Personal Philosophy- write a personal philosophy that reflects your opinion of what is considered “normal.” Normal is a relative term that is broadly defined. But in reality, is there a norm? We are all different in many ways.
Submission instructions:
In a typed document, 12 font, times new roman, include your personal philosophy on education that reflects your opinions and beliefs. Complete and submit the assignment by 23:59 CST Sunday.
Briefly describe the physical issue of cancer. Compare (similarities and differences) the following factors for men and women:
The British Psychological Society has been highly critical of the DSM 5. Clinical psychology, counseling psychology, social work, and other mental health professions are still in the process of deciding how best to continue to adjust to the changes made by the DSM 5. Insurance and drug companies are considering how to alter their approval of various diagnostic categories.
Part 1:
a) Access and read the Learning Resource entitled: The DSM-5: Classification and criteria changes (also located in Learning Resources-Week 3)
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3683251/
b) Choose a major change like any one of the changes listed below or a change mentioned in the articles that particularly interests you. Do an internet search for it in relation to the DSM 5 and discuss with us whether or not it is an improvement or problematic from your point of view.
Answer the question: Why do you think this change was made?
Sample changes:
Combining Axes l and ll
Dropping Axis IV (Psychosocial and Environmental Problems)
Dropping Axis V (Global Assessment of Functioning, known as GAF).
Removal of all subtypes of Schizophrenia
Inclusion of Bereavement
Any disorder change like the Autism Spectrum Disorder, Tobacco Use Disorder, etc.
Harmonizing with the ICD systems
Etc.
Part 2:
Discuss with us the presentation below:
Diagnostic issues:
Describe the history and contributions of the Modern Synthesis. Define populations, population genetics, and methods used to study them
Specify the forces of evolution: mutation, genetic drift, gene flow, natural selection
Explain how allele frequencies can be used to study evolution as it happens
Contrast micro- and macroevolution
Learning Objectives
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Origins of life
Phylogenies
Phylogenetic tree of life
Universal ancestor
Origin of Life
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Lamarckian inheritance
The Modern Synthesis
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Pangenesis
Weismann’s mouse-tail experiment
Gregor Mendel
Mutationists
Biometricians
The Modern Synthesis
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Continuous Range of Variation
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Mutations
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Fisher and Sanderson Haldane tested mathematical models for evolutionary change
Wright and Dobzhansky revealed the existence of chromosomes
Ford confirmed Fisher’s mathematical predictions
Polymorphisms: describe alternative phenotypes or multiple forms of a trait
Tying it all Together
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Populations
Species
Viable offspring
Fertile offspring
Subspecies
Sterile hybrids
Horse + Donkey = Mule
Population Genetics
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Populations smaller units: genes
Populations: gene pools
Gene variants: alleles
Inherited alleles: genotype
Observable traits of genotype: phenotype
Two of the same alleles: homozygous
Two different alleles: heterozygous
Population Genetics: Key Terms
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Evolution requires:
A population of breeding individuals
Some kind of a genetic change
Simple definition of evolution: change in the allele frequencies in a population over time
Allele frequencies
Genotype frequencies
Defining Evolution
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Mutations
deleterious, beneficial, spontaneous
Point mutations
Synonymous mutations
Non-synonymous mutations
Missense mutation
Nonsense mutations
Splice site mutation
Frameshift mutations
The Forces of Evolution: Mutations
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Random changes (“drift”) in allele frequencies
Example
Smooth and ruffled cells
The Forces of Evolution: Genetic Drift
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The Forces of Evolution: Population Bottlenecks
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Inbreeding
Lancaster County Amish population
Ellis-van Creveld syndrome
The Forces of Evolution: Founder Effects
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Gene flow in humans: admixture
Gene flow in non-human populations: hybridization
Harlequin ladybeetle
The Forces of Evolution: Gene Flow
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Peppered moth
Africanized honey bees
The Forces of Evolution: Natural Selection
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Directional selection
Balancing selection
Disruptive selection
The Forces of Evolution: Selection
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Peahen and peacock
Non-random mating (assortative mating)
Positive assortative mating
Negative assortative mating
The Forces of Evolution: Sexual selection
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Microevolution: changes in allele frequencies within breeding populations; single species
Macroevolution: changes that result in new species, similarities and differences between species and their phylogenetic relationships with other taxa
Speciation
Allopatric
Sympatric
Micro- to Macroevolution
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Micro- to Macroevolution
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Adaptive Radiation
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Attributions
| Slide # | Figure # | Attribution |
| 3 | 4.1 | Tree of life SVG by Ivica Letunic: Iletunic, retraced by Mariana Ruiz Villarreal: LadyofHats, has been designated to the public domain (CC0). This item has been modified (made grayscale, rotated, labels added). |
| 4 | 4.2 | Modern Synthesis original to Explorations: An Open Invitation to Biological Anthropology by Mary Nelson is under a CC BY-NC 4.0 License. |
| 5 | 4.3 | Weismann’s mouse-tail experiment original to Explorations: An Open Invitation to Biological Anthropology by Mary Nelson is under a CC BY-NC 4.0 License. |
| 6 | 4.4 | Weismann’s mouse-tail experiment original to Explorations: An Open Invitation to Biological Anthropology by Mary Nelson is under a CC BY-NC 4.0 License. |
| 7 | 4.5 | Castle’s Hooded Rat Experiment original to Explorations: An Open Invitation to Biological Anthropology by Mary Nelson is under a CC BY-NC 4.0 License. |
| 9 | 2.9 a, b x | Horse (pferd-tier-säugetier-reiten-153500) by openclipart-vectors-30363 has been designated to the public domain (CC0). Figure 2.9B Donkey by papapishu has been designated to the public domain (CC0). Figue x Mule (Simple black and white illustration of donkey) by public domain vectors has been designated to the public domain (CC0). |
| 15 | 13.15 4.12 | Bottleneck effect by Tsaneda is used under a CC BY 3.0 License. Figure 4.12 The Cretaceous–Paleogene extinction event original to Explorations: An Open Invitation to Biological Anthropology by Mary Nelson is under a CC BY-NC 4.0 License. |
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Attributions
| Slide # | Figure # | Attribution |
| 16 | 4.13 | 6 Finger by Wilhelmy is under a CC BY-SA 4.0 License. |
| 17 | 4.14 | Ladybug Gene Flow original to Explorations: An Open Invitation to Biological Anthropology by Mary Nelson is under a CC BY-NC 4.0 License. |
| 18 | 4.15 | Peppered moths c2 by Khaydock is under a CC BY-SA 3.0 License. |
| 19 | 4.16 | Biology (ID: 185cbf87-c72e-48f5-b51e-f14f21b5eabd@9.17) by CNX OpenStax is used under a CC BY 4.0 License. |
| 20 | 4.18 | Peacock tail advantage and disadvantages soriginal to Explorations: An Open Invitation to Biological Anthropology by Mary Nelson is under a CC BY-NC 4.0 License. |
| 22 | 4.19 | Isolation Leading to Speciation original to Explorations: An Open Invitation to Biological Anthropology by Mary Nelson is under a CC BY-NC 4.0 License. |
| 23 | 4.20 | Darwin’s finches original to Explorations: An Open Invitation to Biological Anthropology by Mary Nelson is under a CC BY-NC 4.0 License. |
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This presentation was developed by the editors of Explorations: An Open Invitation to Biological Anthropology.
Unless otherwise specified, all content is made available under a Creative Commons license: CC BY-NC
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Essay 2 should be an argumentative interpretation of an aspect or aspects of one of the short stories below. These are to be read and analyzed in addition to your weekly class assignments. Each story is available as a .pdf file; perform a search for these using Google, Yahoo, or the like.
For best results, enter the story title, the author’s last name, and the abbreviation pdf.
• T. Coraghessan Boyle, “Greasy Lake” • Raymond Carver, “Cathedral” • Ralph Ellison, “Battle Royal” • Joyce Carol Oates, “Where Are You Going, Where Have You Been?” • Tillie Olsen, “I Stand Here Ironing” • Daniel Orozco, “Orientation” • George Saunders, “The 400-Pound CEO”
Limit the scope of your essay to one of these stories; each should provide plenty of potential approaches. Also read the biographical headnotes preceding the stories, which provide some insight and background. Some possible approaches are listed below. Note that these are broad approaches, only beginning points. It is your job to narrow and limit these in order to properly fit the scope of your essay. If you have another idea which isn’t listed, please check with me first.
• One or more of the literary terms we discuss as they apply to short stories (metaphor, symbol, setting, character, tone, etc.).
• Conflict(s) rooted in gender, race, age, culture, and/or economic class • Societal “norms”: how do characters function within and/or rebel against their communities? • Male/female relationships
• Manhood, womanhood: how do characters fit and not fit traditional gender roles?
• Parental roles • How male and/or female characters deal with trauma or misfortune • Family relationships • Coming of age/loss of innocence
• Narration/point of view: how does the telling style govern what story gets told? • Rituals/ceremonies and their significances: marriages, funerals, parties, etc. • A character analysis, in which you pick a character (or two) from a story that interests you and explore his/her motivations, desires, etc.
2 Discussion threads will also hopefully be a springboard for your writing; take a topic or angle we’ve broached and explore it further. But please don’t simply repeat things you’ve read in discussions; put your own stamp on them. Don’t forget you have additional sources for feedback on your work. GSU’s Learning and Tutoring Center offers online assistance with your writing at this link: https://success.students.gsu.edu/learning-tutoring-center/. Alternately, email me or post your question to the Q & A discussion in Start Here. Reminders: • The final draft of your paper should be a well-developed essay.
It should have a recognizable introduction, body, and conclusion and should have a minimum of five paragraphs, each with a topic sentence and supporting details from the work you are analyzing. The essay should also contain a thesis statement at the end of the introduction that sums up the main argument of your paper. I should be able to detect a flow and “path” to your analysis. Make sure all parts of your essay are working together.
• Specific details from your chosen story are essential to make your main points and thesis statement clear. When you write a paper of this kind, you become the teacher—you are illustrating some facet of a work of literature for an audience who doesn’t have the same insight you do. Keep your reader in mind. •
No plot summaries. The goal of this essay (as with the others) is interpretation—advancing a main point which asserts something debatable, and illustrating that main point with concrete and appropriate evidence. Rehash and summary is not interpretation.
It’s fine to explain the significance of a small portion of the story to advance the argument you are making, but plot summary will be penalized if done in excess. • As before, proper parenthetical documentation and a Works Cited page, both in MLA format, are required.
Five points will be deducted for failure to include both of these. When you quote, paraphrase, or summarize passages from a piece of prose, you need to parenthetically cite the page numbers they come from.
(And make sure you place quotation marks around exact quotes.) • Re-consult the document “Submitting Your Essays and Formatting Requirements” in the Start Here folder as you move through this process. Also re-consult the grading policy in the syllabus for details on late submissions.
Considering all you researched so far, develop a guide for a local healthcare facility for implementation of a Healthcare Management Information System (HMIS). It should cover differentiation among three terms – project management, program management, and portfolio management. Define and analyze the five project management processes in terms of applicability to sHMIS implementation need. Locate and evaluate at least two project management tools and compare their metrics for monitoring the project progress. Explain how would you keep Scope Creep at a minimum during the project implementation?
Using the UMUC library databases, you will be expected to compile a bibliography of at least 10 citations on a faculty approved topic that relates to end of life issues. Follow the direction in your syllabus.
The bibliography must be formatted using APA (American Psychological Association) style.
Grading Rubric for Bibliography Assignment:
10 Citations
2 points each
· Correct APA format
· Scholarly, peer-reviewed source
.5 points each
· Mostly correct APA format – only minor errors
· Scholarly, peer-reviewed source
0 points each
· Incorrect APA format
· Inappropriate source
Total possible points for citations: 20 points
Due DateJul 5, 2022 11:59 PM
Hide Rubrics
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CriteriaMeets Expectations2 pointsLevel 11 pointDoes not Meet Expectations0 pointsCriterion ScoreReference 1
Correct APA format
· Scholarly, peer-reviewed source
· Mostly correct APA format – only minor errors
· Scholarly, peer-reviewed source
Mostly correct APA format, only minor errors
Scholarly, peer-reviewed source
Inappropriate source
Score of Reference 1,/ 2Reference 2Score of Reference 2,/ 2Reference 3Score of Reference 3,/ 2Reference 4Score of Reference 4,/ 2Reference 5Score of Reference 5,/ 2Reference 6Score of Reference 6,/ 2Reference 7Score of Reference 7,/ 2Reference 8Score of Reference 8,/ 2Reference 9Score of Reference 9,/ 2Reference 10Score of Reference 10,/ 2TotalScore of Bibliography,/ 20
Develop a 3-4 page preliminary care coordination plan for a selected health care problem. Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care.
NOTE: You are required to complete this assessment before Assessment 4.
The first step in any effective project is planning. This assignment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for a particular health care problem.
Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care.
As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement.
Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.
To prepare for this assessment, you may wish to:
· Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.
· Allow plenty of time to plan your chosen health care concern.
Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.
Note: You are required to complete this assessment before Assessment 4.
Complete the following:
· Identify a health concern as the focus of your care coordination plan. In your plan, please include physical, psychosocial, and cultural needs. Possible health concerns may include, but are not limited to:
3. Stroke.
3. Heart disease (high blood pressure, stroke, or heart failure).
3. Home safety.
3. Pulmonary disease (COPD or fibrotic lung disease).
3. Orthopedic concerns (hip replacement or knee replacement).
3. Cognitive impairment (Alzheimer’s disease or dementia).
3. Pain management.
3. Mental health.
3. Trauma.
. Identify available community resources for a safe and effective continuum of care.
. Your preliminary plan should be an APA scholarly paper, 3-4 pages in length.
5. Remember to use active voice, this means being direct and writing concisely; as opposed to passive voice, which means writing with a tendency to wordiness.
. In your paper include possible community resources that can be used.
. Be sure to review the scoring guide to make sure all criteria are addressed in your paper.
7. Study the subtle differences between basic, proficient, and distinguished.
Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan.
The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
. Analyze your selected health concern and the associated best practices for health improvement.
8. Cite supporting evidence for best practices.
8. Consider underlying assumptions and points of uncertainty in your analysis.
. Describe specific goals that should be established to address the health care problem.
. Identify available community resources for a safe and effective continuum of care.
. Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
. Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
12. Write with a specific purpose with your patient in mind.
12. Adhere to scholarly and disciplinary writing standards and current APA formatting requirements.
Before submitting your assessment, proofread your preliminary care coordination plan and community resources list to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan. Be sure to submit both documents.
Portfolio Prompt: Save your presentation to your ePortfolio.
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
. Competency 1: Adapt care based on patient-centered and person-focused factors.
13. Analyze a health concern and the associated best practices for health improvement.
. Competency 2: Collaborate with patients and family to achieve desired outcomes.
14. Describe specific goals that should be established to address a selected health care problem.
. Competency 3: Create a satisfying patient experience.
15. Identify available community resources for a safe and effective continuum of care.
. Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
16. Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
16. Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
This assignment contributes to the Gordon Rule with Writing (GRW) requirement and will count as 15% towards your overall grade.
To help you understand the media message, watch one episode of a reality show and one episode of a news program. You will need to compare and contrast the episodes you watched. Respond to the following questions in essay format in APA style:
1. What emotions were triggered when you watched both episodes?
2. Do you think these emotions were planned by the producers of the show?
3. If so, what language was used to incite these emotions?
4. Do you feel like you were led to a particular conclusion rather than left to make up your own mind? How so?
5. Was information presented in meaningful context when comparing both shows?
6. Was the information presented in a way that was factual, informative, descriptive, persuasive, coercive? Why?
Directions for Critical Thinking Activity #2:
· Word count: 400. Going under or over the word count will be counted against your overall grade for the assignment.
· Use Times New Roman size 12 pt. double-spaced.
· Essay can be written in first-person.
· Must be written in APA style.
· Submit it as a Word document ONLY.
· Essay should have proper punctuation, grammar, and structure. It should NOT be one huge paragraph. Practice the proper writing skills you learned in ENC 1101 & ENC 1102.
· Similarity index within TurnItIn should be 25% or lower. Higher similarity indexes will receive an automatic zero.
The Chief Nursing Officer (CNO) of an acute care hospital is interested in becoming a Magnet-designated hospital. The CNO would like to create a strategic plan for nursing excellence. If you were the CNO, what would the mission statement for nursing say? What would the vision statement for nursing say? What would be the core values of the nursing department? Create an Incivility Statement/Policy.
Requirement
Select one of the below-listed topics to use for your final project. Submit topic choice and a minimum of three references related to your topic to your instructor for approval. References should be five years or less since publication and be listed in the current APA Style. No Blog sites, WIKI, or another school of nursing references, please. The Final Project may be presented in your choice from the following: PowerPoint Presentation (PPT), Infographic, or Pamphlet.
