4-5-sentences-about-sociology-of-the-family

/in /by

Read both articles attached and write a response 4-5 sentences for each article

Responses should not be simple summaries of the reading, but instead should interact with it/engage it/render an opinion about it. Students can do so in multiple ways, such as: 1) critique logic, evidence or argument (but please do not spend much time complaining about the writing/density/difficulty); 2) put the reading in dialogue with another reading or aspect of class discussion (e.g., “Jones said hookup culture was a result of women’s continuing oppression, and this idea is in direct contradiction to Smith’s point, that women engage in hookup culture because their career orientation means they don’t have time for romance”); or 3) apply the ideas in the reading to facts/a situation/an experience in your life/other reading/politics/civic life (e.g. “When Jones argued that child labor laws served to punish and stigmatize working-class families, I remembered working in my family’s restaurant growing up: my parents knew that other people thought that was a problem, even though they thought it taught me discipline and gratitude”). Essentially a good response works with a reading as if it is a live thing, wrestling with it, having an opinion about it, applying it to something else.

gender-pay-gap

/in /by

Read over The Simple Truth about the Gender Pay Gap. (Links to an external site.)

Select one fact from this report that stood out to you. Include the fact in your response and explain why you selected it.

Then, go to the median weekly earnings data (Links to an external site.)

Find the occupation that best aligns with your future career goals. Report the median pay data for men and women (make sure to identify the occupation). What might account for the differences in pay between men and women for the occupation you selected?

*****Still undecided on future career. Feel free to choose your own ****

project-manager-competencies-and-ethics

/in /by

Review the “They are Business Leaders at Spotlight Corporation” case on pp. 409-416 of the textbook. Drawing on the case discussion and using research from scholarly sources, what are 5-6 key competencies that are required of project managers in your company or industry? How are these competencies linked to a company’s strategy and the ability to remain competitive? As companies are demanding more from project managers, what are some ways project managers can improve their competencies? Make sure to fully explain the competencies and the rationale for choosing them.

This is a discussion question, textbook attached. Please provide atleast 2 references (one can be textbook). No APA format expected. Inline citation is required.

discussion-response-23

/in /by

Post a thoughtful response to at least two (2) other colleagues’ initial postings. Responses to colleagues should be supportive and helpful (examples of an acceptable comment are: “This is interesting – in my practice, we treated or resolved (diagnosis or issue) with (x, y, z meds, theory, management principle) and according to the literature…” and add supportive reference. Avoid comments such as “I agree” or “good comment.”

Response posts: Minimum of one (1) total reference: one (1) from peer-reviewed or course materials reference per response

Response posts: Minimum 100 words excluding references

Discusion 1

Today I will be discussing community health/public health nursing. The purpose of this post is to compare and contrast community/public health nursing with hospital base nursing practice in regards to core functions and essential services. Health promotion is a vital component to the overall health and wellbeing to individuals (Nies & McEwen, 2015). There are many different ways that nurses are able to promote health and wellness in different settings.

There are many similarities and differences to nursing in the community and nursing in the hospital setting, but one of the main goals for nursing overall is to promote healthy living (Nies & McEwen, 2015). The way these two areas of nursing work toward this goal often differ, but depend on each other. Discharge planning in the acute hospital setting begins at the time of admission (Graham, Gallagher, & Bothe, 2013). The nurse in the acute care setting is responsible for assessing the patient and identifying potential outpatient needs throughout the duration of their stay (Graham et al., 2013). Discharge planning can be an arduous task at times, and nurses are not always able to adequately prepare a patient and their support system, for an impending discharge (Graham et al., 2013). Acute care nurses are tasked with addressing a patient’s immediate issues, educating them during their stay, and arranging the appropriate outpatient resources (Graham et al., 2013). The unit I work on often has readmissions of patients who are noncompliant outpatient. Community nurses are a vital resource that assist patients with continuing their outpatient care in the hopes of decreasing readmissions (Cramm, Hoeijmakers, & Nieboer, 2014). An essential service of the community health nurse is to reaffirm and expand upon the education the patient received while in the inpatient setting.

In conclusion, the goal of nursing is the same for the community health nurse and the acute care nurse. Both areas of nursing rely on each other to identify a need, and to then continue the patient’s plan of care. Coordination of care is an important aspect across all areas of nursing, and by utilizing different skills, their mutual goals are achieved.

References

Cramm, J. M., Hoeijmakers, M., & Nieboer, A. P. (2014). Relational coordination between community health nurses and other professionals in delivering care to community-dwelling frail people. Journal of Nursing Management, 22(2), 170-176. doi:10.1111/JONM.1204

Graham, J., Gallagher, R., & Bothe, J. (2013). Nurses’ discharge planning and risk assessment: Behaviours, understanding and barriers. Journal of Clinical Nursing, 22(15-16), 2338-2346. doi:10.1111/JOCN.12179

Nies, M. A., & McEwen, M. (2015). Community/Public Health Nursing: Promoting the Health of Populations. St. Louis, MO: Elsevier.

Discussion 2

Being the daughter of a nurse who did home health, I got to hear a little bit of how community/public health worked. It is very different from hospital nursing. Community/public health nursing focus on helping the patients thrive at home. The goal of community/public health nursing is to help individuals maintain their health at home and improve the health of the community they serve (Nies & McEwen, 2014). The hospital nursing I am used to is to get them in and out because our ED is overcrowded and we need beds for those patients. I feel that hospital nursing has moved away from being able to actually care for our patient to getting them in and out as fast as they can so that we can help the next person, it feels like an assembly line.

Just the other week at work, we had severe overcrowding in our emergency department. That morning our manage came out and said that anyone that is potentially or is discharged needs to be out by noon, mind you she tells us this at 10 in the morning and we are taking more patients that we are supposed to have. Needless to say, that was such a busy day and eating lunch was out of the question. Since our patients are living longer with chronic conditions, it has resulted in increased needs from the nursing staff (Vallés et al, 2018).

Community/public health nursing on the other hand is designed to be there to help the public when they are needing advice their health (Nies & McEwen, 2014). Health promotion is defined as a combination of education, related organization, economic, and environmental support for individuals or communities on their health (Nies & McEwen, 2014). Community/public health nurses are the nurses that do the booths to help the public become aware of certain diseases and provide the community ways to either prevent it or help manage the symptoms.

Hospital nursing and community/public health nurses focus on very different things in their day to day tasks. Hospital nurses focus on getting the acute illness fixed while community/public health nurses work on helping the patient’s manage their long term illnesses. While both types of nurses do very different things they are both as important to the healthcare system and we couldn’t help our patients the way we do without one another.

References

Nies, M. A., & McEwen, M. (2015). Community/public health nursing: promoting the health of populations. St. Louis, MO: Elsevier.

Vallés, S., Valdavida, E., Menéndez, C., & Natal, C. (2018, January 10). [Impact of chronic illness on hospital nursing workloads]. Retrieved January 15, 2018, from https://www.ncbi.nlm.nih.gov/pubmed/29331220


long-term-care-ambulatory-care-barriers-to-advance-planning-mental-health

/in /by

  1. Given the increasing longevity of Americans and the costs of providing long-term care, anticipation of the costs should be a major element of every family’s financial planning. Current information suggests however, that very few families or individuals give this consideration. What factors might impede this advance planning? What measures might be effective in raising awareness among Americans about this important matter?
  2. Identify the major factors that have resulted in the shift in utilization from inpatient hospitalization to ambulatory care services. What are the implications of this shift for hospitals, consumers, and the health care delivery system as a whole?
  3. The recipients of mental health services in the US represent only a small percentage of those in need of services. Discuss the factors that impede access to mental illness treatment.

writing-250-word

/in /by

Read Donald Murray’s “Teach Writing as a Process Not a Product” (1972). As you participate in your conference meetings this week, think about times in your life when “process” was more important to you than “product.” For example, consider a young child who attempts to make breakfast for a parent. The process of making the breakfast is a gesture that shows patience, dedication, and love–even if the product is ultimately burnt toast and raw bacon.

Post a response in this discussion board that reflects on “process” and “product” as they relate to you. Your response can take the form of structured paragraphs (around 250 words) or it can be more creative (personal narrative, poetry, comics, music, video, collage, etc). Use whatever genre best makes your point. Be sure to connect your ideas to Murray’s with effective quotes, paraphrasing, or other citation strategies. Try to also connect your post with the current writing process you are participating in with regards to the context of this class.

reflection-paper-on-philosophy

/in /by

Watch two audios AND two videos.(Attached Below)

Videos:My favorite scene from Dead Poets Society and What’s Education For?

Audio: Nietzsche on Freedom, Fate, and Responsibility and Heidegger on Authenticity

Please Watch two Video and Two Audio to answer the Questions, Please Follow the Rubric!!!!!! (above 800 words)

Respond to each question and sub-question separately. Make sure to first write out the question (copy/paste) so that the instructor can clearly know to which question you are responding. Each question is worth 20 points

  • In your own words, discuss and critically analyze the major points in each of the audio and video.
  • In your own words, give at least two detailed examples accompanied with detailed explanations as to how they relate to society.
  • In your own words, give at least two detailed examples accompanied with detailed explanations as to how they relate to your personal life.
  • Finally, how, in your opinion, can the ideas discussed in the audios and videos be implemented in society and your own personal life?
  • What steps are necessary and how do you create or make those steps available so that those ideas can in a very practical way be implemented in society and your own personal life. Make sure you map out the steps in order.

CATEGORY

A- Above Standards

(100-89%)

B- Meets Standards

(88-79%)

C- Approaching standards

(78-69%)

D/F- Below standards

(68%-0)

Class Discussions and explanations

Enthusiastically and articulately expresses ideas and actively listens and responds to peers; explanations are clear and complete and demonstrates good understanding of ideas.

Participates in class discussions voluntarily; at times, however, unengaged while others are speaking; explanations are clear and complete, but does not evidence full understanding

Participates in class discussions only when called upon; does not have a clear understanding of the discussion context; explanations are incomplete does not evidence full understanding.

Does not participate in class discussions; explanations are unclear and confusing.

Organization and mechanics of essay

Well-organized and meets all requirements; reflects clear reflection and expression of insights; nearly error-free reflecting clear understanding and thorough proof-reading.

Well- organized and meets most requirements; Ideas are contextually relevant; Occasional grammatical errors

Meets half of the requirements; relatively well-organized; however, ideas loosely related and many errors in spelling, grammar and punctuation.

Unorganized and unclear

Frequent errors in spelling grammar, and punctuation

Creativity

Fulfills minimum requirements and presents many new ideas that exceed the requirements.

Fulfills minimum requirements and presents many new and insightful ideas.

Fulfills minimum requirements with some new ideas and originality, but little follow-through.

Fulfills minimum requirements but with no originality.

References

Use of references indicating substantial research.

Use of references indicating some research.

Few references or some incorrect references.

No references or incorrect references.

Final Draft/Publication

Final draft shows clear evidence of thoughtful editing and revision.

Final draft shows clear evidence of editing and revision.

Final draft shows some evidence of editing and revision.

Final draft shows little to no evidence of editing and revision.

Escience Labs BIO Diffusion Homework

/in /by

An indicator is a substance that changes color when in the presence of the substance it indicates. In this experiment, IKI will be used an indicator to test for the presence of starch and glucose. Materials

(5) 100 mL Beakers
10 mL 1% Glucose Solution, C6H12O6
4 Glucose Test Strips
(1) 100 mL Graduated Cylinder
4 mL 1% Iodine-Potassium Iodide, IKI
5 mL Liquid Starch, C6H10O5
3 Pipettes
4 Rubber Bands (Small; contain latex, handle with gloves on if allergic)  

* Stopwatch
* Water
* Scissors
*15.0 cm Dialysis Tubing

*You Must Provide
*Be sure to measure and cut only the length you need for this experiment. Reserve the remainder for later experiments.

 

 

 

  

  Attention!

Do not allow the open end of the dialysis tubing to fall into the beaker. If it does, remove the tube and rinse thoroughly with water before refilling with a starch/glucose solution and replacing it in the beaker.

Note: Dialysis tubing can be rinsed and used again if you make a mistake. Dialysis tubing must be soaked in water before you will be able to open it up to create the dialysis “bag”. Follow the directions for the experiment, beginning with soaking the tubing in a beaker of water. Then, place the dialysis tubing between your thumb and forefinger and rub the two digits together in a shearing manner. This should open up the “tube” so you can fill it with the different solutions.

Procedure Measure and pour 50 mL of water into a 100 mL beaker. Cut a piece of dialysis tubing 15.0 cm long. Submerge the dialysis tubing in the water for at least 10 minutes. Measure and pour 82 mL water into a second 100 mL beaker. This is the beaker you will put the filled dialysis bag into in Step 9. While the dialysis bag is still soaking, make the glucose/sucrose mixture. Use a graduated pipette to add five mL of glucose solution to a third beaker and label it “Dialysis bag solution”. Use a different graduated pipette to add five mL of starch solution to the same beaker. Mix by pipetting the solution up and down the pipette six times. Using the same pipette that you used to mix the dialysis bag solution, remove two mL of that solution and place it in a clean beaker. This sample will serve as your positive control for glucose and starch. Dip one of the glucose test strips into the two mL of glucose/starch solution in the third beaker. After one minute has passed, record the final color of the glucose test strip in Table 3. This is your positive control for glucose. Use a pipette to transfer approximately 0.5 mL of IKI to into the two mL of glucose/starch solution in the third beaker. After one minute has passed, record the final color of the glucose/starch solution in the beaker in Table 3. This is your positive control for starch. Using a clean pipette, remove two mL of water from the 82 mL of water you placed in a beaker in Step 2 and place it in a clean beaker. This sample will serve as your negative control for glucose and starch. Dip one of the glucose test strips into the two mL of water in the beaker. After one minute has passed, record the final color of the glucose test strip in Table 3. This is your negative control for glucose. Use a pipette to transfer approximately 0.5 mL of IKI to into the two mL of water in the beaker. After one minute has passed, record the final color of the water in the beaker in Table 3. This is your negative control for starch.

Note : The color results of these controls determine the indicator reagent key. You must use these results to interpret the rest of your results. After at least 10 minutes have passed, remove the dialysis tube and close one end by folding over 3.0 cm of one end (bottom). Fold it again and secure with a rubber band (use two rubber bands if necessary). Make sure the closed end will not allow a solution to leak out. You can test this by drying off the outside of the dialysis bag with a cloth or paper towel, adding a small amount of water to the bag, and examining the rubber band seal for leakage. Be sure to remove the water from the inside of the bag before continuing. Using the same pipette which was used to mix the solution in Step 3, transfer eight mL of the solution from the Dialysis Bag Solution beaker to the prepared dialysis bag.

Figure 4: Step 9 reference. Place the filled dialysis tube in beaker filled with 80 mL of water with the open end draped over the edge of the beaker as shown in Figure 4. Allow the solution to sit for 60 minutes. Clean and dry all materials except the beaker with the dialysis bag. After the solution has diffused for 60 minutes, remove the dialysis tube from the beaker and empty the contents into a clean, dry beaker. Label it dialysis bag solution. Test the dialysis bag solution for the presence of glucose and starch. Test for the presence of glucose by dipping one glucose test strip into the dialysis bag directly. Again, wait one minute before reading the results of the test strips. Record your results for the presence of glucose and starch in Table 4. Test for the presence of starch by adding two mL IKI. Record the final color in Table 4 after one minute has passed. Test the solution in the beaker for glucose and starch. Use a pipette to transfer eight mL of the solution in the beaker to a clean beaker. Test for the presence of glucose by dipping one glucose test strip into the beaker. Wait one minute before reading the results of the test strip and record the results in Table 4. Add two mL of IKI to the beaker water and record the final color of the beaker solution in Table 4.

Table 3: Indicator Reagent Data

Indicator

Starch Positive
Control (Color)

Starch Negative
Control (Color)

Glucose Positive
Control (Color)

Glucose Negative
Control (Color)

IKI Solution

  Dark Purple

 Black

n/a

n/a

Glucose Test Strip

n/a

n/a

 Light Green

 Yellow

 

 

 

 

 

Table 4: Diffusion of Starch and Glucose Over Time

Indicator

Dialysis Bag After 1 Hour

Beaker Water After 1 Hour

IKI Solution

 

 

Glucose Test Strip

 Purple

 

 

Post-Lab Questions

1.       Why is it necessary to have positive and negative controls in this experiment?

 

 

2.       Draw a diagram of the experimental set-up. Use arrows to depict the movement of each substance in the dialysis bag and the beaker.

 

 

 

 

3.       Which substance(s) crossed the dialysis membrane? Support your response with data-based evidence.

 

 

 

 

4.       Which molecules remained inside of the dialysis bag?

 

 

5.       Did all of the molecules diffuse out of the bag into the beaker? Why or why not?

 

 

writing-essay-as-described-in-instructions

/in /by

Rhetoric 3-5 page essay. Complete instructions attached with all requirements for the assignments.