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Capella University Special Issues for Women Discussion

Capella University Special Issues for Women Discussion.

I’m working on a law discussion question and need an explanation to help me study.

Special Issues for WomenCompetencies Addressed in This DiscussionCompetency 2: Analyze corrections-related processes.IntroductionWhile many issues in corrections affect both men and women, there are some policy issues that pertain exclusively or particularly to the incarceration of women. There are several differences between male and female institutions. There are also several differences in characteristics between male and female offenders. Subcultures differ as well. These distinctions translate into different challenges for corrections.Special issues are faced by women in prison that are connected, in part, to these various distinctions. Special issues include sexual misconduct, education and vocation programs, medical services, and mothers and children.View the Riverbend City: Prison media piece. Focus on the tab River Valley State Women’s Prison.You are advising the warden of the River Valley State Women’s Prison, planning for the upcoming fiscal year. You have been tasked with prioritizing how special issues for women should be addressed.In your initial discussion post:Lay out the two special issues you would prioritize for women in the facility, based on what you observed in the media.Specify two programs you propose implementing to address the identified special issues.Figure out what would be needed to implement the two programs in the facility.Explore the possible implications of program implementation.
Capella University Special Issues for Women Discussion

Mrs. C Case Study. I’m stuck on a Nursing question and need an explanation.

It is necessary for an RN-BSN-prepared nurse to demonstrate an enhanced understanding of the pathophysiological processes of disease, the clinical manifestations and treatment protocols, and how they affect clients across the life span.
Evaluate the Health History and Medical Information for Mr. C., presented below.
Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below.
Health History and Medical Information
Health History
Mr. C., a 32-year-old single male, is seeking information at the outpatient center regarding possible bariatric surgery for his obesity. He currently works at a catalog telephone center. He reports that he has always been heavy, even as a small child, gaining approximately 100 pounds in the last 2-3 years. Previous medical evaluations have not indicated any metabolic diseases, but he says he has sleep apnea and high blood pressure, which he tries to control by restricting dietary sodium. Mr. C. reports increasing shortness of breath with activity, swollen ankles, and pruritus over the last 6 months.
Objective Data:

Height: 68 inches; weight 134.5 kg
BP: 172/98, HR 88, RR 26
3+ pitting edema bilateral feet and ankles
Fasting blood glucose: 146 mg/dL
Total cholesterol: 250 mg/dL
Triglycerides: 312 mg/dL
HDL: 30 mg/dL
Serum creatinine 1.8 mg/dL
BUN 32 mg/dl

Critical Thinking Essay
In 750-1,000 words, critically evaluate Mr. C.’s potential diagnosis and intervention(s). Include the following:

Describe the clinical manifestations present in Mr. C.
Describe the potential health risks for obesity that are of concern for Mr. C. Discuss whether bariatric surgery is an appropriate intervention.
Assess each of Mr. C.’s functional health patterns using the information given. Discuss at least five actual or potential problems can you identify from the functional health patterns and provide the rationale for each. (Functional health patterns include health-perception, health-management, nutritional, metabolic, elimination, activity-exercise, sleep-rest, cognitive-perceptual, self-perception/self-concept, role-relationship, sexuality/reproductive, coping-stress tolerance.)
Explain the staging of end-stage renal disease (ESRD) and contributing factors to consider.
Consider ESRD prevention and health promotion opportunities. Describe what type of patient education should be provided to Mr. C. for prevention of future events, health restoration, and avoidance of deterioration of renal status.
Explain the type of resources available for ESRD patients for nonacute care and the type of multidisciplinary approach that would be beneficial for these patients. Consider aspects such as devices, transportation, living conditions, return-to-employment issues.

You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Read “Ascites: A Common Problem in People With Cirrhosis,” by Chalasani (2013), located on the American College of Gastroenterology website.
URL:

Ascites: A Common Problem in People with Cirrhosis

Read “Kidney Failure (Symptoms, Signs, Stages, Causes, Treatment, and Life Expectancy),” by Wedro, located on the MedicineNet website.
URL:
https://www.medicinenet.com/kidney_failure/article.htm

Read “Acute Kidney Failure,” located on the Mayo Clinic website.
URL:
https://www.mayoclinic.org/diseases-conditions/kidney-failure/symptoms-causes/syc-20369048
Read “Facts About Chronic Kidney Disease,” from the A to Z Health Guide (2017), located on the National Kidney Foundation website.
URL:
https://www.kidney.org/atoz/content/about-chronic-kidney-disease

Mrs. C Case Study

ED593 Due Process. Can you help me understand this Management question?

Due Process

After reading the assigned textbook chapters listed in the required studies, use an online infographic generator such as Canva, Venngage, Piktochart, easelly, Visme, Infogram, BeFunky, Snappa, Animaker, or other similar tool (If you need assistance with these new tools, most of them provide quality help pages or have how-to videos on YouTube.) to create a unique infographic that:

Describes due process, how it differs for students based on the infraction, and the ethical rationale for the differences in the due process
Compare and contrast zero-tolerance policy with due process. Consider the policy of zero tolerance as presented in the case in chapter 2, “Bang! Zero Tolerance” of The Ethics of Teaching (Strike & Soltis, 2009/2015).
Consider these policies from an ethical perspective and who is harmed and who is protected as a result of the policies.

Insert or link to your infographic in your discussion board post.
Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.

Reference
Strike, K. A., & Soltis, J. F. (2009/2015). The ethics of teaching (5th ed.). New York, NY: Teachers College.

Punishment and Due Process
Due process governs not only criminal investigations, but also the treatment of students in schools. In fact, the Supreme Court has typically ruled that protections guaranteed to citizens in the Constitution are also applicable in schools when investigating misbehavior and administering punishment. This week you will explore the laws governing due process in schools, particularly regarding student searches and disciplining or sanctioning students who misbehave. You may notice that consequentialist and non-consequentialist perspectives may have competing purposes in punishment. While you engage in your studies this week, spend some time reflecting on the purpose of punishment and the relationship of disciplinary policy to the law.
A particularly significant topic of concern these days is bullying. Bullying is not only unkind and hurtful to others; it often goes undetected in schools. Threats may occur away from direct classroom settings, such as in the halls or cafeteria, or even down the street from the bus stop on the way home from school. Cyberbullying, intimidation, or harassment of others through electronic media is also problematic.

What bullying is and the Massachusetts law banning it in schools (Massachusetts School of Law at Andover, 2013) [Closed captioned]
In considering the challenge of bullying, you will explore how ethics, law, and policy interact. Laws alone may not significantly deter bullying that occurs outside of the classroom. But you will see suggestions of how teachers can help create educational climates which undermine bullying.
Reference
Massachusetts School of Law at Andover. (2013, August 17). What bullying is and the Massachusetts law banning it in schools [Video file]. Retrieved from

Weekly Objectives
Through participation in the following activities, the candidate will:

Review and discuss the levels of acting ethically: as individuals, within organizations and governments, and throughout the society. (9f, 9i, 9m, 10q)

Dealing with Bullying

Study and analyze the latest research and professional literature related to law and ethics in educational practice. (9f, 9m, 9o)

Due Process

Analyze current legal standards and their association with contemporary ethical practice. (9f, 9m, 9o)

Due Process
Student Punishment

American Psychological Association. (2015, May 14). Bullying: What we know based on 40 years of research. Retrieved from https://www.apa.org/news/press/releases/2015/05/bu…

ED593 Due Process

Attitudes Towards Women in the Labour Market

A number of studies have analyzed variation in people’s attitudes towards women’s labor market participation and the division of labor among men and women in the Western world. Generally, citizens in Western countries show increasing support over time for women’s labor market participation, with some differences of opinion related to age, gender, education, etc. Cross-national studies also document differences across nations, which partly can be related to differences in their welfare states. A common finding is also that people’s attitudes to the domestic division of labor between men and women seem to be more traditional than the attitudes towards women’s employment, but again, there are cross-national differences. For researchers of gender role and women employment values, South-East European countries, such as Croatia, are interesting in many ways. During the 1990s there was a major change in their political and economic systems, from the former federative socialist republic of Yugoslavia to present-day independent states of Croatia, Serbia and Montenegro, Slovenia, Macedonia and Bosnia-Herzegovina. The dissolution of Yugoslavia, accompanied by the wars in Croatia and Bosnia-Herzegovina (and later by systematic violence in Kosovo), brought new emphasis on nationalism and re-traditionalization, mostly in the form of resurgence of religion. In Croatia, religiosity dramatically increased during the war (1991-1995). Such a turn toward the sacred is not unusual consequence of war and related destruction (Sekulic, Hodson, Massey 2002). In addition, under the nationalist government that was highly supported by Catholic Church (Partos 1997), being Croat often equaled with being Catholic. In that sense Croatia, as most ex-Yugoslav societies, differs from other post-communist societies of Eastern Europe, in spite of the fact that they all share the same experience of the post-communist transformation, and the social costs associated with this transition (Dragicevic, 2003) Unemployment dramatically increased in the 1990s. Official data show a 3.5 fold increase in unemployment in Croatia during the 1990-1999 period (Lokin, 2000:220) and a high percentage of unemployed were women. In 1997 women constituted 52.7 percent of the unemployed (Bejakovic, 2005). Also, the level of job security decreased significantly, and women appear to be particularly vulnerable to the macroeconomic and social changes brought about by the transition, since the legal provisions securing the job during maternity leave in many cases became illusory (Brunnbauer, 2000). Together with political attempts at re-traditionalization of the family institution, the market-oriented transition, which resulted in loss of security and decreasing quality of public services, may have had an impact on people’s gender attitudes and values. These processes might have strengthened the old gender role models assigning men to the public life of work and politics and women to the private life of housework and motherhood (Bracewell, 1996). Attitudes toward women’s employment and gendered division of labor. How important is family socialization in that respect? There are a number of studies, many North American, of the effects of mother’s employment on their children and the attitudes their children later develop to gender roles and maternal employment (see Willetts-Bloom 1994 for an overview). The findings of this research are however, ambiguous: Whereas some studies find positive effects of maternal employment on their children’s attitudes, in particular for the daughters, so that the daughters of working women also wants to work, other studies find no significant results, and some report conflicting results. Many of these studies were undertaken in the 1970s and 1980s, when married women’s increasing employment prompted raising concerns that mother’s employment would have negative effects on their children. REVIEW OF LITERATURE This chapter reviews some of the studies with working women. Many studies have concentrated on the status of women in an unorganized and organized sector. The present review limits itself to status of women in organized sector, which are relevant to the study. A review of literature was added to this study by referring to different journal and studies conducted by different individuals to show relevance to the study. A cross-national study of 23 countries, including several eastern European countries, concluded that there are three clusters of countries, which represent three distinct patterns of attitudes towards women’s employment: the work-oriented countries, the family accommodating countries and the motherhood centered countries (Treas and Widmer 2000). The Eastern European countries that were included (Hungary, Poland, Slovenia, Bulgaria, and the Czech Republic) were grouped together with Spain and Ireland in the motherhood-centered cluster. In these countries, “comparatively strong support for mother’s full-time employment is combined with even stronger preferences that women with children stay at home” (Treas and Widmer 2000:1425). To a certain extent, this apparent ambivalence/contradiction between liberal attitudes toward women’s employment and traditional attitudes toward mothers as the primary care givers can also be found in other countries. For instance, the Scandinavian countries have a high level of female employment, including a high level of labor market participation also among mother’s of young children, yet the attitudes towards the domestic division of labor are still surprisingly traditional (Sundstrøm 2000:202). Henley (1979) stated that the feminine stereotype depicts women as being more concerned than men about their bodies, their clothing, and their appearance in general; as is often the case, there is both truth and reason to the stereotype. Women are subject to a great deal more observation than men; their figures and clothing; their attractiveness is the criteria by which they most often are judged. Not surprisingly, then women are more conscious than men of their visibility. This difference translates into both a power and a sex difference. Rosen and Jerdee (1979) in their study stated that women were seen less favourably in terms of the knowledge, aptitudes, skills, motivation, interests, temperament, and work habits that are demanded in most managerial roles. Modernization is a concept in the sphere of social sciences that refers to process in which society goes through industrialization, urbanization and other social changes that completely transforms the lives of individuals. The concept of modernization comes from a view of societies as having a standardevolutionarypattern, as described in thesocial evolutionismtheories. According to this each society would evolve inexorably from barbarism to ever greater levels of development and civilization. The more modern states would be wealthier and more powerful, and their citizens freer and having a higher standard of living. This was the standard view in the social sciences for many decades with its foremost advocate beingTalcott Parsons. This theory stressed the importance of societies being open to change and saw reactionary forces as restricting development. Maintaining tradition for tradition’s sake was thought to be harmful to progress and development. This approach has been heavily criticized, mainly because it conflated modernization withWesternization. In this model, the modernization of a society required the destruction of the indigenouscultureand its replacement by a more Westernized one. Technically modernity simply refers to the present, and any society still in existence is therefore modern. Proponents of modernization typically view only Western society as being truly modern arguing that others are primitive or unevolved by comparison. This view sees unmodernized societies as inferior even if they have the same standard of living as western societies. Opponents of this view argue that modernity is independent of culture and can be adapted to any society. Japan is cited as an example by both sides. Some see it as proof that a thoroughly modern way of life can exist in a non-western society. Others argue thatJapanhas become distinctly more western as a result of its modernization. In addition, this view is accused of being Eurocentric, as modernization began in Europe and has long been regarded as reaching its most advanced stage in Europe (by Europeans), and in Europe overseas (USA, Canada, Australia, New Zealand etc). According to the Social theorist Peter Wagner (Social theorist), modernization can be seen as processes, and as offensives. The former view is commonly projected by politicians and the media, and suggests that it is developments, such as new data technology or dated laws, which make modernization necessary or preferable. This view makes critique of modernization difficult, since it implies that it is these developments which control the limits of human interaction, and not vice versa. The latter view of modernization as offensives argues that both the developments and the altered opportunities made available by these developments, are shaped and controlled by human agents. The view of modernization as offensives therefore sees it as a product of human planning and action, an active process capable of being both changed and criticized. Modernization is most likely one of the most influential happenings in society.

Pedro Paramo Novel Essay

java assignment help Pedro Paramo Novel Essay.

Other than possibly a few who might have submitted a first draft of the documented essay last week, most students will be submitting the first draft for a preliminary grade at some point in Module 8. Please understand that those who are able to submit first will receive their corrections and comments first and, therefore, be able to submit their final draft in Module 9 and perhaps receive their grade for the course early. Regardless, try to submit this first draft no later than Sunday since the time for grading might mean you would not get those corrections until some time early in Module 9, depending on the number of papers arriving at the last possible moment.Before submitting you might use this checklist:MLA format top to bottom:Double space only12 TNR Font onlyparagraphs indentedevery page numberedone inch margins all the way around, or on all four sidesan attached Works Cited pageminimum three sources, but more acceptableevery source listed on the works cited (minimum 3) are quoted a minimum of one time each in the paperuse of parenthetical references with the period outside the reference only like this ( ).content of the parenthetical references and the reference page consistent with MLA formatworks cited in alphabetical order, double space, with the first line of every reference ON the left margin but other lines indented once
Pedro Paramo Novel Essay

Ashford University Forecasting Sales Discussion

Ashford University Forecasting Sales Discussion.

I’m working on a writing Discussion and need a sample draft to help me study.

As noted in this week’s introduction, a lack of historical information adds additional uncertainty to forecasts for startups. There are a number of ways entrepreneurs cope with this issue, and one approach is presented in the following video: Startup Financial Projections—Sales (Links to an external site.). Analyze the information in the video using a critical thinking lens and present your conclusions about the recommendations offered.You are going to create an initial discussion post that address the following:Why does the speaker suggest top down sales projections are careless and not useful?Why does the speaker suggest competitor based sales projections are careless and not useful?Evaluate the speaker’s suggested approach and offer two reasons why you agree or disagree with the suggested approach.Offer a link to an article or a video that offers an approach to estimating sales for a startup.
Ashford University Forecasting Sales Discussion

Empowerment of Women through Neighbourhood Groups

Empowerment of Women through Neighbourhood Groups in Malappuram district of Kerala Haseena Jasmine C K Abstract NeighbourHood Group (NHG) popularly known as Kudumbashree Ayalkoottam, is an innovative idea undertaken by Kudumbashree mission of Kerala. Empowerment of women is essential to harness the women labour in the main stream of economic development. Empowerment of women is a holistic concept. It is multi-dimensional in its approach and covers economic, political, social/cultural, personal and family aspects. Of all these facets of women development, economic empowerment is of utmost significance in order to achieve a lasting and sustainable development of society. Micro finance is an important means for attaining women empowerment. Micro finance is the provision of thrift, credit and other financial services and products of very small amounts mainly to the poor in rural, semi-urban and urban areas for enabling them to raise their income level and improve their standard of living. It has proven to be an effective and popular measure for women empowerment. This paper examines how far the NHGs contribute to women empowerment and also to understand the problems faced by the members of NHGs. Keywords: Microfinance, Empowerment, Neighbourhood Groups (NHGs), Kudumbashree, Poverty Eradication. Introduction Women are an integral part of every economy. Overall growth and development of a nation would be possible only when women are considered as equal partners in progress with men. Empowerment of women is essential to bring the women in the main stream of economic as well as social development, and also to bring national development. Women empowerment is multi-dimensional in its approach and covers economic, political, social, cultural and personal aspects. Micro finance is an important means for attaining women empowerment. Micro finance is the provision of thrift, credit and other financial services and products of very small amounts mainly to the poor in rural, semi-urban and urban areas for enabling them to raise their income level and improve their standard of living. It has proven to be an effective and popular measure for women empowerment. The State Poverty Eradication Mission, known as Kudumbashree is an innovative poverty eradication programme of the Government of Kerala, which is a community based, women oriented and participatory programme in every respect. Kudumbasree programme is being implemented through the local self governments in the State. The three-tier community based organisation of women includes Neighbourhood Groups (NHGs) at the grass root level, Area Development Societies (ADSs) at the local level and Community Development Societies (CDSs) at the Panchayat/ Municipality level. These organisations act as important means for empowering women. Empowerment of women is considered as an important responsibility of every government. NeighbourHood Group NeighbourHood Group (NHG) popularly known as Kudumbashree Ayalkoottam, is an innovative idea undertaken by Kudumbashree mission of Kerala, with the aim of not only to know our neighbours, but also to share all our information, views, ideas or opinions for the betterment of our group in general. This platform will also help each one of the members to showcase their talents through the annual get together. Grass root level poor women are organized through Neighbourhood Groups(NHGs) consisting of 20-40 women with 5 functional Volunteers, viz., Community Health Volunteer, Income Generation Volunteer, Infrastructure Volunteer, Secretary and President. The NHG members used to meet once in a week in one of the member’s house. The members, who meet together, discuss their problems and make joint effort to find solutions to their grievances with the support of the functional volunteers. This would bring up an interpersonal feeling among the members and would generate supportive attitude to build confidence among them. Apart from this, they practice small savings through thrift which should be used to create productive assets. Women Empowerment Empowermentrefers to increasing the economic, political, social, educational, gender, or spiritual strength of individuals and communities. Women’s Empowerment educates and empowers women who are homeless with the skills and confidence necessary to get a job, create a healthy lifestyle, and regain a home for themselves and their children. Empowerment also includes encouraging, and developing the skills for, self-sufficiency, with a focus on eliminating the future need for charity or welfare in the individuals of the group. This process can be difficult to start and to implement effectively. Statement of Problem Empowerment of women is seen as one of the most important means of economic, social and cultural development as well as for reducing poverty among women. Even the Government takes considerable effort for empowering women and to improve their status in the society, still they face number of problems. We know NHGs are mainly initiated for the purpose of empowering women. But we can’t think that all NHGs are succeeded in women empowerment. And also we can’t faithfully believe that all the members of NHGs are satisfied with them. It is necessary to analyse how far the NHGs contribute to women empowerment and also to understand the problems faced by the members of NHGs. Objectives of the Study The objectives of this study as follows: To examine the role of Neighbourhood Group in women empowerment. To identify the problems and constraints faced by the members of Neighbourhood Groups. To make suggestions for the empowerment of women. Research Methodology The research design adopted for the study is descriptive. The study is based on both primary and secondary data. The primary data was collected from 100 members of NHGs through a sample survey in Malappuram district of Kerala. A structured questionnaire was used for the collection of primary data. The secondary data was collected from the journals, books, reports, websites etc. For analyzing the collected data, the mathematical and statistical tools like percentage and average have been used. Analysis and Interpretation Overall Women Empowerment through NHGs The following table shows the overall empowerment that attained by members through the NHGs. Table.1 Overall Empowerment of Members Particulars Highly Empowered Moderately Empowered Poorly Empowered Poverty eradication 62% 25% 13% Family responsibility 7% 43% 50% Family income 16% 44% 40% Basic facilities and amenities 40% 30% 30% Education of children 56% 17% 27% Improved medical treatments 37% 23% 40% Standard of living 50% 30% 20% Personal income 23% 46% 31% Decision making power 77% 19% 4% Freedom of action 73% 15% 12% Personal skills and abilities 85% 11% 4% Personal education 42% 15% 43% Social involvement 76% 20% 4% Mobility 67% 23% 10% Ability to mingle with others 100% – – Equality 63% 33% 4% Mutual help and support 86% 14% – Average 56.47% 24% 19.53% Sources: Primary Data It reveals that, majority of the Neighbourhood Group members are empowered by the scheme NHGs (Kudumbashree Ayalkoottam). 56% are highly empowered by NHGs, 24% neither highly nor poorly empowered by the NHGs and only 20% are poorly empowered by the scheme NHGs. Personal Problems The following table shows the personal problems faced by the members of NHGs. Table.2 Personal Problems Attributes Number of Respondents Percentage of Respondents Low mobility 13 13 Family responsibility 37 37 Family support 13 13 Stress

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