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Discuss: Organization you believe to be the most dangerous to our global society Discuss: Organization you believe to be the most dangerous to our global society Write a narrative essay in which you address and discuss the question(s) and statement(s) listed below. Use at least three scholarly sources Cite your sources in APA format. 1.Define Narco-terrorism 2.Select one organization you believe to be the most dangerous to our global society and explain why. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Answer preview to select one organization you believe to be the most dangerous to our global society and explain why. 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

Genetics and Natural Selection Lab Worksheet ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Genetics and Natural Selection Lab Worksheet There is one assignment which has five small parts and each one has four to five questions. Those questions are not hard, but it takes your time to look for correct answer by five videos, and all videos materials are about 30 mins. University of New HampshireAN 102 Genetics and Natural Selection Lab Worksheet You just need to watch each video carefully and answer these questions. The advantage of this assignment is that you have plenty of time to complete it. Looking forward to working with you . Thank you for your attention. Genetics and Natural Selection Lab Worksheet attachment_1 vName ________________________ Section_______________________ AN 102 Lab 2: Genetics and Natural Selection 50 Points **Read carefully to ensure you answer ALL questions! DNA ? Where is DNA found in the cell? (1 pt) ? What is the shape of the DNA molecule called? (1 pt) ? The following is a sequence of 12 bases on one strand of DNA. What would the sequence of bases on the complementary strand of DNA be? (1 pt) A C C A G T T G C A A G __ __ __ __ __ __ __ __ __ __ __ __ ? Here is a different sequences of bases on a strand of DNA: CTC GTA ACC AGT ATA CCA GAA GCA GGA CCA ? What is the chain of amino acids that the above DNA strand codes for? Use Figure 1 on the last page of the lab to answer this question. (hint: think of what the corresponding mRNA strand would be) (2pts) ? What is the name and function of the protein that is made by this chain of amino acids? Refer to Table 1 of the Appendix to answer this question. (2pts) __________________ – _____________________________________________ (Protein Name) (Protein Function) Karyotype Use the karyotype shown here to answer the following questions: ? Is this individual male or female? (1 pt) ____________________________________ ? How do you know? ______________________________________________________ ? Are there any variants in this karyotype from a typical human genome? (1 pt) ________________________________________________________________________ ? What is the phenotype associated with the karyotype variant you’ve identified? (1 pt) ________________________________________________________________________ ? What is the typical number of chromosomes found in a human cell? (1 pt) __________ Of these, how many are autosomes? (1 pt) ___________ How many of these are usually sex chromosomes? (1 pt) ____________ How many autosomes does the above karyotype have? (1 pt) _____________ ? Does the number of chromosomes that a species has in its karyotype indicate how “advanced” the species is? (1pt) _____________________________________________ ________________________________________________________________________ Mendelian Genetics ? Having dimpled cheeks is a Mendelian trait, in which having dimples is dominant (D), and not having dimples at all is recessive (d). What are the possible genotypes of an individual who has dimples? (1 pt) ? What is the phenotype for the genotype Dd? (1pt) ? Having freckles is a Mendelian trait in which having freckles (F) is dominant to not having freckles (f). Construct two (2) possible Punnett Squares showing the offspring of a mother with freckles and a father without freckles. (6 pts) ? Assuming the above conditions for freckles, what is the probability of a mother without freckles and a father with freckles having a child with freckles? (1 pt) Given the same parents, what are the chances of a child without freckles? (1 pt) Sneezing for Mendel Autosomal Dominant Compelling Helioopthalmic Outburst (ACHOO) Syndrome is an interesting phenotype in which individuals, when suddenly exposed to intense sunlight, uncontrollably sneeze (also called photic sneezing). Typically, it’s a bit more mild than a full dramatic sneeze, expressed as a prickling sensation in the nose. ACHOO Syndrome is autosomal dominant (A), while not having photic sneezing is recessive (a). Step outside at midday on a sunny day this week, and completely cover your face from the sun (e.g., with a sweater or shirt). After a full minute or two of darkness, suddenly take off your face covering to look to the sun. ? Did you feel a prickle in your nose (or sneeze)? (1 pt) ____________________________ ? Based on your response, what is or what could be your genotype for this trait? Remember that, with simple Mendelian inheritance, one of the phenotypes has two potential genotypes (1 pt) __________________________________________________ ? We are, as yet, unsure of the genetic basis of ACHOO Syndrome, and think it may have something to do with over-excitation of the visual cortex. What, if any adaptive scenario could be involved with this? (1 pt) Pedigree Exercises ? In the figure below, you are shown a pedigree in which squares are males, circles are females, and darkly colored shapes indicate an individual affected by a Mendelian disease. You can also see the parental genotypes in the first generation. Please fill in the genotypes of the successive generations. (6 pts) Build a Beast! We have talked about different patterns of inheritance. Some are simple Mendelian dominant or recessive traits. Some are more complex, such as incomplete dominant or codominant traits. In this activity you will investigate how a combination of these genes work together to create an organism – in this case, a beastly monster. Part 1 Procedure: Note the dominance relationship between the traits coded for each allele at each trait locus. Based on the alleles and their relationships to each other, determine the phenotype resulting from the genotype given at each trait locus for our female beast. (6pts) Table 1. Genotypes and Phenotypes for Female Beast Trait Allele 1 Allele 2 Genotype Phenotype Eye Color (Incomplete) Red (R)White (R’)RR’ Skin Color (Codominant) Green (G)Blue (B)BG Tail Color (Mendelian) Purple (P)Orange (p)Pp Presence of a Tail (Mendelian) Have tail (T)No tail (t)Tt Feet (Incomplete)Four toes (F)Two toes (F’)F’F’ Part 2 Procedure: The female beast (you created in Table 1) mates with a male beast (see Table 2 below) and the female is pregnant. They would like to predict what their brood of babies will look like. To start, however, they’ll need to know the male’s genotypes. Complete the missing genetic information in the table for the male. (5pts) Table 2. Genotypes and Phenotypes for Male Beast Trait Genotype Phenotype Eye Color (incomplete) White Skin Color (codominant) Green Tail Color (Mendelian) Pp Presence of a Tail (Mendelian) No tail Feet (incomplete) FF’ ? Create Punnett squares in the area provided below to predict what traits would result from a cross between the two monsters for each trait. Using your Punnet squares, answer the following questions (4pts): ? Eye color – What percent of offspring will have red eyes? ___________________ ? Skin color – What percent of offspring will have entirely green skin? __________ ? Tail – What percent of offspring will have a tail? __________________________ ? Feet – What percent of offspring will have three (3) toes? ___________________ Appendix Figure 1. For Question 2a of DNA section of lab Table 1. For Question 2b of DNA section of lab Protein Name # of amino acids making up the protein Function Thyrotropin Releasing Hormone 242 Causes the pituitary gland to release thyrotropin Gonadotropin-Releasing hormone 10 Promotes the release of LH and FSH from the pituitary gland Vasopresssin 9 Causes reabsorption of water by the kidney Substance P 11 Causes the contraction of smooth muscle in the digestive tract Corticotropin 39 Causes release of steroid hormones from the adrenal glands Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Trend in documentation mistakes on the respirations (R) and pulse Trend in documentation mistakes on the respirations (R) and pulse The course project in Module 04 and 05 is examining a technique that is commonly used for improving communication among team members and patients and develop solutions to solve problems to improve organizational function and patient experience. It is called SBAR and stands for Situation, Background, Assessment, and Recommendation. For each module, you will be given a scenario that you will have to utilize the SBAR technique to improve communication and develop a solution to the issue. Scenario You have been in your position as a medical administrator for 6 months. During this time, you have noticed a disturbing trend in your facilities Intensive Care Unit (ICU). Errors in documenting patient vital signs are increasing which has led to providers having inaccurate information for care and affecting the patients discharge. You have noticed that the trend in documentation mistakes are always on the respirations (R) and pulse (P). The documentation mistake happened on all shifts and on all computers in the ICU. The following is an example of a 35-year-old male in the ICU due to fungal pneumonia complicated by COPD. Patient also was in a car accident 2 weeks ago (cause of accident TBD). ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Example: R: 76 P: 16 T: 98.7 F After reviewing the scenario and using the SBAR technique, please describe the Situation, Background, Assessment, and Recommendation for this patient scenario. Again, remember you are trying to improve communication and resolve a problem. S=Situation; provide a clear and concise statement of the problem What is the situation that is occurring? (don’t include the ”why” of the problem just yet)B=Background; utilizing information provided within the statement, provide pertinent information related to the situation Be sure to include information from the scenario below that supports the situation you described. Assessment; utilizing your critical thinking skills, provide an analysis/assessment of what you found Think about the Electronic Health Record (EHR). Does the problem include technical difficulties with the EHR and the interface for vital signs monitoring? Think about additional problems that could occur as a result of the error. Is it user entry error? Does the problem relate to transcription and coding? Could their visit be coded incorrectly leading to billing errors? Recommendation; provide action requested/recommended Be sure to include details regarding action for the medical administrator . Include in your plan more training or a change in policy/procedure to prevent this problem from occurring. You are required to provide a minimum of 3-5 sentences for each section of SBAR and your submission should be free of spelling and grammatical errors. References are not required but if used, must be cited in proper APA citation format. Please download the following assignment template to complete your SBAR assessment: Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Physiological Psychology Assignment ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Physiological Psychology Assignment Selection of Final Project Topic. Physiological Psychology Assignment This assignment is an analysis of a selected neuropsychological disorder. This topic choice will be used to complete the Week One Assignment (Topic Selection), Week Two Assignment (Outline of Final Project), and the Week Five Assignment (Final Project). Select a neuropsychological disorder for comprehensive analysis from the following list: Schizophrenia Major depressive disorder Bipolar disorder Anxiety Choose and focus on one of the anxiety disorders (e.g., generalized anxiety disorder, post-traumatic stress disorder, social anxiety, obsessive-compulsive disorder). Substance abuse (Substance Use Disorder) Provide both an overview of this topic plus a focus on a single drug of your choice. Autism Spectrum disorder Specific neurological disorder Examples include movement disorders (e.g., Tourette Syndrome), degenerative disorders (e.g., Alzheimer’s or other dementia), multiple sclerosis, congenital disorder (e.g., cerebral palsy, spina bifida), epilepsy syndrome, drug-induced tardive dyskinesia, temperature regulation disorder. Learning disability Examples include Attention Deficit Disorder, Attention Deficit Hyperactivity Disorder, and Dyslexia Sleep disorder Eating disorder Sexual disorder Other neuropsychological disorder This option must be approved in advance by the instructor before your assignment is submitted. In keeping with the focus of this class, the emphasis of your paper will be on the neuroscience aspects of the disorder, to include: Theories of etiology (causes) Associated factors in development of the disorder (genetic, environmental, familial, lifestyle) Pathology (abnormalities of physical structure and function, including genetic and biochemical aspects) Treatment options (pharmacologic and nonpharmacologic, with rationales for use based on current understanding of the disorder) Diagnostic and research technologies employed in clinical diagnosis, care, and basic science research Your research will include two to three peer-reviewed sources that provide evidence-based information regarding the biologic and psychological features of the disorder. Refer to the Final Project guidelines, which can be found in Week Five of your online course or in the “Components of Course Evaluation” section of this guide, for more details on the components that should be included in this analysis Writing the Selection of Final Project Topic The Assignment: Must be two to three double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center. Must include a title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must describe the key aspects of the disorder that will be elaborated on in your Final Project. Must state why you have chosen to critique this disorder. Must incorporate in-text citations from your sources to support your discussion. You may reference your textbook and other required materials from the course; however, these will not fulfill the resource requirements. Must use at least two to three scholarly sources that were published within the last five years and retrieved from the Ashford University Library. Must document all sources in APA style, as outlined in the Ashford Writing Center. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Discussion: Assess the Quality of a Research Paper ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Discussion: Assess the Quality of a Research Paper Based upon your reading of Pomeroy, Kiam, and Abel (1999; see the attached .pdf), address the following: Discussion: Assess the Quality of a Research Paper Section I: Critique of the Article’s Introduction/Literature Review (p. 171–174) In your own words, what was the overall purpose of Pomeroy et al.’s research study? Was the literature review adequate and relevant? That is, did it lend support to the current study? If yes, how so? If no, speak to the limitations/weaknesses of the literature review and provide recommendations for how it could be strengthened. Section II: Critique of the Article’s Methodology (p. 174–179) What type of sampling approach was used in general (re: probability or non–probability) and specifically (e.g., simple random, stratified random, etc.)? Identify the research design. That is, would you classify this as a pre–experimental, quasi–experimental, or experimental study? How did you come to that conclusion? Did Pomeroy et al. sufficiently inform their audience of potential threats to the internal and/or external validity of their study that stem from the research design? Briefly explain your response. Section III: Critique of the Article’s Discussion (p. 182–185) Did Pomeroy et al. adequately acknowledge the strengths and limitations of their study? Briefly explain your response. Are there other strengths and limitations that were not identified? Be specific. If you were to build upon this study, discuss how you would handle the sampling strategy and research design in order to enhance causality (re: strengthen enhance your ability to make causal inferences that the intervention is responsible for the outcomes). attachment_1 RESEARCH ON SOCIAL WORK PRACTICE Pomeroy et al. / GROUP FOR WOMEN IN JAIL The Effectiveness of a Psychoeducational Group for HIV-Infected/Affected Incarcerated Women Elizabeth C. Pomeroy University of Texas—Austin Risa Kiam Portland State University Eileen M. Abel University of Central Florida Objective: The effectiveness of a psychoeducational group intervention for HIV/AIDS-infected and affected women was examined at a large southeastern county jail facility. Method: A quasiexperimental pretest-posttest design was used to examine depression, anxiety, and trauma symptoms of women inmates. Results: A multivariate analysis of covariance yielded significant differences between the experimental and comparison groups. Subsequent analysis of covariance for each dependent variable indicated significant differences between groups as well. Effect sizes ranged from moderate to strong. Conclusions: The psychoeducational group intervention appeared to be effective in alleviating depression, anxiety, and trauma symptoms among women inmates infected and affected by HIV/AIDS. The number of women entering the jail and prison systems in the United States escalated by 202% over the past decade. Currently, women inmates account for about 9% of the entire prison population (Stephan & Jankowski, 1991), and women of color make up 57% of this group. One of the increasing health and emotional concerns of women prisoners and prisons themselves is the impact of HIV/AIDS on the jail population. To date, incarcerated women infected or affected by HIV/AIDS have received little interventive attention from corrections personnel. Despite indications that psychoeducational groups for people living with HIV/AIDS have been found to be effective in Authors’ Note: Correspondence may be addressed to E. Pomeroy, School of Social Work, University of Texas at Austin, Austin, TX 78746. Research for this article was supported in part by the Lois and Ann Silberman Award. The authors would like to thank Sandra Davy, M.S.W., for her supervision of students at the Orange County jail and her contributions to this research. We would also like to thank the administration of the Orange County Corrections Department, especially Don Bjoring, for their support for this project. Research on Social Work Practice, Vol. 9 No. 2, March 1999 171-187 © 1999 Sage Publications, Inc. 171 172 RESEARCH ON SOCIAL WORK PRACTICE lessening the emotional stress experienced by these individuals (Pomeroy, Rubin, Van Laningham, & Walker, 1997; Pomeroy, Rubin, & Walker, 1995), few groups for jailed women have been discussed in the literature. Because social workers often are employed in corrections systems, they have opportunities to assess, intervene, and provide needed services for incarcerated women who are infected/affected by HIV/AIDS. This study was developed to evaluate the effectiveness of a psychoeducational group intervention for incarcerated women who are infected/affected by HIV/AIDS. It was part of a larger rehabilitation project within the Orange County, Florida, jail system to provide educational and occupational skills as well as a variety of therapeutic interventions to both male and female inmates. Although AIDS has shown a decline recently in the gay community, an increasing number of people diagnosed HIV-positive (positive for the human immuneodeficiency syndrome) or with AIDS are women. Discussion: Assess the Quality of a Research Paper Since 1981, the Centers for Disease Control (CDC) have reported 92,242 cases of women with AIDS. These figures represent an increase of about 63% in the number of cases of women with HIV/AIDS over the past 3 years (personal communication with CDC, December 29, 1997). According to Hoffman (1993), 90% of women with HIV/AIDS have dependent children, are single parents, may have lost a partner to AIDS, and are often grappling with issues of poverty. Frequently, these families affected by HIV/AIDS are at a pronounced risk of becoming homeless (Reidy, Taggart, & Asselein, 1991). This situation may be due to a multitude of factors, such as discrimination, declining health, loss of employment, and dwindling finances resulting from intravenous drug use, treatment expenses for infected members, and poverty. Initial responses to an HIV/AIDS diagnosis are often “heightened anxiety, retreat into defense mechanisms such as denial, and understandable preoccupation with maintaining health” (Buckingham & Rehm, 1987, p. 7). Often, a woman is asymptomatic and unaware of her HIV status until she becomes pregnant or her baby is diagnosed (Herdt & Boxer, 1991; Tiblier, Walker, & Rolland, 1989). In addition, the pregnancy itself may accelerate the woman’s own disease process. Another threat to immune functioning is the seropositive person’s self-beliefs. Bandura (1990) suggests that “perceived coping inefficacy increases vulnerability to stress and depression and activates biochemical changes that can affect various facets of immune function” and influence health habits (p. 129). Issues affecting HIV/AIDS-infected women participating in a support group included the following: feelings of isolation, stigma, and shame; lack of medical information; and poor self-image (Chung & Magraw, 1992). Regardless of their illness, women were still expected to be the central Pomeroy et al. / GROUP FOR WOMEN IN JAIL 173 caretakers for their families. They worried about infecting other family members through casual contact and feared becoming a burden. Other concerns included if, when, and how to tell their children about their own illness or their children’s illness. Women also processed feelings of loss regarding their sexuality and desirability following diagnosis, resulting in loss of self-esteem and mourning for the loss of reproductive choice (Chung & Magraw, 1992). Mayer and Spiegel (1992) found similar concerns raised in parental support groups conducted in a pediatric AIDS clinic. Women expressed guilt about HIV transmission to their children and feelings of isolation from family, friends, and medical staff. The majority of women infected or affected by HIV/AIDS are members of ethnic minority groups and live in impoverished inner cities where community services are sparse and difficult to obtain. Although the gay and lesbian community has provided overwhelming support for HIV/AIDS infected people in their own cohort, disadvantaged women and intravenous drug users who become infected find little help available in their own communities (Walker, 1991). As the number of women infected with HIV/AIDS has increased, so too has the need for safe, nonjudgmental environments in which women can express their needs and concerns. Support groups for people living with HIV/AIDS, initially composed primarily of gay men, have spread to other subpopulations of infected individuals. Interventions that focus primarily on the gay client (El-Mallakh & El-Mallakh, 1989; Getzel, 1991; Miller & Green, 1985; Morokiff, Holmes, & Weisse, 1987; Rounds, Galinsky, & Stevens, 1991), the gay partner (Carl, 1986), or significant others (i.e., friends, family members, or spouses) (Bowes & Dickson, 1991; Frierson, Lippman, & Johnson, 1987; Greif & Porembski, 1988; Land & Harangody, 1990) have been the foci of most of the existing effectiveness studies. Discussion: Assess the Quality of a Research Paper The literature on women who are infected or affected by HIV/AIDS has been limited to descriptive and anecdotal accounts of this population. Just as there has been little research conducted on interventions for women with HIV/AIDS, there is a proportionate dearth of information on interventions for incarcerated female inmates. Since the beginning of the 1980s, the population of female inmates in the United States has increased by over 200% (Gabel & Johnston, 1995). It is estimated that 25% of all women inmates are HIV positive (Stephan & Jankowski, 1991). The majority of these women are arrested for nonviolent crimes. Typical offenses include fraud, drugs, and/or prostitution (Singer, Bussey, Song, & Lunghofer, 1995). Nearly half of women inmates report that they were physically or sexually abused as children (U.S. Department of Justice, 1991). As many as two thirds of women inmates require mental health services at, or 174 RESEARCH ON SOCIAL WORK PRACTICE soon after, their initial incarceration (James, Gregory, Jones, & Rundell, 1985). Gabel and Johnston (1995) reported that prior to incarceration, one in five women inmates had received some form of mental health treatment. In their recent investigation of female inmates, Singer et al. (1995) found that 64% of their sample fell within the clinical range for mental health problems. The same study found that 83% of the women were in the substance abuse range, and 81% had been victimized at some point in their lives. In an effort to respond to the mental health needs of incarcerated populations, jailbased rehabilitation programs have been established. Most programs that have been established within a corrections setting have been educational and preventative in nature (Coulson & Nutbrown, 1992; El-Bassel et al., 1995) and have focused on providing information to inmates. Recently, a skill building and social support enhancement group was established to prevent HIV/AIDS in drug-abusing incarcerated women (El-Bassel et al., 1995). This pilot study evaluated the effectiveness of a group intervention for reducing the spread of HIV/AIDS among 145 female inmates. The study, “confirmed the feasibility of implementing a skill-building intervention for drugusing women in jail” (El-Bassel et al., 1995, p. 131). Despite the enormous need for interventions targeting women prisoners, there has only been a minimal amount of research conducted in this area. As in other areas of social work, few studies have been conducted that examine the effectiveness of the interventions that social workers employ within the jail system. This study examined the effectiveness of a time-limited, psychoeducational, task-centered group for incarcerated women infected or affected by HIV/AIDS. Three primary hypotheses were tested in this research and are stated as follows: Hypothesis 1: The psychoeducational group intervention will reduce the amount of depression experienced by women inmates. Hypothesis 2: The psychoeducational group intervention will reduce the amount of anxiety experienced by women inmates. Hypothesis 3: The psychoeducational group intervention will reduce the amount of trauma symptoms experienced by women inmates. METHODS AND PROCEDURES Clients The research participants in the study were drawn from the population of HIV-infected or affected women incarcerated at the Orange County jail. Pomeroy et al. Discussion: Assess the Quality of a Research Paper / GROUP FOR WOMEN IN JAIL 175 Announcement of the group was made prior to the initiation of the study, and women had the opportunity to sign up for it. If more than 12 women signed up for the group, the overflow inmates were placed in the comparison group and were given the opportunity to participate in the following group. Each of the nine experimental groups filled to capacity for a total of 108 women. Twentyone women dropped out of the experimental group due to being transferred or released from the jail. The total number of women who completed the group intervention was 87. Fifty-two women were placed on a waiting list for the group intervention and served as the comparison group. Thus, the total sample size for the study consisted of 139 women. Because of strict laws regarding confidentiality and AIDS in the state, we were not allowed to ask the women to divulge their HIV status; however, many women who were HIVpositive shared this information with group participants during the course of the intervention. Due to constraints of the jail system, subjects were not randomly assigned to the experimental and comparison conditions. Psychoeducational Group Intervention The intervention approach used in the current study is based on previous research by one of the authors of a psychoeducational group intervention for family members of people living with HIV/AIDS (Pomeroy et al., 1995). The psychoeducational approach proved to be effective in alleviating the emotional turmoil associated with caring for people living with HIV/AIDS. The authors also examined the effectiveness of a psychoeducational group for heterosexuals with HIV/AIDS and found similar, positive results (Pomeroy et al., 1997; Rubin, Pomeroy, & Gordon, 1995). Because of the prior success of this intervention with other populations, modification of this approach to specifically meet the informational needs and emotional concerns of incarcerated women who are infected or affected by HIV/AIDS and then test its effectiveness with this female target population appeared to be warranted. The educational component of the psychoeducational intervention is based on the assumption that people coping with HIV/AIDS need accurate information about the disease. Due to the wide variety of rare opportunistic infections that may develop as a result of the illness, people affected by HIV/AIDS often develop inaccurate or false assumptions about the disease. Information about medication is also an important issue, particularly in light of the recent advances in treatment with protease inhibitors. Women also need to be informed about their ability to increase their chances of preventing the transfer of this illness to their newborn infants with medication protocols and good prenatal care. People coping with HIV/AIDS are often seeking information that is comprehensible and accurate. 176 RESEARCH ON SOCIAL WORK PRACTICE In addition to education, the intervention provides social and emotional support, the need for which has been well-documented in the literature on coping with a chronic illness (Biegel, Sayles, & Schultz, 1991). A safe, confidential group environment can ameliorate the loneliness, isolation, and emotional distress experienced by people affected by a chronic/terminal illness. People infected or affected by HIV/AIDS, in particular, need this group support due to the high degree of stigma associated with this illness (Cadwell, 1991; Pomeroy, 1994; Powell-Cope & Brown, 1992). Although the psychoeducational approach provides the structure for the group intervention, the conceptual framework also consists of elements of cognitive-behavioral theory and the task-centered approach (Reid & Epstein, 1972). Cognitive behavioral techniques have proven to be effective in the reduction of anxiety and depression as well as trauma symptoms. Numerous studies have indicated the efficacy of cognitive-behavioral techniques in individual or group therapy settings (Rehm, 1995). The basic assumption underlying cognitive-behavioral theory is that dysfunctional cognitions make a person vulnerable to anxiety and depression and lower self-esteem (Hammen, 1995). The task component or homework assignments are seen as a way to help clients work on the emotional impact of HIV/AIDS in their lives between group sessions. Whereas information can be readily assimilated if presented in a coherent manner, making emotional changes can be far more timeconsuming and difficult.Discussion: Assess the Quality of a Research Paper Therefore, it is important for group participants to spend time working daily on the emotional issues with which they are confronted, especially given the time-limited nature of the intervention. Each of the 1.5-hour psychoeducational group sessions consisted of an educational, didactic component and a supportive component. The first part of each session lasted about 45 minutes and consisted of a presentation and/or discussion concerning an educational topic relevant to HIV-infected or affected women. The second part of each session, also 45 minutes in length, focused on supportive group processes using cognitive-behavioral and taskcentered techniques. Some of the topics in the supportive component of the sessions include ways to cope with depression, anxiety, and stress; the importance of social support; self-esteem and empowerment issues; grief over multiple losses; and coping skills (see Table 1). Outcome Measures The dependent variables in this research study were anxiety, depression, and trauma symptoms of the HIV-infected or affected incarcerated women. These variables appear to exemplify the psychological consequences and Pomeroy et al. / GROUP FOR WOMEN IN JAIL TABLE 1: Group Session 177 Psychoeducational Content of Group Intervention Educational Component Support Component Homework Assignment 1 Overview of HIV/AIDS/ Establishing group trust Trust and self-esteem “I am” exercise 2 Opportunistic infections/ Challenging irrational thoughts Coping with depression Automatic thoughts exercise 3 Medication issues/ Recognizing inner strengths Depression (continued) Changing negative thoughts 4 Safer sex/Healthy versus unhealthy relationships Dealing with anxiety Stress reduction exercise 5 Safer sex (continued)/ Decision-making skills Anxiety (continued) Stress reduction exercise 6 Nutritional needs/ Communication skills Coping with anger, grief, and loss Anger management 7 Women and children with Anger, grief, and loss HIV/AIDS/Parenting issues (continued) Anger management 8 Financial issues/ Building confidence Problem solving and goal setting Goal-setting exercise 9 Planning for the future/ Recognizing personal resources Empowerment Strengths exercise 10 Termination Accomplishments in the group Moving out and moving on relationship issues associated with the impact of HIV/AIDS on women as discussed in an earlier section. At the beginning and the end of the group sessions, participants in the treatment group were given scales to measure the above named symptoms.Discussion: Assess the Quality of a Research Paper Participants in the comparison group were also given the instruments at times that paralleled the beginning and end of the experimental group. Anxiety was measured with the state version of the State-Trait Anxiety Inventory (STAI), a standardized scale that has been validated and shown to have coefficient alpha reliability coefficients ranging from .86 to .95 (Spielberger, 1983). Depression was measured using the Beck Depression Inventory (BDI). The 178 RESEARCH ON SOCIAL WORK PRACTICE BDI has been shown to be sensitive to clinical changes, to be valid, and to have reliability coefficients ranging from .74 to .93 (Beck, Ward, Mendelson, Mock, & Erbaugh,1961; Corcoran & Fischer, 1987). Trauma symptoms were measured using the Trauma Symptom Checklist (TSC-33), a 33-item instrument that has been employed in clinical research as a measure of traumatic impact. It has been used in relation to the long-term effects of childhood physical/sexual abuse. The scale has been shown to have internal consistency with an alpha of .89 (Briere & Ruentz, 1989). Research Design A time-limited psychoeducational group intervention was provided to HIV-positive infected and affected women in a county jail system. Due to the varying lengths of stay of the women in the jail, the intervention was conceptually similar to the groups in prior studies (Pomeroy et al., 1995, 1997). The length of the group, however, was modified to 5 weeks with two 90- minute groups per week rather than the 6- or 8-week, once a week format of the prior studies. To test the hypotheses of this study, an experimental/treatment group and a comparison group were established. To have an adequate sample size, the group was held on five occasions for a 5-week period with two intervening weeks to recruit new members. Each treatment group had a comparison group. Two treatment groups ran concurrently with the exception of one occasion. A total of nine treatment groups and eight comparison groups composed the research design. Because the participants were not randomly assigned to the two groups, the study used a quasi-experimental nonequivalent control group design. This type of group design has, as its major weaknesses, the chance of statistical regression and the interaction of … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

What leadership theories have you seen used in your own workplace What leadership theories have you seen used in your own workplace Discussion – Leadership Theories One of management’s responsibilities is to ensure their team’s work aligns to the company’s business strategies. -Respond to the following prompt in a minimum of 175 words: -APA Format What leadership theories have you seen used in your own workplace? Which were most effective? Which were the least effective? Why? How did the execution of these theories align with your company’s business strategies ? ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Answer preview to what leadership theories have you seen used in your own workplace 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

A concept map is a graphic demonstration of a topic A concept map is a graphic demonstration of a topic A concept map is a graphic demonstration of a topic. This is a creative assignment. There are many different choices toward creating a concept map. In the Supplemental Resources section of this week, look for the YouTube video on creating a concept map. Also, look at the different options for templates for concept maps. You are welcome to also create your own using Word draw or PowerPoint. The important piece of this assignment is to be able to articulate the steps on how an idea becomes a law at either the state or federal level. You may want to also have a piece or spot on your concept map that notes the number of good ideas that never get voted on to become law. Your concept map needs to include at least four different steps. Be accurate. Be creative. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Answer preview to a concept map is a graphic demonstration of a topic. 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

Widener ENVR172 Environmental Science Al Bartlett Questions ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Widener ENVR172 Environmental Science Al Bartlett Questions I need you to answer this environmental questions. you have to take the answers from the video that its link in the files. Widener ENVR172 Environmental Science Al Bartlett Questions attachment_1 ENVR 172 Al Bartlett Questions 1. (Steady growth) 70 divided by the percent growth per unit time = doubling time Doubling time is extremely important to understand because of the ramifications for not only population size but also energy use and just about any consumptive resource that we would use. e.g. assume a population is increasing by 5%, calculate the doubling time. 70 5 % growth = 14 years doubling time 70 7 % growth = 10 years 1. Assume that you have 60 years left to live on planet earth before moving above earth. Today the car that you would like to purchase costs $35,000 brand new out the door including taxes and tags. What is this car likely to cost you when you graduate four years from now assuming that you have 4 years left to graduate and that inflation will increase at a rate of 3% annually? 2. In 2018 the annual rate of growth was about 1.12 percent. Currently there are 7.7 billion people on the planet. Assume that this will remain constant at 1.12% a year and determine what the population of earth be in 10 years? 30 years? 60 years? 3. With a population of 1.2 billion people, china has the most people of any country. Currently, China has a bit over 300,000 cars on the road. This is equivalent to almost all of the vehicles in the United States. However, since they have substantially more people in China who desire cars, it is estimated that the number of cars on the road will increase dramatically over the next few decades. In fact, right now China is the world’s leading car producing country, producing approximately 21 million passenger cars and claiming a 24.1 percent share of total global vehicle production. If the number of cars produced today is to maintain this incredible amount of growth what can we expect in 10 years, 20 years? 4. Do you think zero population growth will ever happen on earth? Why or why not? 5. List six things that are likely to increase population size over the next several decades and six things that are likely to decrease the population size over the next several decades? 6. Everything that we think are noble and just goals for humans seem to increase population and everything that we think is bad will help control population. What can we do to reconcile this fact? 7. What is the Hubbard curve and what does this indicate? 8. What does Al Bartlett mean by the term “Strength through Exhaustion?” 9. According to the video that you have reviewed in what year did oil peak in the United States? What is expected to happen as a result of this? How about world production? 10. Look up on the internet given current rates when we will reach “peak oil”? 11. What is the current population of the United States? Of the world? 13. Homework: View the following documentary The World In 2050 [The Real Future Of Earth] – Full BBC Documentary 2018 Widener ENVR172 Environmental Science Al Bartlett Questions https://www.youtube.com/watch?v=XeEYaX82jSE Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Values important to financial managers and investors Values important to financial managers and investors Respond to at least two of your classmates by commenting on their posts. Do you see any additional value in their data? Though two replies are the basic expectation for class discussions, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you. Continuing to engage with peers and the instructor will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with the discussion topics. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Miguel Benitez 12:26amMar 11 at 12:26am I currently investigated SoCalGas 2020 Financial and Operation Results. One needs to note that SoCalGas is one of the Subsidiaries of Sempra Energy. The Sempra Energy 2020 Financial and Operation Results were found in the following Link: Sempra Energy Delivers Strong Full-Year 2020 Financial And Operational Results (Links to an external site.)In the report, three data points can assist an individual to receive an accurate calculation of the total current assets of Sempra Energy for the 4th quarter of 2019 or 2020. The assets data point consisted of inventories, account receivable-trade, and income taxes receivable. The data points provided the year of December 31, 2019, and 2020 information of the number of assets in dollar units the company had received. On December 31, 2020, the inventories increased to $308 from the previous 4th quarter of 2019 with a result of $277. The account receivable in trade had an increase of $1,578 in the 4th quarter of 2020 from the previous year of $1,261. The income taxes receivable increase slightly in 2020 by a dollar from the previous year 2019, with a result of $112. These assets are considered an identifier variable that is categorical or qualitative. The column with the 4th quarter of 2019 and 2020 measures each asset by the dollar amount. This is a time series because we are considering all assets to be measured in dollar value. In this data set the main objective is to calculate the total assets of the company, which is not a measure of several variables at the same time point, also define as cross-sectional data (Sharpe et al., 2019, p. 10). Also, the measure in dollar value of each asset becomes quantitative in this case. The important factor in the dataset is to minimize the number of inputs and easily compare the precise current assets provided in the 4th quarter of 2019 and 2020. The missing data that might be considered is the different impacts each subsidiary of Sempra Energy will have, such as SoCalGas. However, there is another dataset within the report that provides the total earnings each company has provided for each quarter. The quantitative data points will assist us in finding the type of impact each company has had on the total earnings they have provided to Sempra Energy. These values are very important to financial managers and investors . It allows the company to make any adjustments required to continue a positive economic impact for the organization or for an investor to invest with calculated risk. The information that we can find in the report provides information on cash flows, assets, liabilities, and equity of the company. This information provides a financial manager or investor to further implement the data point to create ratios and create a clear picture of the company’s performance. References: Sharpe, N. D., De Veaux, R. D., & Velleman, P. F. (2019). Business statistics (4th ed.). Retrieved from https://www.redshelf.com Sempra Energy (2020). Sempra Energy 2020 Financial and Operation Results. Retrieved from https://investor.sempra.com/node/39031/pdf Answer preview to these values are very important to financial managers and investors. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Memo to the senior management staff explaining the new MCO opportunity Memo to the senior management staff explaining the new MCO opportunity As a manager in a medical setting, it is an expectation to continuously seek out new opportunities to save money and manage patients more efficiently. In this scenario, assume the role of a manager in a medical clinic. A new opportunity to work with an MCO has been made available to the clinic and needs to be brought to the senior management team. Evaluation Title: MCO Opportunity MemoInstructions: ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Write a memo to the senior management staff explaining the new MCO opportunity. IN the memo, include the following: Summarize the three reimbursement methodologies (capitation, discounted fees, and salaries) in 250 words or less. Choose one of the three reimbursement methodologies to recommend to the senior staff. Provide rationale for the selection. Discuss the pros and cons of the methodology. Answer preview to write a memo to the senior management staff explaining the new MCO opportunity. 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