A professional who prescribes medications must have an exhaustive knowledge of pharmacology. Even though you may not need as

A professional who prescribes medications must have an exhaustive knowledge of pharmacology. Even though you may not need as.

A professional who prescribes medications must have an exhaustive knowledge of pharmacology. Even though you may not need as deep an understanding of pharmacology as such a professional, obtaining a fundamental knowledge enables you to provide relevant and useful information regarding medications as you interact with patients. In this Discussion, you apply your learning from this week’s resources as you analyze the pharmacology of a particular medication.

Select a medication relevant to this course, and consider how and why you think it is relevant. Research online for the medication package insert or label (typically a PDF version of the package insert or label information can be found on the drug company’s website).

By Day 4

1. Post by Day 4 the name of the medication you selected, explaining why you think it is relevant to the course. Then, describe the routes of administration, pharmacokinetics, and pharmacodynamics of the medication you selected, being sure to explain how the medication’s routes of administration, dose-response curves, ED50, and LD50 interact.

2. Finally, identify two facts about this medication that you might address with a patient, explaining why you might address them and how.

References to use please:
1. https://www.nimh.nih.gov/health/topics/mental-health-medications

2. https://www.fda.gov/drugs/drug-safety-and-availability/information-drug-class

3. Advokat, C. D., [supanova_question]

Module 6 Discussion Decision Making Where and how are decisions made in

Module 6 Discussion

Decision Making

Where and how are decisions made in your organization? How can you be invited to the table to be an active participant in decision making that influences your practice?


Submission Instructions:

Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

Module 6: Lecture Materials & Resources

Decision Making and Power in Nursing Practice

Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).


Yoder-Wise, P. S. (2015).

Chapters 6, 9, 27, and 30

Truglio-Londrigan, M., & Slyer, J. T. (2018). Shared decision-making for nursing practice: An integrative review. The Open Nursing Journal, 12, 1–14. doi:10.2174/1874434601812010001

Shared Decision-Making for Nursing Practice: An Integrative Review

Online Materials & Resources

Visit the CINAHL Complete under the A-to-Z Databases on the University Library’s website and locate/read the articles below:

Barden, A., Griffin, M., Quinn, T., Donahue, M., & Fitzpatrick J. (2011). Shared governance and empowerment in registered nurses working in a hospital setting. Nursing Administration Quarterly, 35(3), 212-2018.

Yeatts, D. E., Shen, Y., Yeatts, P. E., Solkoglu, O., & Seckin, G. (2016). Shared decision making in nursing homes: Factors associated with the empowerment of direct care workers. Journal of Aging and Health, 28(4), 6216-43.

Hart, C. (2015). The elephant in the room: Nursing and nursing power on an interprofessional team. Journal of Continuing Education in Nursing, 46(8), 349-355.[supanova_question]

Comparative ethical systems

A professional who prescribes medications must have an exhaustive knowledge of pharmacology. Even though you may not need as Is feminist care ethics a species of virtue ethics? To succeed on this question, you will have to write one or two paragraphs summarizing virtue ethics, using Aristotle or Confucius as an example. Then write one or two paragraphs summarizing care ethics and comparing or contrasting it to the ethics of Aristotle or Confucius, drawing a conclusion on the basis of your analysis.

few seconds ago[supanova_question]

PHI2604- Should We Legalize Marijuana?

How does marijuana produce its effects? What are the positive and negative effects of marijuana? What effects does marijuana have on the human body? What are the short- and long-term effects of marijuana? What states have not legalized cannabis? What country legalized marijuana? Are there any states that have legalized marijuana? Cookie’s cannabis in California. What happens if a kid eats those cookies? What happens if a doctor, dentist or teacher consume marijuana? Social consequences for teachers, doctors etc What happens with parents use cannabis because the effect of this is at least 4 days. Comparing marijuana with tabaco.
MLA format essay
1400 words
Double space
font 12
Are there any states that have legalized marijuana?
What states want to legalize marijuana?
What country legalized marijuana?
What effects does marijuana have on the human body?
What are the effects of taking too much marijuana?

4 mins ago[supanova_question]

Assigned due by Sunday (December 12nd, 2021) at 3pm central time. Any questions please asked. Must follow all directions precisely. Assignment has 2 parts to it. Please do not bid if you are not ok with the price and if you can not meet the deadline.

Objective: This assignment is geared to aid in your understanding of how gender is communicated through the media. Requirements: A. Search for two on-line articles focusing on gender roles. B. Discuss the focus on the article (each one separately). C. Discuss your feelings associated with the topic of the article. (Ex. Do you think it is fair? Do you think it is/is not a problem? ) D. Discuss what you learned about the media and how it portrays gender in the news. Limitations A. Your articles can not be more than 6 months old. B. Your articles must highlight real stories. C. You must include your article links with your paper submission. D. Use your best writing skills, proper grammar, proper punctuation, double space. E. No more than two pages.[supanova_question]

A professional who prescribes medications must have an exhaustive knowledge of pharmacology. Even though you may not need as

Please read this paragraph carefully and make sure you follow all instructions. It may include special instructions, like submitting

Please read this paragraph carefully and make sure you follow all instructions. It may include special instructions, like submitting.

Please read this paragraph carefully and make sure you follow all instructions. It may include special instructions, like submitting a file or commenting on a classmate’s response. Each question or prompt should be numbered and retyped. Then you are expected to write a solid, minimum 1 paragraph(min 5 sentences) response to each section. In general, I would write more than 5 sentences and more than 1 paragraph and make sure I clearly and directly answered the prompt. See this sample below for an upcoming discussion. This is an example: 1) Can you describe a time in your life where someone left you with a bad first impression, but you later grew to know and like them better? Your paragraph(s). 2)What were the factors that led you to such a negative first impression? Your paragraph(s) 3)What were the factors that helped you look past the first negative impression? Your paragraph(s) 4)Lastly, describe how research noted in the video is related to social psychology?

Eye Witness Testimony

Every year, thousands of people are charged with crimes solely on the basis of eyewitness evidence. Many of these eyewitness accounts are accurate, but many are not—which is why psychologists have been interested in the topic for more than 100 years (Doyle, 2005). Several years ago, the National Institute of Justice reported on 28 wrongful convictions in which convicted felons were proved innocent by new tests of old DNA evidence after varying numbers of years in prison. Remarkably, every one of these convictions involved a mistaken identification (Connors et al., 1996). Now, some 300 DNA exonerations later, it is clear: Eyewitness error is the most common cause of wrongful convictions (Wells, Memon, [supanova_question]

Original Prompt: Discuss at least two potential ethical issues that could be

Original Prompt: Discuss at least two potential ethical issues that could be of concern with nursing use of social media.

Post 1)

Although each person has the freedom to use Social Media to communicate, but when it is used as a means of communication and dissemination related to medical practice, it is important that the nurses should maintain an ethical attitude (Mansfield et al., 2017). As an initiative to reduce complaints from patients and return to ethical and professional principles that at no time should be alien to medical practice, recently various health institutions and organizations such as the American Medical Association in the United States, have developed guides on good practices and responsible use of social media. Following are the potential ethical issues that could be of concern for nursing:

Confidentiality and medical secrecy: When describing a case in social media, it must be accompanied by a clear and defined objective, be it the benefit for patients or for academic medicine. In both scenarios, it is essential to ensure that the patient is not identifiable in any way, by means of his face, his name or any other information that links him to a nurse or an institution. When describing the pathology of the case, sensationalism and morbidity should be avoided.

Medical advice to other professionals: Social media is often useful for clinicians to solicit professional opinions from colleagues in other areas. However, if the exchange of images and data is required, it is essential to avoid that the information that is shared can be recognized by third parties, since this can even affect the claims of patients to their health insurance. It is recommended not to use public but private means of communication such as email and not to permanently save said images or data, unless they are used for academic purposes and duly edited (Jain, 2019).

Maintain a proper professional image: It is common for nurses to appear in their avatar with a clinical uniform, with their title, in an office or performing a procedure. It is important to note that not only is giving a personal image, the profession is also reflected, and therefore special care is required in the type of content that is added to the profile.

Maintain respect for colleagues: Faced with a journalistic note or a publication in social media by an institution that covers health issues, such as the creation of medical units, appointments of officials, the withdrawal of a drug from the market, among others, different points will always arise. Therefore, if these discrepancies arise, it is important to avoid publishing disqualifications and pejorative expressions about health professionals and other areas in the social media. As well as allusions to personal and private matters.

Maintain a responsible attitude about medical information disseminated through virtual social networks: It is important that any opinion in these media is recognized as personal and does not reflect the feelings of a group or an association. One of the most controversial points in this section is the quality of the published content, if in any social media information is detected that endangers people’s health, it is convenient to report it.


Jain, S. (2019). Practicing medicine in the age of Facebook. N Engl J Med, 361 (7): 649-51 Mansfield, S., Morrison, S., Stephens, H., Bonning, M., Wang, S. & Withers, A. (2017). Social media and the medical profession. Med J Aust, 194 (12): 642-4

Post 2)

Ethical Issues Related to Social Media

            Technology is an instrumental tool in the provision of healthcare services. Social media platforms play an integral role in facilitating interactions with patients and educating them on healthcare issues (Milton, 2016). That is why the nursing profession has been leveraging the power of social media to engage with patients and healthcare professional colleagues. However, there are ethical issues that stem from the use of social media in nursing. If not handled appropriately, ethical issues related to social media can compromise the quality of patient outcomes.

Privacy and Confidentiality Issues

            While social media in nursing has benefits, ethical issues related to privacy and confidentiality expose a negative side of technology use. From the onset, social media platforms expose people more than physical interactions. It is highly likely to expose private and confidential information on social media even without the intention of doing so (Rivera-Romero et al., 2020). Since it is a public social networking platform, information is available to a large number of people. This calls for nurses to be extremely careful not to share information that should remain confidential.

            For example, it is unethical for nursing professionals to allow unrestricted access to their private information on social media. In particular, patients should not have unhindered access to personal information belonging to healthcare providers (Rivera-Romero et al., 2020). Since nurses have a role in protecting the patient-nursing professional relationship, they ought not to allow their private information to fall into the hands of patients. If they fail to safeguard the extent to which they share their personal information online, they risk damaging the integrity of the patient-nurse relationship (Rivera-Romero et al., 2020). Unfortunately, this can lead to poor healthcare outcomes. For nursing professionals to avoid this ethical situation, they should use privacy settings on social media to block unrestricted access to their private information. It is even better for them to strive to make their private and professional realms separate to avoid ethical issues.

Expression of Personal Views

            Another ethical concern that arises from the use of social media in nursing is the expression of personal opinions on the internet. Social media is a platform that gives persons the freedom to express their ideas and opinions on different matters. However, for nursing professionals, this freedom has a ceiling. They have to be careful about what they post or communicate online (Rivera-Romero et al., 2020). In other words, there has to be a boundary they cannot cross; otherwise, they will end up falling into the trap of ethical dilemmas. For example, a healthcare professional who is opposed to certain aspects of healthcare reform can criticize the government openly in a manner that crosses the limits of professional practice. This move can taint the image of the professional because of allowing personal views to be shared on the wrong platform. Therefore, instead of sharing such views on social media, it is prudent for nursing professionals to communicate their opinions through the designated professional channels to avoid creating ethical issues that can be detrimental.

            Indeed, social media is a powerful tool that helps to strengthen communication and interactions in healthcare settings. However, it should be utilized ethically to avoid issues that affect the development of quality and professional relationships between patients and healthcare providers. If handled most properly, ethical issues related to social media can be avoided altogether.


Milton C. L. (2016). Power with social media: A nursing perspective. Nursing Science      Quarterly, 29(2), 113–115. https://doi.org/10.1177/0894318416630104 (Links to an external site.)

Rivera-Romero, O., Konstantinidis, S., Denecke, K., Gabarrón, E., Petersen, C., Househ, M.,       Merolli, M., & Mayer, M. A. (2020). Ethical considerations for participatory health through social media: Healthcare workforce and policymaker perspectives. Yearbook of Medical Informatics, 29(1), 71–76. https://doi.org/10.1055/s-0040-1701981 (Links to an external site.)

Edited by Acosta Soriano, Greter on Sep 8 at 11:46pm[supanova_question]

Action Research Project Report and Presentation and please include references in APA format 7th ed.

Please read this paragraph carefully and make sure you follow all instructions. It may include special instructions, like submitting Action Research Project Report and Presentation
This is the final assignment in your Action Research Project. This assignment is your opportunity to showcase your solution to the issue at the organization that you have examined throughout the course. In this assignment, you will demonstrate your understanding of the issue, your solution to the issue, the ethical implications involved in the study, and your action plan for the future, including your recommendations for the organizational stakeholders. Before you begin your final project assignment, review the Action Research Project Report and Presentation Scoring Guide and the Action Research Project overview in order to familiarize yourself with the requirements of this assignment.
Assignment Instructions
This final project assignment includes two components:
Action Research Project Report: Compile your work from the previous assignments to form the sections of this final Action Research Project Report, as outlined below. Incorporate revisions and updates based on the instructor and peer feedback you have received, as well as any changes that may have occurred as your project developed. Create the Conclusions section (as well as the table of contents) for your report at this time.
Action Research Project Presentation: Create a presentation on your project, using a PowerPoint slide deck (or similar software) and Kaltura (or similar software) for your audio recording, for your intended audience of the internal and external stakeholders of the chosen organization and program.
In both parts of your assignment, be sure to cover the following key points:
Describe the human services issue you have chosen, the study you have researched, and the organization and program studied.
Discuss the problem, goals, demographics, data, and issues involved, using the action research process to assess strategies for addressing them.
Detail your proposed solution to the issue for the human services organization, and discuss your recommendations for the stakeholders.
Develop concluding remarks that summarize the highlights of your chosen study, including your proposals for future steps.
Action Research Project Report
Your final Action Research Project Report should total at least 20 pages in length, including all of the previous project work you have developed throughout the course in the assignments and related discussions. Present your written report according to the following sections:
Cover Page.
Table of Contents.
Abstract: (roughly 1 page; no longer than two pages).
This section of the assignment corresponds to the Abstract section of the Publishing Action Research discussion in Unit 9. In this section, be sure to cover the following main points:
Describe the human services issue your action research project addresses, based on the study you have examined for your chosen organization.
Identify your proposed solution.
Briefly establish how you have used action research to assess the issue, examine the demographics and data, and develop strategies to achieve your solution to the human services issue.
Introduction: (minimum of 1 page).
This section of the assignment corresponds to the Introduction section of your Identifying a Chosen Issue and Its Background assignment in Unit 2. In this section, be sure to cover the following main points:
Briefly describe the human services organization and the program being examined.
Explain the focus of your chosen study.
State what the study is attempting to learn and understand about the issue.
Background for the Study: (roughly 2 pages).
This section of the assignment corresponds to the Background for the Study section of your Identifying a Chosen Issue and Its Background assignment in Unit 2. In this section, be sure to cover the following main points:
Discuss research that addresses or relates to your chosen human services issue, including the following:State the history of the issue and how the history is relevant to the current state of the issue.
Describe the previous work that has been done on this issue.
Analyze how other research relates to this issue.

Analyze the background of your chosen study.
Examine your chosen study using theoretical frameworks and systems thinking.Describe how this issue relates to other problems within the organization.

Description of the Research Context for the Study: (minimum of 5 pages).
This section of the assignment corresponds to the Data Collection and Ethical Concerns assignment in Unit 3. In this section, be sure to cover the following main points:
Discuss important information concerning the data and the participants for your chosen study.State where the study was conducted, including where the data was gathered.
Discuss who the participants in the research were and describe how they were selected.

Examine the ethical implications of your chosen study on the human services issue.State whether it was necessary for the researcher(s) to gain permission (informed consent) from participants to conduct the study. If so, describe those measures.
Explain how the researcher(s) assured participants that they were protected from harm and that they would not be exposed to risks.
Explain how participant confidentiality was protected.

Results of Data Collection and Analysis: (minimum of 4 pages).
This section of the assignment corresponds to the Organizing and Analyzing Data assignment in Unit 5. In this section, be sure to cover the following main points:
Discuss the general approach (such as individual, collaborative, organizational, or community) to the research design that is used in your specified study.
Evaluate the types of data collected, the methods used, the organization of the data, and the major findings of your chosen study.Identify the significant types of data that were collected.
Explain how the data was organized in the study.
Describe the exact methods of data collection that were used (for example, behavioral observation, interviewing, journaling, artifact collection, taking field notes, etcetera).
Evaluate the use of each data collection method within the context of this study. For each method of data collection, explain how the data was collected.
Exhibit the data in an appropriate format. If you use charts or graphs, be sure to apply APA style and formatting.
Discuss what tools were used to analyze the data.
Briefly analyze the major findings of the study to determine what was learned and discuss supporting examples.

Classify the raw data from your chosen study into data sets. Organize the findings in one of two ways:Identify and interpret themes that exist in the data and organize the data into those thematic categories. Display the data to support the statements you are making, so others may understand your groupings.
Organize the data according to a timeline of events chronologically, according to life history, in composite style, according to critical events, or in a narrative portraiture.

Action Plan: (1–2 pages).
This section of the assignment corresponds to the Project Action Plan discussion in Unit 7. In this section, be sure to cover the following main points:
Formulate a solution to your chosen issue, based on your findings.
Present your action plan for getting to your solution.
Explain how your plan will continue past its? initial implementation and be reassessed as part of the action research cycle.
Evaluate your planned activities, including an assessment of how you will implement your plan.
Distinguish the strengths and weaknesses of your action plan.
Discussion of Implications: (minimum of 4 pages).
This section of the assignment corresponds to the Study Evaluation assignment in Unit 7. In this section, be sure to cover the following main points:
Evaluate the implications of your findings from the study and the potential significance for your organization and for society as a whole.Analyze who might care about this study, and why.

Distinguish who benefits from this research.Explain what is important to you and to others concerning this research.
Describe whose interests are served by this research.

Propose future research steps regarding your human services issue, using systems thinking.Explain what new questions emerged in your analysis of your chosen study.
Explain how you will continue this inquiry.
Present a timeline plan that includes when to reassess this issue.

Conclusions: (roughly 2 pages).
Create this section of the report with this assignment. Address the following:
Create a brief summary of the study.
Develop concluding remarks that summarize the major insights from your chosen study, including proposing future steps.Briefly identify the new questions that emerged in your analysis of your chosen study.
Summarize the key points of how you will continue this inquiry.
Briefly address the action plan you developed in the Unit 7 discussion.
Briefly reiterate your future steps, including your timeline plan.

Action Research Project Presentation
Create a 5–8 minute Action Research Project Presentation for a prospective audience of the internal and external stakeholders of the program and the organization, highlighting the action research process you have followed and effectively communicating methods and practices that explain your solution to the organizational issue you have examined. This presentation should summarize the content of your Action Research Project Report for the stakeholders, demonstrating your understanding of the issue; analyzing how it was addressed in the study, including the ethical implications; interpreting what the study data suggests; and presenting your solution to the issue and plan for the future. Your presentation should also demonstrate how you used action research methods and practices to get to your solution.
Your goal for the presentation is to get the stakeholders invested in your solution and to convince them of why they should provide funding. Utilize clear charts or graphs to explain the research, as this adds value to your presentation. Use PowerPoint (or a similar software program) to develop your slides, as outlined below. Use Kaltura (or a similar program) to record your audio narration of the slides and upload the presentation.
The format of your Action Research Project Presentation should closely follow the structure of your Action Research Project Report. Include the following sections in 15–19 slides:
Title (1 slide).
Introduction (1 slide).
Background for the Study (2–3 slides).
Description of the Research Context for the Study (2–4 slides).
Results of Data Collection and Analysis (4 slides).
Action Plan (1–2 slides).
Discussion of Implications (3 slides).
Conclusions (1 slide).
References (1–2 slides).
Review the Riverbend City: Action Research Reflection and Stakeholder Presentation multimedia presentation (linked in the Resources) for guidance on what your presentation should entail.
Presentation Submission Requirements
Your presentation must meet the following requirements:
Written communication: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others, consistent with the expectations for members of the human services field.
APA guidelines: Follow current APA guidelines for style and formatting, using a title slide and references slide, and citing your sources properly in the body of your slides with corresponding references on the references slide.If you use graphs and charts, follow APA formatting guidelines.

Audio recording: Record a brief (5–8 minute) audiovisual presentation that highlights your more extensive action research report.
PowerPoint slides: Include 15–19 slides.
References: Present at least 12 references to support this presentation, corresponding with the references you use in your report.Action Research Project Report and Presentation Scoring GuideDue Date: End of Unit 9Percentage of Course Grade: 20%.CRITERIADescribe a chosen overall issue, its related human services organization, and a proposed solution.20%Discuss the problem, goals, demographics, data, and issues involved, using action research to assess strategies for a chosen human services issue.20?velop concluding remarks that summarize the highlights of a chosen study, including proposals for future steps.20%Create a presentation to internal and external stakeholders that highlights action research and effectively communicates methods and practices that explain a solution.20%Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others, consistent with the expectations for members of the human services field.20%

Please read this paragraph carefully and make sure you follow all instructions. It may include special instructions, like submitting

(Please use article below) Read the two Harvard Business Review articles below. As discussed in the textbook, older adults Essay

(Please use article below) Read the two Harvard Business Review articles below. As discussed in the textbook, older adults Essay.

(Please use article below)

Read the two Harvard Business Review articles below. As discussed in the textbook, older adults tend to have acquired more job-relevant knowledge than younger adults. Meanwhile, data from the American Association of Retired Persons (AARP) reveal that two-thirds of people age 45 to 74 have experienced age-related discrimination. In what ways is age a competitive advantage or competitive disadvantage in companies? If you were a venture capital investor, would you tend to bet on young startup founders or more experienced ones, and why? Does having people of different ages and experiences increase “cognitive diversity,” and is that something businesses should promote?

Azoulay, P., Jones, B. F., Kim, J. D., [supanova_question]

10 MBA 705 3-1 Milestone Three: Company and Key Personnel Monica Channell


MBA 705 3-1 Milestone Three: Company and Key Personnel

Monica Channell

Southern New Hampshire University

MBA 705 MBA Capstone

MBA 705 3-1 Milestone Three: Company and Key Personnel

Core Competencies

Core competencies, abilities, skills, and defining services and products help organizations have business advantages over other players within a specific industry. In essence, they are elements that can only be provided by a company and cannot be replicated by other industry players. Nike’s key competencies are diversity, efficiency in the distribution of products, quality production, research and development, and global brand recognition (Seram et al., 2019). Nike also boasts of having strong customer loyalty and satisfaction, which are attained through good public relations. The company also boasts great marketing, investing in athletes from different parts of the globe to enhance awareness. The competencies support the implementation of the dynamic business model.

The dynamism model complements the implementation of the global presence competency. With the dynamic and versatility model, the company can retain its global presence and dominance by leveraging entry into new markets. Essentially, the dynamic model pushes for constant adjustment to meet the changing nature of the market (Seram et al., 2019). With this model, the company can change its products and services to fit new demands in the global market. Consequently, adapting to the evolving demands will provide high competitiveness over companies that remain rigid to changes. In the end, Nike Inc. will be a global force due to its ability to incorporate customer needs under the dynamic model.

The second competency, product quality, can also be implemented through the dynamic and versatility model. Under this new model, Nike Inc. has to ensure rapid changes that meet customer demands. The model also makes the company more committed to meeting quality demands in the market (Seram et al., 2019). For instance, under the old model, it was difficult for the company to adjust poorly designed products because of the rigidity in its model. However, under the current paradigm, any quality drops can be adjusted through redesign and re-launch. Quality is one of the most influential market determinants in the sporting shoe industry. In this case, athletes and other clients want products that promise longevity. Nike Inc. must therefore remain committed to the provision of quality products by meeting customer demands and adjusting any complaints from the customer ends. With high-quality standards, the company can retain its competitiveness under the quality paradigm.

The new model will also be fundamental in ensuring the sustainability of the customer loyalty competency. Under the new model, customer loyalty will be enhanced through improvements in the quality of products and a reduction in the cost of products. Essentially, the new model will reduce operational costs; hence, the company can translate the reduction in product pricing (Seram et al., 2019). Additionally, the model will improve quality, thus increasing the chances of better customer satisfaction and loyalty. Therefore, with high customer loyalty, Nike Inc. will be assured of its competitiveness in the sports shoe industry.

The diversity competency will be enhanced through the implementation of the dynamic model. In essence, the model proposes the adjustment of all the processes to improve diversity. The only way to ensure dynamism is through the employment of new talents from diverse backgrounds. With the new talents, the company can ensure diversity in its products by making shoes that reflect diverse cultural needs and beliefs (Seram et al., 2019). Diversity is also an essential marketing tool under the current global paradigm, where consumer behavior studies indicate customers are more likely to be attached to brands that embrace diversity. With diversity, the company can also reach larger markets by invoking recognition or a sense of belonging among its customers. The dynamic approach pushes a shift from the traditional products that were dominated by the mainstream culture. The new approach advocates for the use of different production approaches to maximize production and harness more customers.

Finally, the model also promotes Nike’s research and innovation competency. Globally, Nike is known for its investment in innovation by funding new talents and scholarship programs. The dynamism model is characterized by the desire to be in constant change. Nike must ensure adaptability to new customer demands and trends in the sports shoe industry. The only way to implement the model is through increased investment in research and innovation (Seram et al., 2019). With this new model, the company must always develop new products, which only be achieved through investment in innovation. Nike’s bid for innovativeness and research under the new model can be achieved by hiring promising talents to take positions in the production and design departments. With new talents, the company can always innovate quality products, thus retaining the company’s image for higher investment in research and innovation. Investment in research will also promote idea development as the company aims to get new ideas for product changes every few years or months.

Corporate Culture

Corporate is also a key area of consideration during the design and implementation of new business concepts. It refers to the behaviors and beliefs, which determine the interaction between employees and the management. Corporate culture also dictates how various activities are conducted and how external business transactions are completed. Essentially, corporate culture is only developed through employees and corporate management’s cumulative behavioral traits and trends (Li et al., 2021). With the right corporate cultures, companies can easily overcome barriers to the implementation of new strategies. Corporate culture also symbolizes the uniqueness of organizations in the expression of core values, beliefs, ethics, or behaviors.

Nike Inc. must incorporate its best corporate culture to ensure new personnel adapts easily to the new paradigm in implementing the dynamism and versatility business model. Under the dynamism and versatility approach, the best corporate culture that can be adopted should be innovation, creativity, and diversity (Li et al., 2021). In this case, the company’s corporate culture must ensure flexibility in operations by allowing employees to develop new designs beyond their job specifications. In every aspect, the company’s beliefs and behaviors must always focus on the promotion of innovativeness. With this corporate culture, Nike Inc. can always develop new products.

Diversity in Nike’s corporate culture should ensure that people from different regions and cultural backgrounds are incorporated in the design process. In this case, the company must first promote cultural awareness whereby all the employees must value the importance of diversity to the company. Nike Inc. should also promote diversity by pushing for equality in the representation of focus areas and goals. Under this paradigm, any investments by the company must reflect the diversity, enabling the employees and other stakeholders to understand its significance to the company’s sustainability. Diversity can also be achieved by adopting proactive recruitment strategies, prioritizing people from different backgrounds (Li et al., 2021). Through the recruitment strategy, diversity should be promoted by employing diverse talents and fairness in promotions transfers and other human resource roles. For instance, training and development programs should be distributed with equity to ensure that people from different cultural backgrounds are incorporated. With an emphasis on diversity, Nike Inc. can easily adopt the new strategy. Essentially, diversity will provide a wide pool of ideas that the company can leverage to ensure dynamism in the market.

Nike’s innovation and creativity elements of corporate culture are also fundamental in implementing and succeeding the dynamic business model. The dynamic business model enables competitive and strategic advantage by emphasizing the differentiation of business activities, products, and services (Li et al., 2021). Under this new model, Nike Inc. must invest heavily in new talents that promote creativity and innovation of new ideas. The dynamic business approach also demands that Nike Inc. always respond to customer needs and wants. In ensuring readiness, the company must always have a team that examines new trends to identify new needs and examine response mechanisms. In essence, the company must use its employee and technological resources to ensure dynamism.

The innovative culture can also be created through investment in new technologies. Through the use of technology, Nike Inc. can always improve its experimentation and tinkering processes. The application of emerging technologies can also equip the company with new ways of ensuring customer satisfaction. For instance, AI technologies can enhance the innovative culture by analyzing customer data to understand their behaviors and priorities (Li et al., 2021). In the end, such technologies provide the company with accurate information on areas of improvement and specifications that meet the current market demands. Therefore, leveraging technology and employee resources will be crucial for Nike Inc. to implement the dynamism business model under the innovation and creativity corporate culture.

Key Roles, Responsibilities, and Qualifications

Project Manager

The PM will have five key responsibilities in the implementation of the concept. The first task will be the initiation of the concept whereby they must collaborate with other organizational leaders for a successful implementation. In this area, the PM will consider funding, scope, and the requirements for a successful implementation. The planning responsibility will require the PM to create a concept management plan, which will guide the implementation team throughout the scope. The execution responsibility will involve ensuring that the project is completed without distractions, solving any conflicts that could arise, and facilitating teamwork. The PM will also be involved in monitoring and controlling. Under this responsibility, the PM must check if the concept met the initial KPIs and reached all the milestones. Finally, the PM must be involved in closing the concept after a successful implementation phase. During the closing ceremony, the PM should hand over all the responsibilities of the implementation team to the company’s management.

One of the primary roles of the PM is communication with the implementation team for clarity in the completion of tasks. The PM must also communicate with stakeholders, including Nike’s management. Team-building is also a crucial role of the PM, whereby they should create effective avenues for collaboration between different personnel. The PM must have a master’s degree in project management or business administration in terms of qualifications. They must also have more than five years of workplace management experience to understand the implementation phase better.

IT Manager

The IT manager will be involved in the coordination of all the IT activities in the concept implementation. The concept demands the application of IT skills in ensuring dynamism within Nike’s operations. The IT manager will also be responsible for creating synergy between the IT department and other areas within its organization. The main role of the IT manager will be the selection of the best IT technologies to be used in the implementation of the project. The IT manager will also help the company’s HR hire qualified IT personnel to implement the project successfully. Academic qualification for the job is that candidates must have a master’s of information communications or software engineering from an accredited university in the US. They should also have more than three years in IT management roles.

Business Analyst

Successful implementation of the concept will also require the input of a business analyst, whose main role will be to research how the concept can be enhanced for increased productivity. In this role, the business analysts will coordinate research activities to promote innovativeness and diversity. The analyst will also be involved in the introduction of new systems for efficient concept management. The business analysts will analyze any possible challenges and develop solutions on how to overcome them. The analyst should have a bachelor’s degree in business management or any field related to financing.

My Role in the Implementation Process

During the implementation process, my role will guide all the leaders on maximizing the project. In this case, my role will be mainly oversight, ensuring that all the departments coordinate towards the concept’s success. I must also ensure that the project is completed according to the initial conceptualization. For instance, I should guide HR in ensuring the recruitment of a diverse implementation team.

Contingency Plans

The first area of consideration in the contingency plan is a natural disaster that threatens the company’s operations. In this case, the central area of consideration is a shift of operations to another regional facility. The concept data must be stored with cloud backups to ensure resilience to disasters. Another contingency area is when the company receives many workers stating sickness or other unavoidable circumstances. The probability of such a risk happening is very high; hence the company must be prepared with an effective plan for replacement (Shi et al., 2019). In this case, the main responsibility should be calling other employees to replace their sick colleagues for their unscheduled shifts. Another area of response would be an adjustment of the project timelines. However, the implementation deadline should not be surpassed by more than three weeks to avoid delays resulting in detrimental market losses.

Power outages could also occur, resulting in delays in the company’s activities. However, there is a medium threat of such an activity threatening the project implementation success. In ensuring preparedness for the risk, the team must purchase an emergency power backup system like a generator. Network or system outages could also disrupt the team’s functionality (Shi et al., 2019). The systems and networks must have hot backups. If such an occurrence, the implementation team should escalate IT and switch the activities to backup systems.


Li, K., Mai, F., Shen, R., & Yan, X. (2021). Measuring corporate culture using machine learning. The Review of Financial Studies, 34(7), 3265-3315.

Seram, N., Nanayakkara, J., & Lanarolle, G. (2019). Organization’s core competencies and front-end decision-making in the apparel innovation. Research Journal of Textile and Apparel.

Shi, X., Wang, Y., Luo, M., & Zhang, C. (2019). Assessing the feasibility of marine oil spill contingency plans from an information perspective. Safety Science, 112, 38-47.[supanova_question]

https://rawabitechnology-my.sharepoint.com/:v:/g/personal/majed_kanaan_vallianzholdings_com/EVYZ-EM49xdDleXP1-jvTvEBs03-FXgQ3-C4i_WTuln8dg?e=SaEdrA please open the link and you will find a short video

(Please use article below) Read the two Harvard Business Review articles below. As discussed in the textbook, older adults Essay https://rawabitechnology-my.sharepoint.com/:v:/g/personal/majed_kanaan_vallianzholdings_com/EVYZ-EM49xdDleXP1-jvTvEBs03-FXgQ3-C4i_WTuln8dg?e=SaEdrA

please open the link and you will find a short video to watch by the professor on how he explain what to expect in the assignment.

Please amend on the assignment according to his expectation, he always talk about Sensors solution, devices, and its contents, etc…

Video just about 20 minutes plus….. It is very helpful and will clear many doubts.

Many thanks in advance.[supanova_question]

Running Head: ANNUAL REVIEW 1 ANNUAL REVIEW 2 Annual Review Name Course

Running Head: ANNUAL REVIEW 1


Annual Review


Course Title

Professor’s Name

Institutional Affiliation

Date Submitted

A business depends on its staff for its operation and output. When one or some of the staff members starts arriving late on regular basis, then the rest of the employees may end up adopting the behavior. This may also contribute to the rest of the staff members not being happy with the business manager for not dealing with the situation concerning the tardy colleague. Sometimes it is not unusual for a small business to tolerate some degree of tardiness in an employee, especially if he or she is a top performer. However, if the behavior continues, this can adversely affect the business productivity. According to “HR” magazine, up to 20 percent of the entire working population has a problem being punctual, costing U.S. businesses more than $3 billion each year. Being late it is one problem. To tolerating tardiness in a top performer may contribute to resentment among other staff members, and this can further deteriorate productivity.

In this case, Jim works in the production department and, therefore his duties are being redistributed due to tardiness or delays. The manager must meet Jim in order to address the situation.

Manager: Good morning Jim, today I will be conducting your annual review.

Jim: Good morning.

Manager: Jim you have been an outstanding employee, and also a great asset to the company. Nine months ago, you were at the top of your game but lately, I have noticed a lot of change in your conduct, and I am concerned. Every day you have been arriving at work very late, and this has led to problems in the company’s productivity. You understand when you are late; this makes the other employees to wait for you before they can start their duties. Can you explain to me if there is something affecting your professional or personal life and which is contributing to all these?

Jim: Sorry sir I understand the negative outcome as a result of my actions but the reason behind all these, is that something is happening in my professional life. Lately, my work motivation has been declining and I do not have the drive I used to have anymore. I feel that something has been missing or there is need for some changes to be made.

Manager: Jim I am so sorry you feel that way but, is there anything we can do to help you get your motivation back?

Jim: I am not quite sure sir, but I feel that the organization should do something on the issue of employee motivation. We have not had such program in the past.

Manager: Thanks for being honest with me. The organization is working on ways which will ensure that all our staff members are motivated and are also awarded in accordance with how they perform. The organization will also come up with different communication channel to ensure that the worker’s grievances are well handled, and also more advancement opportunities including more incentives will be provided very soon.

Jim: That would be great. I feel motivated already.

Manager: As I had stated earlier, you are an exceptional employee and I want you to understand that, at times people lack motivation but we find a way to get it back. Even if you feel that way, you still have to respect your colleagues, because when you arrive at work very late, it shows that you do not care about the other workers who are waiting for you to commence their duties. This is also unacceptable in any given organization. You are a good leader and you can be a good manager for your team. The other workers look up to you because they respect your work ethic. I want you to collect yourself back and be the Jim I hired more than nine months ago. I am not here to put you down but to lift you up, and I know you have all the potential to be the best at what you do for the company. Thank you for listening and this concludes your evaluation. In case you have any question for me, do not hesitate to ask.

Jim: Thank you sir.[supanova_question]

ANOVA 2 Running head: ANOVA 1 ANOVA Student’s Name Institutional Affiliation Date


Running head: ANOVA 1


Student’s Name

Institutional Affiliation

Date Submitted

ANOVA Case Study

A sales manager supervising a force of three in a kitchen appliance department considering changing the compensation and would like to know if there is a significant difference in sales among three salespersons:

Salesperson #1 sells 49 appliances.

Salesperson #2 sells 56 appliances.

Salesperson #3 sells 51 appliances.

Null Hypothesis:

There is no significant difference in the number of appliances sold by Salesperson#1, Salesperson#2 and Salesperson#3 in the kitchen appliance department.

Alternative Hypothesis:

There is a significant difference in the number of appliances sold by Salesperson#1, Salesperson#2 and Salesperson#3 in the kitchen appliance department.

Using ANOVA, the calculated F is .929and critical F is 4.26. Since the calculated F value is smaller than the critical F, accept the null hypothesis (Bailey, 2008). Therefore, my conclusion is that there is no significant difference in the number of appliances sold by the three salespersons in the kitchen appliance department. I would put the three salespersons in a similar compensation plan as they do not show a significant difference in their sales.


Bailey, R. A. (2008). Design of Comparative Experiments. Cambridge University Press.[supanova_question]

LIRN Written Assignment Rubric Maximum Points Points Received Organization of information presented

LIRN Written Assignment Rubric

Maximum Points

Points Received

Organization of information presented

Writing has an introduction that includes a thesis statement. The body of the paper develops the thesis statement, elaborates and expands the topic. The conclusion restates (not in exact words) the thesis statement, summarizes and states any conclusion drawn from the analysis of the information.


Content Accuracy and Information Validity

Writing has an established and consistently sustained purpose. Provides in-depth assertions clearly supported by evidence. Writing is insightful and provides specific, relevant details.


Spelling and mechanics

Writing has no mechanical, usage or grammatical errors. Well-constructed sentences and paragraphs, proper spelling and punctuation, and is the proper length required.


Quality / Documentation of Sources / References

Follows current APA guidelines, all references in-text and reference page are complete/correct.


Total Points


a. Reference three health-related peer-reviewed journal articles. Articles must have been written within the last 7 years.

b. Give an example of a quote from a health-related article (with in-text citation).

c. Give an example of referencing a paraphrased statement (with in-text citation).

d. Paper should be 3-5 pages in length. (This is NOT counting the title page and reference page).

e. Journal articles need to be copied and submitted with your paper.[supanova_question]

(Please use article below) Read the two Harvard Business Review articles below. As discussed in the textbook, older adults Essay

researching a topic and then detailing your findings with an argumentative three-point thesis statement. The topic is completely up

researching a topic and then detailing your findings with an argumentative three-point thesis statement. The topic is completely up.

researching a topic and then detailing your findings with an argumentative three-point thesis statement. The topic is completely up to you, think of something in the fields of current events, politics, art/pop culture, sports, or an aspect of your major field that piques your interests. I want you to write about something you want to write about, which is why there’s a great deal of freedom for your topic. You will need to back up , and consider alternative points of view.

Opportunities & Challenges with Patient Safety Goals. Select one of the 2021

Opportunities & Challenges with Patient Safety Goals.

Select one of the 2021 National Patient Safety Goals.

Share your thoughts about the opportunities and challenges related to achieving the goal in your work environment.


At least 500 words, and phrase should be clear and concise without improper grammar, punctuation and misspelling.

Formatted and cited in current APA style with support from at least 2 academic sources.

Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years.

The paper should follow this setting:

An introduction that contains an overview of the topic then recall and announce the paragraphs.

The body (development) should introduce and elaborate the point of the paragraph with supporting details or evidence follow a closing statement of each paragraph.

A conclusion should include a strong statement that tie together the main points of the paper.

Resources: National Patient Safety Goals

(Note: The citations below are provided for your research convenience. You should always cross reference the current APA guide for correct styling of citations and references in your academic work.)


Mason, D. J., Gardner, D. B., Outlaw, F. H. & O’Grady, E. T. (2020).

Chapters 56, 58-60, 62-63, 66, & 70-71

Dyal, B., Whyte, M., Blankenship, S. M., & Ford, L. G. (2016). Outcomes of implementing an evidence-based hypertension clinical guideline in an academic nurse managed health center. Worldviews on Evidence-Based Nursing, 13(1), 89–93. https://doi.org/10.1111/wvn.12135

Thomas-Hawkins, C. (2020). Registered Nurse staffing, workload, and nursing care left undone, and their relationships to patient safety in hemodialysis units. Nephrology Nursing Journal, 47(2), 133–143. https://doi.org/10.37526/1526-744X.2020.47.2.133

Sherwood, G., & Zomorodi, M. (2016). A new mindset for quality and safety: The QSEN Competencies redefine nurses’ roles in practice. Nephrology Nursing Journal, 41(1), 15–72. 

The Joint Commission. (2021). Hospital: National patient safety goals for 2021. https://www.jointcommission.org/standards/national-patient-safety-goals/hospital-national-patient-safety-goals/[supanova_question]

M6 Discussion 2: WOW! Lesson Previous Next Overview The WOW discussion is

researching a topic and then detailing your findings with an argumentative three-point thesis statement. The topic is completely up M6 Discussion 2: WOW! Lesson


Previous Next 


The WOW discussion is an opportunity to share with the class something that surprised you in your reading, research, or study of the topics we cover in this module. As you read and watch the stories that make up our history, look for things that make you say to yourself “I didn’t know that” or “WOW! That’s cool!”. You will convert this fun fact or pertinent point into a mini-lesson on the topic and share it with your peers in this discussion.

This assignment is designed to help you develop an internal dialogue while reading and studying history. An internal dialogue while reading makes us more effective readers and efficient learners as it improves understanding and memory of story told in the text.


WOW! Lesson

While reading the e-text, and explorations, as well as watching the video clips in this module, write down several WOW “I didn’t know that” or “That’s amazing!” facts.

Select one WOW! fact that you noted and write at least 3 critical thinking** questions about this topic. **Critical thinking questions are questions that require you to analyze information and form a judgment. Questions such as When was X born? are not critical thinking questions.

Research and find the answers to your WOW! fact questions. If you can’t find a definitive answer to a question, look for interesting related topics and list them as your answer.

Use your questions and answers to build a WOW! lesson for your classmates (as described below). This may be the only thing your classmates learn about your WOW! fact and you are the teacher, so please be thorough!


At the top of your discussion post, state the WOW! fact (as a quote or paraphrase) followed by an in-text citation of your fact’s source. Use in-text citation (not bibliographic citation) in APA, MLA or Chicago Style format.

Write a paragraph (3 – 5 sentences in addition to your quote or paraphrased information) about why that information excited you or why you found it interesting.

Below the paragraph, list each WOW! fact question followed immediately by your researched answer of at least a paragraph in length (3 sentences minimum). Each answer should also include an in-text citation or note in APA, MLA or Chicago Style format. (Note: this is a total of at least 4 in-text citations in your post and quotations should be used minimally in your answers or not at all).

Include a bibliographic list (References, Works Cited, or Bibliography as appropriate) for all the sources you used for research. Remember these should be appropriate research resources – no tertiary sources.


Post your WOW! lesson to the discussion to share with classmates. (While your instructor reads posts and shares comments as necessary, this discussion is intended to be a student-led conversation.)

Respond to at least two classmates’ WOW assignments with two additional questions each that keep the discussion moving forward. Your responses should be both reflective and respectful as you pose your questions.

Reply to any questions asked of your WOW! thread.

E-text reading:


3 Peers:

Peer 1: Lilliana Garza

one thing that gave me a wow was the heian period. This period i read in the module 6 etext.  I thought was very interesting because i do not know much about buddist people or their culture. to be honest i do not know anything about them other than their name. “During the Heian period, a warrior class rose to power finally ending the control of the Fujiwaras. In 1156, a civil war broke out between the Taira clan and the Minamoto clan. Both clans relied on warriors called samurai. The samurais were similar in practice to European feudalism at roughly the same time. The samurai fought for his lord and gave him loyalty. In return, the lord gave the samurai land or payment. For a period of 20 years, a member of the Taira clan dominated the court by marrying his daughter to the emperor and becoming prime minister. The Taira clan members took control of the provinces, managed estates throughout Japan and built a fortune through trade. The Taira clan rule ended in 1180 when the Minamoto clan defeated them and their leader, Yoritomo, became shogun.” This was a big thing because they defeated their leader and was able to be free. During this period people were rising with the warrior class and  the warrior class worked really hard to defeate the leader.

Peer 2: Rosa Moran

Many years ago, I heard about how Asian women, especially Chinese and Japanese, used small shoes to stop their feet to keep growing. Well, what my ignorant mind was about to discover was a disturbing image of a deformed woman’s feet that was not even able to walk properly. My heart stopped and tears came down my cheeks. I was astonished while watching the video of a living history woman. How in the world does a woman think this is beauty? This cultural practice is called foot binding and started to be practiced by Chinese women and later in Japan when Confucianism was adopted.

What is the process of foot binding?

Food binding started typically from the age of five to eight years old. After prayers to Buddhist “Tiny-Footed Maiden Goddess” (Cartwright). The process was performed by a “professional foot binder” or family older woman who proceeded by breaking girls’ toes and foot arches, wrapping the foot with cloth (bandages) with the toes bending to the sole of the foot. After a painful month, girls’ feet would be reviewed and bandages re-adjusted. Every month the bandages would loosen and re-adjust until teenage years or even longer; the desired result was small feet of about 3 to 4 inches (Cartwright).

When did women start practicing foot binding?

Footbinding practice started in the 10th Century to 1949 in China. The Tang dynasty court dancers were known for their small feet. Dr. Amanda Foreman in her video The Ascent of Woman explores how “Confucian ideals defining feminine virtue” the foot binding was one of these ideas of feminine virtue and sign of higher social class. It is disappointing to see Japanese women as one of the few females having a starring role as rules, queens, and goddesses; as they were “the creator of Japanese culture” being confined to home (Foreman).

What were the social, religious, or cultural reasons for food binding?

In society, it was ideal for women to have small foot sizes and was perceived as a sign of sophistication. We are talking of an ancient world dominated by men and where women were at the bottom of the social class.  Katie Hunt in her CNN article argues that this was the story male figures at home would imprint on the young minds of 6 or 7-year-old girls. Girls would think that having a small foot size increases the chances of getting into a good marriage, but the intention behind was that girls were in excruciating pain that cannot walk so they would spend hours working with their hands contributing to the household economy (Hunt).

Works Cited

Cartwright, Mark. “Foot-Binding.” World History Encyclopedia, World History Encyclopedia, 5 Dec. 2021, https://www.worldhistory.org/Foot-Binding/.

Foreman, Dr. Amanda. “The Ascent of Woman, Separation, Women as the Creators of Japanese Culture.” BBC Two, BBC, https://www.bbc.co.uk/programmes/p0319xw4.

Hunt, Katie. “Work, Not Sex? the Real Reason Chinese Women Bound Their Feet.” CNN, Cable News Network, 22 May 2017, https://www.cnn.com/2017/05/21/health/china-foot-binding-new-theory/index.html.

Peer 3: Samantha Davis

The most interesting factoid I discovered during our Module 6 research, was that the Yayoi civilization of Japan was ruled by several female shamaness, including one infamous and unmarried one named Queen Himiko. Very few ancient civilizations, and modern ones to be honest, have the open mindedness to let a female rule over them. “According to the Chinese, Himiko controlled a large part of Kyushu between the years 183 and 248 (Smitha).” She is said to be a direct descendant of the sun goddess, Amaterasu, who was one of the most important deities in the Shinto religion of ancient Japan. So she has had an immensely influential impact on the life of the Yayoi culture. 

What is Queen Himiko best known for?

Queen Himiko, is the first recorded empress of what became known as Japan. Her most important move during her rule was to build the Grand Shrine of Ise. According to records, Himiko was a daughter of the emperor Sunin. Upon his death she was given the sacred mirror of the sun goddess, Amaterasu (Mulhern). This artifact was supposedly enshrined at the shrine she built.  

Who were the other female rulers of the Yayoi people?

Legends and myths are written into the Kojiki but so are truths and history, so it makes this source difficult to decipher between the two. Legend says that Jingu was one of the most controversial leaders of early Japan. After her husband’s murder, she seeked out revenge on those her were directly involved, and then using that momentum she invaded the Korean Peninsula (Chamberlain).

How is Himiko linked to Amaterasu?

Some theories say that Himiko is the granddaughter of the sun goddess Amaterasu, but others say that Himiko is the sun goddess herself. In the Sun and the Throne the author says that neither of these theories are true, that the name Himiko itself just means “princess endowed with a spiritual power” (Kirkland).


Chamberlain, Basil H. The Kojiki: Records of Ancient Matters. Rutland, Vt: C.E. Tuttle Co, 1982.

Kirkland, Russell. “The Sun and the Throne. The Origins of the Royal Descent Myth in Ancient Japan.” Numen, vol. 44, no. 2, Brill, 1997, pp. 109–52.

Mulhern, Chieko J. Heroic with Grace: Legendary Women of Japan. Sharpe, 1991.

Smitha, Frank E. “The Yayoi-Japanese.” The Ancient Japanese, 2018, www.fsmitha.com/h1/ch28ja.htm.


Document: Provider Notes Student Documentation Model Documentation Subjective Ms. Park is a

Document: Provider Notes

Student Documentation

Model Documentation


Ms. Park is a 78 y/o Korean woman who is a/o x’s 4. she reports to the clinic stating she is having belly pain and bowel problems. she describes the as a dull crampy feeling x’s 5 days. the has gotten worse in last 2 days. pt rates pain progressing 2/10 to currently 6/10. she states having diarrhea but haven’t had a bowel movement in several days. denies nausea and vomiting, fever, blood in stool, and vaginal discharge. denies history of GI disorders in herself or family. Pt has history of gallbladder removal and a c-section in her 40’s. has control hypertension diagnosed at age 54 and takes Accupril 10mg daily.

Ms. Park reports that she is “having pain in her belly.” She has not had a bowel movement in about five days; she has not had any diarrhea since a food poisoning incident six months ago. She reports that she has been feeling some abdominal discomfort for close to a week, but the pain has increased in the past 2-3 days. She now rates her pain at 6 out of 10 and describes it as dull and crampy. She reports her pain level at the onset at 3 out of 10. She is also experiencing bloating. She did not feel her symptoms warranted a trip to the clinic, but her daughter insisted she come. She describes her symptoms primarily as generalized discomfort in the abdomen, and states that her lower abdomen is the location of the pain. She denies nausea and vomiting, blood or mucus in stool, rectal pain or bleeding, or recent fever. She denies vaginal bleeding or discharge. Reports no history of inflammatory bowel disease or GERD. Denies family history of GI disorders. Her appetite has decreased over the last few days, and she is taking small amounts of water and fluids. Previously she reported regular brown soft stools every day to every other day.


Very uncomfortable and flushes appearing elderly Korean woman sitting on the exam table grimacing at times showing signs of discomfort, HEENT: nasal & oral mucosa moist and pink ABDOMINAL: scar note on lower left quadrants and right upper quadrant that’s consisted with gallbladder removal and c-section. abdomen soft in all quadrants with an oblong mass noted on LLQ with mild guarding. liver span is 7mm. no tenderness noted. Cardio: no edema noted in lower extremities, S1 & S2 present with no adventitious sounds audible. no murmurs noted. Resp: Respirations unlabored and quiet. no accessory muscle use and able to speak in full sentences breath sounds clear to auscultation in all fields. Pelvic: no inflammation or irritation of vulva noted. no abnormal discharge or bleeding. no masses growths or tenderness upon palpation. Rectal: no hemorrhoids, fissures, or ulceration noted. good sphincter ton, fecal mass noted. Urinalysis; urine clear, dark yellow, normal odor. no nitrates, WBCs, RBCs, ketones PH 6.5, SG 1.017

• General Survey: Uncomfortable and flushed appearing elderly woman seated on exam table grimacing at times. Appears stable but mildly distressed. • HEENT: Mucus membranes are moist. Normal skin turgor; no tenting. • Cardiovascular: S1, S2, no murmurs, gallops or rubs; no S3, S4 rubs. No lower extremity edema. • Respiratory: Respirations quiet and unlabored, able to speak in full sentences. Breath sounds clear to auscultation. • Abdominal: 6 cm scar in RUQ and 10 cm scar at midline in suprapubic region. An abdominal exam reveals no discoloration; normoactive bowel sounds in all quadrants; no bruits; no friction sounds over spleen or liver; tympany presides with scattered dullness over LLQ; abdomen soft in all quadrants; an oblong mass is noted in the LLQ with mild guarding, distension; no organomegaly; no CVA tenderness; liver span 7 cm @ MCL; no hernias. • Rectal: No hemorrhoids, no fissures or ulceration; strong sphincter tone, fecal mass in rectal vault. • Pelvic: No inflammation or irritation of vulva, abnormal discharge, or bleeding; no masses, growths, or tenderness upon palpation. • Urinalysis: Urine clear, dark yellow, normal odor. No nitrites, WBCs, RBCs, or ketones detected; pH 6.5, SG 1.017.


-constipation -bowel obstruction -diverticulitis

Mrs. Park’s bowel sounds are normoactive in all quadrants, with no bruits or friction sounds. Scattered dullness in LLQ during percussion is suggestive of feces in the colon; otherwise, her abdomen is tympanic. Her abdomen is soft to palpation; mild guarding and oblong mass suggesting feces were discovered in LLQ. No CVA tenderness; liver span 7 cm @ MCL; no splenic dullness. Digital rectal exam revealed a fecal mass in the rectal vault. No abnormalities were noted during the pelvic exam, so pelvic inflammatory disease is not suspected. Ms. Park’s urinalysis was normal, which rules out a urinary tract infection. No signs of dehydration or cardiovascular abnormalities. Mrs. Park’s symptoms and health history suggest she has constipation. Differential diagnoses are constipation, diverticulitis, and intestinal obstruction.


-consult GI for bowel obstruction -iv fluids if lab work reveals dehydration -order CBC for elevated WBC’s and electrolytes recommend increased fluids intake and fiber to diet

Mrs. Park should receive diagnostic tests to rule out differentials: CBC to assess for elevated WBCs associated with diverticulitis, electrolyte profile to evaluate electrolyte and fluid status, and a CT scan to assess for obstruction. If Mrs. Park has diverticulitis, I recommend IV fluids and bowel rest. If she has bowel obstruction, I recommend NPO, IV fluids, and general surgical consult. If she has constipation, I recommend that she increase fluids, increase fiber, and increase activity as tolerated.

The following questions below MUST be answered:

What went well in your assessment?

What did not go so well? What will you change for your next assessment?

What findings did you uncover?

What questions yielded the most information? Why do you think these were effective?

What diagnostic tests would you order based on your findings?

What differential diagnoses are you currently considering?

What patient teaching were you able to complete? What additional patient teaching is needed?

Would you prescribe any medications at this point? Why or why not? If so, what?

How did your assessment demonstrate sound critical thinking and clinical decision making?

These are the notes from the assessment that I perform on the patient off Shadow Health virtual assignment. The student documentations are my notes that I collected and the model documentation on the left is the actual full documentation. Please, please include an INTRODUCTION & CONCLUSION.[supanova_question]

Document: Provider Notes Student Documentation Model Documentation Subjective+ Mr. Frost presented to

Document: Provider Notes

Student Documentation

Model Documentation


Mr. Frost presented to the clinic with complaints of chest pain for the past month. Describes pain as tight and very uncomfortable. Rates pain on a scale 5/10 and pain goes away rest. Pain does not radiate to shoulder or back. Denies pain at this time. States pain last a few minutes then goes away. States its uncomfortable going up and down stairs. Denies any heartburn or indigestion. Denies any pain after he eats.

Pt. reports: “I have been having some troubling chest pain in my chest now and then for the past month.” Experiencing periodic chest pain with exertion such as yard work, as well as with overeating. Points to midsternum as location. Describes pain as “tight and uncomfortable” upon movement or exertion. Mentioned an episode upon going up the stairs to bed. Most recent episode was three days ago after eating a large restaurant dinner. Denies radiation. Pain lasts for “a few” minutes and goes away when he rests. States “It has never gotten ‘really bad'” so he didn’t think it was an emergency, but is concerned after three episodes in one month and wants his heart checked out. Last physical was 1 year ago but says he hadn’t been checked out for several years prior. His regular diet includes grilled meat, some sandwiches, and vegetables. Reports grilling between 4-5 times a week, usually red meat. Has fast food for lunch on busy days. 1-2 cups of coffee a day. Denies coughing, shortness of breath, indigestion, heartburn, jaw pain, fatigue, dizziness, weakness, nausea, vomiting, and diarrhea. Denies chest pain at time of interview. No history of anxiety or depression.


Pt. is a 58 y/o alert and oriented x’s 3 with no acute distres noted. Cardio: S1 & S2 sounds audible with murmur noted. PMI displaced lateral. Peripheral vascular: Bruit noted to right side. Carotid pulse +3. Left carotid w/out thrill, 2+ Popliteal, tibal, and dosalis pulse without thrill, 1+ Cap refill less than 3 seconds. Resp: Auscultation lungs sounds audible bilaterally, fine crackles audible in the posterior bases of lungs bilaterally. Gastro: soft non-tender normactive bowel sound over all 4 quadrants. No audible bruit noted. Percussion reveals tympanic throughtout abdominal. Kidneys and Spleen and bilateral Kidneys nonpalpable. Liver is 7cm at the midclavicular line. Skin is dry and intact without any tenting. EKG is normal sinus rhythm w/out ST changes.

• General Survey: Alert and oriented, with clear speech. Sitting comfortably in no acute distress. • Cardiac: S1, S2, without murmurs or rubs. S3 noted at mitral area. No swelling or fluid retention present. • Peripheral Vascular: No JVD present. JVP 3 cm above sternal angle. Left carotid no bruit. Right side carotid bruit. Right carotid pulse with thrill, 3+. Brachial, radial, femoral pulses without thrill, 2+. Popliteal, tibial, and dorsalis pedis pulses without thrill, 1+. Cap refill less than 3 seconds in all 4 extremities. • Respiratory: Breathing is quiet and unlabored. Breath sounds are clear to auscultation in upper lobes and RML. Fine crackles in posterior bases of L/R lungs. • Gastrointestinal: Round, soft, non-tender with normoactive bowel sounds in all quadrants; no abdominal bruits. No tenderness to light or deep palpation. Tympanic throughout. Liver is 7 cm at the MCL and 1 cm below the right costal margin. Spleen and bilateral kidneys are not palpable. • Neuro: Alert and oriented x 3, follows commands, moves all extremities. Gross cranial nerves 2-12 bilaterally and grossly intact. • Skin: Warm, dry, pink, and intact. No tenting and no sweating. • Musculoskeletal: Moves all extremities. • Psych: Normal affect, cooperative, good eye contact. • EKG (interpretation): Regular sinus rhythm. No ST changes. • Gastrointestinal: Round, soft, non-tender with normoactive bowel sounds in 4 quadrants; no abdominal bruits. No tenderness to light or deep palpation. Tympanic throughout. Liver is 7 cm at the MCL and 1 cm below the right costal margin. Spleen and bilateral kidneys are not palpable. • Neuro: Alert and oriented x 3, follows commands, moves all extremities. • Skin: Warm, dry, pink, and intact. No tenting. • EKG (interpretation): Regular sinus rhythm. No ST changes.


Based on the findings related to the Cardio & Resp assessment the findings includes coronary disease, stable angina, congestive heart faillure, aortic aneurysm , GERD, carotid disease, & pericarditis.

Based on the abnormal findings during cardiovascular and respiratory auscultation, my differentials include coronary artery disease with stable angina; congestive heart failure; carotid disease; aortic aneurysm; pericarditis; or GERD.


Pt will be referred to a Cardiologist for further evaluation. Pt needs a 12 lead EKG, stress test, Echo test, Chest X-Ray, Blood work that includes a Cardiac enzymes, CBC, BNP, Electrolyes, Lipid profile, and Hemoglobin A1c. The pt maybe prescribeed Lasix and a Carotid doppler maybe performed also.

Mr. Foster should receive a 12-lead ECG, chest x-ray, and lab workup (cardiac enzymes, electrolytes, CBC, BNP, CMP, Hgb A1C, lipid profile, and liver function tests) to confirm a diagnosis. He should be referred for an echocardiogram, exercise stress test, and carotid dopplers as well as a consult with a vascular surgeon for carotid evaluation. Mr. Foster should be prescribed diltiazem and a diuretic in addition to his daily lisinopril and atorvastatin. If needed, add an ACE inhibitor to manage his hypertension and PRN nitroglycerin for chest pain that does not subside with rest.

The following questions below MUST be answered:

What went well in your assessment?

What did not go so well? What will you change for your next assessment?

What findings did you uncover?

What questions yielded the most information? Why do you think these were effective?

What diagnostic tests would you order based on your findings?

What differential diagnoses are you currently considering?

What patient teaching were you able to complete? What additional patient teaching is needed?

Would you prescribe any medications at this point? Why or why not? If so, what?

How did your assessment demonstrate sound critical thinking and clinical decision making?

These are the notes from the assessment that I perform on the patient off Shadow Health virtual assignment. The student documentations are my notes that I collected and the model documentation on the left is the actual full documentation. Please, please include an INTRODUCTION & CONCLUSION.[supanova_question]

Jhoana Reyes-Cruz Mr. Patrick English 90 07-19-21 Studying Abroad “Freedom” is what

Jhoana Reyes-Cruz

Mr. Patrick

English 90


Studying Abroad

“Freedom” is what I think of when I describe what a growth mindset is: the freedom to embrace challenges, to build abilities, to accept criticism and to have the desire to learn. People with a growth mindset embrace flaws and mistakes as opportunities for growth; they learn that setbacks are acceptable and part of the learning process. In contrast, “restricting” is what I think of when describing a fixed mindset. People with this mindset are threatened by other’s success, and they have a desire to look smart without making the effort to succeed. People with a fixed mindset often give up easily and are unmotivated to achieve their goals.

In Carol Dweck’s article “Brainology,” she discusses the differences between growth and fixed mindsets. She claims that people with a growth mindset have a “very straightforward (and correct) idea that the harder you work, the more ability will grow and that even geniuses have had to work hard for their accomplishments.” Dweck explains, however, that those with a fixed mindset believe “that if you worked hard it meant that you didn’t have ability, and that things would just come naturally to you if you did.” Reading Carol Dweck’s article made me reflect on my own learning experiences, especially how I changed a fixed mindset to a growth mindset when studying abroad for three years in high school.

I have never been a good student; I would often forget everything I had just read or become confused about things most children would say were “easy.” This would make me feel embarrassed and “dumb.” Throughout my early academic years, I believe I always had a fixed mindset. It was not until high school that I faced one of the biggest challenges of my life. I overcame many obstacles during those years, which made me realize that I can accomplish anything if I maintain a growth mindset.

In the summer of 2014, I was about to enter my freshman year of high school. I was excited to start a new chapter in my life after a not-so-pleasant time in middle school. My mother had just bought my school supplies when she received a call from one of her friends in Mexico. She told my mother that her parents’ (my grandparents) health had been poorly and that they needed assistance. My mother did not know what to do. Family has always been one of the most important things to me, so when I heard my grandparents needed help, I told my mother I could move for a some time until they were feeling better. Initially, she said no. It took a lot of convincing, but finally, before the school year began, my parents agreed to me moving to help my grandparents. As much as I wanted to help, I knew this was a difficult decision, leaving behind my parents and siblings for what turned out to be the next three years.

Arriving in Mexico, I was greeted with the warmest and friendliest welcome. I saw for the first time my aunties and cousins, people whom I had only known through FaceTime. Finally, I was able to meet them in person. I remember the three-hour drive from the airport to my grandparents’ ranch everywhere I looked there was street vendors and live bands playing everywhere. Once we arrived, and when I made it through the front door, I was hit with the aroma of chocolate and chiles – ingredients often found in all types of mole (a common Oaxaca dish). In the kitchen, I saw the petite, fierce form of my abuelita (grandma). I hugged her so tightly. I felt the warmth and love in that one embrace. I was finally with the woman my mother would talk so fondly about. Then my grandpa entered, and he was just as happy to see me. We ate, talked and laughed. They asked me what the United States (US) was like and how my mother was. We spent hours exchanging pictures and sharing memories. They made fun of me speaking English because, to them, it sounded funny. Everything was new to them. As it grew late, I headed for bed. After saying goodnight to everyone, my grandma showed me to my room. As I was getting ready for bed, all I could think of is what school would be like the following day.

The next morning, I dressed in my school uniform, and my grandma walked me to school, only 10 minutes away. We were required to show our identification before entering the school. The uniform had to be neatly ironed, and hair had to be styled a certain way. If the students did not follow these rules, they were not allowed in the school. Those rules were the first things that took a lot of getting used to. As I made my way through the day, I noticed they had completely different teaching strategies from those in the US regarding how they to solve equations and formulas in math and science. Learning how to write in Spanish and using the correct punctuation was a struggle. Assignments were marked down if our handwriting was not pristine. Studying all night meant that I woke up late for school almost every day. The first year of high school was the worst year for me; I failed half my classes, barely passing the year. I knew I needed to change the situation I was in if I wanted to accomplish my goals. In Dwecks article she claims “Students with different mindsets also had very different reactions to setbacks. Those with growth mindsets reported that, after a setback in school, they would simply study more or study differently the next time. But those with fixed mindsets were more likely to say that they would feel dumb, study less the next time, and seriously consider cheating”. I took this setback from school as a learning experience to improve my grades next year. It was my first year of high school in a different country, so I felt it was ok if I failed; I had at least learned something new, and I knew that learning from my mistakes would eventually help me succeed.

Going into my sophomore year, I decided to take school more seriously. The first couple of months were difficult. The subjects I struggled with the most were math, science and technology. I started to ask my teachers for help, and I asked more questions and stayed after school to receive additional help. As my confidence grew, my grades improved. I was able to understand math more clearly. I understood how points, parallel lines, trigonometry, quadrilaterals etc. worked. In science, the introduction to acids and bases, reaction rates and chemical energy began to make sense. Finally, in technology I learned the process of designing and engineering, as well as hardware and software design. As I started to understand my classes more, I realized the teaching methods and the details of notation might be different from the US, but the theorems, processes, algorithms and functions were the same. I felt my junior year went more smoothly because I had a routine. I went to school, cared for my grandparents and worked part-time in a restaurant as a waitress. I learned to balance all these elements while keeping my grades high. I created a bond with all my teachers and the students there. I finally felt I understood the learning materials being taught.

Unfortunately, my time in Mexico ended with tragedy; my auntie and cousin were murdered by my own cousin, after I just left their home. If I had stayed longer, I do not think I would be here today. My mother thought it no longer safe for me to stay there and wanted me to come home. After my auntie and cousin’s funeral, I said goodbye to the rest of my family. My grandma dropped me off at the airport, we said our final goodbye and I went back to the US.

Coming home, I felt different, and the sudden loss of my family members affected me mentally. I tried to take my mind off such thoughts to focus on the upcoming school year. I learned many things during my time in Mexico. I learned more about my culture, and I improved my Spanish and my writing. I improved in many subjects with the help and support system around me. For my senior year, I approached it with the same level of confidence I had during my junior year. I never imagined it would be so difficult, but after studying for three years in Mexico and only speaking Spanish, my senior year was another learning experience, but I used the same tactics as I had for the previous three years. I frequently asked my teachers questions, and I put all my effort into learning. I accepted my teachers’ feedback as a source of information to improve in the areas I needed to. I recovered the knowledge I learned when I was studying in the US. I achieved good grades throughout my senior year, so by the time I reached the last semester, I was only coming in for three classes because I had reached the GPA requirements to graduate, helped by my extra credit work and the classes I did in Mexico. On June 12th, 2019, I graduated high school. All the long hours of studying and hard work paid off. I was the first person from my family to graduate.

Dweck claims “It is through effort that people build their abilities and realize their potential.” My effort in helping my grandparents, work and school made me realize my abilities and potential I was proud of my achievements. I learned how to overcome a fixed mindset during high school after having that type of mindset my whole life. With the help of a growth mindset I was able to embrace and overcome challenges, and to view other students work and success as sources of inspiration.[supanova_question]

researching a topic and then detailing your findings with an argumentative three-point thesis statement. The topic is completely up

For this paper you will compare and contract Action-Oriented vs Insight-Oriented Approaches when it comes to counseling. What does

For this paper you will compare and contract Action-Oriented vs Insight-Oriented Approaches when it comes to counseling. What does.

For this paper you will compare and contract Action-Oriented vs Insight-Oriented Approaches when it comes to counseling. What does that mean? In chapter 5, we will go over Insight-Oriented Approaches. In this chapter we will go over theories that best associated with Insight-Oriented Approaches. In chapter 6, it goes into Action-Oriented Approaches, and again the theories that best fit this approach.
So, what am I looking for?
1.) I want you to understand both of these approaches and go into detail about key aspects that make them different.
2.) What approach do you find works best for you? Explain.
3.) Understand the theories that go along with each approach and discuss what two theories that you favor? Explain.
4.) What two theories do you like the least? Explain.

LITERATURE REVIEW Writer’s Voice and Genre – The Theory and Practice of


Writer’s Voice and Genre – The Theory and Practice of How they Influence Each Other

Lucia Gracia Marquez


Middlesex University

Word count:

Table of Contents

Introduction 3

Background and context 3

Problem statement 5

Research questions and Creative Outline 7

Relevance and importance of the research 9

Literature review 11

Gaps in existing knowledge 14

Research design and methods 15

Aims and objectives 15

Methods and sources 16

Practicalities and potential obstacles 17

Implications and contributions to knowledge 18

Practical implications 18

Theoretical implications 18

Reference list 19

Research schedule 21

Research phase 21

Objectives 21

Deadline 21

Basic Information


From fiction to non-fiction, can a writer’s voice remain intact across these literary genres?

The questions that need to be answered first:

What is a writer’s voice? What does a unique literary voice mean? Do I find it/ create it or copy it?

Is a writer’s voice dependant on the genre of the story? To what extent?

Can a story be sustained if its genre changes halfway through the narrative? Can the voice?

What are the key defining characteristics of fiction and non-fiction?

Can non-fiction still be creative?

Other research questions related to the creative part of this theses:

What is Maladaptive Daydreaming and what purpose does it serve to the story?

What is the connection between Maladaptive daydreaming and “the writer’s voice” and how can it be shown in fiction and non-fiction in this particular story?

Who is the protagonist and what are the main characteristics of her identity? What aspects of it is intended for the reader to pay attention to and why? What are her limitations?

Purpose of this project:

I intend to further explore the extent to which a writer’s voice is an element of writing that stands on its own and is dependant solemnly on who the writer is, or whether voice is directly connected to the genre of the story. I plan to do this by thoroughly studying the works of writers that have written works of fiction and non-fiction such as Isabel Allende, Gabriel Garcia Marquez.

As for the creative project, I intend to write a story that first starts presenting distinct elements of fiction and then evolves into non-fiction using maladaptive daydreaming as the main connection threat between the two genres. The protagonist changes her narration from presenting the themes of her daydreams as the mystical world she lives in, to the real-life struggles of trying to leave daydreaming as a dissociative behaviour behind.

The creative part will then be qualitatively evaluated by beta readers to assess the extent to which perceptions of the writer’s voice changed as the genre went from fiction to non-fiction.

Structure of this review:

First, I intend to clearly define the literary terms I will be using throughout my research to avoid potential misunderstandings, as some of the terms can be interpreted in various ways.

Then, I will review the literature on what has been written about this topic already and finally I will identify the knowledge gap and justify my research.

I will also explain how my research and my creative piece interact with each other.

A Writer’s Voice and its Uniqueness

When talking about a writer’s voice, we fear to be tapping into a rather abstract concept.

Among many, there is the common belief that a writer’s voice is the essence, like the soul of the writing that makes a writer’s style distinct and unique (REFERENCE). Opposite to this, it can be argued that the writing starts when the author disappears from the text and is the reader who interacts with it (Barthes, the death of the author, p.3). Others, however, believe a writer’s voice is not related to the meaning or content of the story itself, but about how linguistic choices related to the use of literary elements and techniques such syntax and diction, their use of dialogue and how the characters develop throughout the story, the themes (REFERENCE), etc. The truth is, these simple assumptions are already a minefield of potential conceptual misunderstandings.

Alvarez addresses the complexity of finding one’s voice by comparing it with issues of personality, writing maturity and experiences “For a writer, voice is a problem that never lets you go, for no other reason that a writer doesn’t properly exist until he has a voice of his own.” Alvarez believes that young writers should not consider themselves writers until they have found a voice they are consistent with throughout the story, but he also recognises that a certain voice would change as the writer changes. The changing of one’s voice, if it happens, doesn’t happen overnight but throughout a lifetime. It happens as the writer grows and experiences life as an older version of himself rather than as a younger one.

The essence of what Alvarez says is that, with time and practise, a writer’s work will reflect the person he is at the moment he writes it. The voice a writer has at this moment, however, might be different from the voice he or she will develop in the future. In accordance with this theory, the Spanish poet Garcia Montero (cabo sunion) reflects in one of his verses “After years have gone by/How will I feel reading these love poems /I’m writing now?/I am the one I am now and words/ still have the warmth of the body who says them”. This is why it can be argued that voice is more than style and techniques: it involves the deeper reasons of why the characters and stories created by a certain writer growing more complex as age and circumstances make the writer mature (REFERENCE). This implies that, if we assume that it is possible to imitate the voice of a writer, realistically we would only be copying the voice of a writer at a particular period of his life and writing career.

Nevertheless, this perspective on voice is not shared by Barthes, who defends the view that the author is not the figure that gives meaning to the writing and by who one can explain it. For him, it is language that should speak and not the person writing it, as he opposes to the notion of the author being like a father that nourishes his creation (REFERENCE). Furthermore, he says that: “The writer can only imitate a gesture that is always anterior, never original,” which means that Barthes believes that the limitations of “voice” are the limitations of language, and that in the world of literature “originality” relies on mixing different kinds of writing instead of attempting to create a “new” one.

Personally, I do not thing Alvarez and Barthes’ theories are completely incompatible. Alvarez places the author as the main responsible for creating voice, and Barthes argues that the author is not the one who creates meaning – it is the reader. However, Alvarez is not defining “voice” as meaning or has the sole reason of why this story was created, but rather as that quality of writing – added by the author’s response to his/her experience of life but without the author necessarily making conscious choices about it in his/her writing – that makes it hard for other writers to replicate (REFERENCE). This can lead us to wonder whether a writer’s voice can be therefore imitated or if they are all unique by default.

Here is when we are invited to look at purpose. He argues that a writer’s voice always conservates a certain degree of uniqueness because he/she writes for different purpose than the one trying to imitate his voice. Imitating a writer’s voice doesn’t necessarily mean one has read all the same books as the original writer, but love for a specific work that the original writer could never have had as a reference or be influenced by because it didn’t exist before he or she actually wrote it: “Young writers often confuse voice with stylishness, but that is something quite different from a voice with the whole weight of a life, however young, behind it.” This makes us think about how the original writer might have changed the manuscript many times before the final version was finalised, trying to find the way in which the story worked best with the characters, plot, setting, even trying to reproduce different genres before his voice was created. However, when writing with the purpose of imitation, this experimentation process, and the story itself, would be underestimated under the struggle of always prioritising voice. Even if voice could be fairly replicated, we would still be left to wonder whether the original writer would have been interested in that story and would have written it with his voice if he had the chance to, or if he would not have considered it in the first place. The reality of Alvarez’s statement struck me: “young writers try to copy the style of more renewed authors before finding their own, but this is just an example of immature writing, which is not the same as imitating the voice.” Which means all the imitator can do is to make a well-informed assumption.

Voice is also dependant on the writer’s creative limitations. For example, Jane Austen was told to “write what you know,” but she did not conform to it. If authors always did this, then overtime their pieces would become predictable. However, if the writer’s voice changes overtime, so can the reader’s, which makes us wonder how does the writer and the reader’s voice interact and influence each other?

I do not attempt to answer that question in this essay, but I do think it is an important consideration to keep in mind when discussing voice in literature because as (REFERENCE) writes, “In order to write well, you must first learn to listen,” which means that even if concluding the same research or reading the same story, two people can potentially come up with different conclusions and impressions because we listen and read subjectively (REFERENCE). What I understand from this is that, since to some extend my reader’s voice influences my perception of a writer’s voice, if I attempted to replicate that writer’s voice, there would be a subjective element in it that would make it a “unique” attempt unlike the attempt of others. This might lead us to think that the same would happen when the same writer writes across genres: even when changing the style and techniques, there is a certain subjectiveness that cannot be abolished according to the previous arguments.

Interestingly, Eliot used other writers’ fragments and quotes to serve his own ends. He did not try to imitate the voice of the authors he borrowed the sentences from. When Eliot said, “Immature poets imitate, mature poets steal,” he was referring to himself as a mature poet after writing “The Waste Land.” Eliot used them not only to commemorate the importance of history, but to express his own personal troubles and worries, which makes the fragments serve a purpose and serve a voice beyond that which they were created for.

Another reflection of what a writer’s voice is and the many challenges that come when trying to form a definitive definition about can be offered by Albert Camus’ “The Outsider.” In this case, I want to focus on how the voice is changed from the original French when translated into English and what affect it has on the level of empathy the reader feels for Meursault, the protagonist. Wilson, among others, reflects on the connotations of the title. “L’Etranger brings to mind an image of a soldier in a foreign land, while the title The Outsider, makes it look like we are talking about a hole-in-corner man.” The connotation of the words varies from language to language, even if it’s a literal translation. These connotations seem to suggest differences in character and mood, which ultimately end up altering the voice.

This leads us to think that cultural interpretations also play a role when it comes to interpreting voice and that the “uniqueness” of the original writer’s voice does not do well in a literary translation. As Cohen states, “An English translator would probably find the author a far wider public than he can hope to reach in his original language,” likewise when looking at this research and personal experience, it seems that the translator’s voice is as important in a translation as the writer’s, however, the original voice is slightly modified, it has the “unique” element added by that translator.

D.Disney argues that having an understanding of the practices and processes of creating poetry is the only way in which second language writers would read as writers, instead of as learners. To his view, poetry enhances critical thinking about the language choices and it helps young writers discover their own voice. Disney writes that “the second language learner is in a constant search of a second language writing voice.” Conceivably, this implies that there are voices that can only exist in one language. For example, when foreign writers adapt their voice to the language and diction that they know and which might alter their original voice. These characteristics are elements of voice that would be missing in his native language written pieces. However, there is no conclusive evidence on whether those modifications that a writer makes in his second language would be consistent across genres or not.

Another variable to consider when referring to voice is that of chronological time. Contemporary writers write with the values, attitudes and vision of their time and culture. Not only because it is what we know, but because it’s what we are limited by. It is also believed that “the categorical imperative of every young writer is to represent his own time.” This means that, if chosen to imitate a classic voice, the working methods might not be the same as in the first author e.g. working on paper and typewriter vs laptop. However, the extent to which writing with different tools influences the structure, mood and voice is not discussed in this essay.

In addition to this, personal routines such as writing schedules and habits might influence voice as well. As Maisel suggests, “We end up adding heavy-drinking or not sleeping enough to our Ernest Hemingway version of our writer identity.” Moreover, “the view that academic discourse is impersonal has long been suspended since those students with the most authoritarian voices in their creative pieces, do better in their academic essays.” This means that there is no such a thing as impersonality in a writer’s work and also that voice, if not at least elements of voice do into creep into contrasting genres. Some writers might be better readers and be more engaged and constant, which means they would have, in theory, more chances to successfully be creative or to imitate other writer’s voice.

In my creative I will be writing across genres in English as my second language. Even if this essay presents some evidence that my writer’s voice would be different if I wrote my creative piece in Spanish as my native language (or if it were to be imitated or translated), there is still room for investigating if changes to voice will occur from switching the story from fiction to non-fiction.

Fiction and Non-Fiction

“What if there was a world we could enter where there was not the need for so sharp a distinction to be drawn between the hard and fast ‘reality’ of symptoms seen in a person’s ‘behaviour,’ and what is happening inside their head?” Literature offers us a chance to enter that place, but not all pieces serve that purpose. Since this is very similar the statement by which I would define by creative piece, I have decided to carefully choose to study some of the books that have these common intentions. The books are, from Gabriel Garcia Marquez, “One Hundred Years of Solitude” and “Living to Tale the Tale”. From Isabel Allende, “The House of the Spirits” and “The Sum of Our Days.”

The reason why I have chosen these books is because they have all been written originally in Spanish and then translated, which will give me some insights into how (if) voice has changed from one language to the other. However, mainly I will study the translated version of these books instead of the original Spanish. Also, I have chosen one book from each written in fiction and another in non-fiction (biography). Also, because the genre they belong to magical realism seems undermine the borders of reality and fantasy.

In fact, Dana del George defines magical realism as a postmodern, written version of the fairy tale, as both of these styles share a ‘lovely fog’ which allows them to depict the cruel realities of life while remaining hopeful for justice (REFERENCE) She further explains that this resemblance is based in that both fairy tales and magical realism use metaphors as the main tool to create meaning and share a common ‘vitality’ in the way the stories flow. What most caught my attention about her arguments was this statement, “Both (fairy tales and magical realism) recover some of the values of a world not yet complicated by globalised capitalism.” (p.613) This means that she believes magical realism is a of resisting the dehumanisation or indifference of modern society.

At this point it is important to stress that Dana does not believe in the assumption that fairy tales are for children – she addresses to this misinterpretation as a Diesneyfication of the genre. Moreover, she makes a final point which I think perfectly backs up her theory: Garcia Marquez confesses one of his main literary influences have been the stories his grandmother told him since he was a child, who mixed reality with blizzard events. P.614

However, there are other aspects and characteristics between Gabriel’s One Hundred Years of Solitude and fairy tales besides the mentioned above that might set them apart. While in both cases time and place seem hard to pin down, fairy tales tend to follow a rather lineal storyline. Gabriel replaced the “Once upon a time” with “Many years later as he faced the firing squad, Colonel Aureliano Buendía was to remember that distant afternoon when his father took him to discover ice.” (REFERENCE) here we can appreciate that Gabriel goes one step further when it comes to constructing his timeline, as throughout his book he mixes the past, the future and the present in one sentence, rendering him all-seeing but also, is a way of portraying the core theme of the book, the idea that time asses by, but people’s essence remains the same. This concept is also portrayed by the family line, in which generations share not just the name and surnames but also some personality traits.

Although, Jeronimo Arellano does not agree with Dana and offers and alternative perspective on magical realism as he opposes those who see the aesthetics of this genre through a “self-exoticizing neocolonial lens.” He insists that what the West has interpreted as metaphors in pieces such as One Hundred Years of Solitude could also be taken at face value. For example, one of the main characters of Gabriel’s novel, Jose Arcadio’s technological deliriums might be just a figure in which to see reflected the destabilization that new technologies are indeed causing to our modern societies .

The Protagonist

Continuing with the above argument, Bowers who made a statement that overall seems to be the main theory on this topic, “Magic realist fictions are often set in rural areas away from influence over, or influence from, the political power centers.” After reading this, as a way of contradicting his theory, I decided wanted to experiment writing magical realism about the now – modern worries of young people who live in cities.

In the first few chapters of my creative piece, there are references to the sounds of children playing, the music from the hot dog truck and plenty of conversations in waiting queues. This is the sound of a connected world, but also of the realities of a contradicted narrator as her life continues, not making any apparent sense – a heart that seems to be drifting aimlessly across the streets inside an empty shell. This is because sometimes stories are not about people – neither the narrator nor even the protagonist. It is about a mind that found so much comfort in her imagination that even the most mundane aspects of reality became frightening for her progressively overtime. I borrowed this concept – that a novel can sometimes “use” its characters to tell the story of a concept – from Clarice Lispector, who claims her novel The Hour of the Star in not about the girl who is so poor she only eats hot dogs, but about anonymous mystery and crushed innocence (REFERENCE).

In her novel, Lispector writes in the voice of the narrator, Rodrigo: “Forgive me but I’m going to keep talking about me who I’m unknown to myself, and as I write I’m a bit surprised because I discover I have a destiny.” These is the kind of sentence the protagonist my story would write during the first half of the project as to some extebt she realizes she is in constant character development. I was also fascinated by Rodrigo’s indecision on whether he wanted to tell the story at all, “I wonder if I should jump ahead and sketch out an ending right away.” At first this reminded me of a book called Mist, by Miguel Unamuno. In the latter the main protagonist becomes aware of his condition as a fictional character and rebels against the writer. However, after further thinking, I felt that Lispector was trying to do just the opposite: fictionalise herself behind Rodrigo’s voice. I also wanted to create a narrator (Lulu) of the story who for the first half of the novel disguise the reader presenting herself has the main character in the story but who at one point, rebels against her position, as she wants to be more than the narrator she has become and it reaches a turning point. During the second half of my creative piece, I will switch the narrative style and tell the story of how I created ‘Lulu’ as a defense mechanism when I was a child and that has been accompanying me ever since even if the conditions that triggered her creation have long change – and so has her purpose.

The ‘Lulu’ of my story presents certain characteristics that could be further explored, but since I was a child, her storylines and personal traits have been changing according to my interaction with reality. It is because of this that I have chosen not to explore Lulu the narrator as a female, or as someone of a certain age, religion or country for the first half of the story – simply because the fact that Lulu has been portrayed in a certain way during the first half of the novel does not mean too much to the “me” of the second half, who knows these character has been changing and will keep doing so. It can be argued that it is the ‘me’ who should therefore explore further questions of identity. This is something that I do plan to do through my writing, in interaction with Lulu. The novel does not particularly concern about the personality traits that can be analyze objectively or historically, but rather on what the creation of this fictional being is trying to say about what the real person wants and feels like is missing in herself, fears and how the real self has become depend on the fictional one to function in the only way she knows how since she can remember.

Maladaptive Daydreaming

Maladaptive Daydreaming (MD) describes a condition where “A person regularly experiences daydreams that are intense and highly distracting   — so distracting, in fact, that the person may stop engaging with the task or people in front of them.” It was first discovered by Professor Eliezer Somer of the University of Haifa in Israel in 2002.

Maladaptive daydreamers tend spend an average of four hours a day perfecting a particular scene in their minds (Sofer-Dudek 2018: 2). Daydreaming is the first thing they do in the morning, and the last before going to sleep and it may even difficult the maintenance of a regular sleep pattern, as those affected might be so engaged in daydreaming they loose track of time or might be too excited to fall asleep (David Marcusson-Clavetz et al 2019: 3). One of the traits that distinguish MD from normal daydreaming is the number of details that the imaginary world has. This is because some of the MD story plots, characters and particular scenes have been developing for years – in most cases, since childhood (Greene et al 2020:2). Moreover, everything is felt more intensively, the good and the bad, and that is what makes them so addictive. The intensity with which moments are felt in your mind if you are a maladaptive daydreamer makes real life and normal daydreaming pale in comparison. Maladaptive daydreaming is a dysfunctional form of imaginative involvement that, contradictory to what it might sound like, instead of making the person more resourceful when it comes to creative tasks, it can be quite a distraction.

There is one very interesting book called The Secret Life of Walter Mitty by James Thurber (1939), in which the main character presents many of the typical maladaptive daydreamer’s traits. He is forgetful, perceived by others as being absent-minded and even struggles focusing when he has to do repetitive, rhymical tasks. This is because instead of focusing on what he is doing, he is living his life as a made-up war hero or entangled in many other storylines, which makes his real life as Ms. Mitty’s husband much more bearable. What makes this book even more likely a straight portrait of a maladaptive daydreamer is that Walter’s fantasies do have some slight connections with reality, triggers such as conversations or music that are food for fantasizing. What Lulu’s story does not have in common with the ending of these book is that, Walter very obviously overcomes his maladaptiveness. I do not plan for Lulu to do that but rather on the second part of the story I will reflect on what parts of my personality have been in conversation with that fictional world.

Even more inspiring than literature on daydreaming, it is what has been observed on this topic scientifically that fuels my curiosity. In 2002 Professor Eliezer Somer defined MD as a psychiatric condition for the first time. Particularly, what I am most interested in is the research case studies. In these papers, people suffering from this condition are interviewed in depth to find out some common traits between the participants experience of daydreaming and corroborate the veracity of a certain hypothesis. In these interviews, one can find what would be considered very accurate character descriptions, which include a map of the maladaptive daydreaming patients’ mind, tendencies, struggles, and even the lifestyle and main events that could have triggered the condition to start and progress. To exemplify this idea, one of the participants reported that:

‘‘It (daydreaming) stops me from interacting in real world and real people. My relationship with family goes from fine to bad as I did not speak to them often because I would just locked myself in my room….My school performance worsens. I can’t concentrate on studies. I skipped school a lot just to be in my world.” (Participant 519 – Bigelsen et at 2016: 1)

After an immersive reading of the people used as subjects for maladaptive daydreaming studies, I started seeing Lulu as the participant of my own creative theses. In a way, the version of her I put on the page feels very different to me as the version of her I keep in my mind. This is why it is till so important for me to research on the topic and keep a clear perspective of what I want to achieve. It can therefore be said that Lulu is a character whose mental landscape has been influenced by the experience of the research participants’ descriptions of their condition as much as of my experience of her. For instance, her character becomes more intense – I write longer chapters – when things are not going well in real life at work, which is a trait she borrowed from me reading statements as the following: “Peter thinks he initially tried to avoid painful reality by developing alternative scenarios of events and experiencing them as if they were real. In this way, he could regulate his emotions and cope with loneliness” (Pietkiewiczi et al 2018: 4).

Before concluding I would like to mention that there is also a website called Wild Minds Network where people who suffer from MD can post all sort of writings about their condition, sometimes in a creative way, sometimes as a diary or an article. The best thing is that, if I doubt about the mechanisms of this condition, I can ask questions and get a lot of informative feedback directly to better inform my writing.


With this research, I hope to reveal whether what is understood by literary voice will remain consistent or change according to the genre of the writing and to what extent.

In regard to the research methodologies, this project will be based on a qualitative literature research and my own creative practice. I will conduct an in-depth analysis of primary and secondary sources. Of course, the scope of research will be limited and focused on the parts of the elements which are the most relevant to the creative piece. For this research, I will also use ources such as relevant publications, commentaries, reviews and previous research on the primary sources and their writing techniques and the creation of a sense of literary voice. I will also have to analyse the results of using different writing techniques and the response of critics to it.

When it comes to magic realism, I will mainly research further on the elements that make Latin American magic realism stand out, as well as their influence in creating a literary voice. There is already a great deal of literature, particularly on Gabriel Garcia Marquez and Isabel Allende, so I do not foresee any complications accessing this kind of content. The main challenge here will be to narrow the research scope and cut out many other characteristics of Marquez’s writing that are less relevant to this project. The results of my research will influence the future chapters of my creative piece. As a deeper understanding of magic-realist elements is gained, the narrative voice will develop and modifyy itself, which can prove interesting to observe for the nature of this research. In other words, I will conduct the research both as a researcher and a writer.

After completing my own creative piece, I will evaluate it qualitatively by beta readers using reader-response theory. I will have a group of readers filling in a questionnaire about how they felt the voice changed along the novel and how they connect with it/perceive it affected their overall reading experience. I could also do a further experiment and see if the readers are able to match passages of the fictional and non-fictional work of the same author based on his/her voice.


Research phase



Literature Review of the Research Essay

Gain knowledge of the topic to inform creative part and create bibliography.

22/09/2020 – 10/09/2020

Start Writing the Creative Project

Research of key concepts


Creative Project Completion


Creative Project Proofreading

01/06/2022 – 01/09/2022

Start the Writing of the Research Essay


Completion of the Research Project



Alvarez, A: The Writer’s Voice (London: Bloomsbury, 2006)

Calvino, I: Six memos for the Next Millennium (London: Penguin, 2009)

Cohen, J,M: English translators and Translations (London: F.Milder and Sons, 1962)

Disney, D: Exploring Second Language Creative Writing (Amsterdam: John Benjamone Publishing Company, 2014) https://books.google.co.uk/books?hl=en&lr=&id=ezTOAwAAQBAJ&oi=fnd&pg=PP2&dq=related:cYCF2g5edY4J:scholar.google.com/&ots=Kun6DCjjk3&sig=zryTMMpb4IGN3sa6Z-MI0JekNlY#v=onepage&q&f=false (Last accessed 10/05/2016)

Gray, C: Writing What You don’t Know http://austenauthors.net/sisters/ (last accessed 06/03/2016)

Hanauer, D: Measuring Voice in Poetry Written by Second Language Learners (Indiana: University of Pennsylvania, 2015) http://wcx.sagepub.com/content/early/2014/12/16/0741088314563023.refs (Last accessed: 15/02/2016)

Lores-Sanz, P: Constructing Interpersonality: Multiple Perspectives on Written Academic Genres (Cambridge: Cambridge University Press, 2010) https://books.google.co.uk/books?hl=en&lr=&id=ezTOAwAAQBAJ&oi=fnd&pg=PP2&dq=related:cYCF2g5edY4J:scholar.google.com/&ots=Kun6DCkjq2&sig=6Rul_Yy283SpfSnlSFZSBhVAlNY&redir_esc=y#v=onepage&q&f=false (Last accessed: 07/02/2016)

Maisel, E: Mastering Creative Anxiety: 24 Lessons for Writers, Painters, Musicians, and Actors from America’s Foremost Creativity Coach (Novato, Calif: New World Library, 2011)

Neruda, P: Fully Empowered (London: Souvenir Press, 1976)

Wilson, C: The Outsider (London: Gollancz, 1956)

Complementary bibliography


A Hundred Years of Solitude; Love in the Time of Colera; The General in His Labyrinth; Chronicle of a Death Foretold; Of Love and Other Demons by Gabriel Garcia Marquez

The House of The Spirits; Eva Luna; Of Love and Shadows by Isabel Allende

The Shadow of the Wind; The Angel’s Game; The Prisoner of Heaven; The Labyrinth of Spirits by Carlos Riuz Zafon

Bowers. A, M (2005): Magic(al) Realism, the New Critical Idiom, E-Library: Taylor and Francis Group

Faris.B, W (2004): Ordinary Enchantments: Magical Realism and the Remystification of Narrative; Vanderbilt University Press

Corwin, J. (2011): One Hundred Years of Solitude, Indigenous Myth, and Meaning’, Confluencia (Greeley, Colo.), 26(2), pp. 61–71.

Kristal, Efraín and Kristal, Efraâin (2005) The Cambridge companion to the Latin American novel. Cambridge: Cambridge University Press.

O’Gallagher, N. (2007) ‘Alasdair Gray’s “Lanark”: magic realism and the postcolonial novel’, Textual practice, 21(3), p. 533–. doi: 10.1080/09502360701529143.

Schroeder, S (2004): Rediscovering Magical Realism in the Americas; Greenwood Publishing Group: Westport

Swanson, P. (2012) Gabriel Garcia Marquez. Cambridge University Press.

Swanson, P. (2010) The Cambridge companion to Gabriel Garciá Márquez . Cambridge: Cambridge University Press.

Warnes, C (2009): Magical Realism and the Postcolonial Novel: Between Faith and Irreverence; Palgrave Macmillan

Williams, R. L. (2007) The Columbia guide to the Latin American novel since 1945. New York: Columbia University Press. doi: 10.7312/will12688.

Bray, J., Gibbons, A. and McHale, B. (2012) The Routledge companion to experimental literature . London?; Routledge. doi: 10.4324/9780203116968.

Carrard, P. (2014) ‘Historiographic Metafiction, French Style’ (University Park, PA), 48(2), pp. 181–202.

Gerald, P ([2003). A Dictionary of Narratology. Aldershot: Scolar Press. Online Link: https://www.jstor.org/stable/20107302?seq=1#metadata_info_tab_contents

The Ingenious Gentleman Don Quixote of La Mancha by Miguel de Cervantes

Klinkowitz, J (2017): Metafiction; Oxford Research Encyclopedia, online link: https://doi.org/10.1093/acrefore/9780190201098.013.546

Macrae, A (2019): Discourse Deixis in Metafiction: The Language of Metanarration, Metalepsis and Disnarration; Routledge

Currie, M (1995): Metafiction; Routledge

Shapiro, M. (2020) ‘The textually aware text’, Orbis litterarum, 75(1), pp. 24–33. doi: 10.1111/oli.12246.

Waugh, P (1985): Metafiction the Theory and Practice of Self-Conscious Fiction; Routledge.

The Editors of Salem Press (2017); Metafiction Short Story Writers; Salem Press

Llompart Pons, A. (2019) ‘Escape and Consolation: Narrative Voice and Metafiction in the Harry Potter Series’, Atlantis (Salamanca, Spain), 41(1), pp. 105–141. doi: 10.28914/Atlantis-2019-41.1.07.

Unamuno, M (1914); Mist, Catedra Letras Hispanicas

Waugh, P (1984): Metafiction: The Theory and Practice of Self-Conscious Fiction; Taylor &Francis edition, e-Library 2001. Link: https://www.academia.edu/3626028/Metafiction_The_Theory_and_Practice_of_Self_Conscious_Fiction

Wayne C. Booth (1983): The Rhetoric of Fiction; University of Chicago Press

Maladaptive Daydreaming

Thurber, J (1942); The Secret Life of Walter Mitty; Harcourt, Brace and Company

Wild Minds Network: https://wildminds.ning.com/

IGOR J. PIETKIEWICZ1, SZYMON N?CKI2 , ANNA BA?BURA2 and RADOS?AW TOMALSKI (2018): Maladaptive Daydreaming as a New Form of Behavioral Addiction; Journal of Behavioral Addictions 7(3), pp. 838–843 (2018) DOI: 10.1556/2006.7.2018.95. Link: https://akjournals.com/view/journals/2006/7/3/article-p838.xml

JayneBigelsenaJonathan M.LehrfeldbDaniela S.JoppcEliSomerd (2016): Maladaptive Daydreaming: Evidence for an Under-Researched Mental Health Disorder; Link: https://doi.org/10.1016/j.concog.2016.03.017

Talya Greene, Melina West, Eli Somer (2020); Maladaptive Daydreaming and Emotional Regulation Difficulties: A Network Analysis; Link: https://reader.elsevier.com/reader/sd/pii/S0165178119315550?token=B31105DB1EF20A0FE7B4E04225BFE8074D67FF8C5939A1C04034B8C622084CC1E0353C4DF2794335B5D5830B3F71D16E&originRegion=eu-west-1&originCreation=20210607224824

David Marcusson-Clavertz, Melina West, Oscar N. E. Kjell, Eli Somer (2019); A Daily Diary Study on Maladaptive Daydreaming, Mind Wandering, and Sleep Disturbances: Examining Within-Person and Between-Persons Relations, Published online. doi: 10.1371/journal.pone.0225529

Youtube: Eli Somer (2018); Maladaptive Daydreaming (MD): Pathways to an Unrecognised Mental Condition. Link: https://www.youtube.com/watch?v=IFnsjqBXLeA

Eli SomeraLiora SomerbNaomi Halpern (2019); Representations of Maladaptive Daydreaming and the Self: A Qualitative Analysis of Drawing: The Arts in Psychotherapy

Volume 63, April 2019, Pages 102-110. Link: https://doi.org/10.1016/j.aip.2018.12.004

J. Bigelsen, C. Schupak (2011): Compulsive Fantasy: Proposed Evidence of an Under-Reported Syndrome through a Systematic Study of 90 Self-identified non-normative Fantasizers: Consciousness and Cognition, 20 (4) (2011), pp. 1634-1648. Link: 10.1016/j.concog.2011.08.013

Nirit Soffer-Dudek, Eli Somer (2018): Trapped in a Daydream: Daily Elevations in Maladaptive Daydreaming Are Associated With Daily Psychopathological Symptoms. Internet Link: 0.3389/fpsyt.2018.00194



For this paper you will compare and contract Action-Oriented vs Insight-Oriented Approaches when it comes to counseling. What does 1


Effects of Social Media Use During Quarantine

Ashely Reid

Florida International University


This study examined

A number of studies suggest that social media is a cause of social anxiety amongst frequent social media users(Alkis et al., 2017). During the 2020 quarantine that was caused by the COVID-19 outbreak lead to many people being attached to their cellphones for a sense of community since there was no face-to-face contact allowed. The use of social media allowed people to feel as if there was still a community and took away the anxiety they felt from not receiving in person conversations. In a real life setting it is easy to notice one’s emotions and expressions, whereas if you are having an online conversation you can easily hide what you are truly feeling (Carruthers et al., 2019). While everyone was stuck at home due to the quarantine rules it was extremely easy to feel isolated. Social media such as Facebook, Instagram, and Tiktok allowed people to connect and feel as if they were all a part of a community. This community built through social media showed people that they had similar struggles and can relate to one another. If social media is used daily during quarantine, then people’s overall anxiety levels will decrease.

There was a social anxiety scale for social media (SAS-SMU) created and can be used to test whether the social media users during quarantine had less anxiety from using social media. The dimensions of anxiety that were identified from the SAS-SMU were negative evaluation, privacy concern, and interaction anxiety(Alkis et al., 2017). By using this scale it will be determined whether social media had a positive impact on those who used social media daily while being stuck at home with no in-person interactions. This might prove that social media did not have a positive impact. A study conducted by Carruthers et al. (2019) showed that individuals felt social anxiety during face-to-face interactions as well in those interactions made through social media. Although social media can be used in a positive way to promote less anxiety levels to those affected by isolation during quarantine, it is important to be aware of social media burnout. It is important to have a healthy amount of use of social media so that social media burnout can be affected. Also to consider the times you are engaging on social media, such as before you go to bed and by doing this can lead to poor sleep quality.

In comparison to the studies that show the negative effects social media has on people’s mental health, there are a few studies that show that there is positive effects. One study in particular shows how social support from social media impacts transgender individuals in a positive way. Social media provides emotional support, appraisal support, and informational support to these individuals (Selkie et al., 2020). It gives them a sense of community same way as it did for those individuals who used social media consecutively during the quarantine. Another important factor to consider is that social media provides anonymity. Many families were affected financially because of the pandemic and when something like this happens one might want to remain anonymous. The entire world was affected by the outbreak of COVID-19, but it still remained a very controversial topic. Therefore, this is another reason why it might’ve been important to remain anonymous. In this study a SAS-SMU (Social anxiety scale for social media) will be used to determine whether the experimental group was affected positively from using social media daily. The experimental group will be the group that is exposed to daily social media use and the control group will have no use of social media. At the end of the study the results will show that social media has a positive outcome on those particularly who were affected mentally and felt isolated during the quarantine.


Alkis, Y., Kadirhan, Z., & Sat, M. (2017). Development and validation of social anxiety scale for social media users. Computers in Human Behavior, 72, 296-303. doi:http://dx.doi.org/10.1016/j.chb.2017.03.011

Barlow, D. H., Blanchard, E. B., Vermilyea, J. A., Vermilyea, B. B., & DiNardo, P. A. (1986). Generalized anxiety and generalized anxiety disorder: Description and reconceptualization. The American Journal of Psychiatry, 143(1), 40-44. doi:http://dx.doi.org.ezproxy.fiu.edu/10.1176/ajp.143.1.40

Carruthers, S. E., Warnock-Parkes, E., & Clark, D. M. (2019). Accessing social media: Help or hindrance for people with social anxiety? Journal of Experimental Psychopathology, 10(2), 11. doi:http://dx.doi.org/10.1177/2043808719837811

Erliksson, O. J., Lindner, P., & Mörtberg, E. (2020). Measuring associations between social anxiety and use of different types of social media using the Swedish social anxiety scale for social media users: A psychometric evaluation and cross?sectional study. Scandinavian Journal of Psychology, doi:http://dx.doi.org/10.1111/sjop.12673

Liu, C., & Ma, J. (2020). Social media addiction and burnout: The mediating roles of envy and social media use anxiety. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 39(6), 1883-1891. doi:http://dx.doi.org/10.1007/s12144-018-9998-0

Meshi, D., & Ellithorpe, M. E. (2021). Problematic social media use and social support received in real-life versus on social media: Associations with depression, anxiety and social isolation. Addictive Behaviors, 119, 6. doi:http://dx.doi.org/10.1016/j.addbeh.2021.106949

Selkie, E., Adkins, V., Masters, E., Bajpai, A., & Shumer, D. (2020). Transgender adolescents’ uses of social media for social support. Journal of Adolescent Health, 66(3), 275-280. doi:http://dx.doi.org/10.1016/j.jadohealth.2019.08.011[supanova_question]

Nursing 2 Running head: Literature Review 1 Literature Review Jameelah Yusuf Grand

Nursing 2

Running head: Literature Review 1

Literature Review

Jameelah Yusuf

Grand Canyon University

Ellie Milo

July 05, 2021

Literature Review


Infection Control is a holistic approach to the prevention of hospital-acquired infections. Nosocomial infections control requires a multifaceted infection control approach to curb the spread of aggravation of their impacts in the hospital settings. Mehta et al. (2014) provide a guideline to infection control measures, including identifying the high-risk patients and observing hand hygiene. Nonetheless, following the general precautionary standards for reducing the transmission of CR-BSI, VAP, and CAUTI is also essential in preventing hospital-acquired and Nosocomial infections. Under the guidelines, there is a need to thoroughly screen and isolate all the intensive care unit (ICU) patients for diarrhea, immunological and Neutropenia disorders, known carriers of epidemic strains of the bacterium, and skin rashes. Subsequently, the authors establish that healthcare providers should then identify the suitable type of isolation between protective and source isolation. Protective isolation involves the isolation of the immunocompromised or neutropenic patients to minimize the acquisition of opportunistic infections.

On the other hand, source isolation involves excluding infected patients to reduce infections to patients or staff. Generally, following the standard precautions is essential in controlling Nosocomial infections. Such standards include using sterile gloves, wearing a gown, adequate eye protection and wearing masks, wearing head coverings, shoes, and proper handling of soiled or reusable patient equipment.


Fu and Wang (2016) reviewed applying Nosocomial infection control in a healthcare setting to prevent emerging infectious diseases. The researchers report that infection control measures reduce the chances of emerging infectious diseases and their spread among patients, family members, and the medical personnel with direct contacts. The researchers recommend a detailed evaluation of the Nosocomial infection control in designated healthcare settings. Nonetheless, standards, operational instructions, regulations, and procedures on prevention against infectious diseases would be e important in enhancing the effectiveness of the intervention. In most reviewed articles, the researchers raised concerns about engaging nurses and health practitioners in training to ensure compliance. Majorly compliance to the infection control measures proved to be a significant challenge. According to Nasiri et al. (2019), nurses had positive attitude and adequate knowledge on infection control measures. However, they reported that the nurses had inadequate adherence to the infection control standards. Nasiri et al. (2019) similarly recommend periodic training through scientific conferences training at the onset of hospital employees and a combination of up-to-date theoretical and practical programs.

Barker et al. (2017) “identified organizational level factors, task and person factors as the significant barriers and facilitators to infection control. Time spent to train new nurses, high nurse turnover, heavy clinical workload, and lack of language competency were primary barriers to infection control. An infection control-friendly environment and a well-developed inflection control team were the primary facilitators.”

Comparisons of Research Questions

The research question for Nasir et al. (2019) was on the attitude, practice, knowledge, and clinical recommendation toward infection control standards among the nurses. The study was a systematic review of eighteen studies on 4577 employed nurses and nursing students. On the other hand, Barker et al. (2017) had their research question on infection control’s facilitators and barriers at a Northern India hospital. The researchers conducted a qualitative study using a sample of ten nurses and ten physicians. Nonetheless, the researchers used the convenience sampling method to recruit the study participants.

Comparison of the Study Limitations

Mehta et al. (2014) relied on non-current sources for their review, making the findings lack currency. Nasir et al. (2019) was a systematic review subject of inadequate summary of the studies under review. Moreover, the researchers never determined statistical significance or measures of statistical strength. In the research by Barker et al. (2017), the limitation was that it focused on one tertiary care hospital, making the results lack generalizability to more diverse healthcare settings.


From the review of the available literature, it is evident that compliance with standard infection control measures for Nosocomial infections is vital in reducing the infection rates. Moreover, the medical practitioners have adequate knowledge and a positive attitude on infection control measures. However, practitioners’ behaviors present significant barriers to the implementation of the infection control measures. Further research should focus on the facilitators for adherence to the infection control measures. Such would help enhance compliance with the measures and reduce the infection rates.


Barker, A. K., Brown, K., Siraj, D., Ahsan, M., Sengupta, S., & Safdar, N. (2017). Barriers and facilitators to infection control at a hospital in northern India: a qualitative study. Antimicrobial Resistance & Infection Control, 6(1), 1-7.

Fu, C., & Wang, S. (2016). Nosocomial infection control in healthcare settings: protection against emerging infectious diseases. Infectious diseases of poverty, 5(1), 1-3.

Mehta, Y., Gupta, A., Todi, S., Myatra, S., Samaddar, D. P., Patil, V., Bhattacharya, P. K., & Ramasubban, S. (2014). Guidelines for prevention of hospital-acquired infections. Indian journal of critical care medicine: peer-reviewed, official publication of Indian Society of Critical Care Medicine, 18(3), 149–163. https://doi.org/10.4103/0972-5229.128705

Nasiri, A., Balouchi, A., Rezaie-Keikhaie, K., Bouya, S., Sheyback, M., & Al Rawajfah, O. (2019). Knowledge, attitude, practice, and clinical recommendation toward infection control and prevention standards among nurses: A systematic review. American journal of infection control, 47(7), 827-833.[supanova_question]

Business computer languages-manal

You must submit two separate copies (one Word file and one PDF file) using the Assignment Template on Blackboard via the allocated folder. These files must not be in compressed format.
Zero mark will be given if you try to bypass the SafeAssign (e.g. misspell words, remove spaces between words, hide characters, use different character sets, convert text into image or languages other than English or any kind of manipulation).
You are advised to make your work clear and well-presented. This includes filling your information on the cover page.
You must use this template, failing which will result in zero mark.
You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.
The work should be your own, copying from students or other resources will result in ZERO mark.
Use Times New Roman font for all your answers

Macro 3 long questions

Assume that the MPC for an economy is 2/3.
1. If there are no mitigating factors influencing monetary policy, what is the value of the simple fiscal multiplier?
Group of answer choices
2. What is the value of the simple tax multiplier?
Group of answer choices
3. If the government cut taxes by $500 million, in the absence of mitigating factors, what would be the impact on AD?
AD would decrease by $1 billion.
AD would increase by $1.5 billion.
AD would decrease by $1.5 billion.
AD would increase by $1 billion.
4. Which of the following best describes the effect of Ricardian Equivalence on the tax cut in the previous question.
Group of answer choices
People would save some of the tax cut, and the resulting increase in AD is more than in the previous question.
People would save some of the tax cut, and the resulting increase in AD is less than in the previous question.
The tax cut increases government debt, increasing interest rates and diminishing the increase in AD from the previous problem.
The tax cut increases government debt, increasing interest rates and making the increase in AD from the previous problem even bigger.
5. Crowding out is not an issue in today’s economy because even though the government debt to GDP ratio is higher than ever …
Group of answer choices
All of the above are reasons that crowding out is not an issue.
Interest rates are near record lows.
Unemployment is low.
Inflation is low.
1. What are the values of the CPI in Year 1 and Year 2 (in order)?
Group of answer choices
100.0, 114.5
105.0, 100.0
100.0; 105.0
100.0, 109.0
2. What is the inflation rate for Cavityland in year 2?
Group of answer choices
3. What are the ex ante and ex post real interest rates (in order)?
Group of answer choices
5.0%, -2.0%
2.0%, 0.0%
8%, 10%
5.0%, 2.0%
1. This economy is in what situation at point B?
Group of answer choices
Full employment.
2. What is the expected price level at B?
Group of answer choices
None of the other answers are correct.
3. If the current, short run situation at B was caused by an increase in government spending, then what was the original, long-run equilibrium?
Group of answer choices
B is short run and long run outcome.
None of the other answers are correct.
4. What else could have caused the economy to wind up in short run equilibrium at point B that did not involve a shift in AD?
Group of answer choices
An increase in income taxes.
A cut in income taxes.
A decline in oil and gas prices.
An increase in oil and gas prices.
5. If policymakers use monetary or fiscal policy to return the economy to long run equilibrium, what will occur?
Group of answer choices
AD shifts left and the economy moves to point C.
SRAS shifts down, and the economy moves to point A.
SRAS shifts up and the economy moves to point A.
AD shifts out the economy moves to point A.
6. If instead policy makers do not act and the economy returns to long run equilibrium without a policy intervention, then what will occur?
Group of answer choices
AD shifts right and the economy moves to a new equilibrium not shown on the graph.
SRAS shifts down and the economy moves to point C.
AD shifts left and the economy moves to point C.
SRAS shifts up and the economy moves to point A

11 mins ago[supanova_question]

Smalling 1 Shanta Smalling Modern Literary Masterpieces Professor Fung-Ross July 26, 2021

Smalling 1

Shanta Smalling

Modern Literary Masterpieces

Professor Fung-Ross

July 26, 2021

Outline: Final essay


Attention getter: England in the 18th century maintained an Aristocratic society that held in high esteem the most frivolous and vain matters despite holding hereditary titles and ranks that came with responsibilities

Background information: The poem The Rape of Lock by Alexander Pope uses satire to attack the upper class in London in the 18th century. It depicts the position of women then and the social life of a woman from the upper class. It gives insight into a variety of elements of the English culture of the 18th century. Pope mocks the misplacedness of the priorities and the insignificance of the value system of this time. Women portray their pettiness through their excessive attention to their appearance, spending ridiculous amounts of time grooming themselves.

Thesis: The wealthy play a prominent role in high society in England in the 1800s. Alexander Pope’s The Rape of the Lock is a satire that mocks people in high society, revealing their pettiness and access to material goods.

Body paragraph #1

Topic sentence: The women in the upper class of the 18th century in England were extremely frivolous.

Supporting details: Belinda portrays the extent of misplaced priorities by solely focusing on her outward appearance and lacking in kindness, seriousness and grandeur, and virtue, which should be held in high esteem.

Supporting details: The fashionable women are inwardly frivolous but represent an outward charm that hides that they have reversed the signs of things, so that little to them is great, and vice versa is true.

Supporting details: The women display emptiness and vanity and a pervading lack of purpose in their lives.

Body paragraph #2

Topic sentence: The emptiness of the men was parallel to the frivolity of women in high society.

Supporting details: The men’s main focus was flirting with the fashionable ladies and chasing sexual favors when they were not engaging in vain talks in the coffee houses and clubs (Pope).

Supporting details: Lord Petre, coupled with his fellows, paints a picture of the high society of the time to be empty-minded and idle.

Supporting details: The men lacked in manners and portrayed a serious confusion in values and attached significance to dance and masquerades than religion.

Body paragraph #3

Topic sentence: Belinda is materialistic as her possessions define her world.

Supporting details: Belinda portrays the obsession with things that the high-class members embrace. She has a dressing table full of her makeup items and is obsessed with her locks of hair.

Supporting details: Her focus on her appearance solely creates a worldly goal.

Body paragraph #4

Topic sentence: Materialism in the poem leads to objectifying women.

Supporting details: The lock of hair from Belinda’s hair represented Baron’s sexual conquest. Men obtaining trophies from their sexual conquests align sex to a material goal.

Supporting details: Baron insisting on using force to win his so-called prize- who is Belinda-emphasizes the objectifying of women. 


Restate thesis: The high class of England in the 18Th century bred men and women who held no regard for the significant things in life but instead emphasized frivolous and vain matters.

Closing thoughts: Pope has brilliantly described the emptiness of fashionable lives. There should be more depth and seriousness in the activities they participate in and in their lives in general. In the conventional society, everyone must ensure that their priorities are not misplaced and that the areas of their lives they lay significance on are not vain.

Work cited

Pope, Alexander. The Rape of Lock. London: Vintage Classic, 2007. Print.[supanova_question]

Welcome to English 11 Literary Studies! A registration form must be submitted

Welcome to English 11 Literary Studies!

A registration form must be submitted before starting the First Assignment.

Legal last name:

First name:

Other last name:

Student Email:


This assignment is intended to take approximately 8 – 10 hours to complete. It is worth 10% of your final grade for the course, so read it and complete it carefully:

Please complete the assignment directly on this document. Then save it as


example: smith.john.Eng11LiteraryStudies.FA.docx

Writing in a different font colour for your responses would be very helpful. Thank you.

Plagiarized assignments will not be accepted.

IMPORTANT: We will NOT accept .pages files nor links to documents through Google Drive or Dropbox.

IMPORTANT: We will only accept Word or RTF documents.

When you have completed this assignment, return it as an attachment to an email to: firstassignment@sd71.bc.ca

Office Use Only Date:

Part 1 /38

Part 2 /18

Part 3 /36

Total: / 92

Teacher Feedback:

Literary Studies 11 First Assignment

This assignment is designed to improve the writing skills you will need to complete Literary Studies 11.

Part 1: Introductions (Hooks) and Thesis Statements (38 marks)

Read Part 1: Introductions (Hooks) and Thesis Statements in the Literary Studies 11 First Assignment Reading Booklet (included in this zip file)

Part 1 Activity 1: Hooks (12 marks; 4 marks per hook)

Now it is time for you to practice writing some hooks. For the following topics, write a 1-2 sentence hook (just the hook, nothing else). Feel free to have fun and let your imagination take over but remember, the purpose of the hook is to engage and interest the reader into wanting to read more and it must be connected somehow to your topic. Each one is worth 5 marks and please write them in the space below.

/4 1. Bullying in schools

/4 2. Body image

/4 3. Gender roles in society

Part 1 Activity 2: Thesis Statements (16 marks; 2 marks per thesis statement analysis)

Remember, your job is not to say whether you agree with the opinion expressed in the thesis statement, but to decide if it as an effective thesis statement, and why.

Rate the following thesis statements on a scale of 1 – 4 and explain WHY or why it is not an effective thesis statement. 1 is poor, and 4 is excellent.

/2 1. We must eliminate violent content from television or we will end up raising generations of thoughtless murderers. Rating: Reason:

/2 2. Despite the increase in technology and the subsequent reality that it makes our lives easier, more people in society are experiencing depression and dissatisfaction with their lives. Rating: Reason:

/2 3. I believe that we should spend less time on our computers and mobile devices. Rating: Reason:

/2 4. This essay will show that the youth of today are just as capable as the generations before them but they need to be given more opportunities in the workforce to achieve success. Rating: Reason:

/2 5. Throughout the play Romeo and Juliet, Shakespeare effectively utilizes images of purity and divinity in order to portray the character of Juliet as an innocent individual who has been needlessly sacrificed due to the inept decision making of multiple characters within the play. Rating: Reason:

/2 6. World War I was caused by nationalism, imperialism and militarism. Rating: Reason:

/2 7. The Outsiders is a novel about a gang of boys who have a number of battles against a rival gang in their neighbourhood. Rating: Reason:

/2 8. Due to a number of factors such as overconsumption, waste, and an overreliance on fossil fuels, the global village has created a large problem with greenhouse gases and climate change. Rating: Reason:

Part 1 Activity 3: Write Your Own Thesis Statements (10 marks: 5 each)

Please choose two of the following topics and create a well-crafted thesis statement for each one you have chosen. Make sure your thesis statement is one sentence, but it should be full of detail with sophisticated language.

Should High School require students to wear mandatory uniforms?

Do teenagers that play to many violent video games become violent themselves?

Should teenagers under the age of 16 be kept on a curfew that is enforced legally?

Should recycling be mandatory in society?

Should the government make it easier for youth to get their driver’s license?

Should High School exams be removed?

Thesis #1

Thesis # 2

Part 2: Using Quotes (18 marks 6 marks per quote)

Read Part 2: Using Quotes in the Literary Studies 11 First Assignment Reading Booklet

Use the Literary Studies 11 Fairy Tales Readings provided with your first assignment to complete this part of the assignment. Please read through the three fairy tales and complete the questions below.

Here is an example of what you need to do for each of these questions:

Question: From the story “Goldilocks and the Three Bears”, choose a quote or quotes to support the thesis that Goldilocks is a whiner. You must set up the context and explain the relevance.

Answer: Goldilocks, of “Goldilocks and the Three Bears” fame, is an unpleasant, whiny character; all she does is complain throughout the entire story. For example, while stealing someone else’s breakfast, she complains about the temperature, saying, “This porridge is too hot!”, and “This porridge is too cold,”. It seems very ungrateful to be complaining about a free breakfast!


Each question is worth 6 marks. You may choose direct quotes that are said by characters, or indirect quotes from the text.

Choose a quote or quotes from Jack and the Beanstalk to show that the ogre is a bloodthirsty murder. You must set up the context and explain the relevance.

Find a quote or two from Hansel and Gretel to show that Hansel is a brave boy. Don’t forget to set up the context and explain the relevance.

Find a quote from Hansel and Gretel to show that the step-mother is wicked. Context and relevance please!

Part 3: Paragraph Writing (36 marks)

In Literary Studies 11, you will be responding to a number of works of literature. Here is your chance to practice responding to literature by putting together all of the skills you learned in this assignment. Write a multi-paragraph response that demonstrates all of those writing skills we just worked on. Your response should include at minimum a short intro paragraph, a main body paragraph, and a concluding paragraph.

Read the article “How the Internet Has Changed Bullying” by Maria Konnikova (included in this zip file) and answer the following question:

How does environment affect bullying in our society?

Remember that environment not only includes where you live, but where you work, online environments and schools.

Your response to this question should use the skills we developed throughout this assignment. Please take a look at the marking rubric below to be aware of what should be included in your response.

Insert your response here.

Literary Essay Rubric (Holistic Rubric)

Please note: A plagiarized essay will receive a 0







Level of


Sophisticated thesis reveals an in-depth analysis of the text

Sound thesis demonstrates a plausible interpretation of the text

Clear thesis demonstrates some interpretive comprehension of the text

Thesis demonstrates a basic understanding of the text

Thesis is so general/simple it does not need development ; an obvious fact

No evidence of a thesis OR the thesis does not demonstrate a reading of the text


Exhibits a sophisticated and coherent structure through skillful placement of ideas and effective transitioning

Exhibits a coherent structure with logical placement of ideas and smooth transitions

Exhibits a logical structure and has relatively smooth transitions

Exhibits a rudimentary structure that has fairly smooth transitions combined with some choppy ones

Much of the essay seems out of order, illogical and has very few transitions

Essay has little to no sense of logical order

Support & Focus

Ideas are original, clearly developed and supported with effective, relevant, and specific references in order to analyze the text

4 Citations, correctly placed and used

Ideas are developed, making use of relevant and specific references in order to interpret the text

4 Citations, perhaps some error in use

Most ideas are developed, with interpretation of the text, making use of relevant and specific references from the text

3 Citations

Ideas are briefly developed, using some relevant and specific references from the text combined with paraphrasing/summary

3 Citations, perhaps some error in use

Most ideas are undeveloped, repetitive, or supported only with summary of text 2 -3 Citations, perhaps some error in use

Ideas are undeveloped, unsupported, or supported with irrelevant text or summary

1-2 citations



Innovative, original introduction that indicates writer’s grasp of topic, purpose and audience

Pulls the reader into the piece, introduces the text and thesis

Standard lead and introduction to thesis – (it works)

Lead is attempted,

introducing the text and thesis

Lead is attempted,

but does little to introduce essay

Too short, non-existent, or unfitting for the essay


Writer “comes to a conclusion”, leaving reader satisfied and thinking

Writer “comes to a conclusion” about thesis/text, leaving reader satisfied

Writer “comes to a conclusion”, ties essay together

Restates thesis, may be superficial

Short or superficial, just tacked on the end

Non-existent or does not make a point






Utilizes terminology appropriate to genre, chooses distinct words, and varies sentence length and grammatical structure to create an original and confident voice both fitting to the purpose of the essay and intended audience

Utilizes terminology appropriate to genre, makes conscious word choice, and varies some sentence length and grammatical structure to create a convincing voice

Utilizes terminology appropriate to genre, and varies some sentence length and grammatical structure; voice is stronger in some parts of essay

Attempts to utilize terminology appropriate to genre, experiments with varied sentence length and grammatical structure; a hint of voice is present in essay

Writing shows little awareness of varying grammatical structures or word choice to fit purpose of essay; voice may only be present in lead and conclusion

No voice and no awareness of audience demonstrated ; sentences are awkward, rambling, fragmented and/or confusing


Mastery of conventions: no spelling, punctuation or format errors (including MLA format & citing text)

Strong conventions: correct format; one or two reasonable errors

in punctuation, verb tense, spelling, and/or MLA format

A few grade-appropriate errors in format, spelling, punctuation, verb tense, or MLA format

Some grade-appropriate errors combined with careless errors in spelling, conventions, editing or MLA format

Frequent spelling/editing typing and MLA format errors

Too many errors in spelling, conventions, or MLA format to be considered a final draft

Congratulations on completing this First Assignment. Please email this assignment to firstassignment@sd71.bc.ca in a word document format when you are ready to submit it.[supanova_question]




Brochure on Parents Prospects to Children


[Institution Affiliation]

[Date Submitted]


Parents are described as being significant people in the lives of their newly born babies. However, during early stages, kids are learning and depend on their parents for care, support and protection. Though parents are usually occupied with a lot of expectation about their babies recounting natures, most of them lack awareness on the best way to offer to them.

Maternal and Initial Age/Years

Timely aging is critical to the growth and the upcoming health of the baby. The Scotland’s main rule documents see the significance of a timely year’s emphasis and initial intervention. Delivering or giving children a resilient and firm basis during the initial years improves the strategic components of progress and it improves the communication, corporal abilities and harmonization, learning abilities, demonstrative health and welfare (Asher & Price 2015).

Growth and advancement on health variations from initial to 6 years

Consequently, the early stages of development oversee the larger period of growth for any kid/child. The subsequent could be common aspects during the early development:

Sound shaped sentences with a decent variety of vocabulary

Speech is simple to understand

A child might be monitored

Directives when doing a particular exercise

The child might use language in diverse means, for instance, they may be preliminary in discussing thoughts and offering opinions.

Time, when Speech Sounds, Seems Developed

One of the major assignment as a speech linguistic pathologist is recognizing when a communication error appears to be progressive and non-developmental. Progressive, indicating suitable error built on the kid’s age, and non-developing, which could then require to be spoken in communication remedy/therapy.  Speech in thorough norms are implements that communication linguistic pathologist (SLP’s) uses to aid direct them in finding which errors seems to be developmentally suitable and which faults appears not (Romberg & Saffran 2017).

However, at birth, a child might communicate/connect with you in;

Societal and emotional growth

Physical growth

Hearing and able to see

Use of language for communication

Speech and linguistic

Suggested undertakings

Symbols that suggest growth difficulties

Where to attain assistance

Activities/ things to recall

Can sense, but not reflect

Smile by six to eight weeks

Teasing out loudly by four months

In conclusion, a child’s growth involves the biological, mental and expressive modifications that arise in human beings, amongst delivery and the inference of puberty, as someone develops from dependence to collective autonomy. Hence, seem to be an unceasing process with a foreseeable order, until now having a distinctive course for each kid.


Asher, J. J., & Price, B. S. (2015) the learning strategy of the total physical response: Some age differences. Child Development, 1219-1227.

Romberg, A. R., & Saffran, J. R. (2017) Statistical learning and language acquisition, Wiley Interdisciplinary Reviews: Cognitive Science, 1(6), 906-914.[supanova_question]

For this paper you will compare and contract Action-Oriented vs Insight-Oriented Approaches when it comes to counseling. What does

Please choose either Option A or Option B for your discussion posting. Option A Complete the following: Evaluate one

Please choose either Option A or Option B for your discussion posting. Option A Complete the following: Evaluate one.

Please choose either Option A or Option B for your discussion posting.

Option A

Complete the following:

Evaluate one of the neurotransmitters covered in this week’s readings.
Explain the role it plays in modulating responses to a drug of abuse in Substance Use Disorder (SUD).
For example, you could choose the acetylcholine receptor system and discuss the role this neurotransmitter plays in nicotine use disorder (addiction to nicotine).
In addition to your evaluation of the specific neurotransmitter and its associated receptor system, discuss the involved neuroanatomical structures (brain regions and neural pathways); the contribution of genetics and environment to the development of dependence, tolerance, and addiction to this substance; as well as clinical treatment interventions (both pharmacological and nonpharmacological).
Also in your discussion, imagine you are in a career position that utilizes a degree in psychology, including, but not limited to, that of a social worker, teacher or teacher’s aide, child care worker, psychiatric technician or other behavioral health staff, peer support specialist, social service specialist, probation or parole officer, case manager, or counselor.
How would your knowledge of the neurobiology of Substance Use Disorder (substance abuse/addiction) help you in your professional life?
How would this knowledge help you better assist your clients, students, or patients?
For instance, think of how this knowledge would help reduce the stigma associated with this disorder, or how this might reinforce the need for compliance with recommended treatment.
You must use a minimum of one peer-reviewed or scholarly source that was published within the last five years, documented in APA style, as outlined in the Ashford Writing Center. Your post should be a minimum of 250 words. You may cite and reference your textbook, required or recommended reading, or multimedia, but these will not fulfill the source requirement.

Make sure to use terminology from the DSM-5 for the substance use disorder that you select to discuss. Please be sure to access the DSM-5 directly in our library. For further information view The DSM-5: Accessing and Using the DSM-5 in the University of Arizona Global Campus Library screencast on how to access and use this resource, and how to cite and reference the DSM-5.

Option B

Complete the following:

Evaluate one of the neurotransmitters covered in this week’s readings.
Explain the role it plays in a neurological or psychological disorder of your choice.
For example, you could choose the dopaminergic (dopamine) system and discuss the role this neurotransmitter has in the development of schizophrenia.
In addition to your evaluation of the specific neurotransmitter and its associated receptor system, discuss how this disorder is thought to involve abnormalities of neuroanatomical structures and neural pathways, as well as the contribution of genetics and environment to the development and clinical management of this disorder.
Also in your discussion, imagine you are in a career position that utilizes a degree in psychology, including but not limited to that of a social worker, teacher or teacher’s aide, child care worker, psychiatric technician or other behavioral health staff, peer support specialist, social service specialist, probation or parole officer, case manager, or counselor.
How would your knowledge of this information regarding the neurobiology of the neuropsychological disorder help you in your professional life?
How would this knowledge help you better assist your clients, students, or patients?
For instance, think of how this knowledge would help reduce the stigma associated with this disorder, or how this might reinforce the need for compliance with recommended treatment.[supanova_question]

THREE of the most important ideas that you learned from this semester when dealing with Wellness, Resilience, or Emotional intelligence. What self-awareness did you gain? How do you plan to apply in your professional (elementary teacher) and personal life? Your paper should be 2-3 pages excluding cover page and reference page, double-spaced, 1-inch margins, and 12-point font. Points will be deducted for spelling, grammar and writing errors.

Please describe THREE of the most important ideas that you learned from this semester when dealing with Wellness, Resilience, or Emotional intelligence. What self-awareness did you gain? How do you plan to apply in your professional (elementary teacher) and personal life? Your paper should be 2-3 pages excluding cover page and reference page, double-spaced, 1-inch margins, and 12-point font. Points will be deducted for spelling, grammar and writing errors. Your paper should include: a clear introduction specific points related to your responses to the questions a concluding paragraph[supanova_question]

I need The subject is within environmental field, effect of drought on

Please choose either Option A or Option B for your discussion posting. Option A Complete the following: Evaluate one I need

The subject is within environmental field, effect of drought on nutrition of plants.

There are comments on my writing, so I have a graph with stat been done, but need to edit my writing it in better way.

I need to sort out all comments , need to contact writer by msgs to deal with editing.

All references should follow Harvard.[supanova_question]

Instructions Begin this assignment by completing the Personal Assessment. The assessment includes


Begin this assignment by completing the Personal Assessment. The assessment includes rating scales on sections regarding self-disclosure and openness to feedback as well as an awareness of your values, emotional intelligence, change orientation, and core self-evaluation. Overall you will create a profile of your leadership competence.

Then, share your assessment with at least three people familiar with your leadership qualities- a supervisor, colleagues, direct reports, etc. Ask those you select to reflect on your leaders’ skills and provide feedback that will help you to become a more effective manager. Include their feedback as you develop your Personal Development Plan to enhance your leadership capabilities.

Based on the results from your assessment, feedback from selected individuals, and what you have learned, create a Personal Development Plan to improve your leadership skills. The plan should include goals, objectives, timelines, and necessary resources.

Be sure to specify the following:

Techniques you will implement to motivate employees and lead change, even when some oppose the change.

An interpretation of your role in organizational planning.

A critique of your skills in supervising a diverse workforce, indicating goals for improvement.

Support your assignment with at least seven scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including seminal articles, may be included.

Length: 12-15 pages, not including title and reference pages. Include a copy of your completed assessment with your paper. It is not counted in the pages required.

Your assignment should demonstrate thoughtful consideration of the ideas and concepts by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA 7th edition standards.


Nichols, K. N., & Baumgartner, L. M. (2016). Midlevel Managers’ Supervisory Learning Journeys. College Student Affairs Journal, 34(2), 61–74. https://doi.org/10.1353/csj.2016.0012

Reichard, R. J., & Johnson, S. K. (2011). Leader self-development as organizational strategy. The Leadership Quarterly, 22(1), 33-42. https://doi.org/10.1016/j.leaqua.2010.12.005

Showry, M., & Manasa, K. V. L. (2014). Self-Awareness – Key to Effective Leadership. IUP Journal of Soft Skills, 8(1), 15–26.

Wee, E. X. M., & Taylor, M. S. (2018). Attention to change: A multilevel theory on the process of emergent continuous organizational change. Journal of Applied Psychology, 103(1), 1–13. https://doi.org/10.1037/apl0000261[supanova_question]

Please choose either Option A or Option B for your discussion posting. Option A Complete the following: Evaluate one

This is a group project and I have been assigned to do the discussion part of about 1000 words.

This is a group project and I have been assigned to do the discussion part of about 1000 words..

This is a group project and I have been assigned to do the discussion part of about 1000 words.

Results from the group have shown that only happiness in materialism is significant, but happiness cannot predict gratitude
Also there is not gender relationships in our data.

I need to write about the discussion and limitation and recommendations for the paper.

Attached are some reference literature review.

C14 Observation for Planning with audio.pptx Download C14 Observation for Planning with

C14 Observation for Planning with audio.pptx

Download C14 Observation for Planning with audio.pptx


(Links to an external site.)

Application Assignment

Checklists are a type of assessment that determines if a skill is there or not there. Below is an example from Chapter 14.

Math Concepts Checklist

? Sorts objects according to a criteria? Identifies two shapes

? Exhibits behavior that indicates an understanding of one to one correspondence

? Uses simple measurement techniques

Chapter 14 Application Assignment

1. Carefully read the details of the Block Play Stages on page 252 and 253.

2. Develop a similar checklist similar to the Math Checklist from Chapter 14 for Stages 2, 3 , 4, 5 and 6 using the details for each stage at the checklist items.

Stage 2 Building Begins

Stage 3 Bridging

Stage 4 Enclosures

Stage 5 Beginning to Be More Creative

Stage 6 Naming Structures for Dramatic Play


Film Question

This is a group project and I have been assigned to do the discussion part of about 1000 words. FINAL ESSAY
Write an essay on a film, actor, director, or genre of the student’s choice, based on the concepts of film we reviewed in class.Students must cite the fillm(s), textbook and at least one source, using a direct quote in the essay.Sources must be cited correctly in a separate Works Cited page.Note that the Works Cited page and the essay header does NOT count toward the total word count.Format:Minimum 2,500 – maximum 3,500 words,Word document or PDF document,MLA style: double spaced, Times New Roman, 12-point font.Use proper grammar, correct spelling and terms used in class.
File must be named: YOUR LAST NAME_Final Essay

few seconds ago[supanova_question]


How has the Canadian government regarded Indigenous Canadian religion over the 20th and 21st centuries? How have things changed? How have they remained the same? Be sure to NOT plagiarize your own work from earlier this semester.
MLA format
Proofread carefully
3 credible sources

3 mins ago[supanova_question]

Reply Posts Instructions Review two of your peers’ second posts and create

Reply Posts Instructions

Review two of your peers’ second posts and create a response for each. What did you find interesting? Is this something you would recommend to a patient? If you would like more information, please describe.

Use proper citations with APA format. ***Important: Need at least one reply for Saturday before 10 pm Easter time

Please, send me the two documents separately, for example one is the reply to my peers Post#1, and the second one is the reply to my other peer Post#2.

-Minimum of 300 words per peer reply.

-Turnitin Assignment.

Background: I live in South Florida; I am currently enrolled in the Psych Mental Health Practitioner Program. I am a Family Nurse Practitioner working in psychiatric area.[supanova_question]

Instructions: As a 3000-level English class, you want to be aiming to


As a 3000-level English class, you want to be aiming to write an analytical essay using some text or texts that we have studied in the course. You need a topic as well as an argument. You also want to do some outside research. By that I mean scholarly articles, historical references, and the like. These are your secondary sources. If you write on Tsabari then you’ll likely come across reviews of her work. There may be feminist material on the “freha,” or information on Yemeni Jewish communities – but here too it’s all about your subject. Any number of books could benefit from psychological studies of family systems, for instance. 

But however much you research outside, it’s the texts themselves and your analyses of them that matter. That’s to say, you want to deploy good and relevant quotations from the works in order to construct a well developed paper. If you’re not sure where to begin, always go back to the works that affected you the most. This is why the response papers are so important. They hold your ideas to develop further in a longer paper and with reference to class discussion. To be sure, you can go beyond where we’ve been and bring in different areas of inquiry and subjects for analysis.[supanova_question]

Writing Question

PROMT: Is it ever rational to commit suicide? If so, under what conditions or circumstances? Why is it rational in those cases? And why is it rational in only those cases? If it is never rational to commit suicide, why not? How would you convince someone who was considering suicide that he must be making a mistake? (Note: we are not asking whether suicide is ever morally permissible. Rather–ethics aside–is it ever rational?) I will send the essay once i find a tutor. Area of concern are sentence and paragraph structure, and relevance of the content.

few seconds ago[supanova_question]

Presentation outline

Overview:Every well-prepared paper or presentation needs to be well organized and have adequately developed ideas. One way to make sure the presentation meets these guidelines is to develop a preparation outline. Well-organized presentations begin with outlines for two reasons.
First, outlines make sure the speaker is thinking logically.
Second, the outline makes your ideas clear to the listener.

Tasks:You already have your rough draft/outline for the presentation. Now it’s time to put that information into a formal full-sentence outline. Please avoid the common mistake of turning in a paper or essay that is not in outline form. To develop a proper outline, please follow the guidelines below:
Outlines must conform to standard principles of organization.Separation: Main points (and their sub-points) should be distinct and not overlap.
Symmetry [balance]: Main points should have roughly the same amount of information. If they don’t, you may need to (1) drop a point, (2) expand a point, or (3) reorganize the information.
Arrangement: A long list of points indicates abstraction; look for larger categories. Similarly, you cannot have just one subordinate point; that is, every “A” needs a “B,” every “1” needs a “2”, and so forth.
Subordination: Sub points should be (1) directly relevant to the main point and 2) be of a lower level of abstraction.

2. The outline must be in full sentences in alphanumeric (This document is an example of that format.)
3. All the information you are going to say must be in your outline for several reasons.
You may not remember it all.
Someone may ask you for information you didn’t say.
If equipment breaks down and your information is on power point slides, you won’t be able to share it
4. There are many resources for outlining that include basic principles and examples.
Purdue OWL: Developing an Outline https://owl.english.purdue.edu/owl/resource/544/03/
Harvard University: Outlining http://writingcenter.fas.harvard.edu/pages/outlining
Walden University: Outlining a Paper http://writingcenter.waldenu.edu/318.htm

6 mins ago[supanova_question]

Assignment: Marketing Mix When you think of the types of services there

Assignment: Marketing Mix

When you think of the types of services there are, what comes to mind? Some examples could be wireless networks, lawn maintenance, house cleaners, banks, and more. How about products? From phones and televisions to cars and potato chips, the list could likely go on as endlessly as the list of services. Some businesses offer both services and products. Most restaurants, for example, provide a product (beverages and meals) as well as a service (pouring drinks, cooking food, serving tables, cleaning dishes). Although there are many types of services and products, it is important to distinguish between them when considering the marketing mix. The approaches needed for certain aspects of the marketing mix can be different for services and products.

In this Assignment, you will identify the four Ps of the marketing mix and examine how they differ when applied to services versus products.

To prepare for this Assignment:

Review this week’s Learning Resources. (All Attached)

Refer to the Academic Writing Expectations for 2000/3000-Level Courses as you compose your Assignment. (Attached)

A two page paper to:

Identify each P in the marketing mix and explain what each P is. (300–375 words, or 4–5 paragraphs)

Identify the similarities and differences between the marketing mix of a service such as a mortgage versus a product such as an automobile. (225–300 words, or 3–4 paragraphs)

Here are all the references:

365 Careers. (2017a). The marketing mix – The dynamic nature of the 4 P’s [Video file]. Retrieved from https://www.youtube.com/watch?v=JNiRYFM8XG0 

Griffioen, J. (2016, July 9). Services marketing is different from product marketing. Retrieved from?http://griffioenconsulting.com/services-marketing-2/services-marketing-different-product-marketing/


Jackson, G., & Ahuja, V. (2016). Dawn of the digital age and the evolution of the marketing mix. Journal of Direct, Data and Digital Marketing Practice, 17(3), 170– 186. doi:10.1057/dddmp.2016.3

Lumen Learning. (n.d.-f). Services versus products. In?Boundless marketing. Portland, OR: Author. Retrieved March 20, 2019, from https://courses.lumenlearning.com/boundless-marketing/chapter/services-versus-products/

Poteet, J. (2017). The next evolution of marketing mix: Growing our company in the me generation [Blog post]. Retrieved from https://medium.com/tradecraft-traction/the-next-evolution-of-marketing-mix-growing-our-company-in-the-me-generation-d3e98779a21d


MindTools. (n.d.). The marketing mix and the 4Ps of marketing: Understanding how to position your market offering. Retrieved March 21, 2019, from https://www.mindtools.com/pages/article/newSTR_94.htm[supanova_question]

This is a group project and I have been assigned to do the discussion part of about 1000 words.

Create an Annotated Outline Assignment

Create an Annotated Outline Assignment.

Problem Statement: There are not enough easily accessible mental health programs within the workplace

Thesis: importance of offering proper mental care services to all employees. In this second part of the assignment, you will construct an annotated outline that builds from your problem statement and thesis statement. Your outline must include the topic and main themes you plan to discuss in your Week 5 Literature Review Paper. Please use peer-reviewed research published in the past 5-7 years. You may also include any government journals that offer statistics on the problem.While a traditional outline allows you to structure your paper topic and main ideas, an annotated outline takes this traditional outline a step further by requiring you (the researcher) to add citations and evidence to support the main points stated in the outline.Your annotated outline should follow the format shown in the NCU library resource listed in your weekly resource section and include at least 5 scholarly resources.Length: 1-2 pagesReferences: Include a minimum of 6-8 scholarly resources.[supanova_question]

For your initial response this week, post your final paper/project proposal. Find

For your initial response this week, post your final paper/project proposal. Find a short educational video online that describes your particular case study, please include the URL in your post (or embed it using the “Source” button and code) so that the Instructor and your classmates can view it. Most students are able to find suitable videos on YouTube or Ted.com or other video hosting sites.

You should relate your case study topic to one of the environmental ethical theories (Silent Spring). At least 1/3 of your paper should be the application of one of our environmental ethics (primary readings) to your topic. You should also use our Sustainability textbook for any relevant case study/topics or section(s).

The main idea is to select a case study or topic and apply one or more of the ethical theories from silent spring to it, and see what kind of conclusion or recommendations you can come up with.

Review the text Sustainability, and select one of the case studies or topics from the book with a view to writing a final paper on it, applying one of the ethical theories from silent spring to the case study. The case studies are spread throughout the text.[supanova_question]

A recent study published in the journal Healthcare analyzed older adults’ perspectives

Create an Annotated Outline Assignment A recent study published in the journal Healthcare analyzed older adults’ perspectives on technology intended to allow them to stay in their own homes longer, so-called “aging in place.” According to the lead author of the study, Shengzhi Wang of the Design Lab at the University of California San Diego (UCSD), researchers found that many times “frustration” with new technology made older adults unsure of their ability to use it, leaving them unmotivated to even try.

“Frustration appeared to be a significant barrier, which led to a lack of self-confidence and motivation to pursue using the technology,” Wang wrote.

Sources link: https://www.forbes.com/sites/robinseatonjefferson/2019/06/28/more-seniors-are-embracing-technology-but-can-they-use-it-ucsd-researchers-suggest-asking-them/?sh=1798c1cb2323

According to the Pew Research Center, 73 percent of people over 65 in the U.S. use the internet, up from 14 percent in 2000. The older the person, the less likely she is to embrace the internet, social media, or smartphones, but those who have adopted these technologies use them a lot and learn new skills to do so.

Read this article: https://www.noisolation.com/research/why-do-many-seniors-have-trouble-using-technology/

Use this fact sheet to incorporate a stronger donation letter in why my business is needed and how it can be impactful in the community. Include that I plan to have my goal reach the end on this year and possible start in the beginning of next year.

Please view the sample letter below to understand the format. I don’t want a basic letter but who that displays the passion that I have for this business!

Subject: Help feed our community with [organization’s name]!

Dear [donor’s name],

We are [organization’s name] and we work hard to provide awareness and support to [organization’s cause]. [Describe emotional story about how your organization started working towards this cause].

In the past, we have hosted a number of programs that have helped our community. [Describe past events or activities your organization has hosted in the past. Talk about the specific positive impact of these events]. We hope to break our own records this year with our new, upcoming event, [new event name]. Taking place on [date], we want to bring [details of what this new event will do for your community, explain how food plays into your event].

However, to make this event a true triumph and bring the best experience to our community, we want to ask for your help. Would you be willing to make a food donation to our organization? In order to [goal of event, for example: feed our attendees, help homeless people], we would love any help you can give. Look through your pantry, because just [small donation amount] will help us [small positive impact] whereas a [larger donation amount] will help us [large positive impact].

If you’d be willing to contribute a gift of any kind, please contact us at [phone number] or visit our website at [website]. There is also an attached form with additional information. We’d love to begin this conversation!

Thank you,

[Organization’s name[supanova_question]

This assignment is to be completed on your own. 1-What do you

This assignment is to be completed on your own.

1-What do you consider to be the difference between independent t-test and dependent t-test?

2-What non-parametric statistical analysis can you use if the data do not meet the assumptions of parametric analysis.

3-When do you use ANOVA? 

4-If you cannot identify where the differences occur in groups,  What statistical procedure  can you apply?[supanova_question]

For this discussion board, you will need to create a short story

For this discussion board, you will need to create a short story that contains at least three (3) intentional torts against the person and three (3) intentional torts against property.

Once you have submitted your short story, you must read a classmate’s story and identify the six torts within. Your response should include an explanation of the facts that support your identification of each specific tort. An example of a short story and appropriate response can be found below:

As a joke, Annette removes the bullets from her father’s revolver; takes the gun outside, and points it at the head of her neighbor, Mrs. Joiner, who is just leaving her house. Mrs. Joiner, who unknown to Annette suffers from serious heart disease has a stroke and dies instantly.

In the story, Annette has committed the tort of assault because by putting the gun to Mrs. Joiner’s head, she committed a purposeful act that caused apprehension of a harmful or offensive contact.

* Please note that although the sample above contains only one tort, you are still required to include a total of six (6) in your version.

Your posts will be graded as follows:

Short story including three (3) intentional torts against the person and three (3) intentional torts against property using standard English vocabulary and grammar (300-word minimum): 50%

Identification and explanation of classmate’s six torts using standard English vocabulary and grammar (200-word minimum): 50%

APA format

1-3 references[supanova_question]

Fill in the four sound device boxes in the Sound Rubric with

Fill in the four sound device boxes in the Sound Rubric with TWO examples each from The Rime of the Ancient Mariner. In the last column, explain what effect you think the sound device/example has on the overall tone, mood, or theme of the poem. Define each device first, then respond to these questions: What emotions do these sound devices evoke? Why do you think the author chose to use those particular sounds in the lines you’ve selected, and what effect did they have on you as a reader?

Reading Material The Rime of the Ancient Mariner:

Part I 

1 It is an ancient mariner 
2 And he stoppeth one of three. 
3–“By thy long grey beard and glittering eye, 
4 Now wherefore stoppest thou me? 

5 The bridegroom’s doors are opened wide, 
6 And I am next of kin; 
7 The guests are met, the feast is set: 
8 May’st hear the merry din.” 

9 He holds him with his skinny hand, 
10 “There was a ship,” quoth he. 
11 “Hold off! unhand me, grey-beard loon!” 
12 Eftsoons his hand dropped he. 

13 He holds him with his glittering eye– 
14 The wedding-guest stood still, 
15 And listens like a three-years’ child: 
16 The mariner hath his will. 

17 The wedding-guest sat on a stone: 
18 He cannot choose but hear; 
19 And thus spake on that ancient man, 
20 The bright-eyed mariner. 

21 “The ship was cheered, the harbour cleared, 
22 Merrily did we drop 
23 Below the kirk, below the hill, 
24 Below the lighthouse top. 

25 The sun came up upon the left, 
26 Out of the sea came he! 
27 And he shone bright, and on the right 
28 Went down into the sea. 

29 Higher and higher every day, 
30 Till over the mast at noon–” 
31 The wedding-guest here beat his breast, 
32 For he heard the loud bassoon. 

33 The bride hath paced into the hall, 
34 Red as a rose is she; 
35 Nodding their heads before her goes 
36 The merry minstrelsy. 

37 The wedding-guest he beat his breast, 
38 Yet he cannot choose but hear; 
39 And thus spake on that ancient man, 
40 The bright-eyed mariner. 

41 “And now the storm-blast came, and he 
42 Was tyrannous and strong; 
43 He struck with his o’ertaking wings, 
44 And chased us south along. 

45 With sloping masts and dipping prow, 
46  As who pursued with yell and blow 
47 Still treads the shadow of his foe, 
48 And forward bends his head, 
49 The ship drove fast, loud roared the blast, 
50 And southward aye we fled. 

51 Listen, stranger! Mist and snow, 
52 And it grew wondrous cold: 
53 And ice mast-high came floating by, 
54 As green as emerald. 

55 And through the drifts the snowy clifts 
56 Did send a dismal sheen: 
57 Nor shapes of men nor beasts we ken– 
58 The ice was all between. 

59 The ice was here, the ice was there, 
60 The ice was all around: 
61 It cracked and growled, and roared and howled, 
62 Like noises in a swound! 

63 At length did cross an albatross, 
64 Thorough the fog it came; 
65 As if it had been a Christian soul, 
66 We hailed it in God’s name. 

67 It ate the food it ne’er had eat, 
68 And round and round it flew. 
69 The ice did split with a thunder-fit; 
70 The helmsman steered us through! 

71 And a good south wind sprung up behind; 
72 The albatross did follow, 
73 And every day, for food or play, 
74 Came to the mariners’ hollo! 

75 In mist or cloud, on mast or shroud, 
76 It perched for vespers nine; 
77 Whiles all the night, through fog-smoke white, 
78 Glimmered the white moon-shine.” 

79 “God save thee, ancient mariner! 
80 From the fiends, that plague thee thus!– 
81 Why lookst thou so?” “With my crossbow 
82 I shot the albatross. 

Part II 

83 The sun now rose upon the right: 
84 Out of the sea came he, 
85 Still hid in mist, and on the left 
86 Went down into the sea. 

87 And the good south wind still blew behind, 
88 But no sweet bird did follow, 
89 Nor any day for food or play 
90 Came to the mariners’ hollo! 

91 And I had done an hellish thing, 
92 And it would work ’em woe: 
93 For all averred, I had killed the bird 
94 That made the breeze to blow. 
95 Ah wretch! said they, the bird to slay, 
96 That made the breeze to blow! 
97 Nor dim nor red, like God’s own head, 
98 The glorious sun uprist: 
99 Then all averred, I had killed the bird 
100 That brought the fog and mist. 
101 ‘Twas right, said they, such birds to slay, 
102 That bring the fog and mist. 

103 The fair breeze blew, the white foam flew, 
104 The furrow followed free; 
105 We were the first that ever burst 
106 Into that silent sea. 

107 Down dropped the breeze, the sails dropped down, 
108’Twas sad as sad could be; 
109 And we did speak only to break 
110 The silence of the sea! 

111 All in a hot and copper sky, 
112 The bloody sun, at noon, 
113 Right up above the mast did stand, 
114 No bigger than the moon. 

115 Day after day, day after day, 
116 We stuck, nor breath nor motion; 
117 As idle as a painted ship 
118 Upon a painted ocean. 

119 Water, water, everywhere, 
120 And all the boards did shrink; 
121 Water, water, everywhere, 
122 Nor any drop to drink. 

123 The very deeps did rot: O Christ! 
124 That ever this should be! 
125 Yea, slimy things did crawl with legs 
126 Upon the slimy sea. 

127 About, about, in reel and rout 
128 The death-fires danced at night; 
129 The water, like a witch’s oils, 
130 Burnt green, and blue and white. 

131 And some in dreams assured were 
132 Of the spirit that plagued us so; 
133 Nine fathom deep he had followed us 
134 From the land of mist and snow. 

135 And every tongue, through utter drought, 
136 Was withered at the root; 
137 We could not speak, no more than if 
138 We had been choked with soot. 

139 Ah! wel-a-day! what evil looks 
140 Had I from old and young! 
141 Instead of the cross, the albatross 
142 About my neck was hung. 

Part III 

143 There passed a weary time. Each throat 
144 Was parched, and glazed each eye. 
145 A weary time! A weary time! 
146 How glazed each weary eye, 
147 When looking westward, I beheld 
148 A something in the sky. 

149 At first it seemed a little speck, 
150 And then it seemed a mist; 
151 It moved and moved, and took at last 
152 A certain shape, I wist. 

153 A speck, a mist, a shape, I wist! 
154 And still it neared and neared: 
155 As if it dodged a water sprite, 
156 It plunged and tacked and veered. 

157 With throats unslaked, with black lips baked, 
158 We could nor laugh nor wail; 
159 Through utter drouth all dumb we stood! 
160 I bit my arm, I sucked the blood, 
161 And cried, A sail! a sail! 

162 With throats unslaked, with black lips baked, 
163 Agape they heard me call: 
164 Gramercy! they for joy did grin, 
165 And all at once their breath drew in, 
166 As they were drinking all. 

167 See! see! (I cried) she tacks no more! 
168 Hither to work us weal; 
169 Without a breeze, without a tide, 
170 She steadies with upright keel! 

171 The western wave was all aflame. 
172 The day was well nigh done! 
173 Almost upon the western wave 
174 Rested the broad bright sun; 
175 When that strange shape drove suddenly 
176 Betwixt us and the sun. 

177 And straight the sun was flecked with bars, 
178 (Heaven’s mother send us grace!) 
179 As if through a dungeon grate he peered 
180 With broad and burning face. 

181 Alas! (thought I, and my heart beat loud) 
182 How fast she nears and nears! 
183 Are those her sails that glance in the sun, 
184 Like restless gossameres? 

185 Are those her ribs through which the sun 
186 Did peer, as through a grate? 
187 And is that woman all her crew? 
188 Is that a Death? and are there two? 
189 Is Death that woman’s mate? 

190 Her lips were red, her looks were free, 
191 Her locks were yellow as gold: 
192 Her skin was as white as leprosy, 
193 The nightmare Life-in-Death was she, 
194 Who thicks man’s blood with cold. 

195 The naked hulk alongside came, 
196 And the twain were casting dice; 
197 ‘The game is done! I’ve won! I’ve won!’ 
198 Quoth she, and whistles thrice. 

199 The sun’s rim dips; the stars rush out: 
200 At one stride comes the dark; 
201 With far-heard whisper, o’er the sea, 
202 Off shot the spectre bark. 

203 We listened and looked sideways up! 
204 Fear at my heart, as at a cup, 
205 My lifeblood seemed to sip! 
206 The stars were dim, and thick the night, 
207 The steersman’s face by his lamp gleamed white; 
208 From the sails the dews did drip– 
209 Till clomb above the eastern bar 
210 The horned moon, with one bright star 
211 Within the nether tip. 

212 One after one, by the star-dogged moon, 
213 Too quick for groan or sigh, 
214 Each turned his face with ghastly pang, 
215 And cursed me with his eye. 

216 Four times fifty living men, 
217 (And I heard nor sigh nor groan) 
218  With heavy thump, a lifeless lump, 
219 They dropped down one by one. 

220 Their souls did from their bodies fly– 
221 They fled to bliss or woe! 
222 And every soul, it passed me by, 
223 Like the whizz of my crossbow!” 

Part IV 

224″I fear thee, ancient mariner! 
225 I fear thy skinny hand! 
226 And thou art long, and lank, and brown, 
227 As is the ribbed sea-sand. 

228 I fear thee and thy glittering eye, 
229 And thy skinny hand, so brown.”– 
230″Fear not, fear not, thou wedding-guest! 
231 This body dropped not down. 

232 Alone, alone, all, all alone, 
233 Alone on a wide wide sea! 
234 And never a saint took pity on 
235 My soul in agony. 

236 The many men, so beautiful! 
237 And they all dead did lie: 
238 And a thousand thousand slimy things 
239 Lived on; and so did I. 

240 I looked upon the rotting sea, 
241 And drew my eyes away; 
242 I looked upon the rotting deck, 
243 And there the dead men lay. 

244 I looked to heaven, and tried to pray; 
245 But or ever a prayer had gushed, 
246 A wicked whisper came, and made 
247 My heart as dry as dust. 

248 I closed my lids, and kept them close, 
249 Till the balls like pulses beat; 
250 For the sky and the sea, and the sea and the sky 
251 Lay like a load on my weary eye, 
252 And the dead were at my feet. 

253 The cold sweat melted from their limbs, 
254 Nor rot nor reek did they: 
255 The look with which they looked on me 
256 Had never passed away. 

257 An orphan’s curse would drag to hell 
258 A spirit from on high; 
259 But oh! more horrible than that 
260 Is the curse in a dead man’s eye! 
261 Seven days, seven nights, I saw that curse, 
262 And yet I could not die. 

263 The moving moon went up the sky, 
264 And nowhere did abide: 
265 Softly she was going up, 
266 And a star or two beside– 

267 Her beams bemocked the sultry main, 
268 Like April hoar-frost spread; 
269 But where the ship’s huge shadow lay, 
270 The charmed water burnt alway 
271 A still and awful red. 

272 Beyond the shadow of the ship, 
273 I watched the water snakes: 
274 They moved in tracks of shining white, 
275 And when they reared, the elfish light 
276 Fell off in hoary flakes. 

277 Within the shadow of the ship 
278 I watched their rich attire: 
279 Blue, glossy green, and velvet black, 
280 They coiled and swam; and every track 
281 Was a flash of golden fire. 

282 O happy living things! No tongue 
283 Their beauty might declare: 
284 A spring of love gushed from my heart, 
285 And I blessed them unaware: 
286 Sure my kind saint took pity on me, 
287 And I blessed them unaware. 

288 The selfsame moment I could pray; 
289 And from my neck so free 
290 The albatross fell off, and sank 
291 Like lead into the sea. 

Part V 

292 Oh sleep! it is a gentle thing, 
293 Beloved from pole to pole! 
294 To Mary-Queen the praise be given! 
295 She sent the gentle sleep from heaven, 
296 That slid into my soul. 

297 The silly buckets on the deck, 
298 That had so long remained, 
299 I dreamt that they were filled with dew; 
300 And when I awoke, it rained. 

301 My lips were wet, my throat was cold, 
302 My garments all were dank; 
303 Sure I had drunken in my dreams, 
304 And still my body drank. 

305 I moved, and could not feel my limbs: 
306 I was so light–almost 
307 I thought that I had died in sleep, 
308 And was a blessed ghost. 

309 And soon I heard a roaring wind: 
310 It did not come anear; 
311 But with its sound it shook the sails, 
312 That were so thin and sere. 

313 The upper air bursts into life! 
314 And a hundred fire-flags sheen, 
315 To and fro they were hurried about! 
316 And to and fro, and in and out, 
317 The wan stars danced between. 

318 And the coming wind did roar more loud, 
319 And the sails did sigh like sedge; 
320 And the rain poured down from one black cloud; 
321 The moon was at its edge. 

322 The thick black cloud was cleft, and still 
323 The moon was at its side: 
324 Like waters shot from some high crag, 
325 The lightning fell with never a jag, 
326 A river steep and wide. 

327 The loud wind never reached the ship, 
328 Yet now the ship moved on! 
329 Beneath the lightning and the moon 
330 The dead men gave a groan. 

331 They groaned, they stirred, they all uprose, 
332 Nor spake, nor moved their eyes; 
333 It had been strange, even in a dream, 
334 To have seen those dead men rise. 

335 The helmsman steered, the ship moved on; 
336 Yet never a breeze up-blew; 
337 The mariners all ‘gan work the ropes, 
338 Where they were wont to do; 
339 They raised their limbs like lifeless tools– 
340 We were a ghastly crew. 

341 The body of my brother’s son 
342 Stood by me, knee to knee: 
343 The body and I pulled at one rope, 
344 But he said nought to me.” 

345″I fear thee, ancient mariner!” 
346″Be calm, thou wedding-guest! 
347’Twas not those souls that fled in pain, 
348 Which to their corses came again, 
349 But a troop of spirits blessed. 

350 For when it dawned–they dropped their arms, 
351 And clustered round the mast; 
352 Sweet sounds rose slowly through their mouths, 
353 And from their bodies passed. 

354 Around, around, flew each sweet sound, 
355 Then darted to the sun; 
356 Slowly the sounds came back again, 
357 Now mixed, now one by one. 

358 Sometimes a-dropping from the sky 
359 I heard the skylark sing; 
360 Sometimes all little birds that are, 
361 How they seemed to fill the sea and air 
362 With their sweet jargoning! 

363 And now ’twas like all instruments, 
364 Now like a lonely flute; 
365 And now it is an angel’s song, 
366 That makes the heavens be mute. 

367 It ceased; yet still the sails made on 
368 A pleasant noise till noon, 
369 A noise like of a hidden brook 
370 In the leafy month of June, 
371 That to the sleeping woods all night 
372 Singeth a quiet tune. 

373 Till noon we silently sailed on, 
374 Yet never a breeze did breathe: 
375 Slowly and smoothly went the ship, 
376 Moved onward from beneath. 

377 Under the keel nine fathom deep, 
378 From the land of mist and snow, 
379 The spirit slid: and it was he 
380 That made the ship to go. 
381 The sails at noon left off their tune, 
382 And the ship stood still also. 

383 The sun, right up above the mast, 
384 Had fixed her to the ocean: 
385 But in a minute she ‘gan stir, 
386 With a short uneasy motion– 
387 Backwards and forwards half her length 
388 With a short uneasy motion. 

389 Then like a pawing horse let go, 
390 She made a sudden bound: 
391 It flung the blood into my head, 
392 And I fell down in a swound. 

393 How long in that same fit I lay, 
394 I have not to declare; 
395 But ere my living life returned, 
396 I heard and in my soul discerned 
397 Two voices in the air. 

398 ‘Is it he?’ quoth one, ‘Is this the man? 
399 By him who died on cross, 
400 With his cruel bow he laid full low 
401 The harmless albatross. 

402 The spirit who bideth by himself 
403 In the land of mist and snow, 
404 He loved the bird that loved the man 
405 Who shot him with his bow.’ 

406 The other was a softer voice, 
407 As soft as honeydew: 
408 Quoth he, ‘The man hath penance done, 
409 And penance more will do.’ 

Part VI 


410’But tell me, tell me! speak again, 
411 Thy soft response renewing– 
412 What makes that ship drive on so fast? 
413 What is the ocean doing?’ 


414 ‘Still as a slave before his lord, 
415 The ocean hath no blast; 
416 His great bright eye most silently 
417 Up to the moon is cast– 

418 If he may know which way to go; 
419 For she guides him smooth or grim. 
420 See, brother, see! how graciously 
421 She looketh down on him.’ 


422’But why drives on that ship so fast, 
423 Without or wave or wind?’ 


424’The air is cut away before, 
425 And closes from behind. 

426 Fly, brother, fly! more high, more high! 
427 Or we shall be belated: 
428 For slow and slow that ship will go, 
429 When the mariner’s trance is abated.’ 

430 I  woke, and we were sailing on 
431 As in a gentle weather: 
432’Twas night, calm night, the moon was high; 
433 The dead men stood together. 

434 All stood together on the deck, 
435 For a charnel-dungeon fitter: 
436 All fixed on me their stony eyes, 
437 That in the moon did glitter. 

438 The pang, the curse, with which they died, 
439 Had never passed away: 
440 I could not draw my eyes from theirs, 
441 Nor turn them up to pray. 

442 And now this spell was snapped: once more 
443 I viewed the ocean green, 
444 And looked far forth, yet little saw 
445 Of what had else been seen– 

446 Like one, that on a lonesome road 
447 Doth walk in fear and dread, 
448 And having once turned round walks on, 
449 And turns no more his head; 
450 Because he knows a frightful fiend 
451 Doth close behind him tread. 

452 But soon there breathed a wind on me, 
453 Nor sound nor motion made: 
454 Its path was not upon the sea, 
455 In ripple or in shade. 

456 It raised my hair, it fanned my cheek 
457 Like a meadow-gale of spring– 
458 It mingled strangely with my fears, 
459 Yet it felt like a welcoming. 

460 Swiftly, swiftly flew the ship, 
461 Yet she sailed softly too: 
462 Sweetly, sweetly blew the breeze– 
463 On me alone it blew. 

464 O dream of joy! is this indeed 
465 The lighthouse top I see? 
466 Is this the hill? is this the kirk? 
467 Is this mine own country? 

468 We drifted o’er the harbour bar, 
469 And I with sobs did pray– 
470 O let me be awake, my God! 
471 Or let me sleep alway! 

472 The harbour bay was clear as glass, 
473 So smoothly it was strewn! 
474 And on the bay the moonlight lay, 
475 And the shadow of the moon. 

476 The rock shone bright, the kirk no less, 
477 That stands above the rock: 
478  The moonlight steeped in silentness 
479 The steady weathercock. 

480 And the bay was white with silent light, 
481 Till rising from the same, 
482 Full many shapes, that shadows were, 
483 In crimson colours came. 

484 A little distance from the prow 
485 Those crimson shadows were: 
486 I turned my eyes upon the deck– 
487 O Christ! what saw I there! 

488 Each corse lay flat, lifeless and flat, 
489 And, by the holy rood! 
490 A man all light, a seraph man, 
491 On every corse there stood. 

492 This seraph band, each waved his hand: 
493 It was a heavenly sight! 
494 They stood as signals to the land, 
495 Each one a lovely light; 

496 This seraph band, each waved his hand, 
497 No voice did they impart– 
498 No voice; but oh! the silence sank 
499 Like music on my heart. 

500 But soon I heard the dash of oars, 
501 I heard the pilot’s cheer; 
502 My head was turned perforce away 
503 And I saw a boat appear. 

504 The pilot and the pilot’s boy, 
505 I heard them coming fast: 
506 Dear Lord in heaven! it was a joy 
507 The dead men could not blast. 

508 I saw a third–I heard his voice: 
509 It is the hermit good! 
510 He singeth loud his godly hymns 
511 That he makes in the wood. 
512 He’ll shrieve my soul, he’ll wash away 
513 The albatross’s blood. 

Part VII 

514 This hermit good lives in that wood 
515 Which slopes down to the sea. 
516 How loudly his sweet voice he rears! 
517 He loves to talk with mariners 
518 That come from a far country. 

519 He kneels at morn, and noon, and eve– 
520 He hath a cushion plump: 
521 It is the moss that wholly hides 
522 The rotted old oak stump. 

523 The skiff boat neared: I heard them talk, 
524’Why, this is strange, I trow! 
525 Where are those lights so many and fair, 
526 That signal made but now?’ 

527’Strange, by my faith!’ the hermit said– 
528’And they answered not our cheer! 
529 The planks look warped! and see those sails, 
530 How thin they are and sere! 
531 I never saw aught like to them, 
532 Unless perchance it were 

533 Brown skeletons of leaves that lag 
534 My forest-brook along; 
535 When the ivy tod is heavy with snow, 
536 And the owlet whoops to the wolf below, 
537 That eats the she-wolf’s young.’ 

538’Dear Lord! it hath a fiendish look,’ 
539 The pilot made reply, 
540’I am a-feared’–‘Push on, push on!’ 
541 Said the hermit cheerily. 

542 The boat came closer to the ship, 
543 But I nor spake nor stirred; 
544 The boat came close beneath the ship, 
545 And straight a sound was heard. 

546 Under the water it rumbled on, 
547 Still louder and more dread: 
548 It reached the ship, it split the bay; 
549 The ship went down like lead. 

550 Stunned by that loud and dreadful sound, 
551 Which sky and ocean smote 
552 Like one that hath been seven days drowned 
553 My body lay afloat; 
554 But swift as dreams, myself I found 
555 Within the pilot’s boat. 

556 Upon the whirl, where sank the ship, 
557 The boat spun round and round; 
558 And all was still, save that the hill 
559 Was telling of the sound. 

560 I moved my lips–the pilot shrieked 
561 And fell down in a fit; 
562 The holy hermit raised his eyes, 
563 And prayed where he did sit. 

564 I took the oars: the pilot’s boy, 
565 Who now doth crazy go, 
566 Laughed loud and long, and all the while 
567 His eyes went to and fro. 
568’Ha! ha!’ quoth he, ‘full plain I see, 
569 The devil knows how to row.’ 

570 And now, all in my own country, 
571 I stood on the firm land! 
572 The hermit stepped forth from the boat, 
573 And scarcely he could stand. 

574’Oh shrieve me, shrieve me, holy man!’ 
575 The hermit crossed his brow. 
576’Say quick,’ quoth he, ‘I bid thee say– 
577 What manner of man art thou?’ 

578 Forthwith this frame of mine was wrenched 
579 With a woeful agony, 
580 Which forced me to begin my tale; 
581 And then it left me free. 

582 Since then, at an uncertain hour, 
583 That agony returns: 
584 And till my ghastly tale is told, 
585 This heart within me burns. 

586 I pass, like night, from land to land; 
587 I have strange power of speech; 
588 The moment that his face I see, 
589 I know the man that must hear me: 
590 To him my tale I teach. 

591 What loud uproar bursts from that door! 
592 The wedding-guests are there: 
593 But in the garden-bower the bride 
594 And bridemaids singing are: 
595 And hark the little vesper bell, 
596 Which biddeth me to prayer! 
597 O wedding-guest! This soul hath been 
598 Alone on a wide wide sea: 
599 So lonely ’twas, that God himself 
600 Scarce seemed there to be. 

601 Oh sweeter than the marriage feast, 
602′ Tis sweeter far to me, 
603 To walk together to the kirk 
604 With a goodly company!– 

605 To walk together to the kirk, 
606 And all together pray, 
607 While each to his great Father bends, 
608 Old men, and babes, and loving friends 
609 And youths and maidens gay! 

610 Farewell, farewell! but this I tell 
611 To thee, thou wedding-guest! 
612 He prayeth well, who loveth well 
613 Both man and bird and beast. 

614 He prayeth best, who loveth best 
615 All things both great and small; 
616 For the dear God who loveth us, 
617 He made and loveth all.” 

618 The mariner, whose eye is bright, 
619 Whose beard with age is hoar, 
620 Is gone: and now the wedding-guest 
621 Turned from the bridegroom’s door. 

622 He went like one that hath been stunned, 
623 And is of sense forlorn: 
624 A sadder and a wiser man, 
625 He rose the morrow morn.

*Remember! Did you find any sound devices used to spin a tale of a sea replete with zombies and a dead albatross?[supanova_question]

Instructions In your role as Portfolio Analyst, you have now been asked


In your role as Portfolio Analyst, you have now been asked to create a business report for prospective clients covering the types of securities and asset classes.

You will need to develop a business report for a prospective client that covers the various types of securities and asset classes. You will differentiate between traditional and non-traditional investments as well. A business report will provide meaningful and clear information on the required subjects. Typically, only a problem statement, analysis, and a resolution are contained in a business report; however, since the clients will not know the material thoroughly, your business report should be more detailed and offer at least four pieces of supporting evidence, and a reference list.

The business report should give the clients enough information to help them understand the differences between traditional and non-traditional investments. Be sure to use audience-specific language and tone in report. Remember, you are writing this business report for the clients, but the Portfolio Manager may also read it.

Be creative, and make your business report fun, yet still clearly organized. You can find additional resources on writing a business report here.

APA formatting for the reference list, and proper grammar, punctuation, and form are required.


Criterion 1

Thoroughly explained the differences between traditional and non-traditional investments using relevant examples and a well-defined synopsis of the document.

Criterion 2

Thoroughly explained the types of securities and asset classes using relevant examples and a well-defined synopsis of the document.

Criterion 3

Included 4 or more supporting pieces of evidence for securities, asset classes, and traditional and non-traditional investments; a reference list included.

Criterion 4

Business report was well formatted, used audience-specific language and tone, and was carefully organized.[supanova_question]

Scenario BeGood Baking Supply is a small bakery supply company formed as


BeGood Baking Supply is a small bakery supply company formed as a closely held corporation. The company supplies raw baking materials, paper goods, and equipment to restaurants and bakeries in three states in the upper mid-west. Most of its business, however, is located in a large metropolitan area. BeGood wants to increase its presence in the region and serve five states. In fact, the owners of BeGood would like 75% of their business to come from throughout the region rather than the current metropolitan area. In order to do this, the owners understand they must diversify offerings and lines of business.

Currently, BeGood has a phone center where customer orders are taken; these orders are then sent to shipping where the order is filled in its large warehouse and shipped within four days. BeGood outsources its shipping to a local trucking company. Once the order ships, all paperwork goes to the accounting department where it is entered into the accounting system. BeGood still uses the same accounting system it has used since the inception of the company. All aging of receivables and other analysis is done using Excel spreadsheets. Purchasing and tracking of inventory are done solely by the warehouse manager. Invoices for inventory purchasing are sent to the accounting department when goods are received.

The owners at BeGood are wondering how they can utilize an online presence and further automate its systems in order to facilitate its growth and diversify its business. The owners may also like to expand into the retail business.

You have been hired as a full-time staff accountant at BeGood Baking Supply and have been given the task of evaluating and recommending a viable accounting information system for the accounting and financial data of BeGood in order to facilitate expansion and diversification. As you begin your research, you realize that many departments are involved in the information system, and communication is key.


After attending the board of director’s meeting, you learn the company is considering expanding into Canada and becoming a multinational corporation. In a memo to the board chair:

discuss how multinational corporations have to set up an AIS with their foreign subsidiaries to provide the accounting information needed to plan, control, evaluate, and coordinate all business activities including government regulations and political climates.

Also, summarize the issues that must be addressed regarding the company going multinational, and how that impacts the AIS for the company.


Criterion 1

A – 4 – Mastery

Full discussion of how multinational corporations have to set up an AIS with their foreign subsidiaries to provide the accounting information needed to plan, control, evaluate, and coordinate all business activities.

Criterion 2

A – 4 – Mastery

Full discussion of government regulations and political climate considerations for a multinational company.

Criterion 3

A – 4 – Mastery

Full summary of the issues that must be addressed regarding the company going multinational.

Criterion 4

A – 4 – Mastery

Full explanation of how going multinational impacts the AIS for the company.[supanova_question]

Instructions Assignment The assignment Write instructions for performing a task and present

Instructions Assignment 

The assignment

Write instructions for performing a task and present the instructions with an introduction and illustrations, as appropriate. As a result of using your instructions, a reader should be able to complete the task successfully and without frustration.


Your instructions must meet the following criteria:

they instruct on a task that is not dangerous, unethical, offensive, or illegal

they should be moderately complex, but not too complex (Choose a procedure with at least three but no more than six major steps. You may have substeps).

Audience and selection of task

Your classmates, or selected people among your classmates, are your audience. You can assume knowledge of common tools and terms but not necessarily of specialized ones.

You have to be able to keep in mind that your reader may not be as familiar with a task, so you have to make conscious decisions to include/exclude certain information.

You have to make them aware of the possible risks or dangers that could come about as a result of following through on the instructions.


You will give instructions on a task your classmates don’t know how to do but one they could reasonably expect to learn from your paper within not more than an hour. This requirement eliminates common tasks such as shampooing hair (which all your classmates know how to do) and complex tasks such as writing a computer program or playing the trumpet (which we couldn’t learn from a short set of instructions).

No recipes, but you could give instructions on using a specialized piece of cooking equipment, such as a wok, or on some specialized procedure for preparing food.

Use visuals that are clearly labeled and referred to and that aid in user comprehension of the instructions.


Other unacceptable topics:

tying a necktie (I’ve read so many of these)

common tasks which you can perform with common home appliances (applying makeup, programming VCR’s, setting an alarm radio clock, etc.–these appliances are usually accompanied by sets of instructions and manuals)

again, no recipes

Procedures that have worked successfully in the past (so they may work well now):

preparing a microscope slide

finding an online discussion group and subscribing to it

measuring blood pressure

locating, downloading, and installing a file from CNET shareware.com, Filedudes.com , or a similar download site

making a topographical map

deleting the contents of the cache in your browser

mounting an insect

creating sections in Microsoft word for complex pagination

measuring sodium

copying a compact disc to a blank disc

building something with Legos

creating a “style” in Microsoft Word

making Christmas decorations

creating a graphic for a written assignment

other computer- and Internet-related tasks

there are others in the book but if you aren’t sure talk to me

Student Examples (all are in .pdf format)



Inserting Sound Files into Microsoft PowerPoint Slides


Visual design and usability

Use headings to show major divisions, “white space” and other typographical devices to call attention to warnings, and illustrations (properly labeled and placed) as helpful. Use a running header and page numbers to identify the project on each page.

Your audience and assumptions should be clear from your introduction, but if additional information would help me evaluate your work, please let me know in a memo of transmittal.

Suggestions for Responding Successfully

Keep in mind the following eight tips for completing this assignment successfully:

Analyze your audience and purpose carefully. The assignment stipulates that you indicate your audience and purpose (in the introduction). This step is important in all technical communication, of course, but it is especially critical in instructional writing, for only if you come to a clear understanding of who you are writing to and what you want to accomplish can you write an effective set of instructions. Therefore, indicate explicitly and specifically on your assignment your audience and purpose. For example, “My audience is adults who are considering buying their first pair of rollerblades. My purpose is to help them understand how to choose the right kind of rollerblades for their intended purpose.”

Choose a topic you understand well. This assignment is not a good occasion to learn about a topic you’ve always wanted to understand. Select a topic that you are at least fairly knowledgeable about, either from a personal hobby, course work at school, or a job. You don’t have to know everything about it, of course, but you do not want to have to spend a good deal of time learning the basics of the subject. Naturally, you can do secondary and primary research. Remember, you can find a lot of current information on the Web. If you use secondary sources to get information on the procedure or illustrations, document with a “Works Cited” list.

Focus on safety. Your first responsibility is to make sure your readers use the instructions safely. Doing so is not only an ethical obligation; it is also a legal obligation. The courts are scrutinizing instructions and awarding plaintiffs enormous sums of money if they can prove that the instructions are unclear or fail to warn the reader of hazards in assembling, using, or maintaining machines or other equipment. Our assignment excludes writing instructions on dangerous topics, but practically any task may involve some danger or hazard, so warn the user about it.

Choose a topic for which you can find or create effective graphics. The best place to find existing graphics is, of course, the Web, for you can download them easily. (Place the cursor over the graphic, then right click and save the graphic to your computer.) You can also find graphics for your topic in books and magazines. Remember that if you did not create the graphic, you must cite it. Remember that you must cite a source even if you have modified the original graphic substantially. Of course, you may also create your own graphics. Regardless of whether you find or create a graphic, please include it digitally; that is, download the file and include it in your document or scan the existing image and include the scanned image.

Study the chapter on document and page design. Before you begin assembling your instructions, study Chapters 14 and 15 on graphics and design. You want to submit instructions that are clear, easy to follow, and professional in appearance. One easy way to format most instructions is to use the table feature. Create a two-column table. Put the text in the left column; the graphic, in the right column. Make a new row for each step (or set of steps). Then, hide the grid lines.

Don’t list “system responses” as steps. A step is an action the reader is supposed to perform. A system response is a response made by the system to a step the reader has performed. For instance, a step is to press the Enter key. The system response is that a particular dialog box appears on the screen. To describe the system response, list it as a comment after the step, or show it in a graphic.

Check to see that your instructions are complete. Follow the guidelines in the text to make sure you have the three sections the reader will be looking for-the introduction, step-by-step instructions, and conclusion-and that each section fulfills its purpose in the instructions.

Do some informal usability testing. As discussed in Chapter 20, usability testing is the process of studying a person using the instructions to find out if they are easy to understand. Although you won’t have time to do formal usability testing with numerous people trying out your instructions, you can have one or two people try to carry out the process, talking to you as they go along about what they find easy or difficult to understand.

Important note: Some students are strongly tempted, in doing this assignment, to plagiarize instructions from the internet. Don’t do it! I’ll be checking your instructions against Google searches to make sure that you yourself have written them.

Grading criteria

content and complexity; audience adaptation

The task is substantial and challenging, but not too complex. Steps are complete (instructions tell how, not just what to do). Level of detail reflects audience needs. When appropriate, safety warnings alert users to precautions. 


The title page provides an informative title and mentions your name and the date of submission. The intro prepares readers for the tasks by identifying objectives and equipment and defining terms. Chronological order moves users through the tasks in the right sequence. Steps are grouped according to major tasks. If are using primary and secondary research, include a “Works Cited” section.

visual design and usability

Users will be able to move easily from text to task and back. Major divisions will be clear visually. Illustrations will appear to the left of the verbal instructions or directly below.


Verbs are in imperative mood. Sentences emphasize key verbs (not “make sure” and “take” but “adjust” and “wipe”). The writer avoids elliptical style (the instructions shouldn’t omit articles). Steps are numbered.


Grammar and punctuation are correct. Illustrations are labeled and referred to in the text. Sources are documented. Pages are numbered.[supanova_question]

Tasty Snack Foods: Analysis of a Market Opportunity Tasty Snack Foods, a

Tasty Snack Foods: Analysis of a Market Opportunity

Tasty Snack Foods, a small, start-up gourmet food business, has a new line of gourmet potato chips. The company has been testing the chips in California, and they are selling well. They are now planning to expand the market to another state or region and have hired XYZ Corporation to do some up-front research resulting in a presentation that outlines some options for the company’s involvement in this new market. You have been given this assignment by Michael Johnson, Director of Marketing for XYZ Corporation. He has asked you to put together a report that focuses on a specific state or region and explores the viability of a market opportunity for Tasty Snack Foods to sell its gourmet potato chips.

This is a two (2) part assignment

To prepare for this Assignment,

Review this week’s Learning Resources. (All are Attached)

Refer to the Academic Writing Expectations for 2000/3000-Level Courses as you compose your Assignment. (Attached)

Use the template provided to create your report, making sure to incorporate a minimum of four scholarly sources, properly formatted, as references. (Attached)

Part 1: Situational Analysis (One Page)

In this part of the report, you will perform a situational analysis relevant to the particular state or region you selected. Be sure to include the following:

A brief introduction in which you identify the components of a situational analysis

An appraisal of the organization’s environment, including a description of how each of the five Cs pertain to the selected region or state

Specifically, provide a detailed description for each C regarding the challenges that Tasty Snack Foods is facing for that component.

An analysis of how each of the Cs affects decision making for the company

Part 2: SWOT Analysis (One Page)

The SWOT analysis is a very popular tool that can be used to review factors impacting an organization. SWOT stands for strengths, weaknesses, opportunities, and threats. Strengths and weaknesses are internal factors that an organization can change, while opportunities and threats are external factors over which an organization has little to no control—but which directly affect the organization’s operations and performance. 

Note: here is a link to one of the resources.

Lumen Learning. (n.d.-e). Principles of marketing. Portland, OR: Author. Retrieved October 6, 2018, from https://courses.lumenlearning.com/wmopen-principlesofmarketing/

Go down to Module 4: Marketing Strategy

For the second part of the report, you will perform a SWOT analysis on the Tasty Snack Foods gourmet potato chips expansion project. This should include the following:

An analysis of the organization’s internal and external environmental factors





A breakdown of the potential traditional and digital marketing strategies based on the SWOT findings

What suggestions related to the expansion do you have for Tasty Snack Foods based on this analysis?[supanova_question]

ASSIGNED READINGS Choose 3 of the readings below: “The Bean Eaters” (Brooks)


Choose 3 of the readings below:

“The Bean Eaters” (Brooks)

“A Conversation with My Father” (Paley)

“My Father Speaks to Me from the Dead” (Olds)

Choose 1 essay or video from Thinking About Culture (Class Topics and Assignments >> Culture)

Intro to sociology- Families. — In PDF FILE.


For each reading address the following:

Describe the types of relationships addressed in the reading.

How does these relationships connect to a specific theme?

Connect each reading to an idea from your chosen essay or video.



Your response to each question should include 1-2 quotations from each reading (minimum of 5).

Include in-text citations for each quotation in MLA style.

Your submission should be in formal essay format: Introduction, body, conclusion. For information on essay format and organizing your ideas, visit:

Basic Essay and Paragraph Format

Essay Structure

Basic Essay Structure

All reading responses should be 3-4 typed, double-spaced pages.

You will be graded on critical thinking, support, clarity/organization, language and MLA style (see Reading Response rubric for details).


MLA Style: ALL assignments must be submitted in proper MLA form, including in-text citations and a Works Cited page.  

Formal Language and Tone: Your paper must be written in 3rd person, present tense, formal tone. Do not use first person (we, us, our) or second person (you, your, you’re), or “one” (one = you; who/what is “one”?). Unless a professor specifies otherwise, college-level papers should always be written in 3rd person, present tense, formal tone.

DO NOT USE OUTSIDE SOURCES FOR ANY ASSIGNMENT IN THIS CLASS! Your only sources should be the assigned readings; I’m interested in your analysis of the readings ONLY.[supanova_question]

Create an Annotated Outline Assignment

PsychoSocial/Learning Article Essay

PsychoSocial/Learning Article Essay.

Please each member choose a research article and summarize who/what it tested and the findings with the class as a Discussion board entry, include a brief review or excerpt of each review: what was the overall findings, did it support the theory/variables tested, whether you think it was well done or not overall and why but this is not the focus – also include some examples of how it could be connected back to Chapter 9 and our lectures. Reviewing lecture for chapter 9 is expected and encouraged!

Please choose an article like we did for Biological Perspective a few chapters ago and Summarize the work and findings as well as draw connections back to the materials from the chapter and provide examples. There are plenty of papers posted in documents but you can also find and choose your own as well – but please review or look at a few of the ones provided for an idea of the type of article required. No magazines like Psychology Today, etc….Scholarly articles only.[supanova_question]

Article Review

InstructionsInstructions for the Article Review
Locate a peer-reviewed article (related to the course content) published within the last 12 months in a peer-reviewed journal from the online library, then present at least a 15 (title and reference slides do not count) slide power point presentation assessment comprising of a precise and critical evaluation. Do not summarize the article. Evaluate the information presented in the article. Use bulletized statements on your slides and then put within the notes what you would say as if you were presenting the article to the class. Remember the reader would not see the notes section so your slides need to have the proper title of what the slides is going to discuss. Refer the the attached rubrics. When completing this assignment follow the slide titles as they appear below or within the grading rubrics. This are the slides with the titles and information that we are looking for. Please review and asked any questions your have before your turn in.
Title slide – with the standard title page information
Introductory Slide — Discuss the author’s thesis. Include article and author name in this paragraph. -1 slide
The Facts – discuss three important facts the author uses to support thesis. – 3 slides
Explain or correlate the facts with facts from course content. – another 3 slides or put in the facts from the article slides
Use in text citation from course reading to show connections to this article.
Evaluate the resources provided with the article. – 1 slide
Are their resources provided with the article? Are they recent? – 1 to 2 slides
Strengths /Weaknesses/Discussion to the profession – Describe the strengths of the information presented as it applies to the professions. Critically evaluate the information in the article. – up to 3 slides
Is there bias or faulty reasoning? Evaluate the information for truth. – 1 to 2 slides
Bring in outside sources to support your analysis and review. – 1 slide
What are others saying about the same topic? – 1 slide
You must support claims of both fact and faulty reasoning. – 1 slide
Conclusions – Provide concluding remarks regarding your review/evaluation of the article. – 1 slide
Reference Slide
APA 7th edition formatting, in-text citations and referencing will be needed for more than one reference.
This assignment has many benefits. First, it requires a search of indexing and abstracting databases from the online library to find an article that meets the specified criteria (must be related to the course content). It also emphasizes what a scholarly article is; to discern between scholarly and non-scholarly writing; to condense someone else’s lengthy argument into a concise report; to think critically about what has been read by assessing the strengths and weaknesses of the research; and, thus, to become participants in the discussions regarding the Supply Chain and Logistics profession.
TLMT 441- Article Review -Grading Rubric – rev … (14.45 KB)

few seconds ago[supanova_question]

NOTE: Please for the 2 questions submit the code in a text

PsychoSocial/Learning Article Essay NOTE: Please for the 2 questions submit the code in a text format and please also include the run result screenshots.


Let’s create a computer we’ll call the Simpletron. As its name implies, it’s a simple machine, but, as we’ll soon see, it’s a powerful one as well. The Simpletron runs programs written in the only language it directly understands, that is, Simpletron Machine Language, or SML for short.


The Simpletron contains an accumulator—a “special register” in which information is put before the Simpletron uses that information in calculations or examines it in various ways. All information in the Simpletron is handled in terms of words. A word is a signed four-digit decimal number, such as +3364, -1293, +0007, -0001, etc. The Simpletron is equipped with a 100-word memory, and these words are referenced by their location numbers 00, 01, …, 99.


Before running an SML program, we must load, or place, the program into memory. The first instruction (or statement) of every SML program is always placed in location 00. The simulator will start executing at this location.


Each instruction written in SML occupies one word of the Simpletron’s memory; thus, instructions are signed four-digit decimal numbers. Assume that the sign of an SML instruction is always plus, but the sign of a data word may be either plus or minus. Each location in the Simpletron’s memory may contain an instruction, a data value used by a program or an unused (and hence undefined) area of memory. The first two digits of each SML instruction are the operation code that specifies the operation to be performed. SML operation codes are shown in the following table.


Operation code


Input/output operations

const int read = 10;

Read a word from the keyboard into a specific location in

const int write = 11;

Write a word from a specific location in memory to the screen

Load and store operations

const int load = 20;

Load a word from a specific location in memory into the

const int store = 21;

Store a word from the accumulator into a specific location in

Arithmetic operations

const int add = 30;

Add a word from a specific location in memory to the word
in the accumulator (leave result in accumulator).

const int subtract = 31;

Subtract a word from a specific location in memory from the
word in the accumulator (leave result in accumulator).

const int divide = 32;

Divide a word from a specific location in memory into the
word in the accumulator (leave result in accumulator).

const int multiply = 33;

Multiply a word from a specific location in memory by the
word in the accumulator (leave result in accumulator).

Transfer-of-control operations

const int branch = 40;

Branch to a specific location in memory

const int branchneg = 41;

Branch to a specific location in memory if the accumulator is

const int branchzero = 42;

Branch to a specific location in memory if the accumulator is

const int halt = 43;

Halt—the program has completed its task.


The last two digits of an SML instruction are the operand—the address of the memory location containing the word to which the operation applies.


Now let’s consider two simple SML programs. The first (shown in the following table) reads two numbers from the keyboard and computes and displays their sum. The instruction +1007 reads the first number from the keyboard and places it into location 07 (which has been initialized to zero). Instruction +1008 reads the next number into location 08. The load instruction, +2007, places (copies) the first number into the accumulator, and the add instruction, +3008, adds the second number to the number in the accumulator. All SML arithmetic instructions leave their results in the accumulator.  The store instruction, +2109, places (copies) the result back into memory location 09. Then the write instruction, +1109, takes the number and displays it (as a signed four-digit decimal number). The halt instruction, +4300, terminates execution.







(Read A)



(Read B)



(Load A)



(Add B)



(Store C)



(Write C)






(Variable A)



(Variable B)



(Result C)


The SML program in the following table reads two numbers from the keyboard, then determines and displays the larger value. Note the use of the instruction +4107 as a conditional transfer of control, much the same as C++’s if statement.







(Read A)



(Read B)



(Load A)



(Subtract B)



(Branch negative to 07)



(Write A)






(Write B)






(Variable A)



(Variable B)



Now it may seem outrageous, but in this question you are going to build your own computer. No, you won’t be soldering components together. Rather, you’ll use
the powerful technique of software-based simulation to create a software model of the Simpletron.  Your Simpletron simulator will turn the computer you are using into a Simpletron, and you actually will be able to run, test and debug the SML programs above.


When you run your Simpletron simulator, it should begin by displaying
*** Welcome to Simpletron! ***
*** Please enter your program one instruction ***
*** (or data word) at a time. I will type the ***
*** location number and a question mark (?). ***
*** You then type the word for that location. ***
*** Type the sentinel -99999 to stop entering ***
*** your program. ***


Your program should simulate the Simpletron’s memory with a single-subscripted, 100-element built-in array memory. Now assume that the simulator is running, and let’s examine the dialog as we enter the program of the second example from above:

00 ? +1009
01 ? +1010
02 ? +2009
03 ? +3110
04 ? +4107
05 ? +1109
06 ? +4300
07 ? +1110
08 ? +4300
09 ? +0000
10 ? +0000
11 ? -99999
*** Program loading completed ***
*** Program execution begins ***


The numbers to the right of each ? in the preceding dialog represent the SML program instructions input by the user.


The SML program has now been placed (or loaded) into built-in array memory. Now the Simpletron executes your SML program. Execution begins with the instruction in location 00 and, like C++, continues sequentially, unless directed to another part of the program by a transfer of control.


Use variable accumulator to represent the accumulator register. Use variable instructionCounter to keep track of the location in memory that contains the instruction being performed. Use variable operationCode to indicate the operation currently being performed (i.e., the left two digits of the instruction word). Use variable operand to indicate the memory location on which the current instruction operates. Thus, operand is the rightmost two digits of the instruction currently being performed. Do not execute instructions directly from memory. Rather, transfer the next instruction to be performed from memory to a variable called instructionRegister. Then “pick off ” the left two digits and place them in operationCode, and “pick off ” the right two digits and place them in operand. When Simpletron begins execution, the special registers are all initialized to zero.


Now let’s “walk through” the execution of the first SML instruction, +1009 in memory location 00. This is called an instruction execution cycle.


The instructionCounter tells us the location of the next instruction to be performed. We fetch the contents of that location from memory by using the C++ statement

instructionRegister = memory[ instructionCounter ];


The operation code and operand are extracted from the instruction register by the statements

operationCode = instructionRegister / 100;
operand = instructionRegister % 100;


Now, the Simpletron must determine that the operation code is actually a read (versus a write, a load, etc.). A switch differentiates among the 12 operations of SML. In the switch statement, the behavior of various SML instructions is simulated as shown in the following table (you can come up with more):


cin >> memory[ operand ];


accumulator = memory[ operand ];


accumulator += memory[ operand ];


see below discussion


This instruction displays the message
*** Simpletron execution terminated ***


The halt instruction also causes the Simpletron to display the name and contents of each register, as well as the complete contents of memory. Such a printout is often called a register and memory dump. To help you program your dump function, a sample dump format is shown below. Note that a dump after executing a Simpletron program would show the actual values of instructions and
data values at the moment execution terminated. To format numbers with their sign as shown in the dump, use stream manipulator showpos. To disable the display of the sign, use stream manipulator noshowpos. For numbers that have fewer than four digits, you can format numbers with leading zeros between the sign and the value by using the following statement before outputting the value:

cout << setfill( '0' ) << internal;


Parameterized stream manipulator setfill (from header ) specifies the fill character that will appear between the sign and the value when a number is displayed with a field width of five characters but does not have four digits. (One position in the field width is reserved for the sign.) Stream manipulator internal indicates that the fill characters should appear between the sign and the numeric value .


Now proceed with the execution of our program’s first instruction—+1009 in location 00. As we’ve indicated, the switch statement simulates this by performing the C++ statement

cin >> memory[ operand ];


A question mark (?) should be displayed on the screen before the cin statement executes to prompt the user for input. The Simpletron waits for the user to type a value and press the Enter key. The value is then read into location 09.


At this point, simulation of the first instruction is complete. All that remains is to prepare the Simpletron to execute the next instruction. The instruction just performed was not a transfer of control, so we need merely increment the instruction counter register as follows:



This completes the simulated execution of the first instruction. The entire process (i.e., the instruction execution cycle) begins anew with the fetch of the next instruction to execute.


Now let’s consider how to simulate the branching instructions (i.e., the transfers of control).  All we need to do is adjust the value in the instructionCounter appropriately. Therefore, the unconditional branch instruction (40) is simulated in the switch as

instructionCounter = operand;


The conditional “branch if accumulator is zero” instruction is simulated as

if ( 0 == accumulator )
    instructionCounter = operand;


At this point, you can implement your Simpletron simulator and run each of the SML
programs above. The variables that represent the Simpletron simulator’s memory and registers should be defined in main and passed to other functions by value or by reference as appropriate.


Your simulator should check for various types of errors. During the program loading phase, for example, each number the user types into the Simpletron’s memory must be in the range -9999 to +9999. Your simulator should use a while loop to test that each number entered is in this range and, if not, keep prompting the user to reenter the number until the user enters a correct number.


During the execution phase, your simulator should check for various serious errors, such as attempts to divide by zero, attempts to execute invalid operation codes, accumulator overflows (i.e., arithmetic operations resulting in values larger than +9999 or smaller than -9999) and the like.  Such serious errors are called fatal errors. When a fatal error is detected, your simulator should display an error message such as

*** Attempt to divide by zero ***
*** Simpletron execution abnormally terminated ***

and should display a full register and memory dump in the format we’ve discussed previously. This will help the user locate the error in the program.

NOTE: Please for the 2 questions submit the code in a text format and please also include the run result screenshots.


In this question, you’ll re-create the classic race of the tortoise and the hare. You’ll use random number generation to develop a simulation of this memorable event. 


Our contenders begin the race at “square 1” of 70 squares. Each square represents a possible position along the race course. The finish line is at square 70. The first contender to reach or pass square 70 is rewarded with a pail of fresh carrots and lettuce. The course weaves its way up the side of a slippery mountain, so occasionally the contenders lose ground.

There is a clock that ticks once per second. With each tick of the clock, your program should use function moveTortoise and moveHare to adjust the position of the animals according to the rules in the following table. These functions should use pointer-based pass-by-reference to modify the position of the tortoise and the hare.


Use variables to keep track of the positions of the animals (i.e., position numbers are 1–70).  Start each animal at position 1 (i.e., the “starting gate”). If an animal slips left before square 1, move the animal back to square 1.

Generate the percentages in the preceding table by producing a random integer i in the range 1 ?i ?10. For the tortoise, perform a “fast plod” when 1 ? i ?5, a “slip” when 6 ? i ?7 or a “slow plod” when 8 ? i ?10. Use a similar technique to move the hare.
Begin the race by displaying

BANG !!!!!

For each tick of the clock (i.e., each repetition of a loop), display a 70-position line showing the letter T in the tortoise’s position and the letter H in the hare’s position. Occasionally, the contenders land on the same square. In this case, the tortoise bites the hare and your program should display OUCH!!! beginning at that position. All positions other than the T, the H or the OUCH!!! (in case of a tie) should be blank.

After displaying each line, test whether either animal has reached or passed square 70. If so, display the winner and terminate the simulation. If the tortoise wins, display TORTOISE WINS!!!  YAY!!! If the hare wins, display Hare wins. Yuch. If both animals win on the same clock tick, you may want to favor the tortoise (the “underdog”), or you may want to display It’s a tie. If neither animal wins, perform the loop again to simulate the next tick of the clock.



Move type

Percentage of the time

Actual move


Fast plod


3 squares to the right



6 squares to the left

Slow plod


1 square to the right




No move at all

Big hop


9 squares to the right

Big slip


12 squares to the left

Small hop


1 square to the right

Small slip


2 squares to the left[supanova_question]

PsychoSocial/Learning Article Essay

Self Actualization Essay

Self Actualization Essay.

Name one way you feel you have come

Closer to Self-Actualization and remember this means achieving The you that YOU want to be NOT who society or what others Want…. What actions did you take or not take to help you achieve And move toward Self-actualization? Becoming the optimum YOU that YOU desire to be![supanova_question]

Engineering Question

4. DMAIC – Analyze: Performance Gaps Analysis Please add more to this section based on the ppt and PDF
In this project, obtaining quality output variables is dependent on the selected input variables and the accuracy of the process. The desired outputs (KPOV) are obtained through precise measurement of flow rate and collecting and graphing of data using a flow meter. The KPIV for the process is flow meters, WIFI nodes (800 sqft i.e., 40 linear feet), pipes, and mapping them. The key challenge is incorporating the KPIV’s to collect data in flow meters. The first step in solving this problem is obtaining the correct flow meter.
Wired Ethernet will be used to connect the flow meter. Because the meter will connect via cable to convey data everywhere in the plant, the Ethernet connection is critical. It is also extremely dependable and quick, ensuring secure data transport at all times. It is, however, more expensive to install and performs poorly in moist situations, as well as requiring a wired connection across the building.
There will be a total of eight flow meters used. For this application, the ADMAG TI (Total Insight) series AXG magnetic flowmeter was used. This AXG magnetic flowmeter is a high-quality and dependable instrument that uses a dual-frequency excitation mechanism to operate. Size: 2.5 (0.1in.) and lining: Fluorocarbon PFA, Ceramics tube are among its features. The pipe is 3/4 or 1 inch in diameter. If it’s simply within walls, there’s a gray ENT conduit (also known as smurf tube). Alternatively, you may use a gray PVC electrical conduit. It already has the feminine flared end. This flowmeter is able to handle the water and chemicals used when sanitation is happening throughout the facility.
As fluid moves through a magnetic field, the flowmeter detects the flow velocity of conductive liquid by measuring the occurrence of electromotive force proportional to flow velocity. From the recorded flow velocity, it calculates the instantaneous flow rate, integrated flow rate, and so on. This form of flow meter has reliable results thanks to the dual-frequency excitation approach, which allows for accurate flow measurement even in the presence of strong flow noise in highly concentrated slurry. Second, it enables the selection of numerous Inputs and Outputs, with a maximum of four current, pulse, and status signals inputs/outputs. Also, device diagnostic (verification function) that can be performed without removing the device from the pipe, and process condition detection by monitoring flow noise. Finally, it has enhanced the Operation and Monitoring Function by allowing for the establishment of operation authorization levels to ensure safety and the display of processing data trends.
The eight flow meters will be placed in various locations to optimize data collection and reduce magnetic wave interference, resulting in increased efficiency and utility. A measurement pipe sintered with high purity alumina ceramics serves as both a liner and a structure. The grounding device is a standard that may be set as an option. Using it on a metal pipe that isn’t lined is futile. To avoid noise interference with measurement, the flowmeter ought to be arranged away from electrical engines, transformers, and other force sources. Nothing ought to be placed in the quick area that may meddle with the attractive field, initiated signal voltages, or stream speed appropriation of the flowmeter. A straight run may not be needed on the flowmeter’s downstream side. On the off chance that a downstream valve or other fitting causes abnormality or deviation inflows, a distance of 2D to 3D will be given on the downstream side. To keep redirected streams from getting to the sensor and to try not to start from a vacant condition, the valves should be mounted on the sensor’s downstream side.
Mounting Orientation
The electrodes of the magnetic flowmeter should not be perpendicular to the ground when installed. Otherwise, measurement errors may occur because air bubbles on the top side or slurry on the lower side cover the electrode. To keep water out of a remote sensor’s terminal box and an integrated flowmeter’s transmitter, place them above the pipe.
Avoiding Air Bubbles
Stream rate signs and estimation mistakes might be changed if air bubbles enter an estimating pipe. When working with liquids that incorporate air bubbles, pipework should be worked to hold them back from gathering in the sensor’s estimating pipe. In case there is a valve close to the sensor, endeavor to put it on the upstream side of the valve to limit a potential drop in tension inside the line, which may bring about air bubbles.
Another important part is the connection of the meters to the internet. There are 3 options to do this. The first being wired Ethernet, there is already an ethernet cable attached to the flow meter which can be used to connect the flow meter. Because the meter will connect via cable to convey data everywhere in the plant, the Ethernet connection is critical. It is also extremely dependable and quick, ensuring secure data transport at all times. It is, however, more expensive to install and performs poorly in moist situations, as well as requiring a wired connection across the building. Another option is radio connection. Radio connection has a wide range and could work well but is very expensive and is very much overkill for the connection that is necessary.
The last option is a wireless connection. Using a wired to wireless adapter and the ethernet cable already attached to the meter this can be possible. The team has already picked out a wired to wireless adapter that has a range of 800 sq ft and is a nema 4 enclosure allows it to be able to handle the water and chemicals used when sanitation is happening throughout the facility. The team is in the process of mapping the range out in the plant and will add Wifi nodes wherever necessary so the range meets the necessary requirements. This connection is not as fast and as reliable as the others but is by far the cheapest option and is likely to be the one that is selected.

5. DMAIC – Improve: Preliminary Process Design Alternatives Please add more to this section based on the ppt and PDF
The purpose of the improve phase of the DMAIC cycle is to ensure that the initial design is refined to be the best possible. Therefore, before focusing on controlling the process the team can be sure any issues that have been caught before have been addressed and improved. To do this the team has designed three alternative solutions in order to reduce water further.
5.1 Wasted Water Reduction Solution:
Throughout the facility there are many immediate opportunities to save water through minor pipe repairs and minor adjustments to production lines to prevent splashing. By auditing the facility production lines and finding the locations of leaks and splash points the team can implement solutions to save wasted water immediately
Once all locations of water saving opportunities have been found the team will place buckets in those locations to capture the wasted water. At the end of production the team can then measure the volume of all water captured. The team will repeat this for 30 days to ensure quality data.
Once the data has been captured the team will be able to analyze and draw conclusions. The team should be able to understand where most of the water is being wasted as well as the total amount of water being wasted on a daily basis. Therefore, the team will have a clear picture of the current state of how water is wasted throughout the facility.
Now that the team understands how much water is being wasted and the corresponding locations action can be taken. The team will reach out to contractors to patch pipe leaks. The team will also talk to management at Frito Lay about implementing barriers around certain splash zones to ensure water stays in the production lines.
As pipes are not indestructible regular audits will be required in order to control this process. As audits are done new opportunities will arise and the same process should be followed in order to correct them.
5.2 Potato/Corn Wash Process Improvement
Most of the water used in the manufacturing process is during the washing processes. To reduce water we would do a study on how to most effectively wash the product while using the least amount of water. By optimizing this process and reducing water by any percentage will make a significant impact on the overall water usage in the facility.
To measure the water used in this process the team will use the installed flow meters in order to see how much water is used during this process. During this phase the team would also like to test alternative processes and measure the amount of water used.
Once the data is gathered on the current production process and the alternative production processes the team will be able to analyze the data and draw conclusions. Through this analysis we will be able to see which process is the most efficient. However, we will also have to ensure that this level of efficiency can be obtained at the volume of production that Frito Lay is accustomed to.
During this Improve Phase the team will have implemented our solution and will be looking for ways to improve it further. To do this the team will test the efficiency levels with different batch sizes and see which batch level works best. This is a large factor due to the fact that the starch takes up space as well as the water and in a limited space environment it’s essential to find a balance to clean effectively but use the least amount of water.

During the Control Phase the team will be analyzing the water usage via Process Capability (Cp / Cpk) analysis. This will allow the team to be sure that the process remains in statistical control and therefore is using a near equal amount of water each time without producing defects.
5.3 Water Recycling
This is the most expensive alternative solution however it is most likely the most impactful. By recycling the water used in the facility water usage would be reduced dramatically and the results will be sustainable for years to come. However, to do this will involve multiple contracted companies and will take a large period of time to complete.
Once the flow meters are installed, the team will be able to get a clear picture of the water usage currently at the facility. These metrics will be saved as the recycling system is implemented by contractors and will be reassessed after the implementation of the recycling system.
Once the before and after data has been collected the team will be able to provide metrics on how much water has been saved by the recycling system. It is expected to be a huge impact and anything less than extremely significant will be considered a failure to meet project goals.
Even though the water will be being recycled, as stated in 5.1 Wasted Water Reduction Solution there are still opportunities to save water. By using the suggestions stated in this alternative solution the team may save water even more. The combination of these would most likely result in massive reductions in water usage.
The water recycling/reclamation system will require maintenance which should be provided by contractors unless the maintenance department deems themselves capable of doing so. The team will also be using process capability analysis to ensure the process is statistically in control.
Finally, I would agree that 6 would be a safe amount if you were to set them all up wirelessly. The flow meters that are by themselves you may be better off hard wiring as you would be running wires for the router anyways, might as well just run it straight to the meter.

Assessment Task 2: Case Study This task addresses: ULO1: Students will provide

Self Actualization Essay Assessment Task 2: Case Study

This task addresses:

ULO1: Students will provide written responses for questions that require them to identify food and nutrition concepts such as food recommendations and the impact of food and nutrition on population health.

ULO2: Students will provide written responses for questions that require them to identify principles of food production and apply them to issues of global food sustainability.

ULO4: Students will provide written responses for questions that require them to identify factors that influence food choice.

ULO5: Students will provide written responses using effective written communication skills to communicate foundation knowledge in food, nutrition and health.

Case Study Instructions

Students must answer these questions based on the assigned scenario. Students should utilise the following resources to help complete AT2:



Case Study Questions

Discuss two issues or concerns about the diet and lifestyle of the person in the assigned scenario? Use evidence to support your answer. (200 words; 10 marks)

What are 2-3 dietary recommendations you could make for this person that align with the Australian Dietary Guidelines? Provide specific ADG recommendations and specific food examples. (200 words; 10 marks)

What are 2-3 dietary recommendations you could make for this person that align with the EAT-Lancet Planetary Health Diet? Provide specific EAT Lancet recommendations and specific food examples. (200 words; 10 marks)

What are two potential challenges or barriers that might make it difficult for this person to follow your recommendations from Questions 2a and 2b? Provide specific examples and evidence to support your answer. (200 words; 10 marks)

Case Study – Joshua

Joshua is a 45 year old male who lives alone in regional Victoria. He works a full-time job as a data analyst in a small accounting firm, and due to the busy nature of his work, often has his lunch break alone, at his desk. He often gets home from work late and eats dinner alone and usually prepares ready-to-eat convenient meals as he is not confident cooking meals for himself. Once a week, he will go out for dinner at the local pub. Joshua is a shy person and does not engage with the local residents. He also is self-conscious about his body weight and worries what others might think of his eating habits. Joshua likes to eat meat, usually steak, as it does not require much preparation and he can easily cook it on his barbecue. His BMI is 28.0 kg/m2.

A typical day for Joshua would include:

Breakfast – Coffee (full cream milk and 2 teaspoons of white sugar), a small apple or banana

Lunch – Salad sandwich on white bread, 250 mL apple juice

Dinner – 260g BBQ steak or a microwaveable pasta meal, 500 mL soft drink

Snacks – A jam donut, a small packet of potato chips

Number of serves from the five food groups in a typical day:

Food Group

Number of Serves

Grain (cereal foods)






Meat/ meat alternatives





National Health and Medical Research Council. Australian Dietary Guidelines Summary [Internet]. Canberra: National Health and Medical Research Council; 2013. Available from: https://eatforhealth.govcms.gov.au/sites/default/files/content/TheGuidelines/n55a_australian_dietary_guidelines_summary_131014_1.pdf

EAT-Lancet Commission. EAT-Lancet Commission brief for Healthcare Professionals [Internet]. Oslo: EAT; 2019. Available from: https://eatforum.org/content/uploads/2019/01/EAT_brief_healthcare-professionals.pdf[supanova_question]

College of Administration and Finance Sciences Assignment (3) Deadline: Saturday 27/11/2021 @

College of Administration and Finance Sciences

Assignment (3)

Deadline: Saturday 27/11/2021 @ 23:59

Course Name: Accounting of Financial Institutions

Student’s Name:

Course Code: ACCT 405

Student’s ID Number:

Semester: 1st


Academic Year: 1443 H

For Instructor’s Use only

Instructor’s Name:

Students’ Grade: /5

Level of Marks: High/Middle/Low


The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.


Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.

Students must mention question number clearly in their answer.

Late submission will NOT be accepted.

Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.

All answers must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism.

Submissions without this cover page will NOT be accepted.

Assignment Question(s): (Marks 5)

Accounting for Securitization under SFAS No. 140 (2000) is a limited attempt to describe complex transactions that are structured to yield desired economic and accounting outcomes. This accounting raises three issues for users of financial reports. State these three issues.

(1.5 Marks)

The vast majority of SPEs are VIEs, however VIEs need not be SPEs. Explain this statement. Also state the conditions that define an entity as VIE. (0.5 + 1.5 Marks)

The sensitivity approach requires that the firm provide an estimate of the loss of value, earnings, or cash flow caused by a specific adverse movement in each market price or rate. Sensitivity Approach also has some strength and some weakness. Discuss the strength and weakness of Sensitivity Approach. (1.5 Marks)[supanova_question]

Homework #2 With our new technology we are upgrading to, our policies

Homework #2

With our new technology we are upgrading to, our policies for the guests and the employees will be changed dramatically. While keeping check-out times the same, with the self-cleaning technology we are looking to implement into our property as a high-quality resort, we could make check-in times earlier. However, before this is accomplished, first we would have to go through a trial phase with our employees and their new policies to determine if it is viable. Policies would change where the self-cleaning technology could automatically turn on, creating a sanitized room, after housekeeping has arrived and changed linens and laundry needed to be removed from the room, meaning the room could be sterilized and cleaned quickly, allowing check-in to be earlier for guests arriving in town. Our employees would be trained in using the equipment, and at first a learning curve is expected, shortly after the release and training of our employees, cleaning should be quicker, easier, and more effective for the rooms we set up with the new technology.  

Changes to help these policies I would make is first, make sure the new technology does indeed speed up work, help our employees, and is viable for us to put into action large scale at the property. Secondly, the hours for check-in table staff would have to become longer, since we are allowing the earlier check-in. For my employees, I would implement a few policies where employees would make sure the sanitation process starts as they leave the room, the front desk employees would have new policies regarding breaks, either earning more or decreasing hours and hiring more people to work the newly designed shifts.

With increasing the technology in Housekeeping and improving our cleaning times, we could create a competitive advantage for our property by allowing guests to arrive in town earlier, spending more time, albeit a few hours, at our property and the amenities we offer. The main reason this is a large advantage is because they could sit in our bars, eat at our restaurants, spend money in our casinos, or see midday shows at our location. These amenities to our guests are tremendous because arriving in our town earlier, allowing them to check in and not worry about their luggage, raises our property’s luxury in their eyes, and we could steal customers away from other properties around our location.

Robots can bring tremendous and unique changes to a company since they are multiple multipliers. Stimulating human intelligence through using machines can highly improve the functions of our company. Some of the changes I will make are to bring the idea of workers working alongside robots. The duties of the robots will get clearly stated and ways of maintaining them. The normal functioning of the company will be changed to incorporate the robots in our daily work. These changes will create added value for the customers and increase the company’s competitive advantage. The experience of customers, like their buying experience, will get improved. Besides, by using robots, the customers will quickly receive feedback (Enz, 2009). Service robots have some mobility and can interact with people, thus making hospitality services easier. A service the robots will provide for customers is to answer customer questions, especially on social media platforms, quickly. The question will be answered instantly by the robots, something that took humans a long time. When customers receive feedback immediately, they will value the company more.

Incorporating robots will be a permanent change for the company, which all employees and customers will have to adjust with to increase the competitive advantage of our company. The success of the changes will get measured through various means (Rosete et al., 2020). One is using financial ratios by looking at the net profit margin ratio. It will involve comparing the total sales made before and after the changes. Another way of determining the success of robots is identifying how the robots have reduced the company’s expenses compared to when employees were entirely in charge. Also, the success of using robots will be measured by checking customers’ satisfaction and how they rate their experience through social media services and their quest experience while receiving services. The use of robots can improve the hospitality industry significantly and make the industry more.

With decreased cash flow, there are various ways that the company can cut expenses. The first and most important would-be labor control. Overtime pay can get very expensive and could be a prominent factor in limited profitability. We could monitor the hours of staff on hand and ensure that they do not go above the point of 8 hours/day or 40 hours/week. We could also cut costs by ensuring that we limit our usage of hotel room products. Only bring extra toiletries to the room when asked by a guest, do not provide name-brand amenities when hotel-brand ones can do the same job. These are some aspects we can partake in as employees to reduce unnecessary spending. Lastly, another money-saving measure could be including technology when necessary. This could not only lead to more effective work and precision, but also could help in terms of not needing as much staffing or as much equipment. These are used mainly for the purpose of an inexpensive alternative that will ultimately bring about further cost-saving mechanisms.

In the last 35 years of data available, room revenue has nearly doubled in terms of percentage of the total revenue for the property. I believe this is due to several different factors such as an increase in the number of rooms available, the number of people looking to book those rooms, the availability of suites, and sports and concerts available to attend. With upgraded rooms and different room types available, hotels can start charging more for the specialty rooms as well as amenities available in different standard rooms. In doing so, hotels increase their revenue without changing much about their property itself. While room reservations have increased, so has the entertainment sector of Las Vegas. Before, it was people visiting to gamble and spend money in the Valley, whereas now people are coming here for family vacations, concerts, sporting events, and more which all may happen on the same night, which increases the amount of people who need places to stay. This change I think has also led to higher room reservations, leading to room revenue growing for the total revenue of the property.

After looking at the revenue for the three locations around the Las Vegas Valley, many things could be determined such as where the bulk of traffic was, the main places people stayed, and where most of the money throughout the Valley was spent. The differences between these parts of towns are that the Strip is where mostly all out of towners visit and stay, therefore causing the room and total revenues to be so high, whereas the Downtown District and Boulder Highway District are mostly for locals and or entertainment locations, causing room revenue to be miniscule for the total percentage in comparison to the Strip part of town. 

As part of the towns increase in seeing concert venues, bowling tournaments, and activities that take guests away from the Strip, the Room Revenue may start to increase and become more important to the locations and their total revenue. However, not being able to find the number of shows held off the strip annually, or how that number has been changing in recent years, the number of Las Vegas concerts still equals somewhere around 59 concerts for every 100,000 residents of the Valley (Staff, 2018).

Policy / Comp Advantage (out of 5)– 5 points. Very clear. 

Added Value (out of 5) – 5 points. Very Clear. 

Cost Leadership (out of 10) – 4 points. Expense reduction initiatives should have included a reference to further support. Good ideas though! You completely overlooked the financial ratios portion of this question. 

Trends (out of 10) – 5 points. Chart is correct for statewide. Would have liked to see your logic be supported by references rather than opinion. Area share math is done correctly and summary table is very good. Same as above – there are many articles written about the changes over time in these location you could have referenced. 

Total Points (out of 30) – 19 points. This submission would have been scored much higher with the inclusion of the Financial Ratios. That was a big loss of points (-5). Additionally, I’d recommending using headers in each section in future so that you can keep track and make sure all the prompts have been addressed.[supanova_question]

Question 2. Tumor Control Probability Calculation Cytotoxic chemotherapy for cancer is usually

Question 2. Tumor Control Probability Calculation

Cytotoxic chemotherapy for cancer is usually given as a course of several separate cycles, while radiation therapy is usually given as a course of 5-40 separate daily exposures called fractions. If there is no immune response to a tumor, it is widely accepted that the cancer will relapse if even one cell can prollferate via mitosis after these therapies.

Let the letter A represent the average number of cells that can still proliferate after a course of therapy. According to Poisson statistics, the probability that zero cells can proliferate is given by this formula:

TCP (tumor control probability) = exp (-A) = e-A

Imagine a homogeneous tumor of 5.005 billion (5.005E9) identical cells. Assume that only 1 % of these cells survive one cycle of chemotherapy. Now imagine a heterogeneous tumor composed of 5.000 billion of the same cells plus 5 million cells that are resistant enough to the chemotherapy that 10% of those cells survive each cycle of chemotherapy. Note that the starting number of homogeneous and heterogeneous cancer cells is equal.

Make an Excel spreadsheet that calculates how many cycles of chemotherapy are needed for the homogeneous tumor to have TCP > 50%. How many cycles of chemotherapy are needed so that the heterogeneous tumor has a TCP > 50%?

If you were told that you must find a second drug that kills only the resistant cell population, and that the two combined drugs need only one more cycle than the first drug to achieve TCP >50%, what fraction of the resistant cells must be killed by each cycle of the second drug?

It is true that this is only a mathematics problem—but the numerical values are realistic.

I will grade your actual Excel spreadsheets, not merely their printouts, to verify that you have done the calculation correctly. It is important to know how to use Excel in this manner.[supanova_question]

Expect questions to ask you to synthesize knowledge and draw connections across

Expect questions to ask you to synthesize knowledge and draw connections across readings and modules. 

. Expect each response to be about 2-4 pages in length.

Use APA format (e.g., Times New Roman, 12-point font, double-spaced, one-inch margins).

Each question response should start on a new page. 

Use headings and subheadings where appropriate in APA style.

Include APA formatted in-text citations when needed

Cite and discuss all relevant materials from the course to address each question.

Include a full list of APA references at the end of each question. 


Discuss the different theories that could explain the away the link between race and criminal behavior. Explain the role of economic disparity, concentrated disadvantage, and spatial and social isolation in the racial difference in criminal behavior.

Despite Gottfredson and Hirschi being mentors of Laub and Sampson, the theory of the latter departs substantially from Gottfredson and Hirschi’s general theory. Describe how the theory developed by Gottfredson and Hirschi differs from that of Laub and Sampson. Explain how Gottfredson and Hirschi, from the vantage point of their general theory, would likely criticize the perspective of Sampson and Laub (or Laub and Sampson).

Deterrence and labeling theory offer two contradictory positions on the effects of legal punishments. Describe these two theories and discuss how they differ. Explain the evolution of deterrence and rational choice theory, from early classical school to later developments and reconceptualization’s. When is a criminal sanction most likely to lead to defiance as opposed to deterrence? How do the labeling theories inform criminal justice policy? What changes in criminal justice must be made to have a more effective system?

There is some skepticism about the ability of criminological theory and research to impact criminal just police or practice. Your town has been experiencing a recent increase in crime. The chief of police and mayor have invited you as a consultant to address this problem. Identify the potential underlying causes of crime in your community using a macro and a micro level theoretical perspective you believe best explains the issue. Then, identify or develop a crime prevention policy or program informed by one or more theoretical perspective. Justify your response.

There have been 29 school shootings this year, 21 since August 1. A shooting on Nov. 30, in which a student killed four people and injured seven at an Oxford, Mich., high school, is the deadliest school shooting since May 2018. Stop for a second and think about these offenders. Account for why an individual would commit this crime using three distinct theoretical explanations. In other words, use three unique theories that could describe why someone would carry out a school shooting. Be sure that each theory is described fully AND is linked to the behavior using its specific propositions/explanations for behavior.

Cesare Lombroso: Methodological ambiguities and brilliant intuitions (Gatti & Verde, 2011)

Dressler 2016[supanova_question]

Team: Antonio O. Gonzalez, Benjamin Stompor, Camden Bell, Javier Demori COM1101 Danita

Team: Antonio O. Gonzalez, Benjamin Stompor, Camden Bell, Javier Demori


Danita Berg

6 December 2021

When a Gypsum production plant shut down in Empire, Nevada, Fern is left with a tough choice. The town she lived in is effectively a ghost town without an industry to support it, and most residents have already left. In addition to the recent death, it convinces her to leave the city and start living inside her van as a nomad. 

Fern made this unique choice because she was traumatized by the events she went through. She started to associate traditional living with the grief and pain from losing her husband and home. This pain was so great that Fern was willing to do anything but face it and settle down again. It led her to a new lifestyle that she appreciated more as time went on. Although she gets more used to the nomadic lifestyle and shows happiness in many ways, the traumatic events which led her to this extraordinary life continue to follow her and trouble her. She struggles to accept help or stay in any place for long as it reminds her of her old lifestyle. Fern can progress by recovering from her grief but still struggles to reconnect to others and integrate herself into society (Manitoba Trauma Information & Education Centre). 

Fern had faced many difficulties in the movie Nomadland. Her van often needed maintenance in the film, such as a new tire. Furthermore, she was always finding different jobs to make her ends meet. Many of these problems could be more accessible if she changed her lifestyle back to what it once was, settling in one place with a house. Furthermore, she could go back to having a house to live in with the help of friends, such as Dave, who offered his home for her to live in, and return to modern living. However, she can’t stand living in a house. Fern cannot get over her grief of what happened to not only her husband but her entire town. Fern lost everything she held dear to her in a short period. This can cause significant trauma, and it was so much for Fern it changed her lifestyle. Her lifestyle changed because she could no longer stand to look at anything that would remind her of the past. So she left it behind as her means of escape and became a nomad.

After joining the RTR group, Fern starts to live and integrate herself with the other members. However, she cannot fully open up and face her trauma. It does get better for her, though, as she starts to learn she isn’t the only one with a problematic past that led to the nomadic lifestyle. When talking with Bob Wells, she starts to face the events that haunt her as she briefly describes them and considers their effect on her life. “I maybe spend too much time just remembering Bob,” she says while considering her husband. 

Throughout the movie, Fern was getting better at expressing herself about the past and her problems. This started when Linda told her about a homeless community and met the person who would change her, Bob Wells. He talks about the market and how it makes people live by its rule, creating more problems and his responsibility to help people who went through it. At nightfall, Fern listens to the people talk about their past and how it led them to have this choice. She talks to Bob about her town and herself about her losses from the depression. Bob does not have a clear answer for her, but he says that the community will help her become a better person and find peace throughout the losses endured. Swankie teaches her to survive living in the van and shows her the rope to protect herself. Throughout the movie, she talks to other community members, becomes friends with them, creates a positive attitude, and starts caring for them in understanding what they are going through. She also begins to express herself and her past to comfort them when they feel depressed about something. When Swankie died from a small cell carcinoma in her brain, people started to talk about her and how she helped them. Then they throw rocks into the fire because it was her final wish to them. This shows Fern that she is changing by talking to people who know her pain and dealing with it healthily without blowing people away. The point is that the community helped Fern in many ways and gave her the confidence to go back to her town.

This progress helped Fern try to go back to her old lifestyle before her husband died. She tried twice but both times did not last. In both times she just could not stand the house most likely due to her still lingering grief in the past. As such she left by herself both times. After accepting Dave’s invitation to his home and then leaving, Fern does go back to the abandoned town she left long ago. While walking through she does not leave in a hurry but takes her time. She most likely was searching for some form of closure that the movie does not state. Whether Fern did get this closure is not clear in the movie because of its ending.

The end of Nomadland shows Fern going back to the RV park at the beginning of the movie. She gets a job at the same Amazon warehouse and ends up repeating herself, as shown at the end of Nomadland. After all of her time trying to come to terms with what happened, her grief still had a hold. She may have accepted that the grief was going to be a part of her for the rest of her life, but she still can’t go back to the modern style of living as she had with her husband. The grief had changed her entire lifestyle, and for her, there was no going back.

Works Cited

Manitoba Trauma Information & Education Centre. “Phases of Trauma Recovery.” Trauma Recovery, 2013, https://trauma-recovery.ca/recovery/phases-of-trauma-recovery/.

Zhao, Chloé, director. Nomadland. Searchlight Pictures, 2020.[supanova_question]

Self Actualization Essay