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Chapter 11 5. Discuss Child related family issues that are problematic to society in the 21st century 6.Define the following concepts: Monogamy, exogamy, polyandry, matrilineal, bilateral relationships, homogamy and the differences among the Patterns of Descent. 7. Compare Symbolic Interactionist theory of family with Post Modern and Functionalist theories. Chapter 12 8. Discuss conflict and structural functionalist theories of religion and education (separately). How do they address these two social institutions? 9. What is the meaning of ‘hidden curriculum’ and inequality? Discuss the impact of school drop out on race and ethnicity 10. Discuss your views relating to Charter Schools and Homeschooling .

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Chapter 1: Combating terrorism has entailed restrictions on civil liberties. How can we reconcile civil liberty and national security? Are we better off opting for more liberty or more security? Are the two goals mutually exclusive? Have Americans become less supportive of the limitations on liberty put into place after the terror attacks in 2001, or do they still perceive that it makes sense to give up some liberties in order to feel more secure? .

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Chapter 1 Evaluation and Social Work: Making the Connection Page 4 Let’s begin by considering three important questions: 1. Is evaluation an important area of social work? 2. Is the evaluator role an important one for social workers? 3. How can evaluations help improve or enhance social work interventions? These questions may be your questions as you begin to read this book. They are questions that many social work students and practitioners have pondered. This book is about evaluation so the responses to the first two questions, in brief, will be no surprise to you. Yes, evaluation is an important area of social work. Further, the evaluator role is an important role for every social worker to prepare to assume. Some social workers will be evaluators of programs, and virtually every social worker will be an evaluator of their own practice. It’s like asking whether social workers need to know whether they are doing a good job, or asking them if they know whether their interventions are effective in helping their clients. The third question, asking how evaluation can help improve social work interventions, is the focus of this text. The underlying theme driving the book is that evaluation is a vital element of any social work approach and is critical for ensuring that social work actually does work! A reassuring theme is that evaluation is a practice area that BSW and MSW students and practitioners alike can learn. Social workers and students wanting to maximize their impact in their jobs will find that the perspective, knowledge, ethics, and skills of evaluations covered in this book are a central component of practice and ensure that you will have a much greater impact on your clients’ well-being. This book provides the needed preparation for evaluation in both a comprehensive and a readable format. The primary emphasis is on the various kinds of small and mid-range formative evaluations that are often implemented at the local agency level; less emphasis is placed on the large, com-plex national and regional studies that may draw the most coverage under the title evaluation. These smaller formative evaluations are also the critical ones that social work students and graduates either are assigned or should consider taking on in their field placements and employment agencies. Such Page 5 evaluations often are instrumental in determining whether the programs in which you are working will continue and possibly expand. Example of a Small, Formative Evaluation An agency that provides an anger management program to perpetrators of domestic violence offers a series of ten psychoeducational group sessions to help them manage their anger. The agency also conducts an evaluation of this program that is integral to it. An anger management scale is used to measure changes that occur in the participants’ anger after they have completed all ten sessions of a group program. Throughout the series, the specific items of the anger management scale (e.g., be.

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Changes in the Human Figure in Art You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In Northern Europe, however, depiction of the human form remained somewhat stylized. Use the textbook and/or online sources to locate and capture three works of art. one from the Early Renaissance (fourteenth century, 1300–1399) one from the Northern European Renaissance (fifteenth century, 1400–1499) one from the Italian Renaissance (fifteenth century, 1400–1499) Your works of art must either be all paintings or all sculptures. First, place images of your selected works in a Word document. Then do the following: For each work identify: The artist Title of the work of art The date(s) it was created The medium or materials used to create the work of art, such as oil paint, marble, etc. Where the work is located now. In a well-developed paragraph, provide at least two important historical facts about each work. In another well-developed paragraph, describe how each artist depicted the human figure, supporting your observation using art historical vocabulary from this week's reading. Then, In a 6–10-sentence concluding paragraph: Compare and contrast how the depiction of the human figure has changed. Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed. Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes. Offer a citation of your sources for each image and the information provided as appropriate. .

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Chapter #13 1. Explain the terms Computationalism and Culturalism and their effects on Learning 2. Explain the implications of Pedagogy and Social practices in the development of adult learners Chapter #15 3. According to Ziehe (2018), what are some normal Learning problems in youth. Name and explain at least 3 Chapters #16 and #17 4. Describe the four components of the Social Theory of Learning 5.Explain the Psychological theories: a. Behaviorist b. Cognitive d. Social Learning .

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chapter 8 notes – Asian Americans: model minorities? chapter begins with a story of a sociologist, riding in a taxi - he was born in the US of Japanese heritage (grandfather came to US in 1880s) - taxi drive asks him how long he was in the US (the answer is since birth) - brings up the perception of ‘other’ around Asian Americans focus of this chapter: Chinese Americans and Japanese Americans (oldest Asian groups in the US; often considered to be ‘model minorities’) - model minorities stereotype: successful, affluent, highly educated, not suffer from minority group status (remember this is a stereotype) why an increase in immigration from the Philippines and India into the US? - both colonized — India by Britain — Philippines 1st by Spain, then the US current demographics - Asian Americans are about 5.6% of the total population (2012) – see table 8.1 above — contrasted with African Americans (13%) and Hispanic Americans (16%) - overall, rapid growth in numbers of Asian Americans in US recently — one reason: immigration changes in 1965 — one of the largest growing groups – Asian Indians — rapid growth is expected to continue - 10 largest Asian groups in fig 8.1 below - high percentage of foreign born in Asian American population — 88% of Asian Americans are either 1st generation (foreign born) or 2nd generation (their children) — — see figure 8.2 below - similar to Hispanic Americans, Asian Americans are + likely to identify with country of origin 1st origins and cultures great diversity in languages, cultures, religions - Asian cultures are much older than the founding of the US - these cultures are quite different from each other, but there are some similarities similarities: - group membership is more important than the individual — some of above from Confucianism which emphasizes a person is one part of the larger social system, one part of the status hierarchy — — therefore loyalty to group, conformity to societal expections and respect for superiors are important - it is important to be sensitive to the opinions and judgements of others; avoid public embarrassment, giving offence — guilt / shame dichotomy — — Asian cultures: emphasis on not bringing shame to the family / group from others (if someone goes against societal expectations, they are bringing shame onto their family / group) — — — emphasis on proper behavior, conformity to convention and how others judge one, avoid embarressment (to self or to others), avoid personal confrontations — — — overall desire to seek harmony — — Western culture emphasizes individuals develop personal consciences and we need to avoid guilt (if someone goes against societal expectations, they are guilty of ... — Westerners guided by personal sense of guilt) - generally (but not always) traditionally patriarchal — in China foot binding was practiced for many generations the above tendencies are more likely for individuals new to the US, but not as likely for individuals / families in the U.

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CHAPTER 1: This list below indicated various audits, attestation, and other engagements involving auditors. 1. A report on the effectiveness of internal control over financial reporting as required by Section 404 of the Sarbanes-Oxley Act. 2. An auditor’s report on whether the financial statements are fairly presented in accordance with International Financial Reporting Standards. 3. An engagement to help a company structure a merger transaction to minimize the taxes of the combined entities. 4. A report stating whether the company has complied with restrictive covenants related to officer compensation and payment of dividends contained in a bank loan agreement. 5. A report on the effectiveness of internal controls at a company that provides payroll processing for other companies. 6. An examination report stating whether a company’s statement of greenhouse gas emissions is presented in conformity with standards issued by the World Business Council for Sustainable Development and the World Resources Institute. 7. Evaluating the voting process and certifying the outcome for Rolling Stones Magazine’s “Greatest Singer of All Time” poll. 8. A report indicating whether a governmental entity has compiled with certain government regulations. 9. A review report that provides limited assurance about whether financial statements are fairly stated in accordance with U.S. GAAP. 10. A report about management’s assertion on the effectiveness of controls over the availability, reliability, integrity, and maintainability of its accounting information system. 11. An evaluation of the effectiveness of key measures used to assess an entity’s success in achieving specific targets linked to an entity’s strategic plan and vision. Required a. Explain the relationships among audit services, attestation services, and other assurance and no assurance services provided by CPA’s. b. For each of the services listed above, indicate the type of service from the list that follows. (1) An audit of historical financial statements. (2) An attestation service other than an audit service. (3) An assurance or no assurance service that is not an attestation service. 1-21. Dave Czarnecki is the managing partner of Czarnecki and Hogan, a medium-sized local CPA firm located outside of Chicago. Over lunch, he is surprised when his friend James Foley asks, him, “Doesn’t it bother you that your clients don’t look forward to seeing their auditors each year?” Dave responds, “Well auditing is only one of several services we provide. Most of our work for clients does not involve financial statement audits, and our audit clients seem to like interacting with us.” a. Identify ways in which a financial statement audit adds value for clients. b. List other services other than audits that Czarnecki and Hogan likely provides. c. Assume Czarnecki and Hogan has hired you as a consultant to identify ways in which they can expand their practice. Identify at least one additional service that .

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Challenges and Resources for Nurses Participating in a Hurricane Sandy Hospital Evacuation Nancy VanDevanter, RN, DrPH1, Victoria H. Raveis, PhD2, Christine T. Kovner, RN, PhD3, Meriel McCollum, BSN, RN4, & Ronald Keller, PhD, MPA, RN, NE-BC5 1 Professor, New York University, Rory Meyers College of Nursing, New York, NY, USA 2 Professor, New York University, College of Dentistry, New York, NY, USA 3 Professor, New York University, Rory Meyers College of Nursing, New York, NY, USA 4 PhD Candidate, University of North Carolina Chapel Hill, Chapel Hill, NC, USA 5 Senior Director of Nursing NYU Hospitals Center, New York University, Langone Medical Center, New York, NY, USA Key words Nurse’s disaster experience, nurses’ disaster preparedness education, Superstorm Sandy Correspondence Dr. Nancy VanDevanter, New York University, College of Nursing, 433 1st Ave., New York, NY 10010. E-mail: [email protected] Accepted May 13, 2017 doi: 10.1111/jnu.12329 Abstract Purpose: Weather-related disasters have increased dramatically in recent years. In 2012, severe flooding as a result of Hurricane Sandy necessitated the mid-storm patient evacuation of New York University Langone Medical Center. The purpose of this study was to explore, from the nurses’ perspective, what the challenges and resources were to carrying out their responsibilities, and what the implications are for nursing education and preparation for disaster. Design: This mixed-methods study included qualitative interviews with a purposive sample of nurses and an online survey of nurses who participated in the evacuation. Methods: The interviews explored prior disaster experience and training, communication, personal experience during the evacuation, and lessons learned. The cross-sectional survey assessed social demographic factors, nursing education and experience, as well as potential challenges and resources in carrying out their disaster roles. Findings: Qualitative interviews provided important contextual information about the specific challenges nurses experienced and their ability to respond effectively. Survey data identified important resources that helped nurses to carry out their roles, including support from coworkers, providing support to others, personal resourcefulness, and leadership. Nurses experienced consid- erable challenges in responding to this disaster due to limited prior disaster experience, training, and education, but drew on their personal resourcefulness, support from colleagues, and leadership to adapt to those challenges. Conclusions: Disaster preparedness education in schools of nursing and practice settings should include more hands-on disaster preparation exercises, more “low-tech” options to address power loss, and specific policies on nurses’ disaster roles. Clinical Relevance: Nurses play a critical role in responding to disasters. Learning from their disaster experience can inform approaches to nursing education and preparation. Weath.

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Chamberlain College of Nursing NR631 Nurse Executive Track—CGE I Learning Agreement Student name: Student D#: Student e-mail, phone: Mentor name and credentials: Mentor contact information (work phone, cell phone, e-mail and work address): Directions: For Week 1, complete the Learning Agreement with self-identified goals to meet Course Outcomes (COs) and initial plans to meet those self-identified goals; review the TIPS document to help you and discuss your goals and plans with your mentor. Your mentor must sign the Learning Agreement for your Week 1 submission. The agreement should be revised each week to reflect completed goals, additional goals, and changes to the plan dictated by the actual experience or revisions suggested by faculty or the mentor. At the end of the practicum experience, evaluate success with your mentor and obtain the mentor’s signature at the bottom of agreement. Save this form as a Word document and enter required information directly onto it; submit the completed Learning Agreement, signed by your mentor, on the Saturday of Week 8. See the Learning Agreement Grading Rubric for grading details. The Learning Agreement consists of three sections. I. Student Learning Outcomes table (Week 1) II. Signatures approving plan (Week 1) III. Signatures and mentor verification (Week 8) Due Dates: 1. Initial signed Learning Agreement is submitted by 11:59 p.m. MT, Sunday at the end of Week 1 2. Completed signed Learning Agreement is submitted by 11:59 p.m. MT, Saturday of Week 8 A minimum of 144 hours practicum experience is required by the end of NR632. If the 144 hours are not completed by end of term, you will receive a grade of “I” and not be able to graduate until completed. I. Student Learning Outcomes Course Outcomes Student Identified Practicum Goals to Meet COs Plan to Meet Student Identified Practicum Goals Narrative Description of Attainment of Student-Identified Goals Through the End of CGE 1 CO 1: Apply leadership skills concepts of project management as a nurse executive in an organizational setting to develop, implement and evaluate successful project plans. (POs 4 and 5) CO 2: Using current knowledge, standards of practice, and research from evidence-based literature, synthesize a foundation for the nurse executive role. (POs 3 and 4) CO 3: Exemplify professional values and scholarship that support the role of a student in a practicum setting. (PO 4) CO 4: Contribute to the body of nursing leadership and management knowledge through research, planning, evaluation and dissemination of findings. (PO 4) CO 5: Apply professional values characteristic of the competent and caring nurse executive that promote holistic care principles and an appreciation of cultural humility ( POs 1, 3, and 4) CO 6: Apply evidence-based fiscal principles that contribute to the creation of a caring environment characterized by high quality, safe, patient-centered care (PO.

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Chamberlain College of Nursing NR449 Evidence-Based PracticeEvidence Matrix Table Article Reference Purpose Hypothesis Study Question Variables Independent(I) Dependent(D) Study Design Sample Size and Selection Data Collection Methods Major Findings 1 (sample not a real article) Smith, Lewis (2013), What should I eat? A focus for those living with diabetes. Journal of Nursing Education, 1 (4) 111-112. How do educational support groups effect dietary modifications in patients with diabetes? D-Dietary modifications I-Education Qualitative N- 18 Convenience sample-selected from local support group in Pittsburgh, PA Focus Groups Support and education improved compliance with dietary modifications. 1 2 3 4 5 NR449 Evidence Matric Table.docx Revised10/20/14 ns/cs 1 .

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Centralized System for Strategic Resources Introduction Attention: According to recent news reports, US states are competing with each other to shop for medical supplies such as masks, PPE (personal protective equipment), and ventilators. Sometimes, states are even battling with the federal government for bidding, which pushed the prices for such supplies even higher and caused a lot of chaos. Reveal Topic: A centralized system for strategic resources means that the federal government would represent all individual states and make purchases globally as a single outward-facing entity. Then resources will be coordinated and allocated to individual states. Credibility: New York State Governor Cuomo states that it is very problematic to keep the current chaotic and unorganized systems. It costs more for taxpayers and could be life-threatening. Central Idea: US federal government should establish a centralized system for buying, coordinating, and allocating strategic resources such as medical supplies. Preview: Today, I will talk about why the lack of a centralized system for strategic resources could be costly and even deadly and the benefits of a centralized system. Transition: Now let's first have a look at the harmful impacts of the current unorganized situation. Body I. Main Point #1 (statement of the need for action): Since the unorganized bidding for medical supplies is causing chaos and uncertainty, there should be a way to organize the bidding efforts so that all states can be allocated sufficient supplies. A. (Description of the problem) The demand for medical supplies is high across all states in the United States amid the COVID-19 pandemic. 1. (signs, symptoms, effects of problem) Due to an increase in coronavirus cases, the low supply of medical resources, and the existence of numerous bidders in the market, States are experiencing a surge in the need for medical supplies (Lara, Rand, and Bartley). 2. (example, narrative, or testimony) The current situation in the country has slowed down the capacity of states to procure PPEs and has also augmented the costs (Triggle). B. (Importance of problem) There is no efficient way to facilitate the process as everyone is trying to purchase the same thing. 1. (extent of problem) In the past, states in the U.S have worked closely with regional officials when faced with emergencies such as hurricanes, but the current unprecedented situation has affected all states simultaneously and has made the process murkier. a. (facts/statistics) There is a bidding war between the various states and local governments as all states in the U.S are desperate to find a solution to meet the needs of their healthcare professionals in their fight against the spread of COVID-19 (Lara, Rand, and Bartley). b. (expert/narrative) According to Casey Tingle, deputy director of the Louisiana Governor’s Office of Homeland Security and Emergency Preparedness, it is not clear whether the federal administration can p.

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Challenge your thinking. 10) After completing the WebQuest, has your opinion about the homeless individuals changed? 11) If so, how did it change? If not, provide rationale. 12) Suggest at least two community interventions relating to homelessness. 13) Are there examples of these interventions in our area? Identify and describe the services they offer. FS 1513 Observation Project Details Time Involved Students enrolled in FS 1513 are expected to complete at least 15 hours of observations related to human development. This work will involve creating a journal entry for each of their observational sessions. There should be entries for at least 15 hours of observations by the end of the semester. There should be 1 journal entry for each time you observe—whether it is for 1 hour or more—there should only be 1 entry. So, if you observed 3 times in 1 week for 1 hour each time then you would need 3 journal entries. Alternately, if you observed 1 time for 3 hours then you would need 1 journal entry. However, this means that there will be less information to assess your work (i.e., 1 mistake can cost more points). Observations: Who and Where Part of the purpose of this project is to observe differences in development across the life span. So, observations should involve people from different age ranges over the course of the semester. Some entries should focus on development observed during childhood (i.e., observing children from infancy through grade-school), others should involve observing development during adolescence (i.e., observing pubescent and adolescent children), and others should involve should involve observing development during adulthood (i.e., observing adults from early to later in life). The important point is that observations should be completed for at least three age groups for the entire semester. Observations should take place in naturalistic settings. Naturalistic means that people should be observed in place where they would normally be present (i.e., not in a lab). Ideally, this would mean that they are able to behave as they normally would. The goal, however, is to have enough time to observe a person so that they can demonstrate what they have developed. This means that you will need to be able to watch them behaving naturally for the duration of your observation (i.e., at least 1 hour). Observations that are less than 1 hour will not be counted as complete. Formatting Journal entries using the appropriate templates should be completed for each observation session. The templates (available on the course website and below) should contain all of the identifying information. Journal entries that do not use the template will not be graded. First, each journal entry must contain documentary information. This should cover (1) who did the observations and who was observed, (2) where and when did the observations happen, (3) what were the people being observed generally like, (4) what was the setting like, and (5) keep tr.

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Ch.10 Discussion - Jingles 33 unread replies.33 replies. Discussion - Ch.10: Jingles Instructions: Jingles are a popular creative form in radio advertising. Even so, there may be as many jingles that you don't want to hear again as there are ones that you do. Identify one jingle that you really dislike and another one that you like. Analyze why these jingles either work or don't work and present your critique to the class. Explain your thoughts. Give thoughtful responses to at least two other students’ postings. Make your reply specific to their comments. Go beyond simple agreement and add something new to the discussion with your reply. A response posting should be a minimum of one short paragraph. Grading Rubric for Discussion Post: Criteria D: Below Standard C: Meeting Standard B: Above Standard A: Exceeding Standard Weight Criteria Definitions Incomplete and/or missing work; in need of major revisions, additions and edits Submission appears as first-draft quality needing edits and improvements; limited supporting data Submission contains all elements and includes supporting data; analysis, vision and/or strategy are still developing Submission has compelling analysis, vision and strategy; well-supported with strong data Discussion Assignment Professionalism: Proper grammar, spelling, citations, sources, good organization, readability, clear articulation of ideas, correct use of templates, etc. 40% Thoroughness: Follows instructions; response is well-researched and articulate; appropriate length; addresses all prompts and assignment criteria; thoughtful analysis 40% Progression: Incorporates feedback and suggestions from instructor and peers; demonstrates continuous improvement 20% .

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Central Sierra Insurance (CSI) sets bonus percentages based on commissions earned by each agent and calculates totals by branch office. This workbook also tracks fundraising efforts of employees for a community event. [Student Learning Outcomes 2.1, 2.2, 2.3, 2.5, 2.6, 2.7] File Needed: CentralSierra-02.xlsx (Available from the Start File link.) Completed Project File Name: [your name]-CentralSierra-02.xlsx Skills Covered in This Project Create, copy, and edit formulas. Name cell ranges. Set mathematical order of operations. Set cell references to be absolute. Use the NOW function. Use HLOOKUP and VLOOKUP Use the SUMIF function. Build an IF function. Open the start file CentralSierra-02.xlsx workbook. If the workbook opens in Protected View, click the Enable Editing button so you can modify it. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it. Select the Tables sheet, select cells A6:B10 , and create range names using the Create from Selection button [ Formulas tab, Defined Names group]. Select cells B1:F2 and click the Name box. Name the selection H_Rates. Note that the first row is arranged in ascending order. Create an HLOOKUP function to display the bonus rate. Click the Commissions sheet tab and select cell F5 . Start the HLOOKUP function and use cell E5 as the lookup_value . For the table_array argument, use the H_Rates range. Use the second row for the row_index_num argument (Figure 2-100). Figure 2-100 HLOOKUP function to display bonus Format the results as Percent Style with two decimal places. Copy the formula in cell F5 to cells F6:F14 . Set order of operations to calculate total earnings. Select cell G5 . Build a formula to add the commissions amount (E5) to the commissions amount times the rate (F5*E5). Copy the formula in cell G5 to cells G6:G14 . Create and copy a SUMIF function to calculate total earnings by branch office. Select cell E18 . Start the SUMIF function with cells $D$5:$D$14 as the Range argument. Set the Criteria argument as a relative reference to cell C18 . Select cells G5:G14 for the Sum_range argument and make the references absolute. Copy the formula in cell E18 to cells E19:E20 without formatting to preserve borders. Format cells E18:E21 as Currency . Total the earnings in cell E21 . Create and format the current date. Select cell G23 and insert the NOW function. Select cell G23 and click the Number group launcher [ Home tab]. On the Number tab, select the Date category. Scroll the Type list to find the date that displays the month spelled out, the date, a comma, and a four-digit year (Figure 2-101). Figure 2-101 Date format selected Click OK . Press Ctrl+Home . Create and copy a VLOOKUP function to display goals for each funding source. Click .

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CH 12 Journal Case study Big Data and the Internet of Things Drive Precision Agriculture By 2050, the world will be populated with an estimated 9 million people, and in order to feed all of them, agricultural output will need to double. Information technology, in the form of the Internet of Things (IoT), wireless and mobile technologies, and automated data collection and analysis is likely to provide part of the solution to this problem. Purdue University’s College of Agriculture is one of the organizations leading the way toward more data-driven farming. The College has developed an agriculture-oriented network with advanced IoT sensors and devices that will allow researchers to study and improve plant growth and food production processes. According to Pat Smoker, director of Purdue Agriculture IT, in West Lafayette, Indiana, every process from farm to table has potential for improvement through better use of information technology. Purdue College of Agriculture partnered with Hewlett Packard Enterprise (HPE) on a digital agriculture initiative. In fall 2016, the university began installing an Internet of Things (IoT) network on its 1,408-acre research farm, the Agronomy Center for Research and Education (ACRE). The system captures terabytes of data daily from sensors, cameras, and human inputs. To collect, aggregate, process, and transmit such large volumes of data back to Purdue’s HPE supercomputer, the university is deploying a combination of wireless and edge computing technologies (see Chapters 5 and 7). They include solar-powered mobile Wi-Fi hotspots, an adaptive weather tower providing high-speed connectivity across the entire ACRE facility, and the PhenoRover, a semi-automated mobile vehicle that roams throughout ACRE research plots capturing real-time data from plant-based sensors. Purdue is also experimenting with drones for plant-growth data collection. ACRE researchers can enter data into a mobile device on-site and transmit them via the wireless network to an HPE data center for analysis. Previously, Purdue’s faculty had to figure out how to transmit data from the sensors back to the lab, and assign someone to write the software for analyzing the data. The new system is faster and responsive. For example, researchers using mobile devices in the field can transmit data about seed growth back to ACRE labs to analyze the impact of water levels, fertilizer quantities, and soil types. The labs can then communicate the results of their analysis back to the field to allow quick adjustments. Computerized instructions control how planting and spraying machines apply seed and nutrients to a field. The Purdue project is an example of “precision agriculture,” in which data collected and analyzed with digital tools drive decisions about fertilizer levels, planting depth, and irrigation requirements for small sections of fields or individual plants, and automated equipment can apply the ideal treatment for specific weeds. Large agricultural .

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Cerebrovascular accident (CVA) better known as a stroke, occurs when blood flow is interrupted to any part of the brain. There are two main types of cerebrovascular accident: ischemic stroke and hemorrhagic stroke. Cerebrovascular accidents are major causes of morbidity and mortality (Vora et al., 2019). Risk factors for CVA are divided into modifiable and non-modifiable risk factors. Non modifiable risk factors include age, sex, ethnicity and geography, family history of stroke. Modifiable risk factors include smoking, alcohol consumption, drug abuse, arterial hypertension, diabetes mellitus, dyslipidemia, heart disease and hyperhomocysteinemia. Sudden signs of stroke consist of FAST: face drooping, arm weakness, slurred speech, time to call 9-1-1. . Cultures are at higher risk for Cerebrovascular accidents are American Indian/Alaska natives. Native Americans have 2.3 greater odds of being diagnosed with diabetes than non-Hispanic Caucasians, a condition that is a risk factor for heart attack and stroke (Van Hooser et al., 2020). Native American continue to experience healthcare disparities therefore causing lack of awareness to heart diseases, diabetes, and stroke. Deep tendon reflex reveals involuntary muscle contraction, the intactness of the reflex arc at specific spinal levels, and the normal override on the reflex of the higher cortical levels. The DTR is sometimes called stretch reflex or myotatic reflex because of the stretch action and the muscle response involved (Rodriguez-Beato & De Jesus, 2020). The deep tendon reflex has 5 components: an intact sensory nerve (afferent), a functional synapse in the cord, an intact motor nerve fiber (efferent), the neuromuscular junction, and a competent muscle. The reflex response is graded on a 4-point scale: 0 No response, 1+ Diminished, low normal, or occurs only with reinforcement, 2+ Average, normal, 3+ Brisker than average, may indicate disease, probably normal, 4+ Very brisk, hyperactive with clonus, indicative of disease.Peripheral neuropathy is symmetric damage to peripheral nerves (feet or hands), resulting in pain without stimulation of the nerves. Diabetic peripheral neuropathy manifests as lack of sensation in the toes spreading to the foot, and the leg causing numbness and pain (Tahir et al., 2020). What I would expect to find in a person with diabetic peripheral neuropathy impaired light touch sensation to the feet, hands or legs, vibratory perception, absent or diminished ankle-deep tendon reflexes as well as muscle weakness. Due to neuropathy, patients have difficulty with mobility and daily activities. We constantly have diabetic patients in the COVID unit. Most of my family members are diabetic as well, my mother has daily neuropathy pain. At work many of my diabetic patients go have dialysis. I recall a time when I cared for a diabetic patient with bilateral lower extremity amputation and an unstageable pressure ulcer to the sacrum. Wound healing is difficult in diabetic pa.

Cerebrovascular accident (CVA) better known as a stroke, occurs when.docx

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Cell, Vol. 100, 57–70, January 7, 2000, Copyright 2000 by Cell Press The Hallmarks of Cancer Review evolve progressively from normalcy via a series of pre-Douglas Hanahan* and Robert A. Weinberg† *Department of Biochemistry and Biophysics and malignant states into invasive cancers (Foulds, 1954). These observations have been rendered more con-Hormone Research Institute University of California at San Francisco crete by a large body of work indicating that the ge- nomes of tumor cells are invariably altered at multipleSan Francisco, California 94143 †Whitehead Institute for Biomedical Research and sites, having suffered disruption through lesions as sub- tle as point mutations and as obvious as changes inDepartment of Biology Massachusetts Institute of Technology chromosome complement (e.g., Kinzler and Vogelstein, 1996). Transformation of cultured cells is itself aCambridge, Massachusetts 02142 multistep process: rodent cells require at least two intro- duced genetic changes before they acquire tumorigenic competence, while their human counterparts are moreAfter a quarter century of rapid advances, cancer re- difficult to transform (Hahn et al., 1999). Transgenicsearch has generated a rich and complex body of knowl- models of tumorigenesis have repeatedly supported theedge, revealing cancer to be a disease involving dy- conclusion that tumorigenesis in mice involves multiplenamic changes in the genome. The foundation has been rate-limiting steps (Bergers et al., 1998; see Oncogene,set in the discovery of mutations that produce onco- 1999, R. DePinho and T. E. Jacks, volume 18[38], pp.genes with dominant gain of function and tumor sup- 5248–5362). Taken together, observations of humanpressor genes with recessive loss of function; both cancers and animal models argue that tumor develop-classes of cancer genes have been identified through ment proceeds via a process formally analogous to Dar-their alteration in human and animal cancer cells and winian evolution, in which a succession of geneticby their elicitation of cancer phenotypes in experimental changes, each conferring one or another type of growthmodels (Bishop and Weinberg, 1996). advantage, leads to the progressive conversion of nor-Some would argue that the search for the origin and mal human cells into cancer cells (Foulds, 1954; Nowell,treatment of this disease will continue over the next 1976).quarter century in much the same manner as it has in the recent past, by adding further layers of complexity to a scientific literature that is already complex almost An Enumeration of the Traits beyond measure. But we anticipate otherwise: those The barriers to development of cancer are embodied researching the cancer problem will be practicing a dra- in a teleology: cancer cells have defects in regulatory matically different type of science than we have experi- circuits that govern normal cell proliferation and homeo- enced over the past 25 years. Surely much of this change stasis. T.

Cell, Vol. 100, 57–70, January 7, 2000, Copyright 2000 by Cel.docx

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central argument that the author is making; NOT a summary of the art.docx

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Central line associated infections can happen in the ICU setting and can lead to poor patient outcomes, longer complicated hospital stays, and increased cost in hospital stays. Education is a crucial way to inform frontline staff about how to prevent these infections. The creation of a bundle of ways for nurses to care for central lines and incorporating it into their protocols and daily routine can decrease the rate of infections. As a nurse in the ICU, it is helpful for staff to have direct and clear instructions to make sure their responsibilities and skills are being performed according to best practice and per protocol per facility. Nurses are at the bedside and are frequently interacting with central lines on a daily basis in the ICU. Making simple changes such as proper hand hygiene before and after use of a central line can have a very positive result on the rate of the infection. The Joint Commission has included central line-associated bloodstream infections (CLABSIs) in their National Patient Safety Goals. It is a problem that can cause critical issues for patients and event result in death. Nurses can have an impact on reducing CLABSIs by implementing evidence-based interventions, such as hand hygiene, proper education on central line care, visual reminders for staff in unit with key points, proper catheter access protocol, disinfecting caps, dressing changes, and frequent assessment of the continued need for the central line. As a nurse in the ICU, I want to establish a central line care bundle using evidence-based research that can reduce CLABSIs and improve patient outcomes. .

Central line associated infections can happen in the ICU setting and.docx

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ccording to Kirk (2016), most of your time will be spent working with your data. The four following group actions were mentioned by Kirk (2016): Data acquisition: Gathering the raw material Data examination: Identifying physical properties and meaning Data transformation: Enhancing your data through modification and consolidation Data exploration: Using exploratory analysis and research techniques to learn Select 1 data action and elaborate on the actions preformed in that action group. Your 2 following posts should be commenting on your classmates’ post .

ccording to Kirk (2016), most of your time will be spent working.docx

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CC02 PERFORMANCE TASK ASSIGNMENT This assessment has three-parts. Click each of the items below to complete this assessment.Part I: Co-Teaching, Communication, and Collaboration Using Document #1: Observation Report of a Co-Teaching Classroom, answer the following questions (two to three pages): 1. What is at least one benefit of using co-teaching strategies in the early childhood classroom? 2. What two co-teaching strategies would be useful for the teachers in the observation report to use? Why did you choose the strategies, and how can the teachers use them to make their co-teaching relationship more effective? 3. What is one piece of feedback you would provide for each of the two teachers in the observation report regarding communicating and collaborating more effectively? 4. Describe a specific strategy for building communication and collaboration skills in the co-teaching setting. Include a rationale for choosing this strategy.Part II: In-Service Presentation: Communication and Collaboration Based on Document #1: Observation Report of a Co-Teaching Classroom and the information provided in Barrera and Kramer’s “Cultural Competency as Skilled Dialogue,” create an in-service presentation on effective communication and collaboration techniques, incorporating the information provided in the scenario as well as from the professional knowledge base. Part II of this assessment is an oral presentation that is 5-7 minutes in length and accompanied by 7-10 PowerPoint slides. The presentation must include: 1. An overview of at least three effective respectful, reciprocal, and responsive communication and collaboration strategies, and a rationale for why you chose the strategies. 2. An explanation of the benefits of applying respectful, reciprocal, and responsive strategies when communicating with colleagues and other professionals. 3. An explanation of at least one strategy for resolving conflict in the workplace. Include examples relevant to the early childhood professionals in the scenario. If you are unfamiliar with how to add audio to a PowerPoint presentation, please use this tutorialPart III: PLC Plan Submit a description of the PLC plan you will create to improve school readiness at the center. Base your PLC plan on Document #2: Preschool Staff Meeting Minutes, Document #3: Editorial on the Implementation of a PLC, and the information provided in “ What is a Professional Learning Community? ” by Richard DuFour. Your response should be three to four pages in length. Your description should include: 1. The visions and three measurable goals of the PLC. 2. Clearly defined roles and responsibilities of administrators and teachers. 3. How PLC teams will be structured, a protocol for meetings, and an explanation of how evidence-based decision making will guide the PLC. 4. The benefits of the PLC you have planned. In your explanation of the benefits of the PLC, address the concerns from the newspaper article in Document #3: Editorial on the Impl.

CC02 PERFORMANCE TASK ASSIGNMENTThis assessment has three-pa.docx

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