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Do you agree with their visualization comparisons: Discuss Do you agree with their visualization comparisons: Discuss Respond to at least two of your classmates by commenting on their posts. Do you agree with their visualization comparisons? Why or why not? Though two replies are the basic expectation for class discussions, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you. Continuing to engage with peers and the instructor will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with the discussion topics. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Rebecca Cline 9:50am Mar 11 at 9:50am Data visualization makes it simpler than ever to show data in a way that is not only accessible to the user, but also inspiring. Tables are a preferred visualization technique when you are showing data in its raw format. Tables allow for a large amount of precise data to be displayed. Tables allow for the totals to be easily identifies and allows the user to be able to get into the nitty gritty of the information being presented (Durcevic, 2019). Brokdale (2)-2.png Five types of charting techniques are line chart, bar graphs, pie chart, gauge chart, and area chart. Line charts are useful to show trends, accelerations, and volatility (Durcevic, 2019). Line charts can show relationship and how data changes over a period of time (Durcevic, 2019). Bar graphs come in different styles, each with their own benefit. The first is a horizonal bar graph which ideal for comparative rankings. Next is a column graph which is ideal or showing chronological data. The last is a stacked column chart which is ideal for showing part to whole relationships (Durcevic, 2019). Pie Charts are ideal for demonstrating proportional composition. Gauge Charts are ideal for “displaying a single value/measure within a quantitative context” (Durcevic, 2019). Although area Charts are closely related to the line chart, they are better at displaying a part to whole relationship while connecting data points (Durcevic, 2019). Some charts are better at displaying data than others, and depending on the data and the information that one is looking to provide, a charting type can be selected to get the point across more effectively. For example, a line chart and an area chart are very similar and could be used to display the same information, but if a line cart was used, the part to whole relationship of that data would be lost. Simpson’s paradox results from inappropriately combining percentages of different groups. Only comparable measurements for comparable individuals should be combined (Sharpe, De Veaux, & Velleman, 2019, pg. 39). Simpson’s paradox occurs when “looking only at the percentages in the separate data ignores the sample size” (Koehrsen, 2018). One example of this happening is when there is an uneven number of men and women who are surveyed and the data is then combined. In this example of restaurant recommendations, there were more men surveyed at Carlo’s and more women surveyed at Sophia’s. The rate of recommendation is skewed by combining the combination of the results (Koehrsen, 2018). The table below shows Simpson’s paradox. 1_l-F5-80NqgsGiDk2I4Z0Ew.png Resources: Durcevic, S. (2019, May 2). Choosing the right data Visualization types to present your data. Retrieved March 11, 2021, from https://www.datapine.com/blog/how-to-choose-the-right-data-visualization-types/ Koehrsen, W. (2018, October 10). Simpson’s paradox: How to Prove opposite arguments with the same data. Retrieved March 11, 2021, from https://towardsdatascience.com/simpsons-paradox-how-to-prove-two-opposite-arguments-using-one-dataset-1c9c917f5ff9 Sharpe, N. D., De Veaux, R. D., & Velleman, P. F. (2019). Business statistics (4th ed.). Retrieved from https://www.redshelf.com Answer preview to do you agree with their visualization comparisons? Why or why not? Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Assignment: Safety of Food from Carcinogens ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Assignment: Safety of Food from Carcinogens Safety of Food from Carcinogens Safety of Food from Carcinogens The Office of Food Additive Safety (OFAS) at the Center for Food Safety and Applied Nutrition (CFSAN) of FDA is charged with, among other responsibilities, regulating industry to ensure that food contact substances and food additives are safe. Assignment: Safety of Food from Carcinogens Using your course textbook, and the Internet, research on major regulations related to food safety. On the basis of your research, answer the following questions: What are the ten microbiological agents that are implicated in food-borne illness? What are the measures for preventing food-borne illness? Describe practical methods for the prevention of food-borne illness and indicate how you apply them in your home or business. What are the procedures that a local health department might use for investigating an outbreak of food-borne illness? Explain a major regulation for protecting food from carcinogens and discuss its purpose. Do you think there should be any change in this regulation? Why or why not? What is the intended impact of food safety–related law on your local community? attachment_1 attachment_2 attachment_3 PRINTED BY: Stephanie Schicchi . Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher’s prior permission. Violators will be prosecuted. 379 CHAPTER 14 Injuries with a Focus on Unintentional Injuries and Deaths LEARNING OBJECTIVES By the end of this chapter the reader will be able to: • Define the term intentionality of injury • Describe environmental factors associated with injuries • State time trends in mortality from injuries in the United States • List types of injuries associated with particular age groups, e.g., children, adults, and the elderly • Describe a theoretical framework that is used for injury prevention INTRODUCTION 1 From the worldwide perspective, injuries of all types account for an estimated 5 million deaths annually ; unintentional injuries cause more than 3.5 million deaths, 6 percent of all deaths, and two-thirds of all injury 2 deaths during a typical year. With respect to the United States, unintentional injuries are the fifth leading cause of mortality in the population as a whole and the leading cause of death for the population aged 1 to 3 44 years. These dramatic contributions to mortality (as well as to morbidity) worldwide and domestically often are preventable and can be linked with environmental influences. Accordingly, because of their association with environmental factors, injuries are a noteworthy topic for an environmental health textbook. Chapter 14 delimits the scope of injuries (both intentional and unintentional), describes how environmental factors contribute to such injuries, and suggests methods for prevention of injuries. The field of injury studies covers a vast domain, e.g., car crashes, falls, poisonings, shootings, recreational injuries, and industrial injuries. The present chapter will focus primarily on unintentional injuries and consider in detail three major areas: motor vehicle injuries and transport-related injuries, life stages and unintentional injuries, and methods of injury prevention. The chapter will also describe methodologics used in injury research, identify some of the most important types of injuries, and discuss the economic impact of injuries. HOW INJURIES ARE CLASSIFIED Specialists in the field of injury research have devoted considerable attention to methods for describing and classifying injuries. Development of a standardized framework for classification of injuries facilitates making comparisons internationally and domestically within the United States. For example, the rates for various types of injuries can be compared more easily from one year to the next as well as across states and regions. Accurate and reliable information helps policy makers develop injury prevention and intervention programs. One of the methods for classifying injuries uses the International Classification of Diseases (ICD) Injury Matrices, which organize injury data into helpful groupings in order to make international and national 4 comparisons. The ICD classifies injuries according to two dimensions: external cause (e.g., car crash) and Essentials of Environmental Health, 2nd Edition Page 1 of 35 PRINTED BY: Stephanie Schicchi . Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher’s prior permission. Violators will be prosecuted. nature of the injury or diagnosis (e.g., fracture). Assignment: Safety of Food from Carcinogens Within each of these two dimensions are two axes, which are collapsed into a single code. For example, the first dimension, external cause, is presented as a single code that combines the mechanism of injury (e.g., firearm) and intent of injury (e.g., intentional). The second dimension is the nature of the injury, also a single code for a two-factor variable that aggregates the nature of the injury itself (e.g., open wound) with the region of the body affected (e.g., chest). 379 380 4,5 The term injury refers to “the physical damage [to the person] that results when a human body is suddenly or briefly subjected to intolerable levels of energy. It can be a bodily lesion resulting from acute exposure to energy in amounts that exceed the threshold of physiological tolerance, or it can be an impairment of function resulting from a lack of one or more vital elements (i.e.[,] air, water, warmth), as in drowning, strangulation or freezing. The time between exposure to the energy and the appearance of an injury is 6(p5) Examples of energy that can cause injuries are mechanical force, radiant energy from light or short.” shock waves, extremes of temperature, electrical energy, and chemical energy. Injuries that do not result in death—nonfatal injuries—are defined as “bodily harm resulting from severe exposure to an external force or substance (mechanical, thermal, electrical, chemical, or radiant) or a submersion. This bodily harm can 7 be unintentional or violence-related.” The cause (mechanism) of injury denotes “the way in which the person sustained the injury; how the person was injured; or the process by which the injury occurred. . . . The underlying cause is what starts the chain of events that leads to an injury. The direct cause is what produces the actual physical harm. The underlying and direct causes can be the same or different. For example, if a person cuts his or her finger with a knife, the cut is both the underlying and direct cause. However, if a child falls and hits his head on a coffee table, the fall is the underlying cause (the action that starts the injury event), and the contact with the 7 table is the direct cause (the action that causes the actual physical harm).” Examples of definitions for causes of nonfatal injuries used by ™ 7 Nonfatal are shown in the text box. (Also see Table 14-1.) Another aspect of injuries is the intent of injury, which refers to “[w]hether an injury was caused by an act 7 carried out on purpose by oneself or by another person(s), with the goal of injuring or killing.” Three terms for classifying the intent of injuries are unintentional, intentional, and undetermined. Intentional injuries include those that result from self-harm (e.g., suicide), legal intervention (e.g., action of the police), interpersonal actions (e.g., assault), and acts of war. An unintentional injury is an “[i]njury or poisoning that is not inflicted by deliberate means (i.e., not on purpose). This category includes those injuries and poisonings described as unintended or “accidental,” regardless of whether the injury was inflicted by oneself or by another person.” Assignment: Safety of Food from Carcinogens 7 Examples of Causes of Nonfatal Injuries Cut/pierce/stab: Injury resulting from an incision, slash, perforation, or puncture by a pointed or sharp instrument, weapon, or object. This category does not include injury from being struck by or against a blunt object (such as the side of a night stand) or bite wounds; these injuries fall in the category “struck by/against.” Essentials of Environmental Health, 2nd Edition Page 2 of 35 PRINTED BY: Stephanie Schicchi . Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher’s prior permission. Violators will be prosecuted. Inhalation/ingestion/suffocation: Inhalation, aspiration, or ingestion of food or other object that blocks the airway or causes suffocation; intentional or accidental mechanical suffocation due to hanging, strangulation, lack of air in a closed place, plastic bag or falling earth. This category does not include injury resulting from a foreign body that does not block the airway. Natural/environmental: Injury resulting from exposure to adverse natural and environmental conditions (such as severe heat, severe cold, lightning, sunstroke, large storms, and natural disasters) as well as lack of food or water. Poisoning: Ingestion, inhalation, absorption through the skin, or injection of so much of a drug, toxin (biologic or non-biologic), or other chemical that a harmful effect results, such as drug overdoses. This category does not include harmful effects from normal therapeutic drugs (i.e., unexpected adverse effects to a drug administered correctly to treat a condition) or bacterial illnesses. Struck by/against or crushed: Injury resulting from being struck by (hit) or crushed by a human, animal, or inanimate object or force other than a vehicle or machinery; injury caused by striking (hitting) against a human, animal, or inanimate object or force other than a vehicle or machinery. Transportation-related causes: Injury involving modes of transportation, such as cars, motorcycles, bicycles, and trains. This category is divided into four subcategories according to the person injured: motor vehicle occupant, motorcyclist, pedal cyclist, pedestrian, and other transport. This category also involves another factor—whether the injury occurred in traffic (on a public road or highway). Pedal cyclist: Injury to a pedal cycle rider from a collision, loss of control, crash, or some other event involving a moving vehicle or pedestrian. This category includes riders of unicycles, bicycles, tricycles, and mountain bikes. This category does not include injuries unrelated to transport (moving), such as repairing a bicycle. Source: Adapted and reprinted from the Centers for Disease Control and Prevention, Injury Center. Definitions for WISQARS Nonfatal. Available at: http://www.cdc.gov/Ncipc/wisqars/nonfatal/definitions.htm. Accessed May 21, 2010. An unintentional injury is the consequence of an unanticipated event that results in harm or death.Assignment: Safety of Food from Carcinogens The use of the term unintentional injury is preferred to accident; the latter implies a random event that cannot be prevented. Most unintentional injuries are highly preventable; for example, laws that require seat belts and air bags in cars have contributed to a decline in motor vehicle driver and passenger deaths. Other preventive measures include safety messages directed to the public via media campaigns, prohibition of consumption of alcoholic beverages in public parks, school-based safety programs for school children, and licensing of firearms. 380 381 In practice—for example, in some government reports—the terms unintentional injury and accident often are used interchangeably, perhaps because of the public’s familiarity with the latter term and its use in common parlance. An accident is defined as “An unanticipated event—commonly leading to INJURY or other harm—in traffic, the workplace, or a domestic or recreational setting. The primary event in a sequence that leads ultimately to injury if that event is genuinely not predictable. Epidemiological studies have demonstrated that the risk of accidents is often predictable and that accidents are preventable. This word is Essentials of Environmental Health, 2nd Edition Page 3 of 35 PRINTED BY: Stephanie Schicchi . Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher’s prior permission. Violators will be prosecuted. 8 preferably avoided in many types of scientific works.” The World Health Organization states, “There is clear, scientific evidence that injury-related deaths can be avoided and the effect of injury mitigated. . . . [R]esearch, development of data collection systems, the introduction of specific prevention measures such as improvements in the local environment, legislation, public education, product safety, and improvements in the level and quality of emergency care [have led to the reduction of injury deaths among children].” 1 Because the word accident is not in favor as a scientific term, the National Center for Health Statistics has added the term “unintentional injuries” in parentheses next to the category of accidents, the fifth leading 5 cause of death in the United States. The National Highway Traffic Safety Administration (NHTSA) favors the use of the term car crash to accident. Injury epidemiology is a branch of epidemiology that studies the distribution and determinants of injuries in the population. The results of epidemiologic investigations are applied to the prevention and control of injuries. For example, descriptive epidemiologic studies aid in the development of analytic research into the risk factors for and causes of injuries. From this information, policies and procedures to prevent injuries are facilitated. Assignment: Safety of Food from Carcinogens Currently, such research programs may be coupled with ongoing injury surveillance programs and databases that store information about the occurrence of injuries. Chapter 2 covered the use of natural experiments, one of the study designs employed in analytic epidemiology. When new laws to increase safety are adopted (e.g., improvement of automobile safety through the mandatory use of passenger safety belts), they are similar to natural experiments, which can be evaluated by the use of epidemiologic methods. Sources of Injury Data As noted previously, high quality (reliable and valid) data are necessary for developing descriptive and analytic research on the occurrence of and risk factors for unintentional injuries. See Table 14-1 for examples of data sources; as shown in the table, one method for collecting information about injuries is the use of surveillance systems. Public health surveillance refers to the systematic and continuous gathering of information about the occurrence of diseases and other health phenomena. As part of the surveillance process, personnel analyze and interpret the data they have collected and distribute the data and associated findings to planners, health workers, and members of the community. Injury surveillance systems specialize in collecting information about injuries, for example, occupational injuries, motor vehicle injuries, risk behaviors, traumatic brain injuries, and injuries to consumers. In addition to listing information regarding surveillance data, Table 14-1 gives other examples of data sources that may be accessed for information about injuries. The National Hospital Discharge Survey compiles information about patients who receive hospital care for injuries. The National Vital Statistics System collects and reports data on injuries listed on death certificates. The National Vital Statistics Reports published by the CDC is an example of a report that displays information on the frequency and distribution of intentional and unintentional injuries. Many of the data sources shown in the table can be accessed via the Internet. Essentials of Environmental Health, 2nd Edition Page 4 of 35 PRINTED BY: Stephanie Schicchi . Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher’s prior permission. Violators will be prosecuted. THE SIGNIFICANCE OF INJURIES Injuries are a significant phenomenon worldwide because everyone is at risk. As noted, approximately 5 1 million people succumb to fatal injuries worldwide each year. (This total includes both intentional and 9 unintentional injuries.) The death toll from injuries is projected to increase substantially by the year 2020. Beyond the direct harm to people, injuries burden the healthcare system and rehabilitation facilities. The adverse effects caused by injuries include the immediate impact not only upon the affected individual but also upon that person’s family members and social support system. Nonfatal injuries can lead to permanent disability and drastically affect one’s independence—not to mention the pain and suffering that may be 10 experienced by the injured person. Injuries may create stress and severe emotional responses among family members and exact a substantial economic cost. 381 382 TABLE 14-1 Data Sources and Types of Information Available on Injuries Data Source Behavioral Risk Factor Surveillance System Sponsor The CDC Population Coverage Information Available All of United States (persons Risk behaviors for leading aged 18 years old and older) causes of injury and death; injury-related data, e.g., occurrence of falls, use of seat belts. Assignment: Safety of Food from Carcinogens Central nervous system The CDC Participating US states Extent of injury among surveillance: traumatic brain persons who experience injury (TBI) TBIs. Risk factors for TBI. National Electronic Injury US Consumer Product Safety US hospitals Originally for injuries Surveillance System—All Commission associated with consumer Injury Program products. Now includes all nonfatal injuries treated in hospital emergency departments. National Hospital Discharge The CDC—National Center US national sample of about Injuries among persons who Survey for Health Statistics 500 hospitals survive and are discharged from inpatient hospital care. National Vital Statistics The CDC—National Center All of United States Deaths causes by injuries System for Health Statistics and violence. Web-based Injury Statistics The CDC All of United States Injury morbidity and Query and Reporting System mortality data. Fatal and (WISQARS) nonfatal unintentional and violent injuries. Permits online user queries via interactive database. Source: Data from National Center for Injury Prevention and Control. CDC Injury Fact Book. Atlanta, GA: Centers for Disease Control and Prevention; 2006:16. Noteworthy is the fact that injuries manifest characteristic social and demographic distributions, 6 disproportionately affecting the poor in all countries of the world. A total of 90% of unintentional injury 2 deaths transpire in low- and middle-income countries. Some environmental conditions found in many less developed countries increase the likelihood of unintentional injuries; these aspects of the environment Essentials of Environmental Health, 2nd Edition Page 5 of 35 PRINTED BY: Stephanie Schicchi . Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher’s prior permission. Violators will be prosecuted. include poorly maintained sidewalks, lack of paved streets, unavailability of pedestrian zones in cities, public transportation facilities in disrepair, and unsafe working conditions in factories. At the international level, persons between the ages of 5 and 44 years are at special risk of injuries of all types; among this age group injury-related causes account for 6 of the 10 leading causes of death. About half of injury-related mortality occurs in the group aged 15 to 44 years; mortality from injuries among men 9 is double that among women. Injuries account for approximately one-third of deaths among children aged 1 to 14 years in Europe, although death rates differ greatly between Eastern and Western European 11 countries. For example, the main contributors to injury deaths among children in the former Soviet Union countries of Eastern Europe are drowning, poisoning, fires, and falls. Traffic-related injuries are the leading cause of injury-related mortality among children and young people in the northwestern part of Europe. In the United States, all forms of injuries accounted for 179,065 deaths during 2006. (Refer to Figure 14-1.) These were distributed according to the five general categories shown on the left of Figure 14-1. These categories, defined according to International Classification of Diseases (ICD) codes, are unintentional injuries, suicide, homicide, undetermined, and legal intervention/war (shown as legal intervention in the figure). The three leading causes of death from injuries were unintentional injuries, suicide, and homicide. Fatalities from unintentional injuries are discussed later in the chapter. Note that these aggregate categories can be subdivided into finer subcategories and rearranged into other classifications. For example, the general category of suicide … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

CSULB HCA 416 Comparison of Health Care Outcomes Worksheet ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON CSULB HCA 416 Comparison of Health Care Outcomes Worksheet Lab #3: 1. Download the term paper data. 2. Clean up the spreadsheet: a. Keep only the data for your state and year and the national data for the same year. [WHICH IS Year: 2008 State: NH] b. Delete all rows with empty cells in days, discharges and cost fields. CSULB HCA 416 Comparison of Health Care Outcomes Worksheet c. Create ALOS, cost per discharge, cost per day fields (or you can do it in Access). d. Save the cleaned Excel file. 3. Import your cleaned spreadsheet into MS Access. WHEN USING ACCESS, PROCEED WITH THE FOLLOWING: 4. Create queries to create the first 3 tables in your term paper template (excluding the % difference field, which you do by hand on in excel). Note that you will need queries to aggregate data at State and National levels. 5. Copy the query output to a spreadsheet to create charts (or you can do it in Access). 6. Save your Access database and submit to dropbox folder Lab #3 . attachment_1 ID Year 6220 6466 6101 6138 6477 6159 6523 6430 6100 6119 6377 6390 6375 6193 6026 6444 6121 6122 6363 6185 6429 6522 6511 6472 6091 6087 6498 6135 6322 6117 6302 6136 6326 6099 6154 6221 6127 5973 6480 6494 6132 6395 6149 6497 6215 6406 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 State AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR Code 209 462 89 127 475 148 527 416 88 107 373 386 371 182 14 430 109 110 359 174 415 526 515 468 79 75 498 124 316 105 296 125 320 87 143 210 116 12 478 493 121 391 138 497 204 536 6513 6116 6411 6088 6165 6374 6155 6194 6094 6443 6120 6283 6300 6362 6405 6199 5964 6418 6249 6500 6487 6191 6393 6391 6516 6389 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AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR 134 115 25 207 295 111 269 310 491 519 7 492 489 103 106 321 423 97 123 440 521 160 3 401 487 234 304 179 461 164 356 236 297 146 335 482 496 528 10 463 539 175 181 298 34 101 397 6195 6440 6153 6341 6231 6364 6296 6246 6151 6111 6097 6106 6142 6439 6176 6230 6459 6401 6224 6177 6162 6306 6361 6291 6475 6040 6433 6270 6264 6028 6407 6038 6339 6233 6402 6330 6166 6435 6293 6232 6519 6503 6104 6380 6080 6167 6263 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 ARCSULB HCA 416 Comparison of Health Care Outcomes Worksheet AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR 184 426 142 336 224 360 290 240 140 99 85 94 131 425 165 223 450 531 213 166 151 300 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AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR CSULB HCA 416 Comparison of Health Care Outcomes Worksheet 11 381 299 402 424 53 540 447 363 128 235 241 445 66 301 133 173 268 433 380 71 168 32 200 196 245 57 309 46 192 522 339 502 345 428 348 273 186 441 93 50 364 276 22 194 17 250 6096 6056 6474 6049 6290 6338 6266 6424 6257 6422 6074 6318 6243 6268 6086 6332 6238 6343 6057 6265 6455 6356 6130 6349 6365 6445 6098 6506 6507 6288 6180 6060 6070 6323 6464 6072 6059 6313 6147 6198 6045 6054 6428 6261 6273 6371 6084 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 2008 AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR AR 84 44 470 37 284 333 260 409 251 407 62 312 237 262 74 326 232 338 45 259 446 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Inmate Release Essay ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Inmate Release Essay Inmate Release In this assignment, you will evaluate two hypothetical criminal cases in terms of inmate release. Imagine you are the authority figure in connection with these cases. Significant overcrowding in the prison system means these two inmates must receive early release; your task is to determine what form that release should take. Inmate Release Essay Scenario A: Inmate A, a former addict, was convicted of selling drugs and has served two years of a four-year sentence. This first-time offender has been a model inmate. Scenario B: Inmate B was convicted of a white-collar crime, embezzlement, and has served nine months of a three-year sentence. This first-time offender has been reported for aggressive behavior. Write a 2-3 page Essay explaining the decisions you would make regarding release in each of these scenarios and your reasons for doing so. Address the following components in your paper: Describe the possible methods that could be used to release each inmate into the community. Select the release method you would assign to each criminal. Provide a thorough explanation for each of your decisions. You should write at least one page in response to each scenario. Be sure to address all prompts and cite your sources in APA format. Submit your final draft to the Dropbox by Sunday, 11:59PM (Mountain). 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. Inmate Release Essay Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Prepare Case Brief Paper ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Prepare Case Brief Paper Analyze the Supreme Court decision in DHS v. Regents of the University of California. See the attachment to assist you in writing the case brief format. Prepare Case Brief Paper attachment_1 Adapted from: https://www.quimbee.com/resources/how-to-write-a-case-brief What is a Case Brief? Put simply, a case brief is a summary of a legal opinion. The term case briefis often confusing to lay people because the ordinary meaning of the word brief refers to a written argument submitted to a court (such as an “appellate brief”). However, a case brief is neither an argument nor submitted to a court. It is a study tool used by law students to prepare for class and final exams. A case brief might also be referred to as a “legal brief” or “case summary,” which better encapsulates the meaning and avoids the ambiguity of the word “brief.” Preparing to Write Your Case Brief Okay, you’ve decided you want to write a case brief. But when should you start? After you’ve read the casebook excerpt, right? Wrong. You should be “pretreating” the casebook excerpt as you read the opinion. What do we mean by “pretreating”? We mean highlighting, underlining, and annotating in the margins all the information that will later go into your case brief. For example, if the court starts talking about the facts of the case, you should mark up your casebook by highlighting the facts or writing “facts” in the margin. That way, when you go to write the facts section of your case brief, you don’t need to go fishing. The Ultimate Case Brief Template The Skeleton Let’s start with a case brief example that you can use to get started. Go ahead and copy paste these headings into your word processor of choice, and bam, you’ve got yourself a case brief template: RULE OF LAW: FACTS: ISSUE: HOLDING AND REASONING: CONCURRENCE: DISSENT: A case brief can be formatted in many different ways. You should choose the case brief format that works best for you—and your professor. For example, if a professor routinely asks students to recite the procedural history, then you might want to include a separate section for that information. Now, you’ve got your case brief template, but you’re going to need to put some flesh on these bones. 1 The Meat Nearly every case brief should include, at a minimum, the following information: • the facts of the case, • the legal issue, • the legal principle applied in the case, • the holding and reasoning of the majority, and • a summary of any concurrences and dissents. Facts of the Case Many legal opinions clearly outline the facts of the case, and when briefing a case, you might be tempted to copy the court’s rendition of the facts verbatim into your case brief. When writing a case brief, never parrot the court’s language word-for-word; instead, you should always paraphrase the court’s language into plain English. Be mindful of the purpose of a case brief, which is to gain a clearer understanding of the case. The facts section of your case brief should include the following information (if obtainable in the casebook excerpt): • the cause of action (g., a suit for replevin, breach of contract, and so forth), • an identification of the plaintiff and the defendant in the case by party name, • the operative facts of the case that led to the dispute between the parties, • the trial court/jury’s holding, and • the appellate court’s holding. Always identify the plaintiff and the defendant in the case. Never simply refer to the parties as “plaintiff” and “defendant” Prepare Case Brief Paper without indicating which party is the plaintiff and which is the defendant. Sometimes a court will refer to parties as appellant/appellee or petitioner/respondent. Make sure you figure out who’s the plaintiff and who’s the defendant. A good rule of thumb: the plaintiff is whoever initiated the lawsuit. Legal Issue In the facts section of your case brief, you described the cause of action, the factual circumstances leading up to that cause of action, and the procedural history of the case. The issue section is the next logical step. You should identify the legal issue being emphasized in the casebook. For example, if a case in a contracts casebook appears in a chapter on promissory estoppel, then your issue section should also relate to promissory estoppel. Moreover, your issue must not be fact specific. This means that the issue section should not contain the factual details of the case. 2 The issue should be a legal question, not a procedural one. Hence, the following rendering of the issue section is incorrect: “Whether the trial court erred in granting summary judgment for the plaintiff.” Note that the foregoing issue does not bear on anything substantive, nor does it bear on the legal question at issue in the case. Finally, your issue section should be phrased as a question that facilitates a “yes” or “no” answer. Never create an issue that invites an ambiguous answer. Example 1: May a state limit the appointment of members of its police force to United States citizens? Example 2: Does a state law forbidding the teaching of any subject in any language other than English in private, parochial, or public schools within a state violate the Due Process Clause of the Fourteenth Amendment? Rule of Law The rule of law is the legal principle or black letter law upon which the court rested its decision in the case. A single legal opinion may contain numerous rules of law or legal principles that impacted the court’s final decision. However, for case briefing purposes, your task is to determine the rule of law germane to the discussion of the case in the casebook and to formulate that rule into one, easy-to-digest sentence. Pro tip: Look at the chapter and section headings under which the case appears in your casebook; they’ll tell you the topic to which your rule of law should relate or, if there are multiple rules of law, which one is important. For example, if a case appears in the “Promissory Estoppel” section of your contracts casebook, then the rule of law should be related to promissory estoppel (as opposed to some other topic). The rule of law should never be fact-specific. It should answer the dispositive legal question being posed in the case. Put differently, the rule of law should be the legal issue in the case phrased as a statement. For example, let’s say the issue in the case is: “May a party who repeatedly waives a provision in a contract that is for his own benefit later seek to enforce that provision?” To obtain the rule of law, simply rephrase the question as a statement: “A party that repeatedly, albeit passively, waives a provision in a contract that is for his own benefit, may not later seek to enforce that provision.” Example: A federal law may preempt a state or local law even if the laws are not mutually exclusive if the state law is deemed to impede the achievement of a federal objective. If the rule of law relates to a particular statute or provision, you should incorporate that into your rule. For example, if the rule relates to the Fourteenth Amendment’s Equal Protection Clause, you should include that in the rule: “Under the Equal Protection Clause of the Fourteenth Amendment, Congress may prohibit discrimination only by state actors, not private individuals.”Prepare Case Brief Paper 3 Holding and Reasoning Now that you have identified the facts and salient legal issues in the case, you are ready to explain how the court decided the case. You should start your holding and reasoning section by answering the question posed by the issue section with a simple “Yes” or “No.” The holding and reasoning section should be structured in a manner consistent with the CREAC method. (Reminder: that’s Conclusion, Rule, Explanation, Application, and Conclusion.) You may also have heard this referred to as the IRAC method (Issue, Rule, Application, and Conclusion) or some other variation. Quimbee prefers CREAC to IRAC for several reasons. The repetition of the conclusion in the beginning and the end of a CREAC reinforces the major takeaway of the case. Also, by having an explicit explanation section, CREAC ensures that the rule of a case is both stated and properly interpreted. Legal frameworks, tests, and principles should be clearly articulated and applied to the facts of the case. You should always explain the rationale behind the legal principles being applied in the case. In fact, perhaps the most common mistake case briefers make in the holding and reasoning section is to omit explanation of the rule (i.e., the “E” in CREAC). The conclusion and procedural disposition of the case should be stated at the end. To recap, the holding and reasoning section of your case brief should contain the following information (if obtainable in the casebook): 1. A “yes” or “no” answer to the question posed by the issue section, 2. The relevant legal principles and rules used to decide the case, 3. The application of those principles to the facts of the case, 4. The court’s conclusion, 5. The procedural disposition (g., reversed and remanded, affirmed, etc.), and 6. The names of any seminal cases or important statutes used by the majority in its opinion. Concurrences and Dissents All concurrences and dissents in the casebook should be covered in your case brief. Concurrences and dissents in casebook opinions are often short in length and so should be your summary of that material. Be sure to answer specifically the question of why a judge decided to write separately. Examples: CONCURRENCE: (Widener, J.) The district court should not be reversed based on due process, but rather on criminal procedure. The burden of production of evidence is not on the defendant or the court; it is on the prosecution. DISSENT: (Russell, J.) The trial judge’s calling of the Cassitys was proper. The majority’s reasoning makes its holding significantly broader than its presumed intention. If a district 4 court is not permitted to step in as the role of prosecutor, a district court would never be permitted to call its own witness. Moreover, the fact that the Cassitys’ testimony was vital to the case is all the more reason that the trial judge properly called the witnesses. A court does not become impartial by simply calling a witness for one side or the other. Finally, if there was any error in failing to instruct the jury on why the court called the Cassitys, such error was harmless. Note, too, that sometimes a judge or justice will concur in part and dissent in part. Make sure to note this in your brief, for example, by using the header “CONCURRENCE/DISSENT.” 5 … z Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Topic: Theme that in your judgment can reveal broad patterns in the reading Topic: Theme that in your judgment can reveal broad patterns in the reading Write a reaction paper (500-600 words). It does not need to cover the WHOLE of the reading. That said, you DO need to show your familiarity with some major issue in the reading. Benjamin Franklin, The Autobiography of Benjamin Franklin . Dover Thrift 9780486290737 So, pick a section or episode or topic or theme that in your judgment can reveal broad patterns in the reading. For instance, you should pick something to write about that is not peripheral to its overall action or meaning. In the extensive PowerPoints on his book that I have attached, I present many discussion points that you are free to follow up in your reaction paper. Any of them could provide a take-off point for developing your own insights. Obviously, you can’t just restate those discussion points—you will need to develop them further using episodes, quotations, and specific interpretive moves that demonstrate your individual understanding of the book. Requirements: 2 Pages ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Answer preview to pick a section or episode or topic or theme that in your judgment can reveal broad patterns in the reading 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

Klinefelter Syndrome Paper and Presentation ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Klinefelter Syndrome Paper and Presentation I want a process paper and a powerpoint presentation Process paper: 10 pages max Powerpoint 5 slides max attachment_1 Rubrics for Process Paper Disease name: klinefelter syndrome Write in a Word Document, using APA format (Adapted for T2/2020) Case presentation • Medical Diagnosis- (Pathophysiology of medical diagnosis including definition, signs & symptoms and treatment/diagnostic measures) cite your sources. Explain why this topic is important to you. • What are the Nursing Considerations for this medical diagnosis? Nursing Process Assessment• What subjective or Objective data will be present with this type of patient? • Was there any particular aspect of your education that helped with this assessment decision? Explain why? Diagnosis – • Develop Nursing diagnoses related to medical diagnoses (include primary physical, psychosocial and education nursing diagnosis). Why did you choose them for this patient? • How did care planning at Stratford help with this? Explain your response. Planning• How would you plan your care for such a patient? Do you foresee any difficulties with planning when caring for this patient and what or how would it impact your care process? Implementing• What institutional resources played a factor in accomplishing your plan? • What are the Nursing Considerations for this medical diagnosis? (Are there particular aspects that should be monitored such as lab values or etc.?) • What are some tasks that could be delegated if any, for this type of patient? Talk about that decision). Evaluation• Identify one best practice that could impact your care for this patient’s quality of care or patient’s safety. • What have you learned from choosing and presenting this medical diagnosis? • Format• 4-10 pages • Double-spaced with 1” margins • 12-point font • Spelling and grammar correct • APA and references … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Analyze how conflicts of interest may occur with attorneys Analyze how conflicts of interest may occur with attorneys Analyze how conflicts of interest may occur with attorneys (both prosecution and defense) along with the judge in the above scenario. This week use the information in chapters 8 and 9 to complete a 2 to 3 – page paper, discussing the ethical system that explains why Badpenny’s gave Dreadford confidential information, and how indigency affects an offender’s ability to receive competent council. Also, analyze how conflicts of interest may occur with attorneys (both prosecution and defense) along with the judge in the above scenario. Type all papers in Times New Roman 12pt font – include the header, title page, and reference page; APA formatting is required in this course. Use at least two scholarly reference sources such as the textbook and scholarly peer-reviewed articles obtained from the Grantham Library. Additional references may be procured from the Internet. Citing your references by using parenthetical citations (in-text citations) is a skill that each student must demonstrate in this course. Week-5-Written-Assignment 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

How does each version reflect the culture and time period in which it exists How does each version reflect the culture and time period in which it exists In the resources for this module, there are three movie trailers. respond to the following questions in a total of one to two paragraphs. Pride and Prejudice vs. Bridget Jones’s Diarylinks to the videos :https://www.youtube.com/watch?v=_nY6AW3mlF4https://www.youtube.com/watch?v=Qw3CdxzXzYchttps://www.youtube.com/watch?v=f-aSqGVTjzE 1. How do you think the new and old versions represent different aspects of their societies /times? What are the similarities and differences? 2. How does each version reflect the culture and time period in which it exists? ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS 3. After considering the examples presented, think about the artifact that you chose for Project 1 which is Nineteen Eighty-Four by George Orwell as my artifact. Pose one question regarding the relationship between human culture and expression in relation to your artifact. Explain one approach you may take to find the response to the question posed. Answer preview to how do you think the new and old versions represent different aspects of their societies 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

Ethical issues for judges Essay Ethical issues for judges Essay In 2 to 3 paragraphs, a minimum of 250 words, apply the ethical issues for judges and how conflict of interests and the use of discretion can be problematic in regards to the scenario above. The link below will give you some additional information https://www.lawyers.com/legal-info/research/well-recuse-me-when-a-judge-shouldnt-try-a-case.html Type all Case Studies in Times New Roman 12pt font – include the header, title page, and reference page; APA formatting is required in this course. Use at least two reference sources – one is your textbook, and one may be taken from the course or the Grantham Library. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Additional references may be obtained from the Internet. Citing your references by using parenthetical citations (in-text citations) is a skill that each student must demonstrate in this course. Answer preview to apply the ethical issues for judges and how conflict of interests and the use of discretion can be problematic in regards to the scenario above. 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