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ENG 101 Cuyamaca College Addiction Recovery Programs in Florida Discussion

ENG 101 Cuyamaca College Addiction Recovery Programs in Florida Discussion.

I’m working on a english writing question and need an explanation to help me understand better.

THE ASSIGNMENT IS TO: Attach the link to the article and write a 3-5 sentence summary about the article. Use your OWN words. Please do not copy from the article.Grade summary 3 points link to article, 3 points for the summary content, 3 points for your reaction, 1 point for grammar.OR IF YOU CANT FIND AN ARTICLE YOU CAN USE THIS ONECan’t fine one? This is long, but super interesting. Its about rehab centers profiting from insurance dollars. This makes for a revolving addict>rehab >relapse cycle. (Links to an external site.)Grade summary 6 points for a summary of the main reason the article points out that there are issues with some rehabilitation programs , 3 points for your reaction, 1 point for grammar.
ENG 101 Cuyamaca College Addiction Recovery Programs in Florida Discussion

Use the Laws of Logarithms to expand the expression. log 3 x2 + y6.

log ^3 squareroot xsquare+y6Use the Laws of Logarithms to expand the expression.log3x2 + y6
Use the Laws of Logarithms to expand the expression. log 3 x2 + y6

Share this: Facebook Twitter Reddit LinkedIn WhatsApp My personal paradigm of nursing practice that will be discussed in this paper has come about due to many years of practice and continuous refinement. My paradigm has developed from multiple modes of learning. These modes of learning include practical skill application, attendance of education symposia, and structured didactic formal education. The process of developing my paradigm has come about with conscious knowledge acquisition and to some extent unconscious skill acquisition. Nursing knowledge can be obtained in many ways. According to Chinn and Kramer (1999), knowing is the process of gathering understanding of self and surroundings and exemplifying the ways of knowing on a conscious level. Not all levels of knowing may be explained or put into a written format. The knowing that can be shared or communicated and then documented becomes the knowledge of that specific profession. Knowing can be developed in many subparts to create a whole of knowledge. In the text of Chinn and Kramer these subparts include empirical, personal, ethical, aesthetic, spiritual, socio-political and cultural approaches. Empirical knowledge development is the part of science that can be seen, touched, smelled or otherwise measured. Personal knowing concerns the individual ability to utilize self as a therapeutic modality, and understand one’s own worth. Aesthetic knowing is concerned with the art or beauty of an act. Aesthetics is the emotional component or perception of an experience. Ethical knowing is based upon moral code and involves principals and codes of conduct. Cultural knowing according to Campinha-Bacote involves assessment of culturally based actions and also culture in the context of perception. Socio-political knowing and knowledge stem from experiences and formal requirements of a specific practice act, and setting which these acts are concerned (Campinha-Bacote 2002). Epistemological knowledge or how knowledge is created is based on ontological knowing. Ontological knowing is which pertains to the experiences of being and perspectives on existence (Chinn and Kramer 1999). Ontological knowledge development consists of all ideas that one acquires in everyday nursing practice. This acquisition of skills and experiences creates embedded knowledge that becomes the reference for future situations. Embedded knowledge is the use of past situations to provide a guide for dealing with future situations of a like kind (Benner 1984). I am involved in knowledge development every day. This knowledge development occurs in many forms. The workplace affords me the opportunity to apply ethics, empiricism, personal and aesthetic knowledge, while gaining insight to cultural and socio-political concerns. As I apply knowledge I have gained in the past, I acquire new knowledge that I incorporate into my praxis. As I study to become an advanced practitioner, I hope to gain insight to the motives of my actions and thoughts. I feel by finding this stem to my learning I can then enhance my skills and relieve the possibility of professional negligence and improve health and healing within my self and others. I will analyze these factors in reference to my own nursing praxis in a brief, concise way. I will explain my thoughts in the form of exemplars. The first area of interrogation of my own practice will be in the realm of Empirics. According to Chinn and Kramer (1999), Empirics is the fundamental pattern of using the senses, in order to know. Empirics require a scientific approach to the gathering of knowledge. The expression of this knowledge comes in the terms of theories and models. This area of knowledge development has had the greatest effect on my personal practice of Nursing. I have had the long held belief that if the medicine was good enough, and the science correct, we could potentially solve any human issue. As I have gained experience, I have come to realize that empiricism alone can not be applied to every situation. The grieving of the newly diagnosed cancer patient and the fear of the cardiac surgical patient are emotions that Empirics can’t measure. To illustrate the shortcomings of the use of empirical data and treatment based primarily on science, I would like to share a personal experience. The Intensive care unit where I work is involved in the education of medical students, residents, nurses and assorted health professionals. This teaching environment has led to a very scientific culture. In this example, a client of advanced age came into the unit with a diagnosis of Diabetic Keto-acidosis. This patient had what was reported to be a very routine and easy problem to treat. The plan included fluid, insulin and routine nursing care. The patient arrived with an extremely high blood glucose level and did not look at all well. This presentation immediately changed the treatment plan to include the possibility that hyper-osmolar; hyperglycemic, non-ketotic acidosis may actually be the diagnosis. The residents examined the patient, prescribed treatment and quickly left the unit. The nurses made the initial contact with the family, so as to complete the paperwork. After all the data was collected, the family decided to not resuscitate the patient if a cardiac crisis should occur. As we collected data and formed a plan, I realized this patient was not going to live through the shift. As we counseled the family, nobody had noticed the patient had awakened and was attentively listening to the plans for her own funeral. The patient stated “I know I may look dead, but don’t bury me til I am”. I believe this illustrates the fact that empirical data may not reflect the true health of the client. The reason for the patient’s recovery may not have been empirically measured, but it had certainly occurred. The advanced practice nurse (APN) education that I have undertaken will lead me to develop better assessment skills that are not based solely upon empirical data. I will use these skills to look beyond the surface data to see the patient and thereby provide a holistic approach. The ethical component of nursing is a blend of codes and values. Morality is at the root of all relationships that humans carry on with one another. The morals and “values” that I developed as a child, adolescent, and now as an adult have all blended into a discursive heap of human emotions and guide my day to day actions. Chinn and Kramer (1999) stated that morality and ethics interrelate, in that ethics can guide behaviors related to morality. This statement demonstrates an interrelationship between the ways of knowing, and the concept that the whole is more important than the parts. The family of the diabetic client discussed earlier, was the one with the voice and the one able to make the decisions. These decisions were not actually the wishes of the patient, but the wishes of the family. Jill White (1995) believes that moral knowing requires a personal relationship between the nurse and the patient. The above example I think clearly identifies this issue and statement. In this example the patient, family, Nurse and medical staff never in any manner engaged the patient. The fact that no form of relationship between caregiver and client developed led to a treatment failure. The moral judgment made by myself regarding adequate life span, resource utilization, and quality of life, remain an everyday dilemma. This dilemma cannot be solved with the arbitrary use of euthanasia, or the limitation of treatment due to age or disease, but must be approached on a very individual basis. An example of ethics in practice is the patient who is ninety years old and is in need of coronary bypass surgery. From the surface view this seems a waste of limited resources. The patient can no longer get up out of the chair and go to the mailbox due to chest pain. But, when a personal relationship is initiated as more in depth view of the patient reveals that he receives a letter from his eighty-five year old sister daily. This ritual brings joy, fulfillment, and peace of mind for the patient. If the medical establishment can return this patient to his prior functioning status, we may have served an ethical mission to heal when we can, and whomever we can. This service should be based upon merit of the situation, status of the patient and expected outcome, not age alone. As an advanced practice nurse I will be at the forefront of treatment decisions and resource utilization. I hope that with the expanded role and education of the APN I will be able to affect change in the way the resources are allocated and utilized, while using ethics and morals as a guidepost. Through continued experiences and observation I hope to build knowledge that will increase the value and meaning of my personal nursing care. Personal knowing is one of the most difficult areas for me to explain; yet I believe I have indeed accomplished this feat, without ever knowing what it was called. Chinn and Kramer (1999) view personal knowing as the nurses’ ability to use themselves as a healing tool by being aware of their own worth and appreciating the clients worth. One way of using personal knowing is using personal presence as a healing tool. The article by Godkin (2001) details presence as a complex set of behaviors that transcend science alone. This approach of seeing the patient on more than on plane is effective in recognizing the importance of the physiological aspect of nursing care. The patient can give many clues to the inner workings, fears, strengths that will enable and assist the nurse caring for that patient. Godkin (2001) represents presence as the patients knowing the nurse is present without the nurse’s actual physical presence. Presence is very important to the patient’s sense of well being and security. The way that I personally use presence in my practice is to identify with the patient on some other plane than the disease or problem at hand. This enables my patients to know that I too am human. They now learn that I can be reached out to as a sounding board and as a reference to frame of mind. I hand the patient the call light, demonstrate it’s use and the tell them very clearly while making eye contact “use this as often as you need, I always have time for you and I need your involvement to help me help you”. When the patient uses the call light for something I make a point of being there quickly. This, I feel, gives the patient the security they need to rest, knowing they have a professional nurse attending to them. This is a method that I developed and can now see how it relates to the Godkin’s (2001) notion of presence. As Godkin (2001) highlighted in her hierarchy, uniqueness is good for the bedside as a novice nurse, but being present even when your physical presence is absent is the realm of the “expert” nurse. The APN role with advance knowledge on the patterns of knowing and knowledge will allow me to better serve my patients in a holistic multidimensional fashion. I hope to further develop my skills in personal knowing by further understanding myself and presence in this world. Nursing aesthetics has long eluded my own practice. I am sure that I have witnessed aesthetics and may have even practiced aesthetic nursing, yet never realized it. Chinn and Kramer (1999) view aesthetic knowing as the deeper meaning or the realization of what is possible. Aesthetics in my own personal practice can best be explained by a short story. A patient that I provided care for had a diagnosis of bowel cancer that had progressed to the terminal stage. The patient required intensive nursing treatment of every type. The family consisted of a devoted husband and two young daughters. The family was very involved in the patient’s care and provided great comfort to the patient. The patient summoned me to her room one afternoon and told me of her wishes to return home for Christmas. I explained that the trip would be risky and difficult, and we needed to discuss the matter with her primary care provider. The Physician in charge agreed to the plan and we hastily made arrangements for the trip home. On Christmas evening the patient called the hospital and asked to have her daughters tell the nurses some important information. The woman’s children took to the phone and told the staff thank-you for giving us their mommy back for Christmas. It made us all realize that we were working for the purpose of making people as happy, and comfortable as possible, not for the paycheck. We all gathered a collection and sent the family a gift of appreciation, they had made our Christmas that much more meaningful too. The “art” or aesthetic of Nursing was very powerful and very obvious during this experience and made me realize that healing may not always be in the form of a measurable value. The APN role will assist me in helping others by appreciating the gift of the human spirit and mind. By obtaining advanced knowledge, I will be able to better recognize and appreciate the role of aesthetics in nursing, and I will be able to utilize aesthetics in my practice to become a more effective healing force. Spiritual knowing as a force in healing is very complementary to aesthetic knowing. Spirituality is often commingled and confused with religion. Spirituality is the concepts based on meaning and purpose of existence while religion is the rituals and following of a higher power (Tanyi, 2002). Spirituality in practice can be observed readily in the aged. It would seem that towards the end of biological life, the individual becomes comfortable with their existence. In this, one will observe patient’s lack of fear of death and disease. This lack of fear provides peace in their soul and a personality that is relaxed and at ease. A patient that I personally cared for demonstrated an example of this relaxed state of mind. This patient was of very advanced age and had little time to live. After several days of building a relationship, I asked the patient if he had fear of dying. The patient replied “son, if I were you, I be afraid of how long I had to live”. I thought about this statement a long time, and believe the patient was telling me I had more to fear in a long life than the fear of death. This spirituality that I observed was not connected to religion, but related to comfort with life and ultimately death. This spirituality may allow one to be at ease with monumental decisions and or crushing defeats (Tanyi, 2002). This comfort allows for energy to be directed to healing or comfort rather than fear of the unknown. Spirituality is closely related to culture. There are cultures that do not observe a certain religion, but enjoy a relationship with their surroundings and the people they are involved with. I believe that spirituality in an individual is as important if not a precursor to religious beliefs and practices. As an APN I will gain further understanding of how the relief of worldly worries may enhance healing. I hope to focus these tools to better understand my self and other cultures. Only by involvement in personal relationships with others can spirituality be understood and cultured. In my paradigm, cultural competence holds a special meaning. Cultural competence is an ongoing process, not a single event. In this process, the nurse attempts to achieve a relationship of knowing with the individual, community and the family (Campinha-Bacote 2002). Campinha-Bacote (2002) views cultural competence as several constructs. These constructs being cultural knowledge, cultural skill, cultural encounters, and cultural desire. Cultural knowledge may well be the most difficult construct to master. Information can be obtained from the community library, internet resources and other forms of established communication, but all of these forms lack true personal involvement. To obtain this cultural knowledge there must be cultural desire on the part of the nurse. To know and understand a culture, you must immerse yourself in it. These two constructs go hand in hand, one without the other leads to no real understanding and no real learning. Cultural encounters are a process that we are involved in every day. The cultures we encounter are not only reflected by skin color, but by religion, education, economic status, geographic location and host of other factors. Knowledge can be gained concerning cultures simply by recognizing that certain sets of beliefs and actions are founded in cultural practice. Cultural competence includes trying to overcome language and communication barriers. This includes understanding diverse mechanisms of healing like folk medicine, religious rites or superstitions. Cultural skill is probably the most elusive of the goals spelled out by Camphina-Bacote (2002). Cultural skill was an ever-ongoing relationship with cultural encounters. The more encounters you have with a culture the more skilled you can become. In the hospital I worked at in California, we were all given a handbook that delineated all the relevant cultural groups that were represented in the San Francisco area. There were references to the races of many, religions of many, but no mention of the culture itself that the community as a whole represented. Culture played a role in a patient situation that I observed in an intensive care unit where I was employed in California. A Native American was admitted to the hospital through the emergency room. As the patient was getting settled in the intensive care unit, one of the elders of the patient’s tribe chanted and danced about in the room. After the patient recovered sufficiently enough to be moved out of the intensive care, we were instructed not to touch the feathers on the door, the elder would retrieve them. We questioned this, as we needed the room. The patients family informed the staff the feathers were from an Eagle and were sacred, only to be touched by a male elder of the tribe. Fortunately, we were able to honor the request and provide for cultural diversity in the hospital. The APN education (clinical and didactic) will expose me to many cultural differences. Through cultural exposure, I hope to build a knowledge base that I will be able to use to serve my clients. A better understanding of my own culture will enable me to accept the culture of others’. Socio-political knowing as an entity of my own practice is very limited. This facet of nursing is concerned with the context where nursing takes place and the governance of the nursing profession (White 1995). Shared governance is a model that I am deeply interested in. It has for many years been the Medical Doctors or the politicians that have guided health policy in this country. The people, who are actually providing the care, have had little voice in how this is administered. The Nurse must be heard and have a voice in local, regional and national politics concerning the national healthcare debate. In the world of healthcare with its ever-spiraling costs, the nurse must be at the forefront of the debate. As previous attempts have been made to replace the Nurse at the bedside with unlicensed and poorly trained caregivers, the Registered Nurse must be vigilant, not only to protect their professional license, but also to demonstrate the worth of the registered nurse. The hospital I currently work in employs technicians to provide some routine bedside care. The technicians are licensed by the state a Certified Nursing Assistants. These technicians must be monitored by the Registered Nurse who is ultimately responsible for the care these individuals provide. In the political viewpoint, the nursing shortage can be eased by use of the unlicensed caregivers. In the social agenda, the quality of care is suspect and society as a whole may lose confidence in the healthcare mechanism. As an APN I must be acutely aware of these political and social concerns. The public often compares the APN role to the physician assistant, although great differences in training exist. I hope to educate people to the role of the APN and establish common guidelines for independent practice. Nursing paradigms or models have long been a source of controversy. A paradigm is current body of knowledge and accepted routines or concepts. These concepts may encompass ethics, Empirics, aesthetics and personal ways of knowing and knowledge, but are by no means proprietary (Monti
Department of Homeland Security: Cybercrime and Risk Management. Identify the three major factors that will arise as the DHS progresses in asserting itself as an effective federal department focused on protecting the United States from all hazards. What other issues may the DHS need to address in the future? As DHS progresses, it will need to address its leadership and coordination of the HSE. In providing guidance and organizing activities among its stakeholders, DHS has made significant progress. Nevertheless, further action needs to be taken by DHS to establish productive partnerships and improve information sharing and processing, which has hindered its ability to effectively execute its missions. For example, in areas related to sharing information on cyber-based threats to critical infrastructure, DHS and its government partners have not met the standards of those in the private sector. DHS has improved its leadership capabilities and aims to further improve the department’s performance management. However, these roles have not always been successfully implemented or incorporated by DHS. Because DHS had to turn 22 agencies into one agency, GAO classified the restructuring of DHS as high risk in 2003. DHS has shown a strong commitment to leadership and has started implementing a plan to tackle its management challenges. Such difficulties, however, have led to planning delays, cost increases, and performance issues in a number of programs aimed at providing significant mission capabilities, such as a system for detecting nuclear materials in vehicles and port containers. DHS has also faced challenges in the implementation of certain technologies that meet regulatory requirements. However, DHS does not have enough adequately qualified personnel in various management areas, such as acquisition management; and has not yet established an integrated financial management system, impacting its ability to have quick access to reliable data for informed decision making. Forming a new Federal Department when continuing to administer legislatively mandated and department-initiated programs and respond to threats has been, and is, a major challenge facing DHS. DHS’s strategies and investments have been affected by major threats. It is understandable that these threats must be handled as they arise, for that is the very nature of risk analysis and threat assessment. Yet, DHS’s inadequate policy and program preparation and minimal analysis of appropriate strategies and investment decisions have led to projects that do not meet strategic needs. How does the federal government address incidents of cybercrime and cyberterrorism within an overarching cybersecurity and critical infrastructure plan? The government has several ways to address cybercrimes and cyberterrorism, but the DHS has a cybersecurity initiative that is handled by the Division of Risk Management and operations are controlled by the Cybersecurity and Communication Office. One way of addressing cyber threats is through the National Cyber Incident Response Plan. This connects interagency, state and local governments, international partners and states, and the private sector to “synchronize response activities.” The plan is based on and based on the National Response Framework. The DHS has the National Cyber Security and Communications Integration Center (NCCIC) and “NCCIC analyzes information on cybersecurity and communication, shares timely and actionable information, and coordinates efforts to respond, mitigate and recover.” They operate 24/7 and help police the cyber world to help minimize and prevent cyber-attacks on the nation, government, and critical infrastructure. The fact that they are affiliated with the private sector and corporations show that they can successfully exploit their partners and the resources they carry to the picture. We can use their expertise to draw on data through which the private sector has already developed to extend it across the country and to international partners and policymakers through partnering with the private sector. The NCCIC has three branches, including the U.S. Computer Emergency Readiness Team (US-CERT), the Cyber Emergency Response Team of Industrial Control Systems (ICS-CERT), and the National Communications Coordinating Center (NCC). The CIA, the NSA, the State Department, the National Science Foundation, and the Department of Commerce also have internal security divisions across the country. All these agencies gather their own data, and it’s exchanged with the DHS, which in effect picks it all together, works on the threat, and sends the information back to everyone. It helps the DHS to achieve an enormous advantage by having strong security data from across the country and around the world. The DHS is the central hub in which all digital information flows in and then exits, allowing both participants to access the same information at the same time that can deter cyberattacks or mitigate their effect. The fact that the DHS and the other departments have established lasting relationships with the private sector enhances their willingness to be a step ahead of a wide range of cyber intrusions and threats. The companies I have dealt with have very responsible security teams trying to get ahead of a cyber-attack and since most firms use the same software, systems, and equipment, they will detect a cyber threat and communicate it to other firms in the private and public sector and to the government. Identify and describe the various programs, organizations, and volunteer groups in which private citizens may participate regarding homeland security. For decades in the United States, voluntary work has been an important part of life, particularly during and after national disasters and attacks. The DHS has been trying to capitalize on this factor and use it strategically to reduce the money or personnel that the agency has to include. We will incorporate other volunteer groups to support first responders to create a successful response and recovery team while minimizing the need to deploy a majority of DHS personnel to the area. The Citizen Corps is one of the most effective volunteer programs the DHS offers. “The Citizen Corps ‘ goal is to harness the power of each person through awareness, learning, and voluntary service to make neighborhoods healthier, stronger, and more prepared to respond to the threats of terrorism, crime, public health, and disasters of all sorts.” DHS recognized that they did not have all the staff and resources to respond to every event and the Citizen Corps. There are more than 1,200 Citizen Corps Councils throughout the country as of 2014. We also have the Community Emergency Response Team (CERT), which has more than 2,500 members across the country ready to assist in crisis response. Local fire districts, police departments, or emergency management agencies administer most of the CERT programs. The Medical Reserve Corps Program consists of local volunteers who are still studying medicine or who have left the medical field and can help in providing medical and health services when appropriate. These assist with any need for public health such as “immunizations, vaccinations, training about health and nutrition, and serving in health centers and hospitals.” There are more than 980 teams of more than 197,000 volunteers. The Neighborhood Watch Program is another popular program filled with local neighborhood volunteers who want to see their surrounding area safe and help reduce crime by putting their watchful eyes on the streets. “Neighborhood Watch’s roots can actually be traced back to the days of Colonial settlements when night watchmen patrolled the streets.” Create two qualitative systems for floods—one that measures consequence and another that measures likelihood. A statistical model will be based on the intrinsic value of a region to measure the effect of floods. Whereas rural areas may benefit from floods in the long term, in the context of advantageous soil deposits on farmland, in the short-term negative, crop and building loss, urban areas will not see flood benefits. Another aspect would be an area’s cultural meaning. Buildings, property, or cultural artifacts that struggle to sacrifice or restore the intrinsic value to society would have a larger impact on the community. The last thing would be the network or community’s recoverability. An additional database arising from a flood will devastate a region that is not prone to flooding or an area of low economic assets that could not recover. A statistical flood model calculating the risk of floods in a region should take several things into account. The first and foremost is the connection to a natural or manmade flooding outlet such as a reservoir or water body. It would appear to be more likely to flood coastal areas and river basins. The second is in and near places of altitude. Until higher parts, a region lower in level to the flood source will flood. Thirdly, residential and land use. Areas formerly swamps would be vulnerable to floods as well as an existing wetland area could drain into areas of excessive flooding from inappropriate land development. Fourth is the possible atmosphere, dryer regions would have small flooding hazards on a daily basis but could have heavy storms with divine rain and the like. How is the media an effective risk communicator? In what ways are they poor at communicating disaster information? We found that the press could be the nation’s best threat communicator. Their ability to reach the public through tv commercials, magazines, online sources, and social media makes them the first way to get the message out. You can get information to the majority of the nation by using the media and social media, and they can also use the same press to see what is happening within the country. “The digital world has been fundamentally and irreversibly changed by the internet and social media.” While mainstream newspaper and magazine media use is diminishing, social media use has grown every year as networks expand and telephones become more accessible to the population. Through social media like Facebook, Twitter, Youtube, Linkedin, a variety of online blogs, and photo sharing sites, one of the best ways to get news to the masses. This allows the public to update the area or nation on a disaster or attack that is developing rapidly. Most news organizations will use social media to gather and push up-to-date information about what’s going on in the rush to keep ahead of the social media flood. Use social media to report and watch news comes with a major disadvantage and that is every user is essentially an amateur news reporter. Many “reporting” posted may not be entirely true or important to the accident along with the amateur media. The news outlets will put out this “fake news” in hopes of getting more viewers as they collect more information in a bid to get better ratings. Another problem with using the press to communicate information about emergencies is the fact that news outlets do not know about the policies and precautions that may be in effect for that particular event by the responding municipality or government agency. All too often the media raises concerns or addresses problems that may improve public security. Incorrect news reporting will hamper location-based local or federal government trying to quiet down the public and prevent mass hysteria. References Bullock, J. A., Haddow, G. D.,Department of Homeland Security: Cybercrime and Risk Management

SU An Elevator Pitch that Describes Professional Backgrounds Essay

SU An Elevator Pitch that Describes Professional Backgrounds Essay.

1) Select either Topic A or Topic B for your introductory speech.o Topic A: Elevator Pitch | Deliver an elevator pitch that describes your professional background and experience for a potential employer during a job interview.o Topic B: Dream Career | Discuss your dream career. 2) Create an outline or speaking notes in Microsoft Word.o Download the Microsoft Word template in the “Assignment 1.1” section located in Week 2 of your course.o Focus your speech on 2-3 main points so you’ll stay within the 2-minute time limit.3) Submit the completed Microsoft Word template in Blackboard (this is separate from your speech/self-review).4) For this assignment, you will not compose an essay or speech. You are only required to submit an outline.Assignment 1.2Introductory Speech and Self-ReviewDue Week 3: 95 points1) Part 1: Record or upload your speech.o Refer to your outline or speaking notes to deliver your speech. Do not read your notes word for word.o Follow the technical instructions for recording your video in the “Assignment 1.2” section located in Week 3 of your course.o Remember to watch your recording. Do you want to submit it, or do you want to record another version?2) Part 2: Complete the self-review questions.o After you have recorded your speech, address the self-review questions in the “Assignment 1.2” section located in Week 3 of your course. This reflection helps you step back and take a second look at your work, with an eye on improvement and highlighting your achievements!3) Submit your speech and self-review in Blac
SU An Elevator Pitch that Describes Professional Backgrounds Essay

BCC Teamwork Amid a Pandemic the Impact of Covid 19 on The Education Essay

help writing BCC Teamwork Amid a Pandemic the Impact of Covid 19 on The Education Essay.

Help me with a essay draft that contains the following requirements:

The essay is to be at least two pages in length; double spaced; one-inch-margin all-around;   and indent paragraphs. 
Put your name and Wednesday at the top of the paper, and a title, so you will start your essay at the top of the page. No cover page, please. 
The content is to include a discussion of your learning about yourself and group communication through the experience of working on this group project. 
Do not include the information about your presentation content – this is about you. 
Reflect. Analyze. 
Be sure to elaborate on your ideas and use examples and specific details as evidence to support your ideas. 
Refer to the steps of speech preparation and the text chapters associated with group communication and presentation aids to help you think about your experience 

BCC Teamwork Amid a Pandemic the Impact of Covid 19 on The Education Essay

Human Embryonic Development: Days 14 to 28

Human Embryonic Development: Days 14 to 28. ——————————————————————————————————————————– “Describe human embryonic development from day 14 to day 28, including any possible abnormalities and their potential causes.” 1500 words ——————————————————————————————————————————– From day 14 to day 28 the embryo transitions from a small collection of undifferentiated cells into an organism with a definite body plan, differentiated tissues and primitive organs. Day 14 follows shortly after the blastocyst has implanted into the uterine wall. The blastocyst is essentially a ball of cells dividing by mitosis, following a sequence of instructions from the combined DNA of the parents. At this stage, shortly before day 14, within the blastocyst, the embryoblasts (or inner cell mass) have differentiated into a bilaminar disk, a layer of two cells types called the epiblast (with the amnion cavity above) and the hypoblast (with the yolk sack below). Whilst the blastocyst becomes an embryo, various surrounding structures support this process. Development of the placenta: The blastocyst has now implanted within the uterus and trophoblasts (the outer layer of the blastocyst) have differentiated into cytotrophoblasts and syncytiotrophoblast with the latter permeating and embedding further into the uterus. Around day 14 the cytotrophoblasts start forming the chorionic villi, finger like projections that grow in size and then up and out from the chorion (the membrane surrounding the embryo) then branch like trees (, 2019). Whilst the villi continue to form, cytotrophoblast cells grow toward the decidua basalis (endometrium adapted for pregnancy), outward from the chorion and form a cytotrophoblastic shell around the embryo so that now the embryo looks like a ball within a ball and the chorionic villi are tree like structures connecting the balls. The space surrounding the villi (now called anchoring villi) is now the intervilli fluid filled space – this is the site of exchange for nutrient, oxygen and waste exchange between the mother and the growing life form. This is also the start of the connection of the heart to the umbilical cord (Tortora and Derrickson, 2017). Development of the yolk sac and amnion which supply nutrients and support the growth of the embryo: The cavity of the blastocyst is lined with new cells (exocelomic membrane) to create the yolk sac (Tortora and Derrickson, 2017). At the time the embryo starts to morph, bend and fold from around day 15 to 17 the amniotic sac will grow to encase the embryo. This process pinches the fluid filled yolk sac cavity so that some of the yolk sac becomes enclosed in the amnion, this forms the gut. The rest of the yolk sac remains outside but attached to the enclosed embryo. The yolk sac supports the growth of the embryo only for the second and third week of development and will disappear around day 28. Gastrulation With help from the supporting structures described above, the process of gastrulation starts from around day 14. This transforms the bilaminar disk into the trilaminar disk. This event is significant as the trilaminar disk is the three germ layers from which all of the structures, organs and tissues of the body are derived (see Appendix 1). The first clue of gastrulation is the appearance of the primitive streak on the surface of the ectoderm (formerly the epiblast) (Tortora and Derrickson, 2017). The primitive streak is a shallow groove that progresses to a downward folding-in of the cells from the ectoderm toward the endoderm. The cells enter and populate between the ecto and endoderm and form what is called the mesoderm. As cells proliferate, the mesoderm spreads within the middle layer from the caudal end to the cranial end of the embryo, the notochord is also arising from the primitive pit of the primitive streak within the mesoderm as it spreads. The notochord is important for the structure of the growing form as well as coordinating development with the use of signals (Stemple, 2005). Signalling instructs the cells of their tasks, this is facilitated by signalling proteins, examples of tasks could vary from migration, proliferation to differentiation. For this to occur the cells that accept these orders possess the appropriate receptors and are called ‘target cells’ (Webster and de Wreede, 2016). Once the trilaminar disk has formed the gastrulation process has concluded. It is also around day14 that the prochordal plate (cranial end) and cloacal membrane (caudal end) appears, the sites of the future mouth and anus. The following processes involve the morphing and bending of the structures of the embryo whilst the differentiated cells continue to proliferate at a fast rate. Around day 17 the mesoderm differentiates and forms cylindrical masses adjacent and parallel to the notochord, these paraxial mesoderm then divide to form a series of segments called somites, these are populations of cells that give rise to body structures (DeRuiter, 2010). The somites form in pairs on either side of the notochord at a rate of around 3 sets a day until there are from 42 to 44 pairs (Webster and de Wreede, 2016). Around day 18, the heart tube, the first organ to develop in the embryo, forms in order to create the primitive heart. This is evidenced by the blood islands (lacunae) dispersed throughout the embryo, these are the formation of blood vessels. The heart tube forms from lacunae at the cranial end of the embryo. The U shaped tube with the loop at the cranial end forms so that there are two tubes running in parallel. As the embryo folds, the tubes come together, fuse and create the primitive heart. The heart starts to beat from around day 21 to 22. This vitelline blood supply from the yolk sack ensures oxygen and nutrients can support further growth whilst the rest of the blood vessels and cardiovascular system form. Recent research from the University of Oxford has shown that the heart may start beating as early as day 16 (The British Heart Foundation, 2016). After receiving signals from the notochord, a section of the ectoderm thickens and forms the neural plate, thus commencing neuralation and the formation of the neural tube, at around day 19. The neural groove develops as the sides continue to thrust upwards and together to join and form a tube. The neural tube, which has formed above the notochord is completed around day 21 to 23. The neural tube which spans the axis of the embryo from the caudal end to the cranial end will remain but expand into all the structures of the central nervous system (Hill, 2019). At the dorsal point of the neural tube are the neural crest cells (from the ectoderm), these migrate throughout the embryo differentiating into many different and specific features and forms of the body including the “…skin, teeth, head, face, heart, adrenal glands, gastrointestinal tract” (Hill, 2019). This commences from day 22. By day 24 the forebrain appears. By day 25 the embryo is “…tube like, curved and has a distinct tail end visible.” The yolk sac is being absorbed and sustenance is provided from the mother through the placenta (Tortora and Derrickson, 2017). This time period is eventful with many processes occurring in symphony to proliferate and arrange all the body systems for the future life. The neck (pharyngeal arches) start to form as well as the sensory system (placodes). Lacunae are joining to form blood vessels and the vascular network. All the while what has already been laid before, develops further and grows. The following systems have also begun development from day 21 to 22: Body cavities, eyes, ears and urinary, muscular, endocrine and skeletal systems. See ‘Appendix 2’ for outcomes of embryonic structures. At the point of 28 days after fertilisation most of the vital organs and systems have been mapped out. This is a significant period of growth and should anything transgress, it could have a considerable and even fatal effect to the unborn baby. Potential abnormalities include (See Appendix 3 for more abnormalities): Teratogens: Agents or factors that have a damaging effect on the embryo. Teratogens include alcohol, tobacco and caffeine, medications such as temazepam, radiation, infections, and viruses. Deficiency in certain nutrients, such as folic acid, can cause irrevocable harm to the baby (Webster and de Wreede, 2016). Sacrococcygeal teratomas: A rare tumour that can occur at the tail bone, thought to be caused by leftover cells from the primitive streak. Most are external and can be removed. Rectal portosystemic venous anastomoses: Interference with the blood flow from the portal vein to the vena cava this will force the blood to find another route, this can result in haemorrhoids. Germ cell tumours: Cancerous or non-cancerous tumours that can develop from reproductive cells in the reproductive organs. A teratoma is also a type of germ cell tumour (Cancer Research UK, 2019). Neural tube defects: Spina bifida (Latin: split spine) Failure of the vertebra of the spine to form completely; Exencephaly is when the brain is outside the skull; anencephaly, a forebrain that has not fully developed and is fatal. Cleft lip and palate: insufficient amount of neural crest cells. Albinism: Might be related to a defect in neural crest cell migration but also possibly a defect in the melanin production mechanism. Waardenburg syndrome: Pigmentation abnormality thought to involve the neural crest cells. This syndrome is also associated with hearing loss, and facial abnormalities. DiGeorge syndrome: Faulty migration of neural crest cells to the pharyngeal arches can lead to abnormalities in development of thyroid glands, facial structure, heart, aorta and pulmonary trunk. Can cause immune system issues. Congenital diaphragmatic hernia: failure of the diaphragm to form completely can lead to abdominal content to hernia into lung area, impeding development. Gastroschisis: Herniation on the bowel so that it develops outside of the body and may be caused by the outer body layer not forming properly. Congenital scoliosis: Caused by segmentation error with the somites, a hemivertebra may cause this condition. (Webster and de Wreede, 2016;, 2019) With an understanding and chartering of these developmental processes we can widen and deepen our understanding of healthy growth and development in relation to the environment we are gestated, born and grow in. Final Word Count: 1648 Appendix Appendix 1: A brief outline to the fate of the three germ layers Germ layer The form the cells will eventually take Ectoderm The nervous system, skin, hair and the epithelium of various cavities and glands. Mesoderm Skeleton, muscle and connective tissues. Kidney, ureters, adrenal cortex eyes. Endoderm The epithelial linings to many of the organs, tubes and glands including respiratory tracts. Sperm and oocytes. (Tortora and Derrickson, 2017)(Webster and de Wreede, 2016) Appendix 2: What embryonic structure eventually become Structure approx. time appearance End result Notochord Day 14 Nucleus pulposus of the spine Prochordal plate Day 17 Mouth opening Cloacal membrane Day 17 Anal canal opening Somites Day 18 – 20 Dermatomes, skeletal muscle, tendons, cartilage and bone Neural tube Day 19 – 21 Brain and spinal cord (CNS) Heart tube Day 18 Heart Gut (hind, mid and fore) Day 18 GI tract Neural Crest Cells Day 22 PNS, SNS, parts of the skin, teeth, head, face, heart, adrenal glands, gastrointestinal tract (Tortora and Derrickson, 2017)(Webster and de Wreede, 2016) Appendix 3: Summary and timings of abnormalities and causes Abnormality time period potential cause Deformations / damage Gastrulation Teratogens Rectal portosystemic venous anastomoses Germ layers around day 15 Interference with the blood flow from the portal vein to the vena cava Sacrococcygeal teratomas Germ layers around day 15 Cells from the primitive streak are left behind in the sacrococcygeal region Germ cell tumours Germ layers around day 15 Teratoma Germ layers around day 15 Neural tube defect Days 18 to 28 Defects at cranial or caudal end (folate deficiency) Exencephaly Days 18 to 28 Neural tube fails to close Anencephaly (fatal) Days 18 to 28 Neural tube fails to close Cleft lip and cleft palate From day 22 deficiency of neural crest cells to form mesenchyme in developing face Albinism From day 22 likely a defect in the melanin production mechanism Waardenburg syndrome From day 22 gene mutations of one of at least four genes DiGeorge syndrome From day 22 Abnormality of migration of neural crest cells into pharyngeal arches can lead to improper development of parathyroid gland, thymus, facial skeleton, heart, aorta and pulmonary trunk. Congenital diaphragmatic hernia From day 21 to week 8 failure of the diaphragm to form completely Gastroschisis From day 17 to week 8 Anterior abdominal wall defect Congenital scoliosis Days 18 to 35 Error in segmentation Prune belly syndrome embryonic development absence of entire abdominal wall musculature (Webster and de Wreede, 2016;, 2019) References:  Cancer Research UK (2019) Germ cell tumours. Available at: (Accessed: 20 September 2019).  DeRuiter, C. (2010) Somites: Formation and Role in Developing the Body Plan. Available at: (Accessed: 20 September 2019).  (2019) Universities of Fribourg, Lausanne and Bern. Available at: (Accessed: 16 September 2019).  Hill, D. M. (2019) UNSW Embryology. Available at: (Accessed: 16 September 2019).  Stemple, D. L. (2005) ‘Structure and function of the notochord: an essential organ for chordate development’, The Company of Biologists, 132(11), pp. 2503–2512. doi: 10.1242/dev.01812.  The British Heart Foundation (2016) When does our heart first start to beat? Available at: (Accessed: 16 September 2019).  Tortora, G. J. and Derrickson, B. H. (2017) Tortora’s Principles of AnatomyHuman Embryonic Development: Days 14 to 28

Nassau Community College Modern Evolution of Africology Discussion Questions

Nassau Community College Modern Evolution of Africology Discussion Questions.

I’m working on a history multi-part question and need a sample draft to help me understand better.

Instructions: identify and discuss the challenges that African communities face around the world; critically assess primary and secondary source material to understand the theoretical, methodological, and practical framework of African and African American Studies. Answer all of the following questions in a single-spaced, detailed paragraph using examples from the document you are examining. Cite page numbers.1. What is the title of the document? Who is the author? Provide the publishing information (editor if applicable, publisher, city, date)? What information do you find out about the author from reading the text?Please provide an example(s) from the text to explain your answer (cite pgs).2.List some major points the author makes, regarding the themes/topics discussed (cite pgs).3.What information is of interest to the field of Africana Studies? Please provide an example(s) from the text to explain your answer (cite pgs).4.What is your reaction to the document? For example, were there sections that you found difficult to understand? Are you convinced of the author’s interpretation of events? Why or why not…provide examples (cite pgs).5.Provide an excerpt, one or two sentences that caught your attention? What was it about the excerpt that stands out for you? (cite pgs).
Nassau Community College Modern Evolution of Africology Discussion Questions

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