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Widener University MGMT 3700 Chapter Three Management Questions ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Widener University MGMT 3700 Chapter Three Management Questions I need it on time please. Read the Chapter. Power point Slide Exercises 1. Look at the following components below and use this to correct your chapter two cultural knowledge test. State what questions you got wrong by the answers are found below: a. What is the ethnicity of the richest person in the world of all time? Read the following to find the answer and provide five facts about this individual. richest man ever to live b. Now, state why it is important to know that White males have experienced discrimination please incorporate parts of the story below in your response found at: https://www.khanacademy.org/humanities/ap-us-history/period-4/apush-politics-societyearly-19th-c/a/irish-and-german-immigration. c. Countries of women who have had heads of states. Go to: female heads of states and choose five provide three facts about each of the five. d. State in a paragraph a summary of the “real” Plymouth thanksgiving story found at https://www.manataka.org/page269.html (if this link is not working the story is at the end of the assignment) e. Choose five of the African American inventors (give their name and what they invented) and state what this has to do with cultural knowledge found at http://africanamericaninventors.org/2018-AAI/a-z/ f. Watch Mexicans in America up to 3 minutes before the political viewpoint is provided. Please provide a one paragraph summary of what was stated. Now think: did the refusal of Mexico to participate in slavery (no pay to labor to work which created vast wealth for white male landowners) have anything to do with Mexican immigrants still being targeted today? You come to your own conclusion—please do not write your response. I am not going to debate immigration policy. This is solely about the treatment of certain people in this country and having a little cultural knowledge to understand “their” story. 2. Answer the two questions found on slide eight in one to two paragraphs. 3. Answer the question from slide nine. 4. What does it mean to be the following (On the course website, left menu) there is a power and privilege definitions link please use it to define the words that follow: a. Oppression b. Privilege c. Targets of Oppression d. Agents of Oppression e. Define the four terms above and state what the four terms above a-d have to do with inclusion and power in the workplace. f. How does a-d relate to our workplace identity? attachment_1 Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

What types of integumentary system disorders are you familiar What types of integumentary system disorders are you familiar Can you think of how these conditions might be categorized according to the anatomy and physiology lessons we just finished? Requirements: Discussion | 1 pages, Single spaced Answer preview to with what types of integumentary system disorders are you familia ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS 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. What types of integumentary system disorders are you familiar 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

Journal Article Critique Paper (BSHS/435) ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Journal Article Critique Paper (BSHS/435) Complete the University of Phoenix Material: Journal Article Critique Paper. Journal Article Critique Paper (BSHS/435) This is a group assignment and only my part needs to be completed in at least 235 words. My part is under Team member Kera Evaluation on the Methodology: TEAM MEMBER _ Kera________ Comment on the sample size, sampling method, measures/data collection instrument and method used The article needed to complete the assignment is attached below attachment_1 attachment_2 Journal Article Critique Paper BSHS/435 Version 1 This assignment is due SUNDAY April 15 @ 11:59 pm Everyone needs to have their part in my FRIDAY noon. This submission deadline will allow enough time for compiling, proofing and any editing that is required before running through the plagiarism checker. Each person response must be a MINIMUM of 175 words Journal Article Critique Paper Read the following articles, available on your student website: • • “A Nurse’s Guide to the Critical Reading of Research “ “Step-by-Step Guide to Critiquing Research, Part 1: Quantitative Research” Select a peer-reviewed journal article about a quantitative research study related to human services management that is also related to the Research Proposal topic selected by your Learning Team. Make sure the article includes information on statistics. Article Suggestions 1. Protocol investigating the clinical outcomes and cost-effectiveness of cognitivebehavioural therapy delivered remotely for unscheduled care users with health anxiety: randomised controlled trial. (Jennifer, Kera_________________) https://www.ncbi.nlm.nih.gov/pubmed/27703758 2. The People with Asperger syndrome and anxiety disorders (PAsSA) trial: a pilot multicentre, single-blind randomised trial of group cognitive–behavioural therapy (Jackie, Michael, _____________________) https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4995577/ Please submit your article selection and link to the article by Tuesday at 11:59 pm (pst) in the discussion post titled Article Suggestions, the article with the most support by team members will be used for this assignment. 3. Susan Suggested : Group cognitive behaviour therapy for adults with Asperger syndrome and anxiety or mood disorder a case series – The article was attached to a post titled ARTICLES. Suggestions for the article Write a 1,050- to 1,400- word paper critiquing your chosen journal article. Include the following information in your summary and critique of the journal article: • A brief summary of what the research is about TEAM MEMBER _SUSAN E OLSON 1 Journal Article Critique Paper BSHS/435 Version 1 • Evaluate the Introduction/Literature Review. TEAM MEMBER JACQUELINE VASQUEZ__ o • Evaluation on the Methodology: TEAM MEMBER _ KERA________ o • Is the design appropriate to address the research question? Were the independent variable(s) and dependent variable(s) clearly identified? Identify the independent variable(s) and dependent variable(s). Evaluation of Descriptive Statistics: TEAM MEMBER MICHAEL________ o o • Comment on the sample size, sampling method, measures/data collection instrument and method used Evaluation of the Research Design: TEAM MEMBER JENNIFER________________ o o o • Comment on the statement of the research problem, question or hypothesis; organization, flow and content of the literature review; and rationale or importance of the study Identify and discuss the descriptive statistics used to describe the data. Journal Article Critique Paper (BSHS/435) Do you think the methods used to describe the data are appropriate and sufficient? Provide reasons for your response? Evaluation of Discussion/Conclusion: TEAM MEMBER_SUSAN E OLSON_ I will do this extra section, but I am requesting that each team member make some side notes regarding the answers to these questions when they are writing there section PLEASE o o Are there any limitations identified in the article? If so, discuss how they were addressed. Are the any ethical issues identified in the article? If so, discuss how they were addressed. Format your paper consistent with APA guidelines; including a title page and a reference page (No abstract is necessary). 2 Clinical Psychology and Psychotherapy Clin. Psychol. Psychother. 17, 438–446 (2010) Published online 25 May 2010 in Wiley Online Library (wileyonlinelibrary.com). DOI: 10.1002/cpp.694 Practitioner Group Cognitive Report Behaviour Therapy for Adults with Asperger Syndrome and Anxiety or Mood Disorder: A Case Series Jonathan A. Weiss1* and Yona Lunsky2 1 Department of Psychology, York University, Toronto, Ontario, Canada Dual Diagnosis Program Centre for Addiction and Mental Health, Toronto, Ontario, Canada 2 Individuals with Asperger syndrome are at increased risk for mental health problems compared with the general population, especially with regard to mood and anxiety disorders. Generic mental health services are often ill-equipped to offer psychotherapeutic treatments to this population, and specialized supports are difficult to find. This case series used a manualized cognitive behaviour therapy group programme (Mind Over Mood) with three adults diagnosed with Asperger syndrome, who were each unable to access psychotherapy through mainstream mental health services. This review highlights the benefits of a cognitive behaviour therapy (CBT) group approach for adults with Asperger syndrome and suggests some potential modifications to traditional CBT provision. Copyright © 2010 John Wiley & Sons, Ltd. Key Practitioner Message: • As a group, adults with Asperger syndrome are at high risk for anxiety disorders and depression. • Cognitive behaviour therapy can be adapted to help adults with Asperger syndrome cope with anxiety or depression. • Group cognitive behaviour therapy for adults with Asperger syndrome may hold a number of advantages to individual therapy. Keywords: Group Psychotherapy, Asperger Syndrome, Cognitive Behaviour Therapy, Anxiety Disorders, Mood Disorders, Autism * Correspondence to: Jonathan A. Weiss, Department of Psychology, York University, Behavioural Science Building, 4700 Keele Street, Toronto, Ontario M3J 1P3, Canada. E-mail: [email protected] Copyright © 2010 John Wiley & Sons, Ltd. Group Cognitive Behaviour Therapy for Adults INTRODUCTION The rate of mood and anxiety problems is significantly higher in children (Kim, Szatmari, Bryson, Streiner, & Wilson, 2000; Meyer, Mundy, Vaughan Van Hecke, & Durocher, 2006), adolescents (Barnhill, 2001; Farrugia & Hudson, 2006; Shtayermman, 2007) and adults (Ghaziuddin, Weidmer-Mikhail & Ghaziuddin, 1998) with Asperger syndrome (AS) or high-functioning autism (HFA) compared with the general population or with matched comparison groups. Depression may be the most common psychiatric disorder found in people with autism (Ghaziuddin, Tsai, & Ghaziuddin, 1992; Tantam, 1988), and there has been some suggestion that higher functioning individuals may be particularly affected (Ghaziuddin, 2005; Wing, 1981). Few psychotherapy treatment studies for mood and anxiety disorders in people with AS and HFA have been published.Journal Article Critique Paper (BSHS/435) Most studies that have looked at non-medical treatments for people with AS or HFA have been designed to address associated symptoms of autism, such as impaired social skills, theory of mind or understanding of emotions (e.g., Solomon, Goodlin-Jones, & Anders, 2004), but have not focused on comorbid affective disorders. To date, two randomized controlled trials (RCTs) for the treatment of anxiety in individuals with AS exist, which have shown some effectiveness for children with AS or HFA and anxiety, compared with a wait-list control (Sofronoff, Attwood, & Hinton, 2005; Wood et al., 2009). Although case studies suggest that cognitive behaviour therapy (CBT) can also benefit adults with AS (Cardaciotto & Herbert, 2004; Hare, 1997), no controlled investigations exist. As well, no RCT studies exist examining the effect of CBT for depression, which arguably is most needed given the high rate of mood problems in this population. Authors have called for more research on how to adapt CBT models to best meet the needs of individuals with AS (Anderson Table 1. & Morris, 2006). The purpose of this case series is to describe the use of a published and empirically supported manualized CBT treatment for mood and anxiety disorders, Mind Over Mood (Greenberger & Padesky, 1995), with adults with AS. METHOD Participants Participants were referred by community service agencies for individuals with autism spectrum disorders or through self-referral upon viewing online postings about the group on AS Websites. After a brief telephone screening, participants met with a researcher, and the study was explained in detail. All questions were answered prior to obtaining signed informed consent. Three adults with AS participated in the intervention and are presented here as a case series, out of six who were screened. One individual who was screened chose not to participate as a result of a scheduling conflict, and two others were deemed inappropriate due to either substance dependence or psychotic symptoms, both exclusionary criteria for the project. Participant information from the screening session is displayed in Table 1. All participants had clinically significant symptoms of depression and anxiety, met the Diagnostic and Statistical Manual of Mental Disorders-IV Text Revision (DSM-IV-TR) criteria for Major Depressive Disorder (as well as Anxiety Disorders), had a diagnosis of AS by a psychologist or physician, and had clinically significant AS symptoms as reflected in the Adult Asperger Assessment (AAA), described below (Baron-Cohen, Wheelwright, Robinson, & Woodbury-Smith, 2005). The inclusion criteria included: 1. A diagnosis of AS by a physician or psychologist, as well as meeting the criteria for Asperger syndrome using the AAA (Baron-Cohen et al., Participant information at screening (pre-intervention) Participant Frank Shelli Jake 439 BDI-II BAI 19 18 37 15 24 35 SCID diagnoses Major Depression PTSD, Major Depression Panic with Agoraphobia, Major Depression Autism quotient Empathy quotient AAA score WASI IQ score 32 40 39 34 6 36 13 15 13 130 110 112 BDI-II = Beck Depression Inventory-II. BAI = Beck Anxiety Inventory. SCID = Structured Clinical Interview of the Diagnostic and Statistical Manual of Mental Disorders-IV Text Revision. AAA = Adult Asperger Syndrome. WASI = Weschler Abbreviated Scales of Intelligence. PTSD = post-traumatic stress disorder. Copyright © 2010 John Wiley & Sons, Ltd. Clin. Psychol. Psychother. 17, 438–446 (2010) DOI: 10.1002/cpp 440 2. 3. 4. 5. 6. J. A. Weiss and Y. Lunsky 2005). The AAA is designed to identify HFA and AS in adults based on self-report and has good specificity and sensitivity. Aged 18–60 years. Journal Article Critique Paper (BSHS/435) IQ greater than 85, as assessed by the Vocabulary and Matrix Reasoning subtests of the Weschler Abbreviated Scales of Intelligence (The Psychological Corporation, 1999), designed for individuals 6–89 years of age. It takes approximately 30 minutes to administer and yields verbal IQ, performance IQ and fullscale IQ estimates. A DSM-IV-TR diagnosis of at least one anxiety disorder or of major depressive disorder, using the Structured Clinical Interview of DSM-IVTR Axis I Disorders, Research Version, Patient Edition (SCID-I/P; First, Spitzer, Gibbon, & Williams, 2002). The SCID-I/P is a published semi-structured clinical interview designed to assess the presence of major DSM-IV-TR disorders. Psychometric studies consistently yield good reliability and validity statistics (First et al., 2002). Clinically significant symptoms of anxiety as measured by the Beck Anxiety Inventory (BAI; Beck & Steer, 1990) or of depression as measured by the Beck Depression Inventory-II (BDI-II; Beck, Steer, & Brown, 1996). The BAI is a 21-item self-report questionnaire that lists symptoms of anxiety. The respondent is asked to rate how much each symptom has bothered him/her in the past week. The symptoms are rated on a four-point scale, ranging from 0 (not at all) to 3 (severely). The instrument has excellent internal consistency and high test–retest reliability (Beck & Steer, 1990). The BDI-II is a 21-item self-report instrument that assesses whether an individual is exhibiting symptoms of major depression according to the criteria outlined in the DSM-IV (American Psychiatric Association, 1994). It has been shown to have very high internal consistency scores and has been well validated (Beck et al., 1996). The BAI and BDI-II were given to participants pre-intervention, prior to each session, and at 8-week follow-up. Desire to participate in group therapy as reflected in the Suitability for Short-Term Cognitive Therapy interview (SSTC; Safran, Segal, Shaw, & Vallis, 1990; Safran, Segal, Vallis, Shaw, & Samstag, 1993). The SSTC has been shown to have good reliability, and construct and predictive validity (Safran et al., 1993). Although the three participants demonstrated Copyright © 2010 John Wiley & Sons, Ltd. difficulties with differentiation of emotions, acceptance of personal responsibility for change and alliance potential, they were all open to group treatment and showed a willingness to abide by group rules. CBT Intervention The CBT intervention was provided over 12 weekly 1-hour sessions, based on the structure and information provided in the Mind Over Mood workbook (Greenberger & Padesky, 1995) and Mind Over Mood Clinician’s Guide (Padesky & Greenberger, 1995). Each participant purchased a copy of the book and was assigned homework that included reading and completing a specific chapter after each session. Each session consisted of the same structure: Setting the Agenda, Checkin, Homework Review, New Content, Assigning Homework and Feedback. Table 2 outlines the general topics covered in each session, as well as some relevant notes for each participant. Case Studies Frank Frank, a single man in his mid-50s, was unemployed and lived alone. He excelled in academics, obtained a doctoral degree and had worked in academia prior to being unemployed. He had two brief psychiatric hospitalizations as a result of anger and disruptive behaviours. Frank had received a diagnosis of AS in his mid-40s. Frank met criteria for Major Depressive Disorder based on the SCID-I/P and described his mood at screening as ‘totally numb’ during his periods of depression. He felt like crying would help, but was not capable of crying easily. He felt like an ‘unperson, radically marginalized’ and ‘blue’. He showed chronic poor self-image and feelings of worthlessness. Frank successfully participated in the group treatment, attending all of the sessions and completing the assigned homework every week. As shown in Figure 1, Frank’s scores on the BDI-II did not show a linear reduction from the screening session, as we had originally hoped. In contrast, there was an increase from the first to the fifth session, which we attribute to Frank’s increased awareness and ability to consistently rate his mood and, specifically, his symptoms of depression. Journal Article Critique Paper (BSHS/435) At first, Frank’s ‘hot thoughts’ would elicit only feelings of anger towards himself (not measured on the BDI), even though the content was typically associated with Clin. Psychol. Psychother. 17, 438–446 (2010) DOI: 10.1002/cpp Copyright © 2010 John Wiley & Sons, Ltd. Clin. Psychol. Psychother. 17, 438–446 (2010) DOI: 10.1002/cpp CBT = cognitive behaviour therapy. Week 12: Termination and feedback Developed balanced throughts with help from others. Liked discussing the ‘five aspects of life experience’ (i.e., cognitive, behavioural, affective, physiological, situational). Became more comfortable with group but not enough to disclose own difficulities. Related situations to her emotional experience. Enjoyed the discussion and talking with others about emotion. Appreciated the concrete nature of the thought record and decided to develop a computerized version for herself. Learned ‘how to go deeper’ into thought records. Enjoyed learning that she was not the only one with specific problems. Was able to find alternative evidence. Shelli Enjoyed linking hot thoughts to evidence. Realized that the way he believes others may see him is subjective and ‘has to do with the way I think of myself’. Developing balanced thoughts were difficult: ‘The next panic attack I have will not be as bad as they have been and will not lead to a heart attack.’ Enjoyed getting help from others to find evidence against his hot thought and eliciting strengths. Struggled sharing thought record to group (emotionally draining) but enjoyed and hated it at the same time. Learned how to plan an experiment to increase his heart rate while at physiotherapy to test whether it will lead to a heart attack. Rated anxiety that was linked to being in public. Learned that he can have more than one feeling for a situation. Linked specific thoughts (of having a heart attack and that the group will never help) to his feelings of anxiety. Linked feelings of anxiety to specific situations. Learned that others also feel ‘alien’ and do not ‘belong on earth’. Liked hearing others talk about their experiences and learned that others have similar feelings as he does. Not comfortable in speaking. Jake Was in a ‘deep depression’ because of the Thought action plans were anniversary of his mother’s death. Liked useful and wanted more listening to others speak about their action help with them. One major plans. action plan was to obtain additional psychiatric help. Very positive group experience. Appreciated supportive relationships that developed in the group. Planning for future individual treatment; ‘next steps’. Handing out personalized cards. Tested belief that he was paralysed by depression. Positive results. Had a ‘breakthrough in interpersonal dynamics’ by working with other clients. Discussed goal of finding individual counselling with CBT component. Difficult task without therapist structure.Journal Article Critique Paper (BSHS/435) Liked that it had to be concrete, not abstract. Week 9: Behavioural experiments Weeks 10–11: Action plans Very difficult exercise, easier finding strengths in others. Realized that he does not need to make ‘enormous’ changes in his thinking to show progress. Examined the hot thought: ‘I am a failure.’ Realized that his thoughts can sometimes be inaccurate and misleading, and that he can examine the evidence to test them out. Enjoyed helping others explore evidence. Difference between anger and sadness, and that ‘insecure’ can be used to describe a feeling. Eliciting support from other group members, going back to library. Felt he had made progress in reaching the ‘core’ of his depression—problematic hot thoughts. Quickly understood the model and agreed with its logic. Enjoyed hearing others speak about their problems. Needed to talk of feelings to be more concrete. Very quiet at first, tentative to answer questions. Week 8: Explored strengths Week 3: Delineation of moods and rating Week 4: Situation/ activity mood monitoring/ introduced hot thoughts Weeks 5–7: Thoughts records, hot thoughts, examining the evidence and balanced thoughts Week 1: Group rules, orientation, therapy socialization, explanation of CBT group structure Week 2: Explanation of cognitive model Frank Therapy organization and participant content or experience General topics Table 2. Group Cognitive Behaviour Therapy for Adults 441 442 J. A. Weiss and Y. Lunsky developed a template for himself that would allow him to match his interests with therapist skill. As we elaborate in the discussion section, there are no specialized mental health-care services for adults with AS in Ontario. Shelli Figure 1. Beck Depression Inventory-II (BDI-II) scores for each client Figure 2. client Beck Anxiety Inventory (BAI) scores for each feelings of sadness or shame (e.g., I am worthless). Through therapy, Frank began to uncover the feelings of depression that lay underneath his initial angry reactions. This recognition and shift in his affect may have contributed to a decrease in emotional reactivity and comorbid anxiety. As shown in Figure 2, Frank’s BAI scores showed an expected decrease across sessions, from a pre-intervention score of 15 to a final session score of 5 and an 8-week post-intervention score of 8. At follow-up, … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Pick the most common organism that causes the disease and tell: Classification Pick the most common organism that causes the disease and tell: Classification Infectious diseases project This project is PowerPoint, the topics 1- Guidelines for the Project: – Include name of the disease and student(s) name – Minimum of 8 slides, do not type many lines in one slide make it easy to follow, add photos. This work should have all of the following aspects about your disease: (Write each topic in the order given) -Mention the organism(s) that cause the disease. -Pick the most common organism that causes the disease and tell: Classification, organism’s habitat, general characteristics and virulence factors. -Write how is the disease transmitted, what is the portal(s) of entry and, where does it cause problems in humans’ body. -Signs and symptoms. -Diagnosis and Treatment. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS -Prevention. -Epidemiology: Include cases in U.S. and/or where is mostly present, who gets affected (kids, women, men, all), and it there are cases of nosocomial infections or not and why. -References Requirements: minimum 8 slides Answer preview to pick the most common organism that causes the disease and tell: Classification 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

Explain the effect of the problem scenario provided in the Final Project Guidelines Explain the effect of the problem scenario provided in the Final Project Guidelines Compose a short paper to introduce and explain the effect of the problem scenario provided in the Final Project Guidelines and Rubric document. 2-2 Final Project Milestone One: Introduction Instructions Compose a short paper to introduce and explain the effect of the problem scenario provided in the Final Project Guidelines and Rubric document. The information you identify in this short paper will help you create your slide presentation for your final project submission. For additional details, please refer to the Milestone One Guidelines and Rubric document Requirements: 2 to 3 pages HSE_220_Milestone_One_Guidelines_and_Rubric ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS 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

Literature review on the automation manufacturing systems Literature review on the automation manufacturing systems 1. Write a literature review on the automation manufacturing systems for a specific industry, such as automobile, aerospace, electronics etc. Describe the history, compare and analyze current technologies, then discuss the challenges and future prospective. -4pages and references ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Answer preview to write a literature review on the automation manufacturing systems for a specific industry 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

Monitoring Tools for Compliance Plans Paper Monitoring Tools for Compliance Plans Paper Clinical staff members are not washing their hands between patients Hand washing is one of the most important procedures for preventing infections. Health care workers hands are mostly contaminated after activities such as cleaning wounds, cleaning patient’s excrement and touching contaminated surfaces in patient’s rooms. Bacteria from these activities can cause infections to other patients being handled by the health worker, to the health workers and even death in postpartum women during child delivery. To prevent these hospital-associated infections improving hygiene in the patient’s rooms and practicing hand washing regularly after every encounter with a patient especially after being exposed to bodily fluids, before and after contact with a patient and their surrounding will go a long way. Hospitals should provide more hand rub dispensers and create awareness to make hand washing a hard-wired habit. Employees are not knowledgeable in the use of fire extinguishers ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Almost all buildings are fitted with fire extinguishers in case of fire incidents but unless the employees know how to use them they are on no use to them. As much as every building has a fire extinguisher very few people are trained or ever used a fire extinguisher. Only a handful of people can operate a fire extinguisher in the event of a fire breakout. Employers should provide training sessions to their employees to make them familiar with the steps and principles of using fire extinguishers, they should also be conversant with the PASS acronym as a way to remember the steps in using a fire extinguisher and know where to find them. Fire engines might take time to arrive at fire incidents and having these skills will help reduce and prevent the spread and damage caused by the fire. You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Discuss who you believe generated the data Discuss who you believe generated the data Course Policies Writing Center & Library Course Resources Conferences Student Support Center This is a graded discussion: 3 points possible Week 2 – Discussion Forum 1 No unread replies. 22 replies. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Discuss who you believe generated the data Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated. Interpretation of Quantitative Distributions Peer Feedback [WLOs: 1, 2, 6] [CLO: 3] Twitter Prior to beginning work on this discussion forum, read Chapters 3 and 4 of your textbook. Find a quantitative variable and an associated graph that depicts a demographic about the United States. This can be any topic of your choosing. Government data, business publications, and corporations’ websites are good sources of information. You may want to begin your search using one of the following resources: United States Census Bureau (Links to an external site.)United Sates Census Bureau’s Library: Infographics & Visualizations (Links to an external site.)S. Department of Commerce, Bureau of Economic Analysis (Links to an external site.)S. Small Business Administration’s Office of Entrepreneurship Education | Resources (Links to an external site.)In your post, Post the URL and the distribution graph from the website. Discuss who you believe generated the data. Do you think it is credible? Discuss what the graph reveals about the variable. Explain any unusual aspects, as well as the shape, center, and spread of the distribution. Discuss your own interpretation of the distribution. Guided Response: Your initial response should be a minimum of 300 words in length. Respond to at least two of your classmates by commenting on their posts. In your response, provide your own interpretation of their distribution graph. Note any differences between your classmate’s interpretation and your own. 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. These Twitter feeds are being provided as supplemental information and as a way to stay up-to-date on any current events happening in the field. Be sure to meet all the discussion question requirements and use these feeds for any additional information only. @DataScienceCtrl@Smart Data CoSearch entries or author Search entries or author Filter replies by unread Reply Reply to Week 2 – Discussion Forum 1 Rebecca Cline Yesterday Mar 16 at 12:09pm https://www.census.gov/library/visualizations/2021/comm/womens-earnings.html The data was generated by the US Census Bureau . More specifically, the information was provided through the 2019 American Community Survey. “The American Community Survey (ACS) helps local officials, community leaders, and businesses understand the changes taking place in their communities. It is the premier source for detailed population and housing information about our nation” (US Census Bureau, 2021). The ACS is sent to approximately 3.5 million per year and us the largest household survey that is administered by the Census Bureau. The information is based off of self-reporting from the individuals who took the survey. Although the information should be fairly reliable, there is still a percentage that got the survey, but did not complete. This could be for several reasons. One thing that pops in my mind is for those who are illiterate who would likely be on the lower end of the pay scale likely did not complete the survey if they received it, which would skew the results. The graph reveals that as of 2019, women were still paid less than man in all areas that were surveyed. There are some industries, such as pharmacy technicians and graphic designers where the spread of income is much closer, but there is still a variation based on sex. Women make up roughly forty per cent of all occupations. In all occupations, women make roughly ten thousand dollars less than men per year. There are some outliers that show that the data could be skewed. Judges and other judicial workers, as well as financial managers both have a large variation in payment that lead to the data being questioned. Median household income for women is roughly $41,000, while for men, the median income is closer to $55,000. The range d of women’s income is from $20,000 to $120,000.The lumping of occupations makes the chart harder to interpret. One category is Judges and other Judicial workers. Without being able to dig down and see the percentages of women and men in each role, it is hard to tell if there are less women in high paying jobs leading to the difference in income of if it is due to women truly being paid less. Resources: US Census Bureau. (2021, March 11). American community SURVEY (ACS). Retrieved March 16, 2021, from https://www.census.gov/programs-surveys/acs US Census Bureau. (2021, March 02). Women\’s earnings. Retrieved March 16, 2021, from https://www.census.gov/library/visualizations/2021/comm/womens-earnings.html Answer preview to discuss who you believe generated the data. Do you think it is credible Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Discuss specific patient education based on the prescribed therapy Discuss specific patient education based on the prescribed therapy Week 11 Discussion: Anemias M.W. is a 69-year-old African American man and was referred to clinic for evaluation of increasing shortness of breath. Past medical history Chronic renal insufficiency ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Hypertension Congestive heart failure Diabetes mellitus type 2, poor control Deep vein thrombosis Alcohol abuse Chronic obstructive pulmonary disease with respiratory failure Family history Noncontributory Physical examination Height 69 inches, weight 205 lb Blood pressure: 138/88 Pulse 86 beats/min, regular Lungs clear, neck supple negative for jugular venous distention Lower extremities +1 edema Laboratory findings Scr = 2.8 K+ = 5.1 BUN = 56 Na+ = 147 WBC = 5.0 Hb = 8.2 Hct = 24.6 Serum ferritin 189 mg/dL Social history Tobacco: 52 pack-years Alcohol: distant past Diagnosis: Anemia Of Ckd: Answer the following questions in full sentences using APA citations. 1. List specific goals of treatment for M.W. 2. What drug therapy would you prescribed? Why? 3. What are the parameters for monitoring success of therapy? 4. Discuss specific patient education based on the prescribed therapy. 5. List one or two adverse reactions for the selected agent that would cause you to change therapy. 6. What over-the-counter and/or alternative medications would be appropriate for M.W.? 7. What dietary and lifestyle changes would you recommended for M.W.? Instruction Work must be supported by peer-reviewed article published within 5 years. Requirements: 2pages Answer preview to discuss specific patient education based on the prescribed therapy. 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

IFS ME 474 BME 488 Axial Members Beams Frames Excel Project ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON IFS ME 474 BME 488 Axial Members Beams Frames Excel Project hi…….. how are you i need you to use mathlab if you need any thing just text me thanks IFS ME 474 BME 488 Axial Members Beams Frames Excel Project attachment_1 ME 474 / BME 488 Homework 6 Due: 03/30/2020 @ 6:00 PM When submitting this homework, include a pdf of your written work as well as any MATLAB (.m) or Excel (.xls, .xlsx) files used to solve the problems. Make sure your work is well documented and easy to follow. 1. A 20-ft-tall post is used to support advertisement signs at various locations along its height, as shown in the figure below. The post is made of structural steel with a modulus of elasticity of E = 29×106 lb/in2. Determine the displacements of the post at the points of load application and the stresses in the post. 2. The beam shown in the figure below is a wide-flange WI6×31 with a cross-sectional area of 9.12 in2 and a depth of 15.88 in. The second moment of area is 375 in4. The beam is subjected to a uniformly distributed load of 1000 lb/ft and a point load of 500 lb. The modulus of elasticity of the beam is E = 29×106 1b/in2. Determine the vertical displacement at node 3 and the rotations at nodes 2 and 3. Also, compute the reaction forces at nodes 1 and 2 and reaction moment at node 1. 3. The lamp frame shown in the figure below has hollow, square cross sections and is made of steel, with E = 29×106 lb/in2. Determine the endpoint deflection of the cross member where the lamp is attached. ???3 ? ??1 ?1 3 ???? = 12 ?? 3 ? ? ??1 3 ?1 ???? = 12 … 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. IFS ME 474 BME 488 Axial Members Beams Frames Excel Project Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10