liver destruction. Chronic hepatitis C infection is the leading cause of liver transplants in the United States. The virus that causes it is blood borne, and therefore patients who undergo frequent procedures involving transfer of blood are particularly susceptible to infection. Kidney dialysis patients belong to this group. In 2008, a for-profit hemodialysis facility in New York was shut down after nine of its patients were confirmed as having become infected with hepatitis C while undergoing hemodialysis treatments there between 2001 and 2008.
When the investigation was conducted in 2008, investigators found that 20 of the facility’s 162 patients had been documented with hepatitis C infection at the time they began their association with the clinic. All the current patients were then offered hepatitis C testing, to determine how many had acquired hepatitis C during the time they were receiving treatment at the clinic. They were considered positive if enzyme-linked immunosorbent assay (ELISA) tests showed the presence of antibodies to the hepatitis C virus.
Health officials did not test the workers at the hemodialysis facility for hepatitis C because they did not view them as likely sources of the nine new infections. Why not?
Why do you think patients were tested for antibody to the virus instead of for the presence of the virus itself?
Ref.: Cowan, M. K. (2014) (4th Ed.). Microbiology: A Systems Approach, McGraw Hill
PART B
Summary:
Directions for the students: There are 4 essay questions. Please be sure to complete all of them with thorough substantive responses. Current APA Citations are required for all responses.
1. Precisely what is microbial death?
2. Why does a population of microbes not die instantaneously when exposed to an antimicrobial agent?
3. Explain what is wrong with this statement: “Prior to vaccination, the patient’s skin was sterilized with alcohol.” What would be a more correct wording?
4. Conduct additional research on the use of triclosan and other chemical agents in antimicrobial products today. Develop an opinion on whether this process should continue, providing evidence and citations to support your stance.
.
Part A post your answer to the following question1. How m.docx
Potential negative reactions from others to an adolescent questioning their sexual identity or gender role could negatively impact their social environment, behavior, and self-esteem. As social workers, we can play a role in creating a supportive environment for these adolescents by educating families and communities, advocating for inclusive policies, and providing counseling and resources to help adolescents accept themselves and develop coping strategies.
PART BPlease response to these two original posts below..docx
PART B
Please response to these two original posts below. When responding to
these posts, please either expand the thought, add additional insights, or
respectfully disagree and explain why. Remember that we are after reasons
and arguments, and not simply the statement of opinions.
Original Post 1
"What is moral relativism? Why might people be attracted to it? Is
it plausible?"
First of all, moral relativism is the view that moral truths are
subjective and depend on each individual's standpoints. Based
on this, everyone's moral view is legitimate. This can be attracted
because it sounds liberating and there is no need to argue for a
particular position. Moral relativism seems convincing in some
cases. For example, some people are okay with giving money to
homeless people, thinking that it's good to provide for the people
in need. Some people, on the other hand, claim that they can
work to satisfy their own needs. Moral relativism works well in
these cases because they all seem legitimate. However, there are
cases that moral relativism does not seem reasonable. For
example, child sacrifice in some cultures seems cruel and
uncivilized to most people. Hence, moral relativism is not
absolutely true.
Original Post 2
“Is your death bad for you, specifically, or only (at most) for others? Why
might someone claim that it isn’t bad for you?”
I'd start off by acknowledging what the two ancient philosophers,
Lucretius and Epicurus, outlined about death. They made the
point that death isn't necessarily bad for you since no suffering
takes place and that you yourself don't realize your own death. In
this way, one could make the claim that death isn't intrinsically
bad for you.
Another perspective I wanted to add was the influence of death
(both on you and others around you). Specifically, the event of
death itself may not be bad for you, but the idea of impending
death could impact one's life. Some may live freely, totally care-
free, accepting of death and enjoy life in the moment. Others may
be frightened by the idea of death that they live in constant fear
and hence death causing their mental health to take its toll. In
this way, I'd argue that death could, in fact, be bad for you. One
common reason for being afraid of death is the fear of being
forgotten. Not to mention the death of an individual certainly
affects others; death doesn't affect one's life but also all that is
connected to it. Focusing back to the point, it's clear that the
very idea of death directly affects the concerned individual. The
fact that those who live in fear of death are looking for legacies
and footprints to leave after they leave this world is telling of how
death could be arguably bad for you before it even happens.
PART A
Pick one or more questions below and write a substantive post
with >100 words. Please try to provide evidence(s) to support
your idea(s).
Questions:
• Do we have a duty to work out whe.
Part A (50 Points)Various men and women throughout history .docx
Part A (50 Points):
Various men and women throughout history have made important contributions to the development of statistical science. Select any one (1) individual from the list below and write a 2 page summary of their influence on statistics. Be specific in detail to explain the concepts they developed and how this advanced our understanding and application of statistics.
Florence Nightingale
Francis Galton
Thomas Bayes
Part B (50 Points):
Select any one statistical concept you learned in this course and explain how it can be applied to our understanding of the Covid-19 pandemic (2 pages). You should use a specific example and include at least one diagram to illustrate your answer.
Please note: Your work must be original and not copied directly from other sources. No citations are needed. Be sure to submit this assignment in Blackboard on the due date specified.
.
Part A1. K2. D3. N4. C5. A6. O7. F8. Q9. H10..docx
This document discusses urinary tract infections (UTIs). It begins with a matching exercise identifying structures of the urinary system. The second part addresses UTIs in more detail. It defines a UTI, discusses the microorganisms that cause UTIs and where they enter the body. It also explains common signs and symptoms of UTIs, as well as diagnostic tests and treatments. The document concludes by noting that UTIs are more common in women and describes some ways women can reduce their risk.
Part A Develop an original age-appropriate activity for your .docx
The document describes developing two original age-appropriate activities for preschoolers. The first activity uses either Froebel's cube gift, parquetry gift, or Lincoln Logs and identifies two skills it develops. The second activity promotes the same skills but is based on the Montessori method. The summary describes each activity and notes two key differences between them.
Part 3 Social Situations2. Identify multicultural challenges th.docx
Part 3: Social Situations
2. Identify multicultural challenges that your chosen individual may face as a recent
refugee.
• What are some of the issues that can arise for someone who has recently
immigrated to a new country?
• Explain how these multicultural challenges could impact your chosen individual’s
four areas of development?
3. Suggest plans of action or resources that you feel should be provided to this family to
assist them in proper develop
Part 3: Social Situations
• Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee.
• Suggested plan of action and/or resources which should be implemented to address the multicultural challenges.
• 2-3 Pages in length
• APA Formatting
• Submission will be checked for plagiaris
.
Part A (1000 words) Annotated Bibliography - Create an annota.docx
Part A
(1000 words): Annotated Bibliography - Create an annotated bibliography that focuses on ONE particular aspect of current Software Engineering that face a world with different cultural standards. At least seven (7) peer-reviewed articles must be used for this exercise.
Part B
(3000 words):
Research Report
- Write a report of the analysis and synthesis using the
(Part A
) foundational
Annotated Bibliography
.
Part C (500 words): Why is it important to try to minimize complexity in a software system.
Part D (500 words): What are the advantages and disadvantages to companies that are developing software products that use cloud servers to support their development process?
Part E (500 words): Explain why each microservice should maintain its own data. Explain how data in service replicas can be kept consistent?
.
Part 6 Disseminating Results Create a 5-minute, 5- to 6-sli.docx
Part 6: Disseminating Results
Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project:
· Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
Points Range: 81 (81%) - 90 (90%)
The narrated presentation accurately and completely summarizes the evidence-based project. The narrated presentation is professional in nature and thoroughly addresses all components of the evidence-based project.
The narrated presentation accurately and clearly explains in detail how to disseminate the results of the project to an audience, citing specific and relevant examples.
The narrated presentation accurately and clearly provides a justification that details the selection of this dissemination strategy that is fully supported by specific and relevant examples.
The narrated presentation provides a complete, detailed, and specific synthesis of two outside resources related to the dissemination strategy explained. The narrated presentation fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.
Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Points Range: 5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.
Points Range: 5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Evidenced Based Change
Leslie Hill
Walden University
Introduction/PurposeChange is inevitable.Health care organizations need change to improve.There are challenges that need to be addressed(Baraka-Johnson et al. 2019).Challenges should be addressed using evidence-based research.These changes enhance professionalism therefore improving quality of care and quality of life.The purpose of this paper is to identify an existing problem in health care and suggest a change idea that would be effective in addressing the problem. The paper also articulates risks associated with the change process, how to distribute the change information and how to implement change successfully.
Organizational CultureThe Organization is a hospice facilityOffers end of life care for pain and symptom managementThe health care providers cu.
Part 3 Social Situations • Proposal paper which identifies multicul.docx
Part 3: Social Situations • Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee. • Suggested plan of action and/or resources which should be implemented to address the multicultural challenges. • 2-3 Pages in length • APA Formatting • Submission will be checked for plagiarism
Part 3: Social Situations 2. Identify multicultural challenges that your chosen individual may face as a recent refugee. • What are some of the issues that can arise for someone who has recently immigrated to a new country? • Explain how these multicultural challenges could impact your chosen individual’s four areas of development? 3. Suggest plans of action or resources that you feel should be provided to this family to assist them in proper development.
.
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Cause of violence
This document discusses research on the relationship between violent video games and aggression. Some studies have found short-term increases in aggression after playing violent video games, while others have found no long-term link to real-world violence. The document also notes that not all children are equally affected, with personality traits like high neuroticism and disagreeableness correlating with increased aggression for some. While a causal link remains unclear, the document concludes that the relationship between violent gaming and aggression warrants further worldwide research.
Cause of violence
This document discusses research on the relationship between violent video games and aggression. Some studies have found short-term increases in aggression after playing violent video games, while others have found no long-term link to real-world violence. The document also notes that not all children are equally affected, with personality traits like high neuroticism and disagreeableness correlating with increased aggression for some. While a causal link remains unclear, the document concludes that violent video games may develop hostile thought patterns in players through repetition of aggressive scripts and desensitization to violence.
Cause of violence
This document discusses research on the relationship between violent video games and aggression among teenagers. Several studies are summarized that have found short-term links between playing violent video games and increased aggressive behavior, though not necessarily long-term links to real-world violence. Some key points made include that violent video games may desensitize players to violence, reward players for replicating violent acts, and teach that aggression is acceptable. However, not all children are affected equally, and some studies found traits like high neuroticism and disagreeableness predicted increased aggression in some children after playing violent games. The document concludes by noting the debate over whether violent video games truly cause real-world violence or simply provide an outlet for aggression.
Dissertation: Investigating the Effects of Violent Video Game Exposure on Sca...
This document is a research paper investigating the effects of playing violent video games on aggression and hostility. 60 undergraduate psychology students participated in a study where they were randomly assigned to play either a violent, non-violent, or control video game. Aggression and hostility scales were administered before and after gameplay. The results found that violent video games did not significantly increase aggression, and may even lower it in some cases, but did seem to increase hostility. The paper provides background on the debate around violent video games and outlines several theories on how they may influence aggression.
Violent Video Game Effect
This paper examines the debate around whether violent video games increase aggression in young people. It provides background on the rise of video game violence since the 1970s and increasing exposure of adolescents. The paper then reviews the debate, noting challenges in defining and measuring aggression across cultures. It presents the General Aggression Model, which proposes that violent media can activate aggressive knowledge structures through proximal and distal risk factors. The paper summarizes three studies that provide evidence for the model, finding short-term increases in aggression from violent games and longitudinal links between game violence exposure and later hostility and aggression. While more research is still needed, the paper argues the evidence supports causal claims about the effects of video game violence on aggression.
Last name page number EFFECTS OF WATCHING VIDEO GAMES ON ESCALAT.docx
Last name page number
EFFECTS OF WATCHING VIDEO GAMES ON ESCALATION OF VIOLENCE 2
Name
Course
Professor
Date
Effects of Watching Video Games on Escalation of Violence
Introduction
The prevailing trend in various section of the globe is that the number of people playing video games has been on the rise. At the same time, the world has witnessed an escalation in cases of violence leading to the question whether a correlation exists. Scholars exploring the subject have divided opinion on the issues even though significant majorities consider the issue a complicated matter that one cannot deduce objectively without conducting a detailed study on the subject. Due to such stalemate, the paper seeks to explore the subject to facilitate valid conclusion on the matter. Five scholarly materials on the subject serve as the reference materials for the analysis. In the discussion below, the research asserts that playing violent video games contributes to the escalation in violence through alteration of individual behavior.
Discussion
The allegation that playing video games influences violence in individuals holds because records of cases of violence affirm that the exposure that a person gets influences behavior. In the same way, education imparts knowledge that inspires positive response is that same manner that games instills bad attitude. The idea also emanates on the assumption of findings of scholars like Ferguson (2011) who posit that upbringing shapes behavior and participation in violent games characterize upbringing of some children in the western world. In such a context, it becomes hard dissuading the person from violent acts and arguing the games do not contribute to the violence. DeLisi, Vaughn, Gentile, Anderson, & Shook (2013) explicates the same idea in their works by alluding that the behavior of an individual is the cumulative habits adopted from interactions with other members of the society. The scholar argues that in opting to embrace violent video games, there exists the possibility of the person’s liking for violence. The exposure, in turn, brings out the trait in actions and such leads to aggregation in cases of violence as witnessed in various places across the globe.
The mode of dressing of persons’ liking the games reflects the code of conduct of characters in the video games. In using that as the reflection of the implications of playing the games, one can argue, that a correlation exists since teenagers in developed nations are witnessing an increase in violent acts at the height of preference for violent video games. It is, therefore, justifiable arguing that video games influence violence. Additionally, many teenagers in the contemporary times who play video games tends to emulate the tone of conversation used in the video games (DeLisi, Vaughn, Gentile, Anderson, & Shook, 2013). Some even go to the extent of acting as the characters in specific video games. In such a context, linking the crime to the activity is h ...
Video games' violence 2021
This document discusses the debate around whether violent video games can lead to real-world violence. It begins by defining video games and noting they have often been criticized for violent content. It then examines studies that have found both a link and no link between video game violence and aggressive behavior. While some politicians and media blame video games for mass shootings, the document argues there is no evidence that video games directly cause violence, though they may increase aggression. It acknowledges some video games contain graphic violence as a form of artistic expression. In the end, it cautions that rage from competitive games should not be confused with aggression toward others.
Violence In Video Games Essay.pdf
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More from smile790243
PART B Please response to these two original posts below. Wh.docx
PART B
Please response to these two original posts below. When
responding to these posts, please either expand the
thought, add additional insights, or respectfully disagree
and explain why. Remember that we are after reasons
and arguments, and not simply the statement of
opinions.
Original Post 1
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
To begin, I would like to remind us that being intrinsically valuable
means having values for just being us and nothing else. I believe
that human lives are intrinsically valuable in virtue of our
uniqueness. As a bio nerd, I would like to state the fact that there
are a lot of crossover events during meiosis, which create trillions
of different DNA combinations. Hence, from a biological
standpoint, without considering other aspects, being you is
already valuable because you are that one sperm that won the
race and got fertilized. On a larger scale, there are hardly two
people whose look and behaviors are the same in the same
family, unless they are identical twins. However, identical twins
still act differently and have differences (such as fingerprints).
Since we are raised in different families, we are taught different
things and have different cultures. In general, we all have
different genetic information, appearances, personalities, senses
of humor, ambitions, talents, interests and life experiences. These
characteristics make up our “unique individual value” and make
us so unique and irreplaceable.
I would also love to discuss how our diversities enrich and
contribute to society, but that would be a talk about our extrinsic
values.
Original Post 2
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
I believe that human lives are intrinsically valuable due to a
number of reasons. Firstly, human lives aren’t replaceable. You
can’t replace a human being with another just like you can
replace a broken laptop with brand new one. Part of the reason
why we tend to think this way is that we were nurtured with the
notion that there is, indeed, a special value to human life. This
could be in virtue of our uniqueness-- the fact that we are
sentient and capable of complex thoughts and emotions
separates us from any other species on this planet. From a
scientific standpoint, this is also one of the reasons as to why
humans became the dominant species in today’s age.
Moreover, human lives aren’t disposable. I think this is largely due
to us humans having the ability to empathize with others. We
understand that it’s morally inappropriate to take the life of
another individual even if they’re complete strangers because
they’re another human being like us who has their own thoughts,
values, memories, and stories. In a way, we have a strong
emotional connection to our own species. As .
Part C Developing Your Design SolutionThe Production Cycle.docx
Part C Developing Your Design
Solution
The Production Cycle
Within the four stages of the design workflow there are two distinct parts.
The first three stages, as presented in Part B of this book, were described
as ‘The Hidden Thinking’ stages, as they are concerned with undertaking
the crucial behind-the-scenes preparatory work. You may have completed
them in terms of working through the book’s contents, but in visualisation
projects they will continue to command your attention, even if that is
reduced to a background concern.
You have now reached the second distinct part of the workflow which
involves developing your design solution. This stage follows a production
cycle, commencing with rationalising design ideas and moving through to
the development of a final solution.
The term cycle is appropriate to describe this stage as there are many loops
of iteration as you evolve rapidly between conceptual, practical and
technical thinking. The inevitability of this iterative cycle is, in large part,
again due to the nature of this pursuit being more about optimisation rather
than an expectation of achieving that elusive notion of perfection. Trade-
offs, compromises, and restrictions are omnipresent as you juggle ambition
and necessary pragmatism.
How you undertake this stage will differ considerably depending on the
nature of your task. The creation of a relatively simple, single chart to be
slotted into a report probably will not require the same rigour of a formal
production cycle that the development of a vast interactive visualisation to
be used by the public would demand. This is merely an outline of the most
you will need to do – you should edit, adapt and participate the steps to fit
with your context.
There are several discrete steps involved in this production cycle:
Conceiving ideas across the five layers of visualisation design.
Wireframing and storyboarding designs.
Developing prototypes or mock-up versions.
219
Testing.
Refining and completing.
Launching the solution.
Naturally, the specific approach for developing your design solution (from
prototyping through to launching) will vary hugely, depending particularly
on your skills and resources: it might be an Excel chart, or a Tableau
dashboard, an infographic created using Adobe Illustrator, or a web-based
interactive built with the D3.js library. As I have explained in the book’s
introduction, I’m not going to attempt to cover the myriad ways of
implementing a solution; that would be impossible to achieve as each task
and tool would require different instructions.
For the scope of this book, I am focusing on taking you through the first
two steps of this cycle – conceiving ideas and wireframing/storyboarding.
There are parallels here with the distinctions between architecture (design)
and engineering (execution) – I’m effectively chaperoning you through to
the conclusion of your design thinking.
To fulfil this, Part C presents a detailed breakdown of the many design
.
PART A You will create a media piece based around the theme of a.docx
PART A:
You will create a media piece based around the theme of “alternative facts.
Fake News:
Create a
series of 3
short, “fake news” articles or news videos. They should follow a specific theme. Make sure to have a clear understanding of WHY your fake news is being created (fake news is used by people, groups, companies, etc to convince an unsuspecting audience of something. It’s supposed to seem real, but the motivation behind it is to deceive. As part of this option, consider what your motivations are for your deception).
Part A: should be around 750 words for written tasks (or 250 for each 3 part task)
PART B:
The focus for this assignment is to demonstrate a
clear understanding of media conventions
, as well as
purpose
and
audience
. Therefore, along with your media product, you’ll also be required to submit a short
reflection
detailing why you created your product and for whom it was intended. You must discuss and analyze the elements within your media product (including why & how you used the persuasive techniques of ethos, logos and pathos) as well as the other elements of media you used and why.
.
Part 4. Implications to Nursing Practice & Implication to Patien.docx
Part 4. Implications to Nursing Practice & Implication to Patient Outcomes
Provide a paragraph summary addressing the topics implications to nursing practice and patient outcomes. This section is NOT another review of the literature or introduction of new topics related to the PICOT question.
You may find if helpful to begin each topic with -
Nurses need to know …
Important patient outcomes include …
Example
– please note this is an older previous students work and so some references are older than 5 years.
Be sure to provide the PICOT question to begin this post.
PICOT Question:
P=Patient Population
I=Intervention
C=Comparison
O=Outcome
T=Time (duration):
In patients in the hospital, (P)
how does frequently provided patient hand washing (I)
compared with patient initiated hand washing (C)
affect hospital acquired infection (O)
within the hospital stay (T)
Implications to Nursing Practice & Patient Outcomes
Nurses need to know that they play a significant role in the reduction of hospital acquired infection by ensuring by health care workers and patients wash hands since nurses have the most interactions with patients. Implementing hand hygiene protocol with patients can enhance awareness and decrease healthcare associated infection (HAI). Both nurses and patients need to know that HAI is associated with increased morbidity and mortality as well cost of treatment and length of hospital stay. Nurses and patients also need to know that most HAI is preventable. Gujral (2015) notes that proper hand hygiene is the single most important, simplest, and least expensive means of reducing prevalence of HAI and the spread of antimicrobial resistance. Nurse and patient hand washing plays a vital role in decreasing healthcare costs and infections in all settings.
References
Gujral, H. (2015.) Survey shows importance of hand washing for infection prevention. American Nurse Today, 10 (10), 20. Retrieved from hEp://www.nursingworld.org/AmericanNurseToday
.
PART AHepatitis C is a chronic liver infection that can be e.docx
PART A
Hepatitis C is a chronic liver infection that can be either silent (with no noticeable symptoms) or debilitating. Either way, 80% of infected persons experience continuing liver destruction. Chronic hepatitis C infection is the leading cause of liver transplants in the United States. The virus that causes it is blood borne, and therefore patients who undergo frequent procedures involving transfer of blood are particularly susceptible to infection. Kidney dialysis patients belong to this group. In 2008, a for-profit hemodialysis facility in New York was shut down after nine of its patients were confirmed as having become infected with hepatitis C while undergoing hemodialysis treatments there between 2001 and 2008.
When the investigation was conducted in 2008, investigators found that 20 of the facility’s 162 patients had been documented with hepatitis C infection at the time they began their association with the clinic. All the current patients were then offered hepatitis C testing, to determine how many had acquired hepatitis C during the time they were receiving treatment at the clinic. They were considered positive if enzyme-linked immunosorbent assay (ELISA) tests showed the presence of antibodies to the hepatitis C virus.
Health officials did not test the workers at the hemodialysis facility for hepatitis C because they did not view them as likely sources of the nine new infections. Why not?
Why do you think patients were tested for antibody to the virus instead of for the presence of the virus itself?
Ref.: Cowan, M. K. (2014) (4th Ed.). Microbiology: A Systems Approach, McGraw Hill
PART B
Summary:
Directions for the students: There are 4 essay questions. Please be sure to complete all of them with thorough substantive responses. Current APA Citations are required for all responses.
1. Precisely what is microbial death?
2. Why does a population of microbes not die instantaneously when exposed to an antimicrobial agent?
3. Explain what is wrong with this statement: “Prior to vaccination, the patient’s skin was sterilized with alcohol.” What would be a more correct wording?
4. Conduct additional research on the use of triclosan and other chemical agents in antimicrobial products today. Develop an opinion on whether this process should continue, providing evidence and citations to support your stance.
.
Part A post your answer to the following question1. How m.docx
Potential negative reactions from others to an adolescent questioning their sexual identity or gender role could negatively impact their social environment, behavior, and self-esteem. As social workers, we can play a role in creating a supportive environment for these adolescents by educating families and communities, advocating for inclusive policies, and providing counseling and resources to help adolescents accept themselves and develop coping strategies.
PART BPlease response to these two original posts below..docx
PART B
Please response to these two original posts below. When responding to
these posts, please either expand the thought, add additional insights, or
respectfully disagree and explain why. Remember that we are after reasons
and arguments, and not simply the statement of opinions.
Original Post 1
"What is moral relativism? Why might people be attracted to it? Is
it plausible?"
First of all, moral relativism is the view that moral truths are
subjective and depend on each individual's standpoints. Based
on this, everyone's moral view is legitimate. This can be attracted
because it sounds liberating and there is no need to argue for a
particular position. Moral relativism seems convincing in some
cases. For example, some people are okay with giving money to
homeless people, thinking that it's good to provide for the people
in need. Some people, on the other hand, claim that they can
work to satisfy their own needs. Moral relativism works well in
these cases because they all seem legitimate. However, there are
cases that moral relativism does not seem reasonable. For
example, child sacrifice in some cultures seems cruel and
uncivilized to most people. Hence, moral relativism is not
absolutely true.
Original Post 2
“Is your death bad for you, specifically, or only (at most) for others? Why
might someone claim that it isn’t bad for you?”
I'd start off by acknowledging what the two ancient philosophers,
Lucretius and Epicurus, outlined about death. They made the
point that death isn't necessarily bad for you since no suffering
takes place and that you yourself don't realize your own death. In
this way, one could make the claim that death isn't intrinsically
bad for you.
Another perspective I wanted to add was the influence of death
(both on you and others around you). Specifically, the event of
death itself may not be bad for you, but the idea of impending
death could impact one's life. Some may live freely, totally care-
free, accepting of death and enjoy life in the moment. Others may
be frightened by the idea of death that they live in constant fear
and hence death causing their mental health to take its toll. In
this way, I'd argue that death could, in fact, be bad for you. One
common reason for being afraid of death is the fear of being
forgotten. Not to mention the death of an individual certainly
affects others; death doesn't affect one's life but also all that is
connected to it. Focusing back to the point, it's clear that the
very idea of death directly affects the concerned individual. The
fact that those who live in fear of death are looking for legacies
and footprints to leave after they leave this world is telling of how
death could be arguably bad for you before it even happens.
PART A
Pick one or more questions below and write a substantive post
with >100 words. Please try to provide evidence(s) to support
your idea(s).
Questions:
• Do we have a duty to work out whe.
Part A (50 Points)Various men and women throughout history .docx
Part A (50 Points):
Various men and women throughout history have made important contributions to the development of statistical science. Select any one (1) individual from the list below and write a 2 page summary of their influence on statistics. Be specific in detail to explain the concepts they developed and how this advanced our understanding and application of statistics.
Florence Nightingale
Francis Galton
Thomas Bayes
Part B (50 Points):
Select any one statistical concept you learned in this course and explain how it can be applied to our understanding of the Covid-19 pandemic (2 pages). You should use a specific example and include at least one diagram to illustrate your answer.
Please note: Your work must be original and not copied directly from other sources. No citations are needed. Be sure to submit this assignment in Blackboard on the due date specified.
.
Part A1. K2. D3. N4. C5. A6. O7. F8. Q9. H10..docx
This document discusses urinary tract infections (UTIs). It begins with a matching exercise identifying structures of the urinary system. The second part addresses UTIs in more detail. It defines a UTI, discusses the microorganisms that cause UTIs and where they enter the body. It also explains common signs and symptoms of UTIs, as well as diagnostic tests and treatments. The document concludes by noting that UTIs are more common in women and describes some ways women can reduce their risk.
Part A Develop an original age-appropriate activity for your .docx
The document describes developing two original age-appropriate activities for preschoolers. The first activity uses either Froebel's cube gift, parquetry gift, or Lincoln Logs and identifies two skills it develops. The second activity promotes the same skills but is based on the Montessori method. The summary describes each activity and notes two key differences between them.
Part 3 Social Situations2. Identify multicultural challenges th.docx
Part 3: Social Situations
2. Identify multicultural challenges that your chosen individual may face as a recent
refugee.
• What are some of the issues that can arise for someone who has recently
immigrated to a new country?
• Explain how these multicultural challenges could impact your chosen individual’s
four areas of development?
3. Suggest plans of action or resources that you feel should be provided to this family to
assist them in proper develop
Part 3: Social Situations
• Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee.
• Suggested plan of action and/or resources which should be implemented to address the multicultural challenges.
• 2-3 Pages in length
• APA Formatting
• Submission will be checked for plagiaris
.
Part A (1000 words) Annotated Bibliography - Create an annota.docx
Part A
(1000 words): Annotated Bibliography - Create an annotated bibliography that focuses on ONE particular aspect of current Software Engineering that face a world with different cultural standards. At least seven (7) peer-reviewed articles must be used for this exercise.
Part B
(3000 words):
Research Report
- Write a report of the analysis and synthesis using the
(Part A
) foundational
Annotated Bibliography
.
Part C (500 words): Why is it important to try to minimize complexity in a software system.
Part D (500 words): What are the advantages and disadvantages to companies that are developing software products that use cloud servers to support their development process?
Part E (500 words): Explain why each microservice should maintain its own data. Explain how data in service replicas can be kept consistent?
.
Part 6 Disseminating Results Create a 5-minute, 5- to 6-sli.docx
Part 6: Disseminating Results
Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project:
· Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
Points Range: 81 (81%) - 90 (90%)
The narrated presentation accurately and completely summarizes the evidence-based project. The narrated presentation is professional in nature and thoroughly addresses all components of the evidence-based project.
The narrated presentation accurately and clearly explains in detail how to disseminate the results of the project to an audience, citing specific and relevant examples.
The narrated presentation accurately and clearly provides a justification that details the selection of this dissemination strategy that is fully supported by specific and relevant examples.
The narrated presentation provides a complete, detailed, and specific synthesis of two outside resources related to the dissemination strategy explained. The narrated presentation fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.
Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Points Range: 5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.
Points Range: 5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Evidenced Based Change
Leslie Hill
Walden University
Introduction/PurposeChange is inevitable.Health care organizations need change to improve.There are challenges that need to be addressed(Baraka-Johnson et al. 2019).Challenges should be addressed using evidence-based research.These changes enhance professionalism therefore improving quality of care and quality of life.The purpose of this paper is to identify an existing problem in health care and suggest a change idea that would be effective in addressing the problem. The paper also articulates risks associated with the change process, how to distribute the change information and how to implement change successfully.
Organizational CultureThe Organization is a hospice facilityOffers end of life care for pain and symptom managementThe health care providers cu.
Part 3 Social Situations • Proposal paper which identifies multicul.docx
Part 3: Social Situations • Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee. • Suggested plan of action and/or resources which should be implemented to address the multicultural challenges. • 2-3 Pages in length • APA Formatting • Submission will be checked for plagiarism
Part 3: Social Situations 2. Identify multicultural challenges that your chosen individual may face as a recent refugee. • What are some of the issues that can arise for someone who has recently immigrated to a new country? • Explain how these multicultural challenges could impact your chosen individual’s four areas of development? 3. Suggest plans of action or resources that you feel should be provided to this family to assist them in proper development.
.
Part 3 Social Situations 2. Identify multicultural challenges that .docx
Part 3: Social Situations 2. Identify multicultural challenges that your chosen individual may face as a recent refugee. • What are some of the issues that can arise for someone who has recently immigrated to a new country? • Explain how these multicultural challenges could impact your chosen individual’s four areas of development? 3. Suggest plans of action or resources that you feel should be provided to this family to assist them in proper development.
Part 3: Social Situations • Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee. • Suggested plan of action and/or resources which should be implemented to address the multicultural challenges. • 2-3 Pages in length • APA Formatting • Submission will be checked for plagiarism
.
Part 2The client is a 32-year-old Hispanic American male who c.docx
Part 2
The client is a 32-year-old Hispanic American male who came to the United States when he was in high school with his father. His mother died back in Mexico when he was in school. He presents today to the PMHNPs office for an initial appointment for complaints of depression. The client was referred by his PCP after “routine” medical work-up to rule out an organic basis for his depression. He has no other health issues except for some occasional back pain and “stiff” shoulders which he attributes to his current work as a laborer in a warehouse. the “Montgomery- Asberg Depression Rating Scale (MADRS)” and obtained a score of 51 (indicating severe depression). reports that he always felt like an outsider as he was “teased” a lot for being “black” in high school. States that he had few friends, and basically kept to himself. He also reports a remarkably diminished interest in engaging in usual activities, states that he has gained 15 pounds in the last 2 months. He is also troubled with insomnia which began about 6 months ago, but have been progressively getting worse. He does report poor concentration which he reports is getting in “trouble” at work.
· Decision #1: start Zoloft 25mg orally daily
· Which decision did you select?
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
· Decision #2: Client returns to clinic in four weeks, reports a 25% decrease in symptoms but concerned over the new onset of erectile dysfunction
*add Augmentin Wellbutrin IR 150mg in the morning
· Why did you select this decision? Support y our response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
· Decision #3: Client returns to clinic in four weeks, Client stated that depressive symptoms have decreased even more and his erectile dysfunction has abated
· Client reports that he has been feeling “jittery” and sometimes “nervous”
*change to Wellbutrin XL 150mg daily
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Explain how ethical considerations might impact your treatment plan and communication with clients.
Conclusion.
Part 2For this section of the template, focus on gathering deta.docx
Part 2:
For this section of the template, focus on gathering details about common, specific learning disabilities. These disabilities fall under the IDEA disability categories you researched for the chart above. Review the textbook and the topic study materials and use them to complete the chart.
Learning Disability Definition Characteristics Common Assessments for Diagnosis Potential Effect on Learning and Other Areas of Life Basic Strategies for Addressing the Disability
Attention Deficit Hyperactivity Disorder (ADHD)
Auditory Processing Disorder (APD)
Dyscalculia
Dysgraphia
Dyslexia
Dysphasia/Aphasia
Dyspraxia
Language Processing Disorder (LPD)
Non-Verbal Learning Disabilities
Visual Perceptual/Visual Motor Deficit
.
Part 2 Observation Summary and Analysis • Summary paper of observat.docx
Part 2: Observation Summary and Analysis • Summary paper of observation findings for each area of development and connection to the observed participant. • Comprehensive description of the observed participant. • Analyzed observation experience with course material to determine whetherthe participant is developmentally on track for each area of development. • 4 Pages in length • APA Formatting • Submission will be checked for plagiarism
Part 2: Observation Summary and Analysis 1. Review and implement any comments from your instructor for Part 1: Observation. 2. Describe the participant that you observed. • Share your participant’s first name (can be fictional name if participant wants to remain anonymous), age, physical attributes, and you initial impressions. 3. Analyze your observation findings for each area of development (physical, cognitive, social/emotional, and spiritual/moral). • Explain how your observations support the 3-5 bullets for each area of development that you identified in your Development Observation Guidefrom Part 1: Observation. • Explain whether or not your participant is developmentally on track for each area of development. 4. What stood out the most to you about the observation? 5. Include at least 2 credible sources
.
Part 2 Observation Summary and Analysis 1. Review and implement any.docx
Part 2: Observation Summary and Analysis 1. Review and implement any comments from your instructor for Part 1: Observation. 2. Describe the participant that you observed. • Share your participant’s first name (can be fictional name if participant wants to remain anonymous), age, physical attributes, and you initial impressions. 3. Analyze your observation findings for each area of development (physical, cognitive, social/emotional, and spiritual/moral). • Explain how your observations support the 3-5 bullets for each area of development that you identified in your Development Observation Guidefrom Part 1: Observation. • Explain whether or not your participant is developmentally on track for each area of development. 4. What stood out the most to you about the observation? 5. Include at least 2 credible sources
Part 2: Observation Summary and Analysis • Summary paper of observation findings for each area of development and connection to the observed participant. • Comprehensive description of the observed participant. • Analyzed observation experience with course material to determine whetherthe participant is developmentally on track for each area of development. • 4-6 Pages in length • APA Formatting • Submission will be checked for plagiarism
.
Part 2Data collectionfrom your change study initiative,.docx
Part 2:
Data collection
from your change study initiative, sample, method, display of the results of the data itself, process, and method of analysis (graphs, charts, frequency counts, descriptive statistics of the data, narrative)
Part 3: Interpretation of the results of the Data
Collection and
Analysis, address likely resistance, and provide recommendations for continuing
the study
or evaluating your change study/initiative.
.
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- 1. Last Name 1 Student’s Name Brady Allen English 102-3 6 February 2009 Argumentative Research Paper Proposal: Do Violent Video Games Potentially Lead to Real-life Violence? Video games, be it console (Playstation, XBOX, etc.) or computer-based, are commonplace in the American household. Through these games, some say children and teens often learn some valuable life skills and develop hand-eye coordination and argue that the problem with child and teen violence is not a result of these games, but rather a deterioration of the family unit and failure to keep an open line of communication between children and parents. Others say that kids’ obsession with the fantasy of video games disrupts their view of reality and can cause inappropriate behavior, including the carrying out of aggressive or violent acts. Often, this debate hinges around the idea of children being desensitized from the violent and deviant acts they simulate in a video game versus the crimes they can commit in real life. Yet another angle is this: some parents believe competitive and sometimes aggressive behaviors are traits they want their children to have exposure to because they view these characteristics as vital tools for later situations in life. They explain that the ability to play violent video games provides a potential outlet for the frustrations of being a teen, thereby allowing their children to experience violence through a game, rather than pursue real life crime or acts of deviance. All sides to this argument make legitimate and valid points. However, there is a middle ground that needs to be considered:
- 2. that violent video games or video games that glamorize lawbreaking and disrespect can act as accelerants; kids who already have issues and instability of mind can be influenced or warped past the breaking strain by such content. There is evidence that violent video games cause increased aggression in their player base, which can lead to real life crime because some teenagers cannot distinguish between virtual reality and actual reality, because they are at a crucial point in life where mental and social development is shaping their personalities and roles in society, and because they sometimes feel they have no one to turn to, so they become obsessively engrossed in this “alter” reality that becomes a virtual role model. Some questions that need to be addressed in relation to this topic to further shape the working thesis: Do players of violent video games have increased aggression over those of less violent video games, and are the games the cause or just what more aggressive personalities migrate toward? Do these games truly help with life-skills? Does the play of violent video games desensitize teenagers to potential real-life situations, making them less apt to value human life? What type of violence is exhibited by these teenagers that apparently show increased aggression? What have some U.S. states done to prohibit the sale of violent video games? Can the video game rating system that is already in-place be tweaked to help resolve this issue? Are their detailed psychological and sociological studies on this, and how were they carried out and controlled? What demographic does the crime associated with violent video games come from? Is there a surge in crime rates among teens that correlates with violent video game sales? The sources included here seem to have answers to many of these questions. Works Consulted Blake, Bill. "Go Ahead, Steal My Car." Chronicle of Higher Education 27 June 2008: B6+. Print. This
- 3. article suggests that the basis and reasoning is faulty for the belief that video game violence has an effect on real life, teen violence. Carnagey, Nicholas L., Craig A. Anderson, and Brad J. Bushman. "The effect of video game violence on physiological desensitization to real-life violence." Journal of Experimental Social Psychology 43.3 (May 2007): 489-496. Web. 23 Jan. 2009. This discusses multiple experiments conducted in which violent video games are utilized to test the desensitization of actual violence. Ferguson, Christopher. "The Good, The Bad and the Ugly: A Meta-analytic Review of Positive and Negative Effects of Violent Video Games." Psychiatric Quarterly 78.4 (Dec. 2007): 309-316. Web. 23 Jan. 2009. This article attempts to fully explore violence in video games and the suggestion that it increases aggression in the game players. Fox, Robert. "Video Games, Violence Linked." Communications of the ACM 43.7 (July 2000): 9-10. Web. 29 Jan. 2009. This article supports the idea that video games are linked to real life violence. It also suggests that the short term aggression caused by them may have a long term impact. Giumetti, Gary W., and Patrick M. Markey. "Violent video games and anger as predictors of aggression." Journal of Research in Personality 41.6 (Dec. 2007): 1234-1243. Web. 23 Jan. 2009. This article cites an experiment done to draw a relationship between video game violence and aggression. This experiment concludes that violent video games have the capacity to increase aggression. Herold, Charles. "Game Theory; Fighting on the Screen, Out of Harm's Way." New York Times (24 Mar. 2005): 5. Web. 29 Jan. 2009. This article suggests that the violence that is being attributed to video games should be redirected to other various influences and deficiencies in society, such as “the glorification
- 4. of war.” Jagodzinski, Jan J. "Video Game Cybersubjects, the Ethics of Violence and Addiction: A Psychoanalytic Approach." Psychoanalysis, Culture & Society 11.3 (Dec. 2006): 282-303. Web. 28 Jan. 2009. This discusses a psychological approach that brings to light the “myths surrounding video game violence and its addiction.” Kirsh, Steven J. "The effects of violent video games on adolescents: The overlooked influence of development." Aggression & Violent Behavior 8.4 (July 2003): 377. Web. 28 Jan. 2009. This article defines the GAM (General Aggression Model) that is referenced in numerous other articles relating to this topic and incorporates it into their own belief that video game violence does lead to aggression from the game player. Kushner, David. "Blood and Pixels." Rolling Stone (03 Nov. 2005): 37-37. Print. This article addresses the measures that California has taken to prohibit the sale of “ultra-violent” video games to individuals under the age of 18 without the consent of their parents/guardians. Olson, Cheryl K., Lawrence Kutner, and Eugene V. Beresin. "Children and Video Games: How Much Do We Know?" Psychiatric Times 24.12 (Oct. 2007): 41- 45. Print. This article discusses “patterns” of game play that could facilitate deviant behavioral trends among teens. This also suggests potential steps parents can utilize to approach video game play by their children. Smith, Barry K. "The Fight Over Video Game Violence: Recent Developments in Politics, Social Science, and Law” Law & Psychology Review 30 (Spring 2006): 185-199. Web. 28 Jan. 2009. This article addresses political situations surrounding video games and violence. It goes on to suggest that further
- 5. measures should be taken to inform and educate people of the potential adverse affects of video game violence. Vastag, Brian. "Does Video Game Violence Sow Aggression?: Studies Probe Effects of Virtual Violence on Children." JAMA: Journal of the American Medical Association 291.15 (21 Apr. 2004): 1822-1824. Print. This article addresses the notion that video games may or may not lead to increased aggression. It goes on to cite video game sales increasing while youth crime rates are decreasing. Political issues of this topic are addressed with examples of some places in the United States passing laws attempting to control the purchase of violent video games by youths. ��This paragraph presents the “arena of debate” in a balanced and objective way;, including multiple sides to the issue; it provides context and background. �This paragraph now ENTERS the arena of debate by stating opinion and providing a concise thesis statement with qualification/good reasons. �The third paragraph includes a list of a good number of focused questions that need answered in order to be well informed and maybe reshape and support the working thesis. �This entire list is in MLA format and correctly includes solid annotations. It would benefit from a wider variety of sources, including books and possibly good Internet sources, but there is a nice variety of popular and scholarly journals and magazines.
- 6. �Annotations start right at the end of each works consulted entry. �Each annotation is in the student’s OWN WORDS. They are usually around two sentences long and SPECIFICALLY related to the working thesis statement in the proposal. Eng2100 Argumentative Research Proposal and Annotated Bibliography for RWT ex 11 (x5 – 20 points) Very Strong Strong Average Somewhat Weak WeakProposal: concise context/background that presents a balanced and objective perspective (specific multiple opinions/”arena of debate”)? Proposal: concise statement of opinions leading to focused “working thesis” with specific qualifying statements attached? Sense of who the target audience would be for your argument, and of counterargument?
- 7. Proposal: a good number (10-12) of thoughtful and balanced research questions that show an understanding of what needs to be researched for a fairly written argument? Proposal: mechanics (grammar, sentence structure, punctuation, etc.), MLA (or APA) format? Third-person formal voice? Annotated bibliography: follows guidelines/format of MLA (APA)? Annotated bibliography: annotations are in own words and connected clearly to “working thesis”? Annotated bibliography: shows evidence of solid (well beyond cursory) research? Has at least 12-15 possible reputable sources? Has some sources that are within the last year or so?
- 8. Annotated bibliography: includes both academic/scholarly sources (at least 4) and a variety of source types (journals, books, magazines, etc.)? Avoids overuse of Internet sources and entirely avoids unacceptable .com sources (“blogs,” etc.). Annotated bibliography: well edited for mechanics? /20