5 minute speech on electric cars 4 pages Humanities Assignment Help

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5 minute speech on electric cars 4 pages Humanities Assignment Help. 5 minute speech on electric cars 4 pages Humanities Assignment Help.


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5 minute speech on electric cars roughly 4 pages long including

history of electric cars

ownership cost

environmental impact

performance benefits over normal cars

and iclude fiolllowing

II. Introduction

A. Attention Getter: Today I am going to talk about the first thing you’d think about if you were stranded in the middle of the ocean. Not food or water, but sharks, most likely.

You’ve probably heard dozens of stories about shark attacks, but do you believe all of them? Do you really think if you were face-to-face with a shark something awful would happen?

B. WIIFT: Perceived as ferocious and frightening, sharks are some people’s worst nightmare to encounter. Many people don’t realize they have served an important purpose for centuries by balancing our oceans. Sharks have been incorrectly perceived as dangerous to humans.

C. Credibility Statement: I have been studying oceanography and biology for three years. Last year, I visited the Shark Institute in Princeton, New Jersey.

D. Preview: For the next five minutes, I’d like to share three important points about sharks. My research on sharks begins with their history.

III. Body

A. There is evidence that sharks have had longevity on our planet.

1. Sharks existed even before dinosaurs.

2. According to the Shark Savers researchers’ website, the oldest trace evidence of sharks are scales that are about 420 million years old. (Shark Savers, Inc.)

3. Modern sharks began to appear about 100 million years ago and have continued to evolve.

B. Sharks are highly regarded creatures because of their anatomical features, intelligence, and migration patterns.

1. My first point is that sharks are very intelligent and have similar “brain-to-body” mass ratios as mammals and birds. This ratio takes into account complex measurements that measure intelligence in all animals.

2. My second point is that sharks migrate in groups with an average cruising speed of 5 mph and can average a maximum speed of up to 12mph.

3. My third point may be shocking to many of you. Sharks have the ability to smell a drop of blood from hundreds of meters away.

C. Shark attack myths often exaggerate the frequency and nature of attacks.

1. According to Brian Handwerk, a writer for the National Geographic News, the U.S. averages 16 shark attacks each year, only two of which are fatal (Handwerk)

2. According to the Florida Museum of Natural History’s International Shark

Attack File, “While sharks kill fewer than 20 people a year, their own numbers suffer greatly at human hands. Between 20 and 100 million sharks die each year due to fishing activity”

3. Out of 480 species of sharks, only three species of sharks are responsible for

the vast majority of fatal, unprovoked attacks on humans. (Handwerk)

III. Conclusion

A. In conclusion, sharks are misunderstood and are very fascinating if you look past the infamous stories that surround them.

Final Summary

1. First, I informed you on the evolution of sharks.

2. Second, told you about the anatomy of sharks and their role in the oceans.

3. Third, I showed you statistics that illustrate how rare it is for a shark attack to occur.

Closure Line – Food for Thought

A. Remember what President Franklin D. Roosevelt said, “The only thing we have to fear is fear itself!” I hope you have enjoyed my lesson on sharks, and please don’t allow your fear to prevent you from enjoying our oceans.

Works Cited

and in txt oral citation

5 minute speech on electric cars 4 pages Humanities Assignment Help[supanova_question]

Question is under requirements Writing Assignment Help

Through the Alchemist , On his journey, Santiago learns numerous lessons that help him realize his Personal Legend. He learns that there is “beginner’s luck,” that sometimes people can give up just before they reach their goal, that his heart will guide him, and so on. Reflect on your life and the lessons you have learned.

For this journal, you have two options:

  1. Choose one of the lessons that you have learned and explain the circumstances you learned the lesson in and how it has influenced your thoughts and your life.

OR

  1. Choose one of the lessons that Santiago learned that you feel is important to you. Explain how and why this lesson is important to you.

Suggestions:

Focus on one lesson.

Be sure to give details –who, what, where, when, how, and why (Think P.E.A.).

Grammar, spelling, etc. all count, so be sure to edit and proofread.

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Bill of Quantities (BOQ) & Specifications Writing Writing Assignment Help

develop the following of the kitchen plan I attached here:
1. Partial Bill of Quantities (BOQ): Conduct quantities take off using the actual measurements of
your developed plans and prepare part of the bill of quantities for selected apartment spaces:
– Include items only used in “internal finishes” section
– Follow the MasterFormat Divisions in your serial numbering for materials.
– Organize your table columns as following: Item #, description, Unit, Quantity, unit
price/Rate, and Total Amount.
– Calculate the total cost for each materials and for all used materials in the “internal
finishes” section

2. Specifications writing:select only two materials from the above list and develop its specification
following the “3 part-Specification” format.
– Use the online “Sweets database” for materials products and their
manufacturer/supplier to download available specifications using “3 part- Spec.
format” for the two selected materials : https://sweets.construction.com/
– Review the available specifications for each materials, and provide a
condensed/abbreviated version of its main items (max two A4 pages for each
materials)
Requirements:
 Partial Bill of Quantities (BOQ)
 Specifications documentation for two materials using “3 part-Spec.” format

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I need help doing my course project for project management Business Finance Assignment Help

Please review before accepting. I had a couple of people accept but then couldn’t complete the assignment. Please make sure you are able to complete the assignment.You will need microsoft project.

I need this to be saved in .mpp so that it can be opened. There are 2 parts that need to be done.

First part:

WORK BREAKDOWN STRUCTURE (WBS) AND PROJECT SCHEDULE (100 POINTS)

Deliverables for Week 4:

  • WBS in PowerPoint Slide or inserted into MS Word (50 points)
  • MS Project file at Gantt View (50 points)

Work Breakdown Structure (WBS): A hierarchical decomposition of the total scope of work to be carried out by the project team to accomplish the project objectives and create the required deliverables.

For this week, you will create a work breakdown structure (WBS) for the project.

Remember that the WBS starts with major deliverables (included in the scope statement) at the highest level. The lower levels have the work package required to complete those deliverables. Review the textbook and the PMBOK® Guide for some suggestions on how to create a WBS.

From your work breakdown structure, develop a project task list with dependencies and add durations, using MS Project.

  • Develop the work breakdown structure.
    • Your WBS should have a minimum of 50–100 line items in MS Project and be three levels deep.
    • Make sure to use verb-object task names (i.e., “Develop software”).

WBS Sample

  • MS Project Schedule
    • Enter tasks in MS Project.
    • Create the predecessor relationships.
    • Do not link summary tasks or assign resources.

Set Up Schedule in MS Project

  1. Set the basic project information.
    • Open MS Project.
    • Click on file (top left), select save as and enter the file name as (your name) cp1. For example, SmithJanecp1.mpp.
    • Click on the project area and select project information. In the project information dialogue box, set the start date of your project.
    • Leave other dates as is. Click on OK.
    • Click on format and click the check box beside project summary task. Now your first summary task is your project name.
    • Set basic Gantt chart format (use also for tracking Gantt chart view).
    • Right click on the mouse in the gray area of the Gantt chart on the right side of the screen where the dates in month and days are for the menu, and select Timescale.
    • In the Timescale dialogue box,
      1. select the middle tier tab and set units to quarters (months) (weeks);
      2. aelect the bottom tier tab and set units to months (weeks) (days); and
      3. Click on OK.
  2. Set up the default task units to weeks.
    • Click file, and then click options.
    • In the project options dialog box, click schedule.
    • Under scheduling options in this project, set the following.
      1. New tasks created select auto scheduled
      2. Duration is entered in select weeks (days)
      3. Default task type select fixed duration
      4. Click OK to close the dialog box.

Once you have set the defaults, we are ready to move on. If you have not done so already, you need to create the project’s work packages and activities from the project’s WBS. Once this is done, insert your project name, deliverables, work packages, and activities in the column task name in MS Project.

  • Enter the task durations in the duration column.
  • Enter the predecessor(s) for each task in the predecessors column. You can also highlight the tasks and click the link icon in the ribbon.
  • If there is no duration or predecessor listed, leave the column blank. Note: If you do not see the predecessors column, move the vertical line between the entry form and the Gantt chart to the right to reveal the column. Click on the line and drag to move it. Columns can be expanded or contracted individually to accommodate information the same way column width is adjusted in MS Excel.

NOTE: ANALYZE YOUR SCHEDULE AND NETWORK DIAGRAM

To see the network diagram, click on view, then select network diagram. Activities on the critical path are outlined in red, whereas noncritical path activities are outlined in blue.

Second part:

RISK MANAGEMENT PLAN (50 POINTS)

Remember, a risk is an uncertain event or condition that can have a positive or negative impact on the project.

  • Identify and analyze your project risks.
  • Develop a risk management plan to monitor and track your project.
  • Instructions:
  • 1. You will evaluate each task in your project schedule to identify any risk factors associated with the execution of the deliverable.
  • 2. You will then add your list of risk to the risk register template in Files.
  • 3. The number of risks will depend on the project deliverables in your schedule; however, 20–25 risks would be considered the minimum.
  • 4. Review the instructions on the first sheet of the template, and complete your risk register in its entirety.

I have attached the template that is needed and also the work I have completed to help you. Please let me know if you don’t understand something.

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Please provide a detailed answer to the following questions. Business Finance Assignment Help

1. Describe a situation that you have seen that would be appropriately modeled using simulation. Explain why modeling using simulation would be appropriate.

2. Frank’s Barber Shop is a popular local barber shop. He estimates that the time required to serve a customer on each visit has a uniform distribution between 15 minutes and 45 minutes (Answer in EXCEL/ Make sure all formulas are able to be edited in the cells that contain them.)

a.) Simulate the service times for five customers by using the following five random numbers: 0.6905, 0.1740, 0.0443, 0.5975, 0.1178.

b.)Calculate the average of the five service times and compare it to the mean of the service-time distribution.

c.)Use Excel to generate 500 random observations and calculate the average. Compare this average to the mean of the service-time distribution.

MLA / CITE ALL SOURCES

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Theory, Politics, Criticism, and Education Writing Assignment Help

How do education and freedom of speech tie into politics? French theorist Michel Foucault examines this relationship in his Berkeley lecture “Discourse and Truth” in the context of ancient Greek society, but his historical examination is also pointedly relevant to today.

Please read sections: “The Meaning of the Word ‘Parrhesia'” (pg. 2-5), “Parrhesia and the Crisis of Democratic Institutions,” and part of “The Practices of Parrhesia” (pg. 29-54) in the provided text: Foucault – Discourse and truth.pdf.

In approx. 400 words, using at least two direct quotations from the text, consider the contemporary or at least generalizably theoretical relevance of Foucault’s historical work.

Questions to consider: how does parrhesia relate to truth? What does education have to do with democracy? Why does Foucault emphasize danger? Is criticism good/essential? What happens to politics when criticism is forbidden? Does it prevent the right of free speech to acknowledge that there may be consequences to speaking freely?

Please cite your text properly, but as this is an unofficial transcript of the lecture you should use the author’s name and the website from which I got this transcription (https://foucault.info/parrhesia/) (Links to an external site.) in easybib to construct a bibliography. As mentioned earlier in class, footnotes are the preferred way to cite from texts.

General reminder about citing from a longer text: your professors are not mind-readers. I can’t, sadly, take on faith that you read and understood the entirety of a text on your word alone. The best way to show me that you understood the reading is by writing about it in your assignments. But, when students only cite from the first few pages of a text in their papers, it makes it seem to your readers like you just skimmed the first couple pages and didn’t read any further. Now, obviously there is often interesting stuff to talk about in the first few pages of a text, but a student who wants to demonstrate that they read more of the text should also refer to stuff that happened later in the text too. Let’s say, having at least two quotes that are at least 20 pages apart (considering the length of this reading) that both relate to one another in some way you delineate should be a good start to demonstrating that you did the work.

Otherwise, if you do not cite anything from further than a few pages into the assigned sections, I will grade you as though you did not complete the reading. So please, for the sake of your own grade, demonstrate to me in your assignment that you did the assigned reading.

Theory, Politics, Criticism, and Education Writing Assignment Help[supanova_question]

No PLagiarism Health Medical Assignment Help

Competencies

982.1.1 : Program Portfolio

The
graduate exhibits artifacts that both demonstrate the graduate’s
competency across all program areas as well as provide evidence of
professional growth.

Introduction

A
professional portfolio will showcase your knowledge and skills to
prospective employers and will increase your marketability as a
baccalaureate-prepared nurse. This portfolio will help you, as a nurse,
hone in on the concepts, strengths, and critical-thinking abilities that
define professional nursing practice. Throughout your time at WGU, you
have developed skills and knowledge that distinguish your practice as
that of a baccalaureate-prepared nurse. Items that display your skills
and knowledge will be showcased in this professional portfolio. You
should organize your portfolio around the four areas of professional
nursing practice: quality and safety, advanced evidence-based practice,
applied leadership, and community and population health. This portfolio
will expand on the portfolio you already created in your Professional
Roles and Values course.

Requirements

Your
submission must be your original work. No more than a combined total of
30% of the submission and no more than a 10% match to any one
individual source can be directly quoted or closely paraphrased from
sources, even if cited correctly. An originality report is provided when
you submit your task that can be used as a guide.

You must use
the rubric to direct the creation of your submission because it provides
detailed criteria that will be used to evaluate your work. Each
requirement below may be evaluated by more than one rubric aspect. The
rubric aspect titles may contain hyperlinks to relevant portions of the
course.

A. Complete the following, using OneNote:

Note: The
directions to access and use your e-portfolio can be found in the web
links section below, which will take you to the “Knowledge Base
Article.”

1. Create a professional mission statement (suggested length of 1 paragraph) that includes the following:

• a representation of your career goals, your aspirations, and how you want to move forward with your career

• an overview of where you would like to focus your time and energies within the profession

a. Reflect on how your professional mission statement will help guide you throughout your nursing career.

2. Complete a professional summary (suggested length of 3–4 pages) that includes the following:

a.
Explain how the specific artifacts or completed work or both in your
portfolio represent you as a learner and a healthcare professional.

b. Discuss how the specific artifacts in your portfolio represent your professional strengths.

c. Discuss challenges you encountered during the progression of your program.

i. Explain how you overcame these challenges.

d. Explain how your coursework helped you meet each of the nine nursing program outcomes.

Note: Refer to the attachment “Nursing Conceptual Model.”

e. Analyze how you fulfilled the following roles during your program:

• scientist

• detective

• manager of the healing environment

f. Discuss how you have grown professionally since the beginning of your program.

B. Complete the following within the section “Quality and Safety”:

1. Reflect (suggested length of 1 page)
on your professional definition of quality and safety developed in
Professional Roles and Values, including any necessary changes to your
definition.

a. Discuss how the program assisted you in developing your professional definition.

b. Identify the artifacts in your portfolio that support your definition.

i. Explain how these artifacts support your definition from part B1.

Note: The artifacts should be attached within the portfolio.

2.
Discuss the importance of the Institute for Healthcare Improvement
(IHI) certificate for your future role as a professional nurse.

C. Complete the following within the section “Evidence-Based Practice”:

1. Reflect (suggested length of 1 page)
on your professional definition of evidence-based practice developed in
Professional Roles and Values, including any necessary changes to your
definition.

a. Discuss how the program assisted you in developing your professional definition.

b. Identify the artifacts in your portfolio that support your definition.

i. Explain how these artifacts support your definition from part C1.

Note: The artifacts should be attached within the portfolio.

2. Reflect (suggested length of 1 page) on your understanding of evidence-based practice and applied nursing research by doing the following:

a.
Discuss how you are able to evaluate current primary research and
apply the concepts to your nursing practice, considering the following:

• relevancy and believability of data

• differences between quality improvement and research (places and uses of each)

• differences between primary and secondary research and resources and the implications of each in clinical practice

b. Explain how your experience in the program helped you achieve excellence in evidence-based practice.

D. Complete the following within the section “Applied Leadership”:

1. Reflect (suggested length of 1 page)
on your professional definition of applied leadership you developed in
Professional Roles and Values, including any necessary changes to your
definition.

a. Discuss how the program assisted you in developing your professional definition.

b. Identify the artifacts in your portfolio that support your definition.

i. Explain how these artifacts support the definition from part D1.

Note: The artifacts should be attached within the portfolio.

2. Summarize (suggested length of 1 paragraph to 1 page) your Learning Leadership Experience task by doing the following:

a. Discuss the importance of professional collaboration for effective nursing leadership.

E. Complete the following within the section “Community and Population Health”:

1. Reflect (suggested length of 1 page)
on your professional definition of community and population health you
developed in Professional Roles and Values, including any necessary
changes to your definition.

a. Discuss how the program assisted you in developing your professional definition.

b. Identify the artifacts in your portfolio that support your definition.

i. Explain how these artifacts support the definition from part E1.

Note: The artifacts should be attached within the portfolio.

2. Summarize (suggested length of 1 page) your Community and Population Health task by doing the following:

a. Discuss what you learned during your Community Health Nursing task.

b. Discuss what you learned that led to your community diagnosis.

c. Discuss how your initial focus and diagnosis evolved after working with your population.

3.
Discuss the importance of the American Museum of Natural History
(AMNH) certificate for your future role as a professional nurse.

F. Provide an appendix to your portfolio by doing the following:

1.
Include all the documents, prior assignments, and additional items
that are examples of your best work to support your mastery of all
sections given in parts B, C, D, and E.

2. Include the following materials:

• the attached “Nursing Conceptual Model”

• a link to the current IHI Course Catalog

3. Provide an updated professional résumé.

Note: If you have a LinkedIn account, you can take a screenshot and include a copy with the rest of your documents.

4. Provide professional references, using one of the following:

• a professional reference questionnaire

• a full letter of recommendation

• a list of four professional references

5. Include a copy of your IHI certificate of completion.

6. Include a copy of your AMNH certificate of completion.

G. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

H. Demonstrate professional communication in the content and presentation of your submission.

Rubric

A:PORTFOLIO SUBMISSION

Not Evident

A submission is not provided using the OneNote.

Approaching Competency

Not applicable.

Competent

The documents are submitted through the OneNote using the portfolio created in the Professional Roles and Values course.

A1:CREATION OF PROFESSIONAL MISSION STATEMENT

Not Evident

A professional mission statement is not provided, or the statement contains none of the required elements.

Approaching Competency

The professional mission statement ineffectively addresses the required elements, or the statement is disorganized or illogical.

Competent

The professional mission statement effectively addresses the required elements, and the statement is well organized and logical.

A1A:REFLECTION OF PROFESSIONAL MISSION STATEMENT

Not Evident

A
reflection is not provided, or it makes no reference to how a
professional mission statement will help guide the candidate’s nursing
career.

Approaching Competency

The
reflection ineffectively addresses how a professional mission statement
will help guide the candidate’s nursing career, or the reflection is
poorly reasoned or vague.

Competent

The
reflection effectively addresses how a professional mission statement
will help guide the candidate’s nursing career, and the reflection is
well reasoned and sufficiently detailed.

A2A:PORTFOLIO REPRESENTATION OF A LEARNER AND HEALTHCARE PROFESSIONAL

Not Evident

The submission does not include an explanation, or the explanation makes no reference to the representation of the portfolio.

Approaching Competency

The
submission includes an inadequate explanation of how either specific
artifacts or completed work or both in the portfolio represent the
candidate as a learner and a healthcare professional, or the explanation
is illogical or poorly supported.

Competent

The
submission includes an adequate explanation of how either specific
artifacts or completed work or both in the portfolio represent the
candidate as a learner and a healthcare professional, and the
explanation is logical and well supported.

A2B:PORTFOLIO PROFESSIONAL STRENGTHS

Not Evident

A
discussion is not provided, or it makes no reference to how the
specific artifacts in the portfolio represent professional strengths.

Approaching Competency

The
discussion illogically addresses how the specific artifacts in the
portfolio represent professional strengths, or the discussion is vague.

Competent

The
discussion logically addresses how the specific artifacts in the
portfolio represent professional strengths, and the discussion is
sufficiently detailed.

A2C:PROGRAM PROGRESSION CHALLENGES

Not Evident

The
submission does not include a discussion, or the discussion makes no
references to the challenges encountered during the progression of the
program.

Approaching Competency

The
submission includes an inadequate discussion of the challenges
encountered during the progression of the program, or the discussion is
illogical or poorly supported.

Competent

The
submission includes an adequate discussion of the challenges
encountered during the progression of the program, and the discussion is
logical and well supported.

A2CI:OVERCOME CHALLENGES

Not Evident

An explanation was not provided, or it makes no reference to how the given challenges were overcome.

Approaching Competency

The
explanation ineffectively addresses how the given challenges were
overcome, or the explanation is poorly reasoned, poorly supported, or
vague.

Competent

The
explanation effectively addresses how the given challenges were
overcome, and the explanation is well reasoned, well supported, and
sufficiently detailed.

A2D:PROGRAM OUTCOMES

Not Evident

An
explanation was not provided, or it makes no reference to how the
coursework helped the candidate meet each of the nine nursing program
outcomes.

Approaching Competency

The
explanation ineffectively addresses how the coursework helped the
candidate meet each of the nine nursing program outcomes, or the
explanation is poorly reasoned, poorly supported, or vague.

Competent

The
explanation successfully addresses how the coursework helped the
candidate meet each of the nine nursing program outcomes, and the
explanation is well reasoned, well supported, and sufficiently detailed.

A2E:ROLES DURING THE PROGRAM

Not Evident

An analysis is not provided, or it makes no reference to how the given roles were fulfilled during the program.

Approaching Competency

The analysis for how the given roles were fulfilled during the program is illogical, unconvincing, or ineffective.

Competent

The analysis for how the given roles were fulfilled during the program is logical, convincing, and effective.

A2F:PROFESSIONAL GROWTH

Not Evident

A
discussion is not provided, or it makes no reference to how the
candidate has grown professionally since the beginning of the program.

Approaching Competency

The
discussion ineffectively addresses how the candidate has grown
professionally since the beginning of the program, or the discussion is
illogical or poorly supported.

Competent

The
discussion effectively addresses how the candidate has grown
professionally since the beginning of the program, and the discussion is
logical and well supported.

B1:QUALITY AND SAFETY: REFLECTION

Not Evident

A reflection is not provided, or it makes no reference to the professional definition of quality and safety.

Approaching Competency

The
reflection ineffectively addresses how the professional definition of
quality and safety was developed in Professional Roles and Values, or it
does not include necessary changes, or the reflection is poorly
reasoned or vague.

Competent

The
reflection effectively addresses how the professional definition of
quality and safety was developed in Professional Roles and Values,
including necessary changes to the definition, and the reflection is
well reasoned and sufficiently detailed.

B1A:QUALITY AND SAFETY: DEVELOPMENT OF PROFESSIONAL DEFINITION

Not Evident

A
discussion is not provided, or it makes no reference to how the program
assisted in developing the candidate’s professional definition of
quality and safety.

Approaching Competency

The
discussion illogically addresses how the program assisted in developing
the candidate’s professional definition of quality and safety, or the
discussion is poorly supported.

Competent

The
discussion logically addresses how the program assisted in developing
the candidate’s professional definition of quality and safety, and the
discussion is well supported.

B1B:QUALITY AND SAFETY: ARTIFACT SUPPORT

Not Evident

Artifacts in the portfolio that support the professional definition of quality and safety are not identified.

Approaching Competency

The identified portfolio artifacts are inappropriate, or they do not support the professional definition of quality and safety.

Competent

The identified portfolio artifacts are appropriate, and they support the professional definition of quality and safety.

B1BI:QUALITY AND SAFETY: ARTIFACTS SUPPORTING DEFINITION

Not Evident

An explanation was not provided, or it makes no reference to how the given artifacts support the definition from part B1.

Approaching Competency

The
explanation ineffectively addresses how the given artifacts support the
definition from part B1, or the explanation is illogical.

Competent

The
explanation effectively addresses how the given artifacts support the
definition from part B1, and the explanation is logical.

B2:QUALITY AND SAFETY: IMPORTANCE OF IHI CERTIFICATE

Not Evident

A
discussion is not provided, or it makes no reference to the importance
of the IHI certificate for the candidate’s future role as a professional
nurse.

Approaching Competency

The
discussion demonstrates a limited understanding of the importance the
IHI certificate has on the candidate’s future role as a professional
nurse, or the discussion is poorly supported or poorly reasoned.

Competent

The
discussion demonstrates a sufficient understanding of the importance
the IHI certificate has on the candidate’s future role as a professional
nurse, and the discussion is well supported and well reasoned.

C1:EVIDENCE-BASED PRACTICE: REFLECTION

Not Evident

A reflection is not provided, or it makes no reference to the professional definition of evidence-based practice.

Approaching Competency

The
reflection ineffectively addresses how the professional definition of
an evidence-based practice was developed in Professional Roles and
Values, or it does not include necessary changes to the definition, or
the reflection is poorly reasoned or vague.

Competent

The
reflection effectively addresses how the professional definition of an
evidence-based practice was developed in Professional Roles and Values,
including necessary changes to the definition, and the reflection is
well reasoned and sufficiently detailed.

C1A:EVIDENCE-BASED PRACTICE: DEVELOPMENT OF PROFESSIONAL DEFINITION

Not Evident

A
discussion is not provided, or it makes no reference to how the program
assisted in developing the candidate’s professional definition of
evidence-based practice.

Approaching Competency

The
discussion illogically addresses how the program assisted in developing
the candidate’s professional definition of evidence-based practice, or
the discussion is poorly supported.

Competent

The
discussion logically addresses how the program assisted in developing
the candidate’s professional definition of evidence-based practice, and
the discussion is well supported.

C1B:EVIDENCE-BASED PRACTICE: ARTIFACT SUPPORT

Not Evident

Artifacts in the portfolio that support the professional definition of evidence-based practice are not identified.

Approaching Competency

The
identified portfolio artifacts are inappropriate, or they do not
support the professional definition of evidence-based practice.

Competent

The identified portfolio artifacts are appropriate, and they support the professional definition of evidence-based practice.

C1BI:EVIDENCE-BASED PRACTICE: ARTIFACTS SUPPORTING DEFINITION

Not Evident

An explanation was not provided, or it makes no reference to how the given artifacts support the definition from part C1.

Approaching Competency

The
explanation ineffectively addresses how the given artifacts support the
definition from part C1, or the explanation is illogical.

Competent

The
explanation effectively addresses how the given artifacts support the
definition from part C1, and the explanation is logical.

C2A:EVIDENCE-BASED PRACTICE: PRIMARY RESEARCH

Not Evident

A
discussion is not provided, or it makes no reference to how the
candidate is able to evaluate current primary research and apply
concepts to the nursing practice, using the given points.

Approaching Competency

The
discussion demonstrates a limited understanding of how the candidate is
able to evaluate current primary research and apply concepts to the
nursing practice, using the given points, or the discussion does not
include all of the given points, or the discussion is illogical or
poorly supported.

Competent

The
discussion demonstrates a sufficient understanding of how the candidate
is able to evaluate current primary research and apply concepts to the
nursing practice, and the discussion includes all of the given points.
The discussion is logical and well supported.

C2B:EVIDENCE-BASED PRACTICE: ACHIEVEMENT IN EXCELLENCE

Not Evident

An
explanation was not provided, or it makes no reference to how the
candidate’s experience in the program helped achieve excellence in
evidence-based practice.

Approaching Competency

The
explanation ineffectively addresses how the candidate’s experience in
the program helped achieve excellence in evidence-based practice, or the
explanation is illogical or poorly supported.

Competent

The
explanation effectively addresses how the candidate’s experience in the
program helped achieve excellence in evidence-based practice, and the
explanation is logical and well supported.

D1:APPLIED LEADERSHIP: REFLECTION

Not Evident

A reflection is not provided, or it makes no reference to the professional definition of applied leadership.

Approaching Competency

The
reflection ineffectively addresses how the professional definition of
applied leadership was developed in Professional Roles and Values, or it
does not include necessary changes to the definition, or the reflection
is poorly reasoned or vague.

Competent

The
reflection effectively addresses how the professional definition of
applied leadership was developed in Professional Roles and Values,
including necessary changes to the definition, and the reflection is
well reasoned and sufficiently detailed.

D1A:APPLIED LEADERSHIP: DEVELOPMENT OF PROFESSIONAL DEFINITION

Not Evident

A
discussion is not provided, or it makes no reference to how the program
assisted in developing the candidate’s professional definition of
applied leadership.

Approaching Competency

The
discussion illogically addresses how the program assisted in developing
the candidate’s professional definition of applied leadership, or the
discussion is poorly supported.

Competent

The
discussion logically addresses how the program assisted in developing
the candidate’s professional definition of applied leadership, and the
discussion is well supported.

D1B:APPLIED LEADERSHIP: ARTIFACT SUPPORT

Not Evident

Artifacts in the portfolio that support the professional definition of applied leadership are not identified.

Approaching Competency

The identified portfolio artifacts are inappropriate, or they do not support the professional definition of applied leadership.

Competent

The identified portfolio artifacts are appropriate, and they support the professional definition of applied leadership.

D1BI:APPLIED LEADERSHIP: ARTIFACTS SUPPORTING DEFINITION

Not Evident

An explanation was not provided, or it makes no reference to how the given artifacts support the definition from part D1.

Approaching Competency

The
explanation ineffectively addresses how the given artifacts support the
definition from part D1, or the explanation is illogical.

Competent

The
explanation effectively addresses how the given artifacts support the
definition from part D1, and the explanation is logical.

D2A:APPLIED LEADERSHIP: PROFESSIONAL COLLABORATION

Not Evident

A
discussion is not provided, or it makes no reference to the importance
of professional collaboration for effective nursing leadership.

Approaching Competency

The
discussion illogically addresses the importance of professional
collaboration for effective nursing leadership, or the discussion is
poorly supported.

Competent

The
discussion logically addresses the importance of professional
collaboration for effective nursing leadership, and the discussion is
well supported.

E1:COMMUNITY AND POPULATION HEALTH: REFLECTION

Not Evident

A reflection is not provided, or it makes no reference to the professional definition of community and population health.

Approaching Competency

The
reflection ineffectively addresses how the professional definition of
community health was developed in Professional Roles and Values, or it
does not include necessary changes to the definition, or reflection is
poorly reasoned or vague.

Competent

The
reflection effectively addresses how the professional definition of
community health was developed in Professional Roles and Values,
including necessary changes to the definition, and the reflection is
well reasoned and sufficiently detailed.

E1A:COMMUNITY AND POPULATION HEALTH: DEVELOPMENT OF PROFESSIONAL DEFINITION

Not Evident

A
discussion is not provided, or it makes no reference to how the program
assisted in developing the candidate’s professional definition of
community and population health.

Approaching Competency

The
discussion illogically addresses how the program assisted in developing
the candidate’s professional definition of community and population
health, or the discussion is poorly supported.

Competent

The
discussion logically addresses how the program assisted in developing
the candidate’s professional definition of community and population
health, and the discussion is well supported.

E1B:COMMUNITY AND POPULATION HEALTH: ARTIFACT SUPPORT

Not Evident

Artifacts in the portfolio that support the professional definition of community and population health are not identified.

Approaching Competency

The
identified portfolio artifacts are inappropriate, or they do not
support the professional definition of community and population health.

Competent

The
identified portfolio artifacts are appropriate, and they support the
professional definition of community and population health.

E1BI:COMMUNITY AND POPULATION HEALTH: ARTIFACTS SUPPORTING DEFINITION

Not Evident

An explanation was not provided, or it makes no reference to how the given artifacts support the definition from part E1.

Approaching Competency

The
explanation ineffectively addresses how the given artifacts support the
definition from part E1, or the explanation is illogical.

Competent

The
explanation effectively addresses how the given artifacts support the
definition from part E1, and the explanation is logical.

E2A:COMMUNITY AND POPULATION HEALTH: COMMUNITY HEALTH TASK

Not Evident

A discussion is not provided, or it makes no reference to what was learned during the Community Health Nursing task.

Approaching Competency

The
discussion provides vague, implausible examples of what was learned
during the Community Health Nursing task, or the discussion is poorly
supported or unclear.

Competent

The
discussion provides specific, plausible examples of what was learned
during the Community Health Nursing task, and the discussion is well
supported and clear.

E2B:COMMUNITY AND POPULATION HEALTH: COMMUNITY DIAGNOSIS

Not Evident

A discussion is not provided, or it makes no reference to what was learned that led to the community diagnosis.

Approaching Competency

The
discussion addresses what was learned that led to the community
diagnosis, but it is poorly supported with vague or implausible
examples.

Competent

The
discussion addresses what was learned that led to the community
diagnosis, and it is well supported with specific, plausible examples.

E2C:COMMUNITY AND POPULATION HEALTH: CHANGES IN FOCUS

Not Evident

A
discussion is not provided, or it makes no reference to how the initial
focus and diagnosis evolved after working with the population.

Approaching Competency

The
discussion addresses how the initial focus and diagnosis evolved after
working with the population, but the discussion is poorly supported with
vague or implausible examples.

Competent

The
discussion addresses the initial focus and diagnosis evolved after
working with the population, and the discussion is well supported with
specific, plausible examples.

E3:COMMUNITY AND POPULATION HEALTH: IMPORTANCE OF AMNH CERTIFICATE

Not Evident

A
discussion is not provided, or it makes no reference to the importance
of the AMNH certificate for the candidate’s future role as a
professional nurse.

Approaching Competency

The
discussion demonstrates a limited understanding of the importance the
AMNH certificate has on the candidate’s future role as a professional
nurse, or the discussion is poorly supported or vague.

Competent

The
discussion demonstrates a sufficient understanding of the importance
the AMNH certificate has on the candidate’s future role as a
professional nurse, and the discussion is well supported and
sufficiently detailed.

F1:PORTFOLIO MASTERY EXAMPLES

Not Evident

Documents, assignments, and examples of best work are not provided.

Approaching Competency

Documents,
assignments, and examples of best work are provided, but they are
incomplete, or they do not support mastery of all required sections.

Competent

The provided documents, assignments, and examples of best work are complete, and they support mastery of allrequired sections.

F2:NURSING CONCEPTUAL MODULE AND IHI COURSE CATALOG LINK

Not Evident

A copy of the “Nursing Conceptual Model” and a link to the current IHI Course Catalog are not provided.

Approaching Competency

Not applicable.

Competent

A copy of the “Nursing Conceptual Model” and a link to the current IHI Course Catalog are provided.

F3:PROFESSIONAL RÉSUMÉ

Not Evident

A copy of an updated professional résumé is not provided.

Approaching Competency

Not applicable.

Competent

A copy of an updated professional résumé is provided.

F4:PROFESSIONAL REFERENCES

Not Evident

Professional references are not provided.

Approaching Competency

Professional
references are provided, but they do not meet at least 1 of the given
requirements, or the reference provided is incomplete, inappropriate, or
irrelevant.

Competent

The
professional references provided meet at least 1 of the given
requirements, and the reference is complete, appropriate, and logical.

F5: IHI CERTIFICATE

Not Evident

A copy of the IHI certificate of completion is not provided.

Approaching Competency

Not applicable.

Competent

A copy of the IHI certificate of completion is provided.

F6:AMNH CERTIFICATE

Not Evident

A copy of the AMNH certificate of completion is not provided.

Approaching Competency

Not applicable.

Competent

A copy of the AMNH certificate of completion is provided.

G:Sources

Not Evident

The
submission does not include both in-text citations and a reference list
for sources that are quoted, paraphrased, or summarized.

Approaching Competency

The
submission includes in-text citations for sources that are quoted,
paraphrased, or summarized and a reference list; however, the citations
or reference list is incomplete or inaccurate.

Competent

The
submission includes in-text citations for sources that are properly
quoted, paraphrased, or summarized and a reference list that accurately
identifies the author, date, title, and source location as available.

H:Professional Communication

Not Evident

Content
is unstructured, is disjointed, or contains pervasive errors in
mechanics, usage, or grammar. Vocabulary or tone is unprofessional or
distracts from the topic.

Approaching Competency

Content
is poorly organized, is difficult to follow, or contains errors in
mechanics, usage, or grammar that cause confusion. Terminology is
misused or ineffective.

Competent

Content
reflects attention to detail, is organized, and focuses on the main
ideas as prescribed in the task or chosen by the candidate. Terminology
is pertinent, is used correctly, and effectively conveys the intended
meaning. Mechanics, usage, and grammar promote accurate interpretation
and understanding.

Web Links

Knowledge Base Article

Instructions on how to create an e-portfolio.

Supporting Documents

[supanova_question]

please answers these within 250 words. Writing Assignment Help

First: this is i need it within 14 hours.

After looking at these borderline cases, I want you to come up with your own definition of religion! If you think some of the previous examples should or should not be considered “religions”, be sure to tailor your definition to accommodate that.

Your definition should be 1-3 sentences long. Here are some questions that you should think about when crafting your definition:

  • What should a religion include?
  • What would disqualify a group/institution from being called a “religion”?
  • Does a religion have to have a belief in god/God?
  • Can a religion be practiced by one person? Or must it be done in a community?
  • Is religion just belief? Or are there other elements a religion should have?

Posting Instructions:

You should post your definition . Please also respond to at least one other student’s definition letting that student know either what you liked about their definition, or how you think their definition could be improved.

Second requirement: I will give for this one day to complete, you need to follow the requirements of it.

This week you read the “Introduction” to God Is Not One by Stephen Prothero (BTW, in the future I will refer to this text as GINO because it’s easier than writing out the whole title!). Also, if you have not received your text yet, I have a PDF version of it in Module One so that you can complete this discussion on-time!

In the “Introduction” he discusses why he thinks it is important to study religion. He also discusses his major thesis for the book, which is that the major religions of the world are different, and that those differences matter. Therefore, we should learn about the specifics of each religious tradition so that we are aware of those differences. Prothero criticizes those who claim that religions are fundamentally the same, or all lead to the same destination.

For this discussion, I would like you to tell me:

1. One idea/opinion that you agreed with, disagreed with, or are confused by in Prothero’s Introduction. Be sure to include a quotation from the text to show us what that idea/opinion is. Why do you agree or disagree with it? Or, why were you confused by it and what would you like to learn more about?

2. Whether you agree or disagree with Prothero’s main thesis that religions are more different than similar. As we go through this course, do you think that you will find that the five religions we study are remarkably similar or remarkably different from each other? Why?

Your initial response must be at least 250 words and include one direct quotation from the reading (along with the page number). You must also respond to at least two classmates (these responses must each be at least 100 words long).

[supanova_question]

answer these 4 question Humanities Assignment Help

answer these 4 questions

Question #1

Define each of the four components of psychological health, and identify the basic traits shared by psychologically healthy people.

Question #2

Describe risk factors and possible warning signs of suicide, as well as actions that can be taken to help a person contemplating suicide.

Question #3

Define stress and examine its potential impact on health, relationships, and success in college and life.


Question #4

Find an contemporary (2009 – 2019) article Online, Magazine, or Newspaper about Mental Health. For this assignment you will include a paragraph summary of the article. Be sure to attach the link/source

[supanova_question]

assignment 7 Writing Assignment Help

Assignment 7: The Best and Worst Things to Say

The purpose of this assignment is for you to consider some of the best and worst things you could say to someone who has clinical depression (or really, any mental illness).

This assignment is worth a total of 10 points. If you do not post your own response to this assignment any day before 11:59 p.m. on Sunday, 10/13, SIX points will be deducted from your total. In addition, if you do not meaningfully reply to at least two other students any day before 11:59 p.m. on Sunday, 10/13, TWO points will be deducted from your total for each missing reply. After you have completed all the components of this assignment, I will grade the assignment and post your score (along with some comments) in the course’s online gradebook. I will not accept late posts!

1) Go to the websites: Best Things to Say to Someone who is Depressed

and Worst Things to Say to Someone who is Depressed

and look through the lists of both the best and the worst things to say to someone with depression (or really, any mental illness).

2) After you’ve read through all of the Best/Worst statements, post your own response to the following questions to the Best and Worst Things discussion board forum:

A) Given the choices on the “Best Things to Say” list, in your opinion, what is the ONE best thing you could say to someone with depression? Explain why you picked it from the list in the article (3 points).

B) Given the choices on the “Worst Things to Say” list, in your opinion, what is the ONE worst thing you could say to someone with depression? Explain why you picked it from the list in the article (3 points).

3) Read and meaningfully reply to at least two other students’ posts. (4 points)

first student:


In my opinion, I believe the best thing to say to someone with depression is you are important to me! I choose this one from the list because i feel like that is all you need to hear some days. I feel if some people knew how important they are to certain people, it might make them feel worthy of life.

In the list, I believe the worst thing to say to someone with depression is you’re just looking for attention. I choose this one from the list because no one deserves to hear those words when you are not in the right state of mind. Depression is sometimes very difficult to express and when it is express who wants to hear that it was all for attention. Depression is a very touchy subject and should be respected.

second student:

Depression comments

After visiting many sites that offered positive and negative things to say to a depressed person, the same comments were repeated often. The web site…“Healthy Places”…offered 100 positive and 23 negative comments. There is no singular “cookie cutter” comment anyone can use. Each person who is beyond sad…ie..depressed…has unique individual circumstances that leads them to this lonely place, and they then have unique avenues and triggers to escape the depression they are caught in. Some of the examples listed on the web sites were neutral, some were seemingly helpful, and others were …it‘s better to say nothing than to say THAT“.‘.

Depression is a very complex illness. It may have a basis in a biological, social, psychological, or genetic beginning or source. Imaging that a friend would approach me and offer verbal support, there were only several statements that I would find helpful and supportive. Most sounded patronizing, superior, or unconcerned. It is all unique to the individual. Some people might desire a non-judgmental ear, or an honest “mirror” of the situation. Others may want a group of friends around, or maybe just one trusted friend. Some want to be left alone, and others need constant contact. How deep is the depression / mental illness ? How long has it been going on? What happened and who else knows? Might even a kind thing to say be a trigger into a deeper state of depression? Age, gender, educational level, income level, strength of will and strength of self all make for a very complex problem, needed an appropriate method of assistance.

Best Things to Say.
From “Psych Central”…“I’m here if you want to…/talk, golf, walk, drive around, go to a movie, etc“.
The activity chosen in your offering is customized to the person and the relationship you share, so that it is within the comfort zone of each person and is nothing too unusual as to draw false conclusions about the true meaning behind the offering. This type of comment / offering leaves the option open to the depressed person and let’s them decide / empower the situation as to their desires and mental state and timetable. Accept or reject. At least you have articulated your friendship and concern and the desire to move the depressed person out of their suffering and lonely mental state.
There must be a feeling of great comfort that there is at least one concerned individual that knows of a persons depressed state and is willing to assist as and when needed is a great safety net to have. No sense in restating the obvious about a depressed state of mind. Be open, caring, committed and neutral.

Worst Things to Say.
From Healthy Places…”What’s your problem ?”.
This curt, unthoughtful, unemotional, complaining, condescending, superior, accusatory and open-ended statement would send anyone deeper into depression. That statement says…”I don’t care about you, your mental state bothers me, stay away from me, you are mentally deficient, you have severe problems, I am better than you, act normal, get over it, how abnormal are you, explain yourself”. That particular statement is used by some people within relationships, used by some parents towards their children, used at work places, actually, it is used everywhere. It is a hurtful statement and is used specifically to shock and demean another person.
The weakened mental state of a depressed person does not need further damaging sources of self image and self esteem destruction. Perhaps the person offering a statement of acknowledgement intends to be helpful, but what one person deems helpful, another person may find it hurtful. The old saying…”if you have nothing good to say, then don’t say anything” holds true in this case.

[supanova_question]

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In the list, I believe the worst thing to say to someone with depression is you’re just looking for attention. I choose this one from the list because no one deserves to hear those words when you are not in the right state of mind. Depression is sometimes very difficult to express and when it is express who wants to hear that it was all for attention. Depression is a very touchy subject and should be respected.

second student:

Depression comments

After visiting many sites that offered positive and negative things to say to a depressed person, the same comments were repeated often. The web site…“Healthy Places”…offered 100 positive and 23 negative comments. There is no singular “cookie cutter” comment anyone can use. Each person who is beyond sad…ie..depressed…has unique individual circumstances that leads them to this lonely place, and they then have unique avenues and triggers to escape the depression they are caught in. Some of the examples listed on the web sites were neutral, some were seemingly helpful, and others were …it‘s better to say nothing than to say THAT“.‘.

Depression is a very complex illness. It may have a basis in a biological, social, psychological, or genetic beginning or source. Imaging that a friend would approach me and offer verbal support, there were only several statements that I would find helpful and supportive. Most sounded patronizing, superior, or unconcerned. It is all unique to the individual. Some people might desire a non-judgmental ear, or an honest “mirror” of the situation. Others may want a group of friends around, or maybe just one trusted friend. Some want to be left alone, and others need constant contact. How deep is the depression / mental illness ? How long has it been going on? What happened and who else knows? Might even a kind thing to say be a trigger into a deeper state of depression? Age, gender, educational level, income level, strength of will and strength of self all make for a very complex problem, needed an appropriate method of assistance.

Best Things to Say.
From “Psych Central”…“I’m here if you want to…/talk, golf, walk, drive around, go to a movie, etc“.
The activity chosen in your offering is customized to the person and the relationship you share, so that it is within the comfort zone of each person and is nothing too unusual as to draw false conclusions about the true meaning behind the offering. This type of comment / offering leaves the option open to the depressed person and let’s them decide / empower the situation as to their desires and mental state and timetable. Accept or reject. At least you have articulated your friendship and concern and the desire to move the depressed person out of their suffering and lonely mental state.
There must be a feeling of great comfort that there is at least one concerned individual that knows of a persons depressed state and is willing to assist as and when needed is a great safety net to have. No sense in restating the obvious about a depressed state of mind. Be open, caring, committed and neutral.

Worst Things to Say.
From Healthy Places…”What’s your problem ?”.
This curt, unthoughtful, unemotional, complaining, condescending, superior, accusatory and open-ended statement would send anyone deeper into depression. That statement says…”I don’t care about you, your mental state bothers me, stay away from me, you are mentally deficient, you have severe problems, I am better than you, act normal, get over it, how abnormal are you, explain yourself”. That particular statement is used by some people within relationships, used by some parents towards their children, used at work places, actually, it is used everywhere. It is a hurtful statement and is used specifically to shock and demean another person.
The weakened mental state of a depressed person does not need further damaging sources of self image and self esteem destruction. Perhaps the person offering a statement of acknowledgement intends to be helpful, but what one person deems helpful, another person may find it hurtful. The old saying…”if you have nothing good to say, then don’t say anything” holds true in this case.

[supanova_question]

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In the list, I believe the worst thing to say to someone with depression is you’re just looking for attention. I choose this one from the list because no one deserves to hear those words when you are not in the right state of mind. Depression is sometimes very difficult to express and when it is express who wants to hear that it was all for attention. Depression is a very touchy subject and should be respected.

second student:

Depression comments

After visiting many sites that offered positive and negative things to say to a depressed person, the same comments were repeated often. The web site…“Healthy Places”…offered 100 positive and 23 negative comments. There is no singular “cookie cutter” comment anyone can use. Each person who is beyond sad…ie..depressed…has unique individual circumstances that leads them to this lonely place, and they then have unique avenues and triggers to escape the depression they are caught in. Some of the examples listed on the web sites were neutral, some were seemingly helpful, and others were …it‘s better to say nothing than to say THAT“.‘.

Depression is a very complex illness. It may have a basis in a biological, social, psychological, or genetic beginning or source. Imaging that a friend would approach me and offer verbal support, there were only several statements that I would find helpful and supportive. Most sounded patronizing, superior, or unconcerned. It is all unique to the individual. Some people might desire a non-judgmental ear, or an honest “mirror” of the situation. Others may want a group of friends around, or maybe just one trusted friend. Some want to be left alone, and others need constant contact. How deep is the depression / mental illness ? How long has it been going on? What happened and who else knows? Might even a kind thing to say be a trigger into a deeper state of depression? Age, gender, educational level, income level, strength of will and strength of self all make for a very complex problem, needed an appropriate method of assistance.

Best Things to Say.
From “Psych Central”…“I’m here if you want to…/talk, golf, walk, drive around, go to a movie, etc“.
The activity chosen in your offering is customized to the person and the relationship you share, so that it is within the comfort zone of each person and is nothing too unusual as to draw false conclusions about the true meaning behind the offering. This type of comment / offering leaves the option open to the depressed person and let’s them decide / empower the situation as to their desires and mental state and timetable. Accept or reject. At least you have articulated your friendship and concern and the desire to move the depressed person out of their suffering and lonely mental state.
There must be a feeling of great comfort that there is at least one concerned individual that knows of a persons depressed state and is willing to assist as and when needed is a great safety net to have. No sense in restating the obvious about a depressed state of mind. Be open, caring, committed and neutral.

Worst Things to Say.
From Healthy Places…”What’s your problem ?”.
This curt, unthoughtful, unemotional, complaining, condescending, superior, accusatory and open-ended statement would send anyone deeper into depression. That statement says…”I don’t care about you, your mental state bothers me, stay away from me, you are mentally deficient, you have severe problems, I am better than you, act normal, get over it, how abnormal are you, explain yourself”. That particular statement is used by some people within relationships, used by some parents towards their children, used at work places, actually, it is used everywhere. It is a hurtful statement and is used specifically to shock and demean another person.
The weakened mental state of a depressed person does not need further damaging sources of self image and self esteem destruction. Perhaps the person offering a statement of acknowledgement intends to be helpful, but what one person deems helpful, another person may find it hurtful. The old saying…”if you have nothing good to say, then don’t say anything” holds true in this case.

[supanova_question]

https://anyessayhelp.com/

In the list, I believe the worst thing to say to someone with depression is you’re just looking for attention. I choose this one from the list because no one deserves to hear those words when you are not in the right state of mind. Depression is sometimes very difficult to express and when it is express who wants to hear that it was all for attention. Depression is a very touchy subject and should be respected.

second student:

Depression comments

After visiting many sites that offered positive and negative things to say to a depressed person, the same comments were repeated often. The web site…“Healthy Places”…offered 100 positive and 23 negative comments. There is no singular “cookie cutter” comment anyone can use. Each person who is beyond sad…ie..depressed…has unique individual circumstances that leads them to this lonely place, and they then have unique avenues and triggers to escape the depression they are caught in. Some of the examples listed on the web sites were neutral, some were seemingly helpful, and others were …it‘s better to say nothing than to say THAT“.‘.

Depression is a very complex illness. It may have a basis in a biological, social, psychological, or genetic beginning or source. Imaging that a friend would approach me and offer verbal support, there were only several statements that I would find helpful and supportive. Most sounded patronizing, superior, or unconcerned. It is all unique to the individual. Some people might desire a non-judgmental ear, or an honest “mirror” of the situation. Others may want a group of friends around, or maybe just one trusted friend. Some want to be left alone, and others need constant contact. How deep is the depression / mental illness ? How long has it been going on? What happened and who else knows? Might even a kind thing to say be a trigger into a deeper state of depression? Age, gender, educational level, income level, strength of will and strength of self all make for a very complex problem, needed an appropriate method of assistance.

Best Things to Say.
From “Psych Central”…“I’m here if you want to…/talk, golf, walk, drive around, go to a movie, etc“.
The activity chosen in your offering is customized to the person and the relationship you share, so that it is within the comfort zone of each person and is nothing too unusual as to draw false conclusions about the true meaning behind the offering. This type of comment / offering leaves the option open to the depressed person and let’s them decide / empower the situation as to their desires and mental state and timetable. Accept or reject. At least you have articulated your friendship and concern and the desire to move the depressed person out of their suffering and lonely mental state.
There must be a feeling of great comfort that there is at least one concerned individual that knows of a persons depressed state and is willing to assist as and when needed is a great safety net to have. No sense in restating the obvious about a depressed state of mind. Be open, caring, committed and neutral.

Worst Things to Say.
From Healthy Places…”What’s your problem ?”.
This curt, unthoughtful, unemotional, complaining, condescending, superior, accusatory and open-ended statement would send anyone deeper into depression. That statement says…”I don’t care about you, your mental state bothers me, stay away from me, you are mentally deficient, you have severe problems, I am better than you, act normal, get over it, how abnormal are you, explain yourself”. That particular statement is used by some people within relationships, used by some parents towards their children, used at work places, actually, it is used everywhere. It is a hurtful statement and is used specifically to shock and demean another person.
The weakened mental state of a depressed person does not need further damaging sources of self image and self esteem destruction. Perhaps the person offering a statement of acknowledgement intends to be helpful, but what one person deems helpful, another person may find it hurtful. The old saying…”if you have nothing good to say, then don’t say anything” holds true in this case.

[supanova_question]

5 minute speech on electric cars 4 pages Humanities Assignment Help

5 minute speech on electric cars 4 pages Humanities Assignment Help

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