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Columbia Southern BOS3701 Ergonomics in Our Professional Lives Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Columbia Southern BOS3701 Ergonomics in Our Professional Lives Discussion UNIT I HOMEWORK OPEN Weight: 10% of course grade Grading Rubric Due: Tuesday, 12/11/2018 11:59 PM (CST) Instructions In Unit I, we discussed the definition of ergonomics and the role of ergonomics in our professional lives. For the Unit I Homework assignment, you will expand on those concepts a bit further and focus on how ergonomics can affect different types of workstations. Columbia Southern BOS3701 Ergonomics in Our Professional Lives Discussion In one Word document, write responses to the following items. Use APA to cite and reference all outside sources, including the textbook. Please label each section for clarity using APA headings: Describe the relationship between proper ergonomic design and your workstation; include a real-world example. Explain how ergonomics, if not properly applied, can affect your life short-term or long-term. (Note: You may consider your study work station or your workstation at your place of employment.) Amy works for a large variety store in your area. Her work tasks include standing at the cash register (checkout counter) for extended periods of time. She is responsible for scanning items and placing them into bags or the customer’s cart. Some of these items can be heavy. Describe some of the areas within this workstation where this employee could be injured. Describe what actions the employer might take to relieve some of these hazards. Adam, a 25-year-old Caucasian male, is an employee working in the automotive section of a large variety store. Using the tables found in Chapter 3, provide a hypothetical description of Adam that would place him in the 50th percentile for height, weight, waist circumference, and body mass index. Provide exact measurements for Adam, using the 50th percentile columns. Explain one area where these measurements might be of use for the employer as it relates to this employee. You should answer each question using a one- to two-paragraph response. All items combined must be a minimum of two pages in length. 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

Thompson Rivers University CMNS 4240 Strategies in Crisis Communication Paper ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Thompson Rivers University CMNS 4240 Strategies in Crisis Communication Paper This final exam is due on Thursday, April 29 @ 7 PM. Please upload your exam to Moodle as a PDF. This exam follows universal design principles and accommodates extra time. You are being given 48 hours to complete an exam that was originally scheduled for two hours. This final exam is made up of 5 pages in total. In this exam, you will write an 800-1000 word crisis communication plan for Hawaii Emergency Management Agency (HI-EMA) in the event of a Ballistic Missile Event (BME). In this crisis plan, you will focus on redesigning the “Stay Tuned” portion of HI-EMA’s public messaging described in the attached document “Guidance Summary for Coordinated Public Messaging.” In particular, you should make recommendations about platforms and key messages for delivering timely retraction of information about emergency events, as well as a process for ensuring shared information is factual. You will draw on the provided information about the 2018 Hawaii ballistic missile event false alert and Hawaii Emergency Management Agency crisis plan that I have provided as supplementary reference materials in this PDF to guide your recommendations and revisions. Support the recommendations you make in your plan with reference to the theories and examples from our textbook, lecture, and discussion. You do not need to provide a reference list. This must be an original piece of writing. Thompson Rivers University CMNS 4240 Strategies in Crisis Communication Paper The rest info in the attached document attachment_1 CMNS4240 Strategies in Crisis Communication April 2021 Final Exam This final exam is due on Thursday, April 29 @ 7PM. Please upload your exam to Moodle as a PDF. This exam follows universal design principles and accommodates extra-time. You are being given 48 hours to complete an exam that was originally scheduled for two hours. This final exam is made up of 5 pages in total. In this exam, you will write an 800-1000 word crisis communication plan for the Hawaii Emergency Management Agency (HI-EMA) in the event of a Ballistic Missile Event (BME). In this crisis plan, you will focus on redesigning the “Stay Tuned” portion of HI-EMA’s public messaging described in the attached document “Guidance Summary for Coordinated Public Messaging.” In particular, you should make recommendations about platforms and key messages for delivering timely retraction of information about emergency events, as well as a process for ensuring shared information is factual. You will draw on the provided information about the 2018 Hawaii ballistic missile event false alert and Hawaii Emergency Management Agency crisis plan that I have provided as supplementary reference materials in this PDF to guide your recommendations and revisions. Support the recommendations you make in your plan with reference to the theories and examples from our textbook, lecture and discussion. You do not need to provide a reference list. This must be an original piece of writing. HAWAII STATE DEPARTMENT of DEFENSE Hawaii Emergency Management Agency GUIDANCE SUMMARY for COORDINATED PUBLIC MESSAGING Nuclear Detonation Revised: 27 JUN 2017.4 Triggers Sirens sound AttackWarning signal Emergency Alert System (EAS) advisory Wireless Emergency Alert (WEA) system advisory Brilliant white light (flash) is observed 1 2 Mnemonic Immediate Action Rationale 1. If you are indoors, stay indoors well away from windows. 2. If you are outdoors, seek immediate shelter in a building preferably a concrete structure such as a commercial building or parking structure. 3. If you are driving, pull safely to the side of the road and stop. If a shelter is very close, shelter in that structure. If not, remain in your vehicle and lay on the floor. Surviving the immediate effects of a nuclear detonation (blast, shock, thermal radiation, initial nuclear radiation) requires sheltering in resistant structures You may have only minutes to take protective action – take immediate action without delay There are no designated blast or fallout shelters in Hawaii 1. Remain sheltered until you are told it is safe to leave or two weeks (14 days) have passed, whichever comes first. 2. You may be advised that it is safe to leave your shelter for short periods of time to locate food, water and medical care. 3. Electrical, water and other utilities may be severely disrupted or unavailable. Following the detonation, sheltering from radioactive fallout for up to 14 days is critically important Public may need to briefly leave their shelters to locate essential supplies and equipment Emergency Management will assess residual radiation levels and advise when sheltering can be discontinued 1. Listen to local AM-FM radio stations for official information. 2. Cell phone, television, radio and internet services will be severely disrupted or unavailable. 3. Small portable walkie-talkies may give you communication with nearby shelters. Thompson Rivers University CMNS 4240 Strategies in Crisis Communication Paper Local AM-FM broadcast radio is most survivable and may be useful in advising the public post-detonation Other communication technologies may be damaged by weapons effects such as EMP 1 FRS 2 and GMRS radios are widely available in the community and may be useful in keeping people in communication with one another EMP = Electromagnetic Pulse FRS = Family Radio Service (unlicensed); GMRS = General Mobile Radio Service (licensed) 3949 Diamond Head Road · Honolulu ·Hawaii · 96816 Telephone (808) 733-4300 HI-EMA. (2018 Jan. 19) FAQs Related to the Ballistic Missile False Alert (Updated 1.31.2018). Hawaii Department of Defense. https://dod.hawaii.gov/hiema/faqsrelated-to-the-ballistic-missile-false-alert/ What reports have been released so far that are related to the ballistic missile false alert on January 13, 2018? These are the actions that HI-EMA has already taken. 1. On the recommendations of the HI-EMA Administrator, Vern Miyagi, the Governor has suspended all future drills until HI-EMA has completed a full analysis of the event. 2. HI-EMA has already instituted a two-person activation/verification rule for tests as well as actual missile launch notifications. 3. A cancellation command that can be done automatically that can be triggered within seconds of an error, has been put in place. Why didn’t I hear the sirens on Saturday? What if I’m worried about sirens in my area? The state sirens were not activated because it was a false alarm. Some military bases activated their sirens, which residents living in those areas may have heard. The outdoor warning sirens are one part of a three-component emergency notification system. A simultaneous test of the Emergency Alert System is conducted with the siren system, in cooperation with Hawaii’s broadcast industry. In the event of a real emergency, warning sirens and Emergency Alert Broadcasts would be joined by alerts via the Wireless Emergency Alert system, which delivers sound-and-text warnings to mobile telephones and compatible devices. If you don’t have a siren in your area, you will receive an alert by one of these other methods. Although most people received the text alert the audio sirens did not sound, is that a good indication of a false alarm? In actual event, the sirens would be activated. It’s an indicator, but you should await an official announcement to indicate a false alarm. Why didn’t my cell phone receive the alert message? We are aware of reports that some people did not receive alerts on their cell phone. We are working with cell carriers to determine why this occurred. We also encourage anyone who did not receive the alert to check and make sure the feature is not turned off on your cell phone. Where do I go for timely updated information when there is an emergency alert? [There are] alert notifications available for your phone. These systems are used to send updates during emergency situations. HI-EMA and the counties also have official social media accounts on such platforms as Facebook and Twitter. Visit https://dod.hawaii.gov/hiema/get-ready/ to get alert sign-up and social media information for your county. Wiley, James. (30 Jan. 2018) Presentation on Preliminary Report on Hawaii False Emergency Alert.Thompson Rivers University CMNS 4240 Strategies in Crisis Communication Paper Federal Communications Commission. …According to a written statement from the day shift warning officer who initiated the alert, as relayed to the Bureau by the Hawaii Emergency Management Agency, the day shift warning officer heard “this is not a drill” but did not hear “exercise, exercise, exercise.” According to the written statement, this day shift warning officer therefore believed that the missile threat was real. At 8:07 a.m., this officer responded by transmitting a live incoming ballistic missile alert to the State of Hawaii. The day shift warning officer used software to send the alert. Specifically, they selected the template for a live alert from a drop-down menu containing various live- and test- alert templates. The alert origination software then prompted the warning officer to confirm whether they wanted to send the message. The prompt read, “Are you sure that you want to send this Alert?” Other warning officers who heard the recording in the watch center report that they knew that the erroneous incoming message did not indicate a real missile threat, but was supposed to indicate the beginning of an exercise. Specifically, they heard the words: “exercise, exercise, exercise.” The day shift warning officer seated at the alert origination terminal, however, reported to the Hawaii Emergency Management Agency after the event their belief that this was a real emergency, so they clicked “yes” to transmit the alert. Because we’ve not been able to interview the day shift warning officer who transmitted the false alert, we’re not in a position to fully evaluate the credibility of their assertion that they believed there was an actual missile threat and intentionally sent the live alert (as opposed to believing that it was a drill and accidentally sending out the live alert). But it is worth noting that they accurately recalled after the event that the announcement did say “This is not a drill.” At 8:08 a.m., the mobile device of the warning officer who transmitted the alert sounded Emergency Alert – providing the first indication to those in the watch center that an actual alert had been transmitted to the public. At 8:09 a.m., State Adjutant Major General Joe Logan, Director of the Hawaii Emergency Management Agency, notified Hawaii Governor David Ige that the agency had transmitted a false alert. At 8:10 a.m., the Director of the Hawaii Emergency Management Agency communicated to United States Pacific Command that there was no missile launch, confirming what Pacific Command already knew. The Hawaii Emergency Management Agency also notified the Honolulu Police Department that there was no missile launch. At 8:12 a.m., the Hawaii Emergency Management Agency used its alert origination software to cancel retransmission of the false alert. The cancellation is an instruction to downstream Emergency Alert System and Wireless Emergency Alert system equipment to cease retransmission. Notably, a cancellation message does not generate an “all clear” message. It also does not “recall” messages that have already been transmitted and displayed on televisions or mobile phones. From 8:13 a.m. to 8:26 a.m., the Hawaii Emergency Management Agency conducted outreach to Hawaii’s county emergency management agencies and radio and TV stations to inform them that the alarm was false. The agency’s phone lines also became congested with incoming calls from the public asking about the nature of the alert that they just received. Some calls to the agency did not get through. Thompson Rivers University CMNS 4240 Strategies in Crisis Communication Paper The agency also notified its staff of the false alert so that they could help to respond to community inquiries. CNN (15 Jan. 2018) Hawaii to Change Protocol After False Missile Alert. SARA SIDNER, CNN CORRESPONDENT (voice-over): At 8:07, the warning message went out on television, on radio, and via text message saying ballistic missile threat inbound to Hawaii, seek shelter, this is not a drill. State Representative Matt LoPresti’s family was enjoying a relaxed Saturday morning. Suddenly they were worrying about nuclear annihilation. The family gathered in a bathroom and began praying. Panic ensued. Students ran for cover on campus. For 38 minutes, citizens had no idea the message was sent by mistake. (On camera): Inside Diamond Head Crater, in this bunker, is where the state warning point is. This is where the mistake originated. An officer brought the wrong template up on the computer and then the computer asked whether or not you want to send out the message. And someone clicked yes. (Voice-over): It all happened during what was supposed to be a routine drill, the officer who sent the erroneous message to the public has been reassigned during an investigation. Retired army major general Vern Miyagi is the head of the team. (On camera): What would you like to say to those who are angry, who were terrified, whose children were afraid? VERN MIYAGI, HAWAII EMERGENCY MANAGEMENT AGENCY ADMINISTRATOR: For my side, I just want to say I apologize for this. It should not have happened. We’re taking steps to fix it so it never happens again. SIDNER (voice-over): So why did it take so long to send the false alarm message? Well, that message hadn’t been created. MIYAGI: One thing that we’ve done is that there is a cancellation button right now that will — if we trigger this again, a false alarm, there is a button right there that will cancel it immediately. SIDNER: In the months leading up to the mistake, Hawaii had become the first state in the nation to test its attack alert sirens. It hadn’t done so since the end of the Cold War. The red hot rhetoric between America and North Korea certainly played a role in the renewed effort to prepare the public. The false alarm, though, officials say, was never part of that plan. LOPRESTI: The biggest problem now, Sara, is that are people going to believe the system next time? SIDNER: And that is something that emergency managers are looking into. Drills have been suspended until further notice. … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

University of New HampshireAN 102 Genetics and Natural Selection Lab Worksheet ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON University of New HampshireAN 102 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. 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

Describe the work of the Robert Wood Johnson Foundation Committee Initiative Describe the work of the Robert Wood Johnson Foundation Committee Initiative Review the IOM report, \”The Future of Nursing: Leading Change, Advancing Health,\” and explore the \”Campaign for Action: State Action Coalition\” website. In a 1,000-1,250 word paper, discuss the influence the IOM report and state-based action coalitions have had on nursing practice , nursing education, and nursing workforce development, and how they continue to advance the goals for the nursing profession. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Include the following: \”Future of Nursing: Leading Change, Advancing Health.\”Outline the four \”Key Messages\” that structure the IOM Report recommendations. Explain how these have transformed or influenced nursing practice, nursing education and training, nursing leadership, and nursing workforce development. Provide examples. Discuss the role of state-based action coalitions. Explain how these coalitions help advance the goals specified in the IOM report, \”Future of Nursing: Leading Change, Advancing Health.\”Research the initiatives on which your state\’s action coalition is working. Summarize two initiatives spearheaded by your state\’s action coalition. Discuss the ways these initiatives advance the nursing profession. Describe barriers to advancement that currently exist in your state and explain how nursing advocates in your state overcome these barriers. You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Hantavirus pulmonary syndrome (HPS) ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Hantavirus pulmonary syndrome (HPS) Give short answers to these questions Why don’t doctors treat Hantavirus pulmonary syndrome (HPS) with antibiotic, such as penicillin or tetracycline? Hantavirus pulmonary syndrome (HPS) Cases of HPS are often seen following years with higher-than-average rainfall. Why? What is the likely way that epidemiologists showed that the virus was the cause of the pulmonary condition? 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. Hantavirus pulmonary syndrome (HPS) Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Discussion: Role of Managerial Accountants ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Discussion: Role of Managerial Accountants I have chosen the research topic “The Role of Managerial Accountants and the Implementation and Monitoring of Lean Production and Lean Accounting”. Discussion: Role of Managerial Accountants Refer to the two attached Journal articles, and you have to find two more current (published in the past five (5) years), peer-reviewed journal articles and Draft 4 Article abstracts using those journal articles. Refer to the attached example “Example Abstract Assignment”, to get an idea about the assignment. Also mention how these journal articles relate to the above-mentioned research topic in one or two sentences separately and provide a problem statement. attachment_1 attachment_2 attachment_3 attachment_4 Abstract 1: Bibliographic Citation Savas, A. C., Bozgeyik, Y., & Eser, ?. (2014). A Study on the Relationship between Teacher Self Efficacy and Burnout. European Journal of Educational Research EUROPEAN J ED RES, 3(4), 159-166. Authors Ahmet Cezmi Sava? PhD, Yunus Bozgeyik PhD, and ?smail Eser PhD Research Concern As pointed out by the researchers, teacher competency is important, but the impact of teacher well-being and self-efficacy cannot be ignored when determining teacher effectiveness. More importantly a growing number of teachers are experiencing burnout within the teaching profession. While other research has been conducted on job burnout in other employment sectors, the same paradigms do not seem to hold true for teaching. Moreover, it is hypothesized through data gathered in the literature that not all teachers experience burnout syndrome. Therefore, the researchers in this article are primarily focused on characteristics that protect teachers from burnout and the relationship between self-efficacy and burnout syndrome. Purpose The main purpose of this study was to explore the relationship between teacher self-efficacy and teacher burnout in order to see if a positive, negative, or no correlation existed. Therefore, the researchers attempted to answer the question of is teacher burnout caused by low levels of self-efficacy in teaching? Precedent Literature Vast amounts of research in teacher self-efficacy and job burnout have already been conducted. Tu?rul and Çelik (2002) assert that the problems teacher come across in school settings can lead them to experience job burnout syndrome. Furthermore, the researchers then identify a commonly used job burnout of model based on the works of Maslach & Jackson (1981) which holds job burnout consists of three dimensions; the most important of these dimensions, exhaustion develops as a result of experiencing excessive work-load and it is related stress. This literature citation helps to frame the focus for the remainder of the introduction which focuses on how job burnout is derived from stress related factors: fatigue, tension, addiction, and depression. Next, the researchers refine the focus of their study to include precedent literature on the topic of self-efficacy, and they point out how self-efficacy is tied to job burnout. Following the researcher’s assertions, they define efficacy as the necessary knowledge, skills and attitudes to carry out a role (Balc?, 2005, p. 197). Finally, the authors funnel down into their topic and research question by citing the work of Bandura (1997) who puts forward that teacher self-efficacy can have a positive effect on teacher motivation and performance. From this literature review, the researchers make their claim for the purpose and usefulness of their study. Research Methodology The model used for data collection in this study was correlational research survey design model. As stated in the journal, the correlational research design is utilized to see whether there is a relationship between two variables after they are measured quantitatively (Savas, Bozgeyik, & Eser, 2014). The population included in the research includes teachers working in various primary and secondary state schools in the center of Gaziantep, Turkey. The sample consisted of 163 randomly chosen teachers from the population during the 2014-2015 academic year. The table below shows the distribution of the sample. Two questionnaires were developed in order to gather data. One of the questionnaires was designed based on the model from Maslach and Jackson (1981) to determine teacher burnout. The other questionnaire was based on the work of Tschannen-Moran and Woolfolk (2001) to address teachers’ perception of self-efficacy. Instrumentation As previously mentioned, two questionnaires were used as the data gathering instrument. The first sought to understand teacher burnout. This questionnaire used three subscales: exhaustion, depersonalization and personal accomplishment to frame the findings. The other questionnaire sought to understand teachers’ perception of self-efficacy in the subscales of efficacy in student engagement, efficacy in instructional strategies and efficacy in classroom management subscales. Findings As mentioned in the journal, the data of the study was analyzed by SPSS programme. The data were analyzed through calculation of means, frequencies, correlation and hierarchical multiple regression analysis (Savas, Bozgeyik, & Eser, 2014). The results revealed that classroom management was the area teachers felt they had the greatest amount of self-efficacy in. Moreover, burnout levels were low compared to perceived efficacy levels. However, the teachers did report perceiving themselves high in the area of exhaustion meaning that teachers believed they are worn-out rather than burnout, but this only remained true for teachers with high self-efficacy. Teachers with low self-efficacy more often reported feeling as if they were burned out. Conclusions The authors of this study revealed that teachers with low self-efficacy levels experienced burnout more than their colleagues with high teacher self-efficacy levels. Through these findings the researchers conclude that improving teacher self-efficacy levels is critical for making schools more effective. Furthermore, the authors connect their findings with that of Karahan and Balat (2011) who found a negative relationship between teacher self-efficacy and burnout for teachers in private schools. This further proved the validity of their study. Therefore, the pointed conclusion is that in order to improve schools, teachers must have high self-efficacy. Suggestions for Further Research Based on the conclusion from this study that high levels of teacher self-efficacy lead to greater classroom performance, more research will need to be conducted to determine ways to improve teacher self-efficacy. Furthermore, the authors suggest that this data should also come from a qualitative perspective in order to yield the greatest possible conclusions. Abstract 2 Bibliographic Citation Dodson, R. (2014). Which Field Experiences Best Prepare Future School Leaders? An Analysis of Kentucky’s Principal Preparation Program. Educational Research Quarterly, 37(4), 41-56. Retrieved June 14, 2016, from Eric. Authors Richard L. Dodson Ed.D. in educational administration, Professor at Murray State University Research Concern The journal opens by identifying the problem that Kentucky principals are not “ready” when they graduate from in state principal preparation programs. Therefore, the education professional standards board in Kentucky implemented a requirement to enforce that all individuals in a principal preparation program complete field hours as part of their program. Dodson is primarily concerned with understanding if there really is a benefit to these field hours and what makes some experiences higher quality than others. Research Purpose Statement As stated by Dodson (2014), The purpose of this research is to explore the overall utility of field experiences in training future school leaders and what exactly constitutes ‘high-quality” field experiences in the eyes of currently practicing principals. Moreover, the following five research questions were developed: 1. Are programs that include field experiences more effective in preparing principals than those than do not include field experiences? 2. Does allowing students and their administrators to choose field experiences result in more effective training than having the university script which field experiences students perform? 3. Which field experiences do current principals consider the most effective? 4. What type(s) of field experiences should be added to principal preparation programs? 5. Does requiring field experiences put Kentucky ahead of the curve in principal preparation? Precedent Literature As previously mentioned, there is vast scholarship that states current school principals were not “ready” when they completed their principal preparation program. This problem then leads to too much on the job learning (Dodson, 2014). The author then cites research from Turnbull and Haslam (2010) that proposes districts could improve principal quality by acting as “consumers,” encouraging local universities to craft programs to meet specific needs. In response to this research, Dodson (2014) mentions that some districts have designed local level preparation programs that coincide with the experiences taking place at the universities. This is followed up with further research data from Zubrzycki (2012) that asserts, nationwide, ‘homegrown” leadership academies and career tracks supplement university-based programs, adding hands-on experience, mentoring, and training in district-specific information and initiatives. The authors argument is followed up with additional literature that suggest only true “hands-on” field experiences will lead to improvement of principal preparation programs (Fry, Bottoms, and O’Neill, 2005). The literature review section is concluded with the point that one learns school leadership by examining the key concepts and skills used by effective school leaders, watching good models, and “trial and error” on the job (Bottoms & O’Neill, 2001). Overall, the literature review from the journal was either short in nature or short to show there is a gap in literature about the evaluation of field experience in principal preparation programs. Methodology The author of this journal begin his data gathering by compiling a survey that was sent to 170 school superintendents that asked them to forward the survey to local school principals. A total of 900 possible principals were given the opportunity as one district of 230 declined participations. All in all, 263 principals responded to the survey giving the study just under a 30 percent participation rate. Of the participants, 99.2 percent were public school principals. Over 49 percent were listed as principals of elementary schools, 29.3 percent were listed as middle or junior high, and 32.8 percent listed as high school. Finally, 51.4 percent that completed the survey were female and 48.6 were male. Discussion: Role of Managerial Accountants Instrumentation The instrument used for data collection in this study was an online survey administered through email. According to Dodson (2014), The survey used a Likert-scale attitude measure, as well as forced choice (yes/no) and open-ended questions. Questions examined principal perceptions of field experiences’ impact on their preparation to be school leaders. Findings Over 60 percent of participants reported completing field experiences during their principal preparation program. 91.4 percent perceived field experiences as valuable to preparation while 8.6 percent found them ineffective. Of the principals that did not complete field experiences, all of them agreed they would have been better prepared if they had participated in field experiences. In attempting to find out what types of field experiences would achieve the greatest benefit, Dodson (2014) states, Desired experiences vary and include: shadow a principal; work on instruction and discipline; participate in committee meetings; conduct instructional coaching; analyze student data; conduct teacher observations and evaluations; develop a budget; Site-Based Decision Making; train to interact with upset parents; engage in Comprehensive School Improvement Planning; handle personnel issues; and review school law. Clearly, the complex demands of leading a school cannot adequately be taught without real-world practice. Finally, this study sought to determine if having a choice in your field experience placement increased your satisfaction. The data yield that 71.5 percent of principals that chose their field experiences were satisfied while only 37.1 percent who did not choose their placement were satisfied. Conclusions Dodson (2014) points out, this research indicates that programs that include field experiences are more effective in preparing principals than are those that lack field experiences. In addition, the best way to implement field experiences seem to be allowing students and their administrators jointly to choose those experiences. Therefore, this study offers support for the need of field experiences in principal preparation programs not only in Kentucky but also in other states as well. Finally, this study also concludes that there needs to be a variety of field experiences for principal preparation program students to engage in. Suggestions for Further Research Overall, Dodson does not outline many suggestions for further research, but he does offer that more research should be conducted on this same topic with principals of more urban/high population schools. Also, he adds the importance of a study to indicate if adding a thorough internship to principal preparation programs would also improve principal readiness. Discussion: Role of Managerial Accountants Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

University of Phoenix HCS 120 Terminology of The Body Systems Worksheet ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON University of Phoenix HCS 120 Terminology of The Body Systems Worksheet Assignment Content Research the different body systems in the human body on the Internet. You may refer to the resources provided earlier this week. University of Phoenix HCS 120 Terminology of The Body Systems Worksheet Complete the Terminology of the Body Systems worksheet. Cite all references using APA format. Submit your assignment. 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. University of Phoenix HCS 120 Terminology of The Body Systems Worksheet Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

How the Endocrine System affects Chronic Disease ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON How the Endocrine System affects Chronic Disease Choose one of the CDC’s five most common chronic diseases (heart disease, stroke, cancer, diabetes, or arthritis) and describe the anatomical and physiological changes associated with the endocrine system. Describe normal function of the system and how the disease alters the normal function. List signs and symptoms that indicate the disease has developed, specific to the system being covered. Identify and describe steps people can take to reduce their risk of developing the chronic disease. How the Endocrine System affects Chronic Disease Use two scholarly sources to support your initial post. All sources must be referenced and cited according to APA guidelines Initial post should be 250 words at a minimum. attachment_1 10 The Endocrine System The Body’s Other Control Center Here we are again, talking about control. We have already visited one of the control systems—the complex structure of cells and connections known as the nervous system. Now we visit yet another control system—the endocrine system. These two control systems may seem like separate systems, but they are interconnected and always monitor each other’s activities. The nervous system collects information and sends orders with a speed that is truly mind-boggling. Whereas the endocrine system also collects information and sends orders, it’s a slower, more subtle control system. The endocrine system’s orders to the body also last much longer than those made by the nervous system. You might think of the endocrine system as sending “standing orders,” or orders meant to be obeyed inde initely unless changed by another set of orders. The orders change subtly on a regular basis, but their intention is constant. The nervous system, on the other hand, issues orders that are to be obeyed instantaneously but are used for short-term situations. The endocrine system demands organs to “carry on,” whereas the nervous system expects them to respond immediately. On our journey, suppose we stop at an amusement park to ride a roller coaster. Afterward, en route to our next destination, we are forced off the road because of a near miss with a truck. Even after the roller coaster ride is over or the truck is long gone, your legs still shake, your heart continues to race, and your blood pressure remains elevated, even though you are no longer in danger. We call such lingering effects the “adrenaline rush.” These lingering effects are not due to continued activity of the nervous system, but rather to endocrine activity deliberately triggered by the autonomic nervous system. LEARNING OUTCOMES At the completion of your journey through this chapter, you will be able to: ? Discuss the functions of the various endocrine glands ? Describe the purpose and effects of hormones within the body ? Discuss the process of homeostatic control and feedback mechanisms of hormone levels ? Differentiate between hormonal control, humoral control, and neural control of hormones ? Explain common diseases of the endocrine system Pronunciation Guide Correct pronunciation is important in any journey so that you and others are completely understood. Here is a “see and say” Pronunciation Guide for the more dif icult terms to pronounce in this chapter. In addition, the Audio Glossary includes an audio pronunciation and de inition of each of these terms. Please note that pronunciations given are referenced to medical dictionaries, and regional variations may exist. adrenal cortex (ah DREE nal KOR teks) adrenal medulla (ah DREE nal meh DULL lah) antidiuretic hormone (AN tye dye yoo RET ick) endocrine (EHN doh krin) epinephrine (EP ih NEFF rin)How the Endocrine System affects Chronic Disease homeostasis (HOH mee oh STAY sis) hormone (HOR moan) hypercholesterolemia (HIGH per koh LESS ter ohl EE me ah) hyperpituitarism (HIGH per peh TOO eh tair izm) hypopituitarism (HIGH poh peh TOO eh tair izm) hypothalamus (HIGH poh THAL ah mus) melatonin (MELL ah TOH nin) norepinephrine (nor EP ih NEFF rin) oxytocin (AHK see TOH sin) pancreas (PAN kree ass) parathyroid gland (PAIR ah THIGH royd) pineal gland (PIN ee al) pituitary (pih TOO ih tair ee) prolactin (proh LAK tin) testes (TESS teez) thymus (THIGH mus) thyroid (THIGH royd) 10.1 ORGANIZATION OF THE ENDOCRINE SYSTEM The endocrine system has many organs that secrete a variety of chemical substances. Let’s begin by looking at the basic organization of the system. Endocrine Organs The endocrine system (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/bm01#gloss412) is a series of organs and ductless glands (see FIGURE 10-1 (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/ch10lev1sec1#ch10 ig1) ) in your body that secrete chemical messengers called hormones (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/bm01#gloss599) into your bloodstream. (Note that endo means “into,” and crine means “to secrete.”) In contrast, exocrine (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/bm01#gloss455) glands and organs such as the pancreas and the sweat, salivary, and lacrimal glands produce secretions that must exit that particular gland through a duct. We have already discussed some of the endocrine glands, such as the hypothalamus, pituitary, and pineal glands, because they are part of the nervous system and provide a link between the two control systems. We will visit some of the other endocrine glands later when we journey through the urinary, reproductive, and digestive systems. Many endocrine glands, like the hypothalamus and pancreas, have multiple functions. It may seem like an overwhelming task to learn all the endocrine glands and their associated hormones. Therefore, we will begin our discussion with a concise overview to lay a foundation on which to build. As we journey through this chapter, these concepts are reinforced and expanded. For now, see TABLE 10-1 How the Endocrine System affects Chronic Disease (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/ch10lev1sec1#ch10tab1) , which lists the wide variety of functions of endocrine organs. Amazing Body Facts Lesser-Known Endocrine Glands Did you know that many organs, such as the heart, small intestine, kidneys, stomach, and placenta, can also secrete hormones and therefore have endocrine-like functions? These and many other organs are not listed as endocrine glands because their primary jobs are focused on other tasks, like pumping blood, storing and digesting food, or nourishing an embryo. But the hormones secreted by other organs are still an important part of the body’s control systems. Hormones The chemical messengers released by endocrine glands are called hormones (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/bm01#gloss599) . We have already seen one type of chemical messenger: the neurotransmitter. Neurotransmitters are released by neurons at chemical synapses. They diffuse across the synapse (a very tiny space) to a cell on the other side, and they bind to that cell. They are cleaned up quickly, so their effects are localized and short-lived. Hormones, on the other hand, are released into the bloodstream and travel all over your body. Some hormones can affect millions of cells simultaneously. Their effects last for minutes or even hours or days. Many hormones are secreted constantly, and the amount secreted changes as needed. To help clarify the similarities and differences between a neurotransmitter and hormone, please see TABLE 10-2 (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/ch10lev1sec1#ch10tab2) . FIGURE 10-1 ? The endocrine glands and their hormones. TABLE 10-1 ENDOCRINE ORGAN FUNCTIONS ENDOCRINE ORGAN HORMONE RELEASED EFFECT Hypothalamus A variety of hormones; see Table 10-3 Controls (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/ch10lev1sec3#ch10tab3) pituitary hormone levels Pineal Melatonin Believed to regulate sleep Pituitary A variety of hormones; see Table 10-3 Controls other (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/ch10lev1sec3#ch10tab3) endocrine organs Thyroid Parathyroid glands Thyroxine, triiodothyronine Controls cellular metabolism Calcitonin Decreases blood calcium Parathyroid hormone Increases blood calcium How the Endocrine System affects Chronic Disease ENDOCRINE ORGAN HORMONE RELEASED EFFECT Pancreas Insulin Lowers blood sugar Glucagon Raises blood sugar Epinephrine, norepinephrine Flight-or- ight response Adrenocorticosteroids Many different effects Ovaries Estrogen, progesterone Control sexual reproduction and secondary sexual characteristics, such as pubic hair and axillary hair Testes Testosterone Control secondary sexual characteristics, such as growth of beard and other hair, deepening of voice, increase in musculature, production of sperm Thymus Thymosin Immune system, causing maturation of white blood cells Adrenal glands TABLE 10-2 COMPARISON OF NEUROTRANSMITTERS AND HORMONES NEUROTRANSMITTERS HORMONES Chemical messengers Chemical messengers Bind to receiving cell Bind to receiving cell Control cell excitation Control cell activities Released by neurons Released by neurons, glands, or organs Released at chemical synapse Released into bloodstream Intended target very close Travel to distant target Effects happen quickly (less than a second) Effects take time (seconds or minutes) Effects wear off quickly (few seconds) Effects long lasting (minutes or hours) Affect single cell Can affect many cells How Hormones Work Like neurotransmitters, hormones work by binding to receptors on target cells. But hormones may bind not only to sites on the outside of the cell, like neurotransmitters, but also to sites inside the cell. If hormones bind to the outside of the cell, they can have several different effects, either changing cellular permeability or sending the target cell a message that changes enzyme activity inside the cell. Thus, the target cell changes what it has been doing, usually by making a new protein or turning off a protein it has been making. One special class of hormones, steroids (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/bm01#gloss1289) , is particularly powerful because steroids can bind to sites inside cells. (Thyroid hormones also enter cells, but many other hormones do not.) Steroids are lipid molecules that can pass easily through the target cell membrane. These hormones can then interact directly with the cell’s DNA, the genetic material, to change cell activity. These hormones are carefully regulated by the body because of their ability, even in very small amounts, to control target cells. See the section “The Adrenal Glands” for further discussion of steroid hormones and the dangers of taking steroids. WEBSITE MEDIA EXTRA View a 3-D animation of the endocrine system and try an interactive drag-and-drop exercise. TEST YOUR KNOWLEDGE 10-1 Choose the best answer: 1. What chemical, when secreted into the bloodstream, controls the metabolic processes of target cells? a. neurotransmitter b. secretion c. hormoneHow the Endocrine System affects Chronic Disease d. ligand 2. Steroid hormones are very powerful because they: a. are hormones b. are medicine c. interact directly with DNA d. are secreted outside the body 3. Which of the following is true of hormones? a. They last a short time. b. They are fast acting. c. They affect distant targets. d. They leave the body. 10.2 CONTROL OF ENDOCRINE ACTIVITY Many endocrine glands and organs are active all the time. The amount of hormones they secrete changes as the situation demands, but unlike neurons, the cells in the endocrine glands often secrete hormones continuously. How is the activity controlled? How do these glands and organs know how much hormone to secrete? Homeostasis and Negative Feedback To understand how the endocrine system is controlled, we irst have to revisit the concept of homeostasis (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/bm01#gloss595) discussed at the beginning of our journey in Chapter 1 (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/ch01#ch01) (see FIGURE 10-2 (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/ch10lev1sec2#ch10 ig2) ). Recall that many of the chemical and physical characteristics of the body have a standard level, or set point (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/bm01#gloss1230) , that is the ideal level for that particular value. Blood pressure, blood oxygen, heart rate, and blood sugar, for example, all have “normal” ranges. Your control systems, nervous and endocrine, work to keep the levels at or near ideal. There is a way for your body to measure the variable, a place where the “ideal” level is stored, and a way for the body to correct levels that are not near ideal. For example, neurons measure your body temperature. The hypothalamus stores the set point. If your temperature falls below the set point temperature, the hypothalamus causes shivering to produce additional heat. If body temperature rises above the set point, the hypothalamus causes sweating. If any of the body’s dozens of homeostatic values become seriously disrupted, the control systems work to bring them back to set point. This process is called negative feedback (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/bm01#gloss869) (see FIGURE 10-3 (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/ch10lev1sec2#ch10 ig3) ). Most of you are familiar with negative feedback in real life. When you pump gas, a sensor in the nozzle turns off the low of gas when the tank is full. That is negative feedback. The gas is lowing, the tank is illing, and when the goal is reached, the gas stops lowing. In the body, negative feedback counteracts a change. As blood pressure rises, for example, your body works to bring it down to normal. If blood pressure falls, your body works to raise it back to the normal set point. Hormones work the same way. How the Endocrine System affects Chronic Disease As hormone levels rise, negative feedback turns off the endocrine organ that is secreting the hormone. The body is also capable of positive feedback (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/bm01#gloss1059) , which increases the magnitude of a change. The low of sodium into a neuron during depolarization is a real-life example we have already visited. The more depolarized a neuron becomes, the more sodium lows in, so it becomes more depolarized, so more lows in, and so on. Childbirth also involves an important positive feedback mechanism (see the Clinical Application in this chapter). Therefore, positive feedback is not a way to regulate your body because it increases a change away from set point. What if instead of shivering when you got cold to raise your body temperature, you got colder and colder and colder? Sources of Control of Hormone Levels Hormone levels can be controlled by the nervous system (neural control (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/bm01#gloss878) ), by other hormones (hormonal control (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/bm01#gloss598) ), or by body luids such as the blood (humoral control (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/bm01#gloss603) ). Neural Control FIGURE 10-2 ? Homeostasis is analogous to regulation of temperature via a thermostat. Some hormones are directly controlled by the nervous system. For example, the adrenal glands receive signals from the sympathetic nervous system. When the sympathetic nervous system is active (remember the near-wreck), it sends signals to the adrenal glands to release epinephrine and norepinephrine as hormones, prolonging the effects of sympathetic activity (see FIGURE 10-4 (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/ch10lev1sec2#ch10 ig4) ). FIGURE 10-3 ? Homeostasis and negative feedback as related to control of body temperature. Hormonal Control FIGURE 10-4 ? Sympathetic control of adrenal gland. Other hormones are part of a hierarchy of hormonal control in which one gland is controlled by the release of hormones from another gland higher in the chain, which is controlled by another gland’s release of hormones yet higher in the chain. Orders are sent from one organ to another. This is very similar to a relay race at a track meet where the baton is smoothly handed from one runner to the next to send the baton to the inish line. Negative feedback controls the low of orders via hormones from one part of the “chain of command” to the other. For example, the hypothalamus has control over the pituitary, which has control over the adrenal gland, which secretes the hormone cortisol. Increased cortisol secretion is one way that the body copes with stress, and as cortisol levels rise in the blood, further release of hormones at the hypothalamus is depressed. This is an example of negative feedback. Please see FIGURE 10-5 (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/ch10lev1sec2#ch10 ig5) . How the Endocrine System affects Chronic Disease Clinical Application CHILDBIRTH AND POSITIVE FEEDBACK Positive feedback is often harmful if the cycle cannot be broken, but sometimes positive feedback is necessary for a process to run to completion. A good example of necessary positive feedback is the continued contraction of the uterus during childbirth. When a baby is ready to be born, a signal tells the hypothalamus to release the hormone oxytocin (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/bm01#gloss953) from the posterior pituitary. Oxytocin increases the intensity of uterine contractions. As the uterus contracts, the pressure inside the uterus caused by the baby moving down the birth canal increases the signal to the hypothalamus: More oxytocin is released, and the uterus contracts harder. As pressure gets higher inside the uterus, the hypothalamus is signaled to release more oxytocin, and the uterus contracts even harder. This cycle of ever-increasing uterine contractions due to ever-increasing release of oxytocin from the hypothalamus continues until the pressure inside the uterus decreases— that is, when the baby is born. FIGURE 10-5 ? Hormonal control of adrenal gland. CRH = corticotropin releasing hormone; ACTH = adrenocorticotropic hormone. Humoral Control Still other endocrine organs or glands can directly monitor the body’s internal environment by monitoring the body luids, such as the blood, and respond accordingly. Humoral pertains to body luids or substances, and therefore control through body luids is called humoral control (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/bm01#gloss603) . For example, the pancreas secretes insulin in response to rising blood sugar, as shown in FIGURE 10-6 (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/ch10lev1sec2#ch10 ig6) . In diabetics, like Maria, this response is impaired due to destruction of the pancreas by the immune system. FIGURE 10-6 ? Humoral control of blood sugar levels. TEST YOUR KNOWLEDGE 10-2 Choose the best answer: 1. Which of the following is the least common way that hormones are regulated? a. negative feedback b. chain of command c. positive feedback d. direct control by nervous system 2. The “ideal” value for a body characteristic is called the: a. set point b. average c. goal d. feedback point 3. _____________ feedback enhances a change in body chemistry. a. Negative b. Positive c. Regular d. Cyclic 10.3 THE MAJOR ENDOCRINE ORGANS The endocrine system has several organs, and each has speci ic tasks within the body. The messages to carry out these tasks are related to the hormones they release. The Hypothalamus We already visited the hypothalamus (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/bm01#gloss624) when we stopped at the central nervous system. Located in the diencephalon of the brain, this gland is an important link between the two control systems: nervous and endocrine (FIGURE 10-7 (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/ch10lev1sec3#ch10 ig7) ). (Remember from Chapter 9 (http://content.thuzelearning.com/books/Colbert.3997.17.1/sections/ch09#ch09) , the diencephalon is situated between the brainstem and cerebrum and acts as an important regulator of many body processes.) The hypothalamus controls much of the body’s physiology, including hunger, thirst, luid balance, and body temperature, to name only a few of its functions. The hypothalamus is also, in part, the “commander-in-chief” of the endocrine system because it controls the pituitary gland and therefore most of the other glands in the endocrine system. TABLE 10-3 (http://content.thuzele … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Demonstrate an understanding of a journalistic storys context Demonstrate an understanding of a journalistic storys context In short, our OBJECTIVES for this assignment are: ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS To demonstrate what we now know about producing 21st-century journalism with examples of article-writing that represent our best-quality work. To reflect on our accomplishment of course objectives and the ways this course material may be valuable in our future activities and careers. ** As a reminder, those course objectives are: Identify the major principles that guide 21st-century journalists, including newsworthiness, style, modality, and some ethical and legal frameworks. Identify the parts of a news story, describe the relationship among those parts, and explain the way they work together to produce meaning. Demonstrate an understanding of a journalistic story’s context and audience. Articulate, evaluate, and justify journalistic writing choices at various stages of the revision process, including sentence-level grammatical errors and stylistic effects, AP style, structure, coherence, and multimedia integration. Consume media content with a more informed and critical eye. COMPONENTS DETAILS Reporting — schedule “interviews” (use the name Aanika Batra a sophomore at Albion College and Athena Levigne a junior at Albion College for your interviewee names!) , perhaps do some internet research, — in short, gather all the materials you need to make the story the best it can be. Components you MUST have in your story: Headline Byline (author\’s name) Date Lead — standard (Inverted Pyramid) or narrative/anecdotal Clear organization — Inverted Pyramid, ice-cream cone, kebab, other Quotes from multiple sources — indirect AND direct, all properly attributed Emphasis on one or two distinct FOCII elements At least ONE non-text media — photo slideshow with captions (3 or more photos), short audio or video clip, short form (good content that is effective as a visual element) Requirements: 2 pages Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Select an actual company that employs a low-cost strategy Select an actual company that employs a low-cost strategy For this assignment, you must first select an actual company that employs a low-cost strategy. Options include Aldi, Wal-Mart, Spirit Airlines, Motel 6, IKEA, or Nucor Steel. Once you have selected the company, this assignment involves two parts: ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS For Part One of this assignment, conduct an internet search and determine the types of crisis this company has faced in the past. For Part Two you must build a balanced scorecard for the organization. Creating a balanced scorecard is like creating a blueprint for making a company’s mission and vision a reality. When you create a balanced scorecard for this class you must assume the role of a business leader within the company and develop the plan for your company. A balanced scorecard brings together the four (4) main perspectives or areas of a business (Financial, Business Process, Learning & Growth, and Customer) which all play a role in making a company’s mission and vision a reality. Next a balanced scorecard lists objectives, measurable targets, and initiatives for each of the four main areas. These help ensure each of the four areas supports the mission and vision. You will need to make these up as if you led the company. Review the lectures, the balanced scorecard videos, and materials from this module and the last module in this course to ensure you understand the concept. Many companies layout a balanced scorecard differently so I have laid out a blueprint below. You do not need to submit this assignment in a graphical format. A simple word style layout is fine [as a file upload to this dropbox], but you must provide the following: List the organization\’s Mission and Vision statements (search the web to locate) Then in each of the four main areas (Financial Perspective, Business Process Perspective, Learning & Growth Perspective, Customer Perspective) you must create the following 4 items: Objectives – Develop objectives that will help support the companies mission/vision as it relates to that particular area. There may be more than one in some areas. (FedEx example in the “business process perspective”: To deliver more FedEx basic ground delivery packages on time.) Measures – Develop measures for each objective. (For the above FedEx example this would be % of basic ground packages delivered on time) Targets – Develop Targets for each measure. (For the above FedEx example this might be to reach the following on-time delivery goals: FY 1– 96% on-time delivery, FY 2 96.5% on-time delivery, FY 99% on-time delivery) Initiatives – Develop at least one real-world implementable initiatives for each objective that will help employees reach the targets and ultimately reach the objective, which ultimately makes the company live out its mission/vision. (For the above FedEx example this might be: Offer financial incentives of $100 bonuses to any delivery driver who delivers all packages on-time for an entire month.) To help you understand each of the 4 main areas: Financial Perspective answers the following: “To achieve our goals, how should we appear to our shareholders?” Business Process Perspective answers the following: “To satisfy our customers and stakeholders, at what business process must we excel?” Learning & Growth Perspective answers the following: “To achieve our vision, how will we sustain our ability to change and improve?” Customer Perspective – answers the following: “To achieve our vision, how should we appear to our customers?”) The goal of this assignment is to help you master this important concept. The ultimate goal of this assignment is to allow you to see how well built Balanced Scorecard can help a company live out its mission and see its vision become a reality. The purpose of this assignment is to demonstrate that you absorbed the knowledge presented in your text and can thoughtfully articulate and apply that knowledge. Watch: for reference Answer preview to select an actual company that employs a low-cost strategy. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10