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Stevenson University Communication Issues in The Assistant Discussion

Stevenson University Communication Issues in The Assistant Discussion.

THIS ASSIGNMENT IS TWO PARTS. THE ROUGH DRAFT AND THE FINAL DRAFT. I WILL NEED EACH IN SEPARATE DOCUMENTS. In preparation for Week 7, you will have chosen a short story or film of your choice to analyze, received approval from me to analyze that text, and have written a summary of it. During Week 7, you’ll be writing an essay that analyzes different organizational communication issues and problems in the text. This essay should be 6-8 pages and will be due on that Sunday night at 11:59pm (of Week 7). The format for these essays will be as follows:undefinedWrite an introduction that engages the readers, provides background information about the text, frames it as a text worthy of an analysis of organizational communication, and offers a solid thesis statement about the text’s relevance to organizational communication. This introduction should be no more than one or two paragraphs.The next paragraph should summarize a specific element (scene, character, etc.) in the text and a theory, concept, or idea that either explains the communication issues or potentially could resolve them. One paragraph of a textual element summary and 2-3 paragraphs of analysis that follow are expected. The above step should be repeated at least two more times but for a different element but with the same theory, concept, or idea. Write a conclusion that re-engages readers, restates your main points, and offers some actual conclusions and recommendations for moving forward.THE STORY OR FILM IS FICTION. YOU CHOOSE ONE
Stevenson University Communication Issues in The Assistant Discussion

Religion – The Origin of Humanity Essay

Introduction The answer to origin of humanity can be traced through evolution of culture of religion. Religion has been in existence since the earlier man’s period, and records that show that some form of gods were worshipped, which can be found on caves and statutes. In addition, practices by Homo sapiens of burying their dead indicate the existence of religion. Religion also appears to be the only unique practice with human beings. On the other hand, Darwin model of evolution indicates that through adaptation and selection, there were some forms of changes that took place in earlier organism. By treating religion like some organism, it is possible to explore some its adaptability and selection, which made human beings more superior than other animals. In such cases, certain attributes of a religion succeeded to the next form. Within these trends of religion, it can be possible to trace exactly the period and the type of religious belief that led to humanity perception in human beings. This paper explores the argument of other Paleolithic’s and archeologist on the origin of religion. It also explores the transformation of the first form of religion to modern type. Then in a generative discussion, it proceeds to argue that cultural changes in religion as opposed to brain development or species evolution are responsible for the change in human perception of themselves. Literature Review Mind Development The past holds the key to understand the present and this is in archaeology hands (Mithens 10). His archeological work looks at how the human brain developed overtime by overcoming various selective pressures. According to his argument, the mind not only creates but is also capable of imagination. He disputed information from evolutionist psychologist, which argued that the mind can act like Swiss army knife. He argued that when looking at the brain this way, it would not be possible to understand why modern brain is able to perform tasks not present in the ancestral periods. Instead, he suggests that general intelligence exists. Using a cathedral metaphor, he describes three stages of mind development. First is domination by general intelligence, which is supplemented by domain specific modules, and lastly these modules work in concert with an endless information flow to all domains. After describing his architecture of the brain, he explored the various human evolution stages to describe the various selective pressures present. His journey begins with the exploration of the ape, common human ancestor. In this stage, he makes several deductions including that due to Chimpanzee problems in tool making, they lack technical intelligence and therefore only general intelligence can describe their behavior (Mithen 34). Get your 100% original paper on any topic done in as little as 3 hours Learn More He also concludes that they posses certain levels of natural history intelligence and social intelligence. The latter is due to their ability to interact. Finally, he attributes their inability to communicate to their low level of general intelligence. The next human evolution he described is the Homo Habilis. For these, he finds their ability to form shaped tools as an indication of development of certain technical knowledge as opposed to just general intelligence, which cannot be associated with this kind or craftsmanship. As for other types of intelligence like natural history, he considers some development to have taken place. According to him, brain development reached its climax in the neanderthalensis or Homo sapiens species. Their natural history intelligence was also more developed especially because of the increased demands by the environment. He further points to existing tools in this period as indications of improved technical intelligence (Mithen 38). To him, these humans had knowledge and abilities equivalent to the present human beings. However, he also observes that they lacked the connection between natural history intelligence and technical intelligence necessary to design multiple-purpose tools. According to his argument, modern culture originated from increased assimilation of various specialized modules. Therefore, human beings developed objects such as artifacts to communicate social messages. In time, human also demonstrated abilities to read the mind of others as indicated by art work in the time. To him, human beings increased in flexibility on social abilities. Darwin’s Evolution Theory His evolution theory consists of two assumptions. The first one is that all living things share the same ancestor. Second is that of natural selection, which explains why existing living things are not similar. Therefore under natural selection, differences occur through DNA mutations. Some mutation changes to the species characteristics can result into improved reproduction. As a result, this change enables species to survive to the next generation. Species that adapt well to a certain environment are likely to undergo little change in an environment. Mutation though is said to be progressive even in such environment, only that now the species would remain the same. On the other hand, when the environment is changing or dynamic, the evolvement of a species would be fast. Adaptations previously enjoyed in such an occurrence would cease to be of any benefit to the species. Mutations that take place in this stage would result into changes that make the species fit into the new conditions, and the new genes would be reproduced among generations (ASSS 11). We will write a custom Essay on Religion – The Origin of Humanity specifically for you! Get your first paper with 15% OFF Learn More Apart from natural selection evolution is also a factor of sexual selection. Various male species compete for sexual partners by putting on show, brilliant colors, complex calls, and other physical attributes. As for the female partner, preference is on impressive males. Consequently, these are able to get more of their DNA in the next generation. As a result, some of the traits that are attractive but have little benefit for survival are distributed in a population, like the peacock tail. Empirical Evidence for evolution Darwin’s theory of evolution is characterized by changes and adaptation and suggests a common ancestry for all forms of life (Ridley 44). In the contemporary society, molecular biology and chemistry evidence have continued to support his argument; that is, all living things’ physical bodies are made of same basic cells and these are made up of similar molecules. Similarities of cells between species are more than the differences that have been observed. Anatomical structure across species are said to be more similar. For instance, frogs, rabbits, lizards and birds all have a similar bone arrangement in their forelimb, in spite of the different ways they are used. Transitional fossils also provide other evidence for evolution of species. They record changes that take place in species across lines separating one body plan to the other and across species as well. Evidence gathered from them points that a chronology from land mammals to whales as well as dinosaur to birds took place. It has also been verified that as expected, the most primitive organism live in deepest geological layers and complexity and variety of fossil organism increases with the layer preceding the other as one progress to the earth. Another premise held is that related species should be close to one another both in time and space and have more similarities with existing species in their specific regions as opposed to others living elsewhere. This has been found to be true although at times, fossils of a species are not found in its habitat. Evolutionary theory explains this as a result of migration to other areas, which has been verified by scientific evidence (ASSS 12). Questioning Darwin Theory of Evolution The first argument put against it, challenges the first hypothesis of a common ancestry. This hypothesis suggests that all forms of life have a similar origin. It relies on argument that all species have the same DNA or genetic code, to support the similar origin. Critics of this position argue that God used a common design plan to make the various types of living things that he created. However, they also observe that by arguing so, it might be easy to believe that similarities in various species are due to the shared ancestry or relatedness (Zacharias

Capella University Workplace Violence in Nursing Discussion

cheap assignment writing service Capella University Workplace Violence in Nursing Discussion.

Write a 2-3 page examination of an issue in your field using each of the three sociological perspectives.IntroductionSociologists use theory to study society. In science, theory is used to develop a deeper understanding of the universe. Although abstract, sociologists use theory to expand on original ideas and develop practical solutions to problems. In sociology, there are three main sociological theories or perspectives: functionalist, conflict, and symbolic interactionist. Each of these perspectives has a distinct worldview, or interpretation, of the social world and human interaction:The functionalist perspective presents the world as a system of inter-related parts, where all parts must work together for society to function.For example, if we looked at sports teams, the functionalist perspective would argue that sports teams serve a purpose for society. They have a particular utility that helps society function properly. What purpose do sports teams have? Do they provide us with entertainment? Some people with jobs? Do they help to form a bond between people who otherwise would not be connected? The functionalist perspective would see all of these reasons as important functions of sports teams.The conflict perspective disagrees, seeing society as an arena made up of groups competing over scarce resources in which there are issues of power and structural inequality.The conflict perspective would see sports teams as groups competing over scarce resources. Those resources may be a title, fans, finances, or athletes. With this struggle between teams, some come out on top and others at the bottom. Thus, there is inherently inequality in sports teams.Symbolic interactionism examines the symbols and social meanings we attach to individuals, behavior, objects, or interaction in face-to-face exchanges on a daily basis. The focus is more microcosmic than that of both functionalism and conflict perspective.Since the symbolic interactionist perspective is a micro-level perspective it will look at the interactions that go on between individuals and small groups in sports teams. Are there symbols that exist between players on teams? Think of the gestures that are used by baseball players as an example. This perspective also looks at how communication differs for people on sports teams than it does for those in other groups. In football, for example, tackling is an acceptable form of interaction. That is not the case in an office setting.As you can see, each of these three perspectives proposes a framework for interpreting encountered social phenomenon.Demonstration of ProficiencyBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 1: Examine how theory and sociological concepts apply to everyday life.Describe a current issue or event related to the learner’s field.Examine an issue or event from the functionalist perspective.Examine an issue or event from the conflict perspective.Examine an issue or event from the symbolic interactionist perspective.Competency 6: Compose text that articulates meaning relevant to its purpose and audience.Develop text using organization, structure, and transitions that demonstrate understanding of cohesion between main and subtopics.For this assessment, search the Internet or print resources for a popular (as opposed to scholarly) article concerning a larger issue or event that has occurred in the last six months to a year related to your field or the field you are considering working in (business, healthcare, technology, criminal justice, et cetera). For example, if your field of study is healthcare management, you could choose a recent article concerning the cost of prescription medicine.DeliverableSearch for a popular article (magazine or newspaper) about an issue or event related to your field of interest.Write an essay in which you complete all of the following:Part 1 – Describe a current event or issue related to your field (1-2 paragraphs).Describe the current event or issue objectively. What is the main issue?Part 2 – Examine this event or issue from the three sociological perspectives: functionalist, conflict, and symbolic interactionist.Address all three theories in your essay.Use at least two scholarly sources when explaining your theories.Examine how each perspective might explain or understand this event or issue.Use the article you’ve chosen to support your use of the perspectives and to provide examples to highlight theoretical ideas.It is expected that you use the vocabulary and concepts for each theory (for example, manifest and latent functions when discussing the functionalist perspective).Additional RequirementsWritten communication: Develop text using organization, structure, and transitions that demonstrate understanding of cohesion between main and subtopics. Write in a professional style using references and correct grammar, usage, and mechanics. Written communication is free of errors that detract from the overall message.Sources: Cite at least two scholarly sources.Length: 2-3 pages, not including title and reference pagesFormat: Include a title pa
Capella University Workplace Violence in Nursing Discussion

MOS 5201 Columbia Southern Risk Assessment and Hazard Identification Paper

MOS 5201 Columbia Southern Risk Assessment and Hazard Identification Paper.

Textbook:Brauer, R. L. (2016). Safety and health for engineers (3rd ed.). Wiley.Instructions:As the Environmental Health and Safety (EHS) professional for a manufacturing company, you have just completed the quarterly inspections and have found hazards. Because your resources (both financial and human) are limited, you must complete a risk assessment to determine which hazards have a higher priority for mitigation. Use the quantitative risk assessment method outlined in the unit lesson and explain why this method is the best choice for assessing the risks associated with the hazards and the purpose of your project. Review each of the hazards identified below and conduct a risk assessment using the quantified method for risk assessment. Click here to access the quantitative risk assessment form, and make certain to include the spreadsheet in the appendices. You may modify the risk level in the spreadsheet to meet your level of acceptable risk. Based on this quantified risk assessment, determine the priority of mitigation. Provide minimum 8 page report (not including the title page) detailing your findings. The project report should include the elements listed below.Summarize the steps you used to determine your risk assessments, including conducting a hazard identification inspection. Provide an explanation as to why the quantitative risk assessment method is one of the better methods for evaluating risk for this type of hazard. Discuss the results of the findings, including the priority of mitigations for the identified hazards. Provide a recommendation as to whether the project mitigations are justified using the William-Fine method.APA (7th) seventh edition
MOS 5201 Columbia Southern Risk Assessment and Hazard Identification Paper

Evolution and Genomics of the Human Brain

Evolution and Genomics of the Human Brain. INTRODUCTION The human species is known for having larger brains in comparison to other animals. Dating back roughly 2.4 million years ago, the human brain has tripled in size beginning with the species, Homo habilis (Lieberman). However, the aspects used in determining the overall changes in the brain can be deemed difficult. The lack of brain fossilizations results in the inability of weighing the brain on a scale. Instead, there is the high correlation between the size of a species’ brain and the mass of their body. With this, the relative size of the brain can be computed into the encephalization quotient (Lieberman) to further give us evidence on the volumes of brains and even details of relative sizes. The human brain is full of wonders emerging from genomics, metabolic costs, social and ecological drives, as well as from ancestral lineages. GENOMICS Although most living organisms are capable of performing actions percieved as intelligent, the intellectual processes found in humans are exceptional in comparison to most species. In adult humans, the brain is an intricate organ that weighs nearly 1500 g, which is only 2% of the complete body mass. The amount of energy being consumed is proportional to the amount used by the rest of the skeletal muscle (Rosales-Reynoso et al). Genetic mechanics are a key principle in the evolution of the human brain. Included in these mechanisms are positive selection within the coding regions and genes being duplicated and deleted throughout sequences. Positive Selection Positive selection occurs when advantageous variants increase in prevalence within a population (Washington Edu). The Sonic Hedgehog (SHH) gene is maintained at a high rate during the childhood and adolescence stage during development. The SHH gene is responsible for the coding of a signaling molecule used in the developmental stages of tissues in the skeletal and nervous systems (Rosales-Reynoso et al). The autocatalytic domain responsible in the cleaving process of the signaling molecule has been found in protein sequences and considered to be high in primates in comparison to other living organism, especially mammals. The greatest change in the sequence included the amino acids, threonine and serine (Rosales-Reynoso et al). Together, these amino acids implicit modifications in the post-translational sequence. Duplication and Deletion of Sequences The duplication of sequences in the genome can lead to the creation of new novel genes. This presents the chance of neofunctionalism creating a new phenotype in response to the duplication of the genes. An example of this occurrence is the formation of glutamate dehydrogenase 2 (GLUD2). In a considerable amount of mammalian species, there is only one version of the GLUD gene. Due to the duplication event of retrotransposition, the rise of the GLUD2 gene codes for a protein specific to humans (Rosales-Reynoso et al). Both genes are expressed in the human body. GLUD1 is expressed in a vast majority of tissues, while GLUD2 is expressed exclusively within nervous and testicular tissues. The formation of genes due to duplication can lead to phenotypic consequences, but deletion of sequences can cause more consequential effects. Deletion of sequences are rare events in comparison to duplications. There are many scenarios where the deletion of a gene may be present because of selective modifications over a span of time. The loss of the olfactory receptor gene in humans is a key example of a gene loss. Humans only have 350 olfactory receptor genes, while mice have relatively 1200 genes containing the olfactory function (Rosales-Reynoso et al). The sum of genes reduced is caused by pseudogenes in the human lineage. The variation in gene expression found within the human genome could play a great role in the phenotypical appearance humans have developed and have a contribution to the evolution behind the human brain. METABOLIC COSTS The energetic costs displayed in the development of the human brain is elevated due to the large size. There is an estimation the brain uses between 44% to 87% of the metabolic rate when an individual is at rest during the stages of infancy, childhood, and adolescence. The amount of energy expended during these developmental stages could call for the body to exhaust less energy for the growing process (Kuzawa et al). The energy required for developing and learning in early stages has the probability of explaining the prolonged childhood and adolescence stage seen in humans, unlike our ancestors. In the study used to conduct the hypothesis of the prolonged pre-adult stage, the uptake of glucose was measured using positron-emission tomography, (PET.) 36 individuals were a part of the study with 7 of the individuals being healthy adults (Kuzawa et al). After the PET procedure, quadratic models were used to model the trend of glucose uptake within the cerebellum and cerebrum (Figure 1). The findings from the study were overall uniform with the hypothesis and emphasized the pace the brain utilizes upon expansion when there is body growth in hominins. This trend continued can be seen in Homo sapiens today and depicts energy required of the brain. Taking into account that encephalization seen in human brains there appears to be a behavioral tactic in evolution that allows for the metabolic needs to peak during the stages of childhood (Kuzawa et al). This led to the finding of glucose demand within the brain being inversely related to body growth until puberty settles in an individual (Figure 2). Therefore, as the cost of a child’s brain begins to increase, the growth rate will slow down. This could help guide the explanation to why childhood growth is moderately slower paced when compared to those of great apes. Reardon et al., also demonstrates the anabolic costs found in the growth of tissues and the overall imbrication of positive areal scaling suggests the brain enhances and maintains this criterion greater in larger brains in contrast to smaller brains. (2017) SOCIAL AND ECOLOGICAL DRIVES Evolution of the human brain size implies cognitive challenges as being the drive behind the overall expansion of the brain. The hypothesis of ecological-intelligence highlights the various challenges brought to hominins,such as obtaining food by hunting and gathering and processing the rest of the nutrients in the foods being eaten. Social intelligence brings light to challenges including cooperation of a group for the extraction of resources or the formation of alliances to compete with other species. Homo arachic began to depict this challenge when hunting for game and later sharing this game with the entire community to avoid starvation. To address these challenges, the objectives of the metabolic theory and life-history theory were merged to find quantitative outcomes. The predictions would give an insight for the evolution behind the size of both the brain and the body when humans came into contact with social and ecological threats with respect to metabolic costs. Gonzales-Forero et al., found proportions of cooperative challenges increasing led to the absolute size of the adult brain, as well as the relative brain size, to decrease (2018). The cooperative challenges decreased the brain size to allow humans to further entrust on the skills of their partner. This results in the decreasing in the amount of investment put in by the individual into metabolically costly brains. This method can be seen in mammals and primates. The study suggests the overall evolution of the brain size in humans is due to ecological drives. The ecological challenges emphasize the various threats against nature and tends to increase from the early discovery of the Homo species, up until the late Homo species. Social adaptations led to modern day humans having a concentration of neural investments to have the capability to solve ecological issues. ANCESTRAL LINEAGES Neanderthals are our closest extinct human relatives. Neanderthals’ appearance is similar to ours, though they were a lot shorter and stockier with prominent brow ridges and wide noses (Lieberman). In preceding research, morphological differences have between the brains of modern-day humans and Neanderthals were identified, including frontal lobes with non-allometric widening characteristics and asymmetric degrees. These distinct variations suggest modern humans and Neanderthals developed larger sized brains due to evolutionary paths. Pearce et al., (2013) hypothesized the similarity in the brain size of humans and Neanderthals had different organization patterns because of the larger proportion in body size found in Neanderthals. This would lead to the need if more neural matter to maintain the number of somatic pathways, as well as for control. The second reason is Neanderthals habited high latitudes and experienced little light. Low light would require larger sets of eyes and a larger visual cortex. Endocast volumes for a total of 21 Neanderthals and 38 modern day humans dating back 27-200 ka. The endocranial volumes and body mass were standardized using a ratio to scale body size. The independent sample tests applied confirmed there were undoubtedly larger orbits in Neanderthals and implies there was a great significance in the size of the eyeballs and visual cortices (Pearce et al). The findings suggest Neanderthals have an enlarged somatic and visual area in the brain, while modern humans were capable of larger brain sizes by expanded other regions of the brain, such as parietal lobes. Instead of using neural investments like humans to face ecological challenges, Neanderthals used an alternative method using their enhanced vision and physical abilities. Although the Neanderthals and modern humans have definite morphologies in their endocraniums, after birth, both species expand the temporal and frontal lobes within the cerebellar fossa. The development of endocranial volume, which increases, is a key factor of brain growth. Ponce de Leon., demonstrates there was the aspect of postnatal ontogeny in the brain which is fairly similar in both species of Neanderthals and the population of modern humans (2016). Therefore, cognitive development could greatly be influenced by social and cultural environments. This could also be studied using a genome sequence of the Neanderthal species, which could help in the detection of positive selection within the genome. DISCUSSION The human brain, in all of its staggering complexity, is the product of millions of years of evolution. The brain has undergone a plethora of remarkable changes through the process of evolution. The increase in size and complexity of the brain in modern day humans has created a great development of cognitive mental abilities. The brain has evolved due to genomics, metabolic costs, social and ecological drives, and linkages from our ancestors, the Neanderthals. The expansion during evolution has facilitated the addition of microcircuits, leading to the uniqueness of the human brain. FIGURES Figure 1: Glucose uptake of human brain by age (A.) grams per day in males. (B.) grams per day in females (Source: Kuzawa (2014)) Figure 2: Inverse relationship of glucose uptake and body weight plotted as SD scores (Source: Kuzawa (2014) REFERENCES González-Forero, MauricioEvolution and Genomics of the Human Brain

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