Bright Academic Experts

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  • Concept map 3

    Situation ii. Background iii. Assessment iv. Recommendation b. The topic of the map is your chosen concept. This might not always be the clients primary concern. i. For example, if your chosen concept is Mobility, focus on cues and interventions related to Mobility even if the client has a higher priority concern (such as Perfusion.) Concepts are often interrelated, but you should maintain the focus of the map on the chosen concept. 4. Build your Clinical Judgment Concept Map. a. Locate and download the concept map template within the DFC Concept Map module. b. Complete all boxes for your client. c. Use the assignment rubric to ensure you meet the requirements of the assignment. d. The arrows on the template are there to remind you that this map is intended to be completed in a certain order. e. What is a hypothesis? i. A hypothesis is a proposed explanation made on the basis of available information. It is a starting point to problem-solving. Recognize cues: Based on available client data, identify relevant or important cues or information. Subjective and objective could be considered. Specific client values are included where appropriate (i.e. heart rate, oxygen saturation, etc). Analyze cues: Link identified cues to the clients presentation. Determine conditions that are consistent with those cues. A condition is defined as a normal state with regard to one’s health, such as pregnancy, or to a disease, disorder, illness, or injury (National Institutes of Health, n.d.). Prioritize hypotheses: Think Where do I start? Based on your analysis of the clients condition, determine which explanations are most likely. List and rank hypotheses according to most urgent problems and priority order. Generate solutions: Using the hypothesis, identify desirable outcomes for the client. Goals are listed in SMART format. In SMART format, goals are Specific, Measurable, Achievable, Relevant, and Time-Bound. Visit the ELO for more information. Here is an example of a SMART goal: The patient will report a pain level of 4 or less on a 0-10 scale within 30 minutes of pain medication administration. Take action: Using the identified SMART goals, identify and describe how nursing interventions will be performed, administered, communicated, or taught. Interventions will address the priority concerns and are designed to help meet the clients goals. Intervention #1 should be crafted to help meet SMART goal #1. Evaluate outcomes: Compare observed outcomes against expected outcomes. Determine if your identified interventions were effective. Be sure that these evaluative statements are in past tense, as you are seeing how the interventions progressed. This should look like “The (goal was achieved) by (time specified) as evidenced by (supporting findings) after (nursing intervention was performed).” You are evaluating if Goal #1 was accomplished by Intervention #1 by the time frame specified. *To reiterate: SMART goal #1, Intervention #1, and Evaluation #1 should all be related. This should be repeated for all goals and their associated interventions and outcomes. 5. Give credit to your sources. a. After completing your concept map, be sure to give credit to your sources on both the Reference page and as in-text citations.. b. Your references should be listed in APA 7th edition format. i. This will include the author, the publication year, and the source. ii. The Writing Center can help with APA format. You can also use the Citation Machine in the Purdue OWL site to assist in creating reference entries. 6. Upload your completed map to Canvas. a. If you are enrolled in ASN241, ASN261, BSN246, or BSN266, you will complete 3 (three) Concept Map Assignments. These are due weeks 3, 5, and 7. Late policy applies. b. If you are enrolled in ASN341, ASN361, BSN346, or BSN366, you will complete 4 (four) Concept Map Assignments. These are due weeks 3, 5, 7, and 9. Late policy applies.

    Attached Files (PDF/DOCX): DFCConceptMapInstructionsLevels2and3ASNBSNV1.docx, DFCConceptMapTemplate28Level329 2.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Final Project

    Title: The Role of International Marketing in Driving Sustainable and Ethical Practices

    Objective:

    This project challenges students to critically analyze the responsibilities of international marketers toward society, evaluate businesses’ environmental impacts, and propose ways international marketing can address and rectify past mistakes for a more sustainable future.

    Part I Final Project Instructions:

    Research Component:

    • Use at least two publicly available databases (e.g., World Bank, United Nations Global Compact, Statista, or Environmental Performance Index) to collect data on:
    • The societal impact of marketing campaigns in international markets.
    • Case studies of businesses with significant environmental footprints.
    • Examples of international marketing campaigns that attempted to address societal or environmental challenges. Find at least five examples and mention them in your report. Post the campaigns’ URL for assessment purposes.

    Analysis Section:

    • Analyze the responsibilities of international marketers in ensuring ethical, culturally sensitive, and inclusive campaigns.
    • Evaluate how marketing strategies have influenced or mitigated environmental degradation in global markets.
    • Identify instances where international marketing campaigns corrected historical missteps, either in product offerings or corporate practices.

    Proposal Section:

    • Design at least seven recommendations for a hypothetical or real global company about leadership, social responsibility, and sustainability. Consider covering the three elements (leadership CRS, and sustainability must be present in the recommendations). The strategy should:
    • Address a specific societal or environmental issue.
    • Demonstrate how international marketing can be a tool for positive change.
    • Address how marketers can balance profit motives with societal and environmental responsibilities.
    • Include data-supported evidence from your research.

    Deliverables:

    • A report summarizing your research, analysis, proposed strategy, and reflection. Write your rationale broken down by sections (as headings) in the proposal section.
    • Include an appendix with the datasets and sources consulted.

  • Week 3 Discussion: Academic vs. Popular Historians

    Academic vs. Popular Historians

    Historians come in many varieties there are historians of ideas, war, diplomacy, economics, the family, revolutions, nations, science, food, and the list goes on and on. Most of these historians practice their “craft” in universities and colleges. Some are associated with war colleges, think tanks, the government, or private industry. There are good histories and bad histories just as there are good historians and bad historians. George Orwell once commented on a book by arguing that it was a “good, bad book” I imagine there are also “bad, good books.” One issue of academic versus popular history always emerges during the selection of titles for the third historiographical essay (HE 3).

    TASKS:

    Use this Discussion to suggest, argue, and debate this issue. Is there a difference between the historian who writes for popular consumption and the historian who writes for the academic community? What about the historical novelist? Surely the novelist writes “history” as well as historical narrative what are the implications of this? Is academic history more “serious” scholarship? What is scholarship? What of the “history buff” or “enthusiast”?

    notes:

    -Use the uploaded files for this work

    -add 6 references in TURABIAN format and footnotes too

    -Answer all the questions in the task section

    -add plagiarism report

  • Where is China?

    Requirements:

  • w7 psyc201 ethics worksheet

    Instructions

    Week 7

    We have been studying numerous classic studies in the field of social psychology. Students are often surprised, and sometimes dismayed, at the types of methods used in these studies. In particular, the use of deception is often viewed as morally questionable.

    For this assignment, please choose THREE of the following classic studies to review and then answer each of the following questions for each experiment. IMPORTANT: Please be sure to copy and paste this document into a new Word Document and then insert your responses for each question directly below the question. Do not write a paper in narrative format; this is not a formal “term paper.” However, your responses must be written in full sentences with a subject and verb (no sentence fragments or bulleted/numbered lists).

    Please select on the following and peruse the ten classic studies discussed. In case of any difficulty accessing the , brief descriptions of each of the ten studies follow below:

    ===================================================================================

    1. Little Albert: John B. Watson studied classical conditioning by taking an infant who had no previous fear of animals and essentially inducing a phobia of a white rat. He did so using the principles of classical conditioning (pairing a loud noise with the introduction of the rat to the baby). The child then became fearful of the rat even without the loud noise being present.

    2. Asch Conformity: Subjects were placed in a group alongside actors. All were asked to access the series of lines and say which line was the longest. The actors gave correct responses, but then began to give incorrect responses. The majority of the subjects conformed and began to give an incorrect response as well.

    3. Darley & Latan Bystander Effect: Following the brutal murder of Kitty Genovese in NYC in which there were many witnesses, but no one called police, these experimenters decided to test the bystander effect. They simulated several situations, but particularly one in which the subject overheard a person in the next room (actually a recording) having a seizure and measured whether subjects who were alone were quicker to act and assist than those who believed others could overhear the medical emergency as well.

    4. Milgram Obedience: In an attempt to understand how Nazi soldiers could possibly have complied with commands to kill Jews (and other victims of the Holocaust), Milgram studied obedience. In a rigged situation, participants drew straws and the subject was assigned the role of teacher. The “student” (actually a recording) was placed in another room. Whenever the “student” got an answer wrong, the teacher pressed a button to “shock” the student, and the shocks got progressively stronger. Milgram was interested to see what percentage of subjects would “shock” the student to the top of the board. The majority of subjects did so, although they were visibly uncomfortable.

    5. Harlow’s Monkeys: Although these were animal subjects instead of humans, there are ethical concerns. Harlow used baby rhesus monkeys and removed the babies from their mothers, replacing the mother with either a wire “mother” or a cloth “mother.” The wire mother fed the babies through a bottle, while the cloth “mother” provided nothing but comfort. Harlow was interested to see whether the association with food would cause the babies to seek comfort from the wire mother, but they did not.

    6. Seligman’s Learned Helplessness: Seligman used dogs and placed them in a box with a barrier in the middle. He randomly shocked the dogs through the floor. Dogs first tried to escape the shocks by jumping over the barrier, but eventually quit trying to jump and just “took” the shocks because they were unable to permanently escape the shocks.

    7. Sherif’s Robbers’ Cave: Sherif conducted this experiment to test how groups problem solve and deal with conflict. Boys at a summer camp were split into two groups, which were kept apart from one another. The experimenters manipulated competitions between the groups to keep the conflict/tension between the groups high. Then, Sherif manipulated the environment so that the camp as a whole faced a problem, such as a water shortage. After the groups were forced to work together to solve the problem, they integrated and functioned harmoniously together.

    8. Johnson’s Monster Study: This was an early study conducted to test the causes of stuttering in children. Johnson used a group of orphans and told half of the group that they had stutters. Although none of the children actually developed a stutter, they did develop problems with self-esteem often associated with children who stutter.

    9. Elliott’s Blue-Eyes/Brown-Eyes: In an attempt to demonstrate the effects of prejudice/discrimination, a teacher (Jane Elliott) divided her class into blue-eyed and brown-eyed students. She cited phony research that indicated that one group was superior to the other and then treated that group with favor throughout the day. It took only one day for the children to begin acting in accordance with what they had been told. The groups were then switched, and the same observations were made.

    10. Zimbardo’s Stanford Prison Study: Zimbardo recruited college-aged males to participate in a two-week experiment related to how people behave in prison. He randomly assigned participants to the roles of “guards” or “prisoners.” He found that, within a shockingly quick amount of time, guards became sadistic and prisoners became despondent and helpless. He ultimately wound up discontinuing the experiment after only six days because of the potential psychological damage the experiment was having on the subjects.

    ===================================================================================

    Now choose three (3) studies for which you will answer the questions below. You are free to do outside research on any of them as you please. Then, select the link below titled “Ethics of Social Psychology Experiments,” save it onto your hard drive, and enter your responses directly within the saved document.

    Requirements: as needed

  • Individual Paper

    The individual paper involves analyzing a flawed instance of people management and decision making by you or others in your organizational life using the concepts and theories we learn in our course.

    Specifically, this paper requires that you choose and analyze an event from your career that you now believe may have involved flawed people management and decision making by you, or others in your organization or industry. You may consider an inappropriate or unjustifiable people management approach or style (e.g., an instance of poor hiring, coaching, or training, or failure to generate buy-in in managing teams), or a decision that, among other things, attributed causation to a correlational relationship (e.g., an instance of hiring or promotion claimed to have increased revenues), a decision that involved cognitive biases (e.g., confirmation bias in hiring), and/or a decision that invoked conversations about fairness (e.g., a policy responses to the COVID-19 pandemic).

    Then, address the following:

    1. Describe the event and provide context to a flawed instance of people management and decision making.
    2. Identify the flaws that you believe were involved.
    3. Explain the reasoning and/or evidence that now leads you to suspect the flaw.
    4. Propose what you would have done differently to produce a better outcome at the time.
    5. Explain how and why you believe your proposed approach might have improved the event in question.

    In developing your individual paper, you will essentially use an event from your career as case material to explicitly highlight your knowledge of and ability to apply the concepts and theories from this course to analyze a potentially flawed instance of people management and decision making, and offer solutions.

    The choice about the relative weight to put on different issues, ideas, concepts, and theories in reflecting on the situation in question is yours. In evaluating your paper, I will look to see whether the concepts and theories you use are described accurately (i.e. substantively correct), applied appropriately (i.e. fit the context you describe), and most relevant to the situation (i.e. did you pick the theories and concepts that best illuminate the situation).

    Here are some additional tips you may consider in developing your paper:

    1. Applying more theories is generally better than applying fewer theories. There are, however, two caveats: you need enough rich descriptive material about your chosen issue, and you need to cover each theory or concept thoroughly enough that convinces the audience that you know how to apply it. Theories that are covered superficially will not receive much credit.
    2. Notice that this paper must be graded. It is easy to get carried away with an interesting issue and forget that this is also a way to test your knowledge of and ability to apply the course material.
    3. Remember to explicitly mention and engage course concepts and theories. Drawing explicit links between the concepts you identify and the paper material is important.
    4. It may be useful to develop a comparative angle in the project. For example, you may compare the organizations performance before and after the situation or decision in question.
    5. When facing a choice as to whether to narrow your paper to a more focused topic, balance the benefits of this strategy in terms of richness, thoroughness and completeness with the costs of reduced data availability. Choose the narrowest possible issue that offers sufficient data and allows you to describe and integrate a discussion on people management.

    Please keep the length of the paper to 8-12 pages of text (plus 1-2 pages of exhibits if needed). Please use double spacing, 12-point font, and 1-inch margins.

    Rubric:

    1. Originality in the Choice of the Event and Managerial Context (out of 10)
    2. Specificity of the Analysis of the Flawed People Management and Decision Making (out of 35)
    3. Quality of the Proposed People Management and Decision Remake (out of 25)
    4. Clarity in Writing (out of 20)
    5. Novelty (out of 10)

  • Who is the father of genetics?

    Ganetics – which is the part of cell cycle describe who discover genetics?

    Requirements:

  • Writing Question

    Requirements: As required

  • instructions will be placed in there

    If paper is not in full APA, it will not be accepted.

    You are going to locate one empirical, peer reviewed research article that is clearly connected to a topic from this course and write a structured review of it.

    Article requirements

    1. It must be an original, empirical research study. Not a literature review. Not a systematic review. Not a meta analysis. Not an editorial. Not an opinion piece.
    2. It must be published in a peer reviewed journal.
    3. It must be published within the last 5 years unless you obtain my approval in advance.
    4. You must upload the full article PDF with your paper.

    Peer review evidence requirement
    In the Canvas submission dialog box, you must paste your evidence that the journal is peer reviewed and explain how you know. It was in a database is not enough by itself.

    Provide both of these:
    A) A screenshot showing the journal is peer reviewed. Acceptable examples include Ulrichsweb, the journals official About page stating it is peer reviewed, or the library database record that explicitly labels the journal as peer reviewed.
    B) A short explanation in your own words telling me exactly what you looked at and why it proves the journal is peer reviewed.

    Process proof requirement
    You must also upload a second file labeled My Work Notes that includes all items below. This is required.

    1. Your search trail. List the database used (CINAHL, PubMed, etc.), your exact search terms, and any filters applied.
    2. A screenshot of the article record page showing title, journal, year, and authors.
    3. Your annotated article. Provide one of the following:
      Option A: A marked up PDF with highlights and margin notes.
      Option B: A separate page with at least 10 bullet notes that reference specific page numbers from the article.
    4. A short authenticity statement at the end: I wrote this paper myself and can explain any part of it without notes.

    If you skip the process proof, the paper will be graded as incomplete.

    Paper requirements
    APA 7th edition, strict. Use Level 1 headings at minimum. If you do not use headings, you are choosing to lose points.

    Use these exact headings and cover each section fully.

    1. Article Identification
      Provide the full APA citation.
      State the research problem in one or two sentences.
      State the research question exactly as written by the authors. If the authors do not state it explicitly, you must write the implied research question and explain where you inferred it from.
      State the purpose of the study.
    2. Methods
      Describe the design (qualitative, quantitative, mixed methods, and the specific design when stated).
      Describe the sample. Include setting, sample size, key inclusion criteria, and how participants were recruited.
      Describe data collection. Name the instrument or interview approach used. Include timing and setting.
      Describe analysis techniques. For quantitative, name the primary statistical tests used. For qualitative, name the analytic approach (thematic analysis, grounded theory coding, etc.).
      Quality and rigor. Identify one strength and one weakness in the methods, using course concepts.
    3. Results and Author Interpretation
      Report the main results in concrete terms. Include at least three specific findings.
      You must reference at least one table or figure from the article and explain what it shows in plain language.
      Explain how the authors interpreted the findings.
      List the implications the authors claim. Practice, policy, education, future research, or any combination.
    4. Your Critical Appraisal and Value
      Tell me whether the study supports the current state of the literature or pushes against it, and why.
      Tell me whether the study recommends a change in practice or reinforces current practice, and what that change would be.
      Discuss generalizability and limitations. Identify at least two limitations stated by the authors and one limitation you identified that the authors did not emphasize.
      Make it real. Provide one course relevant example of how this evidence could be used in a real world setting you know (workplace, community, patient population, operational process). This must be specific, not generic.
    5. Quotations and AI rule
      Limit direct quotes to two total, short quotes only. Everything else should be paraphrased with citations.
      Do not use generative AI to write this paper. If your submission reads like a generic summary that could apply to any article, it will be flagged and you will be asked to explain your paper verbally.

    Grading focus
    There is no word requirement. You are graded on completeness, specificity, and accuracy. Vague writing loses points fast.

    Scoring rubric (100 points)

    1. Article Identification and purpose, clearly stated and accurate: 20 points
    2. Methods described with correct detail, including design, sample, collection, analysis: 25 points
    3. Results and interpretation, including table or figure explanation: 25 points
    4. Your appraisal and value, including limitations and real world application: 20 points
    5. APA formatting and headings: 10 points

    What gets you in trouble quickly
    If you do not include sample size, design, and analysis methods, you did not read the article.
    If you cannot accurately explain one table or figure, you did not read the article.
    If your writing is generic, you will be required to do a short live explanation of your paper.

    Submission checklist

    1. Upload the APA paper.
    2. Upload the full article PDF.
    3. Upload My Work Notes with the required evidence and artifacts.
    4. Paste the peer review evidence screenshot and explanation

    If you want, I can also rewrite this to match your exact course voice even more closely, but this version is already tight and enforceable.

    Requirements: 4-5 pages

  • We presently see our past?

    answer – yes because our eye retina reflect image by light and light of speed is very fast. But, the light light fall at retina and it take a very short period of time. Hence, we see presently past.

    Requirements: