Running head: PROFESSIONAL NURSING PHILOSOPHY 1
PROFESSIONAL NURSING PHILOSOPHY 7
Personal Philosophy of Advanced Nurse Practice Comment by Laura Wood: Follow this template outline This template title page can be applied to all future assignments
Cathy Wagner
MN502-1(October A)
Professor L. Alexander
November 5, 2017
Personal Philosophy of Advanced Nurse Practice Comment by Laura Wood: Title goes hereNo heading. Remember, the title of the paper is not a heading.
Human beings are viewed as unique life experiences. My personal philosophy of the advanced practice nurse is one who is compassionate, empathetic, well-rounded both in education and life experience. Communication, in abstract patterns, are just one of the aspects of an individually high level of complexity, as well as diversity, which sum up to further advance the knowledge of self and environment (Metaparadigm Concepts, 2014). It is important, not just for advanced practice nurses, but all nurses, to understand the value of every human being and to respect their decisions regarding their own health as well as providing appropriate guidance and coaching to live a healthy and full life.
Valued Personal Concepts Comment by Laura Wood: Level 1 Heading Here
Included in the metaparadigm concepts, involvement are the areas of nursing, person, health, and the environment, thus they further comprise the advanced-practice nurse (APN) and the concepts are as follows:
Nursing: when speaking in terms of nursing we look at what we do as nurses which includes our actions as well as interventions. This involves applying our professional knowledge already gained as well as direct and indirect patient contact (Thompson, 2017).
Person: involving family and close friends, including other caretakers for a patient, and that a nurse is engaged in the care of the patient across the lifespan (Thompson, 2017).
Health: this can be a relative term to each person as an individual and it is based on the patient’s perspective and understanding that each person has a different perspective, or idea, of healthy versus not healthy (Thompson, 2017).
Environment: can be any number of things which can include internal and external factors which can have an impact on a person’s health and this could include, but not limited to things such as genetics, culture, relationships, geographical location, etc., (Thompson, 2017).
Nursing Metaparadigm
Critical thinking skills, current research which translate into knowledge and skills into the nursing profession and thus must be goal-oriented, deliberate and systematic. Understanding that each person is an individual, we need to treat them as such and take into consideration the environment from which they come from as well as their understanding of their own health and what is healthy and what they perceive as being healthy versus unhealthy. Including family members as well as close friends in the care of our patients can truly benefit the patient if they h ...
Running Head PERSONAL PHILOSOPHY OF NURSINGPERSONAL PHILOSOPHY .docxgemaherd
Running Head: PERSONAL PHILOSOPHY OF NURSING
PERSONAL PHILOSOPHY OF NURSING
Personal Philosophy of Nursing
Personal Philosophy of Nursing
Keeping in mind the end goal to compose a philosophy of nursing, I trust that initial one must choose what philosophy intends to nurse practitioners. I think Meehan, (2012) expressed it best when she stated that philosophy is an approach toward life and realism that advances from every nurse practitioner convictions. This explanation gives me the opportunity to apply my own convictions. I don't need to acknowledge what another person has chosen. Scientists have been debating for quite a long time whether nursing is an art or a science. For what reason would it be able to not be both? I trust that to be a successful nurse practitioner someone must have the capacity to give the "art" of caring, and have the ambition to proceed to achieve and use the knowledge of "science" all through nursing profession. According to Jasmine (2009), nursing can be recognized as both science and art, in which caring formulates the nursing’s theoretical framework. Nursing and caring are based on a relational unity, understanding, and association between the patient and professional nursing. This idea is also echoed by Rose and Whitman (2003) in their article Using Art to Express a Personal Philosophy of Nursing. Whitman and Rose (2003) argue that one approach of isolating the influential and sensitive parts of nursing is to manage caring as the art of nursing. Without caring, the nurses and nurse practitioners can't unite with the patient. On the off chance that the practitioner can't unite, confidence won't develop. Without this faith in connection, helpful nursing won't occur. In this manner caring is at the focal point of all-effective nursing experiences. This isn't to make light of the worth of science. A proficient medical practitioner must have the capacity to utilize technical means accessible. The nursing practitioner ought to know about the life structures and physiology of the human body, pathology and recent rules for pharmacological treatment. This is a consistently changing body on learning. Science likewise incorporates the ability required to perform specialized undertakings. Nurse Educator model clarifies the science behind proficiency achievement. As medical practitioners we are all on a field to accomplish "expertise" in to each of the seven domains of skills.
As a nurse, I should first consider the idea of individuals. A man is substantially more than a person made through genomic technology and environmental impacts. They are considerably more prominent than the whole of his or her parts. They are a portion of the family, philosophy and society. I trust that adopting a patient focused strategy enables all people to be tended to, regarded and urged to achieve their maximum capacity. It is fundamental that the nurse practitioner perceive culture assorted range and racial variations, endeavoring to tre ...
Concept Synthesis Paper on Personal Nursing Philosop.docxmccormicknadine86
Concept Synthesis Paper on Personal Nursing Philosophy
Ancelle Jackson
South University
Advanced Theoretical Perspectives for Nursing
NSG5002 S09
Dr. Susan Stear
Running head: CONCEPT SYNTHESIS PAPER ON PERSONAL NURSING
CONCEPT SYNTHESIS PAPER ON PERSONAL NURSING
Concept Synthesis Paper on Personal Nursing Philosophy
The purpose of this paper is to identify, describe, and apply the concepts that underlie my personal nursing philosophy. I will give a brief overview of my nursing background, identify and describe the four metaparadigms of nursing, provide two other practice specific concepts that apply to my practice, and include a numbered list of five propositions that apply to those concepts.
Nursing Autobiography
When I was little, I dreamed of becoming a flight attendant, a lawyer, an architect, and a doctor. I never saw myself become a nurse someday. I must admit that my only motivation for pursuing a nursing degree in college was to get to the United States and make good money. But I didn't think that I would someday love the profession I never even imagined doing. It is for this reason that I believe that nursing is a calling. Being a nurse has its bittersweet moments and surely takes a lot of compassion, patience, empathy, and strength. While it's true that the long hour shifts can be physically exhausting, it's witnessing the most devastating situations in life that make this profession very challenging. On the contrary, our ability to heal, save lives, and make a difference in our patients' lives and their families, truly is very rewarding and incomparable to nothing. Being a nurse for almost five years has opened my eyes and changed my views about life and all other things. I first started working on a Telemetry/Neuro floor for about a year and a half before I decided to venture out and ended up working in an extremely busy ER in downtown Jacksonville, FL. I worked there for two years, and though it was a highly stressful environment, I enjoyed almost every minute of it. The ER has the kind of culture that is fast-paced, task-oriented, informative, and team driven. Having passed my certification in emergency nursing (CEN) recently, I can say that my knowledge base, assessment, and critical thinking skills, which I often use to guide me in my clinical decision making, have significantly improved since I became an ER nurse. It has molded me into a strong, hard-working, and competent nurse that I am today.
The Four Metaparadigms of Nursing
A metaparadigm is referred to as the global concepts and propositions that define a particular discipline and describes their distinction from other professions (Fawcett, 2000, p. 4). It consists of four stipulations: (1) a domain different from other disciplines, (2) all phenomena of interest to the discipline (3) a neutral perspective, and (4) a scope that’s international in nature
(Fawcett, 1996, p. 94). In nursing, there are four common interconnected basic concepts that include patient, ...
Reply to my peers responsesBegin reviewing and replying to pe.docxchris293
Reply to my peers' responses
Begin reviewing and replying to peer postings/responses. Participate in the discussion by asking a question, providing a statement of clarification, providing viewpoints with a rationale, challenging aspects of the discussion, or indicating relationships between two or more lines of reasoning in the discussion.
As in all assignments, cite your sources in your work and provide references for the citations in APA format. You may use this
APA Citation Helper
as a convenient reference for properly citing resources.
Task
Consider one of the nursing theories, conceptual frameworks, or mid-range theories presented in the textbook and class.
· Which philosophy/conceptual framework/theory/middle-range theory describes nursing the way you think about it?
· What is your rationale for selecting this theory/framework?
· Discuss how you could utilize the philosophy/conceptual framework/theory/middle-range theory to organize your thoughts for critical thinking and decision making in nursing practice.
Peer #1
Hildegard Peplau’s Interpersonal Relations Theory
Peplau’s interpersonal relations theory is the mid-range theory that captures what nursing ought to be. In this regard, it is the assertion that nursing is a therapeutic interpersonal process where nurses work with others to make health possible (Alligood, 2018, pg. 45). It is, therefore, the expectation that nurses work together with their patients, understand their health needs, and work together to ensure that the patients go back to their health status.
The rationale for the choice of this theory is because it appreciates that nursing is an interpersonal process; an assertion that is coherent with what the principle of evidence and patient-centered care expects from nurses. The exchange between the nurse and the patient is what allows a nurse to access critical information which in turn helps a nurse to realign the care towards securing better care for the patient. Moreover, the interpersonal relations theory also expects the nurse-patient relationship should be a learning experience (Smith, 2019, pg. 78). This is a phenomenon that is coherent with the fact that nursing skills need to be constantly improved. As a result, the nurses must keep on learning about health needs as this ultimately helps improve relevant skills by nurses.
Consequently, Peplau’s interpersonal relations theory demands that a nurse ensure that securing of health for the patient is done in a manner where the patient is an active party to the treatment process decisions. Therefore, my critical thinking will be comprised of both professional expertise together with the insights collected from the patient. This will ensure that the final decision is sensitive to both the principle of evidence-based practice and the patient’s taste and preferences when it comes to health services. As a result, from this approach to critical thinking, the final decision-making pr.
Running Head PERSONAL PHILOSOPHY OF NURSINGPERSONAL PHILOSOPHY .docxgemaherd
Running Head: PERSONAL PHILOSOPHY OF NURSING
PERSONAL PHILOSOPHY OF NURSING
Personal Philosophy of Nursing
Personal Philosophy of Nursing
Keeping in mind the end goal to compose a philosophy of nursing, I trust that initial one must choose what philosophy intends to nurse practitioners. I think Meehan, (2012) expressed it best when she stated that philosophy is an approach toward life and realism that advances from every nurse practitioner convictions. This explanation gives me the opportunity to apply my own convictions. I don't need to acknowledge what another person has chosen. Scientists have been debating for quite a long time whether nursing is an art or a science. For what reason would it be able to not be both? I trust that to be a successful nurse practitioner someone must have the capacity to give the "art" of caring, and have the ambition to proceed to achieve and use the knowledge of "science" all through nursing profession. According to Jasmine (2009), nursing can be recognized as both science and art, in which caring formulates the nursing’s theoretical framework. Nursing and caring are based on a relational unity, understanding, and association between the patient and professional nursing. This idea is also echoed by Rose and Whitman (2003) in their article Using Art to Express a Personal Philosophy of Nursing. Whitman and Rose (2003) argue that one approach of isolating the influential and sensitive parts of nursing is to manage caring as the art of nursing. Without caring, the nurses and nurse practitioners can't unite with the patient. On the off chance that the practitioner can't unite, confidence won't develop. Without this faith in connection, helpful nursing won't occur. In this manner caring is at the focal point of all-effective nursing experiences. This isn't to make light of the worth of science. A proficient medical practitioner must have the capacity to utilize technical means accessible. The nursing practitioner ought to know about the life structures and physiology of the human body, pathology and recent rules for pharmacological treatment. This is a consistently changing body on learning. Science likewise incorporates the ability required to perform specialized undertakings. Nurse Educator model clarifies the science behind proficiency achievement. As medical practitioners we are all on a field to accomplish "expertise" in to each of the seven domains of skills.
As a nurse, I should first consider the idea of individuals. A man is substantially more than a person made through genomic technology and environmental impacts. They are considerably more prominent than the whole of his or her parts. They are a portion of the family, philosophy and society. I trust that adopting a patient focused strategy enables all people to be tended to, regarded and urged to achieve their maximum capacity. It is fundamental that the nurse practitioner perceive culture assorted range and racial variations, endeavoring to tre ...
Concept Synthesis Paper on Personal Nursing Philosop.docxmccormicknadine86
Concept Synthesis Paper on Personal Nursing Philosophy
Ancelle Jackson
South University
Advanced Theoretical Perspectives for Nursing
NSG5002 S09
Dr. Susan Stear
Running head: CONCEPT SYNTHESIS PAPER ON PERSONAL NURSING
CONCEPT SYNTHESIS PAPER ON PERSONAL NURSING
Concept Synthesis Paper on Personal Nursing Philosophy
The purpose of this paper is to identify, describe, and apply the concepts that underlie my personal nursing philosophy. I will give a brief overview of my nursing background, identify and describe the four metaparadigms of nursing, provide two other practice specific concepts that apply to my practice, and include a numbered list of five propositions that apply to those concepts.
Nursing Autobiography
When I was little, I dreamed of becoming a flight attendant, a lawyer, an architect, and a doctor. I never saw myself become a nurse someday. I must admit that my only motivation for pursuing a nursing degree in college was to get to the United States and make good money. But I didn't think that I would someday love the profession I never even imagined doing. It is for this reason that I believe that nursing is a calling. Being a nurse has its bittersweet moments and surely takes a lot of compassion, patience, empathy, and strength. While it's true that the long hour shifts can be physically exhausting, it's witnessing the most devastating situations in life that make this profession very challenging. On the contrary, our ability to heal, save lives, and make a difference in our patients' lives and their families, truly is very rewarding and incomparable to nothing. Being a nurse for almost five years has opened my eyes and changed my views about life and all other things. I first started working on a Telemetry/Neuro floor for about a year and a half before I decided to venture out and ended up working in an extremely busy ER in downtown Jacksonville, FL. I worked there for two years, and though it was a highly stressful environment, I enjoyed almost every minute of it. The ER has the kind of culture that is fast-paced, task-oriented, informative, and team driven. Having passed my certification in emergency nursing (CEN) recently, I can say that my knowledge base, assessment, and critical thinking skills, which I often use to guide me in my clinical decision making, have significantly improved since I became an ER nurse. It has molded me into a strong, hard-working, and competent nurse that I am today.
The Four Metaparadigms of Nursing
A metaparadigm is referred to as the global concepts and propositions that define a particular discipline and describes their distinction from other professions (Fawcett, 2000, p. 4). It consists of four stipulations: (1) a domain different from other disciplines, (2) all phenomena of interest to the discipline (3) a neutral perspective, and (4) a scope that’s international in nature
(Fawcett, 1996, p. 94). In nursing, there are four common interconnected basic concepts that include patient, ...
Reply to my peers responsesBegin reviewing and replying to pe.docxchris293
Reply to my peers' responses
Begin reviewing and replying to peer postings/responses. Participate in the discussion by asking a question, providing a statement of clarification, providing viewpoints with a rationale, challenging aspects of the discussion, or indicating relationships between two or more lines of reasoning in the discussion.
As in all assignments, cite your sources in your work and provide references for the citations in APA format. You may use this
APA Citation Helper
as a convenient reference for properly citing resources.
Task
Consider one of the nursing theories, conceptual frameworks, or mid-range theories presented in the textbook and class.
· Which philosophy/conceptual framework/theory/middle-range theory describes nursing the way you think about it?
· What is your rationale for selecting this theory/framework?
· Discuss how you could utilize the philosophy/conceptual framework/theory/middle-range theory to organize your thoughts for critical thinking and decision making in nursing practice.
Peer #1
Hildegard Peplau’s Interpersonal Relations Theory
Peplau’s interpersonal relations theory is the mid-range theory that captures what nursing ought to be. In this regard, it is the assertion that nursing is a therapeutic interpersonal process where nurses work with others to make health possible (Alligood, 2018, pg. 45). It is, therefore, the expectation that nurses work together with their patients, understand their health needs, and work together to ensure that the patients go back to their health status.
The rationale for the choice of this theory is because it appreciates that nursing is an interpersonal process; an assertion that is coherent with what the principle of evidence and patient-centered care expects from nurses. The exchange between the nurse and the patient is what allows a nurse to access critical information which in turn helps a nurse to realign the care towards securing better care for the patient. Moreover, the interpersonal relations theory also expects the nurse-patient relationship should be a learning experience (Smith, 2019, pg. 78). This is a phenomenon that is coherent with the fact that nursing skills need to be constantly improved. As a result, the nurses must keep on learning about health needs as this ultimately helps improve relevant skills by nurses.
Consequently, Peplau’s interpersonal relations theory demands that a nurse ensure that securing of health for the patient is done in a manner where the patient is an active party to the treatment process decisions. Therefore, my critical thinking will be comprised of both professional expertise together with the insights collected from the patient. This will ensure that the final decision is sensitive to both the principle of evidence-based practice and the patient’s taste and preferences when it comes to health services. As a result, from this approach to critical thinking, the final decision-making pr.
Elementary CurriculaBoth articles highlight the fact that middle.docxtoltonkendal
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
Elements of Religious Traditions PaperWritea 700- to 1,050-word .docxtoltonkendal
Elements of Religious Traditions Paper
Write
a 700- to 1,050-word paper that does the following:
Describes these basic components of religious traditions and their relationship to the sacred
:
What a religious tradition says—its teachings, texts, doctrine, stories, myths, and others
What a religious tradition does—worship, prayer, pilgrimage, ritual, and so forth
How a religious tradition organizes—leadership, relationships among members, and so forth
Identifies key critical issues in the study of religion.
Includes specific examples from the various religious traditions described in the Week One readings that honor the sacred—such as rituals of the Igbo to mark life events, the vision quest as a common ritual in many Native American societies, or the influence of the shaman as a leader. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
Format
your paper consistent with APA guidelines
.
Elements of MusicPitch- relative highness or lowness that we .docxtoltonkendal
Elements of Music
Pitch- relative highness or lowness that we hear in a sound.
Tone- sound that has a definite pitch.
(For example striking a bat against a ball does not produce a D# but striking a D#
on a piano does)
Dynamics- the degree of loudness or softness in music
pp pianissimo /very soft
p piano /soft
mp mezzo-piano /medium-soft
mf mezzo-forte /medium-loud
f forte /loud
ff fortissimo /very loud
When dynamics are altered in a piece of music, they are termed as follows:
decrescendo/ diminuendo gradually softer
crescendo gradually louder
Timbre/Tone Color- the character or quality of a sound.
dark, bright, mellow, cool, metallic, rich, brilliant, thin, etc.
Rhythm- a) the flow (or pattern) of music through time. b) the particular arrangement of
note lengths in a piece of music.
Syncopation- An accent placed on a beat where it is not normally expected.
Beat- the steady pulse in a piece of music.
Downbeat- the first or stressed beat of a measure.
Meter- the pattern in which beats are organized within a piece of music.
Examples:
3/4= three beats per measure
4/4= four beats per measure
6/8= six beats per measure
*In some musics, meter is not present- this is termed non-metric.
(Ex: Chant, some 20th century genres, world musics).
Melody- a series of single notes that add up to a recognizable whole.
*A melodic line has a shape -it ascends and descends in a series of continuous pitches.
Sequence- a repetition of a pattern at a higher or lower pitch.
Phrase- A short unit of music within a melodic line.
Cadence- The rest at the end of a musical phrase. Think of this as a musical period at the
end of a sentence.
Harmony- A) How chords are constructed and how they follow each other. B) The
relationship of tones when sounded in a group.
Chord- a combination of three or more tones sounded at once.
Consonance- a stable tone combination in a chord
Dissonance- and unstable tone combination in a chord; usually, an expected
and stable resolution will follow.
Tonic- a) the main key of a piece of music. b) the first note of a scale
Key- the central tone or scale in a piece of music.
(example: A major, b minor)
Modulation- a shift from one key to another within the same piece of music.
Texture- layering of musical sounds or instruments within a piece of music.
Monophonic- single, unaccompanied melodic line.
Homophonic- a melody with an accompaniment of chords.
Polyphonic- th.
Elevated Blood Lead Levels in Children AssociatedWith the Fl.docxtoltonkendal
Elevated Blood Lead Levels in Children Associated
With the Flint Drinking Water Crisis: A Spatial
Analysis of Risk and Public Health Response
Mona Hanna-Attisha, MD, MPH, Jenny LaChance, MS, Richard Casey Sadler, PhD, and Allison Champney Schnepp, MD
Objectives. We analyzed differences in pediatric elevated blood lead level incidence
before and after Flint, Michigan, introduced a more corrosive water source into an aging
water system without adequate corrosion control.
Methods. We reviewed blood lead levels for children younger than 5 years before
(2013) and after (2015) water source change in Greater Flint, Michigan. We assessed the
percentage of elevated blood lead levels in both time periods, and identified geo-
graphical locations through spatial analysis.
Results. Incidence of elevated blood lead levels increased from 2.4% to 4.9% (P < .05)
after water source change, and neighborhoods with the highest water lead levels ex-
perienced a 6.6% increase. No significant change was seen outside the city. Geospatial
analysis identified disadvantaged neighborhoods as having the greatest elevated blood
lead level increases and informed response prioritization during the now-declared public
health emergency.
Conclusions. The percentage of children with elevated blood lead levels increased
after water source change, particularly in socioeconomically disadvantaged neighbor-
hoods. Water is a growing source of childhood lead exposure because of aging infra-
structure. (Am J Public Health. 2016;106:283–290. doi:10.2105/AJPH.2015.303003)
See also Rosner, p. 200.
In April 2014, the postindustrial city ofFlint, Michigan, under state-appointed
emergency management, changed its water
supply from Detroit-supplied Lake Huron
water to the Flint River as a temporary
measure, awaiting a new pipeline to Lake
Huron in 2016. Intended to save money, the
change in source water severed a half-
century relationship with the Detroit Water
and Sewage Department. Shortly after the
switch to Flint River water, residents voiced
concerns regarding water color, taste, and
odor, and various health complaints in-
cluding skin rashes.1 Bacteria, including
Escherichia coli, were detected in the distri-
bution system, resulting in Safe Drinking
Water Act violations.2 Additional disinfec-
tion to control bacteria spurred formation of
disinfection byproducts including total tri-
halomethanes, resulting in Safe Drinking
Water Act violations for trihalomethane
levels.2
Water from the Detroit Water and
Sewage Department had very low corrosivity
for lead as indicated by low chloride, low
chloride-to-sulfate mass ratio, and presence
of an orthophosphate corrosion inhibitor.3,4
By contrast, Flint River water had high
chloride, high chloride-to-sulfate mass ratio,
and no corrosion inhibitor.5 Switching
from Detroit’s Lake Huron to Flint River
water created a perfect storm for lead leach-
ing into drinking water.6 The aging Flint
water distribution system contains a hig.
Elements of the Communication ProcessIn Chapter One, we learne.docxtoltonkendal
Elements of the Communication Process
In Chapter One, we learned communication is the process of creating or sharing meaning in informal conversation, group interaction, or public speaking. To understand how the process works, we described the essential elements in the process.
For the following interaction, identify the contexts, participants, channels. message, interference (noise), and feedback.
"Maria and Damien are meandering through the park, talking and drinking bottled water. Damien finishes his bottle, replaces the lid, and tosses the bottle into the bushes at the side of the path. Maria, who has been listening to Damien talk, comes to a stop, puts her hand on her hips, stares at Damien, and says angrily, " I can't believe what you just did! Damien blushes, averts his gaze, and mumbles, "Sorry, I'll get it- I just wasn't thinking." As the tension drains from Maria's face. she gives her head a playful toss, smiles, and says, Well, just see that it doesn't happen again.
1. Contexts
a. Physical
b. Social
c. Historical
d. Psychological
2. Participants
3. Channels
4. Message
5. Interference (Noise)
6. Feedback
.
Elements of Music #1 Handout1. Rhythm the flow of music in te.docxtoltonkendal
Elements of Music #1 Handout
1. Rhythm
the flow of music in terms of time
2. Beat
the pulse that recurs regularly in music
3. Meter
the regular pattern of stressed and unstressed beats
4. Tempo
the speed of the beats in a piece of music
5. Polyrhythm
two or more rhythm patterns occurring simultaneously
6. Pitch
the perceived highness or lowness of a musical sound
7. Melody
a series of consecutive pitches that form a cohesive musical entity
8. Counterpoint
two or more independent lines with melodic character occurring at the same time
9. Harmony
the simultaneous sounds of several pitches, usually in accompanying a melody
10. Dynamics
the amount of loudness in music
11. Timbre
tone quality or tone color in music
12. Form
the pattern or plan of a musical work
Framework for Improving
Critical Infrastructure Cybersecurity
Version 1.1
National Institute of Standards and Technology
April 16, 2018
April 16, 2018 Cybersecurity Framework Version 1.1
This publication is available free of charge from: https://doi.org/10.6028/NIST.CSWP.04162018 ii
No t e t o Rea d er s o n t h e U p d a t e
Version 1.1 of this Cybersecurity Framework refines, clarifies, and enhances Version 1.0, which
was issued in February 2014. It incorporates comments received on the two drafts of Version 1.1.
Version 1.1 is intended to be implemented by first-time and current Framework users. Current
users should be able to implement Version 1.1 with minimal or no disruption; compatibility with
Version 1.0 has been an explicit objective.
The following table summarizes the changes made between Version 1.0 and Version 1.1.
Table NTR-1 - Summary of changes between Framework Version 1.0 and Version 1.1.
Update Description of Update
Clarified that terms like
“compliance” can be
confusing and mean
something very different
to various Framework
stakeholders
Added clarity that the Framework has utility as a structure and
language for organizing and expressing compliance with an
organization’s own cybersecurity requirements. However, the
variety of ways in which the Framework can be used by an
organization means that phrases like “compliance with the
Framework” can be confusing.
A new section on self-
assessment
Added Section 4.0 Self-Assessing Cybersecurity Risk with the
Framework to explain how the Framework can be used by
organizations to understand and assess their cybersecurity risk,
including the use of measurements.
Greatly expanded
explanation of using
Framework for Cyber
Supply Chain Risk
Management purposes
An expanded Section 3.3 Communicating Cybersecurity
Requirements with Stakeholders helps users better understand
Cyber Supply Chain Risk Management (SCRM), while a new
Section 3.4 Buying Decisions highlights use of the Framework
in understanding risk associated with commercial off-the-shelf
products and services. Additional Cyber SCRM criteria we.
Elements of Music Report InstrumentsFor the assignment on the el.docxtoltonkendal
Elements of Music Report Instruments
For the assignment on the elements of music, students will write a report with a minimum of 300 words.
Students must select one element of music that they consider to be the most important element:
Melody
Rhythm
Harmony
Form
When writing the report, be sure you address the following questions:
Why did you select this element from among all the rest?
Do you think that all kinds of music could exist without your selected element? Elaborate on your view.
Describe a piece of music that highlights the use of your selected element.
I encourage students do research on their element of music in order to get ideas for their reports. All reports must be original works!
Do not quote any source or anybody’s thoughts. Quotes are not permitted in this Instruments Report. I am interested in your own personal thoughts, opinions, and the material you have learned from your research.
.
Elements of GenreAfter watching three of the five .docxtoltonkendal
Elements of Genre
After watching three of the five movie clips listed in the
Multimedia
section, above, describe how they fit into a specific genre (or subgenre) as explained in the text. What elements of the film are characteristic of that genre? How does it fulfill the expectations of that genre? How does it play against these expectations?
Your initial post should be at least 150 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.
.
Elements of DesignDuring the process of envisioning and designing .docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docxtoltonkendal
Elements of Critical Thinking [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, in preparation for discussing the importance of critical thinking skills,
Read the articles
Common Misconceptions of Critical Thinking
Combating Fake News in the Digital Age
6 Critical Thinking Skills You Need to Master Now (Links to an external site.)
Teaching and Learning in a Post-Truth world: It’s Time for Schools to Upgrade and Reinvest in Media Literacy Lessons
Critical Thinking and the Challenges of Internet (Links to an external site.)
Watch the videos
Fake News: Part 1 (Links to an external site.)
Critical Thinking
(Links to an external site.)
Review the resources
Critical Thinking Skills (Links to an external site.)
Valuable Intellectual Traits (Links to an external site.)
Critical Thinking Web (Links to an external site.)
Reflect:
Reflect on the characteristics of a critical thinker. Critical thinking gets you involved in a dialogue with the ideas you read from others in this class. To be a critical thinker, you need to be able to summarize, analyze, hypothesize, and evaluate new information that you encounter.
Write:
For this discussion, you will address the following prompts. Keep in mind that the article or video you’ve chosen should not be about critical thinking, but should be about someone making a statement, claim, or argument related to your Final Paper topic. One source should demonstrate good critical thinking skills and the other source should demonstrate the lack or absence of critical thinking skills. Personal examples should not be used.
Explain at least five elements of critical thinking that you found in the reading material.
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills.
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference entries of all sources cited at the end of your response. Please use correct APA format when writing in-text citations (see
In-Text Citation Helper (Links to an external site.)
) and references (see
Formatting Your References List (Links to an external site.)
).
Reflecting on General Education and Career [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, read the articles
Teaching Writing S.
Elements of DesignDuring the process of envisioning and design.docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docxtoltonkendal
Elements of a contact due 16 Oct
Read the Case Campbell Soup Co. v. Wentz in the text. Answer the following questions:
1. What were the terms of the contract between Campbell and the Wentzes?
2. Did the Wentzes perform under the contract?
3. Did the court find specific performance to be an adequate legal remedy in this case?
4. Why did the court refuse to help Campbell in enforcing its legal contract?
5. How could Campbell change its contract in the future so as to avoid the unconsionability problem?
Facts:
Per
a
written
contract
between
Campbell
Soup
Company
(a
New
Jersey
company)
and
the
Wentzes
(carrot
farmers
in
Pennsylvania),
the
Wentzes
would
deliver
to
Campbell
all
the
Chantenay
red
cored
carrots
to
be
grown
on
the
Wentz
farm
during
the
1947
season.
The
contract
price
for
the
carrots
was
$30
per
ton.
The
contract
between
Campbell
Soup
and
all
sellers
of
carrots
was
drafted
by
Campbell
and
it
had
a
provision
that
prohibited
farmers/sellers
from
selling
their
carrots
to
anyone
else,
except
those
carrots
that
were
rejected
by
Campbell.
The
contract
also
had
a
liquidated
damages
provision
of
$50
per
ton
if
the
seller
breached,
but
it
had
no
similar
provision
in
the
event
Campbell
breached.
The
contract
not
only
allowed
Campbell
to
reject
nonconforming
carrots,
but
gave
Campbell
the
right
to
determine
who
could
buy
the
carrots
it
had
rejected.
The
Wentzes
harvested
100
tons
of
carrots,
but
because
the
market
price
at
the
time
of
harvesting
was
$90
per
ton
for
these
rare
carrots,
the
Wentzes
refused
to
deliver
them
to
Campbell
and
sold
62
tons
of
their
carrots
to
a
farmer
who
sold
some
of
those
carrots
to
Campbell.
Campbell
sued
the
Wentzes,
asking
for
the
court's
order
to
stop
further
sale
of
the
contracted
carrots
to
others
and
to
compel
specific
performance
of
the
contract.
The
trial
court
ruled
for
the
Wentzes
and
Campbell
appealed.
Issues:
Is
specific
performance
an
appropriate
legal
remedy
in
this
case
or
is
the
contract
unconscionable?
Discussion:
In
January
1948,
it
was
virtually
impossible
to
obtain
Chantenay
carrots
in
the
open
market.
Campbell
used
Chantenay
carrots
(which
are
easier
to
process
for
soup
making
than
other
carrots)
in
large
quantities
and
furnishes
the
seeds
to
farmers
with
whom
it
contracts.
Campbell
contracted
for
carrots
long
ahead,
and
farmers
entered
into
the
contract
willingly.
If
the
facts
of
this
case
were
this
simple,
specific
performance
should
have
been
granted.
However,
the
problem
is
with
the
contract
itself,
which
was
one-sided.
According
to
the
appellate
court,
the
most
direct
example
of
unconscionability
was
the
provision
that,
under
certain
.
Elements for analyzing mise en sceneIdentify the components of.docxtoltonkendal
Elements for analyzing mise en scene
Identify the components of the shot, but explaining the meaning or significance behind those components and connecting the shot to the themes of the film
1. Dominant: Where is the eye attracted first? Why?
2. Lighting key: High key? Low key? High contrast? Some combination of these?
3. Shot and camera proxemics: What type of shot? How far away is the camera from the action?
4. Angle: Is the viewer (through the eye of the camera) looking up or down on the subject? Or is the camera neutral (eye level)?
5. Color values: What is the dominant color? Are there contrasting foils? Is there color symbolism?
6. Lens/filter/stock: How do these distort or comment on the
photographed materials?
7. Subsidiary contrasts: What are the main eye-stops after taking in the dominant?
8. Density: How much visual information is packed into the image? Is the texture stark, moderate, or highly detailed?
9. Composition: How is the two-dimensional space segmented and organized? What is the underlying design?
10. Form: Open or closed? Does the image suggest a window that arbitrarily isolates a fragment of the scene? Or a proscenium arch, in which the visual elements are carefully arranged and held in balance?
11. Framing: Tight or loose? Do characters have little to no room to move, or can they move freely without impediments?
12. Depth: On how many planes is the image composed? Does the background or foreground comment in any way on the midground?
13. Character placement: What part of the framed space do the characters occupy? Center? Top? Bottom? Edges? Why?
14. Staging positions: Which way do the characters look vis-à-vis the camera?
15. Character proxemics: How much space is between the
characters?
What are the 4 distinct formal elements that make up a film's mise en scene?
• staging of the action
• physical setting and decor
• the manner in which these materials are framed
• the manner in which they are photographed
.
Elements in the same row have the same number of () levelsWhi.docxtoltonkendal
Elements in the same row have the same number of (*) levels
Which elements in B O U L A N would be in the same family? Which would have the same number of energy levels? Highest mass? Lowest mass?
Which is more reactive? Uranium or Lithium
Will elements B and U lose electrons in a chemical reactor?
Will elements B and U form positive or negative ions?
Thanks so much (:
.
ELEG 421 Control Systems Transient and Steady State .docxtoltonkendal
ELEG 421
Control Systems
Transient and Steady State
Response Analyses
Dr. Ashraf A. Zaher
American University of Kuwait
College of Arts and Science
Department of Electrical and Computer Engineering
Layout
2
Objectives
This chapter introduces the analysis of the time response of different
control systems under different scenarios. Only first and second order
systems will be considered in details using analytical and numerical
methods. Extension to higher order systems will be developed. Both
transient and steady state responses will be evaluated. Stability analysis
will be analyzed for different kinds of feedback, while investigating the
effect of both proportional and derivative control actions on the
performance of the closed-loop system. Finally systems types and
steady state errors will be calculated for unity feedback.
Outcomes
By the end of this chapter, students will be able to:
evaluate both transient/steady state responses for control systems,
analyze the stability of closed-loop LTI systems,
investigate the effect of P and I control actions on performance, and
understand dominant dynamics of higher order systems.
Dr. Ashraf Zaher
Introduction
3
Test signals
Transient response
Steady state response
Analytical techniques, and
Numerical (simulation) techniques.
Stability (definition and analysis methods),
Relative stability, and
Effect of P/I control actions on stability and performance.
Summary of the used systems:
First order systems,
Second order systems, and
Higher order systems.
Dr. Ashraf Zaher
Test Signals
4 Dr. Ashraf Zaher
Impulse function:
Used to simulate shock inputs,
Laplace transform: 1.
Step function:
Used to simulate sudden disturbances,
Laplace transform: 1/s.
Ramp function:
Used to simulate gradually changing inputs,
Laplace transform: 1/s2.
Sinusoidal function(s):
Used to test response to a certain frequency,
Laplace transform: s/(s2+ω2) for cos(ωt) and ω/(s2+ω2) for sin(ωt).
White noise function:
Used to simulate random noise,
It is a stochastic signal that is easier to deal with in the time domain.
Total response:
C(s) = R(s)*TF(s) = Ctr(s) + Css(s) → c(t) = ctr(t) + css(t)
Fundamentals
5 Dr. Ashraf Zaher
Definitions:
Zeros (Z) of the TF
Poles (P) of the TF
Transient Response (Natural)
Steady State Response (Forced)
Total Response
Limits:
Initial values
Final values
Systems (?Zs):
First order (one P)
Second order (two Ps)
Higher order!
More:
Stability and relative stability
Steady state errors (unity feedback)
First Order Systems
6 Dr. Ashraf Zaher
TF:
T: time constant
Unit Step Response:
1
1
)(
)(
+
=
TssR
sC
)/1(
11
1
1
1
11
)(
TssTs
T
sTss
sC
+
−=
+
−=
+
=
Ttetc /1)( −−=
632.01)( 1 =−== −eTtc
T
e
Tdt
tdc Tt
t
11)( /
0
== −
=
01)0( 0 =−== etc
11)( =−=∞= −∞etc
First Order Systems.
Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docxtoltonkendal
Element 010 ASSIGNMENT: 3000 WORDS (100%)
Task: Individual assignment (3000 words)
Weighting: 100%
Assessment Case Study:
Greenland Garden Centre
[1]
Jon Smith spread his arms widely as he surveyed his garden centre.
‘Of course the whole market for leisure products and services, especially garden-related products, has been expanding over the last few years. Even so, we have been particularly successful. Partly this is because we are conveniently located, but it is also because we have developed a reputation for excellent service. Customers like coming to us for advice. We have also been successful in attracting some of the ‘personality gardeners’ from television to make special appearances. My main ambition now is to fully develop all of our twelve hectares to make the centre a place people will want to visit in its own right. I envisage the centre developing into almost a mini gardening theme park with special gardens, beautiful grounds and special events.’
Greenland is a large village situated in the Cotswolds, a popular tourist area of the UK. It has an interesting range of shops and restaurants, mainly catering for the tourist trade. About half a mile outside the village is the Greenland Garden Centre. The garden centre is served by a good network of main roads but is inaccessible by public transport.
Growth over the last five years has been dramatic and the garden centre now sells many other goods as well as gardening requisites. It also has a restaurant. It is open seven days a week, only closing on Christmas Day. Its opening hours are Monday– Saturday 9 a.m. to 6 p.m. and Sunday 10 a.m. to 5 p.m. all year round.
Outside the centre
The centre has a large car park which can accommodate about 350 cars. Outside the entrance a map indicates the various areas in the garden centre. Most customers walk round the grounds before making their purchases. The length of time people spend in the centre varies but, according to a recent study, averages 53 minutes during the week and 73 minutes at weekends.
The same study shows the extent to which the number of customers arriving at the garden centre varies depending on the time of year, day of the week, and time of day. There are two peaks in customer numbers, one during the late spring/early summer period and another in the build up to Christmas, as Greenland puts on particularly good Christmas displays.
Indoor sales area
The range of goods has increased dramatically over the past few years and now includes items such as:
pets and aquatics
seeds
fertilisers
indoor pots and plants
gardening equipment
garden lighting
conservatory-style furniture
outdoor clothing
picture gallery
books and toys
delicatessen
wine
kitchen equipment
soft furnishing
outdoor eating equipment
gifts, stationery, cards, aromatherapy products
freshly cut flowers
dried flowers.
Outside sales area
In the open air and in large glasshouses there is a complete range of plants, shrubs and trees. Gre.
ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docxtoltonkendal
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
1
LAB 4: CONVOLUTION
Background & Concepts
Convolution is denoted by:
𝑦[𝑛] = 𝑥[𝑛] ∗ ℎ[𝑛]
Your book has described the "flip and shift" method for performing convolution. First, we
set up two signals 𝑥[𝑘] and ℎ[𝑘]:
Flip one of the signals, say ℎ[𝑘], to form ℎ[−𝑘]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
2
Shift ℎ[−𝑘] by n to form ℎ[𝑛 − 𝑘]. For each value of 𝑛, form 𝑦[𝑛] by multiplying and
summing all the element of the product of𝑥[𝑘]ℎ[𝑛 − 𝑘], −∞ < 𝑘 < ∞. The figure
below shows an example of the calculation of𝑦[1]. The top panel shows𝑥[𝑘]. The
middle panel showsℎ[1 − 𝑘]. The lower panel shows𝑥[𝑘]𝑦[1 − 𝑘]. Note that this is a
sequence on a 𝑘 axis. The sum of the lower sequence over all k gives 𝑦[1] = 2.
We repeat this shifting, multiplication and summing for all values of 𝑛 to get the
complete sequence 𝑦[𝑛]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
3
The conv Command
conv(x,h) performs a 1-D convolution of vectors 𝑥 and ℎ. The resulting vector 𝑦
has length length(𝑦) = length(𝑥) + length(ℎ) − 1. Imagine vector 𝑥 as being
stationary and the flipped version of ℎ is slid from left to right. Note that conv(x,h) =
conv(h,x). An example of the convolution of two signals and plotting the result is
below:
>> x = [0.5 0.5 0.5]; %define input signal x[n]
>> h = [3.0 2.0 1.0]; %unit-pulse response h[n]
>> y = conv(x,h); %compute output y[n] via convolution
>> n = 0:(length(y)-1); %for plotting y[n]
>> stem(n,y) % plot y[n]
>> grid;
>> xlabel('n');
>> ylabel('y[n]');
>> title('Output of System via Convolution');
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
4
Deconvolution
The command [q,r] = deconv(v,u), deconvolves vector u out of vector v, using long
division. The quotient is returned in vector q and the remainder in vector r such that
v = conv(u,q)+r. If u and v are vectors of polynomial coefficients, convolving them is
equivalent to multiplying the two polynomials, and deconvolution is polynomial
division. The result of dividing v by u is quotient q and remainder r. An examples is
below:
If
>> u = [1 2 3 4];
>> v = [10 20 30];
The convolution is:
>> c = conv(u,v)
c =
10 40 100 160 170 120
Use deconvolution to recover v.
>> [q,r] = deconv(c,u)
q =
10 20 30
r =
0 0 0 0 0 0
This gives a quotient equal to v and a zero remainder.
Structures
Structures in Matlab are just like structures in C. They are basically containers that
allow one
Electronic Media PresentationChoose two of the following.docxtoltonkendal
Electronic Media Presentation
Choose
two of the following types of electronic media:
Radio
Sound recording
Motion pictures
Broadcast television
Research
the history of the media types your team selected. Include the following information in your presentation:
Introduction
Notable founders and parent organizations of your electronic media types
Notable historical dates
Dates of mergers with other radio stations, record production companies, motion picture companies, or television networks to form a large media conglomerate
Date the media types launched their websites, became active on the Internet, or became active in social media integration
Identify past, present, and future challenges confronting these types of media. How has the digital era affected them? Which types are best suited to adapt to the future? Explain why
How do these challenges affect advertising in these organizations--outside companies advertising--and advertising for these media--companies promoting themselves to others? What are innovative advertising strategies these media have engaged in?
What are two similarities and two differences between the two media types?
Conclusion
Present your Electronic Media Presentation.
These are 10- to 12-slideMicrosoft
®
PowerPoint
®
presentations with notes.
.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Elementary CurriculaBoth articles highlight the fact that middle.docxtoltonkendal
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
Elements of Religious Traditions PaperWritea 700- to 1,050-word .docxtoltonkendal
Elements of Religious Traditions Paper
Write
a 700- to 1,050-word paper that does the following:
Describes these basic components of religious traditions and their relationship to the sacred
:
What a religious tradition says—its teachings, texts, doctrine, stories, myths, and others
What a religious tradition does—worship, prayer, pilgrimage, ritual, and so forth
How a religious tradition organizes—leadership, relationships among members, and so forth
Identifies key critical issues in the study of religion.
Includes specific examples from the various religious traditions described in the Week One readings that honor the sacred—such as rituals of the Igbo to mark life events, the vision quest as a common ritual in many Native American societies, or the influence of the shaman as a leader. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
Format
your paper consistent with APA guidelines
.
Elements of MusicPitch- relative highness or lowness that we .docxtoltonkendal
Elements of Music
Pitch- relative highness or lowness that we hear in a sound.
Tone- sound that has a definite pitch.
(For example striking a bat against a ball does not produce a D# but striking a D#
on a piano does)
Dynamics- the degree of loudness or softness in music
pp pianissimo /very soft
p piano /soft
mp mezzo-piano /medium-soft
mf mezzo-forte /medium-loud
f forte /loud
ff fortissimo /very loud
When dynamics are altered in a piece of music, they are termed as follows:
decrescendo/ diminuendo gradually softer
crescendo gradually louder
Timbre/Tone Color- the character or quality of a sound.
dark, bright, mellow, cool, metallic, rich, brilliant, thin, etc.
Rhythm- a) the flow (or pattern) of music through time. b) the particular arrangement of
note lengths in a piece of music.
Syncopation- An accent placed on a beat where it is not normally expected.
Beat- the steady pulse in a piece of music.
Downbeat- the first or stressed beat of a measure.
Meter- the pattern in which beats are organized within a piece of music.
Examples:
3/4= three beats per measure
4/4= four beats per measure
6/8= six beats per measure
*In some musics, meter is not present- this is termed non-metric.
(Ex: Chant, some 20th century genres, world musics).
Melody- a series of single notes that add up to a recognizable whole.
*A melodic line has a shape -it ascends and descends in a series of continuous pitches.
Sequence- a repetition of a pattern at a higher or lower pitch.
Phrase- A short unit of music within a melodic line.
Cadence- The rest at the end of a musical phrase. Think of this as a musical period at the
end of a sentence.
Harmony- A) How chords are constructed and how they follow each other. B) The
relationship of tones when sounded in a group.
Chord- a combination of three or more tones sounded at once.
Consonance- a stable tone combination in a chord
Dissonance- and unstable tone combination in a chord; usually, an expected
and stable resolution will follow.
Tonic- a) the main key of a piece of music. b) the first note of a scale
Key- the central tone or scale in a piece of music.
(example: A major, b minor)
Modulation- a shift from one key to another within the same piece of music.
Texture- layering of musical sounds or instruments within a piece of music.
Monophonic- single, unaccompanied melodic line.
Homophonic- a melody with an accompaniment of chords.
Polyphonic- th.
Elevated Blood Lead Levels in Children AssociatedWith the Fl.docxtoltonkendal
Elevated Blood Lead Levels in Children Associated
With the Flint Drinking Water Crisis: A Spatial
Analysis of Risk and Public Health Response
Mona Hanna-Attisha, MD, MPH, Jenny LaChance, MS, Richard Casey Sadler, PhD, and Allison Champney Schnepp, MD
Objectives. We analyzed differences in pediatric elevated blood lead level incidence
before and after Flint, Michigan, introduced a more corrosive water source into an aging
water system without adequate corrosion control.
Methods. We reviewed blood lead levels for children younger than 5 years before
(2013) and after (2015) water source change in Greater Flint, Michigan. We assessed the
percentage of elevated blood lead levels in both time periods, and identified geo-
graphical locations through spatial analysis.
Results. Incidence of elevated blood lead levels increased from 2.4% to 4.9% (P < .05)
after water source change, and neighborhoods with the highest water lead levels ex-
perienced a 6.6% increase. No significant change was seen outside the city. Geospatial
analysis identified disadvantaged neighborhoods as having the greatest elevated blood
lead level increases and informed response prioritization during the now-declared public
health emergency.
Conclusions. The percentage of children with elevated blood lead levels increased
after water source change, particularly in socioeconomically disadvantaged neighbor-
hoods. Water is a growing source of childhood lead exposure because of aging infra-
structure. (Am J Public Health. 2016;106:283–290. doi:10.2105/AJPH.2015.303003)
See also Rosner, p. 200.
In April 2014, the postindustrial city ofFlint, Michigan, under state-appointed
emergency management, changed its water
supply from Detroit-supplied Lake Huron
water to the Flint River as a temporary
measure, awaiting a new pipeline to Lake
Huron in 2016. Intended to save money, the
change in source water severed a half-
century relationship with the Detroit Water
and Sewage Department. Shortly after the
switch to Flint River water, residents voiced
concerns regarding water color, taste, and
odor, and various health complaints in-
cluding skin rashes.1 Bacteria, including
Escherichia coli, were detected in the distri-
bution system, resulting in Safe Drinking
Water Act violations.2 Additional disinfec-
tion to control bacteria spurred formation of
disinfection byproducts including total tri-
halomethanes, resulting in Safe Drinking
Water Act violations for trihalomethane
levels.2
Water from the Detroit Water and
Sewage Department had very low corrosivity
for lead as indicated by low chloride, low
chloride-to-sulfate mass ratio, and presence
of an orthophosphate corrosion inhibitor.3,4
By contrast, Flint River water had high
chloride, high chloride-to-sulfate mass ratio,
and no corrosion inhibitor.5 Switching
from Detroit’s Lake Huron to Flint River
water created a perfect storm for lead leach-
ing into drinking water.6 The aging Flint
water distribution system contains a hig.
Elements of the Communication ProcessIn Chapter One, we learne.docxtoltonkendal
Elements of the Communication Process
In Chapter One, we learned communication is the process of creating or sharing meaning in informal conversation, group interaction, or public speaking. To understand how the process works, we described the essential elements in the process.
For the following interaction, identify the contexts, participants, channels. message, interference (noise), and feedback.
"Maria and Damien are meandering through the park, talking and drinking bottled water. Damien finishes his bottle, replaces the lid, and tosses the bottle into the bushes at the side of the path. Maria, who has been listening to Damien talk, comes to a stop, puts her hand on her hips, stares at Damien, and says angrily, " I can't believe what you just did! Damien blushes, averts his gaze, and mumbles, "Sorry, I'll get it- I just wasn't thinking." As the tension drains from Maria's face. she gives her head a playful toss, smiles, and says, Well, just see that it doesn't happen again.
1. Contexts
a. Physical
b. Social
c. Historical
d. Psychological
2. Participants
3. Channels
4. Message
5. Interference (Noise)
6. Feedback
.
Elements of Music #1 Handout1. Rhythm the flow of music in te.docxtoltonkendal
Elements of Music #1 Handout
1. Rhythm
the flow of music in terms of time
2. Beat
the pulse that recurs regularly in music
3. Meter
the regular pattern of stressed and unstressed beats
4. Tempo
the speed of the beats in a piece of music
5. Polyrhythm
two or more rhythm patterns occurring simultaneously
6. Pitch
the perceived highness or lowness of a musical sound
7. Melody
a series of consecutive pitches that form a cohesive musical entity
8. Counterpoint
two or more independent lines with melodic character occurring at the same time
9. Harmony
the simultaneous sounds of several pitches, usually in accompanying a melody
10. Dynamics
the amount of loudness in music
11. Timbre
tone quality or tone color in music
12. Form
the pattern or plan of a musical work
Framework for Improving
Critical Infrastructure Cybersecurity
Version 1.1
National Institute of Standards and Technology
April 16, 2018
April 16, 2018 Cybersecurity Framework Version 1.1
This publication is available free of charge from: https://doi.org/10.6028/NIST.CSWP.04162018 ii
No t e t o Rea d er s o n t h e U p d a t e
Version 1.1 of this Cybersecurity Framework refines, clarifies, and enhances Version 1.0, which
was issued in February 2014. It incorporates comments received on the two drafts of Version 1.1.
Version 1.1 is intended to be implemented by first-time and current Framework users. Current
users should be able to implement Version 1.1 with minimal or no disruption; compatibility with
Version 1.0 has been an explicit objective.
The following table summarizes the changes made between Version 1.0 and Version 1.1.
Table NTR-1 - Summary of changes between Framework Version 1.0 and Version 1.1.
Update Description of Update
Clarified that terms like
“compliance” can be
confusing and mean
something very different
to various Framework
stakeholders
Added clarity that the Framework has utility as a structure and
language for organizing and expressing compliance with an
organization’s own cybersecurity requirements. However, the
variety of ways in which the Framework can be used by an
organization means that phrases like “compliance with the
Framework” can be confusing.
A new section on self-
assessment
Added Section 4.0 Self-Assessing Cybersecurity Risk with the
Framework to explain how the Framework can be used by
organizations to understand and assess their cybersecurity risk,
including the use of measurements.
Greatly expanded
explanation of using
Framework for Cyber
Supply Chain Risk
Management purposes
An expanded Section 3.3 Communicating Cybersecurity
Requirements with Stakeholders helps users better understand
Cyber Supply Chain Risk Management (SCRM), while a new
Section 3.4 Buying Decisions highlights use of the Framework
in understanding risk associated with commercial off-the-shelf
products and services. Additional Cyber SCRM criteria we.
Elements of Music Report InstrumentsFor the assignment on the el.docxtoltonkendal
Elements of Music Report Instruments
For the assignment on the elements of music, students will write a report with a minimum of 300 words.
Students must select one element of music that they consider to be the most important element:
Melody
Rhythm
Harmony
Form
When writing the report, be sure you address the following questions:
Why did you select this element from among all the rest?
Do you think that all kinds of music could exist without your selected element? Elaborate on your view.
Describe a piece of music that highlights the use of your selected element.
I encourage students do research on their element of music in order to get ideas for their reports. All reports must be original works!
Do not quote any source or anybody’s thoughts. Quotes are not permitted in this Instruments Report. I am interested in your own personal thoughts, opinions, and the material you have learned from your research.
.
Elements of GenreAfter watching three of the five .docxtoltonkendal
Elements of Genre
After watching three of the five movie clips listed in the
Multimedia
section, above, describe how they fit into a specific genre (or subgenre) as explained in the text. What elements of the film are characteristic of that genre? How does it fulfill the expectations of that genre? How does it play against these expectations?
Your initial post should be at least 150 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.
.
Elements of DesignDuring the process of envisioning and designing .docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docxtoltonkendal
Elements of Critical Thinking [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, in preparation for discussing the importance of critical thinking skills,
Read the articles
Common Misconceptions of Critical Thinking
Combating Fake News in the Digital Age
6 Critical Thinking Skills You Need to Master Now (Links to an external site.)
Teaching and Learning in a Post-Truth world: It’s Time for Schools to Upgrade and Reinvest in Media Literacy Lessons
Critical Thinking and the Challenges of Internet (Links to an external site.)
Watch the videos
Fake News: Part 1 (Links to an external site.)
Critical Thinking
(Links to an external site.)
Review the resources
Critical Thinking Skills (Links to an external site.)
Valuable Intellectual Traits (Links to an external site.)
Critical Thinking Web (Links to an external site.)
Reflect:
Reflect on the characteristics of a critical thinker. Critical thinking gets you involved in a dialogue with the ideas you read from others in this class. To be a critical thinker, you need to be able to summarize, analyze, hypothesize, and evaluate new information that you encounter.
Write:
For this discussion, you will address the following prompts. Keep in mind that the article or video you’ve chosen should not be about critical thinking, but should be about someone making a statement, claim, or argument related to your Final Paper topic. One source should demonstrate good critical thinking skills and the other source should demonstrate the lack or absence of critical thinking skills. Personal examples should not be used.
Explain at least five elements of critical thinking that you found in the reading material.
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills.
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference entries of all sources cited at the end of your response. Please use correct APA format when writing in-text citations (see
In-Text Citation Helper (Links to an external site.)
) and references (see
Formatting Your References List (Links to an external site.)
).
Reflecting on General Education and Career [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, read the articles
Teaching Writing S.
Elements of DesignDuring the process of envisioning and design.docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docxtoltonkendal
Elements of a contact due 16 Oct
Read the Case Campbell Soup Co. v. Wentz in the text. Answer the following questions:
1. What were the terms of the contract between Campbell and the Wentzes?
2. Did the Wentzes perform under the contract?
3. Did the court find specific performance to be an adequate legal remedy in this case?
4. Why did the court refuse to help Campbell in enforcing its legal contract?
5. How could Campbell change its contract in the future so as to avoid the unconsionability problem?
Facts:
Per
a
written
contract
between
Campbell
Soup
Company
(a
New
Jersey
company)
and
the
Wentzes
(carrot
farmers
in
Pennsylvania),
the
Wentzes
would
deliver
to
Campbell
all
the
Chantenay
red
cored
carrots
to
be
grown
on
the
Wentz
farm
during
the
1947
season.
The
contract
price
for
the
carrots
was
$30
per
ton.
The
contract
between
Campbell
Soup
and
all
sellers
of
carrots
was
drafted
by
Campbell
and
it
had
a
provision
that
prohibited
farmers/sellers
from
selling
their
carrots
to
anyone
else,
except
those
carrots
that
were
rejected
by
Campbell.
The
contract
also
had
a
liquidated
damages
provision
of
$50
per
ton
if
the
seller
breached,
but
it
had
no
similar
provision
in
the
event
Campbell
breached.
The
contract
not
only
allowed
Campbell
to
reject
nonconforming
carrots,
but
gave
Campbell
the
right
to
determine
who
could
buy
the
carrots
it
had
rejected.
The
Wentzes
harvested
100
tons
of
carrots,
but
because
the
market
price
at
the
time
of
harvesting
was
$90
per
ton
for
these
rare
carrots,
the
Wentzes
refused
to
deliver
them
to
Campbell
and
sold
62
tons
of
their
carrots
to
a
farmer
who
sold
some
of
those
carrots
to
Campbell.
Campbell
sued
the
Wentzes,
asking
for
the
court's
order
to
stop
further
sale
of
the
contracted
carrots
to
others
and
to
compel
specific
performance
of
the
contract.
The
trial
court
ruled
for
the
Wentzes
and
Campbell
appealed.
Issues:
Is
specific
performance
an
appropriate
legal
remedy
in
this
case
or
is
the
contract
unconscionable?
Discussion:
In
January
1948,
it
was
virtually
impossible
to
obtain
Chantenay
carrots
in
the
open
market.
Campbell
used
Chantenay
carrots
(which
are
easier
to
process
for
soup
making
than
other
carrots)
in
large
quantities
and
furnishes
the
seeds
to
farmers
with
whom
it
contracts.
Campbell
contracted
for
carrots
long
ahead,
and
farmers
entered
into
the
contract
willingly.
If
the
facts
of
this
case
were
this
simple,
specific
performance
should
have
been
granted.
However,
the
problem
is
with
the
contract
itself,
which
was
one-sided.
According
to
the
appellate
court,
the
most
direct
example
of
unconscionability
was
the
provision
that,
under
certain
.
Elements for analyzing mise en sceneIdentify the components of.docxtoltonkendal
Elements for analyzing mise en scene
Identify the components of the shot, but explaining the meaning or significance behind those components and connecting the shot to the themes of the film
1. Dominant: Where is the eye attracted first? Why?
2. Lighting key: High key? Low key? High contrast? Some combination of these?
3. Shot and camera proxemics: What type of shot? How far away is the camera from the action?
4. Angle: Is the viewer (through the eye of the camera) looking up or down on the subject? Or is the camera neutral (eye level)?
5. Color values: What is the dominant color? Are there contrasting foils? Is there color symbolism?
6. Lens/filter/stock: How do these distort or comment on the
photographed materials?
7. Subsidiary contrasts: What are the main eye-stops after taking in the dominant?
8. Density: How much visual information is packed into the image? Is the texture stark, moderate, or highly detailed?
9. Composition: How is the two-dimensional space segmented and organized? What is the underlying design?
10. Form: Open or closed? Does the image suggest a window that arbitrarily isolates a fragment of the scene? Or a proscenium arch, in which the visual elements are carefully arranged and held in balance?
11. Framing: Tight or loose? Do characters have little to no room to move, or can they move freely without impediments?
12. Depth: On how many planes is the image composed? Does the background or foreground comment in any way on the midground?
13. Character placement: What part of the framed space do the characters occupy? Center? Top? Bottom? Edges? Why?
14. Staging positions: Which way do the characters look vis-à-vis the camera?
15. Character proxemics: How much space is between the
characters?
What are the 4 distinct formal elements that make up a film's mise en scene?
• staging of the action
• physical setting and decor
• the manner in which these materials are framed
• the manner in which they are photographed
.
Elements in the same row have the same number of () levelsWhi.docxtoltonkendal
Elements in the same row have the same number of (*) levels
Which elements in B O U L A N would be in the same family? Which would have the same number of energy levels? Highest mass? Lowest mass?
Which is more reactive? Uranium or Lithium
Will elements B and U lose electrons in a chemical reactor?
Will elements B and U form positive or negative ions?
Thanks so much (:
.
ELEG 421 Control Systems Transient and Steady State .docxtoltonkendal
ELEG 421
Control Systems
Transient and Steady State
Response Analyses
Dr. Ashraf A. Zaher
American University of Kuwait
College of Arts and Science
Department of Electrical and Computer Engineering
Layout
2
Objectives
This chapter introduces the analysis of the time response of different
control systems under different scenarios. Only first and second order
systems will be considered in details using analytical and numerical
methods. Extension to higher order systems will be developed. Both
transient and steady state responses will be evaluated. Stability analysis
will be analyzed for different kinds of feedback, while investigating the
effect of both proportional and derivative control actions on the
performance of the closed-loop system. Finally systems types and
steady state errors will be calculated for unity feedback.
Outcomes
By the end of this chapter, students will be able to:
evaluate both transient/steady state responses for control systems,
analyze the stability of closed-loop LTI systems,
investigate the effect of P and I control actions on performance, and
understand dominant dynamics of higher order systems.
Dr. Ashraf Zaher
Introduction
3
Test signals
Transient response
Steady state response
Analytical techniques, and
Numerical (simulation) techniques.
Stability (definition and analysis methods),
Relative stability, and
Effect of P/I control actions on stability and performance.
Summary of the used systems:
First order systems,
Second order systems, and
Higher order systems.
Dr. Ashraf Zaher
Test Signals
4 Dr. Ashraf Zaher
Impulse function:
Used to simulate shock inputs,
Laplace transform: 1.
Step function:
Used to simulate sudden disturbances,
Laplace transform: 1/s.
Ramp function:
Used to simulate gradually changing inputs,
Laplace transform: 1/s2.
Sinusoidal function(s):
Used to test response to a certain frequency,
Laplace transform: s/(s2+ω2) for cos(ωt) and ω/(s2+ω2) for sin(ωt).
White noise function:
Used to simulate random noise,
It is a stochastic signal that is easier to deal with in the time domain.
Total response:
C(s) = R(s)*TF(s) = Ctr(s) + Css(s) → c(t) = ctr(t) + css(t)
Fundamentals
5 Dr. Ashraf Zaher
Definitions:
Zeros (Z) of the TF
Poles (P) of the TF
Transient Response (Natural)
Steady State Response (Forced)
Total Response
Limits:
Initial values
Final values
Systems (?Zs):
First order (one P)
Second order (two Ps)
Higher order!
More:
Stability and relative stability
Steady state errors (unity feedback)
First Order Systems
6 Dr. Ashraf Zaher
TF:
T: time constant
Unit Step Response:
1
1
)(
)(
+
=
TssR
sC
)/1(
11
1
1
1
11
)(
TssTs
T
sTss
sC
+
−=
+
−=
+
=
Ttetc /1)( −−=
632.01)( 1 =−== −eTtc
T
e
Tdt
tdc Tt
t
11)( /
0
== −
=
01)0( 0 =−== etc
11)( =−=∞= −∞etc
First Order Systems.
Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docxtoltonkendal
Element 010 ASSIGNMENT: 3000 WORDS (100%)
Task: Individual assignment (3000 words)
Weighting: 100%
Assessment Case Study:
Greenland Garden Centre
[1]
Jon Smith spread his arms widely as he surveyed his garden centre.
‘Of course the whole market for leisure products and services, especially garden-related products, has been expanding over the last few years. Even so, we have been particularly successful. Partly this is because we are conveniently located, but it is also because we have developed a reputation for excellent service. Customers like coming to us for advice. We have also been successful in attracting some of the ‘personality gardeners’ from television to make special appearances. My main ambition now is to fully develop all of our twelve hectares to make the centre a place people will want to visit in its own right. I envisage the centre developing into almost a mini gardening theme park with special gardens, beautiful grounds and special events.’
Greenland is a large village situated in the Cotswolds, a popular tourist area of the UK. It has an interesting range of shops and restaurants, mainly catering for the tourist trade. About half a mile outside the village is the Greenland Garden Centre. The garden centre is served by a good network of main roads but is inaccessible by public transport.
Growth over the last five years has been dramatic and the garden centre now sells many other goods as well as gardening requisites. It also has a restaurant. It is open seven days a week, only closing on Christmas Day. Its opening hours are Monday– Saturday 9 a.m. to 6 p.m. and Sunday 10 a.m. to 5 p.m. all year round.
Outside the centre
The centre has a large car park which can accommodate about 350 cars. Outside the entrance a map indicates the various areas in the garden centre. Most customers walk round the grounds before making their purchases. The length of time people spend in the centre varies but, according to a recent study, averages 53 minutes during the week and 73 minutes at weekends.
The same study shows the extent to which the number of customers arriving at the garden centre varies depending on the time of year, day of the week, and time of day. There are two peaks in customer numbers, one during the late spring/early summer period and another in the build up to Christmas, as Greenland puts on particularly good Christmas displays.
Indoor sales area
The range of goods has increased dramatically over the past few years and now includes items such as:
pets and aquatics
seeds
fertilisers
indoor pots and plants
gardening equipment
garden lighting
conservatory-style furniture
outdoor clothing
picture gallery
books and toys
delicatessen
wine
kitchen equipment
soft furnishing
outdoor eating equipment
gifts, stationery, cards, aromatherapy products
freshly cut flowers
dried flowers.
Outside sales area
In the open air and in large glasshouses there is a complete range of plants, shrubs and trees. Gre.
ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docxtoltonkendal
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
1
LAB 4: CONVOLUTION
Background & Concepts
Convolution is denoted by:
𝑦[𝑛] = 𝑥[𝑛] ∗ ℎ[𝑛]
Your book has described the "flip and shift" method for performing convolution. First, we
set up two signals 𝑥[𝑘] and ℎ[𝑘]:
Flip one of the signals, say ℎ[𝑘], to form ℎ[−𝑘]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
2
Shift ℎ[−𝑘] by n to form ℎ[𝑛 − 𝑘]. For each value of 𝑛, form 𝑦[𝑛] by multiplying and
summing all the element of the product of𝑥[𝑘]ℎ[𝑛 − 𝑘], −∞ < 𝑘 < ∞. The figure
below shows an example of the calculation of𝑦[1]. The top panel shows𝑥[𝑘]. The
middle panel showsℎ[1 − 𝑘]. The lower panel shows𝑥[𝑘]𝑦[1 − 𝑘]. Note that this is a
sequence on a 𝑘 axis. The sum of the lower sequence over all k gives 𝑦[1] = 2.
We repeat this shifting, multiplication and summing for all values of 𝑛 to get the
complete sequence 𝑦[𝑛]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
3
The conv Command
conv(x,h) performs a 1-D convolution of vectors 𝑥 and ℎ. The resulting vector 𝑦
has length length(𝑦) = length(𝑥) + length(ℎ) − 1. Imagine vector 𝑥 as being
stationary and the flipped version of ℎ is slid from left to right. Note that conv(x,h) =
conv(h,x). An example of the convolution of two signals and plotting the result is
below:
>> x = [0.5 0.5 0.5]; %define input signal x[n]
>> h = [3.0 2.0 1.0]; %unit-pulse response h[n]
>> y = conv(x,h); %compute output y[n] via convolution
>> n = 0:(length(y)-1); %for plotting y[n]
>> stem(n,y) % plot y[n]
>> grid;
>> xlabel('n');
>> ylabel('y[n]');
>> title('Output of System via Convolution');
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
4
Deconvolution
The command [q,r] = deconv(v,u), deconvolves vector u out of vector v, using long
division. The quotient is returned in vector q and the remainder in vector r such that
v = conv(u,q)+r. If u and v are vectors of polynomial coefficients, convolving them is
equivalent to multiplying the two polynomials, and deconvolution is polynomial
division. The result of dividing v by u is quotient q and remainder r. An examples is
below:
If
>> u = [1 2 3 4];
>> v = [10 20 30];
The convolution is:
>> c = conv(u,v)
c =
10 40 100 160 170 120
Use deconvolution to recover v.
>> [q,r] = deconv(c,u)
q =
10 20 30
r =
0 0 0 0 0 0
This gives a quotient equal to v and a zero remainder.
Structures
Structures in Matlab are just like structures in C. They are basically containers that
allow one
Electronic Media PresentationChoose two of the following.docxtoltonkendal
Electronic Media Presentation
Choose
two of the following types of electronic media:
Radio
Sound recording
Motion pictures
Broadcast television
Research
the history of the media types your team selected. Include the following information in your presentation:
Introduction
Notable founders and parent organizations of your electronic media types
Notable historical dates
Dates of mergers with other radio stations, record production companies, motion picture companies, or television networks to form a large media conglomerate
Date the media types launched their websites, became active on the Internet, or became active in social media integration
Identify past, present, and future challenges confronting these types of media. How has the digital era affected them? Which types are best suited to adapt to the future? Explain why
How do these challenges affect advertising in these organizations--outside companies advertising--and advertising for these media--companies promoting themselves to others? What are innovative advertising strategies these media have engaged in?
What are two similarities and two differences between the two media types?
Conclusion
Present your Electronic Media Presentation.
These are 10- to 12-slideMicrosoft
®
PowerPoint
®
presentations with notes.
.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
Running head PROFESSIONAL NURSING PHILOSOPHY1PROFESSIONAL N.docx
1. Running head: PROFESSIONAL NURSING PHILOSOPHY
1
PROFESSIONAL NURSING PHILOSOPHY 7
Personal Philosophy of Advanced Nurse Practice Comment by
Laura Wood: Follow this template outline This template title
page can be applied to all future assignments
Cathy Wagner
MN502-1(October A)
Professor L. Alexander
November 5, 2017
Personal Philosophy of Advanced Nurse Practice Comment by
Laura Wood: Title goes hereNo heading. Remember, the title of
the paper is not a heading.
Human beings are viewed as unique life experiences. My
personal philosophy of the advanced practice nurse is one who
is compassionate, empathetic, well-rounded both in education
and life experience. Communication, in abstract patterns, are
just one of the aspects of an individually high level of
complexity, as well as diversity, which sum up to further
advance the knowledge of self and environment (Metaparadigm
Concepts, 2014). It is important, not just for advanced practice
nurses, but all nurses, to understand the value of every human
2. being and to respect their decisions regarding their own health
as well as providing appropriate guidance and coaching to live a
healthy and full life.
Valued Personal Concepts Comment by Laura Wood: Level
1 Heading Here
Included in the metaparadigm concepts, involvement are the
areas of nursing, person, health, and the environment, thus they
further comprise the advanced-practice nurse (APN) and the
concepts are as follows:
Nursing: when speaking in terms of nursing we look at what we
do as nurses which includes our actions as well as interventions.
This involves applying our professional knowledge already
gained as well as direct and indirect patient contact (Thompson,
2017).
Person: involving family and close friends, including other
caretakers for a patient, and that a nurse is engaged in the care
of the patient across the lifespan (Thompson, 2017).
Health: this can be a relative term to each person as an
individual and it is based on the patient’s perspective and
understanding that each person has a different perspective, or
idea, of healthy versus not healthy (Thompson, 2017).
Environment: can be any number of things which can include
internal and external factors which can have an impact on a
person’s health and this could include, but not limited to things
such as genetics, culture, relationships, geographical location,
etc., (Thompson, 2017).
Nursing Metaparadigm
Critical thinking skills, current research which translate into
knowledge and skills into the nursing profession and thus must
be goal-oriented, deliberate and systematic. Understanding that
each person is an individual, we need to treat them as such and
take into consideration the environment from which they come
from as well as their understanding of their own health and what
is healthy and what they perceive as being healthy versus
unhealthy. Including family members as well as close friends in
the care of our patients can truly benefit the patient if they have
3. a good understanding of the basics of nursing and what is best
for the patient. Autonomy is vital to APNs to continue to
advance the profession as well as empowering patients and
families to advocate for themselves to heal and live a full and
healthy life to their fullest ability (Metaparadigm Concepts,
2014).
Nursing is an ever expanding and changing field, but the human
element remains. As an APN, we will not only be caring for
patients who are healthy, but those who are sick and
unfortunately dying. Mastering the skills, mentioned above, is
vital to the APN as well as critical thinking, caring and
compassion. Understanding human beings, communicating
effectively and staying abreast of all the recent scientific
enhancements provides the APN with the greatest ability to
provide care to empower the patient to stay healthy no matter
what environment they may evolve from.
Current Practice Comment by Laura Wood: Next Level 1
Heading Here
Wisdom is something that I know I am constantly seeking out to
advance my knowledge base as an APN. Wisdom is defined as
knowledge gained through life experiences as well as the ability
to understand things that many others do not have the ability to
grasp. There are two types of wisdom in relation to the nursing
field and these are general and personal. Looking at things from
a third-party perspective is known as general wisdom. Personal
wisdom is in relation to one’s own life and issues which are
seen from a first-hand perspective and thus nursing does
envelope both. It is important to note as well, that age is not
always a factor when it comes to a nurse being wise (Matney,
Avant, & Staggers, 2015). The diagram below shows the
relationship;
(Dossey, 2008)
4. When we put this all together and look at it from the
perspective above, the main goal for all our patient’s is healing,
thus bringing this all together nicely from all four areas
enhances the healing process by the APN.
Conclusion Comment by Laura Wood: Next Level 1 Heading
Here
The patient is the most important component of the nursing
philosophy and they are what constantly drive me to be
competent, compassionate and understanding to their constant,
every changing need. As stated earlier, treating each patient as
an individual is crucial to their success, and if not, then quite
possibly their demise. Each person is so unique and grouping
people together or placing judgment on our patients will create
more harm than good in the overall picture of their health.
Standing behind my morals and ethics as an APN will continue
to guide me to provide optimal care to all my patients
(Metaparadigm Concepts, 2014). Maintaining my current
philosophy is of the utmost importance as a guide to provide the
most up to date care for my patients with my beliefs and ethics
as my foundation from which I will continue to build on.
References
Dossey, B. (2008). Holistic Nursing: A Handbook for Practice
5. (5th ed.). Sudbury, MA: Jones and Bartlett.
Matney, S. A.-C., Avant, K. P., & Staggers, N. P. (2015,
October 30). Toward an Understanding of Wisdom in Nursing.
The Online Journal of Issues in Nursing. Retrieved November 6,
2017, from
http://www.nursingworld.org/MainMenuCategories/ANAMarket
place/ANAPeriodicals/OJIN/TableofContents/Vol-21-2016/No1-
Jan-2016/Articles-Previous-Topics/Wisdom-in-Nursing.html
Metaparadigm Concepts. (2014, May 13). Retrieved from TCNJ:
The College of New Jersey:
https://nursing.tcnj.edu/about/mission-and-philosophy/meta-
concepts/
Thompson, C. J. (2017, October 3). What is the Nursing
Metaparadigm. Retrieved from Nursing Education Expert:
https://nursingeducationexpert.com/metaparadigm/
Running head: NURSING CARE MODEL
NURSING CARE MODEL
Nursing Care Model: Nurse Practitioner
Cathy Wagner
MN502-02: (1704 A)
Professor Lucy Alexander
6. December 2, 2017
Nurse Practitioner Care Model
In a fast-changing clinical environment, designing
organizational delivery systems is essential for the production
of high-quality clinical care services that are not only efficient
but also cost effective. At the epitome of the restructuring of
care, the delivery plan is the changing role of nurse
practitioners (NPs) as a member of the interdisciplinary team in
clinical practice. Information by the need to integrate the part
of the NP into the health care. The role of the NP is known for
the growing number of patients requiring holistic, long-term,
and coordinated care (such as the elderly and the chronically ill)
(Leininger, M. 2002). This discussion considers the main
characteristics of the model and postulates the applications of
the model characteristics in advanced nurse practice. We make
the emphasis that the model offers a platform for providing
clinical responses that are proactive and innovative towards the
changing of clinical environment.
Model Characteristics for the Nurse Practitioner Care Model
Application to Advanced Practice Role
Utilizing of the advanced clinical judgment through expert
clinical practice cognizant of systems thinking while upholding
accountability when providing evidence-based health care at
advanced nurse practice level.
Clinical judgment will be essential in the evaluation of the
7. impact of the continuous changes common in clinical practice
(Andrews et al, 2002). Mainly, this characteristic will help in
the formulation of clinical recommendations regarding the
appropriateness of care and its cost-effectiveness.
Consultation at intra and inter-professional levels as a nurse
practitioner.
It is essential that clinical practice delivers direct care in a
coordinated and interdisciplinary plan to all patients seeking
care from a healthcare facility. The model characteristic informs
the role of an advanced nurse practitioner as a consultant
facilitating improvements in the attention by expertise in
specific areas of specialization (Leininger et al, 2002).
Therefore, as an advanced practitioner applying this model, it is
expected that the nurse:
• Provides needful professional guidance that would enable the
effective implementation of the roles of a nurse practitioner
according to legislation and professional requirements.
• Monitors the process of role implementation and its progress.
• Ensures that the clinical practice is safe for patients and that
quality outcomes offer information for future service
development or improvement.
Ongoing research-based practice that enable continuous
designing of standards of care that are specific to a particular
population of patients.
For regular practice, it is essential that learning needs
identification for the different populations handled. It should
substantially contribute to the process improvement and
development of service educational programs for human
resource improvement. For instance, it may be needful to
identify if there are marginalized community groups and how
such groups can be helped to access traditional health services
(Andrews et al, 2002). These groups may include clients having
health problems like mental health, substance abuse disorders,
sexual health, or maybe homeless individuals.
Provision of leadership on the basis of clinical, professional,
and systems standards.
8. In practice, this characteristic is helpful in the enhancement of
the delivery of comprehensive health care for patients. It,
therefore, will enable a nurse practitioner and the inter-
professional team to identify opportunities for focusing the care
plan on the appropriateness of interventions in complex and
highly reimbursed scenarios of patients (Leininger et al, 2002).
As an agent of change, the NP is skilled in assessing and
reassessing complex patient scenarios that may require systemic
changes in the healthcare. Therefore, this appropriate place the
NP in position to assist clinicians and other providers in the
care team to master the new knowledge acquired out of clinical
experience and change behavior.
Collaboration among members of the multidisciplinary health
care team
The NP has to identify and ensure collaborative relationships
are built and maintained with physicians and other care teams in
the healthcare. The focus of the NP in this model characteristic
is on how to coordinate care services to promote the needed
interdisciplinary collaboration (Leininger, 2002) The
partnership should aim at ensuring the effective management of
the needs of individual patient. Therefore, when implementing
the care model, it will be the focus of collaborating members to
ensure that the needs of different patients, clinical staffs, and
the entire care organization are met to attain successful patient
outcomes.
In conclusion, the NP Model of Care has its focus on the overall
coordination of health care services targeting the interaction
between a nurse and patient as well as the collaboration with
other members of the healthcare teams in both acute and post-
acute care.
References
9. Aiken, L. H., & Smith, H. L. (1994). Lower Medicare mortality
among a set of hospitals known for good nursing care. Medical
Care, 771-787.
Andrews, M. M., & Boyle, J. S. (2002). Transcultural concepts
in nursing care. Journal of Transcultural Nursing Care, 13(3),
178-180.
Henderson, V. (1997). Basic principles of nursing care. Amer
Nurses Publishing.
Leininger, M. (2002). Culture care theory: A major contribution
to advance transcultural nursing knowledge and practices.
Journal of Transcultural Nursing, 13(3), 189-192.
Leininger, M. M. (2002). Transcultural nursing concepts,
theories, research and practice. Journal of Transcultural
Nursing.
1
4
Running Head: HUMAN CARING 1
HUMAN CARING 4
Hello, Cathy,
Thank you for sending your work to The Writing Center. I have
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Warmly, Tutor Terry Mc
11. The Theory of Human Caring
Cathy Wagner
Theoretical Foundation of Advanced Nursing Practice: 502-02
(October A Track)
Professor L. Alexander
November 18, 2017
The Theory of Human Caring
First Stage- Theorizing Comment by Terry McLean: Primary
heading
Before using headings and subheadings, make sure you actually
need them. While they are helpful in long papers, headings and
subheadings are rarely used in short papers. Unless you
professor or assignment requires them, it is best to avoid them.
If you are required to use headings and subheadings in APA
style, you will want to follow the directions in this tutorial:
https://kucampus.kaplan.edu/MyStudies/AcademicSupportCente
r/WritingCenter/WritingReferenceLibrary/ResearchCitationAnd
Plagiarism/HeadingsinAPAStyle.aspx
The theory of Human Caring was developed by Jean Watson as
an establishment of the importance of nursing as a profession
and the uniqueness which surrounds this field such as practice,
knowledge, and services to the sick population. The theory was
motivated by different backgrounds such as teaching the
profession of nursing, socio-psychological, and clinical factors,
and an extensive educational background in nursing (Owens,
12. 2013). The development of this theory has facilitated the
maintenance and observe practices that honor human caring and
knowledge in the process of managing different clinical
conditions. It has also facilitated the process of inner healing to
the patients which are contributed by the experience obtained
from the caring form of healing. This theory proposes that
nursing is a field that is mandated to provide mechanisms for
disease prevention, promoting better health, rejuvenating the
health of the community and caring for the sick people. The
need for an improved theory in the discipline nursing was
experienced because of coercion for the development of an
approach that was multifaceted towards the nursing profession.
This was aimed at increasing the scoped of view for the
intentions of people and the promotion of health and
environment especially in the light of conscious care for
patients (Watson, 2011). The need for the development of this
kind of a theory arose due to the improvement in the caring
form of healing with an aim deriving guidance from the
theoretical and practical application of the theory. Comment by
Terry McLean: Add citations for all outside information.
Stage Two-Syntax Development
The syntax development of a theory involves the definition of
the basic terminologies for future reference in the process of
modeling the theory. The theory of Human Caring is
characterized by a very common term, which is human caring.
According to this theory, the term describes the practice of
giving help that goes beyond medical healing to patients (Foss-
Durant, 2014). This process is very important in the nursing
discipline because it promotes the growth of the profession
since the environment does not accommodate the alienation of
people based on their characteristics but focuses on
improvement of the condition of people. The definition of this
term is not static due to time dynamics and over time, it has
been redefined to Caritas (Santos et al., 2014). The development
in the definition of this term has been motivated by
environmental factors which facilitate the specific human needs
13. that are necessary for the development and growth of an
individual and the whole family.
The emergence of new environments aims at identifying and
facilitating conducive platforms for observing and tapping
potential features of a patient from their ability to determine the
direction of their lives. The concept of caring is made up of four
features which form the basis of the nurse and patient in their
interactions (Watson, 2011). These concepts include nursing,
environment, health, and human being. The clinical Caritas is a
process which emphasizes, appreciate, and indicate a tender and
loving care to the patient. Therefore, the concepts are important
because they give answers concerning the level of care that is
given to a patient. This process facilitates transpersonal caring
that is deep as it develops the meaning of inner healing for the
nurses and other people in the community, especially the
patients, which is determined by the environment. Comment by
Terry McLean: Join together, do you need a citation?
Stage Three- Testing of the Theory
The process of testing this theory involves the establishment of
the level in which the theory answers questions which emanates
from the nursing profession (Current, 2012). One of the most
important concepts that are used to test the importance of this
theory is the effect of different postulations on the nurse and
the patient. A multi-disciplinary application of the concepts of
this model is an important factor to consider while testing this
theory. The process of executing the test is anchored on the
original theory and the various developments that have been
made in the improvement of the theory, which includes the
addition of important conceptual components (Owens, 2013).
These elements involve creational factors which have been
encountered in the evolution of this theory to the Clinical
Caritas Process and eventually the Caring Occasion. The
emergent notable components include personal and self-
conscious, promotions that are based on intentional care and the
interconnections in the nursing fraternity.
Stage Four- Theory Evaluation
14. The application of different concepts of this theory in
healthcare professionals involved the establishment of a system
that could demonstrate the satisfaction of patients. The
philosophical approach of the theory to evidence-based
principle is satisfied by the response in this theory, where the
core mandates of a nurse are defined as helping the
practitioners, students, and faculty members to establish an
interaction with patients which is healing in nature (Santos et
al., 2014). The evidence-based application is demonstrated in
the relationship that exists between the ontological development
in the human competencies in a caregiver and the transpersonal
caring that is projected in the theory. The theory also has
considerations that are founded on ethics as basic concepts of
the framework which aligns with the progress in the current-
evidence based practice in the field of nursing. Comment by
Terry McLean: As the last thing a reader reads, the conclusion
is also the first thing he or she remembers. For that reason
alone, it is a vital section of any composition. Writers
generally restate the thesis in fresh language and help the reader
understand the significance of the composition. What final
quotation and comment, or call to action, or summarizing
thought could you add to flesh out your conclusion and make it
original and meaningful? You might find this tutorial helpful:
https://kucampus.kaplan.edu/MyStudies/AcademicSupportCente
r/WritingCenter/WritingReferenceLibrary/TheWritingProcess/In
troductionsAndConclusions.aspx
References
Current (2012) Nursing Theories. A Companion to Nursing
Theories and Models. Retrieved on 20/11/2017 from
http://currentnursing.com/nursing_theory/watson.html
Comment by Terry McLean: I am not sure this is correct.
Jean Watson’s Philosophy of Nursing. (2012) Nursing Theories.
15. Retrieved from
Foss-Durant. A.M (2014) Science of Human Caring. Global
Health Advances in Health and Medicine. NCBI
Owens, M. M. (2013). The Effects of Watson's Theory of Caring
and the Nurse Utilization of Caring Attributes. Comment by
Terry McLean: Is this a book? It may need more.
Santos, M. R. D., Bousso, R. S., Vendramim, P., Baliza, M. F.,
Misko, M. D., & Silva, L. (2014). The practice of nurses caring
for families of pediatric inpatients in light of Jean Watson.
Revista da Escola de Enfermagem da USP, 48(SPE), 80-86.
Comment by Terry McLean: Reference pages follow
certain conventions. In APA document style, for example, these
conventions include alphabetical order of entries by authors’
last names (or titles if there are no authors), centered title in
black Normal Style Times New Roman font, hanging indents to
show separate entries, and double-spacing without extra lines
between citations. Because different professors and courses
require different styles, make sure you follow the directions of
the format you must use. Please see the tutorials on the
Feedback Form for more information about formatting. You
might find the “APA Reference Page” video tutorial especially
helpful:
https://kucampus.kaplan.edu/MyStudies/AcademicSupportCente
r/WritingCenter/WritingReferenceLibrary/ResearchCitationAnd
Plagiarism/Index.aspx
Watson, J. (2011). Human caring science. Jones & Bartlett
Publishers.
