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Manifest Destiny was the belief that American settlers were destined to expand across North America, which triggered the sectional crisis by intensifying debates over the expansion of slavery into new territories. In his speech against the Compromise of 1850, Calhoun argued that the South's position was that slavery should be allowed to expand, and the crisis could only be solved by accepting slavery in all territories. During the Lincoln-Douglas debates, Republicans viewed African Americans as equal to whites and opposed the expansion of slavery, while Northern Democrats accepted the inequality of the races and were open to the spread of slavery.

Answer the following questions using the attached documents
and google the screen shots are for the last pra . two pragraphs
for each question
What was Manifest Destiny and how did it trigger the sectional
crisis?
Consider Calhoun's speech against the Compromise of 1850.
According to Calhoun, what was the position of the South and
what could solve the crisis?
Consider the excerpt from the Lincoln-Douglas Debates (VOF
page 272). How did Republicans and Northern Democrats view
race and slavery differently?

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Choose a communication situation you recently experienced at your workplace or other organization you are affiliated with. Use the human communication process described in your text, starting on page 11, "Human Communication: Message and Constitutive Processes," to analyze why—or why not—a shared reality was experienced as an end result. Summarize your experience and include your analysis as an attachment in this assignment thread. Consider the following items in your analysis: Identify the source and the receiver. What was the message and what type of message function was it serving? How was it encoded? How was it decoded? What channel was used to transmit the message? What type of noise was experienced? Comment on the competencies, fields of experience, and culture of the participants involved. Identify the communication context of this situation. What was the intended effect versus the actual effect of the message? Was a shared reality constructed? If not, what needed to change? .

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Choose 1 topic to write an essay. Don't restate all the time. Write your own thoughts. 800 words. 1. Jesus was both a person of his times and a figure whose teachings have obviously transcended his specific context. How did Jesus’s life and teachings better fit the first century? How do Jesus’s life and teachings seem to apply today? Which do you think better characterizes Jesus’s actual life and teachings? Is it more convincing to you that the first century Jesus resists our expectations, or that he anticipates them? 2. Jesus and the early Christians were a part of the larger Jewish context. At the same time, they also brought a number of innovations and new combinations. Compare Jesus’s life and message to that of the Pharisees, Essenes, followers of John the Baptist, Sadducees, priests, and/or the temple. How did Jesus and the early Christians fit with these other Jewish groups? How did they challenge them? Is it more convincing to you that Jesus and the early Christians were part of first century Judaism, or that they pushed to create a new religion? 3. Jesus avoided political attention for most of his life and work. Whatever he taught, he taught it skillfully and carefully enough that political figures allowed him to continue when many others were crucified. And yet, at the end, he too was crucified, but alone. Describe both the ways in which the historical Jesus avoided political confrontation and the ways in which he touched on politically sensitive ideas. Which gives us a better portrait of Jesus—the one who was politically cautious, or the rebel? .

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Choose 1 focal point from each subcategory of practice, education, research and administration and describe how the APRN can provide effective care in end of life management Using the American nurses association position statement, recommendations for improvement in end of life management focuses on practice, education, research and administration. Listed below are steps that nurses can take to overcome barriers in healthcare practice. Practice 1. Strive to attain a standard of primary palliative care so that all health care providers have basic knowledge of palliative nursing to improve the care of patients and families. 2. All nurses will have basic skills in recognizing and managing symptoms, including pain, dyspnea, nausea, constipation, and others. 3. Nurses will be comfortable having discussions about death, and will collaborate with the care teams to ensure that patients and families have current and accurate information about the possibility or probability of a patient’s impending death. 4. Encourage patient and family participation in health care decision-making, including the use of advance directives in which both patient preferences and surrogates are identified. Education 1. Those who practice in secondary or tertiary palliative care will have specialist education and certification. 2. Institutions and schools of nursing will integrate precepts of primary palliative care into curricula. 3. Basic and specialist End-of-Life Nursing Education Consortium (ELNEC) resources will be available. 4. Advocate for additional education in academic programs and work settings related to palliative care, including symptom management, supported decision-making, and end-of-life care, focusing on patients and families. Research 1. Increase the integration of evidence-based care across the dimensions of end-of-life care. 2. Develop best practices for quality care across the dimensions of end-of-life care, including the physical, psychological, spiritual, and interpersonal. 3. Support the use of evidence-based and ethical care, and support decision-making for care at the end of life. 4. Develop best practices to measure the quality and effectiveness of the counseling and interdisciplinary care patients and families receive regarding end-of-life decision-making and treatments. 5. Support research that examines the relationship of patient and family satisfaction and their utilization of health care resources in end-of-life care choices. Administration 1. Promote work environments in which the standards for excellent care extend through the patient’s death and into post-death care for families. 2. Encourage facilities and institutions to support the clinical competence and professional development that will help nurses provide excellent, dignified, and compassionate end-of-life care. 3. Work toward a standard of palliative care available to patients and families from the time of diagnosis of a serious illness or an injury. 4. Suppo.

Choose 1 focal point from each subcategory of practice, educatio.docx

Choose 1 focal point from each subcategory of practice, educatio.docx

Choose 1 focal point from each subcategory of practice, educatio.docx

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Chinese HistoryBased on the lecture on Chinese History and Marxi.docx

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Children need an Aesthetics Experience from the teacher and in the c.docx

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China’s economy中国经济httpworldmap.harvard.educhinamap.docx

China’s economy中国经济httpworldmap.harvard.educhinamap.docx

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Childrens Health Insurance Program CHIP. Respond to the 5 questions.docx

Childrens Health Insurance Program CHIP. Respond to the 5 questions.docx

Childrens Health Insurance Program CHIP. Respond to the 5 questions.docx

Chief complaint: “ My right great toe has been hurting for about 2 months and now it’s itchy, swollen and yellow. I can’t wear closed shoes and I was fine until I started going to the gym”. HPI: E.D a 38 -year-old Caucasian female presents to the clinic with complaint of pain, itching, inflammation, and “yellow” right great toe. She noticed that the toe was moderately itching after she took a shower at the gym. She did not pay much attention. About two weeks after the itching became intense and she applied Benadryl cream with only some relief. She continued going to the gym and noticed that the itching got worse and her toe nail started to change color. She also indicated that the toe got swollen, painful and turned completely yellow 2 weeks ago. She applied lotrimin AF cream and it did not help relief her symptoms. She has not tried other remedies. Denies associated symptoms of fever and chills. PMH: Diabetes Mellitus, type 2. Surgeries: None Allergies: Augmentin Medication: Metformin 500mg PO BID. Vaccination History: Immunization is up to date and she received her flu shot this year. Social history: College graduate married and no children. She drinks 1 glass of red wine every night with dinner. She is a former smoker and quit 6 years ago. Family history: Both parents are alive. Father has history of DM type 2, Tinea Pedis. mother alive and has history of atopic dermatitis, HTN. ROS: Constitutional: Negative for fever. Negative for chills. Respiratory: No Shortness of breath. No Orthopnea Cardiovascular: Regular rhythm. Skin: Right great toe swollen, itchy, painful and discolored. Psychiatric : No anxiety. No depression. Physical examination: Vital Signs Height: 5 feet 5 inches Weight: 140 pounds BMI: 31 obesity, BP 130/70 T 98.0, P 88 R 22, non-labored HEENT : Normocephalic/Atraumatic, Bilateral cataracts; PERRL, EOMI; No teeth loss seen. Gums no redness. NECK: Neck supple, no palpable masses, no lymphadenopathy, no thyroid enlargement. LUNGS: No Crackles. Lungs clear bilaterally. Equal breath sounds. Symmetrical respiration. No respiratory distress. HEART: Normal S1 with S2 during expiration. Pulses are 2+ in upper extremities. 1+ pitting edema ankle bilaterally. ABDOMEN: No abdominal distention. Nontender. Bowel sounds + x 4 quadrants. No organomegaly. Normal contour; No palpable masses. GENITOURINARY: No CVA tenderness bilaterally. GU exam deferred. MUSCULOSKELETAL: Slow gait but steady. No Kyphosis. SKIN: Right great toe with yellow-brown discoloration in the proximal nail plate. Marked periungual inflammation. + dryness. No pus. No neuro deficit. PSYCH: Normal affect. Cooperative. Labs: Hgb 13.2, Hct 38%, K+ 4.2, Na+138, Cholesterol 225, Triglycerides 187, HDL 37, LDL 190, TSH 3.7, glucose 98. Assessment: Primary Diagnosis: Proximal subungual onychomycosis Differential Diagnosis: Irritant Contact Dermatitis, Lichen Planus, Nail Psoriasis Special Lab : Fungal culture confirms.

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Chief complaint My right great toe has been hurting for ab.docx

Chief complaint My right great toe has been hurting for ab.docx

China, which had been such a powerful and dynamic model for Korea and Japan between the 6th & 8th centuries degenerated, broke apart, and collapsed by the end of the 9th century. China was no longer a valid model, and Korea and Japan set out on separate trajectories that were quite evident by the 12th century. In what ways did Korea and Japan begin to differ from the Chinese model? Differ from each other? .

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CHILD PROTECTION AGENCIES INFOGRAPHIC2Child Protection Agency.docx

CHILD PROTECTION AGENCIES INFOGRAPHIC2Child Protection Agency.docx

CHILD PROTECTION AGENCIES INFOGRAPHIC2Child Protection Agency.docx

Chicago Red Line Assignment Noticings are defined as “observations without judgment”. They elicit in us a sense of curiosity, slowing down our internalized stereotypes and allowing us to become more aware of the world around us. For this assignment, ride the Red Line CTA train from Howard to 95th/Dan Ryan. Take notes while you’re sitting on the train. What is coming up for you? What do you notice happening around you – the people who get on and off the train and the neighborhoods it passes through? How do you notice yourself responding? What emotions and feelings come up for you? What surprises you? Submit a two-page (500 words) . .

Chicago Red Line Assignment Noticings are defined as observatio.docx

Chicago Red Line Assignment Noticings are defined as observatio.docx

Chicago Red Line Assignment Noticings are defined as observatio.docx

Child, Family, and Community Family-Centered Early Care and Education Seventh Edition Janet Gonzalez-Mena Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo A01_GONZ2275_07_SE_FM.indd 1 10/14/15 8:19 PM Vice President and Editorial Director: Jeffery W. Johnston Executive Editor: Julie Peters Editorial Assistant: Pamela DiBerardino Developmnet Editor: Jon Theiss Executive Product Marketing Manager: Chris Barry Executive Field Marketing Manager: Krista Clark Program Manager: Megan Moffo Production Project Manager: Janet Domingo Full-Service Project Management: Lumina Datamatics Composition: Lumina Datamatics Credits and acknowledgments for material borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within the text. Every effort has been made to provide accurate and current Internet information in this book. However, the Internet and information posted on it are constantly changing, so it is inevitable that some of the Internet addresses listed in this textbook will change. Copyright © 2017, 2013, 2009, 2006, 2002 by Pearson Education, Inc. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Library of Congress Cataloging-in-Publication Data Gonzalez-Mena, Janet, author. Child, family, and community : family-centered early care and education / Janet Gonzalez-Mena. — Seventh edition. pages cm Includes bibliographical references and index. ISBN 978-0-13-404227-5 (alk. paper) 1. Socialization. 2. Child rearing. 3. Families. I. Title. HQ783.G59 2017 649’.1—dc23 2015030163 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-404227-1 ISBN 13: 978-0-13-404227-5 A01_GONZ2275_07_SE_FM.indd 2 10/14/15 8:19 PM To Shaquam Kimberly Edwards, contributor to this edition. Shaquam took on what I consider the hardest part of this revision— making it into an e-book. She stepped in willingly and capably to meet the creative challenges of bringing the book to life digitally. I’m forever grateful for her contributions! I wrote the first edition of this book on a typewriter. Putting later editions on the computer was a big step forward for me. Shaquam took me into the e-book era, gracefully and enthusiastically, for which I’m thankful. A01_GONZ2275_07_SE_FM.indd 3 10/14/15 8:19 PM A0.

Child, Family, and CommunityFamily-Centered Early C.docx

Child, Family, and CommunityFamily-Centered Early C.docx

Child, Family, and CommunityFamily-Centered Early C.docx

Child abuse investigations are some of the most heart wrenching and difficult for a criminal investigator to pursue. Nevertheless, they are a requirement of the role. Investigators must stay focused on the investigative and legal requirements for thorough, unbiased, and legally sufficient investigations in order to present the evidence in a court of law. Select any high-profile child victim case (e.g., Susan Smith, JonBenet Ramsey, Polly Klaas, Jessica Lunsford, etc.) and discuss what you would do to prevent your personal opinions, feelings, and biases to negatively affect the criminal investigation. .

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Chief complaint: “ My right great toe has been hurting for about 2 months and now it’s itchy, swollen and yellow. I can’t wear closed shoes and I was fine until I started going to the gym”. HPI: E.D a 38 -year-old Caucasian female presents to the clinic with complaint of pain, itching, inflammation, and “yellow” right great toe. She noticed that the toe was moderately itching after she took a shower at the gym. She did not pay much attention. About two weeks after the itching became intense and she applied Benadryl cream with only some relief. She continued going to the gym and noticed that the itching got worse and her toe nail started to change color. She also indicated that the toe got swollen, painful and turned completely yellow 2 weeks ago. She applied lotrimin AF cream and it did not help relief her symptoms. She has not tried other remedies. Denies associated symptoms of fever and chills. PMH: Diabetes Mellitus, type 2. Surgeries: None Allergies : Augmentin Medication: Metformin 500mg PO BID. Vaccination History: Immunization is up to date and she received her flu shot this year. Social history: College graduate married and no children. She drinks 1 glass of red wine every night with dinner. She is a former smoker and quit 6 years ago. Family history: Both parents are alive. Father has history of DM type 2, Tinea Pedis. mother alive and has history of atopic dermatitis, HTN. ROS: Constitutional: Negative for fever. Negative for chills. Respiratory: No Shortness of breath. No Orthopnea Cardiovascular: Regular rhythm. Skin: Right great toe swollen, itchy, painful and discolored. Psychiatric: No anxiety. No depression. Physical examination: Vital Signs Height: 5 feet 5 inches Weight: 140 pounds BMI: 31 obesity, BP 130/70 T 98.0, P 88 R 22, non-labored HEENT : Normocephalic/Atraumatic, Bilateral cataracts; PERRL, EOMI; No teeth loss seen. Gums no redness. NECK : Neck supple, no palpable masses, no lymphadenopathy, no thyroid enlargement. LUNGS : No Crackles. Lungs clear bilaterally. Equal breath sounds. Symmetrical respiration. No respiratory distress. HEART : Normal S1 with S2 during expiration. Pulses are 2+ in upper extremities. 1+ pitting edema ankle bilaterally. ABDOMEN : No abdominal distention. Nontender. Bowel sounds + x 4 quadrants. No organomegaly. Normal contour; No palpable masses. GENITOURINARY : No CVA tenderness bilaterally. GU exam deferred. MUSCULOSKELETAL : Slow gait but steady. No Kyphosis. SKIN: Right great toe with yellow-brown discoloration in the proximal nail plate. Marked periungual inflammation. + dryness. No pus. No neuro deficit. PSYCH : Normal affect. Cooperative. Labs : Hgb 13.2, Hct 38%, K+ 4.2, Na+138, Cholesterol 225, Triglycerides 187, HDL 37, LDL 190, TSH 3.7, glucose 98. A: Primary Diagnosis: Proximal subungual onychomycosis Differential Diagnosis: Irritant Contact Dermatitis, Lichen Planus, Nail Psoriasis Special Lab: Fungal culture confirms fungal infec.

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