Students are asked to research and articulate the impact of AI eithe.docx
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Students are asked to research and articulate the impact of AI either on a company in the finance industry. When writing your paper, pls use a "business report" style: about two to three pages long, with facts and figures, citing three to five sources, which can include general media and business media. Rubrics: Clearly presents a main idea appropriate to the topic/assignment and supports it throughout the paper. Exceptionally well presented and argued. Ideas are detailed, well developed, and supported with specific evidence and facts, as well as examples and specific details .
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Students Name Asaad HalawnaiCourse Title Intercultural Encount.docx
Students Name: Asaad Halawnai
Course Title: Intercultural Encounters
Professors Name: Stefania Benini
Date: Spring 2019
Short paper #2
La Haine is a 1995 drama film that directed by Mathieu Kassovitz. The events of the movie took place in France, and it was mainly focused on three friends from different ethnic backgrounds who were trying to face the struggles that faced them in their lives in a city called banlieues in France. (Kassovitz). The three young men were first Vinze a young Jewish who wanted to revenge from the police, and he was always trying to show the aggressive face, and he wished to kill the police, but he could not kill any policeman because he was kind and could not do it. Instead by the end of the movie, he got shot that killed him by police. The second character was Hubert an afro France who was a boxer, and he was selling drugs as well to get the money so he can help his family. Also, he hated the police like Vinze, but the difference between them was that Hubert was able to kill a police officer while Vinze was not. The last character was Said an Arab Maghrib, and he was loving his friends and liked to hang out with them. Also, he was in between the two in which when Vinz and Hubert dispute with each other, he was the one who tried to get them together again. So, the three young men were treated differently from the public, police, and other people as well and that because they had different ethnicity and roots. For example, the police violence against the people who had a different ethnic background, in which the entire movie the police was chasing the three young men especially Hubert and Said because Hubert was black, and Said Muslim. That means the France government or society encouraged the idea of racism and hatred to other ethnic groups, and that affected the people who diaspora from other countries to France with the hope that they would find a better life, but they surprised by the bad treatment from the police and society. Thus, that caused the people with a different ethnicity to face problems like fewer job opportunities which lead them to work as a drug dealer or other bad jobs to get some money to live like what happened with Hurburt. Another struggle that they would face because of the France system was an education in which they did not have the opportunity to get a proper education. Even if they got an education, they would not have the chance to have a proper job. So, the ethnic minority groups in France was facing many struggles from the government, and police that made their life harder and even impossible to live.
Works Cited
Dubreil, and Sebastien. “Rebels with a Cause: (Re)Defining Identities and Culture in Contemporary French Cinema.” L2 Journal, 14 Jan. 2011, https://escholarship.org/uc/item/86n1q1j2#author
Kassovitz, Mathieu, director. La Haine. Amazon, 1995, www.amazon.com/Haine-English-Subtitled-Vincent-Cassel/dp/B00A5IZABQ/ref=tmm_aiv_title_1?_encoding=UTF8&qid=&sr=.
Mur.
Students must identify one business networking events such as a semi.docx
Students must identify one business networking events such as a seminar speaker, workshop, competition or simple networking mixer. Student must attend event and make effort to connect with 2 business professionals within the local community and present. Student must collect this business card and write a 1 page summary about the event, their new business contact and what they learned from it.
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Students must be careful about what they post on social media..docx
Students must be careful about what they post on social media.(Topic)
Introduction
Attention Getter:
Motivation for Listening:
Establish Credibility:
Thesis Statement:
Preview of Speech
Transition to body of speech:
Body
Establish the Problem
Analysis and Research
2. Establish Secondary Problem
Analysis and Research
3. Establish Final Problem
Analysis and Research
Transition:
Establish Opposing Views (research that disagrees with you)
Build-up and Breakdown
Build-up and Breakdown
Build-up and Breakdown
Transition:
Call to Action
Visualization/
Solution
: How would your plan work?
Specific Plan of Action: What can your audience do? Give them a task!
Transition:
Conclusion
Summary of Main Points
Reiterate Call to Action: Remind us what we can do in the greater plan!
Throwback to Attention Getter
REQUIRED BIBLIOGRAPHY for 4-5 sources in APA format
.
Students must draw on all of the readings for the particular selec.docx
Students must draw on all of the readings for the particular selected unit in their reflections. For example, if students choose to do a reflection based on Unit 2, the paper must draw on the Dicken (2011) reading and the Knox et al. (2015) reading.
Although students are expected to demonstrate a clear understanding of the readings, reflection papers are not intended to simply summarize the readings. Rather, students should outline the main points of the readings and use this as the basis for a critical reflection.
Critical reflections should demonstrate depth in thinking about the material they are learning, and evaluate critically how theories and practices of geography can influence their own lived experiences and observations about the world.
Students are encouraged to draw on other sources in addition to course materials, including the weekly discussion postings from previous Units if applicable.
All sources, including the course readings, lecture notes, and discussion postings must be properly cited using APA.
Reflection papers are to be written according to academic scholarship standards (1,000 +/- 100 words excluding title page and references).
Unit reference notes below
https://issuu.com/wiley_publishing/docs/fouberg_hg11e_c05identityraceethnic
Pg 117-142
Unit 5 Notes: Geographies of Culture and Identity
The reading this week comes from chapter 5 in the textbook, Human geography: People, place, and culture, by Fouberg, Murphy, and De Blij (2015). This chapter begins by examining the intersections of culture and identity, and in particular the gendered division of labour in different societies. Gender is an important identity category that human geographers seek to understand, especially how it relates to power and intersections with other identity categories, such as ethnicity, race, class, and sex. Human geographers are especially concerned with investigating how identity categories are propped up by unquestioned assumptions and stereotypes. Different societies often impose well-defined identity categories that conceptualize people not as individuals, but as members of a category assumed to behave and act in certain ways.
Geographers understand identity in two ways: as a way that individuals define themselves, and as a way individuals are defined by others. Both often rely on processes of inclusion and exclusion, where identity relies on what political and gender theorist Judith Butler (1993) refers to as a 'constitutive outside': defining a particular subject according to what it is not, or according to what it excludes. Place and connections to place can also deeply influence the construction of identity, most obviously at the national scale (think of images often associated with being “Canadian”), but also at more local scales. Race continues to define an identity category, even though a scientific consensus has emerged that physical differences in human appearances do not constitute significant differences in the hu.
Students must identify one business networking events such as a .docx
Students must identify one business networking events such as a seminar speaker, workshop, competition or simple networking mixer. Student must attend event and make effort to connect with 2 business professionals within the local community and present. Student must collect this business card and write a 1 page summary about the event, their new business contact and what they learned from it.
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Students maintained and submitted weekly reflective narratives throu.docx
Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.
The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:
New practice approaches
Interprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Practices of culturally sensitive care
Ensuring the integrity of human dignity in the care of all patients
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
Health disparities
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
2.3:
Understand and value the processes of critical thinking, ethical reasoning, and decision making.
4.1:
Utilize patient care technology and information management systems.
4.3:
Promote interprofessional collaborative communication with health care teams to provide safe and effective care.
5.3:
Provide culturally sensitive care.
5.4:
Preserve the integrity and human dignity in the care of all patients.
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Students learning self-regulation strategies may not always reco.docx
Students learning self-regulation strategies may not always recognize how those skills can be developed across content areas. Teachers can assist these students by providing them guidance on how to expand their skills. It is also helpful when teachers establish common processes that provide students with the feedback they need to assess their personal efforts and outcomes.
For this assignment, take on the role of an elementary level teacher at a K-5 school. Your principal has noticed how well you communicate learning objectives, guide students to set individual goals, and guide students to self-regulate and track their progress across multiple content areas. Because of your successes using these best practices, your principal has asked you to present best practices to fellow teachers across all content areas in an upcoming professional development.
Part 1: Best Practices Presentation
Create a 10-12 slide digital presentation to present to your teacher colleagues describing evidence-based instructional practices related to the self-regulation cycle, including goal setting, communicating learning objectives, monitoring student progress, providing effective feedback, and promoting self-regulation across multiple content areas.
The presentation should include the following components:
How to communicate the unit or lesson learning objectives to students, and how they will be measured on their performance of those objectives
How to encourage students’ motivation and engagement through the use of technology and other strategies, creating opportunities for students' active participation in learning, self-motivation, and positive social interaction
How to continuously monitor student progress to provide effective, descriptive feedback across multiple content areas
How to work with students to collaboratively establish learning goals, identify quality work, and analyze their assessment results across multiple content areas
Title slide, reference slide, and presenter’s notes.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
Part 2: Reflection
In 250-500 words, summarize and examine the process of implementing best practices in encouraging self-regulation, setting goals, communicating objectives, monitoring progress, and providing effective feedback.
Consider the following questions:
How can you use students’ performance data to guide and engage students in thinking and learning?
How does the assessment data inform future instructional planning based on identified learning gaps and patterns?
How does planning for students to engage in the self-regulation cycle influence students’ confidence in learning independently and taking ownership of their academic progress?
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Students learn in a variety of ways. It is important for teachers to.docx
Students learn in a variety of ways. It is important for teachers to be aware of the various learning theories and models mentioned in the text and topic materials related to the history of how students learn. This knowledge will provide a foundation in order to create learning experiences that promote student development and acquisition of knowledge.
For this assignment, utilizing the topic materials and and your own research to create a brochure to be used as a resource for beginning teachers, describing how learning occurs and the different ways that students learn.
Your brochure should include:
Detailed descriptions of how students learn, including principles related to development and acquisition of knowledge.
Strategies to teach collaboration in the classroom environment.
Strategies for encouraging students to monitor their work and engage in self-reflection.
A description of the type of teaching you prefer to demonstrate in the classroom environment.
How your teaching practices will support the learning preferences of students based on researched learning theories.
The importance for a teacher to assist diverse students’ learning.
Support your brochure with a minimum of 2-3 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.
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Recommended
Students Name Asaad HalawnaiCourse Title Intercultural Encount.docx
Students Name: Asaad Halawnai
Course Title: Intercultural Encounters
Professors Name: Stefania Benini
Date: Spring 2019
Short paper #2
La Haine is a 1995 drama film that directed by Mathieu Kassovitz. The events of the movie took place in France, and it was mainly focused on three friends from different ethnic backgrounds who were trying to face the struggles that faced them in their lives in a city called banlieues in France. (Kassovitz). The three young men were first Vinze a young Jewish who wanted to revenge from the police, and he was always trying to show the aggressive face, and he wished to kill the police, but he could not kill any policeman because he was kind and could not do it. Instead by the end of the movie, he got shot that killed him by police. The second character was Hubert an afro France who was a boxer, and he was selling drugs as well to get the money so he can help his family. Also, he hated the police like Vinze, but the difference between them was that Hubert was able to kill a police officer while Vinze was not. The last character was Said an Arab Maghrib, and he was loving his friends and liked to hang out with them. Also, he was in between the two in which when Vinz and Hubert dispute with each other, he was the one who tried to get them together again. So, the three young men were treated differently from the public, police, and other people as well and that because they had different ethnicity and roots. For example, the police violence against the people who had a different ethnic background, in which the entire movie the police was chasing the three young men especially Hubert and Said because Hubert was black, and Said Muslim. That means the France government or society encouraged the idea of racism and hatred to other ethnic groups, and that affected the people who diaspora from other countries to France with the hope that they would find a better life, but they surprised by the bad treatment from the police and society. Thus, that caused the people with a different ethnicity to face problems like fewer job opportunities which lead them to work as a drug dealer or other bad jobs to get some money to live like what happened with Hurburt. Another struggle that they would face because of the France system was an education in which they did not have the opportunity to get a proper education. Even if they got an education, they would not have the chance to have a proper job. So, the ethnic minority groups in France was facing many struggles from the government, and police that made their life harder and even impossible to live.
Works Cited
Dubreil, and Sebastien. “Rebels with a Cause: (Re)Defining Identities and Culture in Contemporary French Cinema.” L2 Journal, 14 Jan. 2011, https://escholarship.org/uc/item/86n1q1j2#author
Kassovitz, Mathieu, director. La Haine. Amazon, 1995, www.amazon.com/Haine-English-Subtitled-Vincent-Cassel/dp/B00A5IZABQ/ref=tmm_aiv_title_1?_encoding=UTF8&qid=&sr=.
Mur.
Students must identify one business networking events such as a semi.docx
Students must identify one business networking events such as a seminar speaker, workshop, competition or simple networking mixer. Student must attend event and make effort to connect with 2 business professionals within the local community and present. Student must collect this business card and write a 1 page summary about the event, their new business contact and what they learned from it.
.
Students must be careful about what they post on social media..docx
Students must be careful about what they post on social media.(Topic)
Introduction
Attention Getter:
Motivation for Listening:
Establish Credibility:
Thesis Statement:
Preview of Speech
Transition to body of speech:
Body
Establish the Problem
Analysis and Research
2. Establish Secondary Problem
Analysis and Research
3. Establish Final Problem
Analysis and Research
Transition:
Establish Opposing Views (research that disagrees with you)
Build-up and Breakdown
Build-up and Breakdown
Build-up and Breakdown
Transition:
Call to Action
Visualization/
Solution
: How would your plan work?
Specific Plan of Action: What can your audience do? Give them a task!
Transition:
Conclusion
Summary of Main Points
Reiterate Call to Action: Remind us what we can do in the greater plan!
Throwback to Attention Getter
REQUIRED BIBLIOGRAPHY for 4-5 sources in APA format
.
Students must draw on all of the readings for the particular selec.docx
Students must draw on all of the readings for the particular selected unit in their reflections. For example, if students choose to do a reflection based on Unit 2, the paper must draw on the Dicken (2011) reading and the Knox et al. (2015) reading.
Although students are expected to demonstrate a clear understanding of the readings, reflection papers are not intended to simply summarize the readings. Rather, students should outline the main points of the readings and use this as the basis for a critical reflection.
Critical reflections should demonstrate depth in thinking about the material they are learning, and evaluate critically how theories and practices of geography can influence their own lived experiences and observations about the world.
Students are encouraged to draw on other sources in addition to course materials, including the weekly discussion postings from previous Units if applicable.
All sources, including the course readings, lecture notes, and discussion postings must be properly cited using APA.
Reflection papers are to be written according to academic scholarship standards (1,000 +/- 100 words excluding title page and references).
Unit reference notes below
https://issuu.com/wiley_publishing/docs/fouberg_hg11e_c05identityraceethnic
Pg 117-142
Unit 5 Notes: Geographies of Culture and Identity
The reading this week comes from chapter 5 in the textbook, Human geography: People, place, and culture, by Fouberg, Murphy, and De Blij (2015). This chapter begins by examining the intersections of culture and identity, and in particular the gendered division of labour in different societies. Gender is an important identity category that human geographers seek to understand, especially how it relates to power and intersections with other identity categories, such as ethnicity, race, class, and sex. Human geographers are especially concerned with investigating how identity categories are propped up by unquestioned assumptions and stereotypes. Different societies often impose well-defined identity categories that conceptualize people not as individuals, but as members of a category assumed to behave and act in certain ways.
Geographers understand identity in two ways: as a way that individuals define themselves, and as a way individuals are defined by others. Both often rely on processes of inclusion and exclusion, where identity relies on what political and gender theorist Judith Butler (1993) refers to as a 'constitutive outside': defining a particular subject according to what it is not, or according to what it excludes. Place and connections to place can also deeply influence the construction of identity, most obviously at the national scale (think of images often associated with being “Canadian”), but also at more local scales. Race continues to define an identity category, even though a scientific consensus has emerged that physical differences in human appearances do not constitute significant differences in the hu.
Students must identify one business networking events such as a .docx
Students must identify one business networking events such as a seminar speaker, workshop, competition or simple networking mixer. Student must attend event and make effort to connect with 2 business professionals within the local community and present. Student must collect this business card and write a 1 page summary about the event, their new business contact and what they learned from it.
.
Students maintained and submitted weekly reflective narratives throu.docx
Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.
The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:
New practice approaches
Interprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Practices of culturally sensitive care
Ensuring the integrity of human dignity in the care of all patients
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
Health disparities
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
2.3:
Understand and value the processes of critical thinking, ethical reasoning, and decision making.
4.1:
Utilize patient care technology and information management systems.
4.3:
Promote interprofessional collaborative communication with health care teams to provide safe and effective care.
5.3:
Provide culturally sensitive care.
5.4:
Preserve the integrity and human dignity in the care of all patients.
.
Students learning self-regulation strategies may not always reco.docx
Students learning self-regulation strategies may not always recognize how those skills can be developed across content areas. Teachers can assist these students by providing them guidance on how to expand their skills. It is also helpful when teachers establish common processes that provide students with the feedback they need to assess their personal efforts and outcomes.
For this assignment, take on the role of an elementary level teacher at a K-5 school. Your principal has noticed how well you communicate learning objectives, guide students to set individual goals, and guide students to self-regulate and track their progress across multiple content areas. Because of your successes using these best practices, your principal has asked you to present best practices to fellow teachers across all content areas in an upcoming professional development.
Part 1: Best Practices Presentation
Create a 10-12 slide digital presentation to present to your teacher colleagues describing evidence-based instructional practices related to the self-regulation cycle, including goal setting, communicating learning objectives, monitoring student progress, providing effective feedback, and promoting self-regulation across multiple content areas.
The presentation should include the following components:
How to communicate the unit or lesson learning objectives to students, and how they will be measured on their performance of those objectives
How to encourage students’ motivation and engagement through the use of technology and other strategies, creating opportunities for students' active participation in learning, self-motivation, and positive social interaction
How to continuously monitor student progress to provide effective, descriptive feedback across multiple content areas
How to work with students to collaboratively establish learning goals, identify quality work, and analyze their assessment results across multiple content areas
Title slide, reference slide, and presenter’s notes.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
Part 2: Reflection
In 250-500 words, summarize and examine the process of implementing best practices in encouraging self-regulation, setting goals, communicating objectives, monitoring progress, and providing effective feedback.
Consider the following questions:
How can you use students’ performance data to guide and engage students in thinking and learning?
How does the assessment data inform future instructional planning based on identified learning gaps and patterns?
How does planning for students to engage in the self-regulation cycle influence students’ confidence in learning independently and taking ownership of their academic progress?
.
Students learn in a variety of ways. It is important for teachers to.docx
Students learn in a variety of ways. It is important for teachers to be aware of the various learning theories and models mentioned in the text and topic materials related to the history of how students learn. This knowledge will provide a foundation in order to create learning experiences that promote student development and acquisition of knowledge.
For this assignment, utilizing the topic materials and and your own research to create a brochure to be used as a resource for beginning teachers, describing how learning occurs and the different ways that students learn.
Your brochure should include:
Detailed descriptions of how students learn, including principles related to development and acquisition of knowledge.
Strategies to teach collaboration in the classroom environment.
Strategies for encouraging students to monitor their work and engage in self-reflection.
A description of the type of teaching you prefer to demonstrate in the classroom environment.
How your teaching practices will support the learning preferences of students based on researched learning theories.
The importance for a teacher to assist diverse students’ learning.
Support your brochure with a minimum of 2-3 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.
.
Students learn sociology by doing sociology, in addition to re.docx
Students learn sociology by "doing" sociology, in addition to reading and thinking about it. Chapter 3 describes the different methods of sociological research. Since we are in the era of COVID-19, we will be doing an individual interview with someone who is in your social circle - or someone with whom you can use technology to interview. Your interview will begin with demographic characteristics: how do they identify in terrms of race, gender, age, religion (and so forth). The next part of your interview will focus on their perspectives of recent changes and challenges in our society. Be careful to be objective and ethical.
Your discussion will first discuss interviews as part of a broader array of social research methods. You will then describe your interviewee's perspective. Last, you will discuss how you felt about the process and what you learned.
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Students draft a formal case report exploring a real-world issue per.docx
Students draft a formal case report exploring a real-world issue pertaining to psychological impacts the media plays based on Weeks 7-13 webinar lecture subjects:
- video games
The phenomenon of competition and addiction
brain imaging technology
- media portrayal of social topic
Demonstratio, protests
Social movement, politics
Gender an race
crime and violence
Bullying, body issues
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Students learn in a variety of ways. It is important for teacher.docx
Students learn in a variety of ways. It is important for teachers to be aware of the various learning theories and models mentioned in the text and topic materials related to the history of how students learn. This knowledge will provide a foundation in order to create learning experiences that promote student development and acquisition of knowledge.
For this assignment, utilizing the topic materials and and your own research to create a brochure to be used as a resource for beginning teachers, describing how learning occurs and the different ways that students learn.
Your brochure should include:
Detailed descriptions of how students learn, including principles related to development and acquisition of knowledge.
Strategies to teach collaboration in the classroom environment.
Strategies for encouraging students to monitor their work and engage in self-reflection.
A description of the type of teaching you prefer to demonstrate in the classroom environment.
How your teaching practices will support the learning preferences of students based on researched learning theories.
The importance for a teacher to assist diverse students’ learning.
At least 3 scholarly resources
.
STUDENTS JOURNAL ENTRY As I progressed in this class I tried a.docx
STUDENT'S JOURNAL ENTRY
As I progressed in this class I tried applying what I was learning to the world around me and open my eyes to things I do not see or take for granted. I never really considered myself part of the dominant group as I felt separate from it growing up homeschooled in a Romanian immigrant community. Looking back in retrospection I now that I have benefited from being white in ways I never even realized. By learning how others have struggled to gain access to treatment I never had to think twice about was eye opening.
I look white and have no accent, therefore there is nothing to set me apart from the dominant white culture around me. I never realized I was no different from them in their perspective but also from the perspective of other immigrants and minorities. I can relate to the struggle to fit in and find a place in society because in my childhood we were different. We had an accent, dressed differently, and were poor. However, I could not relate to how difficult it is for others to assimilate because as we lost our accents and entered the middle class the dominant group practically invited us in with open arms.
I have opened my eyes to things I’ve never seen and see how much further we have to go to create a truly open and fair society. There is so much injustice around us that I have never seen before and I feel ashamed for my lack of empathy for those around me.
Just to illustrate how blind I was to racism I have a little story. I have a Hispanic girlfriend, she is a Mexican immigrant in fact. Before taking this class she would occasionally express frustration with how she and her family were treated by hospital and school officials in her neighborhood. At the time I processed this as just people having a misunderstanding and that my girlfriend was probably overreacting. However as I started learning what racism in America really looks like, and that its not just hillbillies in pointy hats I began to notice things I never thought about.
I could see how my girlfriend would sometimes get different service in a negative way that was racially motivated. I finally understood why she wanted me to go with her to certain places like the DMV or car dealerships. She has been talked down to by others because see is a Mexican immigrant. As my eyes opened to her plight I saw how different her immigration story was to mine. I asked her about the time she spent in Texas where she said her family was the most mistreated by whites. I understood why she had angst towards the idea of visiting my family in Tennessee because she is somewhat traumatized by her childhood experience of crossing into a new land and being mistreated and seen as a second class person because she was different.
In hindsight I even noticed while taking this class that my treatment has changed because of her. Looking back at dates I have had in previous relationships I would occasio.
Students at Northwood Middle School are given one class from List A .docx
Students at Northwood Middle School are given one class from List A and one class from List B every 12 weeks.
List A: Visual Arts, Music Education, and Physical Education
List B: World Languages, Technology Education, and Health Education
1) Create a tree diagram to represent the possible combinations of classes for the first 12 weeks.
2) Pick your favorite class from List A and your favorite class from List B. Using your tree diagram, what is the probability that you would get both of your favorite classes in the first 12 weeks if you were randomly assigned one class from each list?
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Students are typically consumers in the school community. To what ex.docx
Students are typically consumers in the school community. To what extent, if at all, is it reasonable to expect students to go beyond being consumers to being contributors to and collaborators in the school community? How does knowledge of the groups with which some students identify shape or bias your view? Support your position.
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Students are to watch Liberty The American Revolution part 6 answer.docx
Students are to watch Liberty: The American Revolution part 6 answer the following prompt. In your own words, state the true meaning of the American Revolution and its contribution to our understanding of what it means to be American, past, present, and future. Be warned ..... this is not a FLUFF question. Put significant effort into this prompt. Demonstrate critical thinking and writing in the highest order. ( 1 and half page) ( Also you need to watch the video first)
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Students are to write a four to five paper based on a current events.docx
Students are to write a four to five paper based on a current events article, applying theory to a specific subject/issue/event in today's society. Students will use this article as "data' on which they will seek to explain this current event through theory we have discussed this year in class (going from Tocqueville to Dubois). The article must be attached to the paper!
The paper should include:
1) An intro, one or two paragraphs explaining the topic the student is writing on, the source of this information, and the theory they will be using
2) A summary and description of the article and the social issue it reports on (1-2 pages).
3) A discussion of how your theory explains this issue.(1-2 pages)
4) A conclusion, summing up your argument; why is the theory you chose important in dealing with this issue (1-2 paragraphs).
5) References. Must include at least a reference from the writings of the theorist (on Blackboard) and a secondary reference relating to this theorist and theory (for instance, a reference to an article by sociologist Robert Merton on Weber's Protestant Ethic thesis)
Example's of Theorist: Marx, Max Weber, Du bois, Tocqueville.
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Students are to write a two-page narrative that summarizes the argum.docx
Students are to write a two-page narrative that summarizes the arguments both
in favor of
and
those opposed to
the granting of public funds for the support of non-public schools. Please make sure you discuss education vouchers, tax credits, and charter schools. Please use at least 3 citations from outside sources.
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Students are to complete this assignment based on the movie Losing .docx
Students are to complete this assignment based on the movie: Losing Isaiah (1995). This assignment will focus on the components of the Helping Process, which covers Engagement through Termination.
Watch Losing Isaiah (1995) and pay attention to details
Paper
· 7 pages (not including cover page and references)
· Use headings
· APA Format
· This paper is supposed to be in the format as you (me) being the social worker and the character, Khailia Richards, being the client.
Directions:
1. Introduce the individual (Khaila Richards)
2. Discuss each of the following practice areas as you experience using these techniques/skills at the micro-level.
a.
Exploring and Engaging
- relationship building skills, interviewing skills, communication with empathy/authenticity, basic interviewing skills, clarifying roles and responsibilities. (Discuss engagement at the generalist level)
b.
Exploring, Assessing, and Planning
- Develop goals
c.
Exploring and understanding the situation and clients’ strengths, interpersonal and environmental factors, and any other important factors
.
d.
Assessing and Intervening
– Identify any theory and conceptual frameworks that are relevant to the case.
e.
Planning and implementing
– Incorporating theories, contracting/treatment planning, connecting needs to resources, creating goals, and evaluating goals.
f.
Terminating
-Resolution of problems, reviewing treatment goals and successes, securing additional resources.
3. End by providing comments on what this process meant for your learning experience.
4. Identify 8 community resources in Chicago that relate to the problem(s) in the case and submit them in writing.
Links that could possibly help!
https://thehelpingprocess.weebly.com/
https://www.chegg.com/flashcards/chapter-1-introduction-to-social-work-and-the-helping-process-0d7dd03a-4a57-43ba-b9b0-984c74b5e175/deck
.
Students are to have a titlecover page and bibliography page as wel.docx
Students are to have a title/cover page and bibliography page as well as resources should be included.
Discuss 2pages in 12pt font. The advantages and disadvantages of working for someone else versus being self-employed. What characteristics make up an entrepreneur. Discuss social "dot.com" entrepreneurships and how it is changing the global economic landscape.
.
Students are to observe two or more adults unknown to the observ.docx
Students are to observe two or more adults unknown to the observer. The student must not be able to hear the subjects being observed and those being observed must not be wearing a uniform of any kind as this would provide information about their occupation to the observer. Students must describe the environment and the people being observed, i.e., age, gender, dress, etc. Discuss the nonverbal communication, i.e. eye contact, body position and any other nonverbal behavior. Provide your interpretation of the relationship between those being observed. Be very discrete and do not have a conversation with those being observed.
.
Students are required to maintain weekly reflective narratives throu.docx
Students are required to maintain weekly reflective narratives throughout the course to combine into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
In your journal, you will reflect on the personal knowledge and skills gained throughout this course. The journal should address a variable combination of the following, depending on your specific practice immersion clinical experiences:
You must place them in one document, but you can break it up in weeks.
New practice approaches
Intraprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
Health disparities
Students will outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how the student met the competencies aligned to this course.
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric.
You are required to submit this assignment to LopesWrite.
Rubric
New practice approaches are present, complete, and incorporates additional relevant details and critical thinking to engage the reader. 10%
Intraprofessional collaboration information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. 10%
Health care delivery and clinical systems information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. 10%
Ethical considerations in health care information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. 10%
Population health concerns information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. 10%
Information on the role of technology in improving health care outcomes is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. 10%
Health policy information content is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. 10%
Information on leadership and economic models is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. 10%
Information on health disparities is present, complete, and incorporates additional relevant details and critical thinking to engage the r.
Students are required to complete a policy analysis. Students will e.docx
Students are required to complete a policy analysis. Students will engage in critically analyzing a policy in understanding their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels, and ways they will actively engage in policy to effect change within practice settings. Students are required to:
Select and study a specific social policy on the local, state, or federal level that promotes social, economic, environmental justice, peace, or equity.
Research the existing literature on the issues of your selected policy. Discuss if the policy was developed by legislators, congressional persons, or interested parties who had a mutually agreed-on focus for its development with desired outcomes. Discuss advocacy skills that were evident in the literature that was used to advocate for human rights and social and economic, and environmental justice.
Critically analyze the policy using cognitive and affective processes (e.g., thinking, reasoning, emotions, feelings, etc.)
Write a
3-4 page
critical analysis paper of the policy. In two paragraphs, briefly describe the policy content, level of government (local, state, federal) and main issue(s) and goals. Discuss and critically analyze the arguments for and against the issue (s), underlying values, beliefs, and assumptions reflected in the policy, how would you modify the policy to be more effectively meet its goals, and what makes the issue(s) political. Also discuss strategies within the policy to promote human and civil rights. Briefly discuss implications of the policy and ways social workers will use the policy to engage in practices to advocate and advance social, economic, and environmental justice.
Listed are some (you may access others) Web Sites for background reading and research for policy analysis paper:
National Poverty Center ……………….
http://www.npc.umich.edu
Michigan Program on Poverty and Social Welfare Policy ….http://www.fordschool.umich.edu/research/poverty/index.phpMDRC…………………http://www.mdrc.orgUrban Institute…………http://www.urban.orgAdministration for Children and Families………http://www.acf.dhhs.govAsst. Secy. Of HHS for Planning and Evaluation ………http://www.aspe.os.dhhs.govBrookings Institution………………………………http://ww.brookings.eduCensus Bureau……………………………………..http://www.census.govCenter for Law and Social Policy………………….http://www.clasp.orgFragile Families and Child Well-Being……………http://www.fragilefamilies.princeton.edu/Heritage Foundation………………………………..http://www.heritage.org
.
Students are required to write a term paper. Students must follo.docx
Students are required to write a term paper. Students must follow, to the letter, the term paper requirements as outlined below. The term paper must be transmitted to the instructor as a “word” attachment via email. The minimum requirements for the term paper and the due dates are provided in the syllabus.
Term Paper Requirements
:
The Term Paper is worth 25% of your grade. Your term paper topic is
“Mass Incarceration”
Assume the following:
1) you have been hired as a criminal justice expert by the Justice Department; 2) The Justice department would like you to research and report on the Causes of Mass Incarceration 3) Discuss the impact of Mass incarceration on the criminal justice system 4) Discuss the impact of Mass incarceration on minorities and marginal offenders 5) Explain whether mass incarceration can be avoided 6
) You have until May 5, 2021 to submit your report to this authority. Please keep in mind that your report for must demonstrate your knowledge and understanding of the issues, and your familiarity with various viewpoints criminological literature and crime statistics. You may NOT write a term paper about any other topic. THIS IS A DIFFICULT ASSIGNMENT. BEGIN YOUR WORK NOW!!!
This assignment is designed to teach students how to think and write like professionals.
The Term Paper a/k/a "report" must meet the following MINIMUM REQUIREMENTS:
1. The term paper must be at least 12 pages in length. The term paper length does not include the title page, table of contents page, or reference page.
2. The term paper must have a title page The title page must have the title of the term paper, the student's name, the student's address, and the name of the course.
3. The term paper must have a table of contents. The table of contents must indicate the pages on which each portion or section of the paper begins. This will look like the table of contents of a book.
4. The term paper
MAY
have a "statement of the problem." The statement of the problem identifies the topic discussed and the issues pertaining thereto. For purposes of this term paper, it is a one or two paragraph long discussion of the topic and identification of major issues relating to the topic.
5. The "statement of the problem" section of the term paper might identify many issues relating to the topic. However, after the "statement of the problem" section, discuss only one or two of the major issues you identified.
6. The term paper
MAY
have a recommendation section. It should briefly summarize the issues raised in the term paper, discuss your recommendations, and note how your recommendations are or are not supported by the facts and expert opinion to which you refer in your paper.
7. There must be a reference section of the term paper, using the APA citation format. If you do not know what the APA citation format is, then look at your textbooks and see how these authors cite the works on which they relied to write their documents. If you still a.
Students are required to write a final research paper (2000words.docx
Students are required to write a final research paper (2000words) that presents either 1) a comparative analysis between Korean popular film and/or TV dramas and other local culture, or 2) a more focused research about one area of Korean contemporary culture (e.g., korean film and/or korean TV drama).
.
Student will write a report (APA format) describing a research study.docx
Student will write a report (APA format) describing a research study in their area of study. This report will include the introduction, participants/sampling method, procedures, data analysis, and results/conclusions.
IMPORTANT NOTE: Please see the attached documents for project details and expectations, Please also see Final Project Rubric in the attachmed files. PLEASE READ THE 2 ATTACHMENTS. Thank you.
.
student select one interest group from the following groups provide.docx
student select one interest group from the following groups provided
National Nurses United,
what is their legislative agenda; how is the agenda developed; how is it communicated to members; how is their agenda pushed and promoted (i.e., mechanisms used to engage/attract and influence policy makers);
In addition to investigating the interest group’s website and reviewing position statements and testimony, students should consult media reports to obtain more information on the group’s current lobbying efforts.
.
STUDENTCLINICAL REPLACEMENT PACKET Student Resourc.docx
STUDENT
CLINICAL
REPLACEMENT
PACKET
Student Resources
2
vSim CLINICAL REPLACEMENT PACKET for STUDENTS
STUDENT INSTRUCTIONS FOR VIRTUAL CLINICAL REPLACEMENT
This activity packet is intended to be used with your assigned virtual patient found in vSim. The Six Step
learn flow in vSim is to be followed as instructed below. Once you have completed the Six Steps,
in additon to this Clinical Replacement Activity Packet, submit for grading as instructed in your syllabus.
LEARN FLOW - STEP ONE
Finish the Suggested Readings, then complete the following four activities:
o Clinical Worksheet
o Plan of Care Concept Map
o Pharm4Fun Worksheet (one per medication)
o ISBAR Worksheet
EST. TIME: 4 - 6 HOURS
LEARN FLOW - STEP TWO
Take the Pre-Simulation Quiz
o Student may take several times using the answer key to provide immediate
remediation prior to the virtual simulation. Quiz is recorded as complete.
LEARN FLOW - STEP THREE
Launch the virtual simulation
o Suggest student complete the vSim Tutorial prior to launching Step Three.
o Each clinical experience in the simulation lasts a maximum of 30 minutes.
o Student is to complete the simulation as many times as it takes to meet an 80% benchmark.
LEARN FLOW - STEP FOUR
Complete the Post-Quiz
o The answer key is not visible to the student until after they have submitted the quiz.
o The quiz grade is recorded as a percentage
LEARN FLOW - STEP FIVE
Document
o The student documents the clinical events that occurred during the simulation
using the information contained in step five.
o If using DocuCare, the instructor assigns the same vSim patient which can be
found in DocuCare cases.
LEARN FLOW - STEP SIX
Reflection Questions
o Students are to complete the reflection questions and submit to instructor post
clinical replacement (see syllabus for details).
o The quiz grade is recorded as a percentage
2
1
3
4
5
6
STUDENT LEARNING OUTCOMES
ASSIGNMENT
This ac�vity creates an opportunity for you to organize the nursing care required for the pa�ent care
presented in your assigned vSim.
At the end of this ac�vity, student will be able to:
1. Describe pathological events associated with the pa�ent’s disease process or condi�on.
2. Create a plan of care and priori�zed nursing interven�ons based on pa�ent care needs.
3. Iden�fy an�cipated diagnos�c and physical assessment findings related to the iden�fied
condition or disease process.
1. Log into thePoint and launch the assigned vSim, following all instruc�ons posted on your learning
management system (LMS).
2. Review the informa�on contained in the pa�ent informa�on.
3. Review the smart sense links associated with Nursing Care, Diagnos�cs, and Pharmacology found in the
suggested reading area.
4. Create the following “concept map”. List the pathophysiology associated with the pa�ent’s disease
process or condi�on, the an�cipated physical assessment findings, vital signs, diagnos�cs, specific
nursing int.
Student will develop a Legislative Matrix based upon the specific le.docx
Student will develop a Legislative Matrix based upon the specific legislators in a residential/geographical legislative district. State and Federal legislators will be identified: State Representatives, Senators, Congressman and Governor. Each legislator’s assigned committees and any active legislation bills and/or past legislative initiatives will be identified. This information will be used to assist in the development of the Legislative Communication assignment. See Rubric
.
The Roman Empire A Historical Colossus.pdf
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Sectors of the Indian Economy - Class 10 Study Notes pdf
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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Watch Losing Isaiah (1995) and pay attention to details
Paper
· 7 pages (not including cover page and references)
· Use headings
· APA Format
· This paper is supposed to be in the format as you (me) being the social worker and the character, Khailia Richards, being the client.
Directions:
1. Introduce the individual (Khaila Richards)
2. Discuss each of the following practice areas as you experience using these techniques/skills at the micro-level.
a.
Exploring and Engaging
- relationship building skills, interviewing skills, communication with empathy/authenticity, basic interviewing skills, clarifying roles and responsibilities. (Discuss engagement at the generalist level)
b.
Exploring, Assessing, and Planning
- Develop goals
c.
Exploring and understanding the situation and clients’ strengths, interpersonal and environmental factors, and any other important factors
.
d.
Assessing and Intervening
– Identify any theory and conceptual frameworks that are relevant to the case.
e.
Planning and implementing
– Incorporating theories, contracting/treatment planning, connecting needs to resources, creating goals, and evaluating goals.
f.
Terminating
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3. End by providing comments on what this process meant for your learning experience.
4. Identify 8 community resources in Chicago that relate to the problem(s) in the case and submit them in writing.
Links that could possibly help!
https://thehelpingprocess.weebly.com/
https://www.chegg.com/flashcards/chapter-1-introduction-to-social-work-and-the-helping-process-0d7dd03a-4a57-43ba-b9b0-984c74b5e175/deck
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Students are to have a title/cover page and bibliography page as well as resources should be included.
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Students are required to maintain weekly reflective narratives throughout the course to combine into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
In your journal, you will reflect on the personal knowledge and skills gained throughout this course. The journal should address a variable combination of the following, depending on your specific practice immersion clinical experiences:
You must place them in one document, but you can break it up in weeks.
New practice approaches
Intraprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
Health disparities
Students will outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how the student met the competencies aligned to this course.
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric.
You are required to submit this assignment to LopesWrite.
Rubric
New practice approaches are present, complete, and incorporates additional relevant details and critical thinking to engage the reader. 10%
Intraprofessional collaboration information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. 10%
Health care delivery and clinical systems information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. 10%
Ethical considerations in health care information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. 10%
Population health concerns information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. 10%
Information on the role of technology in improving health care outcomes is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. 10%
Health policy information content is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. 10%
Information on leadership and economic models is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. 10%
Information on health disparities is present, complete, and incorporates additional relevant details and critical thinking to engage the r.
Students are required to complete a policy analysis. Students will e.docx
Students are required to complete a policy analysis. Students will engage in critically analyzing a policy in understanding their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels, and ways they will actively engage in policy to effect change within practice settings. Students are required to:
Select and study a specific social policy on the local, state, or federal level that promotes social, economic, environmental justice, peace, or equity.
Research the existing literature on the issues of your selected policy. Discuss if the policy was developed by legislators, congressional persons, or interested parties who had a mutually agreed-on focus for its development with desired outcomes. Discuss advocacy skills that were evident in the literature that was used to advocate for human rights and social and economic, and environmental justice.
Critically analyze the policy using cognitive and affective processes (e.g., thinking, reasoning, emotions, feelings, etc.)
Write a
3-4 page
critical analysis paper of the policy. In two paragraphs, briefly describe the policy content, level of government (local, state, federal) and main issue(s) and goals. Discuss and critically analyze the arguments for and against the issue (s), underlying values, beliefs, and assumptions reflected in the policy, how would you modify the policy to be more effectively meet its goals, and what makes the issue(s) political. Also discuss strategies within the policy to promote human and civil rights. Briefly discuss implications of the policy and ways social workers will use the policy to engage in practices to advocate and advance social, economic, and environmental justice.
Listed are some (you may access others) Web Sites for background reading and research for policy analysis paper:
National Poverty Center ……………….
http://www.npc.umich.edu
Michigan Program on Poverty and Social Welfare Policy ….http://www.fordschool.umich.edu/research/poverty/index.phpMDRC…………………http://www.mdrc.orgUrban Institute…………http://www.urban.orgAdministration for Children and Families………http://www.acf.dhhs.govAsst. Secy. Of HHS for Planning and Evaluation ………http://www.aspe.os.dhhs.govBrookings Institution………………………………http://ww.brookings.eduCensus Bureau……………………………………..http://www.census.govCenter for Law and Social Policy………………….http://www.clasp.orgFragile Families and Child Well-Being……………http://www.fragilefamilies.princeton.edu/Heritage Foundation………………………………..http://www.heritage.org
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Students are required to write a term paper. Students must follo.docx
Students are required to write a term paper. Students must follow, to the letter, the term paper requirements as outlined below. The term paper must be transmitted to the instructor as a “word” attachment via email. The minimum requirements for the term paper and the due dates are provided in the syllabus.
Term Paper Requirements
:
The Term Paper is worth 25% of your grade. Your term paper topic is
“Mass Incarceration”
Assume the following:
1) you have been hired as a criminal justice expert by the Justice Department; 2) The Justice department would like you to research and report on the Causes of Mass Incarceration 3) Discuss the impact of Mass incarceration on the criminal justice system 4) Discuss the impact of Mass incarceration on minorities and marginal offenders 5) Explain whether mass incarceration can be avoided 6
) You have until May 5, 2021 to submit your report to this authority. Please keep in mind that your report for must demonstrate your knowledge and understanding of the issues, and your familiarity with various viewpoints criminological literature and crime statistics. You may NOT write a term paper about any other topic. THIS IS A DIFFICULT ASSIGNMENT. BEGIN YOUR WORK NOW!!!
This assignment is designed to teach students how to think and write like professionals.
The Term Paper a/k/a "report" must meet the following MINIMUM REQUIREMENTS:
1. The term paper must be at least 12 pages in length. The term paper length does not include the title page, table of contents page, or reference page.
2. The term paper must have a title page The title page must have the title of the term paper, the student's name, the student's address, and the name of the course.
3. The term paper must have a table of contents. The table of contents must indicate the pages on which each portion or section of the paper begins. This will look like the table of contents of a book.
4. The term paper
MAY
have a "statement of the problem." The statement of the problem identifies the topic discussed and the issues pertaining thereto. For purposes of this term paper, it is a one or two paragraph long discussion of the topic and identification of major issues relating to the topic.
5. The "statement of the problem" section of the term paper might identify many issues relating to the topic. However, after the "statement of the problem" section, discuss only one or two of the major issues you identified.
6. The term paper
MAY
have a recommendation section. It should briefly summarize the issues raised in the term paper, discuss your recommendations, and note how your recommendations are or are not supported by the facts and expert opinion to which you refer in your paper.
7. There must be a reference section of the term paper, using the APA citation format. If you do not know what the APA citation format is, then look at your textbooks and see how these authors cite the works on which they relied to write their documents. If you still a.
Students are required to write a final research paper (2000words.docx
Students are required to write a final research paper (2000words) that presents either 1) a comparative analysis between Korean popular film and/or TV dramas and other local culture, or 2) a more focused research about one area of Korean contemporary culture (e.g., korean film and/or korean TV drama).
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Student will write a report (APA format) describing a research study.docx
Student will write a report (APA format) describing a research study in their area of study. This report will include the introduction, participants/sampling method, procedures, data analysis, and results/conclusions.
IMPORTANT NOTE: Please see the attached documents for project details and expectations, Please also see Final Project Rubric in the attachmed files. PLEASE READ THE 2 ATTACHMENTS. Thank you.
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student select one interest group from the following groups provide.docx
student select one interest group from the following groups provided
National Nurses United,
what is their legislative agenda; how is the agenda developed; how is it communicated to members; how is their agenda pushed and promoted (i.e., mechanisms used to engage/attract and influence policy makers);
In addition to investigating the interest group’s website and reviewing position statements and testimony, students should consult media reports to obtain more information on the group’s current lobbying efforts.
.
STUDENTCLINICAL REPLACEMENT PACKET Student Resourc.docx
STUDENT
CLINICAL
REPLACEMENT
PACKET
Student Resources
2
vSim CLINICAL REPLACEMENT PACKET for STUDENTS
STUDENT INSTRUCTIONS FOR VIRTUAL CLINICAL REPLACEMENT
This activity packet is intended to be used with your assigned virtual patient found in vSim. The Six Step
learn flow in vSim is to be followed as instructed below. Once you have completed the Six Steps,
in additon to this Clinical Replacement Activity Packet, submit for grading as instructed in your syllabus.
LEARN FLOW - STEP ONE
Finish the Suggested Readings, then complete the following four activities:
o Clinical Worksheet
o Plan of Care Concept Map
o Pharm4Fun Worksheet (one per medication)
o ISBAR Worksheet
EST. TIME: 4 - 6 HOURS
LEARN FLOW - STEP TWO
Take the Pre-Simulation Quiz
o Student may take several times using the answer key to provide immediate
remediation prior to the virtual simulation. Quiz is recorded as complete.
LEARN FLOW - STEP THREE
Launch the virtual simulation
o Suggest student complete the vSim Tutorial prior to launching Step Three.
o Each clinical experience in the simulation lasts a maximum of 30 minutes.
o Student is to complete the simulation as many times as it takes to meet an 80% benchmark.
LEARN FLOW - STEP FOUR
Complete the Post-Quiz
o The answer key is not visible to the student until after they have submitted the quiz.
o The quiz grade is recorded as a percentage
LEARN FLOW - STEP FIVE
Document
o The student documents the clinical events that occurred during the simulation
using the information contained in step five.
o If using DocuCare, the instructor assigns the same vSim patient which can be
found in DocuCare cases.
LEARN FLOW - STEP SIX
Reflection Questions
o Students are to complete the reflection questions and submit to instructor post
clinical replacement (see syllabus for details).
o The quiz grade is recorded as a percentage
2
1
3
4
5
6
STUDENT LEARNING OUTCOMES
ASSIGNMENT
This ac�vity creates an opportunity for you to organize the nursing care required for the pa�ent care
presented in your assigned vSim.
At the end of this ac�vity, student will be able to:
1. Describe pathological events associated with the pa�ent’s disease process or condi�on.
2. Create a plan of care and priori�zed nursing interven�ons based on pa�ent care needs.
3. Iden�fy an�cipated diagnos�c and physical assessment findings related to the iden�fied
condition or disease process.
1. Log into thePoint and launch the assigned vSim, following all instruc�ons posted on your learning
management system (LMS).
2. Review the informa�on contained in the pa�ent informa�on.
3. Review the smart sense links associated with Nursing Care, Diagnos�cs, and Pharmacology found in the
suggested reading area.
4. Create the following “concept map”. List the pathophysiology associated with the pa�ent’s disease
process or condi�on, the an�cipated physical assessment findings, vital signs, diagnos�cs, specific
nursing int.
Student will develop a Legislative Matrix based upon the specific le.docx
Student will develop a Legislative Matrix based upon the specific legislators in a residential/geographical legislative district. State and Federal legislators will be identified: State Representatives, Senators, Congressman and Governor. Each legislator’s assigned committees and any active legislation bills and/or past legislative initiatives will be identified. This information will be used to assist in the development of the Legislative Communication assignment. See Rubric
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