Florida National University Science of Prevention Discussion Health Medical Assignment Help. Florida National University Science of Prevention Discussion Health Medical Assignment Help.
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Community Nursing
– Follow the discussion questions participation and submission guidelines.
· Minimum three paragraphs per DQ
· All answers or discussions comments submitted must be in APA format according to Publication Manual American Psychological Association (APA) (6th ed.) 2009 ISBN: 978-1-4338-0561-5
· Minimum of two references, not older than 2015.
Note: All DQ submissions will be monitored for plagiarism.
Textbook
Community and Public Health Nursing (3th Edition)
Authors: DeMarco, R. F. & Healey-Walsh, J. (2020) Publisher: Wolters Kluwer
ISBN: 978-1-975111-69-4
Publication Manual of the American Psychological Association (7th Edition)
American Psychological Association (2019)
ISBN: 978-1-4338-3216-1
Chapter 6: Epidemiology: The Science of Prevention
1. Jeff is 11 years old and slightly overweight. His father is a truck driver who was recently diagnosed with type 2 diabetes. His mother is a licensed practical nurse at the local hospital. At a recent health science fair at his school, a student-led screening clinic documented Jeff’s blood pressure at 140/92 mm Hg.
a. Is Jeff at risk? If so, for what?
b. Utilizing the Guidelines for High Blood Pressure in Adults (American College of Cardiology, 2017), what is Jeff’s future risk from adolescence through adulthood?
c. How does epidemiologic data define hypertension in a child of Jeff’s age?
d. Are there health promotion activities that you would recommend?
Florida National University Science of Prevention Discussion Health Medical Assignment Help[supanova_question]
ART 1301 Columbia Southern University 2D Artwork Discussion Business Finance Assignment Help
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- Weight: 10% of course grade
- Grading Rubric
- Due: Tuesday, 01/26/2021 11:59 PM (CST)
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Instructions
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For this assignment, you will select a piece of 2D art that interests you from your home. Any art that is flat or only has two dimensions: length and height but no depth is 2D art. There are many media in 2D art, including drawing, painting, prints, collage, photography/video, graphic design, and animation.
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Choose a work that has meaning to you so you can give your description of what you felt when you experienced it. Take a photograph of the 2D work, and include it in the worksheet. Please download the Unit I Assignment Worksheet to fill it out.
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Remember to write in complete sentences and use proper grammar for full credit.
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FNU Competencies for Professional Nursing Practice Discussion Health Medical Assignment Help
Nursing Role and Scope
DQ 1:
· Select one question as your DQ 1
· Follow the discussion questions participation and submission guidelines.
· Minimum three paragraphs per DQ
· All answers or discussions comments submitted must be in APA format according to Publication Manual American Psychological Association (APA) (6th ed.) 2009 ISBN: 978-1-4338-0561-5
· Minimum of two references, not older than 2015.
Note: All DQ submissions will be monitored for plagiarism.
Textbook
Author: Masters, K. (2020). Role development in professional nursing practice. Burlington, Massachusetts: Jones & Bartlett Learning.
ISBN: 978-1-2841-5292-0
Chapter 4: Competencies for Professional Nursing Practice
1. You are assigned to care for Ms. C., an 81-year-old patient who was admitted today with symptoms of increasing shortness of breath over the last week. She is currently receiving oxygen through a nasal cannula at 3 L/min. You go into the room to assess her. You find that she is sitting up in bed at a 60-degree angle. She is restless and her respirations appear labored and rapid. Her skin is pale with circumoral cyanosis. You ask if she feels more short of breath. Because she is unable to catch her breath enough to speak, she nods her head yes. Which action should you take first? Why?
2. What do all of the following scenarios have in common?
3. You will be taking care of a patient in a nursing home for the first time. Your assignment is to care for an older man who has heart disease. In addition, he has five other medical problems and takes 20 medications. While developing a plan of care for this patient, you can identify 8 to 10 nursing problems. You have no previous experience with nursing homes, and most of what you have heard and read about them is negative. Will you find yourself dreading the clinical day and expecting a negative experience before you even begin?
4. Think about a clinical experience that was troubling to you. Reflect on what bothered you about the experience. What could you have done differently? What were the reasons behind your actions? Try to create and clarify meaning or a new understanding of the particular situation.
5. Beginning nursing students often tend to focus primarily on their routines, including to get their list of tasks done, including assessments, ordered treatments, daily care, and charting. What if an unexpected situation occurred during the day? Do you think you would be able to reason, plan, and take appropriate action—think critically?
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University of Central Florida Black Lives Matter Black Movement Discussion Humanities Assignment Help
Discussion 2: Select one final project topic from the list below. In your discussion, explain what research questions you have and—if possible, at this stage of your research—what primary sources you plan to use in your research. Your initial post should be one to two paragraphs long. You should also reply to two classmates’ initial posts.
Final project topics:
In the U.S., three of the most vital areas of public discussions of history today are the COVID-19 pandemic and its relation to the 1918-1919 influenza pandemic; the national and international Black Lives Matter protests; and the centennial anniversary of the ratification of the Nineteenth Amendment. These three topics will be the focus of the final project students will work on throughout the semester. You will choose one to focus on.
I will need you to help me choose the easiest one.
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Argosy University Online Traditional Stories of Indigenous Peoples Discussion Writing Assignment Help
Recently Indigenous Studies scholars have employed traditional stories as a means to assist them in gaining a better understanding of Indigenous people’s perspectives of their historic and contemporary realities (e.g., Martin 2012; Doerfler et al. 2013). These authors demonstrate the central importance of Indigenous stories and therefore Indigenous knowledge to Indigenous Studies. What becomes apparent is that in order to better understand Indigenous people, it is crucial to become familiar with certain central Indigenous cultural concepts. Indigenous cultural knowledge can be employed as a theoretical framework as a means to explain Indigenous peoples’ views, thoughts, and motivations.This chapter explores how I utilized traditional stories of Elder Brother to explain the connection between Indigenous cultural knowledge and the interactions of contemporary members of Cowessess First Nation. The basis of this chapter is the notion that historically, traditional stories governed peoples’ interactions. In my work, I applied traditional stories from Cowessess First Nation, a community located in the southeastern portion of the province of Saskatchewan, comprised primarily of Plains Cree, Saulteaux (Plains Ojibwe), Assiniboine, and Métis, as a way to explain the way in which contemporary kinship practices continue to guide interactions of Cowessess people. American anthropologist Alanson Skinner collected the Elder Brother stories I used as the basis for my study when he visited Cowessess in 1913; they were published in American Folklore in 1914. The contention here is that the Elder Brother stories are the basis for the kinship practices of contemporary people from Cowessess First Nation. Working toward that understanding begins with an examination of how stories worked in traditional societies.Spiritually/supernaturally based stories such as the Wísahkécâhk or Elder Brother stories express certain values central to the culture.1 In Cree, the two main categories of stories are âtayôhkêwina and âcimowina. Âtayôhkêwina refer to the ancient stories, while âcimowina are the stories of more recent times. The stories have been understood by some scholars to progress in a somewhat linear fashion from the very old stories to the more recent. As Brightman states in talking about the Rock Cree of Northern Manitoba, “events in âcaoohkiwina are understood as temporally antecedent to those in âcimowina and comprise most of what is conventionally labeled as ‘myth’” (Brightman 1989: 6). Eva Mary Linklater explains for the Nelson House Cree, also from northern Manitoba, the stories within âtayôhkêwina are further divided into four subcategories – the beginning of time (MimociKiyahs), ancient time (Mawac Kiyahs), long ago (Kiyahs) and more recent time (Anohciki). She states that theCree notion of kayahs, a long time ago, is without calendrical years; it is a single time beyond living memory. It is a mythic time in which the creation story and subsequent history were acted on the landscape of north central Manitoba … These stories are validated by our elders and they are witnessed on the land.(Linklater 1994: 32)Linklater explains:It is said that in Kiyahs, that there were many beings that are different from today. The Mimikwisihwahk were the water people who could go through rock. Their house and canoe was located at Wahskahihkahn awka Cimahnand here they continue to reside. There was Mihsihpihsew, the water lynx and Wasahkacahk, the transformer. A conflict between these two beings resulted in a great flood over the land. Muskrat then brought Wasahkacahk a dab of dirt on his paw, and from this he recreated the earth and made it livable for Cree people. In gratitude, Wasahkacahk gave muskrat a special place to live, a river (Wahcasko-sipih) and a lake (Wahcasko-sahkahikahn). Muskrat’s relatives continued to be found here in great numbers until inundation by Churchill River diversion. Wasacahkacahk then began his travels, changing the animals and the land into what they are today. In his journey, he was always hungry and continually trick other animals into becoming his meal … Most importantly, however, as Wasacahkacahk continued his travels through the land, he left behind marks of his passing so future people would know of his presence … at Otitiskiwihnihk he left his footprints in the cliff, giving rise to Otitiskihwin-sahkahihkahnihk, the Lake of the Footprints. It is on Footprint Lake that the Nelson House people have now chosen to reside.(Linklater 1994: 67–68)She adds, “That many of these sites continue to be remembered at all, in spite of their current situation beneath several feet of water, emphasized their importance to sense of place and sense of identity for the Nelson House people” (1994: 63).Though there is a temporal distinction between the two sets of stories, there was, however, overlap between the two. Brightman, for example, states that âcimowina“focus on human characters, but this is not their defining feature since humans figure also in âcaoohkiwina” (Brightman 1989: 7). That is âtayôhkêwina and âcimowinaare not completely distinct from each other as they “are temporally situated in a kind of ‘historical’ time possessing continuity with the situation and narration.” As Winona Wheeler points out, echoing Linklater, “âtayôhkêwina are sacred stories of the mystical past when the earth was shaped, animal peoples conversed, and Wisakejac transformed the world” (Wheeler 2005: 202).However, âcimowina also includes mythical elements (Brightman 1989: 7). Wheeler explains that:âcimowina are stories of events that have come to pass since Wisakejac’scorporeal beingness transformed into spirit presence, that there are many different kinds of overlapping and related kayâs âcimowina, stories about long ago, that are often infused with the sacred.(Wheeler 2005: 202)Brightman says that âcimowina stories can relate true events that can be old or contemporary, funny or serious, but also notes that they may not all be factual and could contain supernatural characters. According to him kayâs âcimowina “refers to stories which are temporally remote from the situation of narration” (Brightman 1989: 7). Therefore, âtayôhkêwina has influenced the way in which âcimowinacan be told because it allows for the inclusion of spiritual components into stories of relative recent times.Âtayôhkêwina contain many characters known as âtahôhkanak, the mythical beings that helped shaped the earth and its people. Neal McLeod explains that “âtayôhkanak, which means ‘spiritual helpers,’ spiritual grandfathers and grandmothers. [Âtayôhkêwina] are essential because they give insight into the way in which Cree people related to their ecology and the environment, and with other beings” (McLeod 2007: 17). These characters include Pine Root and Beaded Head, mêmêkwêsiwak, or the little people, Thunderbird, the Great Serpent/Lynx, that caused the great flood, the Pâhahk, the skeleton, and the Wîhtikôw, the cannibal that preys on human flesh, and of course Wísahkécâhk, Elder Brother (Cuthand 1988: 197; Carlson 2009: 359). According to Nathan Carlson’s oral historical research of Cree and Métis in Northern Alberta, Wîhtikôw is one character that has crossed the boundary from âtayôhkêwina to kiyâs âcimowina(Carlson 2009: 386). This opens the possibility of thinking about other âtahôhkanak, such as Elder Brother, who may have also made that journey. For example, McLeod notes that,The narratives of wîsahkêcâhk should be seen as part of the genre of sacred stories, âtayôhkêwina. The term âtayôhkêwina denotes stories of wîsahkêcâhk(and, indeed, other beings). When we shift the paradigm to think of âtayôhkêwina as “spiritual narratives,” we can see them as core to Cree culture and beliefs. They are key to the construction of what is meant by Cree narrative memory, and also Cree narrative imagination, which is essentially the process of expanding our narrative memory in light of new experiences. These narratives re-imagine the landscape of Cree territory, noting the place names of wîsahkêcâhk’s travels. The narratives also point to relationships between humans and other beings, and to the possibility of radically re-imagining constructed social spaces.(McLeod 2007: 97–98)McLeod’s notion of Cree narrative memory can be of assistance in applying concepts found within âtayôhkêwina, and indeed âcimowina, to a contemporary context.These stories apply to Cowessess even though it is a culturally mixed community with many Plains Cree and Saulteaux people. Though some Cree and Saulteaux/Ojibwe traditional stories have some significant differences, they are very similar in structure, form and purpose. For example, Cree and Ojibwe share many of the same mythical beings. The Ojibwe mythical beings are known as atiso’kanak (variously spelled) as opposed to the Cree âtahôhkanak. According to A. Irving Hallowell atiso’kanak “refers to what we would call the characters in these stories; to the Ojibwa they are living persons of an other-than-human class … A synonym for this class of persons is ‘our grandfathers’” (Hallowell 1975: 150). Many of the âtahôhkanakfound in Cree stories, such as the Thunderbird, the great Lynx and others are also Ojibwe atiso’kanak. The stories of the spirit beings have a direct relationship with how Ojibwe and Cree society operate as they served to reinforce socially beneficial behavior. Theresa S. Smith provides examples from a series of Thunderbird stories to illustrate the importance atiso’kanak played in Ojibwe society. In these stories we learn among other things that the Thunderbirds live in communal group with a heavy emphasis on sharing, that the young Thunderbirds, due to their immaturity and their inexperience with lightning strikes, cause havoc to the environment and to humans.According to Brightman, wîsahkêcâhk was the Cree cultural hero from Ontario westward, while Nanabush was the Ojibwe cultural hero. He notes that although these two characters have differences they share similarities. For example, Smith notes that like the Cree, some Ojibwe refer to Nanabush by the kinship term of Elder Brother (Smith 1995: 175). More interesting is the fact that “many attributes of the characters are similar and many stories are common to both” (Brightman 1989: 61). In fact, Brightman found the first reference to Wîsahkêcâhk in the historical records attributed to Ojibwe/Odawa of the Mackinac region in 1669, where a fur trader recorded the word “Ouisaketchak” referring to the great hare. Many commonly refer to Nanabush as the Great Hare.2 According to Brightman numerous fur traders and anthropologists have noted some Ojibwe used the term Wîsahkêcâhk instead of Nanabush and that some Cree and Ojibwe used the term interchangeably. Edward Ahenakew from Ahtahkakoop reserve in Saskatchewan related a Plains Cree story of“Wesakaychak and the ‘Startlers’” that seems to correspond to these observations:As he went along he came upon a nest of young prairie chickens. “Little prairie chickens,” asked he, “pray, what is your name?” “That is our name you call us by,” they replied. “Everything that breathes has two names,” said Wesakaychak. “I myself have three: Wesakaychak, Nanaposo, and Mutchekewis. Do not tell me you have only one name.” “Well, then,” replied the little birds, “we are sometimes called startlers.”(Ahenakew 1929: 333)In the end, Brightman asserts that the level of similarity between the Cree and Ojibwe cultural heroes relates to the proximity of the two groups prior to European contact. Ojibwe/Saulteaux who resided in northern regions prior to contact have no cultural influence with the Cree, while those Ojibwe/Saulteaux who moved into the region after the contact period were impacted by Cree cultural influences .My research was to ascertain the basis for contemporary kinship practices among Cowessess First Nation. Even though the process of colonization had changed kinship practices enacted by Cowessess from the pre-reserve period, yet it was still different from non-Indigenous Canadians. Looking for a way to explain contemporary Cowessess kinship patterns meant recognizing that these practices did not appear out of thin air, but were grounded in historical practices guided by the culturally normative expectations that were conveyed through traditional stories. Cree and Saulteaux traditional stories, such as Elder Brother stories, though viewed simply as entertainment, or even children’s stories, expressed these cultural expectations. Whether Ojibwe atiso’kanak or Cree âtahôhkanak, the spirit beings stories were central to their societies. As Wheeler states, “Âtayôhkewina are the foundations of Cree spirituality/religion, philosophy, and world view, and contain the laws given to the people to live by” (Wheeler 2005: 202).The legal systems of pre-contact Indigenous peoples, as James Zion points out, “were based upon the idea of maintaining harmony in the family, the camp, and the community” (Zion 1984: 265). The failure to follow prescribed regulations could, according to what happens to Elder Brother in the stories, result in severe negative consequences. Conversely, adhering to the positive Elder Brother behavior was seen as the ideal that all should attain. The stories also provide insight into contemporary peoples’ ability to maintain certain aspects of their kinship roles and responsibilities.Traditionally, stories acted to impart the philosophical ideals upon which Indigenous societies should function. As Robert Williams Jr. notes, “The stories socialized children and reminded adults of their roles and place within the universe … Indians have long practiced the belief that stories have the power to sustain the many important connections of tribal life” (Williams 1990: 84). The telling of stories, such as those of Elder Brother, conveyed Indigenous philosophical meanings to the people. The stories show Elder Brother as generous and kind, yet he can also be selfish and cruel. In a story, if he was kind, he usually met with success; if he was cruel, he often met a disastrous and sometimes humorous end. His adventures and misadventures guided the peoples’ social interactions, and therefore he is highly regarded. As Basil Johnston states about the esteem the Ojibwe have for Nanabush:For his attributes, strong and weak, the Anishnabeg came to love and understand Nanabush. They saw in him themselves. In his conduct was reflected the characters of men and women, young and old. From Nanabush, although he was a paradox, physical and spirit being, doing good and unable to attain it, the Anishnabeg learned.Elder Brother stories conveyed Cowessess traditional law to its people. These stories functioned as a legal institution. Though this institution was unlike European institutions, it functioned in the same way. As Zion and Robert Yazzie explain, “When a legal institution articulates a norm or validates a custom, that is ‘law’” (Zion and Yazzie 1997: 74). The Elder Brother stories explained the rules for expected normative behavior. These ideals were enshrined in the peoples’ notion of themselves, with each retelling of Elder Brother stories and with each act that could be attributed to these stories.A number of legal scholars have linked traditional narratives, whether stories, songs, or prayers, of Indigenous peoples to their traditional legal system (Auger 2001; Cruz 2001; Williams 1990; Yazzie 1994). For example, Williams points out that:stories are told in tribal life to educate and direct young ones, to maintain the cohesiveness of the group, and to pass on traditional knowledge about the Creator, the seasons, the earth, plants, life, death, and every other subject that is important to the perpetuation of the tribe.(Williams 1990: 84)John Borrows states that the traditional tribal customary principles “are enunciated in the rich stories, ceremonies, and traditions within First Nations. Stories express the law in Aboriginal communities, since they represent the accumulated wisdom and experience of First Nations conflict resolution” (Borrows 2002: 14). Donald Auger asserts that “the knowledge gained by individuals from story-telling was that of relationships and the importance of maintaining balance and harmony” (Auger 2001: 124). Stories act to connect our “normative system to our social constructions of reality and to our vision of what the world might be” (Cover 1983: 10). Robert Cover explains the connection between narratives and law:No set of legal institutions or prescriptions exists apart from the narratives that locate it and give it meaning. For every constitution there is an epic, for each Decalogue a scripture. Once understood in the context of the narratives that give it meaning, law becomes not merely a system of rules to be observed, but a world in which we live … in this normative world, law and narrative are inseparably related … every narrative is insistent in its demand for its prescriptive point, its moral.The Elder Brother stories reflect the moral normative behavior that Cowessess people were expected to follow. Through these stories, as Johnston notes, “their sense of justice and fairness” were prompted (Johnston 2005: 103).Elder Brother stories help to explain traditional kinship practices of the pre-reserve and early reserve periods, when Cowessess people easily incorporated others into their band, including the adoption of white children. However, the assimilation policies of the Canadian government sought to undermine the law of the people, including regulations guiding kinship practices. Though these attempts were in many respects successful, for many Cowessess people the notions of kinship as epitomized in Elder Brother’s behavior continue to exist, demonstrating that the ideals of the traditional law of the people are still implicitly central principles guiding band members’ social interactions. The extent to which current Cowessess band members tell Elder Brother stories or even know about them is not certain. However, what is apparent is that the values encoded in these stories have persisted to the present, and that the stories can be used to explain current kinship practices.The âtayôhkêwina and acimowina stories not only give us insight on how Cree and Saulteaux societies operated, but can also provide a theoretical framework that can assist scholar.
answer the following question in two paragraph In first paragraph summarize the article mentioned above ,use footnotes for citation no need for bibliography . in second paragraph carefully mentioned about the strength and weaknesses about assigned reading provide examples to support your answer.
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Florida National University Nursing Role and Scope Paper Health Medical Assignment Help
Nursing Role and Scope
DQ 1:
· Select one question as your DQ 1
· Follow the discussion questions participation and submission guidelines.
· Minimum three paragraphs per DQ
· All answers or discussions comments submitted must be in APA format according to Publication Manual American Psychological Association (APA) (6th ed.) 2009 ISBN: 978-1-4338-0561-5
· Minimum of two references, not older than 2015.
Note: All DQ submissions will be monitored for plagiarism.
Textbook
Author: Masters, K. (2020). Role development in professional nursing practice. Burlington, Massachusetts: Jones & Bartlett Learning.
ISBN: 978-1-2841-5292-0
Chapter 4: Competencies for Professional Nursing Practice
1. You are assigned to care for Ms. C., an 81-year-old patient who was admitted today with symptoms of increasing shortness of breath over the last week. She is currently receiving oxygen through a nasal cannula at 3 L/min. You go into the room to assess her. You find that she is sitting up in bed at a 60-degree angle. She is restless and her respirations appear labored and rapid. Her skin is pale with circumoral cyanosis. You ask if she feels more short of breath. Because she is unable to catch her breath enough to speak, she nods her head yes. Which action should you take first? Why?
2. What do all of the following scenarios have in common?
3. You will be taking care of a patient in a nursing home for the first time. Your assignment is to care for an older man who has heart disease. In addition, he has five other medical problems and takes 20 medications. While developing a plan of care for this patient, you can identify 8 to 10 nursing problems. You have no previous experience with nursing homes, and most of what you have heard and read about them is negative. Will you find yourself dreading the clinical day and expecting a negative experience before you even begin?
4. Think about a clinical experience that was troubling to you. Reflect on what bothered you about the experience. What could you have done differently? What were the reasons behind your actions? Try to create and clarify meaning or a new understanding of the particular situation.
5. Beginning nursing students often tend to focus primarily on their routines, including to get their list of tasks done, including assessments, ordered treatments, daily care, and charting. What if an unexpected situation occurred during the day? Do you think you would be able to reason, plan, and take appropriate action—think critically?
Florida National University Nursing Role and Scope Paper Health Medical Assignment Help[supanova_question]
La Trobe University Australia Individual Business Model and Plan Paper Business Finance Assignment Help
Prepare a Business model and plan for an Australia-based, brand new, for-profit business venture that you might enter yourself into in the
future. The business idea must be different from the one which has already been used and presented in the group assessment.
Suggested headings and subheadings:
Cover page (please indicate your full name, student ID, lecturer’s name, and Word count)
Executive Summary (Not included in the word count)
Table of Contents
1. Introduction (to your proposed Australia-based, brand new, for-profit business venture) (please make sure to include a clear
introduction of the business idea so that first time readers can understand – to cover at least some important information such as
product features/benefits/experiences, who and where the target customers are, what customer needs/wants/problems the venture is
trying to address, and what makes the product/service differentiated from current oppositions/competitive offerings on the market)
2. Industry and market analyses (support your analyses/arguments with relevant secondary data/facts and figures, and apply/reflect on
relevant theories where possible/relevant).
3. Product feasibility, Market feasibility and Economic feasibility (please refer to chapter 3 in the prescribed textbook for the relevant
framework).
4. Business Model Canvas (please make sure to include a completed Business Model Canvas for your proposed venture at the beginning
of this section, and support your analyses/arguments for the below sub-sections with relevant secondary data/facts and figures, and
apply/reflect on relevant (entrepreneurship) theories where possible/relevant).
4.1. Customer Segments
4.2. Value Proposition
4.3. Channels
4.4. Customer Relationships
4.5. Key Activities
4.6. Key Resources
4.7. Key Partners
4.8. Cost Structure
4.9. Revenue Structure
5. Ethical consideration: Is there any ethical issue(s) that your venture might have to address? (Please also refer to the marking rubric in
subject learning guide for more information about this criteria)
6. Conclusion
References (at least 12 references required, at least 03 academic references needed; Harvard or APA referencing style).
Appendices
Note: Individual assignment, 2,500 words (+/- 10%), report format with headings and sub-headings, 12 Times New Roman font, 1.5 spacing.
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San Bernardino Valley College Personal Essay Writing Assignment Help
Personal essay about me with the information provided below:
I am majoring in nursing, working towards an associate
degree and hope to apply for the nursing program at the city college. I do plan
to continue my education and hope to obtain my MSN one day. I was raised by my
sister who has been a caring nurse for over 15 years. Growing up in a middle-class
family with both of my parents working full time to make ends meet, no one was
home after I got out school so my sister would take me to the nursing home
where she worked. I would do my homework their and play bingo with the elderly there.
I have always wanted to be just like my sister, a caring and giving individual.
I have been a full-time student in the year 2020 however, in spring of 2021 I decided
to be part time in hopes to obtain a job to help with my finical needs. This is
my 4th semester at the city college. I am married with two daughters
and I care for my aunt who also lives with me. Inspired by sister I will be the
second person in my family to attend college. This year has been the hardest
for me with COVID-19, college and schools shutting down. I was forced to learn
online along with teaching my 8th grader at home and leaving the
late afternoon and many late- and all-night study time for me. Also, losing my
job due to COVID it has been a financial burden on my husband to support the
entire family. I am currently part of AGS club at the city college, fall 2020
was my first semester joining. It has been limited for in person participation
however, I have assisted with cleaning up the river tail multiple times,
volunteered at the Rock Church while keeping my social distance and virtual
fundraiser for California firefighters.
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Grand Canyon University Mental Health Death Euthanasia and Grief Questions Health Medical Assignment Help
1-God has demonstrated how merciful he is by sacrificing his only son to save humans from their sins. Hence, we should not put God’s commitment towards humans in doubt. He is always looking to do what is best for us. Therefore, in times of illness, we should feel comfortable in seeking solace in his arms. That is because he wants what is best for us and his support is unwavering.
2-Reflect on the analysis of the sin of suicide and, thus, euthanasia from the topic readings. Do you agree? Why or why not? Refer to the lecture and topic readings in your response.
3-How do we handle the emotional and mental struggles that we endure or that family and friends endure? Is there a prejudice against admitting we suffer from depression or other problems? In this TEDLagos Ideas Search February 2017, Sangu Delle discusses these issue. Please watch the video.(Can be resumed not too much)
https://www.ted.com/talks/sangu_delle_there_s_no_shame_in_taking_care_of_your_mental_health#t-210875
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CSIA 350 University of Maryland Global Campus Project Management Discussion Computer Science Assignment Help
As part of the IT Security Program, the CISO’s Program Management Staff are responsible for creating and managing projects which are used to bring in, test, and deploy new security related products and services. One of the primary responsibilities of project managers is ensuring that the security products or services meet the stated functional requirements — the “quality” targets. (The products or services must deliver the specified enterprise security functionality.) The project manager for this effort must also ensure that the products / services are delivered according to schedule (“time”) and within the budgeted costs (“cost”). These three factors are called the “project management constraints:”
- Cost
- Quality (meeting requirements)
- Time
Choose the constraint (“factor”) that you believe should be prioritized when managing an IT acquisition project. Write a 3 to 5 paragraph briefing statement in which you identify and then defend your selection. Your statement should address the following items:
1. Provide definitions for each of the constraints
2. Identify your chosen constraint and provide a more detailed description of how this constraint impacts project management (what happens to the other two factors). For example, if you decide that cost is the most important factor, explain the tradeoffs you might need to make with respect to quality and schedule. Or, if you decide that quality is most important (e.g. correct implementation of security controls), explain how that might affect cost and schedule.
3. Provide a closing summary of the importance of project management for IT acquisitions (with respect to the overall IT security program).
Provide in-text citations and references for 3 or more authoritative sources. Put the reference list at the end of your article.
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Florida National University Science of Prevention Discussion Health Medical Assignment Help
Florida National University Science of Prevention Discussion Health Medical Assignment Help