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UCSD Microbiology & Astrobiology Life in The Universe & Earth Analog UCSD Microbiology & Astrobiology Life in The Universe & Earth Analog Hello, I would like you to follow the steps below as carful as possible and the work should be all in your own words. Instructions: A long-standing question that has puzzled the human mind for millennia, and inspired countless movies, asks are we alone in the Universe? Astrobiology, the search for evidence of life beyond Earth, is an exciting scientific field that has its roots in geology, environmental chemistry, and microbiology. In this class we have heard about exotic microbial metabolisms that “breath” metals and use solely inorganic compounds to support life. These raw ingredients are not unique to Earth, suggesting life may exist elsewhere in our Solar System, or on exoplanets beyond our Solar System. In July 2020, NASA launched the Mars 2020 mission with the Perseverance rover to collect data that could be used identify biosignatures of ancient microbial life on the red planet. That is some rad science! Identify one example of an Earth “analog” that might replicate life beyond Earth or a study that promotes the possibility of life elsewhere. For example, Earth analogs include hydrothermal systems, highly acidic sites, and extreme hypersaline habitats, among others. Alternatively, best bets that might support microbial life in our Solar System include Enceladus (a moon of Saturn) and Europa (a moon of Jupiter), both with evidence of water. Provide a brief 2 or 3 sentence summary of your example and why it is significant. UCSD Microbiology & Astrobiology Life in The Universe & Earth Analog Discussion Thank you! You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Situation and Audience Discussion Essay Situation and Audience Discussion Essay QUESTION TO ANSWER: Describe the key steps of a situation and audience analysis. Which of these steps do you believe are the most challenging to implement? In your opinion, what connects the situation analysis to the other steps in the health communication plan? PLEASE: – minimum of 250 words or more – strong academic writing / APA style (please use in-text citing and References at end ) – must be scholarly articles only no older than 5 years or website that is gov/ org. no blogs. PUB 610 Grand Canyon University Situation and Audience Discussion – please be original writing ( will check for plagiarism ) and must answer all parts of question for full credit. Situation and Audience Discussion Essay RESOURCES: Read the SBCC How-to-Guide, “How to Do an Audience Analysis,” located on the Health COMpass website. URL: https://www.thehealthcompass.org/how-to-guides/how-do-audience-analysis Read “Situation Analysis and Priority Setting,” located on the World Health Organization (WHO) website. URL: http://www.who.int/nationalpolicies/processes/priorities/en/ Read “Four Ethical Issues of “E-Health,” by Kleinpeter, from Innovation and Research in BioMedical Engineering (IRBM) (2017). URL: http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S1959031817300891?_rdoc=1&_fmt=high&_origin=gateway&_docanchor=&md5=b8429449ccfc9c30159a5f9aeaa92ffb Read “A Situated Practice of Ethics for Participatory Visual and Digital Methods in Public Health Research and Practice: A Focus on Digital Storytelling,” by Gubrium, Hill, and Flicker, from American Journal of Public Health (2014). URL: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=97655912&site=eds-live&scope=site Read “Ethical Issues in Health Promotion and Communication Interventions,” by Guttman, from Oxford Research Encyclopedia of Communication (2017). You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

PHI 1301 UOttawa George Orwell Case for Using Language More Clearly Essay PHI 1301 UOttawa George Orwell Case for Using Language More Clearly Essay ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Fomal Logic Propositional Logic 20 questions Need Answered Question 1 Select the conclusion that follows in a single step from the given premises: 1. ~R? ~R 2. N • ~T 3. R ? ~(N • ~T) Which Answer: ?T 2, Simp (N •?T)??R 3, Trans ?R 2, 3, MT R?(?N???T) 3, DM ?R 1, Taut Question 2 Select the conclusion that follows in a single step from the given premises: 1. N ? C 2. (N ? C) ? (F ? C) 3. ~C Which Answer: F?C 1, 2, MP N 1, 3, DS ?F 2, 3, MT ?N 1, 3, MT ?C • R 3, Add Question 3 Select the conclusion that follows in a single step from the given premises: 1. A 2. (A ? ~T) ? ~G 3. Q ? (A ? ~T) Which Answer: Q?(T??A) 3, Trans (Q?A)??T 3, Assoc A?(?T •?G) 2, Exp ?T 1, 3, MP Q??G 2, 3, HS Question 4 Select the conclusion that follows in a single step from the given premises: 1. D ? H 2. ~D 3. ~(D ? S) Which Answer: ?H 1, 2, MT ?D?(D?H) 2, Add H?D 1, Com S 2, 3, DS ?D??S 3, DM Question 5 Select the conclusion that follows in a single step from the given premises: 1. ~U ? (S • K) 2. R ? (~U • ~U) 3. S ? ~U Which Answer: (?U • S)?K 1, Exp R?U 2, DN R??U 2, Taut R?(S • K) 1, 2, HS (S?U) • (?U??S) 3, Equiv Question 6 Select the conclusion that follows in a single step from the given premises: 1. P • (~H ? D) 2. ~(~P • ~H) 3. (P ? ~H) • (~P ? H) Which Answer: P ??H 3, Equiv ?H?D 1, Simp (P •?H)?D 1, Assoc P • (H?D) 1, Impl P • H 2, DN Question 7 Select the conclusion that follows in a single step from the given premises: 1. ~(Q • ~S) 2. ~F ? (Q • ~S) 3. H ?(Q • ~S) Which Answer: (H • Q)?(H •?S) 3, Dist ?Q?S 1, DM F 1, 2, MT H 1, 3, DS ~~F 1, 2, MT Question 8 Select the conclusion that follows in a single step from the given premises: 1. Q ? (A ? ~T) 2. T 3. A ? ~T Which Answer: Q?(??A??T) 1, DN (A??T)?Q 1, Com (Q?A)??T 1, Assoc Q 1, 3, MP A 2, 3, DS Question 9 Select the conclusion that follows in a single step from the given premises: 1. (J • ~N) ? T 2. ~(J • ~N) 3. ~T Which Answer: T 1, 2, DS ?J?N 2, DM J •?N 1, 3, DS J • (?N?T) 1, Assoc ?J 2, Simp Question 10 Select the conclusion that follows in a single step from the given premises: 1. (K • ~T) ? (K • ~H) 2. ~M ? (K • ~H) 3. ~(K • ~H) Which Answer: ?K?H 3, DM K •?T 1, 3, DS K • (?T??H) 1, Dist M 2, 3, MT (?M • K)??H PHI 1301 UOttawa George Orwell Case for Using Language More Clearly Essay 2, Exp Question 11 Select the conclusion that follows in a single step from the given premises: 1. ~I ? ~~B 2. M ? ~I 3. I Which Answer: M???B 1, 2, HS ??B 1, 3, DS ?M 2, 3, MT ?I?M 2, Com ?(I •?B) 1, DM Question 12 Select the conclusion that follows in a single step from the given premises: 1. A 2. G ? (A ? ~L) 3. ~A ? ~G Which Answer: A?G 3, DN (G?A)??L 2, Assoc ?L 1, 2, MP ?G 1, 3, DS G?(??L??A) 2, Trans Question 13 Select the conclusion that follows in a single step from the given premises: 1. (S • ~J) ? (~S • ~~J) 2. S ? ~S 3. ~J ? P Which Answer: S 2, Taut ?J???J 1, 2, CD S ??J 1, Equiv J?P 3, Impl ?P?J 3, Trans Question 14 Select the conclusion that follows in a single step from the given premises: 1. (S ? ~F) • (~F ? B) 2. S ? ~F 3. ~F Which Answer: S?B 1, HS ?F?B 1, 2, CD S 2, 3, DS B 1, 3, MP ?S 1, 3, MT Question 15 Select the conclusion that follows in a single step from the given premises: 1. ~M ? S 2. ~M 3. (M ? H) ? ~S Which Answer: H 2, 3, DS M?H 3, Simp M?(H??S) 3, Assoc ?S 1, 2, MP M?S 1, Impl Question 16 Select the conclusion that follows in a single step from the given premises: 1. G • ~A 2. K ? (G • ~A) 3. G ? M Which Answer: (K?G )??A 2, Exp K?(?A • G) 2, Com (K?G) •?A 2, Assoc K 1, 2, MP M 1, 3, MP Question 17 Select the conclusion that follows in a single step from the given premises: 1. ~E ? P 2. ~P 3. ~(P ? ~H) Which Answer: ?H 2, 3, DS ?P •?(P??H) 2, 3, Conj ?P • H 3, DM E 1, 2, MT ?P?E 1, Trans Question 18 Select the conclusion that follows in a single step from the given premises: 1. N ? R 2. (N • ~R) ? C 3. N Which Answer: (N?R)?(R?N) 1, Equiv N • (?R?C) 2, Assoc C?(N •?R) 2, Com N?(?R?C) 2, Exp R 1, 3, MP Question 19 Select the conclusion that follows in a single step from the given premises: 1. N 2. R ? ~N 3. ~C • (T ? R) Which Answer: ?C 3, Simp T??N 2, 3, HS (?C • T)?R 3, Assoc ?R 1, 2, MT N??R 2, Trans Question 20 Select the conclusion that follows in a single step from the given premises: 1. ~N • ~F 2. K ? (N • F) 3. U ? (K • ~N) Which Answer: ?K 1, 2, MT (U?K) •?N 3, Assoc (K • N)?F 2, Exp (U?K) • (U??N) 3, Dist ?(N • F) 1, DM Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Improving Knowledge of Fire Prevention and Evacuation Improving Knowledge of Fire Prevention and Evacuation Continuing the PowerPoint document Training Module for Improving Knowledge of Fire Prevention and Evacuation. You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Improving Knowledge of Fire Prevention and Evacuation ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Training Module for Improving Knowledge of Fire Prevention and Evacuation PPTWeekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Anthropology as My Career Essay Anthropology as My Career Essay I’m studying for my Science class and need an explanation. After watching the clip The Captivating and Curious Careers of Anthropology, answer the following question:Anthropology as My Career Essay 1. If you were to choose Anthropology as your career, what would you study and why? Please, write clear and well-organized sentences.American University of Armenia Anthropology as My Career Essay You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

PCB 4023 Miami Dade College The Nobel Prize in Physiology Analytical Review PCB 4023 Miami Dade College The Nobel Prize in Physiology Analytical Review PCB4023 Molecular & Cell Biology Course Paper Instructor: Prof. S. Williams A Nobel Endeavor: Review of scientific discovery and innovation in cell & molecular biology Preface Over the past 30 years significant strides have been made that vastly expanded our knowledge and understanding of biological phenomena. Some of these scientific breakthroughs have received great accolades in recognition of their importance and impact. For this paper you will write a review of a selected Nobel prize-winning research that led to a major discovery of an important biological process/principle or scientific innovation related to topics covered by this course. ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS You must choose ON E scientific discovery from the list provided and your review must include the following components: Introduction. A description of the scientific discovery and the scientist(s) who conducted the research.PCB 4023 Miami Dade College The Nobel Prize in Physiology Analytical Review The institutions and relevant period of time where/when the work was done. Citation(s) of the original publication(s) of the research. Description of the current knowledge at that time. What was known? What was unknown? Were there any other competing theories or alternative points of view? Experimental Methodology. A description of ONE of the experimental methods used by the investigator(s). Describe the results and conclusions of the experiment. Illustration . Include a diagram illustrating the mechanism/process/principle identified. The illustration must be properly cited from its original source. Impact . Describe the significance of the investigators’ findings and its impact on our knowledge of molecular biology. Cite at least one example of research that was based on the original discovery. Your review should be 3 – 4 pages in length (min: 3, max: 4) typed, normal-spaced 12-pt font. A bibliography in APA format is REQUIRED and is not included in your page count. Do not add cover pages, photos or charts to your review. This is an assessment of your original writing so please review the College’s policies on academic dishonesty and plagiarism at http://www.mdc.edu/policy/student_rights_and_responsibilities.pdf . The grading parameters are as follows: Paper Component Points Awarded Introduction 15 Experimental Methodology 10 Impact 10 Illustration 5 Bibliography 5 Presentation (spelling, grammar, creativity) 5 Total 50 An “A” Paper/Essay: A paper that is exceptional. It is interesting or unusual and demonstrates sophistication of thought. The main points are clear, complex, well developed, and well supported. The structure of the paper follows a clear logical organization, and all sources are critically examined. The sources are current, relevant, of high quality, and well-integrated in the paper. The paper is free of grammatical and spelling errors. A “B” Paper/Essay: A paper that is solid and fulfills the assignment. It has a clear logic but minor lapses in development. It touches on the complexity of the argument and shows careful reading of the sources. The structure follows a logical progression of ideas, but not all evidence is clearly related to the main ideas. It may contain a few grammatical problems, but not enough to make reading difficult. A “C” Paper/Essay: A paper that is adequate but less effective in responding to the assignment. It presents the central idea in general terms and demonstrates basic comprehension of the sources. It is difficult to find a logical structure to the argument, and the paper often relies on generalizations or unrelated examples. Sentences may be awkward or confusing enough to make reading difficult. A “D” Paper/Essay: A paper that does not respond to the assignment. The argument may be too vague or there is little complexity to the ideas. The organizations can be difficult to follow, and the paper offers insufficient evidence from the literature. No integration of the literature reviewed is evident. An “F” Paper/Essay: A paper that does not respond to the assignment, has no central argument, and uses no sources. There is little apparent organization. There is no supporting evidence, or it is irrelevant. Doing your research. This paper requires a survey/search of scientific literature. Databases such as Google Scholar and NCBI PubMed are highly recommended for locating scientific papers and reviews relevant to your selected topic. The MDC library online databases are also an excellent resource for research. To access the MDC databases, you will need to go to the library webpage (accessible from college website) and log in using your student ID number and the last 4 digits of your student ID as the password. DEADLINE & SUBMISSION: PAPER IS DUE ON TUESDAY NOVEMBER 24, 2020 LATE SUBMISSIONS WILL NOT BE ACCEPTED! The paper must be uploaded to the designated Turnitin Folder on Blackboard Turnitin matching report must NOT exceed 20%. Papers exceeding 20% will not be accepted. OPTIONAL: Students may submit an early draft for review by the professor. The “draft” must be a COMPLETE paper with less than 20% Turnitin match and must be submitted as a MS Word Document (.doc/.docx) attachment via email no later than November 6, 2020. LIST OF NOBEL-AWARDED RESEARCH/DISCOVERIES (Choose ONE for your review) The Nobel Prize in Chemistry 2020 Emmanuelle Charpentier and Jennifer A. Doudna “for the development of a method for genome editing.” The Nobel Prize in Physiology or Medicine 2018 James P. Allison and Tasuku Honjo “for their discovery of cancer therapy by inhibition of negative immune regulation.” The Nobel Prize in Physiology or Medicine 2016 Yoshinori Ohsumi “for his discoveries of mechanisms for autophagy”. The Nobel Prize in Chemistry 2015 Tomas Lindahl , Paul Modrich and Aziz Sancar “for mechanistic studies of DNA repair” The Nobel Prize in Physiology or Medicine 2013 James E. Rothman , Randy W. Schekman and Thomas C. Südhof “for their discoveries of machinery regulating vesicle traffic, a major transport system in our cells” The Nobel Prize in Physiology or Medicine 2012 Sir John B. Gurdon and Shinya Yamanaka “for the discovery that mature cells can be reprogrammed to become pluripotent” The Nobel Prize in Chemistry 2012 Robert J. Lefkowitz and Brian K. Kobilka “for studies of G-protein-coupled receptors” The Nobel Prize in Physiology or Medicine 2009 Elizabeth H. Blackburn , Carol W. Greider and Jack W. Szostak “for the discovery of how chromosomes are protected by telomeres and the enzyme telomerase” The Nobel Prize in Chemistry 2009 Venkatraman Ramakrishnan , Thomas A. Steitz and Ada E. Yonath “for studies of the structure and function of the ribosome” The Nobel Prize in Chemistry 2008 Osamu Shimomura , Martin Chalfie and Roger Y. Tsien “for the discovery and development of the green fluorescent protein, GFP” The Nobel Prize in Physiology or Medicine 2007 Mario R. Capecchi , Sir Martin J. Evans and Oliver Smithies “for their discoveries of principles for introducing specific gene modifications in mice by the use of embryonic stem cells” The Nobel Prize in Chemistry 2006 Roger D. Kornberg “for his studies of the molecular basis of eukaryotic transcription” The Nobel Prize in Physiology or Medicine 2006 Andrew Z. Fire and Craig C. Mello “for their discovery of RNA interference – gene silencing by double-stranded RNA” The Nobel Prize in Chemistry 2004 Aaron Ciechanover , Avram Hershko and Irwin Rose “for the discovery of ubiquitin-mediated protein degradation” The Nobel Prize in Physiology or Medicine 2002 Sydney Brenner , H. Robert Horvitz and John E. Sulston “for their discoveries concerning genetic regulation of organ development and programmed cell death’” The Nobel Prize in Physiology or Medicine 2001 Leland H. Hartwell , Tim Hunt and Sir Paul M. Nurse “for their discoveries of key regulators of the cell cycle” The Nobel Prize in Physiology or Medicine 1999 Günter Blobel “for the discovery that proteins have intrinsic signals that govern their transport and localization in the cell” The Nobel Prize in Physiology or Medicine 1997 Stanley B. Prusiner “for his discovery of Prions – a new biological principle of infection” The Nobel Prize in Physiology or Medicine 1995 Edward B. Lewis , Christiane Nüsslein-Volhard and Eric F. Wieschaus “for their discoveries concerning the genetic control of early embryonic development” The Nobel Prize in Physiology or Medicine 1994 Alfred G. Gilman and Martin Rodbell “for their discovery of G-proteins and the role of these proteins in signal transduction in cells” The Nobel Prize in Physiology or Medicine 1992 Edmond H. Fischer and Edwin G. Krebs “for their discoveries concerning reversible protein phosphorylation as a biological regulatory mechanism” The Nobel Prize in Chemistry 1989 Sidney Altman and Thomas R. Cech “for their discovery of catalytic properties of RNA” pcb4023_course_paper_ii_2020_1.docx PCB4023 Molecular & Cell Biology Course Paper Instructor: Prof. S. Williams A Nobel Endeavor: Review of scientific discovery and innovation in cell & molecular biology Preface Over the past 30 years significant strides have been made that vastly expanded our knowledge and understanding of biological phenomena. Some of these scientific breakthroughs have received great accolades in recognition of their importance and impact. For this paper you will write a review of a selected Nobel prize-winning research that led to a major discovery of an important biological process/principle or scientific innovation related to topics covered by this course. You must choose ONE scientific discovery from the list provided and your review must include the following components: • • • • Introduction. A description of the scientific discovery and the scientist(s) who conducted the research. o The institutions and relevant period of time where/when the work was done. o Citation(s) of the original publication(s) of the research. o Description of the current knowledge at that time. What was known? What was unknown? Were there any other competing theories or alternative points of view? Experimental Methodology. A description of ONE of the experimental methods used by the investigator(s). Describe the results and conclusions of the experiment. Illustration. Include a diagram illustrating the mechanism/process/principle identified. The illustration must be properly cited from its original source. Impact. Describe the significance of the investigators’ findings and its impact on our knowledge of molecular biology. Cite at least one example of research that was based on the original discovery. • Your review should be 3 – 4 pages in length (min: 3, max: 4) typed, normal-spaced 12-pt font. A bibliography in APA format is REQUIRED and is not included in your page count. Do not add cover pages, photos or charts to your review. This is an assessment of your original writing so please review the College’s policies on academic dishonesty and plagiarism at http://www.mdc.edu/policy/student_rights_and_responsibilities.pdf. • The grading parameters are as follows: Paper Component Introduction Experimental Methodology Impact Illustration Bibliography Presentation (spelling, grammar, creativity) Total PCB4023 Paper Instructions (Revised 10-21-2020) Points Awarded 15 10 10 5 5 5 50 1 An “A” Paper/Essay: A paper that is exceptional. It is interesting or unusual and demonstrates sophistication of thought. The main points are clear, complex, well developed, and well supported. The structure of the paper follows a clear logical organization, and all sources are critically examined.PCB 4023 Miami Dade College The Nobel Prize in Physiology Analytical Review The sources are current, relevant, of high quality, and well-integrated in the paper. The paper is free of grammatical and spelling errors. A “B” Paper/Essay: A paper that is solid and fulfills the assignment. It has a clear logic but minor lapses in development. It touches on the complexity of the argument and shows careful reading of the sources. The structure follows a logical progression of ideas, but not all evidence is clearly related to the main ideas. It may contain a few grammatical problems, but not enough to make reading difficult. A “C” Paper/Essay: A paper that is adequate but less effective in responding to the assignment. It presents the central idea in general terms and demonstrates basic comprehension of the sources. It is difficult to find a logical structure to the argument, and the paper often relies on generalizations or unrelated examples. Sentences may be awkward or confusing enough to make reading difficult. A “D” Paper/Essay: A paper that does not respond to the assignment. The argument may be too vague or there is little complexity to the ideas. The organizations can be difficult to follow, and the paper offers insufficient evidence from the literature. No integration of the literature reviewed is evident. An “F” Paper/Essay: A paper that does not respond to the assignment, has no central argument, and uses no sources. There is little apparent organization. There is no supporting evidence, or it is irrelevant. • Doing your research. This paper requires a survey/search of scientific literature. Databases such as Google Scholar and NCBI PubMed are highly recommended for locating scientific papers and reviews relevant to your selected topic. The MDC library online databases are also an excellent resource for research. To access the MDC databases, you will need to go to the library webpage (accessible from college website) and log in using your student ID number and the last 4 digits of your student ID as the password. DEADLINE & SUBMISSION: PAPER IS DUE ON • TUESDAY NOVEMBER 24, 2020 • LATE SUBMISSIONS WILL NOT BE ACCEPTED! • The paper must be uploaded to the designated Turnitin Folder on Blackboard • Turnitin matching report must NOT exceed 20%. Papers exceeding 20% will not be accepted. OPTIONAL: Students may submit an early draft for review by the professor. The “draft” must be a COMPLETE paper with less than 20% Turnitin match and must be submitted as a MS Word Document (.doc/.docx) attachment via email no later than November 6, 2020. • PCB4023 Paper Instructions (Revised 10-21-2020) 2 LIST OF NOBEL-AWARDED RESEARCH/DISCOVERIES (Choose ONE for your review) The Nobel Prize in Chemistry 2020 Emmanuelle Charpentier and Jennifer A. Doudna “for the development of a method for genome editing.” PCB 4023 Miami Dade College The Nobel Prize in Physiology Analytical Review The Nobel Prize in Physiology or Medicine 2018 James P. Allison and Tasuku Honjo “for their discovery of cancer therapy by inhibition of negative immune regulation.” The Nobel Prize in Physiology or Medicine 2016 Yoshinori Ohsumi “for his discoveries of mechanisms for autophagy”. The Nobel Prize in Chemistry 2015 Tomas Lindahl, Paul Modrich and Aziz Sancar “for mechanistic studies of DNA repair” The Nobel Prize in Physiology or Medicine 2013 James E. Rothman, Randy W. Schekman and Thomas C. Südhof “for their discoveries of machinery regulating vesicle traffic, a major transport system in our cells” The Nobel Prize in Physiology or Medicine 2012 Sir John B. Gurdon and Shinya Yamanaka “for the discovery that mature cells can be reprogrammed to become pluripotent” The Nobel Prize in Chemistry 2012 Robert J. Lefkowitz and Brian K. Kobilka “for studies of G-protein-coupled receptors” The Nobel Prize in Physiology or Medicine 2009 Elizabeth H. Blackburn, Carol W. Greider and Jack W. Szostak “for the discovery of how chromosomes are protected by telomeres and the enzyme telomerase” The Nobel Prize in Chemistry 2009 Venkatraman Ramakrishnan, Thomas A. Steitz and Ada E. Yonath “for studies of the structure and function of the ribosome” The Nobel Prize in Chemistry 2008 Osamu Shimomura, Martin Chalfie and Roger Y. Tsien “for the discovery and development of the green fluorescent protein, GFP” The Nobel Prize in Physiology or Medicine 2007 Mario R. Capecchi, Sir Martin J. Evans and Oliver Smithies “for their discoveries of principles for introducing specific gene modifications in mice by the use of embryonic stem cells” PCB4023 Paper Instructions (Revised 10-21-2020) 3 The Nobel Prize in Chemistry 2006 Roger D. Kornberg “for his studies of the molecular basis of eukaryotic transcription” The Nobel Prize in Physiology or Medicine 2006 Andrew Z. Fire and Craig C. Mello “for their discovery of RNA interference – gene silencing by double-stranded RNA” The Nobel Prize in Chemistry 2004 Aaron Ciechanover, Avram Hershko and Irwin Rose “for the discovery of ubiquitin-mediated protein degradation” The Nobel Prize in Physiology or Medicine 2002 Sydney Brenner, H. Robert Horvitz and John E. Sulston “for their discoveries concerning genetic regulation of organ development and programmed cell death’” The Nobel Prize in Physiology or Medicine 2001 Leland H. Hartwell, Tim Hunt and Sir Paul M. Nurse “for their discoveries of key regulators of the cell cycle” The Nobel Prize in Physiology or Medicine 1999 Günter Blobel “for the discovery that proteins have intrinsic signals that govern their transport and localization in the cell” The Nobel Prize in Physiology or Medicine 1997 Stanley B. Prusiner “for his discovery of Prions – a new biological principle of infection” The Nobel Prize in Physiology or Medicine 1995 Edward B. Lewis, Christiane Nüsslein-Volhard and Eric F. Wieschaus “for their discoveries concerning the genetic control of early embryonic development” The Nobel Prize in Physiology or Medicine 1994 Alfred G. Gilman and Martin Rodbell “for their discovery of G-proteins and the role of these proteins in signal transduction in cells” The Nobel Prize in Physiology or Medicine 1992 Edmond H. Fischer and Edwin G. Krebs “for their discoveries concerning reversible protein phosphorylation as a biological regulatory mechanism” The Nobel Prize in Chemistry 1989 Sidney Altman and Thomas R. Cech “for their discovery of catalytic properties of RNA” PCB4023 Paper Instructions (Revised 10-21-2020) 4 …PCB 4023 Miami Dade College The Nobel Prize in Physiology Analytical Review Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Georgetown University Slavoj Žižek Against Human Rights Questions Discussion Georgetown University Slavoj Žižek Against Human Rights Questions Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Unformatted Attachment Preview slavoj žižek AGAINST HUMAN RIGHTS C ontemporary appeals to human rights within our liberalcapitalist societies generally rest upon three assumptions. First, that such appeals function in opposition to modes of fundamentalism that would naturalize or essentialize contingent, historically conditioned traits. Second, that the two most basic rights are freedom of choice, and the right to dedicate one’s life to the pursuit of pleasure (rather than to sacri?ce it for some higher ideological cause). And third, that an appeal to human rights may form the basis for a defence against the ‘excess of power’. Let us begin with fundamentalism. Here, the evil (to paraphrase Hegel) often dwells in the gaze that perceives it. Take the Balkans during the 1990s, the site of widespread human-rights violations. At what point did the Balkans—a geographical region of South-Eastern Europe—become ‘Balkan’, with all that designates for the European ideological imaginary today? The answer is: the mid-19th century, just as the Balkans were being fully exposed to the effects of European modernization. The gap between earlier Western European perceptions and the ‘modern’ image is striking. Already in the 16th century the French naturalist Pierre Belon could note that ‘the Turks force no one to live like a Turk’. Small surprise, then, that so many Jews found asylum and religious freedom in Turkey and other Muslim countries after Ferdinand and Isabella had expelled them from Spain in 1492—with the result that, in a supreme twist of irony, Western travellers were disturbed by the public presence of Jews in big Turkish cities. Here, from a long series of examples, is a report from N. Bisani, an Italian who visited Istanbul in 1788: A stranger, who has beheld the intolerance of London and Paris, must be much surprised to see a church here between a mosque and a synagogue, and a dervish by the side of a Capuchin friar. I know not how this government can have admitted into its bosom religions so opposite to its own. It new left review 34 july aug 2005 115 116 nlr 34 must be from degeneracy of Mahommedanism, that this happy contrast can be produced. What is still more astonishing is to ?nd that this spirit of toleration is generally prevalent among the people; for here you see Turks, Jews, Catholics, Armenians, Greeks and Protestants conversing together on subjects of business or pleasure with as much harmony and goodwill as if they were of the same country and religion.1 The very feature that the West today celebrates as the sign of its cultural superiority—the spirit and practice of multicultural tolerance—is thus dismissed as an effect of Islamic ‘degeneracy’. Georgetown University Slavoj Žižek Against Human Rights Questions Discussion The strange fate of the Trappist monks of Etoile Marie is equally telling. Expelled from France by the Napoleonic regime, they settled in Germany, but were driven out in 1868. Since no other Christian state would take them, they asked the Sultan’s permission to buy land near Banja Luka, in the Serb part of today’s Bosnia, where they lived happily ever after—until they got caught in the Balkan con?icts between Christians. Where, then, did the fundamentalist features—religious intolerance, ethnic violence, ?xation upon historical trauma—which the West now associates with ‘the Balkan’, originate? Clearly, from the West itself. In a neat instance of Hegel’s ‘re?exive determination’, what Western Europeans observe and deplore in the Balkans is what they themselves introduced there; what they combat is their own historical legacy run amok. Let us not forget that the two great ethnic crimes imputed to the Turks in the 20th century—the Armenian genocide and the persecution of the Kurds—were not committed by traditionalist Muslim political forces, but by the military modernizers who sought to cut Turkey loose from its old-world ballast and turn it into a European nation-state. Mladen Dolar’s old quip, based on a detailed reading of Freud’s references to the region, that the European unconscious is structured like the Balkans, is thus literally true: in the guise of the Otherness of ‘Balkan’, Europe takes cognizance of the ‘stranger in itself’, of its own repressed. But we might also examine the ways in which the ‘fundamentalist’ essentialization of contingent traits is itself a feature of liberal-capitalist democracy. It is fashionable to complain that private life is threatened or even disappearing, in face of the media’s ability to expose one’s most Quoted in Bozidar Jezernik, Wild Europe: The Balkans in the Gaze of Western Travellers, London 2004, p. 233. 1 žižek: Human Rights 117 intimate personal details to the public. True, on condition that we turn things around: what is effectively disappearing here is public life itself, the public sphere proper, in which one operates as a symbolic agent who cannot be reduced to a private individual, to a bundle of personal attributes, desires, traumas and idiosyncrasies. The ‘risk society’ commonplace— according to which the contemporary individual experiences himself as thoroughly ‘denaturalized’, regarding even his most ‘natural’ traits, from ethnic identity to sexual preference, as being chosen, historically contingent, learned—is thus profoundly deceiving. What we are witnessing today is the opposite process: an unprecedented re-naturalization. All big ‘public issues’ are now translated into attitudes towards the regulation of ‘natural’ or ‘personal’ idiosyncrasies. This explains why, at a more general level, pseudo-naturalized ethnoreligious con?icts are the form of struggle which best suits global capitalism. In the age of ‘post-politics’, when politics proper is progressively replaced by expert social administration, the sole remaining legitimate sources of con?ict are cultural (religious) or natural (ethnic) tensions. And ‘evaluation’ is precisely the regulation of social promotion that ?ts with this re-naturalization. Perhaps the time has come to reassert, as the truth of evaluation, the perverted logic to which Marx refers ironically in his description of commodity fetishism, quoting Dogberry’s advice to Seacoal at the end of Capital’s Chapter 1: ‘To be a well-favoured man is the gift of fortune; but to write and read comes by nature.’ To be a computer expert or a successful manager is a gift of nature today, but lovely lips or eyes are a fact of culture. Unfreedom of choice As to freedom of choice: I have written elsewhere of the pseudo-choice offered to the adolescents of Amish communities who, after the strictest of upbringings, are invited at the age of seventeen to plunge themselves into every excess of contemporary capitalist culture—a whirl of fast cars, wild sex, drugs, drink and so forth.2 After a couple of years, they are allowed to choose whether they want to return to the Amish way. Since they have been brought up in virtual ignorance of American society, the youngsters are quite unprepared to cope with such permissiveness, which in most cases generates a backlash of unbearable anxiety. The 2 ‘The constitution is dead. Long live proper politics’, Guardian, 4 June 2005. 118 nlr 34 vast majority vote to return to the seclusion of their communities. This is a perfect case of the dif?culties that invariably accompany ‘freedom of choice’: while Amish children are formally given a free choice, the conditions in which they must make it render the choice unfree. The problem of pseudo-choice also demonstrates the limitations of the standard liberal attitude towards Muslim women who wear the veil: acceptable if it is their own free choice rather than imposed on them by husbands or family. However, the moment a woman dons the veil as the result of personal choice, its meaning changes completely: it is no longer a sign of belonging to the Muslim community, but an expression of idiosyncratic individuality. In other words, a choice is always a meta-choice, a choice of the modality of the choice itself: it is only the woman who does not choose to wear a veil that effectively chooses a choice. This is why, in our secular liberal democracies, people who maintain a substantial religious allegiance are in a subordinate position: their faith is ‘tolerated’ as their own personal choice, but the moment they present it publicly as what it is for them—a matter of substantial belonging—they stand accused of ‘fundamentalism’. Georgetown University Slavoj Žižek Against Human Rights Questions Discussion Plainly, the ‘subject of free choice’, in the ‘tolerant’, multicultural sense, can only emerge as the result of an extremely violent process of being uprooted from one’s particular life-world. The material force of the ideological notion of ‘free choice’ within capitalist democracy was well illustrated by the fate of the Clinton Administration’s ultra-modest health reform programme. The medical lobby (twice as strong as the infamous defence lobby) succeeded in imposing on the public the idea that universal healthcare would somehow threaten freedom of choice in that domain. Against this conviction, all enumeration of ‘hard facts’ proved ineffective. We are here at the very nerve-centre of liberal ideology: freedom of choice, grounded in the notion of the ‘psychological’ subject, endowed with propensities which he or she strives to realize. And this especially holds today, in the era of a ‘risk society’ in which the ruling ideology endeavours to sell us the very insecurities caused by the dismantling of the welfare state as the opportunity for new freedoms. If labour ?exibilization means you have to change jobs every year, why not see it as a liberation from the constraints of a permanent career, a chance to reinvent yourself and realize the hidden potential of your personality? If there is a shortfall on your standard health insurance and retirement plan, meaning you have to žižek: Human Rights 119 opt for extra coverage, why not perceive it as an additional opportunity to choose: either a better lifestyle now or long-term security? Should this predicament cause you anxiety, the ‘second modernity’ ideologist will diagnose you as desiring to ‘escape from freedom’, of an immature sticking to old stable forms. Even better, when this is inscribed into the ideology of the subject as the ‘psychological’ individual, pregnant with natural abilities, you will automatically tend to interpret all these changes as the outcome of your personality, not as the result of being thrown around by market forces. Politics of jouissance What of the basic right to the pursuit of pleasure? Today’s politics is ever more concerned with ways of soliciting or controlling jouissance. The opposition between the liberal-tolerant West and fundamentalist Islam is most often condensed as that between, on the one side, a woman’s right to free sexuality, including the freedom to display or expose herself and to provoke or disturb men; and, on the other side, desperate male attempts to suppress or control this threat. (The Taliban forbade metaltipped heels for women, as the tapping sounds coming from beneath an all-concealing burka might have an overpowering erotic appeal.) Both sides, of course, mystify their position ideologically and morally. For the West, women’s right to expose themselves provocatively to male desire is legitimized as their right to enjoy their bodies as they please. For Islam, the control of female sexuality is legitimized as the defence of women’s dignity against their being reduced to objects of male exploitation. So when the French state prohibits Muslim girls from wearing the veil in school, one can claim that they are thus enabled to dispose of their bodies as they wish. But one can also argue that the true traumatic point for critics of Muslim ‘fundamentalism’ was that there were women who did not participate in the game of making their bodies available for sexual seduction, or for the social exchange and circulation involved in this. In one way or another, all the other issues—gay marriage and adoption, abortion, divorce—relate to this. What the two poles share is a strict disciplinary approach, differently directed: ‘fundamentalists’ regulate female self-presentation to forestall sexual provocation; pc feminist liberals impose a no-less-severe regulation of behaviour aimed at containing forms of harassment. 120 nlr 34 Liberal attitudes towards the other are characterized both by respect for otherness, openness to it, and an obsessive fear of harassment. In short, the other is welcomed insofar as its presence is not intrusive, insofar as it is not really the other. Georgetown University Slavoj Žižek Against Human Rights Questions Discussion Tolerance thus coincides with its opposite. My duty to be tolerant towards the other effectively means that I should not get too close to him or her, not intrude into his space—in short, that I should respect his intolerance towards my over-proximity. This is increasingly emerging as the central human right of advanced capitalist society: the right not to be ‘harassed’, that is, to be kept at a safe distance from others. The same goes for the emergent logic of humanitarian or paci?st militarism. War is acceptable insofar as it seeks to bring about peace, or democracy, or the conditions for distributing humanitarian aid. And does the same not hold even more for democracy and human rights themselves? Human rights are ok if they are ‘rethought’ to include torture and a permanent emergency state. Democracy is ok if it is cleansed of its populist excesses and limited to those mature enough to practise it. Caught in the vicious cycle of the imperative of jouissance, the temptation is to opt for what appears its ‘natural’ opposite, the violent renunciation of jouissance. This is perhaps the underlying motif of all so-called fundamentalisms—the endeavour to contain (what they perceive as) the excessive ‘narcissistic hedonism’ of contemporary secular culture with a call to reintroduce the spirit of sacri?ce. A psychoanalytic perspective immediately enables us to see why such an endeavour goes wrong. The very gesture of casting away enjoyment—‘Enough of decadent selfindulgence! Renounce and purify!’—produces a surplus-enjoyment of its own. Do not all ‘totalitarian’ universes which demand of their subjects a violent (self-)sacri?ce to the cause exude the bad smell of a fascination with a lethal-obscene jouissance? Conversely, a life oriented towards the pursuit of pleasure will entail the harsh discipline of a ‘healthy lifestyle’—jogging, dieting, mental relaxation—if it is to be enjoyed to the maximum. The superego injunction to enjoy oneself is immanently intertwined with the logic of sacri?ce. The two form a vicious cycle, each extreme supporting the other. The choice is never simply between doing one’s duty or striving for pleasure and satisfaction. This elementary choice is always redoubled by a further one, between elevating one’s striving for pleasure into one’s supreme duty, and doing one’s duty not for duty’s sake but for the grati?cation it brings. In the ?rst case, pleasures are my duty, and the ‘pathological’ striving for pleasure is located in the žižek: Human Rights 121 formal space of duty. In the second case, duty is my pleasure, and doing my duty is located in the formal space of ‘pathological’ satisfactions. Defence against power? But if human rights as opposition to fundamentalism and as pursuit of happiness lead us into intractable contradictions, are they not after all a defence against the excess of power? Marx formulated the strange logic of power as ‘in excess’ by its very nature in his analyses of 1848. In The Eighteenth Brumaire and The Class Struggles in France, he ‘complicated’ in a properly dialectical way the logic of social representation (political agents representing economic classes and forces).Georgetown University Slavoj Žižek Against Human Rights Questions Discussion In doing so, he went much further than the usual notion of these ‘complications’, according to which political representation never directly mirrors social structure—a single political agent can represent different social groups, for instance; or a class can renounce its direct representation and leave to another the job of securing the politico-juridical conditions of its rule, as the English capitalist class did by leaving to the aristocracy the exercise of political power. Marx’s analyses pointed towards what Lacan would articulate, more than a century later, as the ‘logic of the signi?er’. Apropos the Party of Order, formed after the defeat of the June insurrection, Marx wrote that only after Louis-Napoleon’s December 10 election victory allowed it to ‘cast off’ its coterie of bourgeois republicans was the secret of its existence, the coalition of Orléanists and Legitimists into one party, disclosed. The bourgeois class fell apart into two big factions which alternately—the big landed proprietors under the restored monarchy and the ?nance aristocracy and the industrial bourgeoisie under the July Monarchy—had maintained a monopoly of power. Bourbon was the royal name for the predominant in?uence of the interests of the one faction, Orléans the royal name for the predominant in?uence of the interests of the other faction—the nameless realm of the republic was the only one in which both factions could maintain with equal power the common class interest without giving up their mutual rivalry.3 This, then, is the ?rst complication. When we are dealing with two or more socio-economic groups, their common interest can only be represented in the guise of the negation of their shared premise: the common denominator of the two royalist factions is not royalism, but 3 Marx and Engels, Selected Works, vol. i, Moscow 1969, p. 83. 122 nlr 34 republicanism. (Just as today, the only political agent that consistently represents the interests of capital as such, in its universality, above particular factions, is the ‘social liberal’ Third Way.) Then, in The Eighteenth Brumaire, Marx dissected the makeup of the Society of December 10, Louis-Napoleon’s private army of thugs: Alongside decayed roués with dubious means of subsistence and of dubious origin, alongside ruined and adventurous offshoots of the bourgeoisie, were vagabonds, discharged soldiers, discharged jailbirds, escaped galley slaves, swindlers, mountebanks, lazzaroni, pickpockets, tricksters, gamblers, maquereaux [pimps], brothel-keepers, porters, literati, organ-grinders, rag-pickers, knife-grinders, tinkers, beggars—in short, the whole inde?nite, disintegrated mass, thrown hither and thither, which the French call la bohème; from this kindred element Bonaparte formed the core of the Society of December 10 . . . This Bonaparte, who constitutes himself chief of the lumpen proletariat, who here alone rediscovers in mass form the interests which he personally pursues, who recognizes in this scum, offal, refuse of all classes the only class upon which he can base himself unconditionally, is the real Bonaparte, the Bonaparte sans phrases.4 The logic of the Party of Order is here brought to its radical conclusion. In the same way that the only common denominator of all royalist factions is republicanism, the only common denominator of all classes is the excremental excess, the refuse, the remainder, of all classes. That is to say, insofar as the leader perceives himself as standing above class interests, his immediate class base can only be the excremental remainder of all classes, the rejected non-class of each class. And, as Marx develops in another passage, it is this support from the ‘social abject’ which enables Bonaparte to shift his position as required, representing in turn each class against the others. As the executive authority which has made itself independent, Bonaparte feels it to be his task to safeguard ‘bourgeois orde … Purchase answer to see full attachment Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

SYG 2000 Miami Dade College Race & Ethnicity The case of Miami Paper SYG 2000 Miami Dade College Race & Ethnicity The case of Miami Paper ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Please do this assignment this Journal #1In this first journal activity, you may write about any topic(s) of your choice, but it is best to use the textbook to study.For this activity, topics should address content covered in Chapters 16 – 21 in the textbook.It is expected that, at a minimum, you are reading the assigned textbook chapters.You are encouraged to read collateral historical writings on topics covered in the textbook.This activity will consist of 10 separate journal entries; you will have a total of 20 entries by the end of the course.Each separate entry should:contain a minimum of 120 words.consist of a summary, paraphrase, and synthesis of material you are reading/studying in this course.be written in your own words – do not quote the work of others verbatim.discuss the subject matter that you are studying – do not simply agree/disagree.Your study involves, first and foremost, learning the nation’s past; doing so requires a review of previously published studies, so you are encouraged to conduct research using outside resources, but be sure to draft your journal entries in your own words.Direct quotations should not be used; citations are not necessary.Do not copy/paste information from any source.No citationsYou will make two separate journal submissions during this course. Each submission will be worth 50 points.Each submission will consist of 10 separate journal entries.SYG 2000 Miami Dade College Race & Ethnicity The case of Miami Paper Save the file containing your second set of 10 entries in .rtf (rich text format), and name the file Journal #1.For clarity and ease, please title your entries as Entry 1, Entry 2, Entry 3, etc.Each separate journal entry should be a minimum of 120 words in length.Each entry should pertain to United States History after 1877.Each entry should be written in your own words.Submission of only half the required length/number of journals will earn half of the available points.To gain a better understanding of journal entry expectations, please review the sample entry below:Entry 1What was the Declaration of Independence all about? It was written by Thomas Jefferson but was probably not signed on July 4th, 1776. It was written after hostilities had broken out. Lexington, Concord, Bunker Hill had taken place a year earlier. Why so late? The reason might be that the colonies were not yet united in their response to Britain. Many did not want to leave the empire only a few years earlier they had boasted about. Also, taking on the powerful British empire with trained troops seemed almost impossible. Several of the condemnations in the declaration were not true, and they were addressed to King George III rather than Parliament, which had the real power. It is quite possible that the colonial leadership did not want to attack a representative institution even though it was hardly representative of the people of Britain. Still, the declaration won widespread approval and helped to unite the colonists.Note: You will notice that this entry is greater than 120 words in length.Keep in mind that 120 words is the minimum length.There are no “right or wrong” answers, and it is not required that your instructor “agree” with your entry.You will be graded on how your entry demonstrates that you have read and thought about the material.You are encouraged to use the journal entries as study aids for the exams. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Santa Monica College Renal Failure Disease Pathology Brochure Santa Monica College Renal Failure Disease Pathology Brochure Learning Objectives: This project will give you an opportunity to research information and expand your knowledge of a localized area of pathology in order develop an informational brochure. This brochure is designed to be shared with patients and anyone who would benefit from the information in your brochure. Santa Monica College Renal Failure Disease Pathology Brochure Assignment: Choose a particular pathology or area of pathology. Find at least 3 articles (published within 5 years) relating to your chosen area of pathology. Choose a brochure design to share your information. You will need to identify and effectively communicate the key components of their topic area in a concise format. Strong brochures will demonstrate all necessary key elements in a visually appealing manner. Brochures can be in black and white, or color and be printed on regular paper. Brochures will be assessed according to a grading rubric provided. Resources: Here is a link to a guide developed by the University of Nebraska for brochure development: ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS http://ianrpubs.unl.edu/live/g2028/build/g2028.pdf (Links to an external site.) Here is a link to some modern style brochures to give you an idea of what you could use for your format. http://www.youthedesigner.com/inspiration/18-beautiful-brochure-design-samples/ (Links to an external site.) Here are samples from past graduates: https://drive.google.com/file/d/1QktHAiX065LQsHj3VcGvTfIGS_cilz-Q/view?usp=sharing (Links to an external site.) https://drive.google.com/file/d/1KsSBiC1VtPkWarltxqFnaGo4o2EOOr3q/view?usp=sharing You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Ideal vs Real Gases & Low Temperature Discussion Essay Ideal vs Real Gases & Low Temperature Discussion Essay ideal_vs_real_gases_.pd You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Grossmont College Ideal vs Real Gases & Low Temperature Discussion Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. Grossmont College Ideal vs Real Gases & Low Temperature Discussion Essay ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10