HIS 113 Women and African Americans Discussion

DB A:1. What new opportunities did the 1920s provide for women and African Americans? What new limitations did this era impose?Use the textbook, the course web resources and videos only. Do not use any additional resources. Must have a thesis statement and 3 pieces of evidence. Be sure to include your URL source citations.2. Using the resources below as well as the textbook, websites and videos included in this weeks lesson, create a 12 slide PowerPoint urging Americans to either oppose or support the United States entering World War I. You will be graded on creativity and originality, as well as for incorporating the rhetoric of the World War I era. Post your rough draft of the presentation to the discussion by Thursday night. Post your final version to Assignments.“Woodrow Wilson: Foreign Affairs” “President Wilson’s Declaration of Neutrality” “1914–1920: World War One and Wilsonian Diplomacy” “U.S. Entry into World War I, 1917” “World War I Posters” “Bureau of Cartoons” “Opposition to the War in the United States” ASSIGNMENT : There will be one 12 slide PowerPoint presentation. The 12 slides will consist of 1 title, slide. 1 bibliography slide, and 10 content slides. The draft of the presentation will be submitted to the corresponding discussion and the final version of the presentation will be submitted as an Assignment. The Assignment will be graded on a 100-point scale and will be worth 10% of the total course grade.

Ethics in healthcare 4 | History homework help

Use the articles and links attached to answer questions. 
1. In the Nuremberg Code, find at least one point that focused on the research subjects welfare and one point that focused on the research subjects autonomy.
2. In the Belmont Report, find at least one point that focused on the research subjects welfare and one point that focused on the research subjects autonomy. 
3. What was so ethically wrong with the Tuskegee syphilis study? (Use the four principles of bioethics in your ethical analysis.)
4. What sorts of ethical problems can happen when US medical researchers conduct medical research in developing countries? Specifically, what was good and bad about the AZT studies in Africa as discussed by Glantz and his co-authors?
5. In your own words, explain the proposal offered by Glantz and his co-authors for how medical researchers should conduct their research in developing countries. Do you think this is a good proposal: why or why not? Do you have any practical or ethical concerns for how the proposal would work?

Discussion post 1
This is one of the most important points made in the Belmont Report, which was established as a research-ethics policy in the 1970s after the public revelation of the Tuskegee syphilis study. The ethical worry is about can go wrong when people who think they are getting clinical care are actually research participants, or when people running a medical study treat it as though theyre engaged in patient care. Blurring the key differences between the two can be dangerous and unethical. 
Sohow, exactly? Lets brainstorm from the perspectives of the different parties involved:

Q1: For a participant/patient, how are things importantly different whether they are a participant in medical research vs. a patient receiving clinical care? 
Q2: For a researcher/clinician, how are things importantly different whether what theyre doing is medical research vs. what theyre doing is patient care? 

Discussion post 2
Before you read the articles for this week, what if anything had you ever heard about the Tuskegee syphilis study? What sorts of historical, medical, and ethical information about the Tuskegee study did you learn from our reading that caught your attention? Do you have any follow-up questions? If so, this is a great place to ask. I will do my best to help sketch things out further. I invite others to join in too. 

Biology Genotypes and Eye Color & Vermilion Pigment Questions

Genetic Inheritance Format for Exp. 1Typed Genetic Inheritance report must be in the following format for full credit in Lab Report #1.1) Number the figure, e.g., Figure 1.2) State whether the cross is F1 or F2, as well as the number of the vial, e.g., F1 #2153) Type out the genetic cross, e.g., Xw/Xw x Xw+/Y4) State whether the cross is sex-linked, autosomal, or sex-linked and autosomal.5) Always write the dominant allele first, e.g., bw+/bw6) Capitalize the X and Y chromosomes. Write the gene names in lower case. Use the superscript function to raise the + sign or the genes on X chromosomes (see #3 5 above).7) State the ratio of offspring’s phenotypes and genotypes (see below).8) Always follow each F1 cross with the F2 cross of the same type (sex-linked F1 followed by sex-linked F2)

Political Science American Government and Civic Engagement Essay

Final Exam Essay Question Through this course, we have discussed the role of politics in our lives and the importance of understanding why politics exist. In preparation for the final exam please look through your class notes, PowerPoint, and articles provided to prepare to answer the question below.Keep in mind that your answers should express your ideas and you are to use the book as a resource to support your answer. If you use some of the direct quotes or ideas from the book, make sure that you indicate in your response the page number and chapter of where this idea appeared in your book.Example: “According to the authors, more than 15,000 job skills are represented in the federal government, and its workers are perhaps the best trained and most skilled and efficient in the world” (Ch. 8, pg.281) Friendly reminder, you are to use the information provided in this class through your chapter readings, lectures, class notes, and articles provided in this course.Using your textbook/PowerPoint, briefly define democracy and share what theory of democracy exist in the United States. Evaluate in detail THREE of the items from the list below that you feel has the greatest impact on advancing democracy in the United States. (Provide examples to support your answer)Chapter 1Democracy, Direct democracy, initiative, referendum, recall, Government, Political Ideology, conservative, Liberal, Socialism, Libertarianism, Theories of democracy: Majoritarianism, Elite theory, PluralismChapter 2Articles of Confederation, Anti federalist, Federalist, Representative assembly, Mayflower compact, Thomas Paine “Common Sense”, Thomas Jefferson, Declaration of Independence, Virginia and New Jersey plan, checks and balances.Chapter 3Three systems of government: Unitary, Confederal, Federal, Arguments in favor and against Federalism, Enumerated Powers, Necessary Powers, Inherent Powers, Tenth Amendment, Reserved Powers, Police Powers, Concurrent Powers, Prohibited Powers, Supremacy clause, Categorical grants, Block grants, Federal mandates.Chapter 4Fourteenth amendment, Incorporation theory, Establishment clause, Lemon v. Kurtzman 1971, Free exercise clause, no prior restraint, Symbolic speech, Tinker v. Des Moines 1969, Clear and Present Danger, Miller v. California 1973, Osborne v. Ohio 1990, Child Protection Act of 1894, Slander, Libel, New York v Sullivan 1964, Gag Order, Right to Assemble and Petition, Griswold v. Connecticut 1965, Roe v. Wade 1973, Dobbs v Jackson women’s health organization 2022, Right to die, Rights of the accused: 4th, 5th, 6th and 8th Amendment, Exclusionary rule; Mapp v. Ohio 1961, Miranda v Arizona 1966, Gideon v. Wainwright 1963,Chapter 5Civil Rights, Civil War amendments (13th, 14th, 15th) , Civil Rights Act of 1866, Enforcement act of 1870, Civil rights act of 1872, Second Civil Rights Act of 1875, Plessy v. Ferguson 1896, Separate but equal doctrine, White primary, Grandfather clause, Poll taxes and literacy tests, Brown v. Board of Education 1954, Dejure segregation, Defacto Segregation, Civil Rights Act 1964, Voting rights act of 1965, Civil Rights act o 1968, 19th amendment, Feminism, Equal Rights Amendment, Gender discrimination, Sexual harassment, Strict scrutiny, Affirmative actionChapter 6Public opinion, consensus, divided opinion, political socialization, agents of political socialization, peer groups, opinion leaders, generational effect, gender gap,Chapter 9 & 10Interest group, lobbyist , social movement, labor movement, public interest, direct technique, indirect technique, political parties, independent, factionChapter 11Bicameral, lawmaking, logrolling, trustee, instructed delegate, politico, oversight, twelfth amendment, filibuster, reapportionment, redistricting, gerrymandering, house rules committee, Speaker of the House, President Pro tempore, 1974 Budget Impoundment Control Act, authorization, appropriation, government shutdown, incumbent, differences between House of Representatives and Senate, Office and management Budget.Chapter 12Constitutional requirement to become president, term of president, 22nd Amendment, head of state, chief executive, commander in chief, executive agreement, state of the union, patronage, going public, constitutional powers, statutory powers, expressed powers, executive order, executive privilege, impeachment, cabinet, chief of staff, vice president, 25th amendment, Succession Act of 1947Chapter 13(Open stax pages 514-515)Marbury v. Madison 1803, Judicial review, Brief, Civil law, Common law, Criminal law concurring opinion, dissenting opinion, judicial activism, Judicial restraint, majority opinion, oral argument, original jurisdiction rule of four, From the list above, select ONE item that you feel has hindered the advancement of democracy? Provide examples to support your response. In your conclusion, considering your answer to the first question, explain your role in ensuring an effective democracy? Elaborate your response by describing three things you plan to do to ensure democracy.

Business Exxon Mobil Stock Investment Analysis Discussion

Research and identify one security that you believe is an attractive investment opportunity. It can be for a long position (expecting a price increase) or a short position (expecting a price decrease). Support your recommendation with evidence of fundamental or technical analysis. You do not have to perform fundamental or technical analysis by yourself from scratch, as you can use free available resources to screen and identify securities. An example of a free resource is Yahoo! Finance. Additionally, you may want to describe, in your own words, the insights, doubts, queries, and serendipitous findings when presented with the content in this module and discuss how you came to understand the concept. This should not be undigested information copied from course materials or internet resources.What this module covered: The module shows how index models of security returns can simplify the search for efficient portfolios and the interpretation of the risk characteristics of individual securities: systematic versus unsystematic risk. The capital asset pricing model, referred to as the CAPM, is introduced in this module. The model predicts the relation we should observe between the systematic risk of an asset and its expected return. Applications and implications of the CAPM are examined in the module.

MDC Psychology the Kitty Genovese Syndrome Essay

Submit an example of a moral situation depicting the “Kitty Genovese syndrome” found either in your own experience or from newspapers, magazines, or movies. Briefly explain why you think the situation you are describing is an example of Kitty Genovese syndrome. You should look in newspapers, TV news, or magazines for examples of situations where bystanders in an accident, or any other situation where someone needs help, show no interest in helping the person in need. Use the concepts learned in chapter 2 to explain how ethical subjectivism is associated to the Kitty Genovese syndrome.

Business analytics | Operations Management homework help

This case study is on SHELL MARKETING COMPANY OMAN for the subject of Business intelligence and analytics. You will find attached my progress so far in the case study as well as the assignment brief.
 I want you to do the following tasks only: 
 4. Data collection and data analysis framework (You can use organization data after approvals or open data related to your area of study) (25 Marks) 
5. Proposed business intelligence analytics framework (20 Marks)
 6. Barriers, Challenges and Benefits (9 Marks) (you can mention skype ban in Oman, Oman vision 2040)
7. Critical Evaluation, Recommendations and conclusions  
You will find attached the financial statement if the company which you can use for the data collection and analysis. It would be great if you can make a graph or two in the appendix using this data and refer to it in the analysis part. Please also refer to the PESTLE, SWOT and Potters analysis that you can find in the appendix whenever relevant. 

History american history they called us enemy writing assignment

 
After reading the graphic novel, They Called Us Enemy, answer the following questions using the same format and guidelines as the VOF writing assignments. You do not need to use anything but your book and maybe the Give Me Liberty textbook. I would recommend writing this without your internet browser open. And, of course, make sure everything is in your own words! 
Paragraph 1: We all seem to spend a lot of time discussing WWII, but often to not go into as much depth when discussing internment. Discuss the way Japanese internment was taught prior to college (or how it wasn’t). Why do you think the topic is often brushed over? What are two main facts that you learned from the Takei book the were shocking, interesting, maddening, etc.?
Paragraph 2: Discuss ideas of family, identity, displacement and political issues that have shaped Takei and the United States from the 1940s to the present day. Bring in one specific (short, 1-2 line) quote from the book to support your ideas.
Paragraph 3: George Takei experienced internment as a small child. How was his experience different from his parent’s experience? Do you think hearing his story, from a child’s perspective, rather than his parent’s, from an adult’s perspective, was more or less beneficial to the narrative?
Paragraph 4: Readers see Takei deal with the trauma of the camps (pages 141-145). He argues with his father and questions the choices his father made during that time. What do you make of the argument? Is George Takei’s argument fair? Discuss why his father might think the way he did (different generational outlook).

Assessment 3 instructions: professional product

 
Develop a professional product to improve care or the patient experience related to the identified health problem with a 2-4 page summary of intervention findings, evidence, and best-practice basis for the professional product.
Important: You must complete all of the assessments in order for this course.
For this assessment, you will develop and deliver a professional product to address the health problem defined in your first assessment to improve care and the patient experience. This will be delivered remotely rather than face-to-face to the individual or group (who can be friends and family) that you have identified. Appropriate examples include development of a community education program focused on a particular health issue or a handout to help the elderly and their families understand their Medicare and Medicaid options. The product must be useful in a practice setting, relevant to your project, and designed to improve some aspect of care or the patient experience.
A brief summary of the findings of your intervention and evidence-based support for your professional product should accompany your product.
Reminder: For this assessment, you are required to log in CORE ELMS the hours that you spend in remote contact with a patient (who could be a friend or family member). Three hours of remote contact is the minimum total amount of time required in this course. Planning time is not included and need not be logged.
As a baccalaureate nurse, you can enhance the experience, health, and lives of patients, families, and community members through personal interactions as well as by developing products to educate or improve the care experience. The ability to identify an appropriate product for improving the quality, safety, cost, and experience of care is an important skill. It also allows a BSN-prepared nurse to demonstrate mastery of patient-centered care delivery. These skills are critical as medicine becomes more personalized and nurses advance in their career and practice leadership.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Lead people and processes to improve patient, systems, and population outcomes.

Explain ways in which leadership of people and processes was utilized while designing an intervention and implementation plan.

Competency 2: Make clinical and operational decisions based upon the best available evidence.

Justify decisions related to developing a professional product with relevant research, evidence, and best practices.

Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.

Demonstrate process improvements in the quality, safety, or cost of care as a result of a direct clinical intervention and a developed professional product.

Competency 7: Implement patient-centered care to improve quality of care and the patient experience.

Demonstrate patient-experience improvements resulting from a clinical intervention and implementation of a newly developed professional product.

Competency 8: Integrate professional standards and values into practice.

Communicate professionally in writing that is clear and logically organized, with correct grammar, spelling, and use of APA style.

Important: You must complete all of the assessments in order for this course.
Preparation
Before submitting this assessment, you must have logged at least three remote contact hours in CORE ELMS. These hours will include only the time that you spent working remotely with patients, families, and/or community members to implement your intervention, collect and analyze data, and deliver your professional product to your target audience. Please be advised that the Volunteer Experience form requires that you provide the name and contact information for at least one individual with whom you worked as part of your direct clinical activity. Your faculty may reach out to this individual to verify that you have accurately documented and completed your clinical hours.
Instructions
For this assessment, you will develop and deliver a professional product to address the health problem defined in your first assessment to improve care and the patient experience. This will be delivered remotely rather than face-to-face to the individual or group that you have identified. Appropriate examples include development of a community education program focused on a particular health issue or a handout to help the elderly and their families understand their Medicare and Medicaid options. The product must be useful in a practice setting, relevant to your project, and designed to improve some aspect of care or the patient experience that can be used in your own practice, with your family or community.
Relevant products include but are not limited to:

Patient education handout (such as a medication sheet).
Patient safety plan.
Process improvement in-service.
Medicaid/Medicare patient coverage and finance guide.
Teaching plan.

Your submission will consist of two parts: an APA-formatted paper providing your rationale and supporting evidence, and the professional product.
For the brief APA-style paper, one organizational option is:

Summary of intervention and implementation:

What did you do?
How did you lead in terms of the processes used in the project?

Who were your interprofessional collaborators?

How did you lead them in this project?
What were your key findings?

Evidence-based rationale for professional product development:

What professional product did you develop?
Why did you choose this type of product?
How does it align with your intervention?
How will the product help improve outcomes?
How will the product enhance the patient experience?
How does the product improve a process related to quality, safety, and/or cost of care?
How do relevant research, evidence, and best practices support your choice of professional product and approach?

For your professional product, you may choose to develop a deliverable that could be used in your care setting to communicate and sustain relevant improvements related to the intervention you carried out. The key is that the professional product is useful to the target audience (such as a large-print Medicaid/Medicare patient coverage and finance guide that is easy for the elderly and their families to use, or an easily implemented process improvement in-service for home care nurses).
Scoring Guide Criteria
Your brief paper and professional product will be assessed according to the following scoring guide criteria:

Explain ways in which leadership of people and processes was utilized while designing an intervention and implementation plan.
Demonstrate process improvements in the quality, safety, or cost of care as a result of a direct clinical intervention and a developed professional product.
Demonstrate patient-experience improvements resulting from a clinical intervention and implementation of a newly developed professional product.
Justify decisions related to developing a professional product with relevant research, evidence, and best practices.
Communicate professionally in writing that is clear and logically organized, with correct grammar, spelling, and use of APA style.

Additional Requirements

Length of submission: APA-style paper should be 2–4 pages of content plus title and reference pages. There is no length requirement for your professional product. The type of deliverable you choose will determine its length and format.
Number of references: Cite a minimum of 5 sources of scholarly or professional evidence that support your decisions and rationale in your APA-style paper. Resources should be no more than 5 years old.
APA formatting: References and citations are formatted according to current APA style. Use appropriate APA citations (in-text and reference list) in the paper and professional product.

Portfolio Prompt: Remember to save the assessment to your ePortfolio. After you complete your program you may want to consider leveraging your Portfolio as part of a job search or other demonstration of your academic competencies.

Power point presentation on amyotrophic lateral sclerosis (als) | BIO | American Association of Colleges for Teacher Education

 Develop an audio-narrated PowerPoint presentation based on the research you have conducted about your chosen medical condition or disease. (Amyotrophic lateral sclerosis (ALS))
requirements:

Your presentation will be submitted as an audio-narrated PowerPoint, narrated by you, the student. You cannot use text-to-speech programs or technologies that do the narration for you unless noted as an approved accommodation in a current DSA letter you have furnished to me. For instructions on how to create audio narration in PowerPoint, see the following link:  Record a Slide Show With Narration.  Audio narration is a requirement!
There must be visual elements (e.g., photos, videos, graphs, figures).
Your presentation must contain 10-15 slides (excluding reference and title slides) and run 5-10 minutes.