Month: July 2018

Introduction to Philosophy

Type of document           Essay

1 Page

Subject area       Philosophy

Academic Level Undergraduate

Style      APA

Number of references  1

Order description:

Introduction to Philosophy 1301

This is a Discussion Board not an essay.

Ch 1:   Based on your reading of Chapter 1, which area of philosophy do you think will be most interesting and why? Since I don’t ask students to do anything I wouldn’t do, I will tell you I prefer epistemology and ethics. I think epistemology is interesting because it seems there is really nothing we can know for sure . . . other than our own perceptions, but there is no way to know our perceptions are accurate. I like ethics because we all have to make ethical decisions every day, so this part of philosophy is part of everyone’s life. So much is a part of our ethical decisions (training, evolution, value judgments, love, cost/benefit analyses, etc.) that philosophers can spend the rest of eternity discussing these questions. We may never get the right answers, but I think we benefit from the discussions. In fact, I wouldn’t want to live in a world where people didn’t have these discussions. So, what do you think? ( Discussion board posts should consist of a minimum of 5 sentences.)

Discussion Board: It is my experience that students with regular attendance do best in class. Since this is an online course, please make a habit of logging into Blackboard at least once a week. You need to be active in all 4 discussion board questions that will be 20% of your final grade score.  Postings do not necessarily need to be long—usually one paragraph (consisting of MINIMUM of 5 sentences) will suffice. Of course, feel free to make longer postings. You must post a minimum of one response for each prompt on the discussion board. Your responses should show thought and criticism of the arguments we are reading in the book. Chapter 1 will explain the proper way to criticize philosophy. Do NOT copy comments from another website.

Required Textbook:  John Chaffee, The Philosopher’s Way: Thinking Critically about Profound Ideas, 5th edition (Prentice Hall).  Do NOT need access code/NOT required.

ISBN-13:  978-0133867541   ISBN-10:  013386754               Edition: 5th

 

Strategic Financial Management

Type of document           Essay

11 Pages

Subject area       Business

Academic Level Master

Style      Harvard

Number of references  40

Order description:

*Please see essay brief.

*Essay must be a critical evaluation

*Reference format must be Harvard

*please follow financial & accounting format

For completing this assignment successfully, you must read carefully the assignment brief to ensure that you address all of the requirements of the assignment. A strong assignment submission must include the following: · Relevance · Good Portion of Knowledge · Consistent Analysis · Argument Structure · Critical Evaluation · Good Presentation · Reference to Literature In order to complete this activity you need to consider the following: (1) Utilise academic research using literature from journals, books, Google Scholar, etc. – Do not use unreliable sources such as Wikipedia, Investopedia, blogs or other non-professional or non-refereed articles. At this level of study it is expected that you use a wide-range of sources to support your discussion and analysis. (2) Undertake a critical evaluation making effective use of evidence and sources (3) Present findings in an appropriate format (ensure that Harvard referencing is used)

AF4S31 Assessment 1 (V2) Brief This assignment will be marked out of 100% This assignment contributes to 50% of the total module marks. The assessments are bonded which means you need 40%+ over both assessments combined to pass the module. Learning Outcomes to be assessed As specified in the validated module descriptor available at: https://icis.southwales.ac.uk/studentmodules/10122/studentmodulespecifications Learning outcome 1 The ability of students to critically assess, apply and evaluate the issues and techniques of strategic financial management. Grading Criteria Please see School’s marking criteria for undergraduate/post graduate assessments on the module VLE. Any additional grading/marking guidance will be posted with assessment task below. Assignment You have recently attended a workshop aimed at improving your understanding of company Annual Reports using Tesco’s report as an example. During the workshop you looked at the following sections of Tesco’s annual report: § The Strategic Report including the Environmental and Social Review, § The Corporate Governance Report and, § The Group Statements of: ‘Income’ (also sometimes referred to as the Statement of Profit and Loss) ‘Balance Sheet’ and ‘Cash-Flows’. You learned about how different ‘stakeholders’ may use the information contained in these reports and financial statements. You also learned about financial ratios and how these can be used to interpret and assess the performance of a business in terms of its profitability, liquidity, efficiency and return to investors. The timing of the workshop was very fortuitous. You are the Purchasing Manager for the business you work for. You are in the process of letting a contract for the supply of an important component used in your business’s production. You have been provided with the financial statements of Benedict Co. who are one of a few companies tendering for the contract. The income statement and statement of financial position have been reproduced below. As well as reviewing the financial statements of Benedict Co. from a potential customer perspective, you are interested in how the company may be viewed by potential investors, lenders and suppliers. You have also collected the following information about other companies operating in the same sector as Benedict Co.: Current ratio 1.6 Quick ratio 1.0 Trade receivable days 55 days Inventory days 60 days Trade payable days 90 days Statement of income for Benedict Co. for the year to 31 January 20X1 20X0 $’000 $’000 Sales 30,800 24,900 Cost of sales 16,000 14,500 Gross profit 14,800 10,400 Admin expenses 1,700 400 Distribution costs 3,500 800 Finance costs 1,300 500 Profit before taxation 8,300 8,700 TAXATION 1,700 1,700 Profit after taxation 6,600 7,000 Statement of financial position for Benedict Co. as at 31 January 20X1 20X1 20X0 $’000 $’000 $’000 $’000 Non-current assets 38,000 32,600 Current assets Inventory 5,200 2,600 Trade receivables 7,600 3,800 12,800 6,400 Total assets 50,800 39,000 Capital and reserves Share capital 18,000 18,000 Reserves 10,000 7,900 28,000 25,900 Non-current liabilities 6% bonds 12,000 8,000 Current liabilities Trade payables 6,800 4,300 Overdraft 4,000 800 10,800 5,100 50,800 39,000 Dividends of $4.5 million were paid in 20X1 and $3.6 million in 20X0. Shares in Benedict Co. had a market value of $5.60 at 31 January 20X1 compared to $3.60 in 20X0. Benedict Co. has issued 18 million $1 shares. Required: Prepare a report for your manager which: 1) Using the Annual Report of Tesco available at the following link: https://www.tescoplc.com/media/264194/annual-report-2016.pdf a) Explains the term ‘stakeholder’ and identifies three types of stakeholder of Tesco. 15% b) Analyses how the Environmental and Social Review and the Corporate Governance Report help Tesco demonstrate its performance in terms of its corporate and social responsibilities to two of the stakeholders identified in a) above. 35% 2) Analyses and evaluates the financial position of Benedict Co. using a range of financial ratios to meet the requirements of potential customers, investors, lenders and suppliers. Your analysis should: a) Explain the purpose and relevance of the chosen ratios. b) Include the results for each chosen ratio and reasons for the movement between the two years. c) Highlight any aspects of the performance of Benedict Co. which would give cause for concern. d) Critically evaluate the application of financial ratios in interpreting and measuring the performance of a company. All calculations should be shown in full as an appendix to the report. 40% Marks are available for the presentation of your report including structure, style and the presentation of referencing. 10% Total 100% Grading Criteria Section Weighting Criteria (1) Using the AR of Tesco: a) explain ‘Stakeholder’ and identify three of Tesco’s stakeholders b) analyse the ‘Environmental and Social Review and Corporate Governance Report how this demonstrates CSR to 2 stakeholders 15% 35% Demonstrate: · Relevant practical, academic and subject specific skills · Knowledge understanding and appreciation of issues involved. · Ability to research and provide practical and relevant points · Clear communication, explanation evaluation and discussion of aspects being covered (2) Financial analysis and interpretation 40% Report Structure and presentation 10% · Clarity of layout, grammar, presentation and inclusion of all relevant matters · Tone and use of professional language i.e. suitable for addressee of report · Accuracy of referencing, and appropriate use of appendices Assessment guidance Your report should be word processed, clearly laid out and concise and should be supported by appropriate workings for the numerical elements. The word limit for the report is 3,000 words. The text of this assignment must be in your own words (not even a sentence or phrase should be taken from another source unless this source is referenced and the phrase placed in quotes). It is dishonest not to acknowledge the work of other people and you open yourself up to the accusation of plagiarism. Referencing should in accordance with the Harvard System. A guide published by the Library lists the most common types of references with examples. The guide can be found on the module VLE Hand-in requirements and dates: Please see the VLE PLEASE NOTE THAT IF YOU ARE EVEN ONE MINUTE LATE UPLOADING YOUR FILE THIS WILL COUNT AS A LATE SUBMISSION AND THE APPROPRIATE PENALTY WILL APPLY.

Advanced Pathophysiology – Gastrointestinal Disorders

Type of document           Research Paper

3 Pages

Subject area         Nursing

Academic Level Master

Style      APA       Number of references  4

Order description:

Just to clarify write a 3 page paper addressing all things asked and then do a mind map.
Describe the normal pathophysiology of gastric acid stimulation and production. Explain the changes that occur to gastric acid stimulation and production with GERD, PUD, and gastritis disorders.
Explain how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
Construct a mind map for gastritis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper

Use resources as references I will upload an example of a mind map

Please use the readings and resources as some of the references I will upload an example of a mind map so you know how to do it Write a 2- to 3-page paper that addresses the following:

Describe the normal pathophysiology of gastric acid stimulation and production. Explain the changes that occur to gastric acid stimulation and production with GERD, PUD, and gastritis disorders.

Explain how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.

Construct a mind map for gastritis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.

Assignment 1: Gastrointestinal Tract: Disorders of Motility

Jamie is a 3-month-old female who presents with her mother for evaluation of “throwing up.” Mom reports that Jamie has been throwing up pretty much all the time since she was born. Jamie does not seem to be sick. In fact, she drinks her formula vigorously and often acts hungry. Jamie has normal soft brown bowel movements every day and, overall, seems like a happy and contented baby. She smiles readily and does not cry often. Other than the fact that she often throws up after drinking a bottle, she seems to be a very healthy, happy infant. A more precise history suggests that Jamie does not exactly throw up—she does not heave or act unwell—but rather it just seems that almost every time she drinks a bottle she regurgitates a milky substance. Mom thought that she might be allergic to her formula and switched her to a hypoallergenic formula. It didn’t appear to help at all, and now Mom is very concerned.

 

Cases like these are not uncommon. The mother was concerned and thinking her daughter may have an allergy; she changed to a different formula. However, sometimes babies have immature GI tracts that can lead to physiology reflux as they adapt to normal life outside the uterus. Parents often do not consider this possibility, prompting them to change formulas rather than seeking medical care. As in the case study above, GI alterations can often be difficult to identify because many cause similar symptoms. This same issue also arises with adults—adults may present with symptoms that have various potential causes. When evaluating patients, it is important for the advanced practice nurse to know the types of questions he or she needs to ask to obtain the appropriate information for diagnosis. For this reason, you must have an understanding of common GI disorders such as gastroesophageal reflux disease (GERD), peptic ulcer disease (PUD), and gastritis.

To Prepare

Review this week’s media presentation on the gastrointestinal system.

Review Chapter 35 in the Huether and McCance text. Identify the normal pathophysiology of gastric acid stimulation and production.

Review Chapter 37 in the Huether and McCance text. Consider the pathophysiology of gastroesophageal reflux disease (GERD), peptic ulcer disease (PUD), and gastritis. Think about how these disorders are similar and different.

Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Consider how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on this factor.

Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for gastritis. Consider the epidemiology and clinical presentation of gastritis.

 

LEARNING RESOURCES

Week 8

Introduction Resources Discussion Assignment 1 Assignment 2 Quiz Week in Review

NURS 6501: Advanced Pathophysiology

Student Support

Walden Links

Guidelines and Policies

Back to Blackboard

Help

A nurse checks a child’s stomach.

Week 8: Gastrointestinal System

During examinations, patients often present with various symptoms. Often, these symptoms overlap multiple disorders within body systems—especially gastrointestinal (GI) disorders—further increasing the difficulty in diagnosing and treating patients. Consider a patient who presents with severe abdominal pain that has persisted for months. At first review, it might be inflammatory bowel disease or irritable bowel syndrome, but upon closer inspection and testing, gastric cancer is found. As this case outlines, it is important that you, as an advanced practice nurse, are able to identify alterations of GI disorders in order to properly diagnose patients or refer them for specialized care when necessary.

This week you examine the pathophysiology of gastrointestinal disorders. You also explore common treatments and the impact of patient factors on these disorders.

Learning Objectives

Students will:

Compare the pathophysiology of inflammatory bowel disorder and irritable bowel syndrome

Analyze treatments for digestive disorders

Evaluate the impact of patient factors on digestive disorders

Analyze the pathophysiology of gastric acid stimulation and production

Evaluate the impact of patient factors on gastrointestinal disorders

Evaluate clinical considerations of gastrointestinal disorders

Understand and apply key terms, concepts, and principles related to alterations of the gastrointestinal system

Photo Credit: Keith Brofsky/Photodisc/Getty Images

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

 

Required Readings

Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.

Chapter 35, “Structure and Function of the Digestive System”

This chapter provides information relating to the structure and function of the digestive system. It covers the gastrointestinal tract and accessory organs of digestion.

Chapter 36, “Alterations of Digestive Function”

This chapter presents information relating to disorders of the gastrointestinal tract and accessory organs of digestion. It also covers the pathogenesis, clinical manifestations, evaluation, and treatment of gastroesophageal reflux disease, gastritis, peptic ulcer disease, inflammatory bowel disease, and irritable bowel syndrome.

Chapter 37, “Alterations of Digestive Function in Children”

This chapter presents information relating to disorders of the gastrointestinal tract and liver that affect children. It focuses on congenital impairment, inflammatory disorders, metabolic disorders, as well as the impairment of digestion, absorption, and nutrition.

Hammer, G. G. , & McPhee, S. (2014). Pathophysiology of disease: An introduction to clinical medicine. (7th ed.) New York, NY: McGraw-Hill Education.

Chapter 13, “Gastrointestinal Disease”

This chapter provides a foundation for exploring gastrointestinal disorders by reviewing the structure and function of the GI tract. It also describes mechanisms of regulation of GI tract disorders such as acid-peptic disease, inflammatory bowel disease, and irritable bowel syndrome.

Chapter 14, “Liver Disease”

This chapter reviews the structure and function of the liver. It then explores the clinical presentation, etiology, pathogenesis, pathology, and clinical manifestations of three liver disorders: acute hepatitis, chronic hepatitis, and cirrhosis.

Chapter 15, “Disorders of the Exocrine Pancreas”

This chapter begins by reviewing the anatomy, histology, and physiology of the exocrine pancreas. It then examines the clinical presentation, etiology, pathology, pathogenesis, and clinical manifestations of acute and chronic pancreatitis, pancreatic insufficiency, and pancreatic cancer.

de Bortoli, N., Martinucci, I., Bellini, M., Savarino, E., Savarino, V., Blandizzi, C., & Marchi, S. (2013). Overlap of functional heartburn and gastroesophageal reflux disease with irritable bowel syndrome. World Journal of Gastroenterology, 19(35), 5787-5797. doi:10.3748/wjg.v19.i35.5787

Required Media

Laureate Education, Inc. (Executive Producer). (2012c). The gastrointestinal system. Baltimore, MD: Author.

This media presentation outlines the pathophysiology of the gastrointestinal system and associated alterations.

Optional Resources

American Liver Foundation (2016). Retrieved from http://www.liverfoundation.org/

National Digestive Diseases Information Clearinghouse. (2016). Retrieved from http://digestive.niddk.nih.gov/index.aspx

Antimicrobial Agents

Type of document           Research Paper

3 Pages

Subject area         Nursing

Academic Level Master

Style      APA

Number of references  4

Order description:

Write a 2- to 3- page paper that addresses the following:

Describe the categories of antimicrobial agents.

Describe differences between viral and bacterial infections.

Explain why proper identification of viral and bacterial infections is key to selecting the proper antimicrobial agent

Use some of these resources and readings as references or I will not get credit

Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources. To access select media resources, please use the media player below.

Required Readings

Arcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (Eds.). (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams & Wilkins.

Chapter 8, “Principles of Antimicrobial Therapy” (pp. 111-134)

This chapter covers factors that impact the selection of an antimicrobial treatment regimen. It also examines the clinical uses, adverse events, and drug interactions of various antimicrobial agents such as penicillin.

Chapter 12, “Fungal Infections of the Skin” (pp. 163-196)

This chapter explores the pathophysiology of several fungal infections of the skin as well as related drug treatments and examines the importance of patient education when managing these infections.

Chapter 14, “Bacterial Infections of the Skin” (pp. 181-196)

This chapter begins by examining causes of bacterial infections. It then explores the importance of selecting an appropriate agent for treating bacterial infections,

Chapter 32, “Urinary Tract Infection” (pp. 519-526)

This chapter covers drugs used to treat urinary tract infections and identifies special considerations when treating geriatric patients, pediatric patients, and women.

Chapter 35, “Sexually Transmitted Infections” (pp. 512-535)

This chapter outlines the causes, pathophysiology, and drug treatment of six sexually transmitted infections, including gonorrhea, syphilis, and human papilloma virus infection (HPV). It also examines the importance of selecting the proper agent and monitoring patient response to treatment.

Chapter 49, “Human Immunodeficiency Virus” (pp. 843-860)

This chapter presents the causes, pathophysiology, diagnostic criteria, and prevention methods for HIV. It also covers various methods of drug treatment and patient factors to consider when selecting, administering, and managing drug treatments.

Krummenacher, I., Cavassini, M., Bugnon, O., & Schneider, M. (2011). An interdisciplinary HIV-adherence program combining motivational interviewing and electronic antiretroviral drug monitoring. AIDS Care, 23(5), 550–561.

Note: Retrieved from the Walden Library databases.

This article analyzes medication adherence in HIV patients and examines factors that increase adherence as well as factors that contribute to termination or discontinuation of treatment.

Drugs.com. (2012). Retrieved from http://www.drugs.com/

This website presents a comprehensive review of prescription and over-the-counter drugs including information on common uses and potential side effects. It also provides updates relating to new drugs on the market, support from health professionals, and a drug-drug interactions checker.

Scourfield, A., Waters, L., & Nelson, M. (2011). Drug combinations for HIV: What’s new? Expert Review of Anti-Infective Therapy, 9(11), 1001–1011. Retrieved from the Walden Library databases.

This article examines current therapies and strategies for treating HIV patients. It also examines factors that impact selection of therapy, including drug interactions, personalization of therapy, costs, management of comorbidities, and patient response.

Required Media

Laureate Education, Inc. (Executive Producer). (2012). Antimicrobials. Baltimore, MD: Author.

This media presentation outlines principles of antimicrobial therapy

Note: The approximate length of this media piece is 7 minutes.

Optional Resources

Mayer, K. H., & Krakower, D. (2012). Antiretroviral medication and HIV prevention: New steps forward and New Questions. Annals of Internal Medicine, 156(4), 312–314.

Note: Retrieved from the Walden Library databases.

 

What is Humanities?

Type of document           Essay

3 Pages Subject area      Art

Academic Level Undergraduate

Style      MLA

Number of references  3

Order description:

Final Exam: For this exam, you are to write a short, 700 word essay about how your work this semester has informed (and/or changed) your understanding of humanity and of what it means to be human. You should write the essay with a focus of some kind, so you should start it with a conventional introduction that features a thesis, or a main argument or claim. That claim should appear near the bottom of the first paragraph, and should attempt to clarify a main point–a main idea that conveys to the reader your message. Then you can use subsequent paragraphs to support your main claim. As you write, you should cite/quote from at least three of the things we’ve read this semester. This way, you will show the reader that you’ve been able to connect your own thinking to your ideas in this course. Of course, the conclusion should wrap up your paper in some substantive way.

please use: Plato’s ‘The Republic’ as one of the lesson that was taught in class, including an example and quotes from ‘Oedipus the King’

translated by David Genre if applicable.

please use: Descartes ‘I am, I exist’ as another one of the lesson that was taught in class, including an example and quotes from the book ‘Hamlet’ by Shakespear. Also If applicable

Lastly, please use: Sartre ‘Existentialism is Humanism” as the last piece of the lesson that was taught in class, please include quotes.

Here is the link for the Republic by Plato: http://classics.mit.edu/Plato/republic.8.vii.html

Here is the video for the Republic by plato: https://www.youtube.com/watch?v=d2afuTvUzBQ&t=2s (Links to an external site.)Links to an external site.

Here is a summary for the Republic by plato:

Plato’s allegory is a very brief work but it is packed with complexities. Here are a few important takeaways to help you connect his insights both to Oedipus and to Aristotle, the philosopher we’ll turn to next in our exploration of Greek culture: 

• An allegory is a story intended to correspond in some way to true life. In Plato’s allegory, the cave corresponds to the way that we live our lives generally speaking and the space outside the cave–the real truth of the world–is a space that we achieve only in our minds when we have become enlightened. This corresponds to Plato’s theory of the forms, which stipulates that the world we are actually living in and know is actually just a representation of the world of truth. This is a world for Plato that can only be found in the mind, and in the mind’s view of a thing. So, for instance, right now I’m sitting at a desk, typing this, but for Plato, this desk that I’m sitting at is less real than the original idea of this desk that some designer somewhere had in his/her head before actually designing it. So don’t think that when you’re running around in some beautiful natural environment feeling enlightened that you’re like the prisoner who’s come out of the cave. That is not what Plato means.
• Plato’s allegory is interesting to relate to the character of Oedipus. For many readers, Oedipus suffered the worst fate that can befall a man–that’s certainly how Oedipus was interpreted by the viewers at the time. But the allegory gives us a way to see Oedipus’ final achievement of truth–the point at which he discovers who he really is–as an accomplishment. At that moment, he is kind of like the guy who has escaped from the cave and is in the painful light of the sun. It is difficult, and it will change him forever, but he has sought it at his own cost because the truth means that much to him.
• Finally, it is worth comparing the role of art in society to the role of the images on the wall in the cave. Plato is clearly disparaging art in this story. It is bad enough that these cave-dwellers must remain in the cave, but it is even worse that they have to be deceived by the images passing in front of them–that is active deception and it is very comparable to the role of art, which is to represent, or to re-present the world to the audience. Nevertheless, in order to make this point, Plato has to tell a story, which is a form of art in itself. So it is a work of art that criticizes the work of art, or the work that art does. This is important to remember when we turn to Aristotle, for whom art occupies a more positive space within society.

Here is the link from Descartes “I am, I exist” : only the first two mediations https://www.marxists.org/reference/archive/descartes/1639/meditations.htm

Here is the summary for Desscartes “I am, I exist:

Here is a bit of commentary to help you connect Descartes’ thinking to Shakespeare’s:

–Descartes is notable as the founder of modern philosophy. Much of his thinking can be condensed in the simple opposition between the body and the mind. For Plato, perhaps it was more the body and the soul, or even the self and the world of higher forms, but for Descartes it’s the body and the mind.

–Within this way of thinking, the mind is always privileged over the body. Descartes says to himself that he can’t trust his sensations, because they might be deceiving him, so he has to reject them as a proof of his existence. Instead, he turns inward, to rely on the mind. Since he is thinking, or since he is a thinking being, he MUST exist. This radical privileging of the mind over the body has its problems, since it leaves out a big chunk of human experience, but it also goes hand in hand with Hamlet’s tendency to think about things instead of acting on them. This curious coincidence between Descartes and Shakespeare suggests that thinking was a big deal for the Renaissance as a whole. These were people who began to think about what the mind was capable of, apart from the place it occupied in the world. With Hamlet, you have a guy whose rightful responsibilities to his country, even his rightful responsibilities to his father are secondary to his responsibility to his own mind. That faithfulness to thinking–to making sure that thought has the priority over action–is a kind of template for a great deal of Renaissance thinking.

Here is the link for Sartre “Existentialism Is a Humanism”: https://www.marxists.org/reference/archive/sartre/works/exist/sartre.htm

Here is the summary for Sartre “Existentialism Is a Humanism”:

Sartre never really defines existentialism fully, although he is perhaps closest when he states that for the existentialist, “existence comes before essence.” This is a difficult idea to unpack, but we can certainly relate it to how we make choices in daily life. For instance, in “essence,” I see myself as someone who makes good, healthy eating choices, or at least that’s my ideal. However, I just stuffed my face with three mini chocolate donuts–that was something I actually did. Sartre would thus say that’s because I was valuing my essence before my existence: I was thinking that it was ok to eat the donuts because I generally see myself as a healthy person. For Sartre, that’s not acceptable. For him, the only real moral measure of ourselves lies in what we are doing at the time. In a sense, it might be truer to say that for Sartre, essence is the same thing as existence, or the two are condensed into one. What I mean is that one’s existence, one’s real lived experience, is the only essence that one can know. I can only be sure in myself of what I do, I cannot rely on some idea I have of myself based on being a “good person” or generally following rules or morality, I can only rely on what I do to tell me who I really am.

–While existentialism is attacked for being too dour or pessimistic, Sartre sees just the opposite. This is because existentialism forces individuals to think much more carefully about each and every choice they make. Choices can’t be separated from “essence” so each choice I make defines me–it defines my relation to others, my morality and my sense of myself. This means that, if we practice existentialism they way that Sartre intends, we will instantly become much more careful in the choices we make, and more ethical as well.

–So, if this is a philsophy that emphasizes making ethical choices, where does the forlorness and despair come from? Well, the problem with always doing what is ethical is that one is always having to figure out what in fact is ethical, which makes it infinitely more difficult to act. Imagine being a regular person picking cereal in the cereal aisle. Maybe you’ll just buy whatever looks good to eat. Maybe you’ll put a bit more thought into and look for a label that says, “organic” or “whole grain” or something like that. But if you’re an existentialist, picking a cereal in the cereal aisle might take all day. You have to figure out the fiber content, the sugar content, reckon all that against how the cereal is made and where, so on and so forth. That experience is compounded of course by more momentous decisions, like how you raise your children, how you care for yourself, or for your elders. This sense of always having to be just in one’s dealings is also kind of a drag–it creates anxiety, and worry because you can’t hang it on anyone else–no pre-establised moral code, no religion, just you. And that’s scary.

 

 

 

 

 

World History Discussion Board

Type of document           Essay

1 Page

Subject area       History

Academic Level Undergraduate

Style      APA

Number of references  2

Order description:

Discuss an event, issue or piece of technology developed during Unit 1 that is still impacting society today. How have the actions/ideas of these early modern societies contributed to today’s world? Answers should be 150-200 words long and in complete sentences. You must select a unique topic (you cannot use a topic that another student has already used).

Worth 25 points. Due by 11:59 PM on July 18th.

Example:

In England, King Henry VIII’s desire for a divorce had an impact far beyond his time. His need for a son led him to ultimately split from the Catholic Church when the pope would not grant him the annulment or divorce he wished. This was not a simple case of gender bias or desire for a younger wife, although those issues probably played a role in his decision. In previous history of England, only one time had a king tried to pass the throne to his daughter: King Henry I to his daughter Matilda in the 1100s. That action had led to a civil war that lasted about twenty years. Almost 400 years later, King Henry VIII faced a situation where he only had one living child from his first wife, and she was no longer able to have children. He probably viewed having a son as the way to solidify the power of the King of England, and in making himself the head of the Church of England was aiming towards Absolutism. Ironically, his efforts to get a divorce led him to inadvertently build the power of parliament so that instead of the Kings and Queens of England becoming Absolute Monarchs, they slowly lost power becoming Constitutional Monarchs. In addition, his efforts (6 total marriages) to get a son only led to one sickly male child who died at age 15. Instead of a powerful King, England got one of the most important Queens: Elizabeth I. Today, Queen Elizabeth II of England is a figurehead ruler. The English monarchy no longer has any direct political power, and the family has taken on a humanitarian role in supporting charities.

Required Materials:

Boundless World History, housed by Lumen Learning — This textbook is an OER (Open Educational Resource) text used for both HIST 2321 and 2322. I have included a tab named “Textbook” where you can link to a downloadable .epub file if you wish to download the entire book. Within each Unit, I have also included links to the individual sections of the chapters. Please be aware that, if you download the entire book, I have rearranged some sections to fit the format of this course.

In addition to the textbook, I have included my notes as Adobe Spark notes. These include links to videos from Crash Course and Khan Academy to help you visualize the past.

The purpose of this class is to examine the political, social and economic history of different civilizations around the world since about 1500 and analyze the interactions between those civilizations with each other.

Attendance: As this is an online class, you do not have “attendance” in the traditional sense. However, you need to email me that you are “beginning the course”. All of the assignments will be turned in online and all of the tests will be online. If you need to see me in person, I will be on campus during the office hours that I have listed below.

Dropping the Course : If you need to drop the course for any reason (work or personal) you can do so online anytime before August 1st.

NR661 Certification Review and Study Plan

Type of document           Coursework

5 Pages

Subject area         Nursing

Academic Level Master

Style      APA

Number of references  4

Order description:

NR661 Certification Review and Study Plan

NR661 Certification Review and Study Plan

Criteria Ratings Pts

This criterion is linked to a Learning Outcome Learning Goals

30.0 pts

Full Marks

The assignment contains a minimum of 6 learning goals (4 based on the student’s lowest scored Pre Predictor knowledge areas, and 2 from the lowest scored testing domain areas). * 5 point deduction for each missing goal. Additionally, if there are not at least 4 goals from knowledge area and 2 from the testing domain area then a 10 point deduction will apply.

0.0 pts

No Marks

30.0 pts

This criterion is linked to a Learning Outcome Learning Activities

30.0 pts

Full Marks

Learning activities support the learning goals. There must be at least 4 separate learning activities clearly identified for each learning goal. * 5 point deduction for each learning goal not supported by at least 4 separate clearly identified learning activities (up to 30 point maximum).

0.0 pts

No Marks

30.0 pts

This criterion is linked to a Learning Outcome Reflection

30.0 pts

Full Marks

Reflection identifies how accomplishing the learning goal will improve certification preparation or make the student a better nurse practitioner. * 5 point deduction for each missing reflection, or a reflection that does not include the above criteria (up to 30 point maximum).

0.0 pts

No Marks

30.0 pts

This criterion is linked to a Learning Outcome Timeline

6.0 pts

Full Marks

Timeline clearly identifies when the learning goal will be accomplished. All goals must be accomplished within the current class timeframe. *1 point deduction for each missing timeline, or a timeline that does not include the above criteria (up to 6 point maximum).

0.0 pts

No Marks

6.0 pts

This criterion is linked to a Learning Outcome Organization

4.0 pts

Full Marks

Study plan is organized and grouped by learning goals in a table or other format that aligns all components of the study plan under each learning goal (see sample Study Plan in assignment instructions). * 4 point deduction if the above criteria is not met. Entire assignment must be organized this way or full deduction applies. No partial deductions.

0.0 pts

No Marks

4.0 pts

This criterion is linked to a Learning Outcome Participation

0.0 pts

Late Deductions

The student must submit this assignment by Sunday, 11:59 p.m. MT of Week 1. Late assignments will incur a 10% daily deduction. An assignment will not be accepted after it exceeds three days late, and a zero grade will be assigned.

0.0 pts

No Marks

0.0 pts

Total Points: 100.0

Diagnosis and Management of Respiratory/ cardiovascular Disorders

Type of document           Essay

1 Page

Subject area         Nursing

Academic Level Master

Style      APA

Number of references  2

Order description:

Case Study 5:

Trina is a 9-year-old female who weighs 110 pounds. Vital signs are as follows: BP 122/79, P 98, R 20. Her mother reports she is a picky eater and refuses to eat fruits and vegetables. Her physical activity includes soccer practice for 1 hour a week with one game each weekend from September through November. Family history is negative for myocardial infarction, but both parents take medication for dyslipidemia.

Format response to include content: Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the respiratory, cardiovascular, and/or genetic disorder.

 

 

Describe three political actions nurses could take to strengthen their role in policymaking as it relates to advocacy for improving LGBTQ health. Correlate your discussion to the AACN MSN Essentials, identify one that most pertains to this topic and elaborate on your selection.

Master’s

1 page

Discipline:            – Nursing

Type of service:                Essay

Spacing:               Double spacing

Paper format:    APA

Number of sources:        2 sources

Paper details:

Please follow this information

300 words APA style

Describe three political actions nurses could take to strengthen their role in policymaking as it relates to advocacy for improving LGBTQ health. Correlate your discussion to the AACN MSN Essentials, identify one that most pertains to this topic and elaborate on your selection.

additional information regarding providing adequate care for the LGBTQ community as outlined by Joint Commission and the CDC:

Joint Commission & LGBTQ Community.pdf

Survey Report cover

Lesbian, Gay, Bisexual and Transgender Health: https://www.cdc.gov/lgbthealth/

 

Coca Cola and PepsiCo

Undergraduate (1st and 2nd year)

2 pages

Discipline:            Accounting

Type of service:                Questionnaire

Spacing:               Double spacing

Paper format:    APA

Number of sources:        1 source

Paper details:

1. C) What were these two companies’ trends in net cash provided by operating activities over the period 2012 to 2014?
2. D) Where is the “depreciation and amortization” reported by Coca Cola and PepsiCo in their statements of cash flows? What is the amount and why does it appear in that section of the statement of cash flows?
3. E) Based on the information contained in Coca Cola and PepsiCo financial statements, compute the following 2014 ratios for each company. These ratios require the use of statement of cash flows data. (the ratios were covered in Chapter 5)
4. Current Cash debt coverage
5. Cash debt coverage.

Kieso, D.E., Weygandt, J.J., Warfield, T.D.(2016). Intermediate Accounting. (16th ed.). John Wiley & Sons.