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Can you describe how these 8 factors have served to transform Western Civilization since ancient times?

For readability, please be sure to double-space your assignments. Use this provided upload document to submit your response to the following discussion:

Now that you have completed the Western Civilization 1 course, let’s take a few moments to reflect on some of the main themes discussed: cultural traditions, religion, government, military force, innovation, science, law,and, of course, money. 

In the text field below, please provide your response to the following discussion questions in 250-500 words. Then, save the file as either .doc or .docx format, and upload the document into the Upload Area for Discussion 5. Please use double-spacing, and include a standard header with your Name, Course, Assignment, and Date.

  • Can you describe how these 8 factors have served to transform Western Civilization since ancient times? 
  • Which of these factors do you think has been most important in determining how our world is today? 

Please try to use any information learned in this course to support your final essay response and thank you for your participation!

For your Dropbox assignment this week, you will write Part 4, the Methods section of your project proposal that consists of plans for conducting the study of the intervention and methods of evaluation. Use the titles of each bullet point in your paper.

For your Dropbox assignment this week, you will write Part 4, the Methods section of your project proposal that consists of plans for conducting the study of the intervention and methods of evaluation. Use the titles of each bullet point in your paper.

In a two- to three-page APA formatted paper:
• Study design: Briefly describe the study design indicated by the question (experimental, quasi-experimental, descriptive).
• Setting/sample: Briefly describe the setting for the study, who your study participants will be, and how these participants will be chosen. Will random sampling or a sample of convenience be used?
• Confidentiality: How will you protect the confidentiality of your participants?
• Procedures/intervention: Discuss the intervention you will implement and the procedures you will use in enough detail that others could replicate the study.
• Instruments/scales and measurement of outcomes: Describe the instruments you will use to measure changes and whether they are quantitative, qualitative, or of a mixed design. If they have been tested previously, include reliability and validity data.
• Data collection: Explain plans for data collection including:
o Methods of collection, i.e., interviews, paper and pencil testing, etc.
o Testing frequency. Will you gather baseline data prior to the intervention? Will you employ repeated measures such as pre- and posttests?

Assignment 2 Grading Criteria Maximum Points
Described study design 5
Described the setting and study participants 5
Described protection of participants’ confidentiality 5
Detailed description of intervention and procedures 15
Described measurement instruments to be used 10
Explained plans for data collection in detail 5
Used current APA style guidelines consistently and accurately. 5
Total: 50


 

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what role did religion and morality play in the debate over slavery? Do these religious and moral arguments impact racial discussions today?

what role did religion and morality play in the debate over slavery? Do these religious and moral arguments impact racial discussions today?

Having considered these questions, write an essay of at least 800 words that:

  1. Makes a specific argument that can be supported with the specific historical evidence of these two primary documents, as well as lecture notes and the textbook assigned to your class;
  2. Analyzes the historical significance of these two primary documents; and connect them with issues facing our country today;
  3. Analyzes the role of religion and morality in the past, and the nature of the race in the past and today;
  4. Is written in standard English, with all sources and quotes properly cited using MLA format;
  5. Is written in your own words, not copied and pasted from other sources or web sites;

documents

DOCUMENT #1 – Stephen Symonds Foster, The Brotherhood of Thieves (1843)

New Hampshire reformer Stephen Symonds Foster studied for the ministry but left Union Theological Seminary when the faculty demanded he stop giving antislavery lectures. Throughout his career, he sought to hold the church accountable for what he viewed as its complicity in slavery. Foster’s incendiary rhetoric thrilled his supporters and often led his opponents to respond with violence. In the following document, he describes a speech he gave in Nantucket in 1842 that provoked an anti-abolitionist riot.

I said at your meeting, among other things, that the American church and clergy, as a body, were thieves, adulterers, man-stealers, pirates, and murderers ; that the Methodist Episcopal church was more corrupt and profligate than any house of ill-fame in the city of New York; that the Southern ministers of that body were desirous of perpetuating slavery for the purpose of supplying themselves with concubines from among its hapless victims ; and that many of our clergymen were guilty of enormities that would disgrace an Algerian pirate!

These sentiments called forth a burst of holy indignation from the pious and dutiful advocates of the church and clergy, which overwhelmed the meeting with repeated showers of stones and rotten eggs, and eventually compelled me to leave your island, to prevent the shedding of human blood. But whence this violence and personal abuse, not only of the author of these obnoxious sentiments, but also of your own unoffending wives and daughters, whose faces and dresses, you will recollect, were covered with the most loathsome filth ? It is reported of the ancient Pharisees and their adherents, that they stoned Stephen to death for preaching doctrines at war with the popular religion of their times, and charging them with murder of the Son of God; but their successors of the modern church, it would seem, have discovered some new principle in theology, by which it is made their duty not only to stone the heretic himself, but all those also who may at any time be found listening to his discourse without a permit from their priest. Truly, the church is becoming “terrible as an army with banners.”

This violence and outrage on the part of the church were, no doubt, committed to the glory of God and the honor of religion, although the connection between rotten eggs and holiness of heart is not very obvious. It is, I suppose, one of the mysteries of religion which laymen cannot understand without the aid of the clergy; and I therefore suggest that the pulpit make it a subject of Sunday discourse. But are not the charges here alleged against the clergy strictly and literally true? I maintain that they are true to the very letter; that the clergy and their adherents are literally, and beyond all controversy, a “brotherhood of thieves;” and, in support of this opinion, I submit the following considerations:—

You will agree with me, I think, that slaveholding involves the commission of all the crimes specified in my first charge, viz., theft, adultery, man-stealing, piracy, and murder. But should you have any doubts on this subject, they will be easily removed by analyzing this atrocious outrage on the laws of God, and the rights and happiness of man, and examining separately the elements of which it is composed. Wesley, the celebrated founder of the Methodists, once denounced it as the “sum of all villa-nies.” I will not here express an opinion; but that it is the sum of at least five, and those by no means the least atrocious in the catalogue of human aberrations, will require but a small tax on your patience to prove.

1. Theft. To steal, is to take that which belongs to another, without his consent. Theft and robbery are, morally, the same act, different only in form. Both are included under the command, “Thou shalt not steal; ” that is, thou shalt not take thy neighbor’s property. Whoever, therefore, either secretly or by force, possesses himself of the property of another, is a thief. Now, no proposition is plainer than that every man owns his own industry. He who tills the soil has a right to its products, and cannot be deprived of them but by an act of felony. This principle furnishes the only solid basis for the right of private or individual property; and he who denies it, either in theory or practice, denies that right, also. But every slaveholder takes the entire industry of his slaves, from infancy to gray hairs; they dig the soil, but he receives its products. No matter how kind or humane the master may be,—he lives by plunder. He is emphatically a freebooter; and, as such, he is as much more despicable a character than the common horse-thief, as his depredations are more extensive,

2. Adultery. This crime is disregard for the requisitions of marriage. The conjugal relation has its foundation deep’ laid in man’s nature, and its strict observance is essential to his happiness. Hence Jesus Christ has thrown around it the sacred sanction of his written law, and expressly declared that the man who violates it, even by a lustful eye, is an adulterer. But does the slaveholder respect this sacred relation? Is he cautious never to tread upon forbidden ground? No ! His very position makes him the minister of unbridled lust. By converting woman into a commodity to be bought and sold, and used by her claimant as his avarice or lust may dictate, he totally annihilates the marriage institution, and transforms the wife into what he very significantly terms a ” Breeder,” and her children into “Stock.”

This change in woman’s condition, from a free moral agent to a chattel, places her domestic relations entirely beyond her own control, and makes her a mere instrument for the gratification of another’s desires. The master claims her body as his property, and, of course, employs it for such purposes as best suit his inclinations,—demanding free access to her bed; nor can she resist his demands but at the peril of her life. Thus is her chastity left entirely unprotected, and she is made the lawful prey of every pale-faced libertine who may choose to prostitute her! To place woman in this situation, or to retain her in it when placed there by another, is the highest insult that anyone could possibly offer to the dignity and purity of her nature ; and the wretch who is guilty of it deserves an epithet compared with which adultery is spotless innocence. Rape is his crime! Death his desert,—if death be ever due to criminals! Am I too severe? Let the offence be done to a sister or daughter of yours; nay, let the Rev. Dr. Witherspoon, or some other ordained miscreant from the South, lay his vile hands on your own bosom companion, and do to her what he has done to the companion of another,—and what Prof. Stuart and Dr. Fisk say he may do, “without violating the Christian faith,”—and I fear not your reply. None but a moral monster ever consented to the enslavement of his own daughter, and none but fiends incarnate ever enslave the daughter of another. Indeed, I think the demons in hell would be ashamed to do to their fellow-demons what many of our clergy do to their own church members.

3 Man-stealing. What is it to steal a man? Is it not to claim him as your property?—to call him yours? God has given to every man an inalienable right to himself,—a right of which no conceivable circumstance of birth, or forms of law, can divest him; and he who interferes with the free and unrestricted exercise of that right, who, not content with the proprietorship of his own body, claims the body of his neighbor, is a man-stealer. This truth is self-evident. Every man, idiots and the insane only accepted, knows that he has no possible right to another’s body; and he who persists, for a moment, in claiming it, incurs the guilt of man-stealing. The plea of the slave-claimant, that he has bought, or inherited, his slaves, is of no avail. What right had he, I ask, to purchase, or to inherit, his neighbors? The purchase, or inheritance of them as a legacy, was itself a crime of no less enormity than the original act of kidnapping. But every slave-holder, whatever his profession or standing in society may be, lays his felonious hands on the body and soul of his equal brother, robs him of himself, converts him into an article of merchandise, and leaves him a mere chattel personal in the hands of his claimants. Hence he is a kidnapper, or man-thief.

4. Murder. Murder is an act of the mind, and not of the hand. “Whosoever hateth his brother is a murderer.” A man may kill,—that is his hand may inflict a mortal blow,—without committing murder. On the other hand, he may commit murder without actually taking life. The intention constitutes the crime. He who, with a pistol at my breast, demands my pocket-book or my life, is a murderer, whichever I may choose to part with. And is not he a murderer, who, with the same deadly weapon, demands the surrender of what to me is of infinitely more value than my pocket-book, nay, than life itself—my liberty—myself— my wife and children—all that I possess on earth, or can hope for in heaven ? But this is the crime of which every slaveholder is guilty. He maintains his ascendency over his victims, extorting their unrequited labor, and sundering the dearest ties of kindred, only by the threat of extermination. With the slave, as every intelligent person knows, there is no alternative. It is submission or death, or, more frequently, protracted torture more horrible than death. Indeed, the South never sleeps, but on dirks, and pistols, and bowie knives, with a troop of bloodhounds standing sentry at every door! What, I ask, means this splendid enginery of death, which gilds the palace of the tyrant master? It tells the story of his guilt. The burnished steel which waits beneath his slumbering pillow, to drink the life-blood of outraged innocence, brands him as a murderer. It proves, beyond dispute, that the submission of his victims is the only reason why he has not already shed their blood.

By this brief analysis of slavery, we stamp upon the forehead of the slaveholder, with a brand deeper than that which marks the victim of his wrongs, the infamy of theft, adultery, man-stealing, piracy, and murder. We demonstrate, beyond the possibility of doubt, that he who enslaves another—that is, robs him of his right to himself, to his own hands, and head, and feet, and transforms him from a free moral agent into a mere bride, to obey, not the commands of God, but his claimant—is guilty of every one of these atrocious crimes. And in doing this, we have only demonstrated what, to every reflecting mind, is self-evident. Every man, if he would but make the case of the slave his own, would feel in his inmost soul the truth and justice of this charge. But these are the crimes which I have alleged against the American church and clergy. Hence, to sustain my charge against them, it only remains for me to show that they are slaveholders. That they are slaveholders—party to a conspiracy against the liberty of more than two millions of our countrymen, and as such, are guilty of the crimes of which they stand accused—I affirm, and will now proceed to prove.

Hammurabi's Code of Law.

This week, I first began to read the Hammurabi’s Code of Law. The ancient Babylonian King was  a strong-willed man. He had many laws for his people to follow in the city of Babylon. It did not matter if the people were poor or noble. If you were found guilty of breaking the law, you better expect a harsh punishment. I understood from this reading that Hammurabi wanted a strong govern city, and in order to do so, he had to have a tight grip on his people. Therefore, Hammurabi’s code consists of 282 laws that specify marriage, family, slavery, trade, and religion. 

The Egyptian Creation Myths talks about how the basic principles of life, nature, and society were determined by the gods at the creation of the world. In the first part, Atum created himself out of Nun (darkness and waters). Then Atum he had children, Shu and Tefnut. They each had their own tasks they had to fulfill in the order of Maat. Together they had Geb and Nut. When Geb and Nut children, Set, Osiris, Nepthys and Isis, that’s when problems arose.

Both readings are similar to me because they both honor principal laws, dealt with crimes and murder. Interestingly, in Hammurabi’s Code of Law, he states, “If a man puts out the eye of another man, his eye shall be put out (An eye for an eye). Therefore, I believe Hammurabi would of very much agreed that Osiris should have killed Set for murdering him first. I also thought that the gods would have understood this, and didn’t have to write a letter to Osiris to ask him if his son should be the rightful king. But in other words, both stories are different because Hammurabi’s Code of Law was very strict and had more harsh consequences. Egyptian Creation focused more on their lands and fulfilling their functions to earth.

I believe today in society people still follow the phrase “an eye for an eye”. This doesn’t have to mean an eye for an eye has to pertain to always death, but also in respect and deceit. For instance, I think a lot of people believe in getting even. Just like Hammurabi, if you cheat them at anything, then you should expect the same back or worse punishment. It feels good to some to get even with someone who has disrespected you. But I also think it feels better to walk away from those who have. 

Lastly, I thought the readings were interesting, and it was good to learn about how different the cultures were. However, I didn’t understand why Atum didn’t have a partner. I also thought it was disgusting how he had his children. An then to find out that all his children and grandchildren ended up being together. Nevertheless, I wonder how it would have been if The Egyptian Gods had to live by Hammurabi’s laws and Hammurabi had to live by their orders. But I know I couldn’t handle to live by either. 

"Post War and Contemporary Italy"

History 301 – Prof. Lux Alternative Assignment October 31– Week 9 Name ____________________________

During Week 9 (Oct 31) we took up Chapter 6 of Valerio Lintner’s A Traveller’s History of Italy Chap 6: Risorgimento and Unification asking ourselves to create response to each of the following questions:

“Post War and Contemporary Italy”

• What were conditions like in Italy in 1945 — at the end of World War II? o Economy? o Politics? o Any help available? o Major players?

• What were the issues in the Institutional Referendum of 1946? What was the outcome?

o How did the politics balance? Who (what group) emerged in the leadership role?

o How did the economy function? • How did Italy consolidate its recovery from Fascism and World War II in the

1950s (1948-1960)? o What does Lintner mean by the “politics of accommodation”? o How much stability was there in the Italian political system? o Lintner tells us Italy received large amounts of “Marshall Aid” in the 1950s.

What was that? o Did the labor situation in this period help or hinder Italy’s economic

development? How? o How did Italy’s economic system work in this period? o What was (is) Italy’s problem of the Mezzogiorno? How was it addressed

in this period? o What was Italy’s strategy in dealing with others in the European political

and economic systems? o How did the political “left” fare in the 1950s?

• What was Italy’s “Economic Miracle” of the 1960s o How do we know it was actually a “Miracle”? o Who was Aldo Moro? o What problems did Italy face in the Moro years?

• What was the “Hot Autumn”? o Outcomes? o Who were the Red Brigades? How active were they? o What was the most well-known “action” of the Red Brigades in the 1970s? o What became of the Italian cultural scene in the 1970s and 80s? o Do you recognize any of the film directors or actors Lintner mentions?

o What about Italian popular music? Any Favorites? o What was tangentopoli in the 1990s? o What prompted a “spate of murders” in the early 1990s? o What are the Northern League parties? o What did Silvio Berlusconi represent in Italian politics? o Why did 2002 represent a real turning point in the history of Italy? o On what “note” does Lintner conclude his book? (The Prodi government

fell in 2008)

First: write a short response to each of the discussion question prompts that we took on during class. Second: construct a short timeline 5-8 items to capture the major events/turning points of the Post-War (WW II) Era and Contemporary Italy Third: Review the Project Assignment Sheet and list the Required Components for the course project assignment Fourth: Review the steps for Writing Better Reviews on the Weekly Agenda. How many steps are listed? You can word process your response and upload it through the Blackboard submission link. Blackboard will tell you it’s “no credit” or maybe “0 points.” Don’t worry about that, I’ll load all these points manually at the time of the final grading.

It is important that nurses develop cultural competence for their nursing practices. 1. How will you use the five constructs toward cultural competence (awareness, knowledge, encounters, skill, and desire) to develop your cultural competence? (answer in at least 10 sentences)

It is important that nurses develop cultural competence for their nursing practices.
1. How will you use the five constructs toward cultural competence (awareness, knowledge, encounters, skill, and desire) to develop your cultural competence? (answer in at least 10 sentences)

2. Give one example from your life in which you have had a cultural encounter and how that impacted you. (answer in at least 5 sentences)

It is important that nurses develop cultural competence for their nursing practices.
1. How will you use the five constructs toward cultural competence (awareness, knowledge, encounters, skill, and desire) to develop your cultural competence? (answer in at least 10 sentences)
2. Give one example from your life in which you have had a cultural encounter and how that impacted you. (answer in at least 5 sentences)


 

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Evaluate the following: The systematic review relies primarily on studies conducted in the last five years. The review provides support for the importance of the study. The authors have use primary, rather than secondary sources.

Evaluate the following: The systematic review relies primarily on studies conducted in the last five years. The review provides support for the importance of the study. The authors have use primary, rather than secondary sources.

Studies are critically examined and reported objectively. The systematic review or practice guideline is organized so that a logical unfolding of Ideas is apparent that supports the need for the review. The systematic review or practice guideline ends with a summary of the most important knowledge. Back up your arguments with reliable evidence (Evidence Based Practice Nursing Journals). Make sure it is from a nursing journal and is not older than five years (2011-2016). Please I had done papers with you in the past and I had difficulty with the writer following the directions. If you have any doubts before you start writing, do not hesitate in contacting me.


 

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Directions: After completing your interview, you must use this form to submit your assignment to the Dropbox. You may use the form to capture information as you conduct your interview, or fill it in later. The form is expandable and will enlarge the textbox to accommodate your answers. Do not rely only on this form for everything you must include! Please look in Doc Sharing for specific instructions in the Guidelines for this assignment.

Directions: After completing your interview, you must use this form to submit your assignment to the Dropbox. You may use the form to capture information as you conduct your interview, or fill it in later. The form is expandable and will enlarge the textbox to accommodate your answers. Do not rely only on this form for everything you must include! Please look in Doc Sharing for specific instructions in the Guidelines for this assignment.

Criteria Fill in the answers in this column.
Demographics: Provide initials of the RN, official job title of interviewee, and the date the interview was conducted.
Required Questions
(answer EVERY question in this section)
1. Describe your career path to your current position. Include information about education and experiences.
2. Discuss the value of best evidence as a driving force in delivery of nursing care at your facility.
3. What safeguards and decision-making support tools are embedded in patient care technologies and information systems that support safe practice at your facility?
4. Tell me about patient care technologies that have improved patient care at your facility.
5. What groups of healthcare workers rely on you to collect high quality information/data and how is that information utilized?
Optional Questions
(answer only ONE question from the choices below)
1. Please tell me what challenges you have faced in dealing with other disciplines who may not “understand the needs of nurses/nursing?”
2. Please share an example of how garbage in/garbage out (GIGO) impacted a decision related to your information/data collection.
3. Please give me an example of how the lack of interprofessional collaboration impacted your role.
4. Please describe what a typical day on the job is like for you?
Follow-up Questions
(Answer all of these. Please do not ask them during the interview.
Instead, reflect and answer them afterwards.)
1. How will completing this interview impact your practice as a BSN-prepared nurse? Give specific examples.
2. Resources (scholarly articles or texts). Indicate two scholarly resources or texts used prior to the interview to familiarize yourself with the individual’s organization, role, or any of the questions you asked to make you a more knowledgeable interviewer. Resource #1:
Resource # 2:

Interview with a Nursing Information Expert:
Guidelines and Grading Rubric
PURPOSE
The purpose of this assignment is to
• communicate your understanding of the importance of quality information in everyday nursing practice;
• discuss the roles and responsibilities of a Nursing Information Expert; and
• articulate how the professional nurse uses information/data in every day practice to improve outcomes.
COURSE OUTCOMES
This assignment enables the student to meet the following Course Outcomes.

CO#1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO#1)
CO#4: Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers.
CO#8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO#8)
POINTS
This assignment is worth a total of 250 points.
DUE DATE
This assignment, Interview with a Nursing Information Expert, is due at the end of Week 6. Submit your completed Interview, using the Interview Form, to the basket in the Dropbox by Sunday, 11:59 p.m. MT. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments. Failure to submit your paper to the Dropbox on time will result in a deduction of points.
DIRECTIONS
1. Download the NR361 Interview Form from Doc Sharing. It is found under the Week 6 Interview link.
2. Select your interviewee and schedule an interview. This individual must be a Registered Nurse. Job titles of RNs who may be considered include, but are not limited to, Nursing Clinical Information Manager; Super User, Director/Manger Clinical Education; Chief Information Officer; Quality Assurance or Performance Improvement Nurse; Nurse Informaticist; Telenursing Specialist; Nurse Abstractor; Case Manager; Compliance Nurse. If you have any concerns about whether the RN is suitable for this assignment, contact your instructor BEFORE you schedule the interview.
3. Review all questions (areas of inquiry) on the Interview Form located in Doc Sharing PRIOR to conducting the interview. You may print the form and take it with you to the interview.
4. Note there are five required questions to ask the RN.
5. Note there are four optional questions. You need to select only one of these to ask the RN.
6. Note there are two follow-up questions that must be answered by you.
Prior to conducting your interview, review two scholarly resources. These resources should guide your understanding of the RN’s role and responsibilities or make you more knowledgeable about GIGO, Interprofessional Communication, or other key concepts in the questions that you may not fully understand. For example, if your interviewee is a telenurse, you would want to review information on this specialty. If you do not know what GIGO means, look it up.
7. Conduct your interview. The length of your interview will vary but should not exceed one hour.
8. Submit the form to the Dropbox prior to the deadline outlined above.


 

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The post Directions: After completing your interview, you must use this form to submit your assignment to the Dropbox. You may use the form to capture information as you conduct your interview, or fill it in later. The form is expandable and will enlarge the textbox to accommodate your answers. Do not rely only on this form for everything you must include! Please look in Doc Sharing for specific instructions in the Guidelines for this assignment. appeared first on best homeworkhelp.

Describe the purpose and the evolution of adult education. Choose adult education theorist(s) to promote positive nursing student outcome. State the rationale for your choice and how you propose to use adult education in nursing education.

Describe the purpose and the evolution of adult education. Choose adult education theorist(s) to promote positive nursing student outcome. State the rationale for your choice and how you propose to use adult education in nursing education.

Please include readings from your text, evidence based research and recent professional journal articles to support your analysis of the theory. A minimum of 4 references is required. Post this paper in Safe Assign by 3/18/16
Text Book is Teaching in nursing: A guide for faculty (5th ed.) by Billings and Halstead 2016


 

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