Nursing

Assignment: Research Scientific Article
Assignment: Research Scientific Article
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Addresses course outcomes 1 and 4:
•use knowledge of biological principles and the scientific method to ask and answer relevant questions about the human body
•weigh and make health-related decisions based on an understanding of the value and limits of scientific knowledge and the scientific method
Before attempting this assignment, you might want to revisit the Scientific Method Tutorial in the Science Learning Center under the Course Content area.
Substance in Green Tea Inhibits Inflammatory Breast Cancer Cells
Inflammatory breast cancer (IBC) is a rare and often fatal form of breast cancer. In IBC, lymphatic vessels in the skin are blocked causing the breasts to appear swollen and red. Early in the disease process, patients with IBC usually do not have the classic “lump” in their breast; therefore the disease is frequently diagnosed at later stages. Diagnosis is often so delayed that the cancer has metastasized and patient prognosis is poor.
The underlying cause of IBC is unknown, but it is believed that like with other cancers cetain cell types have the abililty to transform into cells that can form malignant tumors. These aberrant cells are considered cancer stem cells, and populations of cancer stem cells have been identified in IBC.
In a recent, study researchers evaluated whether a metabolite found in green tea could inhibit the growth of certain stem cell types that have been identified in the breast tissue of patients with IBC. In this study, two IBC stem cell types, SUM-149 and SUM-190, were exposed epigallocatechin-3-gallate (EGCG- is a potent antioxidant found in green tea). Results from the study showed that EGCG treatment inhibited the growth, spread, and survival of the two stem cell types.
For the following questions, please refer to the original paper. The link to the paper is:
1.What is the overall hypothesis of this experiment? (Reminder: a hypothesis is a statement that can be tested).
2.In the Materials and Methods section of the paper, the authors discuss the cell culture and treatment conditions. What was the control group treated with in this section (make sure to look only at the Cell Culture and Treatment section of the paper)? Why?
3.Again, looking only at the Cell Culture and Treatment section, what was the experimental group treated with? Why?
4.In the Results section of the paper, the authors clearly summary their multiple findings. In the “EGCG Reduces Growth of Pre-existing Tumors Derived from SUM-149 Stem-like Cells” results sub-section, the authors report a specfic finding. What specific result do the researchers report?
5.Did the researchers follow the scientific method in their experimental design? Explain.
6.Based on the results, was the hypothesis supported, and what can you conclude from this experiment?

Assignment: Human Services Administration
Assignment: Human Services Administration
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Human services administration is a broad and interesting field with many important aspects to explore. This course provided a dynamic array of practices and competencies that should prove useful to you if you decide to pursue a career in human services administration. For this, the final Discussion of the course, you review the Roundtable Discussion in this week’s Resources, “Social Change.” You also will select a human services administrator and an example of social change outlined in the Roundtable Discussion. Then you will think about the how human services organizations contribute to social change. Finally, given all the information presented in the course, you will consider how you personally might influence social change.
By Day 7
Post in your Journal a brief description of the human services administrator and the example of social change you selected from this week’s video. Then, based on the example you selected, explain how human services organizations can contribute to social change. Finally, given the information presented in this course about human services administration, explain how you personally might influence social change.
Suggested length: approximately 250–500 words (1–2 pages).
Human services administration is a broad and interesting field with many important aspects to explore. This course provided a dynamic array of practices and competencies that should prove useful to you if you decide to pursue a career in human services administration. For this, the final Discussion of the course, you review the Roundtable Discussion in this week’s Resources, “Social Change.” You also will select a human services administrator and an example of social change outlined in the Roundtable Discussion. Then you will think about the how human services organizations contribute to social change. Finally, given all the information presented in the course, you will consider how you personally might influence social change.

Assignment: Survey in Paleoanthropology
Assignment: Survey in Paleoanthropology
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Prompt
With increased emphasis on fieldwork and survey in paleoanthropology, we have seen a significant increase in fossil finds over the last several decades, including a new species not discussed in lecture (but included in your textbook, Ch. 10:303-304). These discoveries were made at the sites of Burtele and Wayteleyta in Woranso-Mille (central Afar region), Ethiopia and include a 3.4 Ma partial foot and 3.3 – 3.5 Ma craniodental remains of a new species of australopith, Australopithecus deyiremeda. These remains are from deposits that are slightly earlier that those associated with Australopithecus afarensis.
Here are two blogs about these recent discoveries:
. Science 2.0
. Science 2.0
Here is a ‘News & Views’ summary of the new finds published in Nature in the same issue that published the peer-reviewed paper announcing the new species:
Spoor, F. (2015) . Nature 521:432-433.
Here are the original peer-reviewed papers, if interested:
Haile-Selassie, J. et al. (2012) . Nature 483:565-569.
Haile-Selassie, J. et al. (2015) . Nature 483:565-569.
As you explore the required websites for this (and later modules), the Smithsonian’s website ‘What does it mean to be human?’ includes a number of excellent reviews on current topics in the field. One page entitled ‘’ highlights the work of Rick Potts, who argues for environmental instability as a catalyst for hominin evolution. The first half of this page focuses on his ‘Variability Selection Hypothesis’ and his arguments for the evolution of the genus Homo. Similar arguments can be made for the increased diversity of fossil hominins in the Pliocene epoch (5.3 – 2.6 Ma) as exemplified by myriad australopith species that have been recovered in deposits associated with the East African Rift Valley (e.g., Kenyanthropus not included in your text, and the new species Australopithecus deyiremeda discussed above).
For this week’s discussion, consider the merit of the Variability Selection Hypothesis as a means to evaluate the diverse Pliocene hominin fossil record of East Africa. As indicated on the Oxygen isotope curve figure on this webpage, there is an arrow with the text ‘Increased climatic fluctuation, environmental uncertainty’ at this point in time that coincides with the dates for these new fossil discoveries.
How are the East African gracile australopiths different from each other? How might the Variability Selection Hypothesis be tested against new fossil finds, and what is the potential role of climate in this process (hint ‘directional selection’ Ch. 4:105-107)?
Directions
Your responses should be no more than a paragraph or two. Be sure to respond to another student’s post. Have your initial response done by the due date and your response done before the close date (two days after due date).

Discussion: DNA Double-Helical Structure
Discussion: DNA Double-Helical Structure
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Nucleic Acids
Nucleic acids are key macromolecules in the continuity of life. They carry the genetic blueprint of a cell and carry instructions for the functioning of the cell.
The two main types of nucleic acids are deoxyribonucleic acid (DNA) and ribonucleic acid (RNA). DNA is the genetic material found in all living organisms, ranging from single-celled bacteria to multicellular mammals.
The other type of nucleic acid, RNA, is mostly involved in protein synthesis. The DNA molecules never leave the nucleus but instead use an RNA intermediary to communicate with the rest of the cell. Other types of RNA are also involved in protein synthesis and its regulation.
DNA and RNA are made up of monomers known as nucleotides. The nucleotides combine with each other to form a polynucleotide, DNA or RNA. Each nucleotide is made up of three components: a nitrogenous base, a pentose (five-carbon) sugar, and a phosphate group (Figure 22). Each nitrogenous base in a nucleotide is attached to a sugar molecule, which is attached to a phosphate group.
DNA Double-Helical Structure
DNA has a double-helical structure (Figure 23). It is composed of two strands, or polymers, of nucleotides. The strands are formed with bonds between phosphate and sugar groups of adjacent nucleotides. The strands are bonded to each other at their bases with hydrogen bonds, and the strands coil about each other along their length, hence the “double helix” description, which means a double spiral.
The alternating sugar and phosphate groups lie on the outside of each strand, forming the backbone of the DNA. The nitrogenous bases are stacked in the interior, like the steps of a staircase, and these bases pair; the pairs are bound to each other by hydrogen bonds. The bases pair in such a way that the distance between the backbones of the two strands is the same all along the molecule.
Key Terms
acid a substance that donates hydrogen ions and therefore lowers pH
adhesion the attraction between water molecules and molecules of a different substance
amino acid a monomer of a protein
anion a negative ion formed by gaining electrons
atomic number the number of protons in an atom
base a substance that absorbs hydrogen ions and therefore raises pH
buffer a solution that resists a change in pH by absorbing or releasing hydrogen or hydroxide ions
carbohydrate a biological macromolecule in which the ratio of carbon to hydrogen to oxygen is 1:2:1; carbohydrates serve as energy sources and structural support in cells
cation a positive ion formed by losing electrons
cellulose a polysaccharide that makes up the cell walls of plants and provides structural support to the cell
chemical bond an interaction between two or more of the same or different elements that results in the formation of molecules
chitin a type of carbohydrate that forms the outer skeleton of arthropods, such as insects and crustaceans, and the cell walls of fungi
cohesion the intermolecular forces between water molecules caused by the polar nature of water; creates surface tension
covalent bond a type of strong bond between two or more of the same or different elements; forms when electrons are shared between elements
denaturation the loss of shape in a protein as a result of changes in temperature, pH, or exposure to chemicals
deoxyribonucleic acid (DNA) a double-stranded polymer of nucleotides that carries the hereditary information of the cell
disaccharide two sugar monomers that are linked together by a peptide bond
electron a negatively charged particle that resides outside of the nucleus in the electron orbital; lacks functional mass and has a charge of –1
electron transfer the movement of electrons from one element to another
element one of 118 unique substances that cannot be broken down into smaller substances and retain the characteristic of that substance; each element has a specified number of protons and unique properties
enzyme a catalyst in a biochemical reaction that is usually a complex or conjugated protein
evaporation the release of water molecules from liquid water to form water vapor
fat a lipid molecule composed of three fatty acids and a glycerol (triglyceride) that typically exists in a solid form at room temperature
glycogen a storage carbohydrate in animals
hormone a chemical signaling molecule, usually a protein or steroid, secreted by an endocrine gland or group of endocrine cells; acts to control or regulate specific physiological processes
hydrogen bond a weak bond between partially positively charged hydrogen atoms and partially negatively charged elements or molecules
hydrophilic describes a substance that dissolves in water; water-loving
hydrophobic describes a substance that does not dissolve in water; water-fearing
ion an atom or compound that does not contain equal numbers of protons and electrons and therefore has a net charge
ionic bond a chemical bond that forms between ions of opposite charges
isotope one or more forms of an element that have different numbers of neutrons
lipids a class of macromolecules that are nonpolar and insoluble in water
litmus paper filter paper that has been treated with a natural water-soluble dye so it can be used as a pH indicator
macromolecule a large molecule, often formed by polymerization of smaller monomers
mass number the number of protons plus neutrons in an atom
matter anything that has mass and occupies space
monosaccharide a single unit or monomer of carbohydrates
neutron a particle with no charge that resides in the nucleus of an atom; has a mass of 1
nonpolar covalent bond a type of covalent bond that forms between atoms when electrons are shared equally between atoms, resulting in no regions with partial charges as in polar covalent bonds
nucleic acid a biological macromolecule that carries the genetic information of a cell and carries instructions for the functioning of the cell
nucleotide a monomer of nucleic acids; contains a pentose sugar, a phosphate group, and a nitrogenous base
nucleus (chemistry) the dense center of an atom made up of protons and (except in the case of a hydrogen atom) neutrons
octet rule states that the outermost shell of an element with a low atomic number can hold eight electrons
oil an unsaturated fat that is a liquid at room temperature
periodic table of elements an organizational chart of elements, indicating the atomic number and mass number of each element; also provides key information about the properties of elements
pH scale a scale ranging from 0 to 14 that measures the approximate concentration of hydrogen ions of a substance
phospholipid a major constituent of the membranes of cells; composed of two fatty acids and a phosphate group attached to the glycerol backbone
polar covalent bond a type of covalent bond in which electrons are pulled toward one atom and away from another, resulting in slightly positive and slightly negative charged regions of the molecule
polypeptide a long chain of amino acids linked by peptide bonds
polysaccharide a long chain of monosaccharides; may be branched or unbranched
protein a biological macromolecule composed of one or more chains of amino acids
proton a positively charged particle that resides in the nucleus of an atom; has a mass of 1 and a charge of +1
radioactive isotope an isotope that spontaneously emits particles or energy to form a more stable element
ribonucleic acid (RNA) a single-stranded polymer of nucleotides that is involved in protein synthesis
saturated fatty acid a long-chain hydrocarbon with single covalent bonds in the carbon chain; the number of hydrogen atoms attached to the carbon skeleton is maximized
solvent a substance capable of dissolving another substance
starch a storage carbohydrate in plants
steroid a type of lipid composed of four fused hydrocarbon rings
surface tension the cohesive force at the surface of a body of liquid that prevents the molecules from separating
temperature a measure of molecular motion
trans-fat a form of unsaturated fat with the hydrogen atoms neighboring the double bond across from each other rather than on the same side of the double bond
triglyceride a fat molecule; consists of three fatty acids linked to a glycerol molecule
unsaturated fatty acid a long-chain hydrocarbon that has one or more than one double bonds in the hydrocarbon chain
van der Waals interaction a weak attraction or interaction between molecules caused by slightly positively charged or slightly negatively charged atoms

External Stressors Discussion
External Stressors Discussion
Research the range of contemporary issues teenagers face today. In a 500-750-word paper, choose one issue (besides teen pregnancy) and discuss its effect on adolescent behavior and overall well-being. Include the following in your submission:
Describe the contemporary issue and explain what external stressors are associated with this issue.
Outline assessment strategies to screen for this issue and external stressors during an assessment for an adolescent patient. Describe what additional assessment questions you would need to ask and define the ethical parameters regarding what you can and cannot share with the parent or guardian.
Discuss support options for adolescents encountering external stressors. Include specific support options for the contemporary issue you presented.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You 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.
External Stressors Discussion

Discussion: Healthcare Coverage HLT 418
Discussion: Healthcare Coverage HLT 418
There still are millions of Americans that do not have health care coverage. The elderly, the disabled, the young, and the poor have health care coverage under governmental programs such as the Affordable Care Act. As a patient advocate, you decide to take action. Design an outline for a community clinic to serve the uninsured with the following considerations:
How would you staff the clinic?
Where would the funding come from for a community clinic?
How could you involve evidence-based research in policy development for healthcare funding? Identify at least one strategy and support your rationale.
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.

Assignment: Behaviorism
Assignment: Behaviorism
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Assignment: Behaviorism
Prior to engaging in this discussion, read the Introduction and Chapter One in your required e-book, watch the video, and review the Instructor Guidance.
Summarize the following constructs that the behaviorist movement promotes:
Associative learning
Connectionism, including the laws of learning
Conditioning
Classical
Operant
Reflect on your own experiences in the workplace or in organizational settings (school, church, volunteer sites). What is an example of applied behaviorism that you have experienced in one of these settings?
Based on your e-book commentary, why do you think the reader is encouraged to think skeptically about the content included?
Are there potential concerns with associating learning behaviors with theory based only on anti-mentalism?
What truths can be disseminated from the historic evolution of the behaviorist framework?
Behaviorism, also known as behavioral psychology, is a theory of learning based on the idea that all behaviors are acquired through conditioning. Conditioning occurs through interaction with the environment. Behaviorists believe that our responses to environmental stimuli shape our actions.
Behaviorism (or behaviourism) is a systematic approach to understanding the behavior of humans and other animals. It assumes that all behaviors are either produced by a response to certain stimuli in the environment, or a consequence of that individual’s history, including especially reinforcement and punishment, together with the individual’s current motivational state and controlling stimuli. Although behaviorists generally accept the important role of in determining behavior, they focus primarily on environmental factors.
Behaviorism combines elements of philosophy, methodology, and psychological theory. It emerged in the late nineteenth century as a reaction to and other traditional forms of psychology, which often had difficulty making predictions that could be tested experimentally. The earliest derivatives of Behaviorism can be traced back to the late 19th century where pioneered the , a process that involved strengthening or weakening behavior through the use of and .
During the first half of the twentieth century, devised , which rejected and sought to understand behavior by only measuring observable behaviors and events. It was not until the 1930s that suggested that private events—including thoughts and feelings—should be subjected to the same controlling variables as observable behavior, which became the basis for his philosophy called “.” While Watson and investigated the stimulus-response procedures of , Skinner assessed the controlling nature of consequences and also its potential effect on the ; the technique became known as .
Skinner’s radical behaviorism has been highly successful experimentally, revealing new phenomena with new methods, but Skinner’s dismissal of theory limited its development. Theoretical behaviorism recognized that a historical system, an organism, has a state as well as sensitivity to stimuli and the ability to emit responses. Indeed, Skinner himself acknowledged the possibility of what he called “latent” responses in humans, even though he neglected to extend this idea to rats and pigeons. Latent responses constitute a repertoire, from which operant reinforcement can select.

Discussion: components of nervous system
Discussion: components of nervous system
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Question 19.
Following a motor vehicle accident three months prior, a 20-year-old female who has been in a coma since her accident has now had her condition declared a persistent vegetative state. How can her care providers most accurately explain an aspect of her situation to her parents?
“Your daughter has lost all her cognitive functions as well as all her basic reflexes.”
“Though she still goes through a cycle of sleeping and waking, her condition is unlikely to change.”
“If you or the care team notice any spontaneous eye opening, then we will change our treatment plan.”
“Your daughter’s condition is an unfortunate combination of total loss of consciousness with continuation of all other normal brain functions.”
Question 20.
During a late-night study session, a pathophysiology student reaches out to turn the page of her textbook. Which of the following components of her nervous system has the highest level of control over her arm and hand action?
Cerebelum
Thalamus
Basal ganglia
Frontal lobe
Question 21.
A patient in the intensive care unit who has a brain tumor has experienced a sharp decline. The care team suspects that water and protein have crossed the blood–brain barrier and been transferred from the vascular space into the patient’s interstitial space. Which of the following diagnoses best captures this pathophysiology?
Focal hypoxia
Cytotoxic edema
Hydrocephalus
Vasogenic edema
Question 24.
A 70-year-old male has been diagnosed with a stroke that resulted in an infarct to his cerebellum. Which of the following clinical findings would be most closely associated with cerebellar insult?
Flaccid loss of muscle tone
Difficulty starting movement, stopping movement, and maintaining rhythmic movement
Tremor, rigidity, and bradykinesia
Unsteady gait and difficulty speaking and swallowing

Discussion:Multicultural Educator
Discussion:Multicultural Educator
Becoming a Multicultural Educator shows the solutions to the following problems:
How do you intend to expand your horizons to become a multicultural person who helps students add new cultural ideas to their experience? How can you help students learn more about their own culture and incorporate what they already know into their learning?
Respond to at least two of your classmates
Discussion:Multicultural Educator
Discussion:Multicultural Educator
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.

Communication near the End of Life.
Communication near the End of Life.
Communication near the End of Life.
Question Description
Question: Write one page abstract on each article (see below instructions regarding abstracts) and a summary on each article. So, for each article there must be a one-page abstract and a separate summary of the article
Abstract: An abstract is a summary in your own words, of an article, chapter, or book. It is not evaluative and must not include your personal opinions. The purpose of an abstract is to give a reader sufficient information without reading the entire article or book. An abstract should aim at giving as much information as possible in as few words as possible.
The abstract should include:
Complete bibliographic information
A clear statement of the scope and purpose of a work
A summary of the contents
A statement of the conclusion or results
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.