ahs week 5 discussion – coursefighter.com

ahs week 5 discussion – coursefighter.com Description: Select one (1) article from the list of articles on fund development within the Week 5 tab of the Library course guide or another peer-reviewed article on fund development from the another Library. After reading the article, consider the challenges facing organizations within the context of your selected article. Describe how the concepts of the article might affect the program you selected in Week 2. Course Fighter

final project 233 – coursefighter.com

final project 233 – coursefighter.com This is the final project of the semester and you will be asked to incorporate your prior knowledge from the three previous units to discuss this paper properly. First, you must read the following recent journal article on the octopus. octopus research.pdf You may also like to look at a review of the previous article to put the information in perspective. Link (Links to an external site.)Links to an external site. The discussion of this paper needs to focus on the following items and keep in mind that you need to decide if this research is reliable and viable as an explanation. Make a decision as to whether or not you accept the outcomes and discuss this decision under the following parameters: — In APA format Did the scientists use the scientific method and experimental design? Explain. How did technology influence their design? What type of reasoning played a part in their ultimate conclusions: was it inductive, deductive, a combination of both? What type of thought process did the scientists follow? In other words, did they follow in the tradition of the Greeks, the Romans, Copernicus, or Galileo? Or was their background more influenced by Popper? Course Fighter

banking and movement of capital discussion responses and ap – coursefighter.com

banking and movement of capital discussion responses and ap – coursefighter.com this is a 3 part only one is a little longer 1 and 2 Please answer each discussion with 250 -300 words, APA style. DO NOT FORGET THE CITATION!!!! Then write a response to 2 students for each discussion week with 100 words min, and directed at them in a positive manner not in 3rd person! The other students discussion posts can also be used as an example on how your initial post should be done. So by the end of this assignment your should have done 1 discussions and 2 responses!!! I will post the other students discussions one I have received my initial discussion from you, because I cant see the other discusssion unless I posted. 3. please complete AP 16 ( attached as pdf title homework) the problem is circled. Course Fighter

cultural competence toolkit – coursefighter.com

cultural competence toolkit – coursefighter.com Your project will include a section for each of the five basic cultural competence skills areas identified in the NEA resource: valuing diversity, being culturally self-aware, the dynamics of difference, knowledge of students’ culture, and institutionalizing cultural knowledge and adapting to diversity. In the Valuing Diversity section, Explain how you create accepting and respectful environments for different cultural backgrounds and customs, different ways of communicating, and different traditions and values. Explain how you foster a home-school partnership. Describe one diversity activity that you would implement in an environment that families can be a part of. You can use your Week 4 Assignments and Discussions to help with this. In the Being Culturally Self-Aware section, State your cultural competence philosophy. Describe two or three ways to incorporate your philosophy into an understanding and respectful early childhood environment. Discuss two to three obstacles you might encounter when creating a culturally relevant learning environment. Identify ways to address these challenges. In the Dynamics of Difference section, Develop an activity that you can share with children and families to encourage and support respect for difference and other cultures. Be sure your activity description gives sufficient detail so that families will gain a clear understanding of what they are doing and why they are doing it. In the Knowledge of Students’ Culture section, Describe the types of culturally relevant and anti-bias curriculum you will use in learning environments so families can understand how learning is organized in your early learning setting. Provide a graphic showing the main components of culturally relevant and anti-bias curriculum. In the Institutionalizing Cultural Knowledge and Adapting to Diversity section, Explain how you will adapt to diversity and serve diverse populations in early childhood settings. Explain how you apply The NAEYC Code of Ethical Conduct and Statement of Commitment (Links to an external site.)Links to an external site. in your work with young diverse learners. Defend your embrace of the following themes: Culturally relevant methods Anti-bias curriculum Diverse family structures Multicultural education Delivery requirements: submit your Diversity Toolkit project as a presentation a PowerPoint, Whatever format you choose, your delivery of the project must conform to the following requirements: Submit a presentation or text-based copy of your work from this Week 5 Waypoint assignment to your instructor. Add the presentation to your Portfolium e-portfolio, which you developed in Week 3. If you develop your project as a website, submit a print or presentation-based copy to the instructor and include a link to the web-based version. For any format, include a link to the project in your Portfolium e-portfolio. The Cultural Competence Toolkit project Must be 12 to 14 slides for a PowerPoint, or 5 to 6 text or website pages, and must include all five required sections. Must include a separate title page or slide with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.)Links to an external site.. Must utilize academic voice. See the Academic Voice (Links to an external site.)Links to an external site. resource for additional guidance. Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing Introductions & Conclusions (Links to an external site.)Links to an external site. as well as Writing a Thesis Statement (Links to an external site.)Links to an external site., refer to the Ashford Writing Center (Links to an external site.)Links […]

psy 6510 annotated bibliography 15 references – coursefighter.com

psy 6510 annotated bibliography 15 references – coursefighter.com Assignment Begin an annotated bibliography of the articles that you are reviewing. Note all the important sections of the article, as illustrated in the sample above. Also, note not only the articles that you plan to use, but also any article that you read. Be sure to note at the end of the article how useful the article may be for your literature review. Include the five articles you reviewed in Week 3 and find an additional ten so that there is a total of 15 articles in this version of your Annotated Bibliography. Add a one-page paper that reflects your experiences with note-taking and research tools. Identify those that include features you would like to use and which one, if any, you have adopted for your own use. Please note that the same rules for a citation that apply to other documents (such as proper paraphrasing and the use of quotation marks where necessary) apply to annotated bibliographies as well. It is not acceptable to cut and paste from the abstract or the body of an article. Rather, you are expected to read the article completely and appropriately paraphrase the necessary material. For those few situations where paraphrasing is not acceptable, then the material that has not been paraphrased needs to be placed in quotation marks. Please refer to the Northcentral University Integrity Policy and tutorial for more information on this. Length: at least 15 research articles Beggs, S. (2010). Within-treatment outcome among sexual offenders: A review. Aggression and Violent Behavior, 15(5), 369–379. https://doi.org/10.1016/j.avb.2010.06.005 Chan, O. S. Lam. (2018) Combination of Psychiatric and Psychological Approaches in the Assessment and Treatment of Sexual Offenders. East Asian Archives of Psychiatry. Vol. 28 Issue 4, p129-133. https://doi.org/10.12809/eaap1828 Day, A., Ross, S., Casey, S., Vess, J., Johns, D., & Hobbs, G. (2019). The intensity and timing of sex offender treatment. Sexual Abuse, 31(4), 397–409. https://doi.org/10.1177/1079063217745069 Duggan, C., & Dennis, J. (2014). The place of evidence in the treatment of sex offenders: Sex offenders, treatment RCTs. Criminal Behaviour and Mental Health, 24(3), 153–162. https://doi.org/10.1002/cbm.1904 Hanson, R. K., & Yates, P. M. (2013). Psychological treatment of sex offenders. Current Psychiatry Reports, 15(3), 348. https://doi.org/10.1007/s11920-012-0348-x Marshall, W. L. (2018). A Brief History of Psychological Theory, Research, and Treatment With Adult Male Sex Offenders. Current Psychiatry Reports, 20(8), 57. https://doi.org/10.1007/s11920-018-0920-0 Moster, A., Wnuk, D. W., & Jeglic, E. L. (2008). Cognitive behavioral therapy interventions with sex offenders. Journal of Correctional Health Care, 14(2), 109–121. https://doi.org/10.1177/1078345807313874 Olver, M. E., & Wong, S. C. P. (2013). Treatment programs for high risk sexual offenders: Program and offender characteristics, attrition, treatment change and recidivism. Aggression and Violent Behavior, 18(5), 579–591. https://doi.org/10.1016/j.avb.2013.06.002 Seewald, K., Rossegger, A., Gerth, J., Urbaniok, F., Phillips, G., & Endrass, J. (2018). Effectiveness of a risk-need-responsivity-based treatment program for violent and sexual offenders: Results of a retrospective, quasi-experimental study. Legal and Criminological Psychology, 23(1), 85–99. https://doi.org/10.1111/lcrp.12122 Sewall, L. A., & Olver, M. E. (2019). Psychopathy and treatment outcome: Results from a sexual violence reduction program. Personality Disorders: Theory, Research, and Treatment, 10(1), 59–69. https://doi.org/10.1037/per0000297 Thornton, D. (2013). Implications of Our Developing Understanding of Risk and Protective Factors in the Treatment of Adult Male Sexual Offenders. International Journal of Behavioral Consultation and Therapy, 8(3), 62–65. Retrieved from https://search-ebscohost-com.proxy1.ncu.edu/login.aspx?direct=true&db=eric&AN=EJ1017921&site=eds-live Van den Berg, J. W., Smid, W., Schepers, K., Wever, E., Van Beek, D., Janssen, E., & Gijs, L. (2018). The predictive properties of dynamic sex offender risk assessment instruments: A meta-analysis. Psychological Assessment, 30(2), 179–191. https://doi-org.proxy1.ncu.edu/10.1037/pas0000454 Watson, R., Daffern, M., & Thomas, S. (2018). The impact of sex offender’s interpersonal style, treatment […]

ethical and spiritual decision making in health care homework – coursefighter.com

ethical and spiritual decision making in health care homework – coursefighter.com This assignment will incorporate a common practical tool in helping clinicians begin to ethically analyze a case. Organizing the data in this way will help you apply the four principles of principlism. Based on the “Case Study: Healing and Autonomy” and other required topic study materials, you will complete the “Applying the Four Principles: Case Study” document that includes the following: Part 1: Chart This chart will formalize principlism and the four-boxes approach by organizing the data from the case study according to the relevant principles of biomedical ethics: autonomy, beneficence, nonmaleficence, and justice. Part 2: Evaluation This part includes questions, to be answered in a total of 500 words, that describe how principalism would be applied according to the Christian worldview. Remember to support your responses with the topic study materials. APA style is not required, but solid academic writing is expected. Course Fighter

choose one still from the film psycho and upload the still for us to see and analyze the basic elements of the mise en scene – coursefighter.com

choose one still from the film psycho and upload the still for us to see and analyze the basic elements of the mise en scene – coursefighter.com Choose one still from the film, Psycho, and upload the still for us to see and analyze the basic elements of the mise-en-scène. Use the questions below to analyze how the basic elements of mise-en-scène contribute to the visual style and story content of a film. For a close analysis, it is best to pick a single image. Begin by thinking about the overall effect of the mise-en-scène in the image. What do you learn about the story and characters—without the use of dialogue? What emotional effect does the mise-en-scène have on you? Now, focus on ONE area below and discuss (the set, costume/makeup/hair, blocking and performance, or lights). 3-1 The Set Take note of the interior and exterior architecture, furnishings, and props in the scenes.What larger location for the story is suggested by these elements?What time period is evoked?What does the set tell you about the characters’ personal lives and interests, working conditions, or social and economic status?Does the set design represent an imaginary place and, if so, how might this be connected to a larger creative argument?Is the set deliberately theatrical or artificial, and why?Are there any key props in the scene, and how are they used? Do they provide clues to the action or have symbolic meaning? 3-2 Costumes, Makeup, and Hair If you are familiar with the off-screen look of the actors in this scene, how have they been transformed by wardrobe, makeup, and hair?What can you tell about a character’s social standing, occupation, and attitude toward life from his or her appearance?Does the character change over the course of the film, and what role does costume, makeup, and hair play in commenting on this transformation? 3-3 Blocking and Performance Where are the characters sitting or standing in relationship to one another? What does this positioning tell you?If the characters move around the scene, what meanings do those movements convey?Does one character visually dominate the scene?Do any of the human figures function purely as design elements in the scene? If so, what role do they play in the larger meaning of the scene? 3-4 The Lights Does the lighting direct your eyes to a certain figure or object?Has the filmmaker used under lighting or top lighting to dramatic effect?Are there sharp contrasts between light and dark areas in the frame?Is a character shown in hard or in soft light?Does the scene appear to have been shot in natural light, and is that choice an aspect of the film’s meaning? Here is a example: Let’s look at how various design elements work together in a single image from an early scene in Alfred Hitchcock’s 1960 suspense film Psycho. This shot is from an encounter between Norman Bates, the lonely psychopath and proprietor of a motel that has seen better days, and Marion crane, an unlucky guest who will soon be killed by Norman. The scene is set in the parlor adjoining the motel office where the two meet for a snack; they discuss Norman’s hobby, taxidermy. It seems at first an innocuous little conversation between a shy young man and an attractive woman who is clearly out of his league. But there is more to this little conversation than meets the eye, as implied by the mise-en-scène. A close reading of this shot tells us a lot about Norman and foreshadows his next, rather unhappy encounter with Marion in the bathroom of her motel room.https://ng.cengage.com/static/nb/ui/evo/index.html?deploymentId=5677062231652711641112541260&eISBN=9781305410404&id=475406768&nbId=1159050&snapshotId=1159050& The picture that I upload […]

week two learning assignment nsg110 – coursefighter.com

week two learning assignment nsg110 – coursefighter.com For this assignment you will be interviewing a nurse. It can be any current licensed nurse still practicing in any type of nursing (not a nursing student, a retired nurse or someone who left nursing to pursue another career/profession). The goal is to gain insight into nursing practice today and how it has evolved. Ask the interviewee the following questions: 1. How long have you been a nurse? 2. What health care delivery system do you work in? 3. What historical, societal, political and/or economic events have had an impact on nursing practice? 4. Since you became a nurse what is one major challenge you have faced in the delivery of quality patient care? 5. Do you have any words of wisdom for a brand new nursing student to survive nursing school or the transition to nursing practice? For this assignment submit the following: 1. A transcript of the interview. 2. Obtain 1 scholarly article in a nursing journal that supports the practice change identified by the interviewee. Summarize the findings of the article as it relates to the practice change identified. 3. Provide personal insights on how evidenced-based practice impacts the profession of nursing and nursing practice. Grading = 35 points (each element is worth 10 points, spelling/grammar/APA format worth 5 points). Course Fighter

electronic sensor industry 1 – coursefighter.com

electronic sensor industry 1 – coursefighter.com Page One: Search online to find comprehensive information about the US Electronic Sensor Business. Write a one page summary of the actual US Electronic Sensor Industry. This should be a general overview of the industry to demonstrate that you have a fundamental understanding of the industry. Page Two: Use the CapSim slides as a source for page two of this assignment to complete the following tasks: Write one paragraph with a brief summary of how your company came to exist. List the five Customer Segments that exist in CapSim. List the four Buying Criteria that your customers use to make purchase decisions. Explain what DRIFT is and how you will address it in Capsim. CapSim Power point slides are uploaded. I also uploaded the rubric for this paper. Course Fighter