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Topic: Social Services Share what social services are available in your community and give examples of when it is important to involve social services in the management of your patients in the primary care setting? Please give examples of what you have done in your clinic setting involving social services. Support your discussion with evidence based practice and recommendations. ...

Topic: Social Services
Share what social services are available in your community and
give examples of when it is important to involve social services
in the management of your patients in the primary care setting?
Please give examples of what you have done in your clinic
setting involving social services. Support your discussion with
evidence based practice and recommendations.

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1) Backers of a balanced-budget amendment to the Constitution might consider the following strategy: A. seeking support for such an amendment through approval by at least 34 state conventions, as almost occurred in the 1980s. B. mounting a federal court case and seeking appeals to the Supreme Court. C. pursuing approval of an amendment in the House and Senate, to then be sent to state legislatures. D. collecting signatures to mount the proposal as a national referendum. 2) Which of the following presidents is credited with creation of the New Federalism? A. Bill Clinton B. George W. Bush C. Ronald Reagan D. Jimmy Carter 3) Which of the following issues were NOT a major concern of the Anti-Federalists concerning the Constitution? A. The new powers granted to the national government B. Ensuring that individual rights and liberties would be protected C. Preserving the powers of the states D. Ensuring that state criminal law would continue to be enforced by state courts 4) The primary motivation of the Framers, according to Charles Beard, was to: A. protect their property rights through creation of a strong national government. B. provide opportunities for political advancement for the Framers. C. strengthen states’ rights in order to allow more effective resolution of property disputes. D. create an egalitarian system of property distribution. 6) A shift toward cooperative federalism was evidenced by President Obama’s support of the stimulus bill that included temporary __________ funding for __________ functions such as education and public safety. A. federal; federal B. state; state C. state; federal D. federal; state 7) James Bryce believed that the Constitution was a fine example of: A. mass democracy at work. B. development of an oligarchical system of government. C. an incrementally improved system not far removed from the Magna Carta. D. a governing system that encouraged the proliferation of political parties. 9) Why was the division of power among the three branches of government an insufficient means to balance their powers? A. The legislature, as the only initiator of laws, could dominate the other two branches. B. Congress has more members than the other two branches. C. Supreme Court judges are impeachable. D. The president could become a dictator. 10) Which of the following is a true statement about the Federalists and Anti-Federalists? A. Both factions distrusted the power of state governments. B. Federalists were pessimistic about human nature, and Anti-Federalists were more optimistic about human nature. C. The Anti-Federalists preferred a nonelected judiciary and indirectly elected president. D. Both factions did not fear foreign threats. 11) President Bush and Governor Blanco struggled to agree about how to respond to Hurricane Katrina due to: A. political differences and perceptions of incompetence by both. B. President Bush never having been in a hurricane before. C. Governor Blanco being a woman. D. Mayor Nagin’s l.

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Travel Journal to Points of Interest from the Early Middle Ages, Romanesque, and Gothic Worlds Travel, whether it was to the Middle East to fight in the Crusades or on a pilgrimage to the Holy Land, was an activity that shaped the Middle Ages. For this assignment, put yourself in the place of a person living during Middle Ages who traveled throughout Europe. Select a total of six representative pieces of art or architecture that date from this period in history. You should have 2 examples from each of the time periods in the Middle Ages : two examples from the Early Middle ages, two that represent the Romanesque, and two that represent Gothic art. Each example should reflect the essential characteristics of its time period. Your objects need to date between 400 CE and 1300 CE—the time span that encompasses the Early Middle Ages, Romanesque, and Gothic periods. When you return from your travels, prepare a journal that includes the following information for each of your six representative works of art: A photograph of the object Identifying information: Name of the artist (if available) Title of the work Date of the work Medium/materials used to create the work Then, write a paragraph of 4-6 sentences that: Describes the visual characteristics that makes the object representative of its style Places the work within its social and historical context and explains why it is culturally significant Finally, in a well-developed paragraph of 6-8 sentences, summarize what you have learned from your travels, highlighting key similarities and distinctions between the six objects you selected for discussion. ...

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Triangle Shirtwaist Company Fire To understand why employment laws were developed, let’s look at a prominent, tragic incident in labor history. 1) Read/watch a description of the event. Here are some possible sources: Small, D. (Editor). (2011, March 20). Remembering the Triangle Shirtwaist fire [Television series episode]. In M. Teel (Producer), CBS News Sunday Morning. New York, NY: CBS Interactive Inc. (This runs about 7 minutes.) https://www.youtube.com/watch?v=4ulaG9x4GpE #### Writch, J. (Producer). (2011). Triangle fire [DVD]. (This was originally published by PBS, but it isn’t available on the website now. This 1-hour video is running at: https://www.dailymotion.com/video/x1itk1p_pbs-american-experience-2011-triangle-fire-720p-hdtv-x264-aac-mvgroup-org_shortfilms #### Industrial Relations School. (2017). Remembering the 1911 Triangle Factory Fire. Cornell University. (This has a set of materials about the event.) https://trianglefire.ilr.cornell.edu/ #### https://www.c-span.org has several programs about this event. Just type “Triangle Shirtwaist Fire” into the search box. #### You may be able to locate other sources if you have difficulty with the above links. 2) Analyze the material . Note the business reasons that led to the conditions. Note also the perceptions about employers and employees and the issues of equity, voice, and efficiency. When you have finished reviewing the material, in the Week 2 discussion forum , post one example of equity, voice, or efficiency illustrated in the event and discuss whether it is an issue today. ...

Triangle Shirtwaist Company FireTo understand why employment

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TRINITY WASHINGTON UNIVERSITYSchool of Professional StudiesINT

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Tuberculosis M. tuberculosis can be transmitted in virtually any setting. Clinicians should be aware that transmission has been documented in healthcare settings where healthcare workers and patients come in contact with persons with infection. • Describe the factors that determine the infectiousness of a tuberculosis (TB) patient; • Explain the main goals of a TB infection control program; • Discuss the three levels of an effective TB infection control program; • Explain the purpose and the characteristics of a TB airborne infection isolation room; and • Describe the circumstances when respirators and surgical masks should be used. 2 pages not including title and reference page ...

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Transnational education (TNE) has played a key role in internationalising higher education around the world. TNE can be defined as ‘higher education activities in which the learners are located in a host country different from the one where the awarding institution is based’ (Van der Wende, 2001, p. 440). In other words, TNE is where students study in their home country for a degree or other qualification from an institution abroad. According to Higher Education Statistics Agency (HESA, 2013a), there were 570,665 students studying UK HE-level qualifications abroad in 2011/2012. According to the Department for Business, Innovation and Skills (DBIS, 2013), approximately 75% of UK higher education institutions (HEIs) now engage in transnational education, in more than 200 countries. TNE is delivered in a number of different ways, which include distance learning (with or without face-to-face teaching support) and in-country delivery, such as branch campuses, twinning programmes, and franchising arrangement. Oxford Brookes University is the largest single UK institution operating in the TNE market, with over 250,000 students. However, this statistic mainly comprises students studying on the BSc in Applied Accounting, and has a very low completion rate of around 10%. The British Council have identified growth opportunities in TNE to 2020 (British Council, 2013). Currently, the countries offering a conducive climate for TNE are Hong Kong, Malaysia, Singapore and the United Arab Emirates (UAE). Other countries with future potential are Bahrain, Botswana, China, India, Mauritius, Oman, Qatar, Spain, South Korea, Thailand and Vietnam (DBIS, 2013). Since the United Arab Emirates became a country in 1971, the government has invested heavily in higher education: ‘Over the past five years many universities have opened their doors in the UAE, with some succeeding while others failing to deliver results either academically or economically’ (Mahani & Molki, 2011, p. 3). Successful institutions include the University of Wollongong (Australia), Heriot-Watt University (Scotland) and New York University, Abu Dhabi (USA), while the failures include George Mason University (USA), Michigan State University (USA) and the University of Pune (India). Answer the following key questions: What are the pros and cons of TNE? Why do you think established universities want to open up branch campuses in the UAE? What makes the UAE so attractive? What are the key factors in the success or failure of branch campuses in the UAE? Make a list. ...

Transnational education (TNE) has played a key role in international

Transnational education (TNE) has played a key role in international

Transnational education (TNE) has played a key role in international

Transitional Fossils Critics of evolution point to an absence of “missing links” or evidence for the evolutionary pathway. However, many transitional fossils do exist and serve to provide a basis for discussions on evolutionary theory. Pick a transitional fossil and describe what information this fossil provides about different lineages. Your assignment should be 500 words in length. ...

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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