Author: chris

“CCTV is considered by some to be a cheaper and more effective way of reducing urban crime than paying for police officers to patrol the streets. However, the public feel safer if police officers are on the streets and do not like their daily lives being recorded by so many cameras.”
Using existing literature and data, critically evaluate this claim in relation to at least 2 of the following areas
• Cost
• Society
• Privacy
• Terrorism
1. Establishing a clear purpose or thesis statement of your essay
2. Developing a line of argument, expanding and supporting the arguments with reasons and relevant examples
3. Identifying and evaluating counter arguments, opinions or solutions
4. Writing in an evaluative rather than descriptive manner
5. The extent and depth of your research of independently found sources
6. Incorporating others’ work effectively by quoting, summarizing and paraphrasing viewpoints and using in-text citations accurately
7. Compiling a complete, accurate, consistently referenced bibliography (standard Harvard system) at the end of your essay.
8. The clarity of expression used in your writing, especially register and style.

The key element in this paper is “analysis”. This should not be a plot summary of the piece. Plot summaries will result in a failing grade. you may write in agreement or disagreement with the thesis. Many stories and poems also present opinions or points of view, which you could agree or disagree with, though you must be thorough in the explanation of your opinion. You might write on the social, moral, or personal significance of the reading. You could write about how it reflects the life of the author or the times or place in which it was written. You could speak of what it “means” symbolically and literally. You could also talk about how specific literary techniques are used throughout the piece. You must have a thesis statement, which should be the last sentence of the first paragraph.

Cognitive and Neurologic Function

Mr. J’s wife, a 77 year old woman, reported that approximately 3 days ago Mr. J stopped taking his blood pressure medications (lisinopril and furosemide) because he had spent the money in a horse race. two nights ago he started to experience more frequent numbness of the right arm and slurred speech, but she didn’t think it was important because it disappeared after several hours. today she had difficulty waking him up, and her daughter told her to call the ambulance.
Mr. J’s blood presssure on admission was 220/120mm Hg; his heart rate was 126 beats/min; respiratory rate was 28breath/min; and temperature was 98.9 degrees.he had right-sided hemiparesis and hemiplegia. his speech was slurred and at times incomprehensible. Mr. J was able to maintain his airway at this time.
Oxygen via nasal cannula is started at 2 L/min, and a peripheral intravenous line is started with normal saline intravenous fluid therapy at 80 mL/hr. A 12-lead ECG is performed, and Mr. J is sent for a CT scan of the head

Which one of Mr. J symptoms supports a diagnosis of stroke?
What are the risk factors Mr. J presents for the development of stroke?
Indicate the type of stroke Mr. J most likely had, and support your answer.
What evidence is presented to support the Mr. J had experienced previous TIAs?
Why is atrial fibrillation a risk factor for embolic stroke?
Explain the rationale for each of the interventions conducted for Mr. J.
Explain why Mr. J was taking each of the medications prescribed at home.
Identify three high-priority nursing diagnosis based on Mr. J’s assessment.

Banner Health: https://www.bannerhealth.com/

Resource: Preopening Budget Example located on the student website…

Design a 3- to 5-year financial plan for Banner Health to implement the goals and objectives created in Part II of your strategic plan. The deliverables for the financial plan include a projected budget created in Microsoft® Excel® and a report in Microsoft® Word that clarifies and explains the financial plan.

Section One: Projected Budget
The projected budget for Banner Health should be a Microsoft® Excel® spreadsheet that contains a 3- to 5-year financial projection that includes detailed expenditures, income, contingency, gain or loss, and ROI (if applicable).

Section Two: Financial Plan Explanation
Write a 1,050- to 1,400-word narrative discussing the fiscal detail of the plan you created for Banner Health and the assumptions that were used in developing the projected budget.
Include all the elements required in the projected budget.
Include capital expenditure planning and contingency plans for unexpected events.
Financial details that cannot be found may be assumed.
Budget summary: When explaining your budget, answer the following questions:
What is the organization’s current business model? Did you make any financial adjustments that go against the way the organization planned its finances in the past? If so, what were they, and why did you make the changes?
How did the organization’s internal resources and financial capabilities affect your financial plan? How will they affect implementation of the plan?

Banner Health: https://www.bannerhealth.com/

When nurses act as an expert, an ethical issue can develop because a paternalistic approach infringes on the patient’s right to autonomy. It is important for the nurse to assess the patient’s needs and promote patient participation in their plan of care. Although nurses are health care professionals and believe that they know what is best for each patient, the patient has the right to choose an unsafe course of action (CNO, 2009).
A specific example of relational inquiry practice that can counterbalance an expert professional view is using conversations about preferences. The nurse can assist the patient and their family to practice autonomy by assessing their preferences and help them to explore possible solutions and subsequent consequences to choices. This enables the patient and family to discuss and choose among possibilities without necessarily relying on advice from the nurse about which might be viewed as the best solution (Tapp, 2000). An ethical dilemma can be avoided by acknowledging and implementing the client’s choice as long as their choice does not compromise their well-being (CNO, 2009).
It is better for a nurse to act as a partner, rather than an expert in care because then the patient can build trust by being sufficiently included in decisions. The patient and the family is the expert of their own life because they know their own body and living environment best, and they are the key source of information necessary to initiate an appropriate patient-centred plan. Conversing about preferences with patients allows efficient problem solving and replaces a view of them as passive receivers of orders from medical professionals in their expert roles (Blomqvist, Theander, Mowide, & Larsson, 2010). Through inquiring relationally about the client’s preferences, the nurse can apply choices that stem from the patient’s experience of preferred outcomes in the past.

References:
Blomqvist, K, Theander, E., Mowide, I., & Larsson, V. (2010). What happens when you involve patients as experts? a participatory action research project at a renal failure unit. Nursing Inquiry 17 (4), 317–323
College of Nurses of Ontario (CNO) (2009). Practice standard: Ethics. Retrieved April 6, 2015 from https://www.cno.org/Global/docs/prac/41034_Ethics.pdf
Tapp, D. M. (2000). The ethics of relational stance in family nursing: Resisting the view of “nurse as expert”. Journal of Family Nursing 6 (1), 66-91

When nurses act as experts, nursing goals and values conflict with those of the family by assuming professional values align with those of the family. The goal of the nurse is use their knowledge, skills and judgment to provide care to families and individuals seeking the best possible solution to a problem through implementing interventions and evaluating their outcomes. According to Tapps(2000), “professionals may be at risk of pathologizing when it is expected that the concerns of those seeking assistance will necessarily fit the ways that we, as nurses, try to explain our understanding of the family’s concern using the language of our concepts, theories, and jargon”. In other words, when nurse act as experts, we tend to find or focus on a problem even if one does not exist creating a clash of values (Epstein, 2015).
In the case of Alex family, the nurses felt they were unable identify the family’s needs because they were focusing on nursing goals (problem solving) rather than the families goal of transitioning through illness. Doane & Varcoe (2015), suggest using ethical inquiry to guide the direction of nursing action by “being more intentional in your practice based on an analysis of your values in relation to the values of the people and families with whom you work and the values operating within the context of practice” (p. 263). Commendation can be used to counterbalance expert professional views by “highlight (ing) family strengths in a manner that is not problem focused but rather engaging and empowering” (McElheran& Harper-Jaques, 1994). The use of commendation statements acknowledge the skills of the family by being aware of themselves and illness thus able to identify their needs and goals as it relates to their healthcare needs while allowing for nurses to act ethically by promoting the wellbeing of the client as well as maintaining commitments to nursing practice.
REFERENCES:
College of Nurses of Ontario (CNO) (2009). Practice standard: Ethics. Retrieved April 6, 2015 from https://www.cno.org/Global/docs/prac/41034_Ethics.pdf
Doane, G. & Varcoe, C. (2015). How to nurse: relational inquiry with individuals and families in changing health and health care contexts. Philadelphia, PA: Lippincott Williams & Wilkins. (p. 262-263)
McElheran, N. G,&Harper-Jaques, S. R. (1994). Commendations:Aresource intervention for clinical practice. Clinical Nurse Specialist, 8, 7-10.
Tapp, D. M. (2000). The ethics of relational stance in family nursing: Resisting the view of “nurse as expert”. Journal of Family Nursing 6 (1), 66-91

Listen the poem William Blake “London”

You might want to consider the following questions:
1) What did you notice immediately about the difference between hearing the poem read aloud and reading it silently on the printed page?
2) How did hearing it read aloud make you feel about the meaning and the techniques of the poem? Did you gain any new insights about the poem from hearing it read aloud?
3) What did you notice about the reader’s accent, tone and diction? Did these factors affect your understanding of the poem? Did the reader’s gender affect your interpretation of the poem? If the reader was the poet, how did that affect your understanding of the poem?
4) How did the reader maintain rhythm in the poem? Did the reader use a strictly metrical approach or was it more conversational? Did she call attention to rhyme (end rhyme, eye-rhyme or internal rhyme) that went unnoticed in the silent reading? Did any poetic technique like alliteration or onomatopoeia become more prominent or more understandable in the spoken reading? How did the reader indicate punctuation (especially periods, colons, dashes) and enjambment?

Socratic Dialogue

Assignment 3: Socratic Dialogue\nFor this assignment you will create a Socratic dialogue. The dialogue will be completed in two parts. The first part will be 1–2 pages of notes to help you generate the arguments and analysis that will become a part of your dialogue in Part II. \nPart I\nIdentify a belief. This can be a religious belief, an ethical belief, political belief, or any other one about which reasonable minds can disagree. Beliefs that are held by the vast majority of people (such as a widely accepted scientific fact) are not good choices for this assignment). A good topic will have reasonable evidence and reasoning supporting both sides.\nConsider other points of view, or counter-arguments. Think about what you find persuasive about these counter-arguments, as well as how you might argue against them. Try to keep an open mind. Remember, we are engaging in philosophical dialogue, not trying to win an argument.\nExamine the multiple points-of-view and weigh the evidence. Identify any unsupported assumptions or holes in the argument.\nConsider the consequences of the beliefs presented. Philosophical thinking is an ongoing process, so it is important to identify questions for further thinking and to wonder about factors and circumstances that might change your view about a particular question.\nPart II\n\nUsing the analysis from Part I, write a 2-page dialogue between Socrates and a person of your choosing (i.e., the Interlocutor) that examines the belief.\n\nHave the Interlocutor present the belief and reasons you identified in step 1 of Part I.\nHave Socrates pose questions that encourage the Interlocutor to consider other points-of-view as well as any problems with their argument, drawing upon the multiple points-of-view you identified in steps 2 and 3 of Part I, as well as the potential consequences of a given position as identified in step 4 of Part I.\nMake sure your dialogue arrives at a conclusion. Keep in mind that it may be different from the belief or point of view you started with, and could be somewhat open-ended. As you searched for reasons that support your belief or point of view, you may have also come across reasons that challenge your beliefs. Don’t hide from these challenges. Remember, philosophy requires us to examine and even question our beliefs. If you find yourself more persuaded by the other points of view, don’t despair! Unlike a formal debate, the kinds of arguments we make while engaging in philosophical thinking are open to revision. \n

Labor Force Participation of Women in United States Between 1970 and 2000
Paper details

I am writing a Senior Seminar Thesis on this topic. I already wrote introduction and literature review. My dependent variable is Labor force participation of women in United States, and I have independent variables of EDUCATIONAL ATTAINMENT, URBAN POPULATION and FERTILITY RATE between years 1970 and 2000. I need the writer to make a regression equation and do a regression analysis by USING EVIEWS. This regression should show the coefficients, std. errors, t statistics, probabilities, r squared, adjusted r squared, durbin watson stat. and other things on regression analysis table. Also, I need Jarque-Bera test, White Heteroskedasticy Test, Breush-Godfrey SC Test and Cusum Stability Test. The MOST important thing for me is that I also want the RAW DATA used for the tests, regression analysis AND THE SOURCES OF THE DATA USED CLEARLY. This tests and regression analysis should show the relationship between Labor force participation of women in United States and EDUCATIONAL ATTAINMENT, URBAN POPULATION and FERTILITY RATE between years 1970 and 2000. The reason between increasing labor force participation of women in 1970-2000 should be due to these variables. THE REGRESSION RESULTS SHOULD BE AS I WANTED. THE COEFFICIENTS OF EDUCATIONAL ATTAINMENT AND URBAN POPULATION SHOULD BE POSITIVE AND THE COEFFICIENT OF FERTILITY RATE SHOULD BE ‘’NEGATIVE’’. THERE SHOULD BE AN INVERSE RELATIONSHIP BETWEEN FERTILITY RATE AND FEMALE LABOR FORCE PARTICIPATION.

Executive Summary: The report is condensed in the executive summary; also referred to as the synopsis, epitome, or précis. For our purposes we will refer to this portion of the report as the executive summary. This is the portion of the report that summarizes all of the essential ingredients in the report and includes the major facts, primary analyses and conclusions. Remember that this may be the only part of the report that is read but must also serve as a preview or review for the reader who will thoroughly read the report. The length of the executive summary is about one eighth of the report and relies on concise, lively writing. It is written after the full report and simply takes parts of the report in order and length and reduces them. For the most part the executive summary takes the report in order and simply reduces it but in some cases the writer may have a reason for setting up the executive summary in an order different from that of the report. Either direct or indirect order is appropriate for the executive summary. When written in the direct order the executive summary shifts the major findings, conclusions, or recommendation to the major position which is the beginning then the summary moves to the introductory parts and through the report in normal order (see figure 10-2 on page 157 of the textbook which illustrates both orders).
For this assignment you will include an executive summary. It should be written in either direct or indirect order. REMEMBER: the executive summary is written last even after the conclusion is constructed.
The Report: The contents of the report can follow any number of general arrangements. The most important factor is that it makes sense for the reader and that the writer has a logical reason for placing the report in that order.
For this assignment you will write a formal report. It should be written in either direct or indirect order depending on the subject matter and the audience and will include all of the following parts.
Introduction: The introduction prepares the reader to receive the information and provides the orientation process concerning the contents of the report. The introduction always starts with a statement of the problem. The introduction should help the reader understand and appreciate the problem.
The introduction content possibilities vary but should advance the tone of the report. You will want to consider the following general topics:
1. Origin of the report – the first part of the introduction should include a review of the facts of authorization.
2. Purpose – vital to the report is the purpose of the report. It is important to tell the reader the purpose of the report.
3. Scope – this is the boundaries of the problem that describe the exact coverage of the problem in clear, succinct language.
4. Limitations – there can be cases when the limitations are important enough to warrant presenting them in a separate section from the introduction. Limitations could include an inadequate supply of money for conduction the investigation, insufficient time for doing the work, unavoidable conditions that hampered objective investigation, or limitations inherent to the problem being investigated.
5. Historical Background – More often than not knowledge of the history of the problem can be crucial to understanding the report. This is the opportunity the writer has to provide the reader with the information about the issues that are involved in the problem. The reader can be oriented and receive clarification concerning the report situation. Therefore, the report writer may want to include a section on the historical background of the problem in the report.
6. Sources and Methods of Collecting Data – It is important to tell the reader how the report information was collected. For example, if research was utilized then major publications that were used will need to be identified. If interviews or questionnaires were used the writer will want to provide the reader with information concerning sample determination, questionnaire construction, procedures followed, facilities that were used for checking returns etc. (it will be easy to access reports that are published on the web that contain such information and utilize language concerning processes that can easily be transferred into your reports).
7. Definitions – If the report utilizes terms and language not common to the reader these terms should be defined in the report in a way that does not “talk down” to the reader. There are two ways to provide definitions in a report. The first is to define each word as it is used and the other way is to develop a special section in the introduction for definitions that provides descriptions of unfamiliar terms and usages of those terms.
8. Report Preview – In long reports it is useful to use a preview (in this assignment you will want to utilize a preview) telling the reader how the report will be presented; what topics will be discussed first, second, third etc. This section should also contain reasons why this order was followed. Doing this provides the reader with a road map allowing them to logically relate to the topics as they are read.
Report Body: This is the portion of the report that presents the information collected and relates it to the problem (see pages 170-177 in the textbook). This section is the report and as such comprises the major portion of the report’s content. The report body presents and analyzes the information gathered drawing conclusions.
Report Ending: Reports can be concluded in a number of ways. A report can end with a summary, a conclusion, a recommendation, or a combination of all three.
1. Ending Summary – Reports that do little more than present information usually include an ending summary of the major findings or research. This ending summary is less complete than an executive summary and is usually confined to reviewing highlights or facts of the report. Longer formal reports can have minor summaries at the end of each major division of the report in order to keep the reader focused and on track.
2. Conclusions – The report conclusion answers what the writer said they wanted to accomplish in the problem statement. The structure for presenting conclusions varies by the nature of the problem. The conclusion comes at the end of the report unless the report is written in direct order. In some cases conclusions can be listed according to the findings discussed in the report, the most important conclusions might be placed first or combined with recommendations. In cases where the conclusions are obvious they may be omitted (especially where including them will seem to be “talking down” to the audience) in this case conclusions may be omitted and only recommendations or summaries are then presented.
3. Recommendations – The recommendations section is the writer’s interpretations based on the conclusions. Recommendations should be included when readers want or expect them or when recommendations are requested. When it is appropriate, the writer should include who should do what, by when, where, why, and sometimes how it should be done. If an alternative course of action exists it should be presented. Because the writer is familiar with the findings it is their responsibility to state the desired action(s) that should be taken never leaving the reader(s) to choose their own course.
Appended Parts: Appended parts should only be added when needed. The appended parts section is determined by the specific needs of the problem and can contain an appendix and or a bibliography.
Appendix: The appendix contains information that indirectly supports the report. REMEMBER: Any information that directly supports the report belongs in the main text of the report. Additionally, charts, graphs, tables, data sets etc. usually belong in the text of the report body as they are the visual representation of the data that relates to the text and supports the assertions made within the report that supports the findings. Placing charts, graphs, tables, data sets etc. in an appendix only serves to make readers thumb through many pages to find illustrations to the facts that they read in the report body.
Bibliography: Sometimes investigations heavily use research, both library and internet; in such cases it is highly advisable to utilize a bibliography. Information on construction of a bibliography is discussed in Chapter 13 beginning on page 234. The bibliography contains the list of secondary research that is footnoted with the sources listed. Not only is it imperative to give credit to sources but documenting and listing secondary sources provide valuable information to the reader(s). Chapter 13 deals with quoting and paraphrasing; when to acknowledge; how to acknowledge; electronic documentation; standard reference forms; footnotes; and the differences in Chicago, APA, and MLA citation formats.
Length and formality characterize long reports. Long formal reports usually concern major investigations, which is why they need to be long. Formal reports are usually written for high-level administration; this explains their formality and their length. However, when statistics from an investigation are utilized in order to provide information and knowledge, the formal report sets the writer apart from the facts and thus creates a sense that the writer is not seeking a particular outcome but merely presenting information for consideration leaving the reader/receiver to draw their own conclusions.
In constructing the report the writer has a number of components with which to work. Your team will need to make the decision concerning which components will be included in your report (see figure 10-1 on page 152 of the textbook for the “parts” of a report based on its formality). Your team will need to determine the number of parts for your report (an outline and discussion of each potential part of a report starts on page 158 in the textbook).
Chapter 10 contains an illustration of a long, formal report, thus providing a detailed example of all the parts of a report (starting on page 163 of the textbook). Remember, depending on the length and formality of your team’s report, portions of this example might not be needed – which parts to use will need to be determined by your team except where noted that these parts should be included.
You may change the name of your organization but you cannot change the scenario for your report; additionally, you cannot change the recipients of your report. You will need to choose the format for your report including margins, font size, and typeface. You will need to create a logo for your company/organization that is displayed on your memorandum forms and elsewhere in your report; you will also include your company’s/organization’s logo on your PowerPoint slides (for your oral report).
Physical Presentation of Reports:
The appearance of the report forms an impression on/with the reader(s). Neat work gains favorable impressions whereas untidy work gains unfavorable impressions. A neat well-arranged document is easy to read and provides the reader with the impression that the writer is competent when the work is professionally done. This attitude of the reader forms their receptiveness to the information that the writer seeks to communicate. The reader’s receptiveness and impression that the writer is competent then becomes part of the message.
General information: Paper is usually the best media choice for reports. E-mail and fax do not assure good appearance. The content, color and size of the paper also communicate the overall quality of the report.
The graphic layout of the text and the visuals/graphics need careful attention to the elements that can affect the reader. External spacing is the white space around the text copy. The commonly accepted ratio of white space to text on a page is 1:1 for readability. It is important to consider balance and symmetry as the report is designed. Internal spacing refers to vertical and horizontal spacing on the page. Kerning is used to space between letters and leading controls space between vertical lines. Another way to determine white space is the use of margins. Type is aligned left, right or center of the page through justification. Recent studies show that left-justified type is easier to read as it is what we are most accustomed to seeing.
The standard layout for a conventional page is 1-inch top and side margins for double spacing and 1 ¼ to 1 ½ inches for single spacing. Bottom margins are 1 ½ times the side margins. Both double and single spacing are acceptable. Double-spaced text should be indented and single-space text should be in block format (see Figure 12-4 and 12-5 on pages 216 and 217 of the textbook). The number of indentation spaces is optional but it is important to be consistent. A good rule is to tab once to indent for consistency.
Physically attractive reports communicate better. Neatness is essential as the appearance of the report reflects the writers work philosophy. In general typefaces are classified as serif or sans serif. Use serif type for text and san serif for headings. It is important for the writer to remember that the report should be attractive and not cluttered. Type should be used to distinguish headings from the text portion of the report. Heading choices are 1) centered, 2) marginal, and 3) run-in (see Figure 12-9, page 223 in the textbook). It is important to use a logical combination of type and position for headings.
There are two systems of numbers that are used in written reports. Prefatory pages are numbered in small Roman numerals and text pages are numbered in Arabic numerals. If the report is bound at the top, numbers should be placed at the bottom of the page. If the report is left-bound, numbers should be placed in the upper right corners of the pages.

Required Journal Entry 3: Prewriting and Thesis Statement
Paper details

Brainstorm: Review the description of brainstorming in your textbook on pages 112–113. Then
write a list of all the social media and social networking websites and apps you might use to connect
with friends and family and to meet people.
Respond: What are some differences among the sites you listed? How would you categorize
them? (1 paragraph, 5 sentences)
Write a thesis statement: Review “Writing Assertions” on page 115 in your textbook. Then
follow the guidelines on pages 126–127 in your textbook to write an effective thesis statement
based on the types of social media using the ideas you developed in the Brainstorm and
Respond sections of this journal entry.
Reflect: Explain the position you’ve taken in your thesis statement and identify the items
from your brainstorming list or categories that you believe will best support your position.