Please answer the questions for me. I need this back by Sunday

ACEs  or adverse childhood experiences are potentially traumatic things that  occur in a child’s life. These experiences occur before a child is  eighteen, but they remember them throughout their life. ACEs refer to  specific types of trauma children may experience. They  include physical, sexual, and emotional abuse; neglect, losing a parent  such as through divorce, being exposed to domestic violence, having a  parent with a mental illness, having a member of the household who  abuses drugs or alcohol, and having a parent who has been in jail. Children  living through these experiences may suffer from adverse effects for  the rest of their lives. Watch Dr. Nadine Burke Harris’s TedTalk 

 Links to an external site. and answer the following questions:

1. How did she describe the impact of adverse childhood experiences on health?

2. What did you find surprising, interesting, or unexpected from the video?

3. How would you incorporate your new understanding of ACEs in your work with children and families? 

HERE IS THE LINK TO LISTEN TO:

How Accurate Are Online IQ Tests Compared to Professional Ones?

I’ve taken a few online IQ tests and always get different results. I’m curious about how these online tests compare to those administered by professionals. Are they reliable? Do they measure the same aspects of intelligence?

How much should I trust the results from an online test if I’m considering it for something serious?
https://realiqtestonline.com/

N666 VIP: Ưu đãi đặc quyền cho thành viên VIP

 

N666 VIP: Khám phá ưu đãi độc quyền chỉ dành cho thành viên VIP

  

N666 VIP là chương trình dành riêng cho các thành viên VIP của N666. Với N666 VIP, thành viên sẽ được trải nghiệm những ưu đãi độc quyền, không có ở bất kỳ đâu khác.

  Hãy khám phá thế giới VIP của N666, nơi bạn sẽ được tận hưởng những dịch vụ cao cấp, chăm sóc tận tình và ưu đãi hấp dẫn từ chương trình N666 VIP.

  Cảm giác đặc biệt khi được xem trực tiếp một cách đẳng cấp, thỏa thích thưởng thức các sự kiện hàng đầu mà chỉ có trong N666 VIP.

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Nhận ngay ưu đãi hấp dẫn với N666 VIP – Cơ hội không thể bỏ lỡ

N666 VIP là chương trình ưu đãi dành cho các khách hàng thân thiết của chúng tôi. Với N666 VIP, bạn sẽ được trải nghiệm những ưu đãi độc quyền và hấp dẫn mà không phải ai cũng có được.

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Biology In Class Assignment 1

Examine the differences in each of the assigned topics to be given in class.  Present your findings in your choice of video, infographic, or written in an APA formatted paper using headers.

Include your in-text citations (verbally if submitting a video) and references in APA format for a paper or infographic (use the comment section to list sources if doing a video).

Make sure you have 30% or less of non-original work in Turnitin.

Include a Reflection Section on any type of assignment submitted, where you reflect on one item or more that you learned this week or something that stood out to you from class or your readings for pathophysiology.

Instructions:

Each group will research their assigned topic and answer the question(s) together.  Share your information and references with each other.

Group 7:  How does chemotherapy work, and what are the side effects?

Biology Assignment 2 GFF

August 21, 2024

Contextualizing Graffiti: An Analysis of Urban Expression

Graffiti is common in many locations worldwide and is frequently regarded as a contentious form of urban expression. The specific graffiti in question offers a fascinating topic for examination because it is depicted in a vivid, disorganized mixture of colors and symbols on a concrete wall in a metropolitan underpass. It begs the question: were the graffiti artists, gang members, or just random people vandalizing property responsible for this? We can try to identify the origin of the graffiti by looking at its features and comparing them with information on gang and tagger activity that is currently known.

Characteristics of the Graffiti

A huge, stylized signature or “tag,” a string of numerals, and a variety of abstract designs are some of the standout elements of the graffiti that is the subject of this analysis. The tag, which is the most noticeable element, is composed of large, connected letters with angular edges and pronounced curves. The tag stands out from the background thanks to the vivid color scheme and the use of contrasting hues. Smaller, less readable marks and symbols that appear to be randomly distributed surround the tag.

Gang Graffiti or Tagging?

It’s critical to comprehend the differences between gang members and taggers in order to evaluate whether this graffiti is their own. Gang graffiti, sometimes referred to as “gangbanging,” is frequently used to demarcate areas, communicate with other gangs, or show support for a particular gang (Phillips, 1999). This kind of graffiti usually contains the name of the gang, numerals, or other symbols linked to the group, and occasionally taunts or threats aimed at competitors. Since communication rather than artistic expression is its primary goal, it is typically simple and devoid of artistic decoration (Ley & Cybriwsky, 1974). However, the main goals of tagging are self-expression and gaining notoriety among other graffiti artists. Taggers, sometimes called “writers,” frequently look for extremely visible spots in an effort to get as many people to view their tags as possible. The employment of a distinctive pseudonym, or “tag,” that is styled and used repeatedly in different contexts, is what defines tagging. The aforementioned graffiti appears to have more in common with the traits of tagging than with gang activities. The concentration on a big, stylised tag implies that the artist was trying to make a name for themselves and make a statement in the city. In contrast to typical gang graffiti, which often serves a utilitarian purpose, the abstract designs and vivid colors suggest an artistic aim (Phillips, 1999). Furthermore, it is less likely that gang members created this graffiti because it lacks obvious gang emblems, numbers, or threatening statements.

Defacing Property or Artistic Expression?

Even though some could contend that all graffiti is a type of property defacement, it’s important to distinguish between intentional, artistic expression and mindless vandalism. As evidenced by this graffiti, tagging can be considered an urban art form, even though it doesn’t follow the rules of legality (Ferrell, 1996). Taggers frequently take tremendous pride in what they do, devoting a lot of time to honing their tags and creating a distinctive look that makes them stand out from the competition.It is also true, though, that this kind of expression takes place without the owners’ permission, which is why it is considered vandalism. This conflict between property rights and art is typically at the center of the ethical discussion around graffiti. In this instance, although some may view the graffiti as defacing property, it also exemplifies a subcultural art form that questions accepted ideas of public space and ownership (Macdonald, 2002).

Conclusion

The analysis of the graffiti indicates that the creator of this piece was probably a tagger rather than a member of a gang or someone who was just vandalizing property. The focus on aesthetic flair, the unique tag, and the lack of symbols associated with gangs imply that the graffiti is an instance of tagging, or self-expression within the graffiti subculture. While the controversy over graffiti’s legitimacy as art continues, it is evident that this specific piece is more than just an act of vandalism; it is a statement of identity and presence in the urban environment.

References

Ferrell, J. (1996).
Crimes of style: Urban graffiti and the politics of criminality. Northeastern University Press.

Ley, D., & Cybriwsky, R. (1974). Urban graffiti as territorial markers.
Annals of the Association of American Geographers, 64(4), 491-505.

Macdonald, N. (2002).
The graffiti subculture: Youth, masculinity, and identity in London and New York. Palgrave Macmillan.

Phillips, S. A. (1999).
Wallbangin’: Graffiti and gangs in L.A. University of Chicago Press.

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Biology [u06a1] Week 6 Assignment: Research Concepts Matrix 8030

cf_week_6_research_concepts_research_matrix.docx

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Research Concepts Matrix

Please note that the first row of data is meant as an example. Please read the example article (Mok et al., 2022) as a guide for how to dissect each of the four articles assigned. The links to the four required assigned articles are found in the Announcements area of our courseroom. These articles change each quarter. Please do not use any other articles. Use only the four articles linked in the courseroom Announcements. They are the same four articles you used for the previous assignment.

Keep in Mind:

1). This is not merely an assignment for you to find information in an article and copy and paste information into the columns in the below matrix. Read and analyze the authors’ work in each article and evaluate it based on the assigned readings for this course and then offer your evaluation of what you read. You are to write content in the matrix to reflect that you are an informed consumer of research.

2). There is much variation in published primary research articles and reports. Not all authors will include all the same information, verbatim or at all, based on the headings in the columns below. If that is the case, you will need to offer your own analysis of what the information should be in a logical manner aligned to the other information in the source that is provided. There should be no blank cells in the matrix below.

3). Communicate your input in a manner that is completely scholarly, professional, and consistent with the expectations for members of an identified field of study, using APA style and formatting, with few or no errors and include a formal APA style reference list. The reference from the example article has been completed for you to use as a model.

Parenthetical Citation

Purpose of the study (word-for-word)

Statement of the research problem (summarized in your own words)

Limitations and Implications of the study (summarized in your own words)

Ethical conduct demonstrated in the study

Future research possibilities (e.g., how could a researcher extend the research detailed in the study—may address limitations, for example)

(Mok et al., 2022)

The purpose of this paper is to understand the experience of human resource (HR) professionals in managing career development for older workers.

The gap in the previous research was that there was very little research on career development in older workers in the workplace. Many organizations don’t provide career development support for older workers. Previous research on older workers looked at things like ineffective training, attitudes about older workers, the desirability of longer working lives in the workplace, and organizational change practices. None of the previous research has focused on the design and implementation of career development for older workers.

Research implications: Very little research on HR professionals has focused on their experiences through a qualitative lens. The personal identity of HR professionals as older workers themselves demonstrated the “trickle down” effect of innovative career development practices for older workers.

Practical implications: Organizations need to address bias against older workers. Often, organizations see the value in older workers but that does not translate into career development practices—perhaps as a result of subconscious ageism.

Limitations: The study was conducted at three large organizations in Australia limiting the application of the findings to smaller organizations or other nations. The experiences of HR professionals in those settings may be very different.

Informed consent to participate in audio-recorded interview. Participant anonymity. Pseudonyms used and no identifying information was included in the study.

More qualitative research focusing on HR professionals’ experiences could result in a benefit to older workers for career development. The development of career development models for older workers is another potential area for future research. Finally, exploring workplace culture and the way organizations value older workers is important for further study given the increased time many will spend in the workplace well into later life.

 

 

 

References

Mok, I., Mackenzie, L., & Thomson, K. (2023). The experiences of human resource professionals in managing career development of an ageing workforce: A narrative thematic analysis.
 Qualitative Research in Organizations and Management, 18(1), 67-83. 
https://doi.org/10.1108/QROM-09-2021-2217

1

1

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Week 1 – Scenario

Presentation: 65-year-old woman with a loss of appetite, abdominal cramps, constipation, and blood in her stool.

History: Delores Murphy, a 65-year-old white female, was in good health until about 6 weeks ago, when she noted occasional cramps in the left lower quadrant of the abdomen associated with constipation. The episodes of cramping last about 30 minutes each and are most severe in the hour following her meals. She has taken laxatives which have partially relieved her symptoms, but she has had a decreased appetite and 12-pound weight loss over the past four weeks. In addition, she has become increasingly fatigued over this period. When questioned about her bowel habits, she reported bright red blood in her stools and a smaller caliber (i.e., diameter) of stool over the past two weeks.

Physical Examination: She appeared fatigued and distressed. Head and neck exams were normal, as was her thorax. Palpation of the abdomen revealed a 10 x 10 cm mass and tenderness in the left lower quadrant. Percussion over this area revealed a hollow, tympanic sound. Hepatomegaly was noted, and a hard and slightly tender liver edge was felt in the right upper quadrant. Bowel sounds were noticeably reduced. A stool sample was tested with Guaiac paper and was positive for blood.

Questions:  
Choose 
one of the three sets of questions to serve as your initial response. 

1. Propose an explanation for Delores’s abdominal cramps and left lower quadrant mass.

2. Propose an explanation for Delores’s reduced bowel sounds and smaller-caliber stools.

3. What is “flexible sigmoidoscopy”?

OR

1. How is an “air-contrast barium enema” performed?

2. Propose an explanation for Delores’s weight loss and decreased appetite.

3. How would the appearance of an adenoma differ from that of a carcinoma under the microscope?

OR

1. Why was it important to biopsy suspicious lesions?

2. What kinds of information can be gained by performing an air-contrast barium enema?

3. Ninety percent of all cancers are carcinomas. Propose an explanation for why such a disproportionately high number of cancers are carcinomas.

__________________________________________________________________________________________________


Discussion 1- Scenario 2

Presentation: A 14-year-old girl with cystic fibrosis has complained of an increased cough productive of green sputum over the last week. She also complained of being increasingly short of breath, and she is noticeably wheezing on physical examination.

Arterial blood was drawn and sampled, revealing the following values:

pH

7.30

pCO2

50 mm Hg

pO2

55 mm Hg

Hemoglobin – O2 saturation

45 %

[HCO3-]

24 meq / liter

Normal Levels of Substances in the Arterial Blood:

pH

7.40 
+ 0.05 

pCO2 (partial pressure of carbon dioxide)       

40 mm Hg

pO2 (partial pressure of oxygen) 

90 – 100 mm Hg

Hemoglobin – O2 saturation

94 – 100 %

[HCO3-]

24 meq / liter

Questions: Choose one of the two sets of questions to serve as your initial response: 

1. What causes cystic fibrosis? Describe the pathophysiologic mechanisms of the disease.

2. How would you classify this girl’s acid-base status?

3. How does cystic fibrosis cause this acid-base imbalance?

OR

1. How would the kidneys try to compensate for the girl’s acid-base imbalance?

2. This girl has also had a long history of diarrhea and poor weight gain. Explain why.

3. List some other causes of this type of acid-base disturbance.

Biology week 2 assignment

Following the attack on the World Trade Center and the Pentagon in September 2001, President George W. Bush declared war on terrorism and put countries who harbor terrorists on notice that America would go after terrorists wherever they may be found (see 
President Bush’s address to CongressLinks to an external site.). This series of events fundamentally changed how Americans and lawmakers conceptualized terrorism. Terrorism shifted from strictly a criminal justice issue to a military issue. Since then, America has taken a dual-pronged approach, using the military to counter terrorism overseas and law enforcement and Homeland Security apparatus to bring terrorists to justice. As a result, Homeland Security personnel find themselves connecting with various U.S. and international entities to deconflict work, share information, and share resources.

For this assignment, you will assume the role of an Assistant Special Agent in Charge for the Department of Homeland Security’s Office of Inspector General (OIG). Your supervisor, the Special Agent in Charge of Headquarters Operations, is attending two meetings to help her decide where to commit a full-time Special Agent. The Agent will still be a Special Agent for DHS OIG, but they will be permanently assigned to either the FBI National Joint Terrorism Task Force or INTERPOL Washington, D.C.

The agent, whom you will supervise, will be a conduit for information back to your agency. They will also need to provide DHS OIG special agents with access to various databases and resources at either the FBI or INTERPOL. As the supervisor over the agent, you have been asked to provide a PowerPoint presentation to your supervisor covering several topics that will (A) demonstrate your knowledge of the issues involved and (B) help you and your supervisor understand the backdrop the issues and the bigger picture context related to terrorism and the international stage. This is particularly important because the agent chosen to work at either INTERPOL or the FBI will be heavily immersed in counterterrorism and international relations.

In your A Tale of Two Meetings PowerPoint,

· Describe the constitutional issues that must be addressed to “declare war on terrorism.”

· Compare and contrast the counterterrorism policies of the European Union and the United Nations with the DHS Strategic Goal: Counter Terrorism and Homeland Security Threats.

· Discuss whether Western society is stronger and more secure by having one consistent program or by having different programs with similarities and differences.

· Summarize the mission of the DHS OIG Office of Investigations.

· Explain the potential for a nexus between DHS OIG investigative activity and INTERPOL. Would joint activities between DHS OIG and INTERPOL be of any value to the two entities? If so, how would these joint activities add value?

· Explain the potential for a nexus between DHS OIG investigative activity and FBI JTTF. Would joint activities between DHS OIG and FBI JTTF be of any value to the two entities? If so, how would these joint activities add value?

· Determine which entity the Agent should be assigned to based on your final assessment.

The Tale of Two Meetings 
Assignment

·
Must not be submitted as a PDF file. Please use PowerPoint.

· Must be eight to nine slides in length (not including title and references slides) and formatted according to APA Style as outlined in the University of Arizona Global Campus Writing Center’s 

APA StyleLinks to an external site.

· Must have at least 150 words of text in the notes section of each slide dedicated to a topic. The slides themselves will have only two or three short bullets. The notes section of the slides will have most of the discussion and narrative information. The bulleted information is intended to keep the audience’s attention and serves as a reminder of what the presenter should be discussing.

· Must have attractive slides with appropriate images and formatting that would keep an audience’s attention. Images must be appropriately cited.

· Must include a separate title slide with the following:

· title of presentation

· student’s name

· course name and number

· instructor’s name

· date submitted

· Must utilize academic voice. See the 

Academic VoiceLinks to an external site.
 resource for additional guidance.

· Must use at least five scholarly or government sources.

· The 

Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site.
 table offers additional guidance on appropriate source types. 
The Advanced Internet Search Techniques infographicLinks to an external site. will also assist you in locating and evaluating resources. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

Biology Week 5 Assignment 1

Week5-Assignment1.docx

(a) Name of disease/disorder.

(b) Disease etiology (what is the origin or cause?), why is the disease/disorder communicable or noncommunicable in nature?

(c) Three credible sources from journal articles or book chapters for each disease/condition (a total of six credible sources). Include evidence behind what makes your disease/disorder either communicable or noncommunicable in nature, and why are they leading causes of death in 2019. Please review the UMGC resource ”
Is My Source Credible”. Sources need to be credible in order to receive points.

(d) In 3-4 sentences for each source, explain the information you learned that supports your diseases/disorders are top public health threats. You will need to obtain disease/disorder information for your choices that specifically addresses why they are communicable or non-communicable in nature (include risk factors, symptoms, and physiological changes).

(e) Written in your own words (less than 20% quoted material). (f) Cite the four sources in APA format. Provide full citations to ensure that your instructor can access the full article or book chapter, or upload the articles or chapters with your submission. To cite in APA format, include in-text and end-of-text citations. See https://libguides.umgc.edu/apa-examples .

Week 2 – Discussion

Week2.docx

Week 2 –

Look at the Importance of Histology power point.  Afterward, discuss a disease that would be diagnosed through histology/histopathology (choose one disease).  

/content/enforced/857802-000914-01-2232-US2-3450/Importance of histology Discussion.ppt 

1. What is your disease?  Why did you choose it?

2. What is the cause of the disease?

3. How is histopathology used in the diagnosis of the disease?  

4. What are the characteristics of the abnormal histopathology seen in the diagnosis?

5. What are the treatments and prognosis for this disease?

6. Who is at risk?

7. What are some of the risk factors?