susan, Author at Grand Term Papers

What does it mean to be ‘American’?

The objective of this first Critical Reflection/Response is to ponder the first week’s Lesson materials and critically reflect on the Module 2 theme of what it means to be American. There is NO right or wrong answer here. But this is not an opinion assignment. Review the Critical Reflection and Response Guidelines and Rubric here.

Your Reflection MUST

incorporate the anthropological perspective in some way
be informed by 1) Evelyn Glenn’s (2015) article, “Settler Colonialism as Structure: A Framework for Comparative Studies of U.S. Race and Gender Formation” and 2) at least one (1) other course elements that stuck with you as you were reading (film clips, TedTalks, etc.).
mention specifically how the article and any other elements inspired your thinking about what it means to be American.
In other words, don’t just summarize what you read, relate it back to the question.
be written in clear and concise language.
make every attempt to cite (that is, give proper credit) to the elements you mentioned above.
The Instructional Assistants and I are looking for a good critical reflection, following the guidelines posted above.

Instructions for submission:
Compose your reflection in a word document and save it so you don’t lose your work;
Keep your reflection between 250 – 300 words (about the length of these instructions);
Proofread your submission for spelling and grammar errors;
Other course material;

Podcast: http://freakonomics.com/podcast/american-dream-really-dead/

https://www.pbs.org/video/point-taken-american-dream-dead-or-alive/

Briefly explain and summarize the case for this Assignment.

Assessing and Treating Pediatric Patients With Mood Disorders
When pediatric patients present with mood disorders, the process of assessing, diagnosing, and treating them can be quite complex. Children not only present with different signs and symptoms than adult patients with the same disorders, they also metabolize medications much differently. Yet, there may be times when the same psychopharmacologic treatments may be used in both pediatric and adult cases with major depressive disorders. As a result, psychiatric nurse practitioners must exercise caution when prescribing psychotropic medications to these patients. For this Assignment, as you examine the patient case study in this week’s Learning Resources, consider how you might assess and treat pediatric patients presenting with mood disorders.

To prepare for this Assignment:
Review this week’s Learning Resources, including the Medication Resources indicated for this week.
Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of pediatric patients requiring antidepressant therapy.
The Assignment: 5 pages
Examine Case Study: An African American Child Suffering From Depression. You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.

At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.

Introduction to the case (1 page)

Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.
Decision #1 (1 page)

Which decision did you select?
Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.
Decision #2 (1 page)

Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.
Decision #3 (1 page)

What is literary analysis? What’s a theme? How does one write about literature?

This topic addresses these questions by asking you to come up with a unified interpretation (a theme) of a text that shows a close reading of the text (literary analysis) and makes an argument that uses the text itself–along with logic and clear language–as evidence to support your interpretation of the story, poem or play.

The primary goal is for you to understand the conventions and process for writing about literature. You’ll learn the conventions by simply following the directions listed in the Conventions for Writing about Literature file. You’ll learn the process by practice, by writing the first draft of Paper One, a focused interpretation of the story “The Handsomest Drowned Man in The World.”

Activities

1. Read the story “The Handsomest Drowned Man in The World” by Gabriel Garcia Marquez, se Readings in the Introduction. 
2. Read the Reading Questions about the story. They are meant to help you think more deeply about the story. Answer them in your Reading Notebook. 
3. it should be at least a paragraph long
4. 5-10 SENTENCES LONG
5. Read the Conventions for Writing About Literature file linked in this topic. Apply each standard to the papers that you write in this course. 
6. Read the Introduction, Literature Topics and Research, & Formatting sections here.
7. Read the Paper One: Introduction to Literary Analysis assignment. The first draft should be competed this week; it does not need to be submitted, but the final draft is due by the end of next week (and it should read like a final draft, i.e., applying all the standards for writing about literature listed in this week’s files). 

QUESTIONS:
1. Look at the title. What is the meaning of it? What type of tone does it set for the story?
2. What person is the story written in? (1st, 2nd, 3rd?) Whose perspective is it from, or whose eyes are you looking through as you read?
3. Why aren’t the villagers repulsed by the corpse?
4. What are some of the signs that the drowned man is not like the villagers?
5. Who are the first ones to accept the dead man and to incorporate him into their lives?
6. Why are the women able to say that “‘he’s ours!’” How do they arrive at this conclusion?
7. Read the last sentence out loud. What is the effect of ending a story with a sentence that long?
8. Describe the physical environment of the village before and at the time of the dead man’s arrival.
9. What effect does the drowned man have on the women of the village?
10. Why do the women name the drowned man Esteban? After naming him, what do the women do?
11. Look at the phrase “the big boob finally died.” Who is speaking here? What is the tone and how does it add to your picture of Esteban and the villagers?
12. What are the men’s attitudes toward the drowned man?
13. What is the significance of the drowned man’s funeral and the nature of the transformation that occurs in the village as a result of his presence?
14. What are some of the main themes of the story? Think about the types of figurative language that keep cropping up, as well as about the plot itself.

Create a workflow diagram to demonstrate a process in healthcare.

(1) Create a workflow diagram to demonstrate a process in healthcare.

To construct your diagram, you can use symbols and shapes found in Microsoft Word. (If you aren’t familiar with using symbols and shapes in Word, the NAU Online Library’s Learning Express video tutorials can help, or you can view “Creating a Simple Flowchart in Microsoft Word,” a YouTube video hosted by Floyd Jay Winters, for a very quick introduction.)

Alternatively, you may wish to use a web-based mind mapping tool such as Coggle or WiseMapping. These tools are specially built to make web-based mind mapping easy, and give you the ability to export your work as a .PDF for upload to the dropbox.

If you’d like to draw your mind map by hand and scan it as a .PDF for upload, you can do that, too. Just make sure you have access to all the tools and know-how you need to get the job done (See Alan Henry’s LifeHacker article “5 Best Mobile Document Scanning Apps” for ideas).

(2) Review the steps in the diagram to determine how technology could impact the workflow. Then, create a revised diagram that integrates the use of technology.

(3) In a 1-page double-spaced report, compare the workflow in both diagrams. Summarize how the workflow can be maximized through the use of technology and outline steps of the work flow that can be redesigned to better accommodate the use of technology.

what do you feel are the most common techniques leaders tend to use to motivate workers to perform more efficiently?

1. As organizational leadership and structure are inevitably changing and leaders possess different styles for leading others, what do you feel are the most common techniques leaders tend to use to motivate workers to perform more efficiently?
2. On a professional level, what do you think motivates you the most, and why?

3. Please use class material to support your answer

What was the case about? Write a brief overview of the court case.

Pick a court case that involves social media and research it. Then answer the following questions:

What was the case about? Write a brief overview of the court case.
Which laws were considered broken? Describe which legal issues were brought into question.
Do you think the case violated any laws? Please explain why or why you did not agree with the court ruling.

Research the design basis threat (DBT) in terms of Cybersecurity for an organization of your choice.

All posts must be a minimum of 250 words. APA reference. 100% original work. no plagiarism.

Research the design basis threat (DBT) in terms of Cybersecurity for an organization of your choice. Discuss what the Cybersecurity objectives should be for that organization and what those objectives should address?

Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.

Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as “vulnerable.” Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.

What was Radical Reconstruction? What promises did it hold for freed African Americans in the south?

Part 1: Short answers. Please write a one-paragraph explanation for any 3 out of the 6 key terms or people listed below. Your answers need to define and discuss the key terms or people in the historical context of the topics we have covered in this course. Each answer is worth up to
40 points (120 points total).
1. Financial Crisis of 1837
2. The Gold Rush
3. The Fugitive Slave Law
4. John Brown
5. The Civil War
6. National Labor Union (NLU)
Part 2: Please answer any 1 out of the 3 questions below in a 2-to-2.5-page (500 to 700 words), double-spaced in 12-point font (80 points total).
1. What was Radical Reconstruction? What promises did it hold for freed African Americans in the south? In what ways did white southerners resist Radical Reconstruction and how did this resistance contribute to its failure? What were the consequences for African Americans? Use evidence from Who Built America? Vol. 1 to support your answers.
2. What actions did Susan B. Anthony and other women’s rights activists take to pursue universal suffrage, along with other political, legal, and economic opportunities in the 1860s and 1870s? What kind of opposition did they face and why? Use evidence from Who Built America? Vol. 1 to support your answers.
3. How do the events of 1877—including the end of Reconstruction and the Great Railroad Uprising—relate to themes about race relations, social class and labor relations, and the possibilities for collective action in earlier moments in American history that we have discussed in this course? Are these themes still relevant today? Use evidence from 1877:
The Grand Army of Starvation and Who Built America? Vol. 1 to support your answers.

Part 3: Extra Credit (worth up to 20 extra points).
Write a 1-to-2 page double-spaced response based on your viewing
of Paul Robeson: Here I Stand that answers these questions: why did Paul Robeson (Rutgers College, class of 1919) become a civil rights leader and a labor activist? How did communism shape his politics? Why did Robeson remain steadfast in his beliefs despite his career suffering by the late 1940s and 1950s? Are there other current actors, musicians, artists, or other
celebrities who are politically engaged like Robeson was?
Click here to watch the documentary film: https://www.youtube.com/watch?v=BUki-v-
NvoE&t=1s

What past personal experience(s) can you relate to the parable?

The parable of the Place of Honor examines the power of being humble. We as leaders and businesspeople should operate from a place of humility rather than a place of haughtiness. As we think about how we interact with others and how others see us from our interactions, we need to be mindful of how Christ has called us to be humble in our approach to leading and serving. This is difficult at times because many of us are wired to move forward, get things done, and do whatever it takes to be successful. We can still do all these things, but we need to accomplish them through a lens of humility. We should not be people who only try to promote ourselves, but we should be people that work hard, care for others, and do whatever it takes to build healthy and gracious relationships. God has called us to a life of humility, and when we lead, love, and care through humility, we will always do so from a seat of honor through Christ’s strength within us.

Upon successful completion of this discussion, you will be able to:

Integrate the VBM into research, reading, writing, and reporting.
Demonstrate the ability to write for practitioner websites.
Background Information
This is the seventh parable in our series for the course. We have been discussing and learning together about the Virtuous Business Model through these parables. We have also been applying the learning gained from the parable readings and our reflection on the VBM to our personal and professional lives. In this final week, you will do the same; however, as you reflect on the scripture reading for this week, also consider the prior weeks and how the you might integrate the broader scope of learning that has occurred more fully in your life.

Instructions
Review the rubric to make sure you understand the criteria for earning your grade.
Read Luke 14:7-11(new tab) and review the Virtuous Business Model(Excel spreadsheet).
Reflect on the following questions:
What past personal experience(s) can you relate to the parable?
How does the Scripture inform your understanding of the VBM?
What can you do differently or better as a result of this reflective learning exercise?