Describe the physical changes that occur both during the agonal period and the postmortem period.

Human Anatomy II

Discussion Forum Week Nine:

As we discuss the Lymphatic System this week. I would like you to discuss how this system comes into contact and applies to the embalmer. What will you be faced with as pertains to the lymphatic system? 

Students: Please answer the question first and then respond to one of your fellow classmates with a substantive response.

“Substantive” means responding with one or more complete sentences that engages content. Simply responding with something like “Welcome!”, “Good to meet you!”, “What a nice day!” or “Look, a squirrel!” would not be acceptable responses.

Initial Post: 250 words Follow-up Post: 150 words

NICOLE’S POST:

The lymphatic system works alongside the vascular system in the body, which makes it a vital part of setting a plan of action for embalming. The lymphatic system brings excess fluids from the body back to the circulatory system through the veins. One condition that affects the lymphatic system, called edema, is caused when the capillaries leak fluid. Fluid retention in the body can then cause swelling of the extremities and even the organs. Edema may be caused by conditions affecting the kidneys and heart. When an embalmer is dealing with a large amount of edema in a body, it’s important to calculate the correct index of embalming fluid you is using, and be careful not to use a humectant because it will have the opposite effect of what you are trying to combat. You would not want to add more moisture which would cause even more swelling. Edema would also require more aspiration to remove the extra fluids from the organs.

Restorative Art I 

Week 9 Discussion Forum

Restoration to an acceptable appearance is one of the cornerstones of both embalming and restorative art. Please answer the following prompts: 

1. When looking at photographs, please discuss the difference between highlights and shadows.  Why is this important in the funeral profession, as it relates to laying out the deceased for viewing?

2. What facial feature(s) are highlights?

3. Which facial feature(s) may create shadows?

4. What do you think the ramifications are if families are unimpressed or downright dissatisfied with the appearances of their loved ones? How do you think you will need to respond as an owner/manager to resolve/improve the situation?

You are  not  required to respond to a classmate’s post this week, but if you can share additional helpful information, please do so.

Embalming I & Clinical Experience

Embalming I Review Chapter 5 Postmortem Physical Changes

Discuss the Somatic death process.  Go through the series of steps involved in somatic death.  Describe the physical changes that occur both during the agonal period and the postmortem period.  What is Hypostasis?  What is Death rattle and hypostasis?  

Submit the completed assignment as a Word Document in Moodle.

explain the importance of  understanding intercultural communication.

After watching both videos above, explain the importance of  understanding intercultural communication. Identify the role that  context plays in communication, and include references to high-context  and low-context cultures.   For these videos, you are required to submit a 250 word detailed answer to the question presented in this activity. 

In light of Brian’s family situation, what other avenues could the teachers take to get help for Brian?


How Far Should We Go

Brian had eight months left in Willow Brook Elementary before he entered middle school, 6th grade, six classes, and six new teachers but he was still reading at a first grade level! Brian’s learning disability was only part of the dilemma LuAnn and Karen, his co-teachers, faced. His dad had died when Brian was in the first grade, and his mom seemed overwhelmed by the demands facing her.

“Do you like green eggs and ham? Yes I like them…,” Brian walked around the classroom reading out loud. The other 26 children in the room seemed oblivious to him. That’s just how Brian Adams read, and he had read 22 books since the beginning of the school year! The only problem was they were all beginning first-grade-level books. Brian was part of a continuous progress classroom for students in third, fourth, and fifth grades. The class was co-taught by Karen Karsee, a general educator, and LuAnn Murphy, a special educator. Brian came to the classroom two years ago as a third grader from another district. He had been identified as language learning delayed in the first grade and had received special education services in a self-contained classroom prior to coming to Willow Brook.

As LuAnn listened to Brian read, she thought back to the first day he entered the classroom.  He was such a loner. The only thing that she and Karen could interest him in was drawing. He still loved to draw but he had made tremendous gains socially. He was athletic, so quick and fast that all the kids wanted him to play on their teams at recess. He was a great soccer player but more than that, the kids just really liked Brian. LuAnn and Karen agonized over his academic progress, however. It was already October and Brian’s progress in reading and writing was so slow–so painfully slow.

“What will he do next year in middle school?” Karen voiced what LuAnn had been thinking. “He’ll have six teachers and any subject that requires him to read…,” Karen trailed off, deep in thought, afraid to even think of what would happen to Brian next year.

Karen thought about the last two years she had been working with LuAnn. She especially loved the co-teaching, continuous progress model because they had the same students for more than one year and were able to spend more time building a rapport and relationship with them and their families. Both teachers thought that was critically important. Karen reminisced, “I did a good job as a teacher for ten years and a great job for two with LuAnn.”

Karen and LuAnn had learned so much from one another and their collaboration seemed to be working. Eight of the students in their class, including Brian, had special education labels. The students themselves did not know who they were because both teachers interacted with all of the students. LuAnn and Karen modified their instructional and assessment procedures when necessary and measured each child’s progress individually, rather than against their classmates. Sheree, a student with learning disabilities, was considered one of the smartest by her classmates because she had read so many books. No one knew the books were below grade level.

Even Brian was getting 80s on his “adjusted” spelling tests. Because of his language processing difficulties, the number of correct letters were credited rather than correct words. If he got the “h” in the word horse, that was a success. Fortunately, math was not a problem for Brian. He was on grade level in his math skills and his pride in his accomplishments in that area provided motivation in the areas in which he struggled. LuAnn worried, however, that Brian might be losing some of his motivation when she overheard him say, “What’s the use of studying my spelling words? I’ll never get a 100.” She dreaded the day when he finally realized the books he read aloud and so proudly displayed were “baby books.”

LuAnn spent one-half hour each day with Brian in direct instruction on his reading skills using the Reading Recovery method. He was able to follow along as the story was read aloud and had no problem with listening comprehension but, whether he read aloud or silently, his reading comprehension was very limited. He also stumbled over words, often words he had known the day before. LuAnn told Karen, “He just has no strategies for attacking the words. He has no way to blend. Those sounds just don’t mean anything to him. Something gets lost in the translation.”

Brian was enrolled in resource speech and language therapy and attended twice a week in an effort to improve his language skills–but progress was not apparent. LuAnn and Karen were stumped by the severity of his learning disability.

Brian’s father had been killed five years ago in an automobile accident. It seemed to Karen and LuAnn that his mother was overwhelmed trying to raise two children, work, and go to school at night in a nearby city. His mother’s schedule meant that Brian was alone, occasionally with his older sister, from 4:30 until 10:00 p.m. most weeknights. On one occasion last year, Karen phoned Mrs. Adams to let her know Brian was not bringing in his homework. “You know that Brian’s father died,” Mrs. Adams explained as if Karen had never heard this before. It seemed to the two teachers that Mrs. Adams felt her husband’s death was the cause for everything that was happening in the family–the reason she had to go to work and the reason for Brian’s troubles at school.  Mr. Adams had been gone for five years but the family was having difficulty moving past it.

“Mrs. Adams,” Karen implored, “Brian needs to get his homework done. He’s so far behind….” Karen was stunned when Mrs. Adams hung up on her. “I didn’t mean to upset her, I guess I came on too strong,” Karen recounted to LuAnn the next day as they were preparing for class.

The two decided that perhaps Lu Ann should try to talk with Mrs. Adams. After repeated calls Mrs. Adams seemed less angry.  Eventually, she was willing to talk to both teachers and the channels of communication between school and home were reopened. Both LuAnn and Karen were grateful for the co-teaching situation where one or the other could usually find a way to engage a child or parent.  At the very least, they could reflect and brainstorm different approaches that might enable their students to be successful. Once communication was re-established, LuAnn and Karen worked to solve Brian’s homework problem. They arranged to have a school volunteer come in the class each afternoon and work with him on his homework.

The teachers were also able to arrange for Brian to take advantage of a local Big Brother program because there were no adult male figures in his life. Brian’s volunteer Big Brother came to his house every Saturday. “Do you think Brian’s Big Brother could just read to him?” LuAnn suggested to Mrs. Adams over the phone.

“Well, when he is here, he usually does odd jobs that I am not able to do and watches Brian while I get out of the house for a few hours,” Mrs. Adams said in a tired, discouraged tone. Mrs. Adams seemed genuinely concerned with Brian, his welfare, and what the school was trying to do. In thinking about the situation, LuAnn felt sorry that Mr. Adams had died and that Mrs. Adams was so overwhelmed. However, she felt that Brian’s needs were not being met and that the family needed to move on.

In an additional effort to help Brian, Karen and LuAnn were able to find a university student who volunteered to work with Brian at his home intensively over the summer. They gave Mrs. Adams the student’s phone number so she could make the final arrangements but she never called.

LuAnn and Karen had had tough cases in the past but managed, through tremendous team effort, to get the child close to grade level. It simply was not happening for Brian, no matter how hard they tried. “Just how far should we go?” they wondered, “and where do we go from here?”

Discussion/Study Questions

 

1.    List what you learned/know about each of the characters in the case.

2.    What do you think is motivating the thoughts/actions of each of the characters?

3.    What are the issues/problems in the case?

Additional Questions

1.    In light of Brian’s family situation, what other avenues could the teachers take to get help for Brian?

2.    Given the severity of Brian’s learning disability, is it realistic for the teachers to expect to bring his reading skills up to grade          level?

3.    What role should teachers take when dealing with children and families who have experienced a death and who are in the          process of grieving?

4.    Do you feel that Brian’s mother’s continued depression and despair five years after the death of her husband is a typical or          predictable component of the grief process?

5.    Do you believe that this classroom is the “best” placement for Brian? Are the teachers able to meet his needs?

6.    What instructional modifications were tried with Brian? Were they effective? Why or why not?

7.    Considering the added pressures and responsibilities that Brian’s mom has faced since the death of her husband, what          additional family supports might help alleviate her situation?

Differentiate between primary care and specialty care

Policy Brief:

Policy work requires shared information, knowledge, effective communication, and professionalism. Core competencies for policy professionals include the ability to engage in critical thinking, define problems and communicate findings to a variety of audiences. The purpose of the policy brief is to help you sharpen these skills and methodically apply them to your coursework and class discussions. The length of your brief should not exceed three (4) pages.

Each member of the course is to find articles that are based on this week’s lecture topic: Choose ONE of the following to write about.

  • Health services professionals and their training, practice requirements, and settings
  • Differentiate between primary care and specialty care
  • Maldistribution in the physician labor force
  • Initiatives under the ACA
  1. Based on the readings/websites. (https://khn.org/ https://www.kff.org/ https://www.healthaffairs.org/)
  2. Due Sunday at 11 pm Eastern 
  3. 4-page paper (including the title page and reference list) with a brief introduction, discussion of the topic, summary, and optional recommendation section. 
  4. The discussion section must be at least 3 full pages in length with reference citations.
  5. Follow APA guidelines but do not include an abstract or table of contents
  6. References must be properly cited in the body of the paper and listed on the reference page.
Explain the anatomical concepts associated with the special senses. Summarize this module’s key points in 5-6 sentences.

All of your answers should be written in your own words, using full sentences, correct terminology, and proper spelling and grammar.

  1. Explain the anatomical concepts associated with the special senses. Summarize this module’s key points in 5-6 sentences.
  2. Explain the physiological concepts associated with the special senses. Summarize this module’s key points in 5-6 sentences.
  3. How will you apply the concepts you have learned about the special senses in real life and in your future career?
  4. Which topic within this module has been the most valuable to your learning experience and why?
  5. Which topic(s) within this module did you struggle to understand and why?
  6. (Optional) Do you have any suggestions for your instructor on how they could help you connect with the difficult topics you’ve noted?
Provide scatter plots showing occupancy rate against the time of day of your selected four parking lots. Include your interpretation of the results.

Purpose 

This assignment illustrates how data analytics can be used to create strategies for sustainable organizational success while integrating the organization’s mission with societal values. You’ll apply statistical time series modeling techniques to identify patterns and develop time-dependent demand models. You’ll practice organizing and delivering a presentation to senior decision-makers. The PowerPoint presentation includes an audio component in addition to speaker notes.

Resource: Microsoft Excel DAT/565 Week 6 Data File

Scenario: A city’s administration isn’t driven by the goal of maximizing revenues or profits but instead looks at improving the quality of life of its residents. Many American cities are confronted with high traffic and congestion. Finding parking spaces, whether in the street or a parking lot, can be time-consuming and contribute to congestion. Some cities have rolled out data-driven parking space management to reduce congestion and make traffic more fluid.

You’re a data analyst working for a mid-size city that has anticipated significant increments in population and car traffic. The city is evaluating whether it makes sense to invest in infrastructure to count and report the number of parking spaces available at the different parking lots downtown. This data would be collected and processed in real-time, feeding an app that motorists can access to find parking space availability in different parking lots throughout the city.

Instructions: Work with the provided Excel database. This database has the following columns:

  • LotCode: A unique code that identifies the parking lot
  • LotCapacity: A number with the respective parking lot capacity
  • LotOccupancy: A number with the current number of cars in the parking lot
  • TimeStamp: A day/time combination indicating the moment when occupancy was measured
  • Day: The day of the week corresponding to the TimeStamp
  • Insert a new column, OccupancyRate, recording occupancy rate as a percentage with one decimal. For instance, if the current LotOccupancy is 61 and LotCapacity is 577, then the OccupancyRate would be reported as 10.6 (or 10.6%).
  • Using the OccupancyRate and Day columns, construct box plots for each day of the week. You can use Insert > Insert Statistic Chart >Box and Whisker for this purpose. Is the median occupancy rate approximately the same throughout the week? If not, which days have lower median occupancy rates? Which days have higher median occupancy rates? Is this what you expected?
  • Using the OccupancyRate and LotCode columns, construct box plots for each parking lot. You can use Insert > Insert Statistic Chart >Box and Whisker for this purpose. Do all parking lots experience approximately equal occupancy rates? Are some parking lots more frequented than others? Is this what you expected?
  • Select any 2 parking lots. For each one, prepare a scatter plot showing the occupancy rate against TimeStamp for the week 11/20/2016 –11/26/2016. Are occupancy rates time-dependent? If so, which times seem to experience the highest occupancy rates? Is this what you expected?

Presentation:

Search the Internet and University Library for information on “smart cities” to provide guidance and support for your presentation.

Create a 10- to 12-slide presentation with speaker notes and audio. Your audience is the City Council members who are responsible for deciding whether the city invests in resources to set in motion the smart parking space app.

Complete the following in your presentation:

  • Outline the rationale and goals of the project.
  • Utilize boxplots showing the occupancy rates for each day of the week. Include your interpretation of the results.
  • Utilize box plots showing the occupancy rates for each parking lot. Include your interpretation of the results.
  • Provide scatter plots showing occupancy rate against the time of day of your selected four parking lots. Include your interpretation of the results.
  • Make a recommendation about continuing with the implementation of this project.
  • Include citations of resources.

Submit your assignment.

Discuss the link between interpersonal leadership and organizational leadership and how effective public administration statesmanship engages in key organizational communication best practices.

PLEASE SEE ATTACHMENT Headings should be included and must conform to the content categories listed  (i.e., Statesmanship Model, Interpersonal and Organizational Leadership, 

 Discuss the link between interpersonal leadership and organizational leadership and how
effective public administration statesmanship engages in key organizational communication best
practices. In essence, this paper should be a synthesis among the evolving statesmanship model,
interpersonal and organizational leadership, and organizational communication best practices.
INSTRUCTIONS
Paper should be 7–8 double-spaced pages of content in length (this does not include title
page or reference pages).
Paper should be in current APA format.
Headings should be included and must conform to the content categories listed
(i.e., Statesmanship Model, Interpersonal and Organizational Leadership, etc. 

What did you find challenging/provocative/relevant about the group’s reading presentation? why?

To facilitate discussions on the chapter presentations, you will submit your reflection/response to each group’s chapter presentation. 
Responses must be posted by Sunday nights by 11:59 pm, and a min. of 200 words and 300 words max for your response is required. You are welcome to post/cite current articles (from reputable sources) that can promote/enhance discussion of the topic presented by the groups.

In those responses, you may use the following questions as a guideline for reflective writing:

  1. What did you find challenging/provocative/relevant about the group’s reading presentation? why? (Provide specific citations from the readings).
  2. How does the article/group’s presentation relate to developing a global perspective? (Provide specific citations from the readings)
  3. How do the readings illustrate Hanvey’s 5 dimensions of global perspective? Provide specific citations from the readings)
  4. As you consider other students’ posting, what might be some connections you can make to others’ responses?

ditional Resources:

  1. Educating for Global Competence: Preparing our Youth to Engage the World (by Mansilla & Jackson) (Links to an external site.)
  2. How to Be a Global Thinker (Links to an external site.)
    • Source: Boix Mansilla, V. (December 2016/January 2017). The Global-Ready Student. Educational Leadership, 74(4). Alexandra, VA: ASCD,10-14
  3. Empowering Global Citizens: A World Course (Links to an external site.).
  4. The Top 10 Most Important Current Global Issues (Links to an external site.)
  5. PREPARING OUR YOUTH FOR AN INCLUSIVE AND SUSTAINABLE WORLD. The OECD PISA global competence framework (Links to an external site.)
  6. Hanvy’s 5 Dimensions of Global Perspective (Links to an external site.)
How does backward design help instructors prioritize understanding over content?

Group 3 Chapter Presentation (Links to an external site.)

Discussion Question: How does backward design help instructors prioritize understanding over content?

How would you relate this video to the six facets of understanding? 

 How has the video provoked your thinking process for stage 1? How would you relate this video to the six facets of understanding? 

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