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Approach to the Rehabilitation Potential Answers Approach to the Rehabilitation Potential Answers You are to complete Case Study (questions 1-4) (Chapter 28) Falvo. As a reminder you have many resources Functional Limitation Checklist and the Job Accommodation Network, plus the use of WebMD for medications that are usually given for this condition (note. the questions do not respond to medications, but you will need to determine common medications and its side effects that can lead to functional limitation(s). Cite your responses. Remember please make at least 1 original post of more than 100 words. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON CASE STUDY is HERE Chapter28CaseStudy.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. 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. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Discuss access issues to health care services Discuss access issues to health care services Access to health care is the ability to obtain health services when needed. In a 200 word, discuss access issues to health care services. What barriers exist that prevent people from accessing needed care? Have you ever experienced a barrier to health care ? ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Be sure to validate your opinions and ideas with citations and references in APA format. Answer preview to access to health care is the ability to obtain health services when needed. 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

Acute Respiratory Distress Syndrome ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Acute Respiratory Distress Syndrome Details is in the drop files. attachment_1 South Central College – NURS 2560 Med-Surg Advanced Worksheet Instructions: Use APA format for in-text citations, page 9 for more than two authors and corporate authors, See page 9 of Citation Style Chart. Acute Respiratory Distress Syndrome Purdue Online Writing Lab. (1997-2014). General APA FAQs: General format. http://owl.english.purdue.edu/owl/resource/560/01/ ATI Nursing RN Adult medical surgical nursing contributors and consultants identify signs for pneumothorax (p. 13) Shortness of breath References: Your references should begin on a new page separate from the text of the essay; label this page “References” centered at the top of the page (do NOT bold, underline, or use quotation marks for the title). All reference text should be double-spaced. References ATI Nursing Education. (2013). RN adult medical surgical nursing: Review module edition 9.0. Assessment Technology Institute, LLC *********************************Worksheet Begins************************************** Medical Diagnosis Risks Factor associated with medical diagnosis Signs (objective data have understanding of pathology as to why this may occur) Symptoms (subjective data have understanding of pathology as to why this may occur) Meds and for what reason (signs/symptoms to control or cure, side-effects) Labs (what is the lab purpose, how to collect, any patient education) Diagnostics (what is the procedure, what is the prep, and education) Possible Nursing Diagnoses (ex. common one is Knowledge Deficit or Health Maintenance) Associated Nursing Interventions (continued assessment, monitoring, teaching, communication, comfort cares, activity) Inter-professional Collaboration and for what reason 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

Define management then leadership and then explain the difference between the two Define management then leadership and then explain the difference between the two In a facility manager, do you believe management or leadership is more important? Why? ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS In your response to your peers, regardless of what you believe personally, respectfully make an argument for why the opposing view is more important in a facility manager. Discussion Question responses must meet the following criteria: Most weeks, you will be assigned a discussion topic. You post a comprehensive response to this question no later than Thursday at midnight. Further, you must post substantive replies to the posts of two course-mates no later than the following Sunday at midnight. Your initial response to the discussion topic must include an outside source (something other than course materials). Please refer to the discussion question rubric for specific grading criteria. All sources must be cited. Discussion posts should be 300-400 words. Requirements: Discussion | 1 pages, Double spaced Answer preview to define management, then leadership, and then explain the difference between the two. 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. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Hierarchy of Controls Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Hierarchy of Controls Discussion Hierarchy of Control Sample Paper: IP Hierarchy of Control Sample Paper.pdf IP Hierarchy of Control Sample Paper.pdf – Alternative Formats Instructions: 1. Reflect back on a current job or previous job. You can also use a citation from https://www.dir.ca.gov/dosh/citation.html as your topic and pretend that you are one of the worker for the company that is being cited. 2. Identify a hazard or condition wherein you felt unsafe or unprotected as a worker. Hierarchy of Controls Discussion 3. Access the: https://www.cdc.gov/niosh/topics/hierarchy/default.html 4. Must have title page 5. Identify and describe the occupational or workplace unsafe condition or hazard. 6. Use the hierarchy of control to apply intervention thet could have prevented the risk or hazard. 7. How will you propose to your workplace to improve safety? 8. What Cal-OSHA regulation is violated if your workplace refuses to correct the hazard that you identified. 9. Summary 10. References: Use appropriate citations for your paper. 11. Maximum of 2 pages for your paper excluding title page and reference page. Paper can be single spaced but APA format must be followed for title and reference page. 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. Hierarchy of Controls Discussion Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Use of information management tools and technologies to improve health Use of information management tools and technologies to improve health Prepare for interprofessional stakeholders a 10-slide presentation (not including title and reference pages) explaining how nurse leaders can use information technology to improve nursing practices that support and sustain positive patient outcomes. You do not need to actually present your assessment but be sure to include speaker’s notes for each slide. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS The dissemination of evidence-based practice outcomes helps nurses build stakeholder engagement and support for the use of information system and technology for health care delivery. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: · Competency 1: Describe the importance of effective scholarship and evidence-based information to advance the profession of nursing. . Describe the basic differences between research (qualitative and quantitative) and evidence-based practice (EBP). . Describe how nurse leaders use evidence-based practice to support and sustain patient-care outcomes. . Describe how theory development and research exploration supports nursing practice changes that increase positive patient outcome. · Competency 3: Explain the use of information management tools and technologies to monitor and improve health care delivery and patient outcomes. . Identify a nursing practice that has recently changed in a specific health care setting. . Describe how nurse leaders use communication to build interprofessional stakeholder engagements. · Competency 4: Communicate in a manner that is consistent with expectations of a nursing professional. . Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics. · Questions to Consider To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community. · How do you manage and lead technology use? · What will the future of health care delivery look like as you contemplate technology development? · What should nurses be prepared for within the context of technology use to develop improved patient care (from a strategic standpoint)? · How do we translate new technology knowledge into patient care to develop evidence-based practice? · How do we maintain patient safety and continue to improve patient outcomes as we increase technology use in health care? Resources Internet Resources Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication. · National Institute of Nursing Research . (n.d.). Retrieved from http://www.ninr.nih.gov/ · CITI Program at the University of Miami . (n.d.). Retrieved from https://www.citiprogram.org/ Assessment Instructions For this assessment, imagine a group of interprofessional stakeholders involved with patient care in your health care setting would like to increase positive patient outcomes. Nurse leaders have recommended changes in the practice that incorporate informatics and the application of new knowledge into your nursing practices. You are asked to present a brief overview using PowerPoint (or some other presentation software) to a small group of student nurses. After the session has concluded, the training department would like to use your presentation as a training resource. Preparation Select a nursing practice in your own health care setting that has changed for the better since you first began nursing. Directions Use the tools in your presentation software to develop a creative and engaging presentation. Use the notes portion of PowerPoint to capture your narrative script for each slide. Include the following in your presentation: · Describe briefly an example of a nursing practice that has changed in the last two years. · Explain how theory development, research exploration, and information technology supports the changes you have described. · Describe the basic differences between research (qualitative and quantitative) and evidence-based practice (EBP). · Explain how nurse leaders use communication practices and technology to build interprofessional stakeholder engagements in support of the change you have identified. · Describe how nurse leaders use evidence-based practice to support and sustain patient-care outcomes. Additional Requirements · Length: Submit a presentation of 10 slides (not including title and reference slides). Include both a title slide and a reference slide with 4–6 references to support your presentation information and ideas. · Formatting Guidelines: Create streamlined slides with minimal information. . Be precise. . Keep bulleted content on one line. . Use images instead of words when appropriate. · Narrative Script: Use the notes portion to create a detailed narrative for each slide. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Ashford University CRJ620 Taking Media Seriously Video & Press Release Paper ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Ashford University CRJ620 Taking Media Seriously Video & Press Release Paper Prior to beginning work on this interactive assignment, read Chapter 5 and review Chapter 8 (assigned in Week Four) in your textbook. In addition, watch the following video segment: Importance of Taking Media Seriously (Links to an external site.) below. You must also research two additional professional and/or scholarly resources on the media covering issues common to law enforcement or corrections to support your work. (Access the MSCJ Professional Sources guide (Links to an external site.) for assistance with finding appropriate resources.). Ashford University CRJ620 Taking Media Seriously Video & Press Release Paper Importance of Taking Media Seriously (Links to an external site.) For this assignment, you will take on the role of the leader in the scenario you chose for your Intervention Plan in Week Two. As the leader of the organization after experiencing the damaging events that took place within your chosen scenario, you believe a new community event will help to heal some of the damages and improve community ties. In your leadership role, you will create a community event (keeping in mind the events that took place within your scenario) and develop a Press Release for announcing the details of the event to the community. Create your press release in a separate document including the following elements. Create letterhead for the organization in chosen scenario. Include all of the required items listed in the News 8.1: Formatting a Press Release section in your textbook 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

Occupational therapy from qualified medical professionals Occupational therapy from qualified medical professionals Read this scenario: You have been hired as Assistant Manager of a Home Health Care Agency. The agency offers a wide range of skilled medical services such as nursing care, physical therapy, occupational therapy from qualified medical professionals. The agency also provides home health aide services including assistance with activities of daily living, such as bathing and eating. Your supervisor told you that she recently received a call from an advocate whom an employee consulted via the Employee Assistance Program because the employee felt that she had been treated unfairly after contracting an illness. She explained that a few months ago, one of your agency’s home health aides, Sara, became ill. Sara had been coughing for approximately six weeks, lost weight without trying, had no appetite, was having difficulty sleeping, and had an intermittent fever. She became concerned and went to see a healthcare professional who diagnosed her with active tuberculosis (TB). Sara missed a lot of time from work while completing treatment for TB. Occupational therapy from qualified medical professionals ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Her physician cleared her to return to work after she was no longer contagious. Upon returning to work, Sara felt isolated because her boss and co-workers refused to spend time with her. She heard that someone from the agency’s Human Resources Department told her co-workers her diagnosis. The stressful circumstances at work became even worse when another home health aide started to display the same symptoms Sara had. Your supervisor has asked you to review the entire situation and how it was handled by the agency. Now, in a complete 600-800 words paper, address the following questions: (DO NOT WRITE QUESTIONS IN THE PAPER) Identify relevant “health behavior(s)” that contributes to increasing and/or decreasing risk factor for contracting the disease. Identify and describe a surveillance system that monitors disease or health-related risk factors in the United States. Was risk communication essential for Sara’s co-workers? Why or why not? Describe the key components in developing crisis and emergency risk communication messages. 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

Sofi Stadium and its positive impact the LA/Englewood area Sofi Stadium and its positive impact the LA/Englewood area Using the link below on the video “Sofi Stadium and the Impact on the Community “, briefly explain 5 major facts that you learned from the video and your opinion on why Sofi Stadium will positively impact the LA/Englewood area. https://www.youtube.com/watch?v=jfJILuSZFIY ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Answer preview to why Sofi Stadium will positively impact the LA/Englewood area. 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

Discussion: Intersectional Analysis to an article ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Discussion: Intersectional Analysis to an article Media Framing of Female Athletes: Controlling Images Versus Women’s Self-Definitions pages 151-154. Discussion: Intersectional Analysis to an article and write two pages on which to apply a detailed intersectional analysis. The analysis should include a race, gender, and class perspective, as well as, the perspective of category X to be decided by the group. Asking the questions what, when, why, where, and how should be the foundation of the analysis. These questions should guide the analysis in each category where feasible. For example: What role does race play in the case? How does race influence the case? Who are the primary characters in the case and what are their races? What role does race play concerning the location of where the case takes place? Students will be graded on the depth of analysis in each category ( 5 points per category for a total of 20 points). There should be at least 1 piece of evidence to support the analysis per category for a total of at least 4 in-text citations (for a total of 10 points). Students will also be graded on grammar ( for a total of 10 points). attachment_1 Sociology of Sport Journal, 2010, 27, 139-159 © 2010 Human Kinetics, Inc. It’s Not About the Game: Don Imus, Race, Class, Gender and Sexuality in Contemporary Media Cheryl Cooky Purdue University Faye L. Wachs Cal Poly Pomona Michael Messner University of Southern California Shari L. Dworkin University of California, San Francisco Using intersectionality and hegemony theory, we critically analyze mainstream print news media’s response to Don Imus’ exchange on the 2007 NCAA women’s basketball championship game. Content and textual analysis reveals the following media frames: “invisibility and silence”; “controlling images versus women’s self-definitions”; and, “outside the frame: social issues in sport and society.” The paper situates these media frames within a broader societal context wherein 1) women’s sports are silenced, trivialized and sexualized, 2) media representations of African-American women in the U. S. have historically reproduced racism and sexism, and 3) race and class relations differentially shape dominant understandings of African-American women’s participation in sport. We conclude that news media reproduced monolithic understandings of social inequality, which lacked insight into the intersecting nature of oppression for women, both in sport and in the United States. En utilisant les théories de l’intersectionalité et de l’hégémonie, nous apportons une analyse critique de la réponse de la presse écrite à Don Imus et ses échanges au sujet de la finale du championnat de basketball féminin universitaire américain en Cooky is with Purdue University, Department of Health & Kinesiology and Women’s Studies, West Lafayette, IN. Wachs is with the Department of Psychology/Sociology, Cal Poly Pomona, Pomona, CA. Messner is with the University of Southern California, Department of Sociology, Los Angeles, CA. Dworkin is with the University of California, San Francisco, Department of Social and Behavioral Sciences, San Francisco, California. 139 140?? Cooky et al. 2007. L’analyse de contenu révèle les thèmes suivants : « invisibilité et silence », « le contrôle des images versus les autodéfinitions des sportives » et « hors cadre : les questions sociales en sport et en société ». L’article situe ces cadres médiatiques au sein d’un contexte social plus large qui 1) bâillonne, sexualise et rend trivial le sport féminin ; 2) contient des représentations médiatiques des femmes africaines-américaines qui ont historiquement reproduit le racisme et le sexisme ; et 3) contient des relations raciales et de classe qui marquent les compréhensions dominantes de la participation sportive des femmes africaines-américaines. Nous concluons que les médias ont reproduit des compréhensions monolithiques de l’inégalité sociale ; compréhensions qui ne permettent pas de voir les intersections de l’oppression (race, genre, classe) des femmes en sport et aux États-Unis. On Tuesday, April 3, 2007, the Rutgers University Scarlet Knights women’s basketball team squared off in the National Collegiate Athletic Association’s (NCAA) championship game against a perennial powerhouse, the University of Tennessee Volunteers. The following day, in a dialogue on Imus in the Morning, Don Imus, long-time radio talk show host/ “shock jock,” referred to the Rutgers University women’s basketball team as “nappy headed hos.” Later that day, Media Matters for America, an independent media watchdog group, posted the transcript on their website, flagging the commentary due to the blatant racism and sexism in the dialogue (“Imus called women’s basketball team ‘nappy headed hos,’ ” accessed October 16, 2007). Discussion: Intersectional Analysis to an article The following is the full transcript of the segment: IMUS: So, I watched the basketball game last night between–a little bit of Rutgers and Tennessee, the women’s final. ROSENBERG: Yeah, Tennessee won last night–seventh championship for [Tennessee coach] Pat Summitt, I-Man. They beat Rutgers by 13 points. IMUS: That’s some rough girls from Rutgers. Man, they got tattoos and– McGUIRK: Some hard-core hos. IMUS: That’s some nappy-headed hos there. I’m gonna tell you that now, man, that’s some–woo. And the girls from Tennessee, they all look cute, you know, so, like–kinda like–I don’t know. McGUIRK: A Spike Lee thing. IMUS: Yeah. McGUIRK: The Jigaboos vs. the Wannabes–that movie that he had. IMUS: Yeah, it was a tough – McCORD: Do The Right Thing. McGUIRK: Yeah, yeah, yeah. IMUS: I don’t know if I’d have wanted to beat Rutgers or not, but they did, right? It’s Not About the Game 141 ROSENBERG: It was a tough watch. The more I look at Rutgers, they look exactly like the Toronto Raptors. IMUS: Well, I guess, yeah. RUFFINO: Only tougher. McGUIRK: The [Memphis] Grizzlies would be more appropriate. This exchange exploded into a controversial, widely discussed and debated “media event,” the contours of which reveal important insights about sport and the role of mass media in constructing hegemonic notions of race, class, gender and sexuality. Following McDonald and Birrell (1999), we “read” Imus’ remark as a sport “event” wherein mediated ideologies of race, gender, sexuality and class are articulated. First we review the research on gender and race in sport media. A discussion of our theoretical framework and methodology follows. The paper then explores the dominant media frames through a content and textual analysis. We examine these frames to critique hegemonic ideologies embedded in culturally relevant texts. We suggest possible “counter-narratives” of the Imus media event that offer “resistant political possibilities” (McDonald & Birrell, 1999, p. 295). The article concludes with a discussion of the implications of the media framings of the Imus/ Rutgers controversy and asks what role the “sport-media complex” plays in the overall construction of these ideologies (Jhally, 1984). Gender, Race, Sport and the Media The Imus dialogue on Rutgers University highlighted the ways in which female athletes continue to struggle to receive respectful, quality coverage of their sport in mainstream news media. Research on the mainstream news media coverage of women’s sport continually shows that representations of the female athlete are, “contested ideological terrain” (Messner, 1988). Sociologists of sport have long noted the lack of coverage of women’s sport in mainstream news media, more importantly the lack of respectful, serious coverage of women’s sport, especially for female athletes of Color (Douglas, 2005; Douglas & Jamieson, 2006; Lansbury, 2001; McKay & Johnson, 2008; Schultz, 2005), in mainstream print media (Bishop, 2003; Christopherson, Janning, McConnell, 2002; Eastman & Billings, 2000; Eastman & Billings, 1999; Pratt, Grappendorf, Grundvig, & LeBlanc, 2008; Vincent, 2004; Vincent & Crossman, 2008; Urquhart & Crossman, 1999) and in mainstream televised media (Daddario & Wigley, 2007; Duncan & Hasbrook, 1988; Messner, Duncan, & Willms, 2006). Despite attempts to educate the U. S. mainstream news media regarding stereotypical coverage of women’s sport, there are consistent patterns that persist over time. As longitudinal research on the televised news media coverage demonstrates, women’s sport is consistently ignored (Messner, Duncan & Willms, 2006; Messner, Duncan & Cooky, 2003). Discussion: Intersectional Analysis to an article Research has found that the amount of coverage in local news and national sports highlight programs, approximately 3–8% of the coverage is on women’s sport (Messner, Duncan & Willms, 2006). Even when the media do cover women’s sport, the coverage often trivializes women’s athleticism and 142?? Cooky et al. hetero-sexualizes female athletes (Heywood & Dworkin, 2003; Christopherson, et al., 2002; Messner, 2002). Research on newspaper coverage of the Wimbledon championships in 2000 found that while the amount of coverage of the men’s and women’s events was relatively equal, the quality of coverage differed: the mostly male journalists who covered the tournaments devalued the athletic accomplishments of female tennis players by using cultural and racial stereotypes, trivialization, and sexual innuendo (Vincent, 2004). These trends in the coverage of women’s sport, and specifically of African-American female athletes, are not new to the post-Title IX generation. In her analysis of the print news media coverage of Alice Coachman and Althea Gibson, Lansbury (2001) found white newspapers trivialized African-American women’s participation in sport, either by failing to cover the accomplishments of the athletes or by framing the athletes as masculine. Research on contemporary media representations of African-American female athletes has focused on African-American women’s participation in individual sport like tennis, especially mediated representations of Venus and Serena Williams (Douglas 2005; Schultz, 2005; Spencer, 2004). Indeed this is logical given the American public’s fascination with female athletes in individual sports, and their feminine beauty not athletic skill (Banet-Weiser, 1999a). This fascination is constructed, in part, by the media coverage of women’s sport. However, when athletes are nonwhite, race in media representations also becomes salient. Douglas’ (2005) analysis of the media coverage of the 2001 Indian Wells tennis tournament and the 2003 French Open, found that the media’s “raceless” explanations for the hostile reception of the Williams’ sisters rendered race and white privilege invisible and upheld the marking of tennis as a “white” sport. Schultz (2005) argues the popular media’s representations of Serena Williams during the 2002 U. S. Open were, “located within racialized discourses” (p.338) albeit through the oppositional rhetoric that position Serena Williams against other white athletes on the tour. For Schultz (2005), blackness in the media coverage of the 2002 U.S. Open is “constructed in contrast with discussions of normalized, white female tennis athletes” (p. 339). More recently, McKay and Johnson (2008) examine mainstream media coverage of Venus and Serena Williams and show how, in the past, sport media has “othered” women as “objects of ridicule, inferiority and weakness…but currently is searching for new ways to disparage the powerful and therefore ‘uppity’ African-American sportswomen” (p. 492). They argue that despite the Williams sisters’ unprecedented success in professional tennis, the mainstream sport media discursively positioned their bodies as simultaneously sexually grotesque and pornographically erotic. Female athletes in basketball, and presumably other team sports, have to negotiate a “contradictory set of cultural images” (Banet-Weiser, 1999a). As scholars have long noted, women’s participation in sport, and in particular team sport, is frequently accompanied by a questioning of the (hetero)sexuality of athletes (Cahn, 1994; Griffin, 1998). This is in part due to the fact that, unlike individual sports such as tennis and gymnastics, participation in a team contact sport like basketball is viewed in U. S. culture as a “masculine” endeavor (Banet-Weiser, 1999a). Discussion: Intersectional Analysis to an article Thus, female athletes are often confronted with cultural assumptions regarding their lack of femininity, and thus their lack of heterosexuality (Banet-Weiser, 1999a). These cultural assumptions regarding women’s sport participation contribute to particular mediated representations of female athletes. For example, the WNBA’s marketing It’s Not About the Game 143 strategy revolved around highlighting the heterosexual, emphasized femininity of WNBA players, as models, mothers or the girl-next-door (Banet-Weiser, 1999a; McPherson, 2000). In her analysis of the WNBA web site, McPherson (2000) found that the players’ familial relationships, ties, and responsibilities were highlighted. She argues this is not simply about rearticulating female athleticism within the domestic context; rather it produces racialized narratives of black femininity. Thus, the negotiation of the contradictions in women’s sport participation differs qualitatively for African-American female athletes given the ways in which AfricanAmerican women have long been portrayed in the media, and specifically sports media, as both hyper-sexualized and less feminine. As a result, African-American female athletes are subject to particular “controlling images” in the media (Cahn, 1994; Collins, 1990). As critical media scholars argue, basketball is a cultural site wherein blackness is both invisible and hyper-visible (Banet-Weiser, 1999a; McPherson, 2000). Given the popularity of women’s basketball and the fact that African-American female athletes are overrepresented in basketball at the collegiate level (Smith, 1992), this study provides an analysis of media representations of female athletes in team sport contexts. As noted above, previous research reveals the agency of the media in shaping discourses of sport and female athletes in ways that are implicitly about race, gender, and sexuality. Building upon this research (Banet-Weiser, 1999a; Douglas & Jamieson, 2006; McDonald & Birrell, 1999; Schultz, 2005), we argue that media representations of female athletes of Color cannot be analyzed outside of a consideration of the simultaneous, interlocking forms of oppression (gender, race, sexuality, class). This study differs from prior research in that we examine not only the framing or representation of a predominantly African-American female team (here the Rutgers University women’s basketball team) but also the media’s framing of other key figures and the ways in which the media contextualized the “nappy headed hos” dialogue, a comment that is simultaneously raced, gendered, and sexualized. Therefore, we explore not only the media’s representation, or framing, of African-American female athletes (as the Rutgers team became racialized as “Black” through the dialogue, despite the racial identities of individual players, of whom several were white), but also whose voices were heard in the mainstream news media’s framing of the event. Thus, Collins’ (1990) concept of representations of Black women, “controlling images,” and her theory of intersectionality shed light on how multiple identities (race, gender, class, sexuality), privilege, and oppression converge in the media event (McDonald & Thomas, in press; Wingfield 2008). Theoretical Framework According to Gramsci (1971), social order is maintained through a dynamic process of coercion and consent whereby dominant groups produce dominant cultural beliefs, called hegemonic ideologies, and subordinated groups to consent to structural conditions that may be oppressive given the power of hegemonic ideologies. For Gramsci, consent is secured through the “cultural leadership of the dominant grouping” (Curran, 2006 p. 132). In the United States, the media operate as a part of this cultural leadership, particularly when the lines between the corporate elite and the media elite are increasingly blurred (Curran, 2006). Discussion: Intersectional Analysis to an article Ideologies thus become “naturalized” or a part of common sense, taken-for-granted understandings. 144?? Cooky et al. However, Gramsci also recognized that subordinated groups can choose to oppose hegemonic dominance by creating alternative understandings of society that connect to people’s social experiences and identities (Curran, 2006). Patricia Hill Collins’ theoretical framework was informed by Gramscian theories on the dynamics of domination and power in societies. Building upon Gramsci’s hegemony theory, Collins (1990) argued that dominant groups control social institutions in society, such as schools, the media and popular culture, which produce controlling images that are rife with stereotypes about subordinated groups. These controlling images are not passively accepted by marginalized groups, as there are cultures of resistance within subordinated communities. Collins (1990) explained: “Subjugated knowledges…develop in cultural contexts controlled by oppressed groups. Dominant groups aim to replace subjugated knowledges with their own specialized thought because they realize that gaining control over this dimension of subordinate groups’ lives amplifies control” (p. 228). At the same time, Collins recognized there are segments of subordinated communities that internalize and perpetuate dominant ideologies. Thus, the processes of domination and oppression are complex. The result is, “African-American women find themselves in a web of cross-cutting relationships, each presenting varying combinations of controlling images and women’s self-definitions” (Collins, 1990 p. 96). The concept of intersectionality (Collins, 1990) refers to this “web of crosscutting relationships” taking into account how various forms of oppression (e.g., race, class, gender, sexuality) interlock with one another. As such, “both/and perspectives,” rather than “either/or perspectives,” of social locations are used to understand the ways in which individuals (and social institutions) are situated within interlocking forms of privilege/dominance and oppression/ subordination. Therefore, we analyzed the Imus/Rutgers University controversy and the subsequent media framings to explore the tensions between the “controlling images” of African-American women as “nappy-headed hos” and “women’s self definitions,” of “young ladies of class.” The Rutgers coach, players, and women’s groups provided counter-hegemonic discourses on African-American women. Collins’ theoretical framework allows consideration of how subordinate groups assert agency, despite a lack of institutional access or power, to also shape the media frames of the event.Discussion: Intersectional Analysis to an article Thus, this study critically analyzes the construction of media events by mainstream news print media to understand the “complex interrelated and fluid character of power relations” as they are constructed along axes of difference (McDonald & Birrell, 1999, p. 284). Methods Following Hall (2000), we acknowledge media frames are both constructed within raced, classed, and gendered hierarchical relations of power and are read within those very same systems of domination. Also building upon Gramscian theories of hegemony, Hall (2000) developed theoretical and methodological frameworks for understanding how meanings are produced and consumed. As Hall notes, meanings are constructed through and within hierarchical structures of power wherein the preferred meanings, or the meanings intended by the producer, “have institutional, political and ideological power imprinted in them, and themselves It’s Not About the Game 145 become institutionalized” (Hall 2000, p. 57). As such, preferred readings often limit the possible meanings encoded in texts by producers and thus limit the possible readings decoded by audiences (Hall, 2000; Hunt, 1999). Through a textual analysis, researchers can uncover both the denotative and connotative meanings of texts (Hall, 2000). From this methodological perspective, the media are viewed as creating and recreating narratives that can be linked to dominant ideas, or ideologies, that circulate in wider society. Content analysis involves a systematic, quantitative analysis of content, usually texts, images, or other symbolic matter (Krippendorff, 2004). According to Payne and Payne (2004), “content analysis seeks to demonstrate the meaning of written or visual sources by systematically allocating their content to pre-determined, detailed categories and then both quantifying and interpreting the outcomes” (p. 51). It generally involves the researcher determining the presence, meanings, and relationships of certain words or concepts within the text. We … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10