Describe a historical event, innovation, or movement that happened during the 19th or 20th century from the perspective of someone who lived in that time (either a real person or fictionalized).

Assessment 4 Instructions: Living History

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· Write a letter from the perspective of a person who lived through an important historical event, innovation, or movement during the 19th or 20th century. Describe that event, innovation, or movement as if you were someone who actually experienced it, and discuss the potential impact of historical events on the future.

Introduction

Old pictures are a joy to look at, aren’t they? A trip down memory lane just isn’t complete without a glance at those moments of smiling faces, silly candid shots, and priceless memories captured at weddings, births, and holidays. When we examine the past of our own lives, we do so with all of the knowledge and experience we have now. In other words, we’re looking at the past from a future perspective.

When it comes to the study of history, considering historical events only from our own, contemporary perspective can be dangerous, as doing so can lead us to make erroneous assumptions and decisions about the world. By thinking critically about the past and adopting the perspective of those who experienced it, you will be practicing your problem-solving and agility skills, which will help you make better decisions in this course and your future. In this fourth assessment, you will put yourself in the shoes of a real or fictional historical figure as you imagine what it might have been like to experience a historical event or movement.

Overview

For this assessment, imagine you are a person living through an important historical event, innovation, or movement during the 19th or 20th century—one that emerged to solve a problem or that created problems of its own. Write a letter describing that event, innovation, or movement as if you were someone who actually experienced it. For example, you could write from the perspective of someone who was part of the women’s suffrage movement in the 1910s, a member of the Underground Railroad in the 1850s, or a soldier in the Vietnam War during the Tet Offensive in 1968.

Preparation

Explore a particular historical event, innovation, or movement from the 19th or 20th century that interests you. Refer to the chapter readings in the Resources for options from which you may wish to choose.

Instructions

Step 1: Describe a historical event, innovation, or movement from the perspective of someone who lived in that time.

· Describe a historical event, innovation, or movement that happened during the 19th or 20th century from the perspective of someone who lived in that time (either a real person or fictionalized).

Step 2: Explain the personal impact of a historical event, innovation, or movement on that person.

· You can also discuss the impact of the historical event, innovation, or movement on the family and/or community of the person.

Step 3: Explain the problem associated with a historical event, innovation, or movement and potential solutions to that problem.

· For example, if you are writing as a member of the Underground Railroad in the mid-19th century, you might discuss your thoughts on addressing the problem of slavery. Similarly, if you are writing as someone who experienced the Great Depression, you might examine the factors that caused this crisis and ways to address such economic problems.

Step 4: Describe the potential impact of a historical event on the future, based on the perspective of someone who lived through that event.

· Reflect on how the event might impact the future. For example, if you are writing as someone experiencing the Cold War, consider how those living at the height of Cold War tensions might have viewed the future.

Step 5: Write coherently with correct grammar, usage, and mechanics.

Additional Requirements

Your submission should meet the following requirements:

· Written communication: Written communication should be free of errors that detract from the overall message.

· Citations and formatting: Include a title page formatted according to current APA style and format guidelines. Review Evidence and APA for more information. Citing sources is not required for this assessment, but be sure to write in your own words based on your knowledge of the time period.

· Font and font-size: Times New Roman, 12-point.

· Length: 3–5 pages of text (in addition to the title page).

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 2: Determine the causes and long-term impacts of a historical event.

9. Describe a historical event, innovation, or movement from the perspective of someone who lived in that time.

9. Explain the impact of a historical event, innovation, or movement on a person who lived in that time.

9. Describe the potential impact of a historical event on the future, based on the perspective of someone who lived through that event.

. Competency 3: Explain lessons learned from U.S. historical events and their potential influence on a current problem or situation.

10. Explain the problem associated with a historical event, innovation, or movement, including potential solutions to that problem.

. Competency 4: Communicate in a manner that is scholarly, professional, and relevant to its purpose and audience.

11. Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

Discuss the historical accuracies and inaccuracies of your movie, using credible sources for support.

Assessment 5 Instructions: History in the Movies: Fact or Fiction

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· Write an essay that assesses the accuracy of a Hollywood movie about a particular historical event, movement, or person, using credible sources for support.

Introduction

Squealing tires and the metallic screech of cars colliding. You whirl around to find two cars crumpled into each other in the intersection. Moments later, the police arrive. As they question you and the other witnesses, you are surprised that everyone has a slightly different story. The red car was speeding. No, the gray one ran the red light. But wait, you are sure you saw a dog run through the road, and that’s why both cars swerved. Who should the police officer believe? And how can the police officer confirm what really happened?

Much like our police officer faced with a variety of different versions of an accident, historians (and history learners like you) also face conflicting information in their research of important events. Throughout history, there are numerous examples of how experts disagree on exactly what happened, when, and where. In short, not all sources of information are created equal. So claims need to be taken with a grain of salt and should be carefully verified. When faced with conflicting information, historians understand the importance of corroborating or confirming their research, by finding additional sources of supporting evidence—like interviewing multiple witnesses at the scene of an accident.

In this fifth assessment, you will apply your communication and problem-solving skills to determine the accuracy of a Hollywood movie about a particular historical event, movement, or person and corroborate historical information and interpretations. By practicing strong problem solving, you not only can ensure that you are looking at all sides of an issue (and that even marginalized groups have a say), but you can also better understand and bolster your sources to make a compelling argument. Outside of this course, corroborating information before you act in the workplace, or even in your family life, can help you solve problems faster and more effectively. It can also help you avoid making a decision based on subjective or misleading information.

Overview

What role do Hollywood movies play in educating the public about historical events or figures? How do we know what’s fact and what’s fiction when we watch these movies? In this assessment, you will put yourself in the shoes of a historian as you write an essay that analyzes a movie about a historical event, person, or issue.

Preparation

Choose and watch a Hollywood film about an event, person (or people), or movement in American history. The film should not be a documentary. Choose from the list below, or contact your instructor if you have another film in mind. As you watch your movie, take careful notes, noting how the filmmakers use setting, dialogue, lighting, and music to portray the historical events, person, or movement. Once you’ve watched and taken notes on your chosen movie, locate credible sources about the historical events or people portrayed in your film. At least one of your sources should be a scholarly book or scholarly article from the Capella Library.

Possible movies to select:

· A League of Their Own (1992)

· All the President’s Men (1976)

· Amelia (2009)

· Amistad (1997)

· Apollo 13 (1995)

· Battle of the Sexes (2017)

· Bonnie and Clyde (1967)

· Born on the Fourth of July (1989)

· Cesar Chavez (2014)

· Dances with Wolves (1990)

· Detroit (2017)

· Free State of Jones (2016)

· Gangs of New York (2002)

· Gettysburg (1993)

· Glory (1989)

· Hidden Figures (2016)

· JFK (1991)

· Lincoln (2012)

· Loving (2016)

· Malcolm X (1992)

· Matewan (1987)

· Milk (2018)

· Mississippi Burning (1988)

· Modern Times (1934)

· Norma Rae (1979)

· North Country (2005)

· On the Basis of Sex (2018)

· Platoon (1986)

· Rosewood (1997)

· Saving Private Ryan (1998)

· Selma (2014)

· The Great Debaters (2007)

· The Last of the Mohicans (1992)

· The Molly Maguires (1970)

· The Trial of the Chicago 7 (2020)

· Titanic (1997)

· 12 Years a Slave (2013)

Instructions

Step 1: Summarize a movie about a historical event, person, or movement.

· Clearly identify the movie you are reviewing.

· Describe the main idea and key points and events in your movie.

Step 2: Analyze a movie to separate historical fact from fiction.

· Discuss the historical accuracies and inaccuracies of your movie, using credible sources for support.

Step 3: Explain the impact of a movie on the public’s understanding of a historical event, person, or movement.

· Address how your film might impact the audience’s understanding of the historical event, issue, and/or person. In other words, what are the consequences of the movie’s portrayal for our current understanding of a historical event, issue, or person?

Step 4: Describe changes that would improve a movie’s portrayal of a historical event, person, or movement.

· Explain how you would improve the film to provide a more accurate portrayal of a historical event, person, or movement.

· Also, consider any important information or perspectives missing from the movie. What information or perspectives might be added?

Step 5: Integrate credible sources to support the analysis of a historical movie.

· Identify credible sources about the event, issue, and/or people in your movie, and use those sources to support your arguments in Steps 2, 3, and 4.

Step 6: Write coherently with correct grammar, usage, and mechanics.

· Include headings (based on the steps above, which align with the scoring guide criteria) to organize your work.

Additional Requirements

Your submission should meet the following requirements:

· Written communication: Written communication should be free of errors that detract from the overall message.

· Sources: A minimum of 3 credible sources are required, with at least one scholarly book or article from the Capella Library. Review the previous assessment resources for information about how to determine the credibility of a source.

· Citations and formatting: Include a title page and reference page formatted according to current APA style and format guidelines. Review Evidence and APA for more information.

· Font and font-size: Times New Roman, 12-point.

· Length: 4–6 pages of text (in addition to the title and reference page).

Explain the role of the community health nurse (case finding, reporting, data collection, data analysis, and follow-up) and why demographic data are necessary to the health of the community.

Write a paper (2,000-2,500 words) in which you apply the concepts of epidemiology and nursing research to a communicable disease.

EBOLA

Describe the chosen communicable disease, including causes, symptoms, mode of transmission, complications, treatment, and the demographic of interest (mortality, morbidity, incidence, and prevalence). Is this a reportable disease? If so, provide details about reporting time, whom to report to, etc.

1. Describe the social determinants of health and explain how those factors contribute to the development of this disease.

2. Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. Are there any special considerations or notifications for the community, schools, or general population?

3. Explain the role of the community health nurse (case finding, reporting, data collection, data analysis, and follow-up) and why demographic data are necessary to the health of the community.

4. Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organizations contribute to resolving or reducing the impact of disease.

5. Discuss a global implication of the disease. How is this addressed in other countries or cultures? Is this disease endemic to a particular area? Provide an example.

Explain what that person does that makes it possible for them to achieve their goals and/or overcome obstacles.

 Instructions

Complete the My Hero and My Helper sections of the SSP.

  • Name someone (a hero) you admire for their ability to achieve goals and/or overcome obstacles. Write 100 words or more answering the following questions:
    • Explain what that person does that makes it possible for them to achieve their goals and/or overcome obstacles.
    • Explain what you can do to apply the same strategy to your plan for achieving your goals.
  • Name someone (a helper) whose support you will need to be able to achieve your goals. Write 100 words or more answering the following questions:
    • Describe the kind of support can this person can provide.
    • Explain what it would mean to you to have this person’s support.
  • Apply critical thinking, logic, and problem-solving in completing required sections of a Student Success Plan.
    • In other words, make sure that what you are saying makes logical sense and, if applicable, demonstrates your ability to come up with a solution to a problem.
    • It is also important that you explain your logic to the reader of your SSP.
  • Write clearly and concisely.
    • Someone reading your SSP should be able to easily understand what you are trying to say.
  • Write in a manner that is grammatically correct, with sound sentence structure, and is generally free of spelling, typographical, and/or punctuation errors.

Example SSPs

Refer to the following example SSPs:

write 5-7pg about cultural diversity encounter.

write 5-7pg about cultural diversity encounter. 

Given the lead poisoning that occurred in Flint, Michigan between 2014 – 2019, elaborate on why lead contamination remains a concern for environmental health experts.

 Toxic Mechanisms of Five Heavy Metals: Mercury, Lead, Chromium, Cadmium, and Arsenic. The industrial activities of the last century have caused massive increases in human exposure to heavy metals. Mercury, lead, chromium, cadmium, and arsenic have been the most common heavy metals that induced human poisonings. 

Can you explain the meaning of “safe” and “unsafe” for levels of any five of the toxic metals you studied this week? Explain why some metals, called essential metals with potential for toxicity, can be present and safe in trace amounts while other essential metals with potential for toxicity cannot be safe even at low concentrations. In your journal, also reflect on the following questions:

  • Are there any metals that would never be safe at any detectable levels?
    • Why is this the case for these metals?
    • Give examples of cases in which the federal government has lowered standards for exposure to toxic metals in drinking water as epidemiologic knowledge regarding their adverse has accumulated.
  • Given the lead poisoning that occurred in Flint, Michigan between 2014 – 2019, elaborate on why lead contamination remains a concern for environmental health experts.
  • Hypothesize why racial and ethnic minorities continue to be impacted by toxic metal exposures at higher levels than whites.
  • Close your journal by discussing if you believe “safe” lead levels will always be an oxymoron.

Your journal assignment should be at least 500 words in length.

Would your income statement reflect an adequate balance?

Instructions

We have focused mainly on the financial statements and ratios in this unit. You decide to practice what you have learned by preparing your own personal balance sheet and income statement as of last month. What do you think you would be able to infer from your completed statements? Do you think you would appear to be liquid? Would your income statement reflect an adequate balance? How can this analysis help you in terms of spending? Your journal entry must be at least 200 words in length. No references or citations are necessary. 

Integrate best practice strategies and skills into a holistic plan to address the problem.

Assignment Overview

To implement new strategies at the macro level in social work, it  is necessary to provide clear leadership and direction. It is also  necessary to address how strategy changes are sustainable and improve  the quality of social work services. The purpose of this assignment is  to help you practice these skills.

By successfully completing this assignment, you demonstrate your proficiency in the following EPAS and generalist behaviors:

  • Competency 5: Engage in Policy Practice.      
    • C5.GP.A: Identify social policy at the local, state, and  federal level that impacts well-being, service delivery, and access to  social services.
    • C5.GP.C: Apply critical thinking to analyze, formulate, and  advocate for policies that advance human rights and social, economic,  and environmental justice.        
      • Related Assignment Criterion:          
        • 1. Summarize the problem and relevant peer-reviewed literature.
        • 2. Integrate best practice strategies and skills into a holistic plan to address the problem.
  • Competency 6: Engage With Individuals, Families, Groups, Organizations, and Communities.      
    • C6.GP.A: Apply knowledge of human behavior and the social  environment, person-in-environment, and other multidisciplinary  theoretical frameworks to engage with clients and constituencies.        
      • Related Assignment Criterion:          
        • 1. Summarize the problem and relevant peer-reviewed literature.
        • 2. Integrate best practice strategies and skills into a holistic plan to address the problem.
assess barriers raised by government regulations in the company’s Global Environment and identify strategies for success given these barriers.

Instructions

Course Objectives:

Students will become familiar with business theories and approaches relating to various business environments (Domestic, Global, Technological, Political-Legal, Socio-Cultural, and Economic).

Students will evaluate the business environments and practices of selected companies.

Students will evaluate the business environments of a company identified as a “worst” company to learn why it is not successful.

Students will apply successful company strategies and business theory to recommend a successful strategy for the “worst” company.

Week 3 is time to go Global! You will continue with your selected “Worst” company and see what it takes to make it in the Global Environment. Concentrate on the global environment and determine the government regulations for your company. Your assignment will continue with your selected Worst List company. Refer to Week 3 Lesson for more information and details.

LO – 3 – Given a chosen company, the student will assess barriers raised by government regulations in the company’s Global Environment and identify strategies for success given these barriers.

Prompt:

Continue working with your chosen “worst” company for the assignments and complete the following:

Identify the industry for your chosen company and its Global Environment. Identify a Global Environment for the company (an international country for the company).

What are the characteristics of the new Global Country/Environment that will best suit the company for success?

What barriers exist in the new Global Country/Environment? You cannot state there are no barriers.

How will the company overcome those barriers (strategies)?

Further Instructions: Also see attachments

Organize your paper using topic headings (APA format).

This paper will contribute to the basis for the next section of your Week 8 Final Simulation project.

Research requirement: minimum 2 sources with at least one source from your required readings.

Minimum page requirement: 2 pages in APA format.

NOTE: Items 1-2 (combined) should not exceed 2 paragraphs (100 words each paragraph).

Submit Assignment 3 by midnight, Day 7, week 3.

For further guidance please review the Grading Rubric for this and all assignments for guidance in preparing your paper.

Identify principles of healthcare ethics, EBR, Safety and quality, licensure, the standard of care, and legal issue by defining terms

Week One terminology

Learning Objective

· Identify principles of healthcare ethics, EBR, Safety and quality, licensure, the standard of care, and legal issue by defining terms

  1. Critical thinking
  2. Patient-centered care
  3. Accreditation
  4. Equitable
  5. Informatics
  6. Incident report
  7. Core measures
  8. Fundamental
  9. Personal value
  10. Autonomy
  11. Evidence-Based Practice
  12. Never event
  13. Theory
  14. Ethics
  15. Tort
  16. statutory law
  17. Veracity
  18. Intentional tort
  19. Ethical dilemma
  20. Clinical Judgement
  21. Professional values
  22. Advocacy
  23. Beneficence
  24. Felony
  25. Civil Law
  26. Negligence
  27. Controlled Substances
  28. Values
  29. Dissemination
  30. Systematic inquiry
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