4.2 Communicate therapeutically with patients.The RN to BSN pr.docx

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4.2 Communicate therapeutically with patients. The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal. Select one of the following as the focus for the teaching plan: Primary Prevention/Health Promotion Secondary Prevention/Screenings for a Vulnerable Population Bioterrorism/Disaster Environmental Issue .

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DNP-820 AGREE II Instrument Table Link to selected practice guideline: Rationale behind choosing the guideline: For each item, choose the rating that best characterizes the guideline assessed. Domain Item Rating 1 Strongly Disagree 2 3 4 5 6 7 Strongly Agree Scope and Purpose 1. The overall objective(s) of the guideline is(are) specifically described. 2. The health question(s) covered by the guideline is(are) specifically described. 3. The population (patient, public, etc.) to whom the guideline is meant to apply is specifically described. Comments Stakeholder Involvement 4. The guideline development group includes individuals from all relevant professional groups. 5. The views and preferences of the target population (patients, public, etc.) have been sought. 6. The target users of the guideline are clearly defined. Comments Rigor of Development 7. Systematic methods were used to search for evidence. 8. The criteria for selecting the evidence are clearly described. 9. The strengths and limitations of the body of evidence are clearly described. 10. The methods for formulating the recommendations are clearly described. 11. The health benefits, side effects, and risks have been considered in formulating the recommendations. 12. There is an explicit link between the recommendations and the supporting evidence. 13. The guideline has been externally reviewed by experts prior to its publication. 14. A procedure for updating the guideline is provided. Comments Clarity of Presentation 15. The recommendations are specific and unambiguous. 16. The different options for management of the condition or health issue are clearly presented. 17. Key recommendations are easily identifiable. Comments Applicability 18. The guideline describes facilitators and barriers to its application. 19. The guideline provides advice or tools to put the recommendations into practice. 20. The potential resource implications of applying the recommendations have been considered. 21. The guideline presents monitoring or auditing criteria. Comments Editorial Independence 22. The views of the funding body have not influenced the content of the guideline. 23. Competing interest of guideline development group members has been recorded and addressed. Comments Overall Guideline Assessment 1. Rate the overall quality of this guideline. 1 Lowest possible quality 2 3 4 5 6 7 Highest possible quality 2. I would recommend this guideline for use. Yes Yes, with modifications No Notes © 2020. Grand Canyon University. All Rights Reserved. 3 The 10 Strategic Points Comments or Feedback Broad Topic Area 1. Broad Topic Area: Effectiveness of competency-based behavioral training curriculum for palliative care centers in improving palliative care offered to patients with advanced cancer within 4 weeks ...

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This criterion is linked to a Learning OutcomeOutcome Analysis Part B Narrative Analysis 1. Using synthesis and evaluation, the student authors a 3,000-4,500 word scholarly reflective narrative that demonstrates how all of the artifacts submitted, and the course in which the artifacts were produced, meet each MSN/FNP Program Outcome; AND 2. The student provides summative evaluation of their own professional growth and development as a graduate student in the COGNITIVE, PSYCHOMOTOR, and AFFECTIVE domains as it pertains to the FNP Program; AND 3. The student provides summative evaluation of their own professional growth and development as a graduate student as it pertains to AACN’s MSN Essentials for Graduate Education; AND 4. The student provides summative evaluation of their own professional growth and development as a graduate student as it pertains to the National Organization of Nurse Practitioner Faculties (NONPF) Competencies; AND 5. The student reflects how one’s own cultural competence has been transformed. RUNNING HEAD: Narrative Analysis: MSN-FNP Program 2 Narrative Analysis: MSN-FNP Program 2 Narrative Analysis: MSN-FNP Program Amber Cajina Chamberlain University NR667: FNP Capstone Practicum & Intensive Dr. Rinehart Oct 2022 Intro: MSN/FNP Program – Narrative Analysis The purpose of this narrative analysis is to demonstrate the achievement of outcomes outlined in the MSN-FNP program. Chamberlain University's Master of Science in Nursing, Family Nurse Practitioner program. In order to prove how meticulously the program provided a guided and well-planned academic framework that achieved the goal of success and accomplishment that is required as an FNP. This analysis consists of an evaluation to demonstrate how the FNP program outcome correlates with the assignments selected for the eportfolio and how the courses also create a link to the chamberlain academic framework. The review will establish professional growth and development as a graduate student in the cognitive, psychomotor, and affective domains as it relates to this program. The duty of this analysis is also to connect personal advancements achieved through the program to the American Association of Colleges of Nursing (AACN) MSN Essentials for Graduate Education and the National Organization of Nurse Practitioner Faculties (NONPF) Competencies. Lastly, I will reflect on how my own cultural competencies have been transformed in the completion of the MSN/FNP program. MSN-FNP Program Outcomes There are five program outcomes in the Chamberlain College of Nursing Family Nurse Practitioner program and they include: “1. Provide high quality, safe patient centered care grounded in holistic health principles, 2. Create a caring environment for achieving quality health outcomes, 3. Engage in lifelong personal and professional growth through reflective practice and appreciation of cultural diversity, .

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3.3 Provide individualized education to diverse patient populations in a variety of health care settings. The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community. Options for Delivery Select one of the following options for delivery and prepare the applicable presentation: PowerPoint presentation – no more than 30 minutes Pamphlet presentation – 1 to 2 pages Poster presentation Selection of Community Setting These are considered appropriate community settings. Choose one of the following: Public health clinic Community health center Long-term care facility Transitional care facility Home health center University/School health center Church community Adult/Child care center Community Teaching Experience Approval Form Before presenting information to the community, seek approval from an agency administrator or representative using the "Community Teaching Experience Approval Form." Submit this form as directed in the Community Teaching Experience Approval assignment drop box. General Requirements While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. .

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NRS-493 Individual Success Plan REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours. P R A C T I C E E X P E R I E N C E Complete Contact Information Student Information GCU Name: E-mail: Phone Number: Course Faculty Information GCU Name: E-mail: Phone Number: Practicum Preceptor Information Practice Setting Name: E-mail: Phone Number: ISP Instructions Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish. In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course: · Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course. Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A). Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor. · Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page. Topic Graded Assignment Indirect Clinical Assignments Topic 1 1. Individual Success Plan 2. Reflection Journal Entry 1. List of potential topics for the change proposal Topic 2 1. Topic Selection Approval Paper 2. Reflection Journal Entry 1. Search the literature for supporting journal articles 2. Summary of topic category; community or leadership Topic 3 1. PICOT Question Paper 2. Reflection Journal Entry 1. List of objectives Topic 4 1. Literature Evaluation Table 2. Reflection Journal Entry 1. List of measurable outcomes Topic 5 1. Reflection Journal Entry 1. Summary of the strategic plan 2. Midterm E.

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Please explain what each of the following courses mean to me within my nursing career and how I was able to apply the various BSN essentials through the completion of various course assignments and clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 2 pages in length, reflecting on each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many BSN essential as possible for each course reflection. USING APA FORMAT AND PROVIDE PLAGIARISM CHECK. 2 pages minimum 12 Point Font (Times New Roman) Care Management I (Fundamentals of Nursing) Course Description: This course introduces classic nursing principles that underpin future clinical practice. Principles include such things as comfort measures, assistance with daily living activities, environmental concerns, positioning and transporting, asepsis and sterile technique, medication administration, intrusive therapies and use of the nursing process with particular emphasis on the intervention component. The majority of the theoretical information is provided through an online environment. Concepts related to nursing fundamentals and nursing care is integrated throughout the course. The campus laboratory and clinical settings will afford practical experience in application of the principles and skills taught in the theory portion of this class. Professional Nursing I&II Course Description: The course focuses on nursing as a caring profession, nurse's roles and functions, ethics, standards, legal aspects, holism, wellness, health care delivery, communication, teaching/learning, critical thinking, and the nursing process (ADPIE) - A ssessment, D iagnosis, P lanning, I ntervention, and E valuation. Quality and Safety Course Description and Objectives: A. Analyze quality initiatives to improve health outcomes in healthcare settings. B. Compare and contrast quality improvement models appropriate for advanced nursing roles in healthcare settings. C. Use principles of a just culture and high reliability to analyze errors in healthcare delivery. D. Select appropriate evidence-based plans using trend analysis and quantification of quality and safety outcomes. E. Promote a professional environment to include accountability and high-level communication skills when participating in peer review, advocating for patients and families, reporting errors, and writing for the nursing profession. F. Encourage the integration of health care services within healthcare settings to affect safety and quality of care by improving patient outcomes and reducing fragmentation of care. Pathophysiology Course Description: This course focuses on the pathophysiology of common disease conditions affecting human beings across the lifespan. Content builds on basic anatomy and physiology, microbiology, and chemistry content obtained from earlier courses. Physical Assess.

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Assessment Traits Requires Lopeswrite Assessment Description The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. This assignment consists of both an interview and a PowerPoint (PPT) presentation. Assessment/Interview Select a community of interest in your region. Perform a physical assessment of the community. 1. Perform a direct assessment of a community of interest using the "Functional Health Patterns Community Assessment Guide." 2. Interview a community health and public health provider regarding that person's role and experiences within the community. Interview Guidelines Interviews can take place in-person, by phone, or by Skype. Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community. Complete the "Provider Interview Acknowledgement Form" prior to conducting the interview. Submit this document separately in its respective drop box. Compile key findings from the interview, including the interview questions used, and submit these with the presentation. PowerPoint Presentation Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest. Include the following in your presentation: 1. Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health. 2. Summary of community assessment: (a) funding sources and (b) partnerships. 3. Summary of interview with community health/public health provider. 4. Identification of an issue that is lacking or an opportunity for health promotion. 5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA format ting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles ...

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MerrileeDelvalle969

This is a Collaborative Learning Community assignment. The instructor will assign you to a CLC group. The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. This assignment consists of both an interview and a PowerPoint (PPT) presentation. Assessment/Interview Select a community of interest. It is important that the community selected be one in which a CLC group member currently resides. Students residing in the chosen community should be assigned to perform the physical assessment of the community. 1. Perform a direct assessment of a community of interest using the "Functional Health Patterns Community Assessment Guide." 2. Interview a community health and public health provider regarding that person's role and experiences within the community. Interview Guidelines Interviews can take place in-person, by phone, or by Skype. Complete the "Provider Interview Acknowledgement Form" and submit with the group presentation. Develop one set of interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community. Compile key findings from the interview, including the interview questions used, and submit with the group presentation. PowerPoint Presentation Within your group, create a PowerPoint presentation of 15-20 slides (slide count does not include title and reference slide) describing the chosen community interest. Include the following in your presentation: 1. Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level, ethnic, and phenomenological features of the community as well as types of social interactions, common goals and interests, barriers, and challenges, including any identified social determinates of health. 2. Summary of community assessment: (a) funding sources and (b) partnerships. 3. Summary of interview with community health/public health provider. 4. Identification of an issue that is lacking or an opportunity for health promotion. The issue identified can be used for the Community Teaching Plan: Community Teaching Work Plan Proposal assignment. 5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community. In addition to submitting this assignment in the LoudCloud dropbox, email a copy of your submission to [email protected] While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA ...

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918 Riders to the Sea CATHLEEN (slowly and clearly) An Id.docx

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8B20M017 Teaching Note SOBEYS—PROJECT SUNRISE: RESPONDING TO DISRUPTION R. Chandrasekhar wrote this teaching note under the supervision of Professor Andreas Schotter as an aid to instructors in the classroom use of the case Sobeys—Project Sunrise: Responding to Disruption, No. 9B20M017. This teaching note should not be used in any way that would prejudice the future use of the case. Copyright © 2020, Ivey Business School Foundation Version: 2020-02-07 In January 2017, Michael Medline was appointed chief executive officer (CEO) of the Canadian grocer Sobeys Inc. (Sobeys), which was experiencing financial difficulties. Medline was tasked with saving Sobeys from near insolvency and planning strategically for the company’s core grocery business. He devised an interim growth plan called Project Sunrise, which had two main objectives: quickly relieving Sobeys of its troubled financial situation and preparing for the long-term industry disruption that was becoming prevalent, both locally and globally. LEARNING OBJECTIVES Students can assess Medline’s road map for the execution of Project Sunrise and learn how to develop and apply a long-term plan for a company facing industrywide disruption. After completion of this case, students will be able to accomplish the following objectives:  Evaluate the priorities for action identified by the CEO.  Develop an action plan for the company to avoid bankruptcy.  Develop an action plan for the company to manage the imminent industry disruption. POSITION IN COURSE This case is suitable for courses in undergraduate, graduate, and executive education programs. It can be used in courses that focus on strategy, change, managing disruption, turnarounds, and competitive repositioning. RELEVANT READINGS  Dymfke Kuijpers, Virginia Simmons, and Jasper van Wamelen, “Reviving Grocery Retail: Six Imperatives,” McKinsey & Company, December 2018, accessed December 21, 2019, www.mckinsey.com/industries/retail/our-insights/reviving-grocery-retail-six-imperatives. This publication may not be transmitted, photocopied, digitized, or otherwise reproduced in any form or by any means without the permission of the copyright holder. Reproduction of this material is not covered under authorization by any reproduction rights organization. i1v2e5y5pubs Page 2 8B20M017  Vinay Couto, John Plansky, and Deniz Caglar, Fit for Growth: A Guide to Strategic Cost Cutting, Restructuring, and Renewal (Hoboken, NJ: John Wiley & Sons, 2017).  Gavin Parker, Thomas Jensen, Pascale Morillon, Bill Urda, and Stephanie Halgren, “How to Become a Customer-Centric Grocer,” Boston Consulting Group, April 6, 2017, accessed July 12, 2019, www.bcg.com/en-ca/publications/2017/retail-winning-strategies-retail-transformation-how-to-become- a-customer-centric-grocer.aspx.  Donald Sull, Stefano Turconi, Charles Sull, and James Yoder, “Turning Strategy into Results,” MIT Sloa.

8B20M017 Teaching Note SOBEYS—PROJECT SUNRIS.docx

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875 words Include citations for all unoriginal ideas, facts, or definitions in an APA-formatted reference list. Do not use Wikipedia, Quora, Yahoo Questions or other crowdsourced websites as references. Visit the American Civil Liberties Union Supreme Court Cases website to see civil liberties cases that the U.S. Supreme Court has ruled on, organized by term. Select one of the cases on civil liberties that interests you. Provide an analysis that addresses the following: The civil liberty that is addressed in the case, including the text of the amendment from the Bill of Rights An explanation of the Supreme Court's involvement, including the following: The importance of the ruling (why it is significant) How the case moved through the lower courts to eventually be heard by the Supreme Court The powers granted to the Supreme Court by the constitution that allowed them to rule on the case .

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81 Journal of International Studies © Foundation of International Studies, 2015 © CSR, 2015 S ci en ti fi c P ap er s Wuhan, Li Suyuan, Adnan Khurshid Ocean University of China China [email protected] Abstract. Th e main reason of this study is to test the interest rate impact on investment in Jiangsu Province of China. Jiangsu has the largest quantity of investment in China. For long run, nexus Johansen Co-integration test is employed. Whereas, vector er- ror correction model (VECM) is used to fi nd short run association over the period of 2003-2012. Th e results indicate that there is a long-term relationship association among variables. It has negative relation in the long run but positive in short run. Th is research also produces suggestions that will help in terms of interest rate policy as well as improving investment that promotes economic growth in Jiangsu Province. Keywords: Interest rate, investment, Jiangsu Province, VECM JEL Codes: E40, E20, C22 INTRODUCTION Changes in interest rates can refl ect the basic situation of the operation of macro economy; it also eff ects all the macroeconomic variables such as GDP, price level, the level of employment, international balance of payments, the rate of economic growth, etc. Obviously the interest rate is an important economic variable that plays an important role in both macro and micro economy activity. Th erefore, a change in interest rates is one of the main factors to judge the macroeconomic situation and the interest rate trend analysis is the main method to predict the macroscopic economic situation. Western economists believe that the market rate of interest, the total social savings and investment are closely linked. Th erefore, the current interest rates aff ect the investment activities. At the same time, current interest rates also aff ect the scale of investment in the future by adjusting the savings. If the interest rate rises, bond prices fall, if the interest rate falls, bond prices rise. Th e infl uence of interest rate on investment scale is operate as the opportunity cost of investment on total investment, Under the condition of unchanged in investment income, the rising interest rates increase the cost of investment and then inevitably cause lower income investors to withdraw from the area of investment, so that the demand for investment is reduced. However, falling interest rates means that investment costs decline, thereby stimulating investment and the total social investments increase. Received: February, 2015 1st Revision: April, 2015 Accepted: May, 2015 DOI: 10.14254/2071- 8330.2015/8-1/7 Th e eff ect of interest rate on investment; Empirical evidence of Jiangsu Province, China Wuhan, Li Suyuan, Adnan Khurshid “Th e eff ect of interest rate on investment; Empirical evidence of Jiangsu Province, China”, Journal of International Studies, Vol. 8, No 1, 2015, pp. 81-90. DOI: 10.14254/2071-8330.2015/8-1/7 Journal .

81Journal of International Studies© Foundation .docx

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8/29/16 f_ch02.docx: 45 Chapter 2 From Public Regulation to Private Enforcement How CSR Became Managerial Orthodoxy Richard P. Appelbaum The safety and well-being of workers across our supply chain is the Responsible Sourcing group’s top priority, which is why Walmart suppliers are contractually required to sign our Standards for Suppliers before they’re approved to produce merchandise for sale at Walmart. These Standards for Suppliers make clear our fundamental expectations for suppliers and factories regarding the treatment of workers and impact on the environment. Suppliers are also required to display our Standards for Suppliers in the local language in all factories where products are made for us, so workers know our expectations of suppliers and factory management. —Walmart 2014 Global Responsibility Report, Statement on Compliance and Sourcing Walmart, the world’s largest corporation in 2015, invests in “comprehensive social audits across our global supply chain.” Its factory audits—reportedly often unannounced—are conducted by “independent accredited and internationally recognized auditing firms.” Factories are then said to be reaudited every six to twenty-four months, based on the results. This comprehensive auditing system is designed to verify that factories “meet or exceed” Walmart’s standards, which include assurance that all labor is voluntary, prohibitions against child labor, requirements that hours are 8/29/16 f_ch02.docx: 46 not excessive (and are consistent with local laws or regulations), and that factories provide safe and healthy working conditions (Walmart 2014). On November 24, 2012, a fire at the Tazreen Fashion apparel factory in Dhaka, Bangladesh, claimed 112 lives and injured 200 others, making it the deadliest factory fire in the history of a country long plagued by factories fires. Workers found themselves trapped by the absence of safe and accessible fire exits, windows blocked by iron grills, a lack of adequate fire preparedness training, and the fact that the building was at the time under construction: five additional stories were being added to the original three-story structure, even as garment production continued as usual. In this unsafe environment, ten workers perished on Tazreen’s fifth floor, where they were sewing Walmart’s Faded Glory shorts. Walmart, one of the many companies producing garments at the factory (Maquila Solidarity Network 2012b), 1 claimed it was unaware that its Faded Glory shorts were being sewn at Tazreen through a subcontracting arrangement. Yet the factory’s owner reported that Walmart’s local office had audited the factory a year earlier, finding only problems with excessive overtime. A Walmart spokesperson confirmed this, acknowledging that the company had conducted at least two inspections in 2011, but claiming that Walmart had stopped production “many months before the fire” (Yardley 2012). .

82916 f_ch02.docx 45 Chapter 2 From Public Regulat.docx

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8.1 What is the difference between RFC 5321 and RFC 5322? 8.2 What are the SMTP and MIME standards? 8.3 What is the difference between a MIME content type and a MIME transfer encoding? 8.4 Briefly explain base64 encoding. 8.5 Why is base64 conversion useful for an e-mail application? 8.6 What is S/MIME? 8.7 What are the four principal services provided by S/MIME? 8.8 What is the utility of a detached signature? 8.9 What is DKIM? No Copy Paste striclty .

8.1 What is the difference between RFC 5321 and RFC 53228.docx

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8. On the likely aftermath and long term effects of the coronavirus outbreak on business and society (Module 12) This discussion board is devoted to the likely aftermath and long term consequences of the coronavirus for business and society. We will be posting some reading material related to this topic in Module 12. respond 1 Effects of the Coronavirus Outbreak on Business and Society The coronavirus outbreak has not only led to a massive loss of life globally but also altered social and economic structures in a manner that will persist for a long time. As the pandemic continues devastating communities across the globe, wealth has emerged as the best defense against catastrophes. Wealthy individuals have invested in systems that allow them to work from home to minimize interactions and avoid contracting the virus (Bonacini et al., 2021). Less wealthy individuals cannot afford to stay at home because most of them rely on daily wages to meet their basic needs. Additionally, low-income earners might not avoid interactions because most of them live in places with crowded housing. Moreover, Covid-19 has increased the health burden on low-income earners while decreasing job opportunities. Therefore, the pandemic is likely to exacerbate the economic inequality in society because the rich are amassing more wealth while the poor are suffering from high unemployment. Besides increasing inequality, the pandemic will transform working habits in the future owing to company responses to regulations aimed at curbing the virus’s spread. At the onset of Covid-19, governments established regulations to restrict people's movement. These rules have changed business practices, promoting working from home and demonstrating the importance of technology in the corporate world. The change from working in offices to operating from home is likely to be permanent because most employers are beginning to question the purpose of a workplace. Over time, companies will establish effective policies to facilitate working from home, making it the new norm in business. Likewise, organizations will embrace technology more to serve customers who have shifted to online shopping to decrease physical interactions. Reference Bonacini, L., Gallo, G., & Scicchitano, S. (2021). Working from home and income inequality: Risks of a ‘new normal’ with COVID-19. Journal of Population Economics, 34 (1), 303-360. respond 2 ong Term Effects of COVID-19 on Business and Society As we can and have seen, there have been and will continue to be long-term effects on how COVID-19 can and will impact business and society moving forward. Businesses will likely see a resurgence of possible re-closings. Depending on where you're located in our country, many businesses that were able to re-open may have to close again due to sparks in new COVID-19 cases. While it seems more people are no becoming vaccinated, the likelihood of this is still very evident. Many companies have learned from ini.

8. On the likely aftermath and long term effects of the coronavi.docx

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8 pages Select an agency of the US government and a specific public policy issue. Discuss, in detail, the mission and vision of the agency. Why did you select this particular agency? Broadly describe a current issue that your selected agency trying to solve. Make sure that you address the following questions: What is the issue? What evidence is there that it is an issue? What are the players (both institutions and individuals)? What are the possible solutions proposed? What solution was selected and why? What are the political implications of the public policy? How does it impact our democratic system? Are there any constitutional issues? Please make sure that your paper has a thesis sentence and a conclusion. .

8 pagesSelect an agency of the US government and a specific pu.docx

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8 pages Select an agency of the US government and a specific p.docx

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8-1 Discussion: Immigration Laws It is a violation of the immigration laws to “bring” an illegal alien into the United States. Can a defendant who does not essentially or technically cross the border with an illegal alien be found guilty under these laws? What must the prosecution prove? Review the posts of your fellow learners and respond to at least two. In your response posts, you must do one or more of the following: Ask an analytical question. Offer a suggestion. Elaborate on a particular point. Provide an alternative opinion supported with research. Be sure to support your initial post and follow-up posts with scholarly examples from the module readings and additional literature where appropriate. You must cite all references according to APA style. To complete this assignment, review the Discussion Rubric document. .

8-1 Discussion Immigration LawsIt is a violation of the immigra.docx

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776! CHAPTER 26 Rococo to Neoclassicism: The 18th Century in Europe and America appealed greatly to Watteau’s wealthy patrons, whom, even as he was dying from tuberculosis, he still depicted as carefree and at leisure in his most unusual painting, Signboard of Gersaint (!"#. 26-7B). François Boucher. A$er Watteau’s death brought his bril- liant career to a premature end at age 36, F%&'()"* B)+,-.% (1703–1770) rose to the dominant position in French painting, in large part because he was Madame de Pompadour’s favorite artist. Although Boucher was an excellent portraitist, his success rested primarily on his canvases depicting shepherds, nymphs, and god- desses gracefully cavorting in shady glens engulfed in pink and sky-blue light. Cupid a Captive (!"#. 26-8) presents a rosy pyramid of infant and female /esh set o0 against a cool, leafy background, with /uttering draperies both hiding and revealing the nudity of the 1gures. Boucher used the full range of Italian and French Baroque devices—the dynamic play of crisscrossing diagonals, curvilinear forms, and slanting recessions—to create his master- ful composition. But he dissected powerful Baroque curves into a multiplicity of decorative /ourishes, dissipating Baroque drama into sensual playfulness. Lively and lighthearted, Boucher’s artful Rococo In Pilgrimage to Cythera (!"#. 26-7), luxuriously costumed lovers make a “pilgrimage” to Cythera, the island of eternal youth and love, sacred to Aphrodite. (Some art historians think that the lovers are returning from Cythera rather than having just arrived. Watteau provided few clues to settle the question de1nitively.) 2e elegant 1gures move gracefully from the protective shade of a woodland park 1lled with play- ful cupids and voluptuous statuary. 2e poses of the 1gures, which blend elegance and sweetness, are hallmarks of Watteau’s style, both in ambitious multi1gure compositions such as Pilgrimage to Cythera and in single-1gure studies such as L’Indi!érent (!"#. 26-7A). Watteau prepared his paintings using albums of draw- ings in which he sought to capture slow movement from di3cult and unusual angles, searching for the smoothest, most poised, and most re1ned attitudes. As he experimented with nuances of posture and movement, Watteau also strove for the most exquisite shades of color di0erence, de1ning in a single stroke the shimmer of silk at a bent knee or the shine appearing on a glossy surface as it emerges from shadow. 2e haze of color, the subtly modeled shapes, the gliding motion, and the air of suave gentility tinged with nostalgia 26-7B WATTEAU, Signboard of Gersaint, 1721. 26-7 A!"#$!% W&""%&', Pilgrimage to Cythera, 1717. Oil on canvas, 49 30 ( 69 4 120. Musée du Louvre, Paris. Watteau’s fête galante paintings depict the outdoor amusements of French upper-class society. The haze of color suited the new Rococo taste and was the hallmark of the Royal Academy’s Rubénistes. 26-7A WATT.

776! CHAPTER 26 Rococo to Neoclassicism The 18th Century in E.docx

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8 | New Scientist | 4 January 2020 THE tropics are the most biodiverse regions on Earth. Now there is evidence that they are also the main source of evolutionary innovation and diversity. Complex animals have dominated Earth for 541 million years, a time span called the Phanerozoic eon. Huge numbers of species have evolved and gone extinct during this time, in a complex story that includes fish, giant reptiles and whales. However, in the 1980s palaeontologist John Sepkoski analysed the overall pattern of evolution in the sea, where the fossil record is best. He concluded that marine evolutionary history could be broken down into three supergroups, which he called “great evolutionary faunas”. The first group was dominated by trilobites, which resembled woodlice, and bristle worms; the second by shellfish-like creatures called brachiopods; and the third by molluscs, which have persisted to the present day. Other animals like land mammals probably followed similar patterns, but their fossil record isn’t complete enough for us to know. Now, by analysing nearly 18,300 marine genera from the Phanerozoic fossil record, Alexis Rojas-Briceno of Umeå University in Sweden and his colleagues have found that the evolution of complex marine life is best described using four great groups of fauna, not three (bioRxiv, doi.org/dg98). The first supergroup existed between 541 and 494 million years ago, spanning the Cambrian explosion in which many animal groups first emerged. As in the original analysis, trilobites dominated. The second supergroup, dubbed the Palaeozoic, lasted from 494 to 252 million years ago. Creatures with hard outer shells were now widespread, including brachiopods. This phase ended when the end- Permian extinction wiped out almost all complex life on Earth. This matches Sepkoski’s analysis, but the new study splits his third great fauna into two. In this version, the third supergroup is called the Mesozoic. It began in the wake of the Permian extinction and ended 129 million years ago, in the middle of the dinosaur era. This time cephalopods, the group that includes squid and octopuses, were the rulers. The fourth and final supergroup, the Cenozoic, is still dominant today. During this time, clams and snails have made up much of the diversity. The team found that all four supergroups originated in the tropics, then expanded through the oceans. This is in line with the idea that the tropics are hotbeds of evolutionary innovation, which has been promoted by David Jablonski at the University of Chicago. It may be that the warmer temperatures and ample sunlight ensure there is plenty of food to nourish a multitude of species. However, John Alroy at Macquarie University in Australia isn’t convinced. “I have always been sceptical about the out-of-the-tropics hypothesis, because they have never seriously dealt with sampling biases, as far .

8 New Scientist 4 January 2020THE tropics are the most.docx

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7 HYPOTHETICALS AND YOU TESTING YOUR QUESTIONS 7: MEDIA LIBRARY Premium Videos Core Concepts in Stats Video · Probability and Hypothesis Testing Lightboard Lecture Video · Hypothesis Testing Difficulty Scale (don’t plan on going out tonight) WHAT YOU WILL LEARN IN THIS CHAPTER · Understanding the difference between a sample and a population · Understanding the importance of the null and research hypotheses · Using criteria to judge a good hypothesis SO YOU WANT TO BE A SCIENTIST You might have heard the term hypothesis used in other classes. You may even have had to formulate one for a research project you did for another class, or you may have read one or two in a journal article. If so, then you probably have a good idea what a hypothesis is. For those of you who are unfamiliar with this often-used term, a hypothesis is basically “an educated guess.” Its most important role is to reflect the general problem statement or question that was the motivation for asking the research question in the first place. That’s why taking the care and time to formulate a really precise and clear research question is so important. This research question will guide your creation of a hypothesis, and in turn, the hypothesis will determine the techniques you will use to test it and answer the question that was originally asked. So, a good hypothesis translates a problem statement or a research question into a format that makes it easier to examine. This format is called a hypothesis. We will talk about what makes a hypothesis a good one later in this chapter. Before that, let’s turn our attention to the difference between a sample and a population. This is an important distinction, because while hypotheses usually describe a population, hypothesis testing deals with a sample and then the results are generalized to the larger population. We also address the two main types of hypotheses (the null hypothesis and the research hypothesis). But first, let’s formally define some simple terms that we have used earlier in Statistics for People Who (Think They) Hate Statistics. SAMPLES AND POPULATIONS As a good scientist, you would like to be able to say that if Method A is better than Method B in your study, this is true forever and always and for all people in the universe, right? Indeed. And, if you do enough research on the relative merits of Methods A and B and test enough people, you may someday be able to say that. But don’t get too excited, because it’s unlikely you will ever be able to speak with such confidence. It takes too much money ($$$) and too much time (all those people!) to do all that research, and besides, it’s not even necessary. Instead, you can just select a representative sample from the population and test your hypothesis about the relative merits of Methods A and B on that sample. Given the constraints of never enough time and never enough research funds, with which almost all scientists live, the next best strategy is to take a portion of a lar.

7 HYPOTHETICALS AND YOU TESTING YOUR QUESTIONS7 MEDIA LIBRARY.docx

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