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PHI 135 University of Liverpool Political Resistance and Anger Essay PHI 135 University of Liverpool Political Resistance and Anger Essay ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Unformatted Attachment Preview ANGER AS A POLITICAL EMOTION PHI135 Writing Philosophy – Lecture Eleven IN THIS LECTURE … • We will look at Amia Srinivasan’s paper, ‘The Aptness of Anger’ • Srinivasan puts forward a claim about the appropriateness of anger and about injustice related to the expression of anger • She is specifically interested in the anger of victims of social oppression • In this lecture we introduce her claims and look at the view of the nature of emotion that she seems to presuppose THE THESIS • Srinivasan’s argumentative aims in this paper can be found at the end of Section I • She says that she wants to look at situations in which anger may be ‘counterproductive but nevertheless apt’ • She wants to argue 1) that in such situations ‘reasons of prudence and reasons of aptness come apart, generating substantive normative conflict’ • 2) It is not always obvious that reasons of prudence outweigh reasons of aptness • 3) Such conflicts represent a hitherto unrecognised form of injustice – ‘affective injustice’ CLARIFYING THE THESIS • What is the difference between ‘being counterproductive’ and ‘being apt’? • What are ‘reasons of prudence’? • What are ‘reasons of aptness’? • What is ‘substantive normative conflict’? • And why does Srinivasan think that such conflict represents a form of injustice? CLARIFYING THE THESIS • My reconstruction of Srinivasan’s thesis: • There are some situations in which one has genuine cause for anger: one has something important to be angry about • Furthermore, it can be the case that denying one’s anger would involve a kind of dishonesty, or even a loss of integrity • In some situations people do have genuine cause to be angry about having been treated unjustly, but have to deny their anger • This can be the case e.g. of people who have been mistreated by the powerful, and where the powerful continue to be able to exert their power over those they have mistreated THE DEBATE • Srinivasan’s starting point is a debate that took place between James Baldwin and William Buckley at the Cambridge University Union in 1965 • The motion for the debate was ‘Has the American Dream been at the expense of the American Negro?’ • Baldwin defends the motion, Buckley contests itPHI 135 University of Liverpool Political Resistance and Anger Essay • But the debate is much deeper than this formal Students’ Union encounter • https://www.youtube.com/watch?v=5Tek9h3a5wQ THE DEBATE • Srinivasan is interested in the question of how African Americans in the US should respond to the history of slavery • The debate is not over the historical facts • Or over the moral claim that African Americans were oppressed and seriously wronged • Or even over the claim that there is continuing oppression of African Americans, and that it continues in large part because of that historical oppression • The question is what African Americans (and perhaps other oppressed people) should do now, and in particular what their emotional attitudes should be • Get angry? Or contain that anger in order to look for reconciliation? THE DEBATE • Srinivasan quotes Baldwin: • ‘I am stating very seriously, and this is not an overstatement: that I picked the cotton, and I carried to market, and I built the railroads, under someone else’s whip, for nothing . . . for nothing. The southern oligarchy which has until today so much power in Washington . . . was created by my labour and my sweat, and the violation of my women and the murder of my children. This, in the land of the free and the home of the brave. And no one can challenge that statement. It is a matter of historical record.’ THE DEBATE • And she quotes Buckley’s response: • ‘What in fact shall we do about it? What shall we in America try to do . . . To eliminate those psychic humiliations which I join Mr Baldwin in believing are the very worst aspects of this discrimination? . . . I agree with you that we have a dastardly situation, but I’m asking you not to make politics as the crow flies . . .[Negroes] have done a great deal to focus on the fact of white discrimination against Negroes. They have done a great deal to agitate a moral concern. But where in fact do they go now?’ THE DEBATE • Srinivasan is interested in Buckley’s disagreement with Baldwin about the justifiability of African American anger • Buckley’s points to the consequences of getting angry • He thinks it will lead African Americans to violence against whites, and will therefore lead whites into violence against African Americans: an escalating conflict, making racial harmony impossible • However, Srinivasan’s view is that this is not a satisfactory answer to Baldwin • It does not address the fact that African Americans have genuine cause for anger • And that to deny their anger can involve painful dissembling or even a loss of integrity THE DEBATE • Thus Srinivasan is interested in the way in which the debate between Baldwin and Buckley echoes a wider philosophical debate about the place of anger in the good human life • Should we aim for a life in which anger is never experienced, or if it is experienced, it is suppressed or denied? • Or is anger an important human response to injustice, which, although it needs to be handled with caution, is a necessary part of caring about what has been done, and the suppression of which can amount to dishonesty? THE DEBATE • Srinivasan points out that there have been important Stoic and Christian voices against anger: • ‘The other emotions have in them some element of peace and calm, while this one is wholly violent and has its being in an onrush of resentment, raging with a most inhuman lust for weapons, blood, and punishment, giving no thought to itself if only it can hurt another, hurling itself upon the very point of dagger, and eager for revenge though it may drag down the avenger along with it.’ (Seneca, quoted by Srinivasan, p. 124) • See also G. Pettigrove, ‘Meekness and “Moral” Anger’ THE DEBATE PHI 135 University of Liverpool Political Resistance and Anger Essay • By contrast, Srinivasan wants to give a hearing to the other side – that there is something that African Americans have to be angry about • So her inquiry concerns what can be said in favour of anger, even though that it may risk disastrous consequences • NB. This is not just a question of whether African Americans’ anger can be excused • E.g. whether, given the circumstances, a loss of emotional self-control could be understood and tolerated • It is rather the question whether in some way anger is the right and justifiable response to African Americans’ situation THE ARGUMENT • First of all, Srinivasan notes that anger can have good consequences • ‘It is historically naïve, after all, to think that white America would have been willing to embrace King’s vision of a uni?ed, post-racial nation, if not for the threat of Malcolm X’s angry de?ance. It is perhaps similarly naïve to think anger contains no salutary psychic possibilities for someone whose self-conception has been shaped by degradation and hatred.’ (p. 126) • E.g. an oppressed group getting angry can have good social consequences because it can help that group get its voice heard and taken seriously • And it can have good personal consequences because it can restore pride in the face of oppression THE ARGUMENT • However, she thinks that assessments of anger that only look at its consequences leave something important out: • That is, whether the anger is itself justified as an intelligent response to the situation • ‘[I]s it the ?tting response to the way the world is? Is the anger, however unproductive, apt?’ (p. 126) THE ARGUMENT • Her argument could thus be explained as: • 1) anger might be fitting though counterproductive, • 2) that this puts oppressed people in a situation of normative conflict – where there are conflicting valid demands • 3) that it is not always obvious that the counterproductive course of action is outweighed by the badness of the consequences • 4) that it is a hitherto unrecognised aspect of oppression that the oppressed are unjustly put in this situation where they must decide whether to swallow their anger and act e.g. politely or express their anger honestly and potentially make things even worse THE ARGUMENT • Srinivasan draws a distinction between intrinsic and instrumental reasons for emotion • She says that while discussions of emotions in political life tend to focus on instrumental reasons, discussion of emotion is interpersonal life focus on intrinsic reasons • What does she mean by intrinsic and instrumental? • Intrinsic = fitting and instrumental = concerned only with consequences THE ARGUMENT • Take her example of an argument over whether you are justified in being angry with me because I am late (again) • ‘Suppose you are my friend, and I ask you what reason you have for being angry with me. You respond: ‘because you were late again!’ I say: ‘well, you shouldn’t be. I told you I was going to be late’. The subject of our conversation is whether your anger about my lateness really is fitting, whether my lateness constitutes a genuine intrinsic reason for your anger.’ (p. 127) • Now consider an instrumental reason (given by an unfaithful lover): • ‘You shouldn’t be angry with me because it is only going to make me do it again’ • This second response does not deny that you are right to be angry – it just points out that your anger will be counterproductive THE ARGUMENT • Intrinsic reasons for an emotion are based in the fit between the emotion and the situation • Whether the situation itself gives grounds for anger that are independent of the future good or bad consequences of getting angryPHI 135 University of Liverpool Political Resistance and Anger Essay • That is, whether the anger reflects or corresponds to the nature of the situation • Whereas instrumental reasons are based in whether having (or acting on) the emotion serves our other goals IN THIS LECTURE … • We have looked at the debate that Srinivasan takes as her starting point • And we have looked at the contribution she seeks to make to it • She is particularly interested in the justifiability of African American anger • This involves looking at the philosophical debate about the nature of anger and its value • It also involves claims about the nature of emotion, which we will investigate in more detail in the next lecture PHI135 WRITING PHILOSOPHY Lecture Twelve: Assessing Srinivasan’s View of Emotion IN THIS LECTURE … • We will start to assess Srinivasan’s argument • We will look in particular at the view about the nature of emotion that underpins her argument • She assumes that emotions are cognitive rather than noncognitive states • We will explore that view • And we will also raise some questions about it REASONS FOR EMOTION • As we said in the last lecture, Srinivasan draws a distinction between intrinsic and instrumental reasons for emotion • She says that while discussions of emotions in political life tend to focus on instrumental reasons, discussion of emotion in interpersonal life focus on intrinsic reasons • We may have instrumental reasons against being angry, but intrinsic reasons in favour of being angry REASONS FOR EMOTION • How could there be intrinsic reasons for emotion? • Srinivasan relies on an understanding of emotion that is similar to that put forward by Alison Jaggar (whose paper she refers to) • Jaggar opposes what she calls the ‘Dumb View’ of emotions EMOTION AND REASON • To understand the Dumb View we need to distinguish between cognitive and noncognitive responses to the world • One of the things that human beings do is to form beliefs about the world • Beliefs are cognitive states: they involve ‘aiming at the truth’ • That is, when we form beliefs about the world, we are aiming to grasp the way the world is • By contrast, other states of our minds are non-cognitive • For instance, simple pains and pleasures like the sensation of sinking into a warm bath or of placing one’s finger in a flame • When we experience pains and pleasures, this is not because we are attempting to grasp how the world isPHI 135 University of Liverpool Political Resistance and Anger Essay • In this sense, pains and pleasures are ‘dumb’ in comparison to beliefs EMOTION AND REASON • According to Jaggar, the Dumb View sees emotions as noncognitive states • It identifies emotions with ‘the physical feelings or involuntary bodily movements that typically accompany them, such as pangs or qualms, flushes or tremors’ • But Jaggar thinks that the Dumb View is wrong about the nature of emotions • Jaggar thinks that emotions have to be seen as cognitive states • Like Srinivasan, she thinks that emotions can be fitting responses to situations, the way that (true, justified) belief about a situation is a fitting response to that situation EMOTION AND REASON • Jaggar argues that the Dumb View cannot explain three features of emotion that make them more like cognitive states: • Like beliefs, emotions are intentional • Like beliefs, emotions are, or are influenced by, social constructs • Like beliefs, emotions are or involve active engagements with the world EMOTIONS AS INTENTIONAL • NB NOT the same as ‘doing something intentionally’ • ‘Intentional’ here means that a mental state is about something • It has a content that is directed to some state of affairs which it is an attitude about • E.g. hoping, desiring, fearing, disdaining – these attitudes represent the thing towards which they are directed in a certain light • They can be thought of as making claims about the world, claims that could be true or false • Whereas mere sensation or feeling does not have a content that is about anything • It is simply feeling EMOTIONS AS INTENTIONAL • Emotions thus are not simply automatic, instinctive reactions, according to Jaggar • Rather they are intelligent evaluations or appraisals of a situation that can be shaped by culture and by thought • Different emotions evaluate a situation in different ways • E.g. hoping for something represents it as a future good; fearing something represents it as a danger; being ashamed of something represents it as a (public) threat to my self-worth • Which emotion represents the right evaluation? • Which is fitting? EMOTIONS AS SOCIAL CONSTRUCTS • Jaggar thinks that if the Dumb View were correct, emotions would be part of our biology • However, she argues that emotions vary significantly across cultures • What emotions a person feels depends on their culturally influenced beliefs • This shows, she thinks, that emotions interact with beliefs, and hence are not wholly separate from beliefs EMOTION AS ACTIVE ENGAGEMENT • However, emotions are not simply dispassionate evaluations • They are evaluations that also involve feeling • Furthermore, they tend to involve some tendency or motivation to particular kinds of action • E.g. fear = fight or flight • Pride = puffed up • Shame = covering up/avoidance • Humility = deference THE HISTORY OF EMOTION • Why has the Dumb View been taken seriously if, as Jaggar thinks, it is ‘quite untenable’? • She provides a feminist/critical-theoretical answer: • ‘Feminist theorists have pointed out that the Western tradition has not seen everyone as equally emotional. Instead, reason has been associated with members of dominant political, social, and cultural groups and emotion with members of subordinate groups. Prominent among those subordinate groups in our society are people of color … and women.’ (Jaggar, pp. 163-4) THE HISTORY OF EMOTION • ‘It functions, obviously, to bolster the epistemic authority of the currently dominant groups, composed largely of white men, and to discredit the observations and claims of the currently subordinate groups including, of course, the observations and claims of many people of color and women. The more forcefully and vehemently the latter groups express their observations and claims, the more emotional they appear and so the more easily they are discredited. The alleged epistemic authority of the dominant groups then justifies their political authority.’ (Jaggar, pp. 164-5) WHAT IS ANGER? • With this view of emotions as cognitive states, we can now return to anger • Srinivasan’s idea is that anger is an evaluation that can be and often is accurate to the situation • If she is right, and anger is an evaluation, how does it represent the situation? WHAT IS ANGER? • According to Srinivasan, the ‘object’ of anger is a ‘genuine normative violation’ • That is, anger is directed at something which it portrays as being a violation • It doesn’t make sense to be angry about something unless it is such a violation • ‘Consider the difference between anger and another negative emotion: disappointment. What makes anger intelligible as anger, and distinct from mere disappointment, is that anger presents its object as involving a moral violation: not just a violation of how one wishes things were, but a violation of how things ought to be.’ (p. 128) WHAT IS ANGER? • Anger, like other emotions, motivates us to act on the basis of our evaluation • However, Srinivasan wants to argue against the view, held by Martha Nussbaum, that anger motivates us to revenge or causing suffering to the cause of our anger • For Srinivasan, what is more important in anger is the desire that the person who is the cause of our anger should come to recognize the justifiability of our anger • It is recognition rather than revenge that matters (pp. 129-130) PUTTING TOGETHER THE ARGUMENT • Srinivasan thinks that anger is an evaluation • It portrays some event as a moral violation • It is fitting (there is ‘intrinsic reason’ for it) when the evaluation is accurate • When there is ‘intrinsic reason’ for an emotion there is a ‘reason of aptness’ • ‘getting angry is a means of affectively registering or appreciating the injustice of the world … our capacity to get aptly angry is best compared with our capacity for aesthetic appreciation.’ (p. 132) PUTTING TOGETHER THE ARGUMENT • We can now see how there can be a conflict between prudential reasons to have or not have an emotion (or display it) and reasons of aptness • Prudential reasons are reasons to do with one’s own welfare or happiness • Sometimes it can be the case that an evaluation would be correct (= the relevant emotion would be fitting) but it would put one at risk to allow oneself to have or display that emotion PUTTING TOGETHER THE ARGUMENT • Srinivasan argues that prudential reasons do not always outweigh reasons of aptness • After all, to repress the emotion is in some way to deny that the evaluation is accurate • Sometimes it is more important to be true to the way the situation is? • And even when one has to bite one’s tongue that is a compromise or sacrifice which may not leave one feeling good about oneself PUTTING TOGETHER THE ARGUMENT • Cases of conflict between prudential reasons and reasons of aptness (= being true to our evaluation of the situation) are what Srinivasan calls ‘substantive normative conflict’ • We are pulled in opposing directions by weighty reasons and cannot satisfy both • The result is frustration, regret, self-blame • Srinivasan thinks that this is a further injustice imposed on the oppressed – ‘affective injustice’ OBJECTIONS TO SRINIVASAN • When you are thinking about whether we should agree with Srinivasan, an obvious place to start is with her view of emotions as cognitive states • Is the claim that emotions are cognitive true of all emotions? Or only some? And where does anger stand? • E.g. feelings of guilt might be cognitive … Purchase answer to see full attachment Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

SOC 101 Edmonds Community College Wk6 Civil Rights Movement Questions Discussion SOC 101 Edmonds Community College Wk6 Civil Rights Movement Questions Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Unformatted Attachment Preview QUESTION #1: From the Civil Rights Movement to Today Tasks: 1. View the first section of the documentary film 13th (especially from minute 8:00 up through minute 17:14 (approx 10 minutes) if you missed this last week- it includes a focus on the Civil Rights era, with the last few minutes moving into the war on drugs. Click here for a link to the film:Thirteenth Amendment Documentary (Links to an external site.) 2. Then view 13th from minute 20 to 50.40 OR you can view/read one other resource from suggestions on Canvas –the Civil Rights Movement included social justice actions by Mexican Americans, Native Americans and other groups, as well as African Americans– you may want to look into these! 3. Next, find an article or news clip about a current situation (within the last few years) associated with race or ethnicity in the United States OR you can watch the ending section of 13th from minute 110 to 136 end. 4. Write your Analysis of issues and actions in the section, addressing areas below. Requirements for your two-paragraph analysis: First paragraph – Civil Rights Movement: • • • Start your paragraph with a topic sentence (underlined): Identify the title of your first resource (13th or a resource from Canvas) plus the one key message or point you will make in your paragraph. Present a specific point or quote from your resource (cite minute marker or article). Discuss the form of active resistance to discrimination and prejudice and/or efforts to promote social justice by those in the CRM as seen in 13th or your resource. • What was one impact of the CRM (Course Content #9). AND Define pluralism as in Ch11 then answer: Do you think the efforts helped create a more pluralist society – why or why not? 2nd paragraph – Current Issue + Sociological Perspective and Concepts: • • • • Introduce the title of resource you are using about a current race or ethnic issue, and the main point of your paragraph – this can be an article you find on your own related to race and ethnicity (education, immigration, criminalization of those seeking refuge, etc). OR the last section of 13 What two points, actions or events from your resource do you think are important? Define one sociological perspective (critical race theory, conflict theory, symbolic interaction or functionalism from Chapter 11 or DuBois video) AND then: Relate this perspective to a situation in the CRM video OR your current day resource/social issue. Refer to something else in this week’s course reading or resources (i.e. a term or issue). QUESTION#2: 13th Documentary, continued Tasks: 1. View the first 20 minutes of the film if you did not do so already (essential viewing!). 2. View one more section (approx. 20 to 30 minutes worth), from minute marker 20 to 50.40 OR from 50.40 to 109 OR from minute 110 to 136 end. SOC 101 Edmonds Community College Wk6 Civil Rights Movement Questions Discussion If you are short on time, this can be the same section as viewed for Question #1. 3. Continue an analysis of issues presented in the film 13th. This time you will bring in more sociological terms – discussing a key point of the section, supported by an example, plus two terms from Chapter 11 Race and Ethnicity, and a Course Learning Outcome. Requirements for your one paragraph analysis: • • • Start your paragraph with a topic sentence (underlined): Identify the film title and the section you viewed, plus one overarching topic, message or point of that section. Present one example of your main point from that section (cite the minute marker) Define and incorporate two terms from Chapter 11 Introduction to Sociology. In other words, connect the terms with conditions in that film section (terms could be for instance dominant and subordinate group; institutional racism and sedimentation of racial inequality). • Acknowledge a variable (for example race or power) and explain how this influenced the structure of society as seen in that section of the film (this addresses Course Learning Outcome #1). QUESTION #3: DuBois and Race Conflict Theory View Crash Course Sociology #7 “Dubois & Race Conflict” (10 1/2 min video) available here:Dubois & Race Conflict: Crash Course Sociology #7 (Links to an external site.) For your Analysis, present what you learned, and examine the overarching content, including key points and terms. Requirements for your one paragraph analysis: • • • • Start your paragraph with a topic sentence (underlined): Identify the video title and present the overarching topic of the video. What was the most significant learning for you – one is one part that jumped out at you? Present a few highlights on W.E.B Dubois: His research methods, his personal and “field” observations, a few accomplishments, and one influence of Dubois on current sociological analysis. What connection did you see with a piece of content in this week’s Chapter 11 Race and Ethnicity? ———————————————————————Scoring Criteria (how you will be graded) • • 27 – 30 points: All questions answered, and show a strong understanding and thoughtfulness of terms, concepts and developments associated with race and ethnicity. 24-26 points: Most questions answered, and shows solid understanding of terms, concepts and conditions. • • • 21-23 points: Answers provided show adequate understanding of terms, concepts and conditions. Some answers are missing or could use more development. I’m happy to meet if you want support! 18 – 20 points: An initial attempt made, with a few questions answered. However, much is missing or answers need more accuracy or development. See me for support! 17 and below: Minimal to no questions answered, not showing passing level of understanding. SOC 101 Edmonds Community College Wk6 Civil Rights Movement Questions Discussion See me for best steps from here! ——————————————YOUR NAME: SOC 101 Winter 2020 Instructor: Donna Keller Race and Ethnicity Week 6 Reading and Resource Analysis Due Sunday 2/16 30 Points Purpose and Learning Objectives Why complete this Reading Analysis – How will you benefit? Each week’s Reading Analysis is an opportunity to apply sociological perspectives and concepts to specific themes and concepts. This week you will also gain a deeper understanding of sociological perspectives, terms and significant issues associated with race and ethnicity as a result of viewing, reading and reflecting on this week’s readings and resources. You will practice the art of presenting a key point supported by specific examples or evidence, and connections with course readings, resources, and course learning outcomes- useful for other assignments and for careful, critical thinking about current social issues. Additionally, your answers will demonstrate growing knowledge of specific Course Learning Outcomes (CLOs) and Course Content (CC) areas below, as related to race and ethnicity: • • • • • CLO #6: Explain the variables that influence the structure of cultures and societies (Social Sciences Learning Outcome) CLO #7: Engage: Interact with humans and the environment informed by an understanding of equity (General Education Learning Outcome). CC #5: Sociological perspectives on social structure CC#7: Minorities in society: social mechanisms of minority/majority relations and the forms and consequences of discrimination CC#8: Social impacts of the Civil Rights Movement: pluralism and the multicultural enterprise. Tasks and Instructions 1. Complete Chapter 11 quiz notes first. You will be utilizing and applying the content here. 2. Read and view this week’s learning resources, including sections from the film 13th, the video on DuBois and Race Conflict, and other resources. 3. Complete answers to three questions: Write two paragraphs (approx 250 – 300 words) for Question #1, and one paragraph each in response to Questions #2 and #3. 4. Cite your sources within each paragraph, as well as works cited (below Question #3). 5. Upload this document in Canvas Week 6 Quiz/Reading Notes assignment by Sun 2/16. QUESTION #1: From the Civil Rights Movement to Today Tasks: 1. View the first section of the documentary film 13th (especially from minute 8:00 up through minute 17:14 (approx 10 minutes) if you missed this last week- it includes a focus on the Civil Rights era, with the last few minutes moving into the war on drugs. Click here for a link to the film:Thirteenth Amendment Documentary (Links to an external site.) 2. Then view 13th from minute 20 to 50.40 OR you can view/read one other resource from suggestions on Canvas –the Civil Rights Movement included social justice actions by Mexican Americans, Native Americans and other groups, as well as African Americans– you may want to look into these! 3. Next, find an article or news clip about a current situation (within the last few years) associated with race or ethnicity in the United States OR you can watch the ending section of 13th from minute 110 to 136 end. 4. Write your Analysis of issues and actions in the section, addressing areas below. Requirements for your two-paragraph analysis: First paragraph – Civil Rights Movement: • • • • Start your paragraph with a topic sentence (underlined): Identify the title of your first resource (13th or a resource from Canvas) plus the one key message or point you will make in your paragraph. Present a specific point or quote from your resource (cite minute marker or article). Discuss the form of active resistance to discrimination and prejudice and/or efforts to promote social justice by those in the CRM as seen in 13th or your resource. What was one impact of the CRM (Course Content #9). AND Define pluralism as in Ch11 then answer: Do you think the efforts helped create a more pluralist society – why or why not? 2nd paragraph – Current Issue + Sociological Perspective and Concepts: • Introduce the title of resource you are using about a current race or ethnic issue, and the main point of your paragraph – this can be an article you find on your • • • own related to race and ethnicity (education, immigration, criminalization of those seeking refuge, etc).SOC 101 Edmonds Community College Wk6 Civil Rights Movement Questions Discussion OR the last section of 13 What two points, actions or events from your resource do you think are important? Define one sociological perspective (critical race theory, conflict theory, symbolic interaction or functionalism from Chapter 11 or DuBois video) AND then: Relate this perspective to a situation in the CRM video OR your current day resource/social issue. Refer to something else in this week’s course reading or resources (i.e. a term or issue). QUESTION#2: 13th Documentary, continued Tasks: 1. View the first 20 minutes of the film if you did not do so already (essential viewing!). 2. View one more section (approx. 20 to 30 minutes worth), from minute marker 20 to 50.40 OR from 50.40 to 109 OR from minute 110 to 136 end. If you are short on time, this can be the same section as viewed for Question #1. 3. Continue an analysis of issues presented in the film 13th. This time you will bring in more sociological terms – discussing a key point of the section, supported by an example, plus two terms from Chapter 11 Race and Ethnicity, and a Course Learning Outcome. Requirements for your one paragraph analysis: • • • Start your paragraph with a topic sentence (underlined): Identify the film title and the section you viewed, plus one overarching topic, message or point of that section. Present one example of your main point from that section (cite the minute marker) Define and incorporate two terms from Chapter 11 Introduction to Sociology. In other words, connect the terms with conditions in that film section (terms could be for instance dominant and subordinate group; institutional racism and sedimentation of racial inequality). • Acknowledge a variable (for example race or power) and explain how this influenced the structure of society as seen in that section of the film (this addresses Course Learning Outcome #1). QUESTION #3: DuBois and Race Conflict Theory View Crash Course Sociology #7 “Dubois & Race Conflict” (10 1/2 min video) available here:Dubois & Race Conflict: Crash Course Sociology #7 (Links to an external site.) For your Analysis, present what you learned, and examine the overarching content, including key points and terms. Requirements for your one paragraph analysis: • Start your paragraph with a topic sentence (underlined): Identify the video title and present the overarching topic of the video. • • • What was the most significant learning for you – one is one part that jumped out at you? Present a few highlights on W.E.B Dubois: His research methods, his personal and “field” observations, a few accomplishments, and one influence of Dubois on current sociological analysis. What connection did you see with a piece of content in this week’s Chapter 11 Race and Ethnicity? … Purchase answer to see full attachment. SOC 101 Edmonds Community College Wk6 Civil Rights Movement Questions Discussion Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Life Complexity Biology Exam Discussion Life Complexity Biology Exam Discussion Biology exam Biology exam Biology exam two hours (limited time) 17th 3.pm Sydney time I will provide sample quiz__sample_e 11/15/2020 Quiz: Sample exam Sample exam Started: Nov 15 at 19:25 Quiz Instructions BIOL10011 Sample exam 2020 short answers.pdf This sample exam represents the styles of questions and instructions to expect in the actual exam only. You may find this link about on-line exams helpful: https://students.unimelb.edu.au/academicskills/explore-our-resources/exam-prep/open-book-exams (https://students.unimelb.edu.au/academic-skills/explore-our-resources/exam-prep/open-bookexams) This sample exam should take 15 mins reading time 80 minutes writing time, the actual exam will be 15 mins reading time 120 minutes. Actual exam: Weighting: 50% semester grade Time: 15 minutes reading time. 120 minutes writing time. Marks: 120 Some questions are multiple choice with one correct alternative, some questions may require you to choose all the correct alternatives from a list or a drop down menu, some questions require you to type answers in a text box. Sample exam: Weighting: 0% semester grade Time: 15 minutes reading time. 80 minutes writing time. Marks: 80 Some questions are multiple choice with one correct alternative, some questions may require you to choose all the correct alternatives from a list or a drop down menu, some questions require you to type answers in a text box. Academic Integrity Declaration By commencing and/or submitting this assessment I agree that I have read and understood the University’s policy on academic integrity. (https://academicintegrity.unimelb.edu.au/#online-exams) I also agree that: 1. Unless paragraph 2 applies, the work I submit will be original and solely my own work (cheating); https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 1/32 11/15/2020 Quiz: Sample exam 2. I will not seek or receive any assistance from any other person (collusion) except where the work is for a designated collaborative task, in which case the individual contributions will be indicated; and, 3.g (plagiarism I will not use any sources without proper acknowledgment or referencin). 4. Where the work I submit is a computer program or code, I will ensure that: 1. any code I have copied is clearly noted by identifying the source of that code at the start of the program or in a header file or, that comments inline identify the start and end of the copied code; and 2. any modifications to code sourced from elsewhere will be commented upon to show the nature of the modification. Need help during your exam? Biology related issues email: [email protected] (mailto:[email protected]) .BIOL 1001 University of Manchester Life Complexity Biology Exam Discussion. Life Complexity Biology Exam Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Technical issues call: Inside Australia: 13 6352 (once you call, select option 1 in the first menu for current students and then select option 1 again in the second menu for exam enquiries) Outside Australia: +61 3 9035 5511 (once you call, select option 1 in the first menu for current students and then select option 1 again in the second menu for exam enquiries) Section A: Question 1-5 Question 1 2 pts The appearance of jaws in fish was a major milestone in vertebrate evolution. Suggest a reason why jaws in fish were a selective advantage. Edit 12pt View Insert Format Tools Table Paragraph https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 2/32 11/15/2020 Quiz: Sample exam p 0 words Question 2 1 pts Teeth evolved after jaws in fish. Suggest why teeth appeared very shortly in evolutionary time after jaws. Edit 12pt View Insert Format Tools Table Paragraph p 0 words Question 3 1 pts Give an example of how vertebrate limbs are an advantage for the movement onto land. Edit 12pt View Insert Format Tools Table Paragraph https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 3/32 11/15/2020 Quiz: Sample exam p 0 words Question 4 2 pts Insects moved onto the land relatively early in the evolution of animals, before the vertebrates. Early insects had mouth parts suited to biting and chewing. A much wider variety of insect mouth parts are seen today. What does this tell us about this evolution of insects? Edit 12pt View Insert Format Tools Table Paragraph p Question 5 https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 0 words 2 pts 4/32 11/15/2020 Quiz: Sample exam Fish and insects are both ectotherms. What would have been the challenges for thermoregulation in these organisms on land compared to in water? Edit 12pt View Insert Format Tools Table Paragraph p 0 words Section B: Question 6-10 Question 6 1 pts Which statement about excretion is TRUE? Protonephridia are found in terrestrial invertebrates. Many marine animals excrete waste through Malpighian tubes. Fish excrete waste primarily through kidneys. Fungi excrete waste through specialised cells called flame cells. https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 5/32 11/15/2020 Quiz: Sample exam Question 7 1 pts The endosymbiotic theory explains how chloroplasts evolved from aerobic bacteria. mitochondria evolved from archaea. mitochondria evolved from aerobic bacteria. mitochondria evolved from cyanobacteria. Question 8 1 pts Movement of mammals on land was improved by the evolution of an angled femur (upper leg bone) which allowed the position of the legs to be underneath the body. a bony skull with forward-pointing eyes. long legs spreading widely on both sides of the body. a pelvis which caused legs to be positioned widely on either side of the body. Question 9 2 pts A study estimated the allele frequency for red hair in the population. Data were collected and are shown in Table 1. Red hair behaves as if recessive. Table 1. Number in Non red hair Non red hair Red hair population sample (RR) (Rr) (rr) 421 300 99 22 Which of the following is correct? https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 6/32 11/15/2020 Quiz: Sample exam f(r) = 0.05, expected f(rr) at Hardy Weinberg = 0.03 f(R) = 0.71, expected f(RR) at Hardy Weinberg = 0.50 f(R) = 0.83, expected f(Rr) at Hardy Weinberg = 0.24 f(r) = 0.17, expected f(Rr) at Hardy Weinberg = 0.28 Question 10 1 pts The graph above presents the average (mean) beak size over time of a species of finch. Which of the following statements about the graph is true? Mean beak size in ground finches fluctuated dramatically from 1990 to 2000. https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 7/32 11/15/2020 Quiz: Sample exam The drought of 1977 was followed by an increase in the number of finches in the population. The graph shows a population crash following the drought of 1977. By the early 2000s, mean beak sizes were close to pre-drought sizes. Section C: Question 11-15 The following information is relevant for Question 11 – 15 Twelve (12) fossils of the feathered dinosaur Archaeopteryx have been found in Germany over the last century. BIOL 1001 University of Manchester Life Complexity Biology Exam Discussion. Life Complexity Biology Exam Discussion Many scientists consider this genus as a transitional fossil between dinosaurs and modern birds. Archaeopteryx had broad wings with tapered feathers characteristic of birds that fly, jaws with rows of sharp pointed teeth and a long claw on the middle ‘toe’. Question 11 1 pts The best conditions for fossilisation of the Archaeopteryx would most likely include the animal dying on the ground and starting to rot immediately. being covered with fine mud. being covered with fine mud in a low oxygen environment. falling into a lake. Question 12 1 pts What method could be used to determine the age of an Archaeopteryx fossil? Edit View Insert Format Tools Table https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 8/32 11/15/2020 dt 12pt e se t o at oo s ab e Quiz: Sample exam Paragraph p 0 words Question 13 1 pts Archaeopteryx is best described as a photoautotroph. a chemoautotroph. a detritovore. a heterotroph. Question 14 2 pts Suggest two possible functions for the feathers of the Archaeopteryx. Edit 12pt View Insert Format Tools Table Paragraph https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 9/32 11/15/2020 Quiz: Sample exam p 0 words Question 15 2 pts Metabolic waste was likely excreted from Archaeopteryx in what chemical form? Justify your answer. Edit 12pt View Insert Format Tools Table Paragraph p 0 words Section D: Question 16-21 https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 10/32 11/15/2020 Quiz: Sample exam The following information is relevant for Question 16 – 21. Devil Facial Tumour Disease (DFTD) is a transmissible cancer affecting Tasmanian Devils which is spreading through devil populations across Tasmania. The disease is eventually fatal. Studies of a gene with a role in immunity were carried out in a population of Tasmanian devils at Freycinet Peninsula in Eastern Tasmania. It was found that an allele at this locus, called allele 73, increased in frequency over a short period of time. Devil Facial Tumour Disease (DFTD) was first noted in this area in 2004. The table below shows the frequencies of this allele 73 on Chromosome 3 between 1999 and 2013. Frequency of allele 73 – on Year Chromosome 3 Before 1999 0.29 2004-2008 0.30 2012-2013 0.58 Question 16 1 pts A student reviewing these data made the statement that the Devil Facial Tumour Disease caused a mutation to produce the new allele. Is this a valid statement? Explain. Edit 12pt View Insert Format Tools Table Paragraph https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 11/32 11/15/2020 Quiz: Sample exam p 0 words Question 17 2 pts Use the data in the table to state if allele 73 is increasing or decreasing the fitness of the Tasmanian devil population? How did you reach this conclusion? Edit 12pt View Insert Format Tools Table Paragraph p 0 words Question 18 2 pts Would you expect the Tasmanian devil population at Freycinet Peninsula in 2012-2013 to be in Hardy-Weinberg equilibrium? Explain. Edit 12pt View Insert Format Tools Table Paragraph https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 12/32 11/15/2020 Quiz: Sample exam p 0 words Question 19 1 pts Tasmanian devils were once found across all of the Australian continent. After the last iceage, the rising waters of Bass Strait separated Tasmania from the mainland. What effect would this have on the gene pool of the Tasmanian devils? Edit 12pt View Insert Format Tools Table Paragraph p Question 20 https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 0 words 3 pts 13/32 11/15/2020 Quiz: Sample exam The fatal DFTD has reduced the Tasmanian devil population in some areas by 80-90%. Explain the reasons why this could lead to extinction of the Tasmanian devil. Edit 12pt View Insert Format Tools Table Paragraph p 0 words Question 21 1 pts Choose which of the following conservation interventions would be most appropriate to restore the population of the Tasmanian devils. BIOL 1001 University of Manchester Life Complexity Biology Exam Discussion. Life Complexity Biology Exam Discussion There may be more than one correct answer. Captive breeding Reducing exploitation levels Habitat restoration Genetic rescue Removal of invasive species Section E: Question 22-28 https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 14/32 11/15/2020 Quiz: Sample exam Question 22 1 pts Choose the most likely reproductive barrier from the dropdown list for African Elephants and Asian Elephants. [ Select ] Question 23 1 pts Imagine two closely related species of moths. The females of each species release a sex pheromone at night to attract male mates. Which of the following is the most likely? The sex pheromones of the two species will be very different if females of both species are found in the same habitat and release pheromones at roughly the same time. The two species, because they are closely related, will have very similar traits, including the chemistry of their pheromones, irrespective of their patterns of behaviour or where they are found. Predictions of similarity or difference are meaningless because male moths, of any species, can detect a wide range of pheromones in order to maximise the likelihood of detecting a female The sex pheromones of the two species will be very similar, even if the females of both species are found in the same habitat and release pheromones at roughly the same time. Question 24 1 pts Choose the best pairing for cue and signal: time of sunrise is a cue, birds singing at sunrise is a signal full moon is a cue, coral spawning is a signal geo-magnetic fields are a cue, birds migrating is a signal daylength is a signal, flowering of blossom trees is a cue https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 15/32 11/15/2020 Quiz: Sample exam Question 25 1 pts Parental care of juvenile blue tits (a bird, Cyanistes caeruleus) involves food provision as well as protecting the juveniles in their nests from predators. In response to the visual cue of a nearby predator, a woodpecker, which of the following would be the most evolutionarily adaptive response? Parents spend a greater amount of time doing activities that keep them close to the nest, e.g. cleaning the nest, Parents spend the same time searching for food and defending the nest in the absence of the woodpecker. Parents spend a greater amount of time away from the nest to maximise food provision for chicks. Parents spend less time away from the nest searching for food and more time protecting the chicks at the nest. Question 26 1 pts The parental care provided by females is under strong selection to balance the care provided to the current offspring with the care she can provide future offspring. Which of the following best characterises that conflict of interest? In most mammals, weaning (the transition from feeding on mother’s milk to other foods) is associated with some antagonistic behaviour between mother and offspring. Female Diaea spiders, which produce a single clutch of eggs, are eventually consumed by their offspring. All of these answers are correct. Female mud-dauber wasps provision each larva with a similar mass of spider food. Question 27 1 pts Individuals are a special level in biology because they show no goal-directedness. they are easy to study. https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 16/32 11/15/2020 Quiz: Sample exam they exploit energy and disorder. they show complex integration of processes. Question 28 1 pts Which of the following lists are examples of an organism controlling its metabolism? excreting nitrogenous wastes, eating, giving birth taking in water, sweating, mating excreting nitrogenous wastes, sweating, eating taking in water, reproducing, eating Section F: Question 29 – 34 Question 29 1 pts The Northern Pacific Seastar is an invasive pest in Port Phillip Bay that preys on a variety of animals like mussels, crabs and sea urchins. BIOL 1001 University of Manchester Life Complexity Biology Exam Discussion However, their numbers can be controlled by the native Eleven-Armed Seastar that predates on these Northern Pacific Seastars. Which of the following best defines a population? Eleven-Armed Seastars living in Port Phillip Bay. The abundance and distribution of the Northern Pacific Seastar. Urchins and mussels of a specific sex living in Port Phillip Bay. All marine organisms living in Port Phillip Bay. Question 30 https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 1 pts 17/32 11/15/2020 Quiz: Sample exam Logistic and exponential growth models differ because: logistic growth is moderately affected by environmental factors and resources, whereas exponential growth is largely driven by these factors. exponential growth slows as it reaches the carrying capacity of the environment. births and deaths are density-dependent for exponential growth. logistic growth decreases linearly as a function of population size. Question 31 1 pts The disease malaria is caused by the protozoan Plasmodium which infects healthy red blood cells in humans. The immature form of this protozoan is found in female mosquitoes of the genus Anopheles. Interestingly, people who have sickle cell anemia or are carriers for this hereditary blood disease have a higher fitness than people who do not carry any HbS alleles in terms of being affected by malaria. Which of the following relationships is the most correct match? Female Anopheles mosquitoes are vectors, humans without the HbS allele are hosts. All female mosquitoes are vectors, people with sickle cell anemia are hosts. Carriers of HbS allele are hosts, and the Plasmodium is a vector. Humans without the HbS allele are vectors of Plasmodium, and the Plasmodium is a macroparasite. Question 32 1 pts According to the virulence-transmission trade-off hypothesis, the relationship between virulence and transmission is best described as: highest transmission occurs at lowest virulence. transmission increases proportionally to virulence. highest transmission occurs at intermediate virulence. Life Complexity Biology Exam Discussionhttps://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 18/32 11/15/2020 Quiz: Sample exam optimal pathogen fitness occurs at highest virulence. Question 33 1 pts A population is at risk of extinction due to the Allee effect if: individuals do not encounter suitable mates within the range of their habitat. the population is large and individuals interact. the population grows quickly and is close to carrying capacity. another species immigrates to the same habitat and uses a different food source. Question 34 1 pts Which conservation effort is most likely to revive threatened species populations? Remove the key threat. Population boosting and removal of key threats. Introduce new species that compete for the same resources. Genetic rescue using inbreeding depression. Section G: Question 35 – 43 The following information is relevant for Question 35 – 38 Hendra virus is thought to be endemic in populations of bats (Flying Foxes) in Northern Australia. In Brisbane in 1994, the sudden death of a number of horses was attributed to Hendra virus. Since then, seven people working with sick horses have suffered flu-like symptoms and encephalitis attributed to infection with the virus and 4 of these have died. https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 19/32 11/15/2020 Quiz: Sample exam Question 35 2 pts Use the information above and your knowledge of the virulence-transmission tradeoff between parasites and hosts, to suggest why Hendra virus is not commonly found in horses or people. Edit 12pt View Insert Format Tools Table Paragraph p 0 words Question 36 2 pts Is there a benefit to the virus of remaining endemic in the bat population? Explain your answer. Edit 12pt View Insert Format Tools Table Paragraph https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 20/32 11/15/2020 Quiz: Sample exam p 0 words Question 37 2 pts What effect do you predict that the Hendra virus would have on the fitness of bats? Explain your answer. Edit 12pt View Insert Format Tools Table Paragraph p Question 38 https://canvas.lms.unimelb.edu.au/courses/86122/quizzes/91378/take 0 words 1 pts 21/32 11/15/2020 Quiz: Sample exam Which of the positions on the graph above best represent the relationship between Hendra virus and humans? B D C A The following information is relevant for Question 39 – 42 Flying foxes are a keystone species in forests, they travel large distances in search of fruit, nectar and pollen to eat. Urban development and fragmentation of forests may have altered the availability of habitat for Pteropus (Flying Fox) species. Question 39 2 pts Select the correct option(s) from the list below. There may be more than one correct answer. Keystone species are: have very little influence other species in the community frequently replaced by other species in the community always the most abundant species important to the whole commu … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Phoenix NURS6247 Nurse Burnout Issue in Healthcare Paper ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Phoenix NURS6247 Nurse Burnout Issue in Healthcare Paper Attached is a copy of my PIP (so it can be fixed like you did the other PIP one). I have also attached her copy so you can see how it flows and how mine needs to look. I have also attached additional resources and copies of PIPs from other universities to try and help and make mine look better. Please let me know if there are any questions so we can work on this project together. PLEASE! Phoenix NURS6247 Nurse Burnout Issue in Healthcare Paper attachment_1 attachment_2 attachment_3 Why Nurse Burnout is a Real Issue in Healthcare and What Organizations Can Do about It Jesus G Rebolledo The University of Texas at Rio Grande Valley NURS 7302 LET Dr. Lilia A. Fuentes 07/24/2019 Introduction Nursing is a field that allows no margin for error. For nurses to provide services that guarantee high-quality and patient safety, it is essential that they are at their best physical, psychological, and physiological state. Unfortunately, nurses are susceptible to physical, mental, and emotional strain that arises from working for long hours and their inability to handle these pressures. This results in nurse burnout, which is defined as the physical, emotional, and psychological stress or strain that affects nurses, and which leads to dulled emotions, detachment, and low levels of motivation in one’s work (Van Bogaert, Peremans. Van Heusden, Verspuy … Franck, 2017). This is a problem that affects both nurses and patients. In nursing practice, the relationship and interaction between nurses and patients are vital as it has a major influence on the quality and relevance of services that these nurses offer. In this regard, research has shown that nurse burnout negatively affects the satisfaction of both the nurses and the patient often leads to poor health outcomes and high chances of errors (Hall, Johnson, Watt, Tsipa & O’Connor, 2016). Thus, it is important that every healthcare facility strives to resolve any cases of nurse burnout as a way of raising its quality of services and improving the welfare of the patient. Nurses encounter many risks of burnout than most other professions. Watching the patients suffer, striving to ensure the recovery of all patients, having busy schedules, putting others ahead of oneself, and having to work for extended hours, among others, not only expose nurses to physical strain and stress, but they also expose them to high risks of emotional and mental stress (Ribeiro, Filho, Valenti, Ferreira, de Abreu … Ferreira, 2016). In the past, many healthcare organizations did not clearly understand the concept, diagnosis, effects, and measures to address the problem of nurse burnout. Despite increased research and awareness of the problem, Van Bogaert et al. (2016) reports that many facilities still fail to mitigate the problem. In return, this negatively affects service delivery and the welfare of the patients and the nurses alike. However, ongoing research and increased attention in this field present healthcare providers with a solution and an opportunity to design projects or programs that can address this problem. The purpose of this practice intervention project (PIP) is to help healthcare organizations understand nursing burnout, explore the significance, its characteristics, and identify this condition to help prevent this phenomenon. With the use of Maslach Burnout Inventory (MBI) self-assessment survey healthcare organizations can implement this tool to increase awareness of who is at risk. The application of this survey will not only empower organizations to learn to recognize and become aware but also rethink its structure and examine recommendations to lessen employee exhaustion, depersonalization, and aid in personal achievement development. Significance of the ProblemPatient safety and quality of care have always been guiding factors in nursing practice and other healthcare fields. Unfortunately, these values have been ignored in the past, and they have never been accorded the attention that they deserve. In 1999, a study report by the Institute of Medicine (IOM) that was corroborated by many other studies showed that the healthcare industry lacked the necessary measures to address the problem of patient safety. In its report, IOM attributed between 44,000 and 98,000 annual deaths to preventable medical errors (Makary & Daniel, 2016). Surprisingly, this number exceeded many of the leading causes of death at the time despite medical errors not being recognized as a major cause of death or an inhibitor of patient safety and quality care. As such, healthcare providers were tasked with formulating measures that could uphold these two values in their practice through the prevention of unnecessary medical errors. Phoenix NURS6247 Nurse Burnout Issue in Healthcare Paper Nurse burnout is one of the key inhibitors of quality services and patient safety as it directly inhibits the attachment between nurses and the patients while also raising the chances of errors. As Ribeiro et al. (2016), the emotional health of nurses is important as it enhances communication among themselves and between themselves, physicians, and patients. In this case, detachment results in poor relations that may negatively affect the welfare of the patients. This is more so the case in vital sections of healthcare, such as primary care that requires personal engagement and interaction between nurses and patients. Burnouts impair communication and collaboration among healthcare providers. In this regard, nursing practice is a field that demands critical concentration and collaboration among different parties. Any breakdown in communication can lead to errors that could be costly for a healthcare provider. Studies have shown that, besides the close to 98,000 patients who die due to preventable medical errors, between $73.5 and $98 billion are directly associated with these errors each year (Makary & Daniel, 2016). The relevance of nurse burnout in medical errors is too high as it is ranked as a key cause of these errors. For instance, a recent study reported that addressing nursing and physician burnouts could reduce medical errors by 50% (Panagiotis, Geraghty, Zhou, Hodkinson … Riley, 2019). Addressing burnout among nurses and other healthcare professionals should thus be prioritized in all healthcare settings as it could be a key solution to the reduction of healthcare costs and medical errors as well as improvement of patient safety, quality of care, healthcare outcomes, patient experiences, and satisfaction of the nurses and other professionals. Phoenix NURS6247 Nurse Burnout Issue in Healthcare Paper Burnout is one of the most prevalent problems among nurses and other healthcare professionals. As reported earlier, there are numerous risks that nurses encounter in their profession that exposes them to burnout. As such, many of them may experience this problem at any one time if healthcare professionals do not adequately monitor their practices and implement sufficient controls. A recent study showed extremely high Maslach Burnout Inventory (MBI) scores of nurse burnout among 10.1% of the nurses in Sao Paulo and a high propensity among 55.4% of all the nurses (Ribeiro, Filho, Valenti, Ferreira … Ferreira, 2014). The same study also cited this problem as one of the reasons that most of the nurses in these regions are childless women past 35 years. While presenting their solutions to the problems, the authors insisted that the prevention of nurse burnout should be prioritized as it is more effective than other forms of management. These assertions are consistent with a report by Hall et al. (2016) that termed nurse burnout as one that can easily turn into a permanent problem if inadequately unaddressed. With the emergence of reliable tools to test nurse burnout rates and potential solutions, healthcare organizations should work collaboratively with the nurses as one of the ways to address nurse burnout and create an improvement at both personal and organizational level. There are several studies that have broken down this topic into the distinct forms of burnout. In this case, emotional exhaustion has been found to vary from 28% to 31% depersonalization at 15% to 21% and low personal accomplishment at from 31% to 39% (Monsalve-Reyes, San Luis-Costas, Gómez-Urquiza, Albendín-García … Cañadas-De la Fuente, 2018; Pradas-Hernández, Ariza, Gómez-Urquiza, Albendín-García, De la Fuente & Cañadas-De la Fuente, 2018). From these two studies, it is clear that nurse burnout has an effect on both patient experience and the ability of nurses. This is in the sense that a nurse will have poor performance while the patients will experience poor quality health that is also of low safety standards. As such, addressing nurse burnouts could serve as a key solution to both personal and professional problems in nursing practice, which could eventually improve the healthcare sector from all areas. Nurse burnout is a significant issue among nurses because it leads to detachments and dulled emotions among nurses. Also, organizations must take nurse burnout with seriousness because it undermines motivation among the nurses, leading to a sense of hopelessness among the nurse staff. Burnout cascades to the patients and thus healthcare organizations must prioritize the quality of healthcare provided to the patients (Jennings, 2016). A high rate of burnout among nurses will thus lead to negative reviewed and feedback from patients to the low patient satisfaction with the quality of healthcare they receive. Therefore, nursing burnout is an issue that must worry about all stakeholders in the healthcare sector. Phoenix NURS6247 Nurse Burnout Issue in Healthcare Paper Quality Measures Every program should have a set of measures that should help in evaluating its effectiveness. In this practice intervention project, the focus is on early peer education as a solution for nurse burnout. As has been identified in the section above, this is a problem of great significance in nursing practice, and that should be prioritized by all healthcare providers aiming at improving the satisfaction of their staff, improving the quality of their services, enhancing patient safety, and improving the general outcomes of care. However, every program that an organization implements should be closely monitored against a set of goals and objectives to ensure that it yields the desired results. The performance and quality measures should provide a clear view of the improvements that have been achieved and its impact on various elements of patient care. One of the most important quality measures is the National Academy of Medicine (NAM). This is a non-profit agency that was widely known as the Institute of Medicine (IOM) before it was renamed to NAM. This agency is an important source of data regarding nurse burnout programs and particularly in relation to patient safety and the occurrence of preventable medical errors. As mentioned earlier, research has shown that when addressing the physical, emotional, and mental exhaustion known as burnout, this could reduce medical errors by 50%. “To Err is Human,” which is a popular report published by IOM attributed a maximum of 98,000 annual deaths to preventable medical errors (Makary & Daniel, 2016). Data from the agency regarding the prevalence of medical errors could thus be an important quality measure for peer education as a solution for nurse burnout. Phoenix NURS6247 Nurse Burnout Issue in Healthcare Paper The project will be guided by three critical quality measures of the MBI tool alongside other measures like the prevalence of preventable errors, patient satisfaction, absenteeism, productivity, and changes in the cost of care, among others. The three core MBI measures are emotional exhaustion, personal accomplishment, and depersonalization. As explained by Loera, Converso and Viotti (2014), emotional exhaustion is measured through a series of nine items from the MBI scale that test the emotional outcomes from one’s work. The peer education program’s outcomes will be measured in the changes in the MBI scores of a nurse before and after its implementation. On the other hand, depersonalization will be measured through a series of items along the MBI scale that tests the impersonal response of a nurse towards the patients. The scores of the nurses are expected to decline if the program is successful. Regarding the third measure, the personal accomplishment of a nurse is important as it measures how competent nurses consider themselves. According to Heeb and Haberey-Knuessi (2014), this is particularly important as it also helps to understand the perception that nurses have on their job, which could then be used to improve their experience and satisfaction in their work. This measure will thus be used for improvement in areas outside the burnout boundaries. Nurse burnout is the mental physical and emotional state that nurses experience after chronic overwork and a sustained lack of support and job fulfillment at their workplace. The symptoms of nurse burnout include emotional and physical exhaustion having a low sense of personal accomplishment at work, and cynic related to their work. Untreated burnout may advance into clinical depression manifesting itself as unaddressed symptoms. The Center for Medicare and Medicaid Services (CMS), the Center for Disease Control and Prevention (CDC), and the American Nurses Association (ANA) would also be important quality measures. These agencies track health outcomes and clinicians’ welfare data. They also fund several research studies related to nurse burnout and its impact on health outcomes. Data from these sources could be used together with results from the evaluation of nurse burnout through the MBI scale. Evaluation results that show nurse burnout rate that is higher than that recorded by the above agencies would be an indication that an intervention program has failed. Additionally, related outcomes including the prevalence of preventable health outcomes will also be analyzed against data provided by these agencies. They are thus some of the most important quality measures in the sector. Among the major ways through which nurse burnout may be addressed by first of all studying and understanding the stressors that cause the burnout. Depending on whether the cause of the nurse burnout is emotional, physical, or environmental stress, the burnout should be addressed by solving the exhaustion among the nurses (Cañadas-De la Fuente, Vargas, San, 2015). Once these symptoms of exhaustion are identified and addressed before the nurse becomes overwhelmed, the nurse should be advised to take remedial and break form the nurse activities to relieve self from such stressors. Phoenix NURS6247 Nurse Burnout Issue in Healthcare Paper Recognizing the warning signs would thus enable various agencies to initiate necessary intervention measures to prevent the situation by facilitating the evaluation of nurse burnout through the MBI scale (Jennings, 2016). Prioritizing authentic leadership will help in measuring the strain of burnout, thus identifying the areas of stress that need attention. Giving the nurses a positive wellness program will help the nurses to confide in professionals who can help them overcome the burnout (Erickson & Grove, 2007). Nurses should also give priority to their health and pay attention to control their health. Managing stressful emotion and protecting one’s passion would also help nurses overcome burnout. Resilience, self-care, recognizing triggers and stressors, as well as creating a strong relationship with co-workers also help overcome burnout. Most nurses experience nurse burnout due to work-related issues going by the findings of the Center for Medicare and Medicaid Services (CMS). Regularly, nurses work in an environment where they deal with life and death, thereby facing an emotional strain of losing their patients. CMS (nd) also notes that the nurses may experience burnout as a result of the emotional distress of helping the grieving family members to overcome the pain of losing their loved one. Also, CMS (nd) notes that nurses in the emergency and critical care department are the most affected group because they get overwhelmed with the stressful environment which makes them susceptible to these burnout symptoms. The Center for Disease Control and Prevention (CDC) argue that nurses may suffer burnout as a result of the long shifts that last for more than 12 hours leading to stress and exhaustion. While these causes of nurse burnout are work-related, CDC (nd) also notes that the individual personality of the nurses may also be a major contributing factor to burnout. The collaborative work environment of nurses makes nurses lack independence when it comes to clinical decision-making (Erickson & Grove, 2007). Also, the nurses are always under constant pressure to meet the expectation of the patients and their families, thus making them susceptible to mental exhaustion. If a nurse gets into the professional with a sole aim of providing help to patients and their families, the chances of experiencing nurse burnout are very high because they tend to get personal with their success or failure at work. The American Nurses Association (ANA) argues that nurse burnout may arise out of the relationship that nurses such as those in the oncology department form with patients. The time that nurses spend with patients as they battle chronic conditions leads to an emotional attachment which makes the nurses develop an acute feeling of loss in case the patients pass away (Holdren Paul, David & Coustasse, 215). The greater sense of urgency with which nurses in the emergency departments are required to attend to the patients also exposes the nurses to more risks of experiencing burnout. The nurses also experience burnout as a result of the pressure they face regularly and the exceptionally large volume of patients that these nurses, especially those in the emergency department handle (Rushton, Batcheller, Schroeder & Donohue, 2015). Also, the shortage of nurses in the market has contributed to the overwhelming of nurses as they attend to patients, thereby leading to stressful situations that develop into burnout. Description of the ProgramThe planned resolution is to implement education and awareness on the pediatric floor within a nursing organization to detect and obtain information on the prevalence of nurse burnout. Nurse burnout is a global phenomenon that has led to turnover, job dissatisfaction, poor quality of work and essentially decreased patient outcomes. A survey conducted in 2017 by Kronos, Inc uncovered that 93 percent of nurses reported feeling mentally and or physically tired at the end of the workday, 90 percent had considered leaving the hospital they worked at to find something more balanced, 37 percent of nurses reported that they worried about how their fatigue could increase the chance of making mistakes and 11 percent actually admitted to making mistakes as well as 28 percent who admitted to calling in sick just to get some time to rest. Understanding these statistics represents the dire need of an education program to be implemented in the United States as well as in different countries within organizations to identify employees who are potentially at risk for burnout, and employees who are indeed burned out. Early identification of burn out can help the nurse individually as well as organizationally. Individually because the nurse is able to seek and obtain help and organizationally because of the cost of an organization losing nurses to burnout. Phoenix NURS6247 Nurse Burnout Issue in Healthcare Paper With the implementation of a strong education and awareness program the need for an appropriate scale to measure and analyze is required. The MIB is a tool that will be administered to nurses to self-assess and provide information as to whether they may be at risk for burn out, which is essential in this education program. The Maslach Burnout Inventory (MBI) is a vital tool in covering three major components which include exhaustion, depersonalization and personal achievement and should be placed in organizations where ever nurses work. Using the Maslach Burnout Inventory (MBI) self-assessment survey, healthcare organization increase awareness of the nurses who are at risk of experiencing burnout. However, the healthcare organizations must, first of all, identify the nurses in the departments with a high probability of experiencing disengagement due to work overload and longer working hours such as the emergency department, the critical care, and chronic care nurses (Rushton, Batcheller, Schroede, & Donohue, 2015). Healthcare organization can rely on this tool to encourage the nurses to conduct a self-assessment survey, thereby identifying the risk factors that make the nurses susceptible to burnout. From the outcome of the survey of each nurse (Maslach, 2017). A healthcare organization will come up with appropriate intervention measures that address the unique risk factors identified by each nurse to achieve an effective outcome. The Maslach Burnout Inventory (MBI) self-assessment survey also enables healthcare organization to recognize and become aware of the specific issues of concern among nurses which require immediate attention. Also, the outcome of the self-assessment survey enables healthcare organization to rethink about their structure and examine recommendations that may promote a reduction in disengagement, exhaustion, and depersonalization (Bocéréan, Dupret & Feltrin, 2019). Above all, the survey tool provided a clue on the issues that the organization may address to motivate the nurses to focus on personal achievement development as opposed to caring for others during their professional engagement with patients. There is a current gap in knowledge present on the topic of nurse burnout and any tools and or resources to minimize this occurrence. There are no resources in place that provide nurses with primary intervention techniques to stress and or education on the effects of nurse burn out. Stress is present in the everyday functions of nurses and effective ways of managing this stress is not addressed. Negative effects of stress on nurses there for leads to poor quality of care provided, dissatisfaction within the nurse and the patient and increase in potential medical errors. If organizations implement the use of the MIB, information on nurse burnout risk can help to guide organizations to what areas are more effected and begin to use this education program to make improvements and changes. Having a solid team who is thoroughly educated on this nurse burn out education program will help to increase the movement and awareness of the issue. If there are different stakeholders involved in this program it can create a more positive outcome not only on the pediatric floor, but within the organization as a whole. The stakeholders involved in this program include registered nurses, licensed practical nurses, nurse practitioners and nurse managers. In order to decrease stress during the day the nurses will be given 15 minute sessions on ways to decrease stress such as…..encourage work life balance, encourage peer support, furnish resources for self care and mental health, ( The section in blue is something that I wrote and had a thought in mind but was not sure in regards to how to help the nurses and the organization resolve the issue of burnout. I believe there has to be something else that I do besides the actual education program and tool such as like interventions and such) Burnout among nurses has become a major concern for many healthcare organizations, given that it also affects the efficiency of healthcare service delivery to the patients. Patients are also adversely affected by the nurse burnouts because nurses fail to offer quality healthcare that leads to quality patient outcome. However, the Maslach Burnout Inventory (MBI) self-assessment survey enables healthcare organizations to detect signs and symptoms of nurse burnout early enough and then implement the appropriate intervention measures to mitigate the adverse effects of the nurse burnout. Coincidentally, new ideas may not be easily introduced for this tool as a way of lessening nursing burnout. This practice intervention project (PIP) evaluates how health care organizations can implement the tool to prevent burnout. Theoretical Framework There are several nursing theories that can help in improving one’s understanding of nurse burnout and peer education program as a solution of the problem. One of these is the theory of Nursing as Caring was developed by Anne Boykin and Savina Schoenhofer. This theory is founded on the framework that every human is naturally caring and that they have the potential to support other people in a caring way (Alligood, 2014). From this theory, one can consider nurses as people whose services are aimed at achieving beneficence. This theory is important in understanding the various forms of nurse burnout, and particularly the concept of detachment, and their impact on the welfare of a nurse. According to Salvagioni, Melanda, Mesas, González, Gabani and Andrade (2017), nurses have to be attached to their patients to understand their problems better and to work with them collaboratively towards developing a more appropriate intervention. When a nurse is physically or mentally detached from the patient and other healthcare professionals, the element of caring may become lost, and this could impair the quality of services and patient safety as well. Phoenix NURS6247 Nurse Burnout Issue in Healthcare Paper This practice intervention project has suggested nurse burnout education and particularly with a focus on peer education. This theory is supported by several theories, including the theories of social learning, reasoned action, diffusion of innovation, participatory education, and differential association theory, among others. In social learning theory, Abdi and Simbar (2013) argue that human behavior and social situations can elicit behavioral change and particularly if an individual develops the right interpretation of the system and the values. This theory promotes social learning, learning in groups, or learning with a high level of flexibility as a way of enhancing the values that a nurse develops from the training process. As such, organizations should encourage peer education as much as possible as this theory supports their success over other instruction-based learning. Nurses are likely to have people whom they look up to for guidance and mentorship. This is a concept that is supported by the theory of reasoned action. According to Hackman and Knowlden (2014), this theory asserts that nurses can easily learn from influential people they trust, and whose ideologies and values have been proven to succeed. When designing peer education programs, healthcare organizations need to allow nurses to learn amongst themselves while availing role models or successful people from within or outside the organization. This theory is founded on similar analogies to the theory of diffusion learning that considers opinion leaders or influential people as ones who are capable of influencing the behavior of others by sharing values that have helped them to excel (Mohammadi, Poursaberi & Salahshoor, 2018). In this regard, peer education allows nurses to share their experiences, including their challenges, things that have worked, and those that have failed. For nurses who are known to succeed, and particularly nursing leaders or those who receive occasional promotion, it is likely to influence new nurses and those experiencing challenges in realizing their problems, potential solutions, and implementing solutions to their problems. Peer education is widely considered as an empowerment process. Rather than offering instructions and dictating things that nurses should do to improve themselves, organizations ought to allow them to share among themselves and develop one another. According to this theory, nurses who feel powerless can easily regain control through participatory learning and particularly since it allows them to accept themselves and to have a better understanding of their problems. This theory’s assertions are reinforced by communication of innovations theory that perceives nurses as capable of realizing their competence and developing more appropriate and personalized solutions to their problems. As such, organizations should only provide influential or successful people as moderators of the training programs and allow the nurses the much-needed flexibility and freedom. Such a program has better chances of success as the nurses can also learn from one another without the limitation of risks of burnout and potential solutions that can be provided by a single individual as is the case with instruction-based learning. Phoenix NURS6247 Nurse Burnout Issue in Healthcare Paper Literature ReviewNurses are expected to be at their optimum physiological, physical, emotional, and mental status during service delivery. According to Makary and Daniel (2016), nursing practice is one of the most critical professions that allow no room for error while at the same time requiring nurses to always be in their optimum status for the best outcomes. Unfortunately, nurses experience several problems that face employees in every other sector. Demotivation, stress, burnout, depression, fatigue, depression, and low levels of satisfaction are common among nurses (Iglesias & Vallejo, 2013; Vermeir, Blot, Degroote, Vandijck … Vogelaers, 2018). Unlike most other professions, however, nursing practice tends to be more demanding and particularly due to the relationship that nurses share with the patients. It is for this reason that problems related to emotions, including stress, depression, and burnout, tend to be more common among nurses than in other areas (Van Bogaert et al., 2017). Nursing burnout is defined as the physical, emotional, and psychological exhaustion that nurses experience in the course of service delivery (Van Bogaert et al., 2017). While it is common for the three forms of exhaustion to manifest themselves at the same time, it is also possible for one or two to affect the nurse. This problem also comes in the form of stress or strain and may have a considerable impact on the performance of the nurse and the relationship between the nurse and the patients or coworkers. Nursing burnout is often evaluated through the Maslach Burnout Inventory (MBI) that measures the level of emotional exhaustion in a nurse, their depersonalization or detachment from other people, and their personal accomplishment (Ribeiro et al., 2014). The problem affects both nurses and physicians. However, its prevalence among nurses has been found to be more common than in other healthcare professionals (Ribeiro et al., 2014). Nurse burnout is a common problem that requires to be addressed more frequently as a strategy for improving the quality of care and patient safety. Unfortunately, many healthcare facilities do not realize the occurrence of this problem and its impact on healthcare professionals (Hall et al. 2016). It was not until the problem became a common area of research that healthcare providers realized the need to evaluate their professionals and implement measures that could address the problem. However, Hall et al. (2016) note that, while many healthcare facilities strive to implement such measures, small and medium healthcare facilities do little to address the problem. While many healthcare providers focus on optimizing the performance of their employees, they fail to realize that the different forms of fatigue or exhaustion can significantly derail their success. Focusing on nursing practice has been shown to improve patient safety by reducing the chances of preventable errors by up to 50%, which could be an important way of raising the credibility of healthcare facilities, improving their health outcomes, lowering their costs of care, and improving compliance with healthcare regulators (Panagiotis et al., 2017). This is a clear indication that every healthcare provider should prioritize addressing this problem as it promises to address many of the issues that are associated with the industry. Nurse burnout affects a large proportion of nurses. Depending on location, assigned ro

Human Evolution Planning an Excavation at A Hominin Human Evolution Planning an Excavation at A Hominin Human Evolution 1.If you as a paleoanthropologist are planning an excavation at a hominin site in East Africa which is dated to about 2 million years old. Which fossil hominin species might you expect to find? If you think it is a new species, give it a new scientific name List the biological and cultural traits present in your find 2.Draw an evolutionary tree representing the hominins from 7 million years to the present. You can use a combination of dotted and solid lines to indicate descent. Need this assignment within 4 hours. Human Evolution Planning an Excavation at A Hominin 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. DeAnza College Human Evolution Planning an Excavation at A Hominin Discussion 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. ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS 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

Covid 19 Research Associates Strict Social Distancing Covid 19 Research Associates Strict Social Distancing Please use a presentation software, such as Prezi or PowerPoint. Feel free to use either software, Create a slide that includes answers to the questions below and any graphics you feel would make the slide more eye-catching. How does understanding the science behind the topic and research you have chosen benefit you? What is the advantage to you, and potentially those around you, of understanding the science behind the issue? How might finding the answer to the specific question you posed in the question development worksheet in Project 2 affect others around 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.UTD Covid 19 Research Associates Strict Social Distancing to Lower Infection Rate PPT 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.Covid 19 Research Associates Strict Social Distancing 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. ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS 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

ANTH 202 APUS Political Negotiation & Power in Relationships Discussion ANTH 202 APUS Political Negotiation & Power in Relationships Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS I need an explanation for this Social Science question to help me study. Assignment Instructions Assignment 3: Power in human relationships Due: 11:55pm ET Sunday Week 6 Purpose: Power is embedded in many kinds of social relations, from interpersonal relations, to institutions, to structural frameworks of whole societies. Power is deeply embedded in culture, including systems of power such as race and racism, ethnicity and nationalism, gender, human sexuality, economics, and family. Every relationship has a power dynamic. In some, you have power over another person. In others, someone has power over you. Or the dynamic of power may shift back and forth depending on the circumstances. In this Assignment we will explore power relationships in your everyday life.ANTH 202 APUS Political Negotiation & Power in Relationships Discussion Instructions: Over the course of one day, make a list of the relationships and interactions you have with family, friends, teachers, students, and others. In a 4-6 page paper, answer the following questions: 1) Identify each of the personal relationships you experienced during your day of observation. Describe the way power is balanced in each relationship What political negotiations were present in each relationship 2) Reflect on how power is organized in your life. How does power intersect with age, gender, income, race, religion, sexuality, and citizenship? Consider how these power dynamics were established in your area and experience. How do they differ from the larger population, and what might change them over time? 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

Complaining of Frequent and Burning Urination Complaining of Frequent and Burning Urination Please write everything in your own words and if you use a source please cite the source and please I also need this assignment before 11.59 today. Thanks ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS ch_25_case_study_f2 Ch 25 case study-10pts-F2020 Name: A- Rachael has been complaining of frequent and burning urination. She also reported seeing some blood in her urine. Her physician suspects cystitis. 1- What is cystitis? What is the most common cause of cystitis? 1pt 2- Explain the microscopic and macroscopic anatomy of the urinary bladder in detail. 2pts B- Janice has chronic UTI but lately she is experiencing flank pain, malaise. She also has increased blood pressure. So, she goes to a urologist and she does a renal imaging and urine culture and urinalysis. Truman College Complaining of Frequent and Burning Urination Case Study. Complaining of Frequent and Burning Urination Based on her history and the results it has been diagnosed as Chronic Pyelonephritis. Based on your knowledge about urinary system answer the following questions: 1- How did UTI lead to chronic pyelonephritis? Explain the complete pathway of urine output. 1pt 2- What is Pyelonephritis? Explain the macroscopic anatomy of the kidneys. 2pts 3- Explain in detail the structure of nephrons. Make sure you mention the cells that form the different parts of the nephron and their function. 2pts 4- How does kidneys help in managing the blood pressure? Explain in detail. 2pts. … 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

South Carolina State University How to Compost at Home Video Summary Paper South Carolina State University How to Compost at Home Video Summary Paper Here is the video: About the event – Are you interested in learning to reduce your waste and environmental footprint? See the presentation by Stout professor Arthur Kneeland on composting in your own home. Write a 1-page (double-spaced) summary of what you learned and submit it here. Upload a Word Doc or PDF. 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.South Carolina State University How to Compost at Home Video Summary Paper 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

Protocol for Patients Scenarios Discussion Protocol for Patients Scenarios Discussion Using WLAC clinic guidelines 2020 and some chapters from Darby’s textbook, summarize the protocol for the following medical conditions prior to scaling and root planing treatment. Patients with anticoagulation mediation Patients with a Blood Pressure reading of 200/140 Patients with a Blood glucose level of 190 Patients with a congenital heart defect Protocol for Patients Scenarios Discussion Patients with total joint replacement (knee replacement) A patient who had dialysis on the appointment day. Patients with HIV and CD4 count below 500. 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.Santa Monica College Protocol for Patients Scenarios 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. 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. 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