Category: uncategorised

  • ESC1000 EARTH SCIENCE ONLINE 762439

    You are going to create a article for the magazine/newspaper “National Geographic, Discover, Earth, etc”major mass events. Follow all the directions the document i sent you

    Requirements: 1-2 pages

  • Iron Deficiency Amenia (need in 6 hours)

    Main topic is ” Iron Deficiency Amenia” fill in the rest and give structure please.

    Requirements: above (need in 6 hours)

  • IB Higher-Level Essay

    Make my essay 10x better for my Higher Level Essay

    In Hamilton, how does Lin-Manuel Mirandas portrayal of Eliza as a foil to Hamiltons endless ambition reveal the emotional cost of legacy building while conveying a message about the art of remembrance?

    Hamilton by Lin-Manuel Miranda follows the story of American Founding Father Alexander Hamilton, constructed into a musical. In it, it storytells Hamiltions rise to politics and influence, but also the personal consequences Hamilton faces through his relentless need to achieve and be remembered. Through the authorial choice of characterization, specially framing Hamilton against his wife, Eliza, as a foil, Miranda reveals that the pursuit of legacy often comes with real emotional costs, ones that go unnoticed until it’s too late. This shapes the musical as a whole by suggesting that legacy is not what we initially think it to be. Truthfully, legacy is not only about the things that we do but it is created through what is preserved and endured in remembrance, shaped by the people who continue to tell and protect our stories.

    From Elizas introduction in Helpless, she is characterized by her vulnerability and sincerity to Hamilton, establishing her as a foil to Hamiltons ambition from the very beginning. Eliza is so open from the beginning to express her all consuming love for Hamilton shown by her repetition of saying im helpless/ im so into you/I’m down for the count

    And I’m drownin’ in ’em. Her choice of language, connotes her love, and how it overwhelms her in the best way possible. In contrast, Hamilton responds to her but speaks in the terms of what he has rather than the love he can give her. He says, Eliza, I don’t have a dollar to my name, an acre of land, a troop to command, a dollop of fame immediately framing himself through status and power. The rapid rhyme in this reflects how restless and ambitious Hamiltons mind truly is and how he cannot seem to separate himself from achievement, even in a moment of love like this. In the juxtaposition of Eliza and Hamiltons characterizations, Miranda reveals that there was an initial imbalance between their relationship because for Eliza, love is enough, but for Hamilton, love must coexist with measurable things. So in this moment, the seeds of future emotional costs are already planted. The fact that Hamiltons first impression of Eliza is defined by what he has, it foreshadows the way his ambition will eventually cloud the love Eliza openly gives him.

    Through characterization, Miranda further develops the relationship between Hamiton and his wife, Eliza, as foils, but now their marriage has become estranged because of their contrasting values within their relationship. From the beginning, Hamilton is characterized through his urgency, by the way he speaks and raps at a fast pace. He was constantly defining himself through his actions and chasing the next opportunity to do so. In contrast, Eliza is slow paced, willing to live in the present and value their connection not conditioned on the things they had. The contrast becomes more clear in That Would Be Enough. In the song, Eliza expresses that she doesnt need fame or power to be fulfilled, instead she wants Hamilton to slow down, find contentment in being and acknowledge the love around him. Eliza clearly knows Hamiltons inner struggles as she sings, I dont pretend to know the challenges youre facing / The worlds you keep erasing and creating in your mind, but insists for him to ,Look around, look around at how lucky we are to be alive right now Mirandas characterization of Eliza here is intentional, she is not against Hamiltons ambition, but she just hopes he recognizes that the way he chooses to love and cherish his family also creates legacy. This moment highlights the first emotional cost of Hamiltons ambition because even though he loves Eliza, he refuses to slow down or shift his priorities, pushing him away from his wife. In this characterization, Miranda wants to clearly highlight that at the expense of trying to build a future, we neglect the present and whats already around us, reinforcing the idea of how ambition cannot create remembrance alone.

    Miranda deepens Elizas role as Hamiltons foil through the characterization in Burn, where the emotional cost becomes most clear. Hamilton publishes the Reynolds Pamphlet in the intention to protect his legacy but for Eliza, she experiences it as a great betrayal in the love they shared. In this, Miranda characterizes Eliza through withdrawal and grief as she says Im erasing myself from the narrative and by her burning the letters that might have redeemed you. Eliza is deeply hurt, not only because of Hamiltons infidelity but more less about the fact that Hamilton took priority in saving his reputation over honoring Elizas dignity and their relationship by publishing this document. Hamilton has spent the entire musical trying to control how history will remember him, documenting everything not realizing who he may be hurting in the process. Yet in this moment, Eliza refuses to let him control her story. Burning the letters acts as a symbol of her reclaiming her voice and her withdrawal from the story he has constructed. This scene really reveals the emotional cost of Hamiltons obsession with legacy and the way he wants to be remembered because in his need to clear his name, it leads him to subject his wife and family to public scrutiny. By this characterization, Miranda is suggesting that in the face of legacy and trying to protect it, it doesnt erase the wrongdoings within it but only shifts the burden of it onto others, who have to suffer for it. Remembrance isnt only about the goods but it’s about the bads too.

    After Hamiltons death, Elizas characterization shifts. She is not just the foil to Hamiltons ambition but now the one responsible for his remembrance. In her final sequence in Who lives, who dies, who tells Your Story, she speaks about how she dedicates her life to holding Hamiltons legacy by her works of interviewing soldiers, establishing an orphanage, and telling his story. She sings And when my time is up,have I done enough?/Will they tell my story? Even after everything, Eliza still questions whether she has done enough in the light of Hamilton, who is characterized as someone who will never be satisfied. Eliza has always lived in her marriage trying to be enough for Hamilton so after death she still measures herself in what she can do to please him despite his endless expectations. Miranda makes it so that Eliza is portrayed through her devotion of continuing to tell his story so that audiences fully recognize that every trace of steps contributes to the story others must carry one day, and that loved ones ultimately inherit both the burden and power of shaping how a legacy is told, and that is what remembrance is.

  • Discussion post

    In this discussion, you will find one research article that explores regional health care disparities. Possible topics include risk factors for health disparities such as geographic isolation, lower socioeconomic status, higher rates of health risk behaviors, limited access to healthcare specialists and subspecialists, and limited job opportunities. You are not limited to the US only but should consider global health care disparities as well.


    Instructions:

    1. Find one research article that explores health care disparities on the global stage.
    2. After describing the health care disparity, describe two potential solutions to help improve the issues you find present.
    3. Does the regional culture impact or explain the health care disparity present?
    4. Respond to a minimum of 2 of your classmates and provide a comparison to another region or risk factor for health disparities and analyze their findings. Be sure to include support for your analysis.

    Requirements: 300 words

  • APN Business Planning

    Based on your textbook reading, discuss the process of Advanced Practice Nurse (APN) business planning from a system approach.

    Requirements: Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

  • English Question

    English course of 8 weeks

    Please put 55 days if you want bid to be selected

    Requirements: as above

  • Health Policy

    Domain 10 (10.3) of the new Essentials: Core Competencies for Professional Nursing Education (2021) describes the role of the DNP in healthcare policy as an advocate for patients. Discuss healthcare policy as it relates to behavioral health management for patients and the role of the DNP.

    Attached Files (PDF/DOCX): Requirements for your APA citations.docx

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

  • Atomic habits weekly review

    MUST HAVE READ ATOMIC HABITS BY JAMES CLEAR. The weekly reflection is over chapters 11-17 of the book

    Content:

    1. A brief summary of what you read this week
    2. A response aligned with that weeks focus (see rotation details below – Week 3: Author Deep Dive)
    3. Three open-ended questions for your peers to reflect on and respond to. Include your questions for your peers in the body/description of your video post.

    Suggested Open-Ended Peer Questions

    Use these to inspire the 3 open-ended questions youll post each week:

    • How would this idea change the way you approach leadership or teamwork?
    • Have you experienced a situation like the one described in my summary?
    • What connections do you see between this book and your own goals or values?

    Week 3: Author Deep Dive Choose 3 of the following 10 questions

    This week, you’ll research the author of your book. Watch or listen to an interview, TED Talk, podcast, or read an article that gives insight into their background, values, or personality. Then, respond to 3 of the following 10 questions in your video.

    Menu of Questions (Choose 3):

    1. Whats something surprising or inspiring you learned about the author?
    2. How did the authors personal experiences shape the ideas in their book?
    3. Did learning about the author reveal any biases or blind spots in their perspective?
    4. How does the author communicate differently in interviews or talks compared to their writing?
    5. What values or beliefs seem to drive the authors work?
    6. Does knowing more about the author make you trust them more or less?
    7. Did the authors tone, humor, or vulnerability in a live setting shift how you interpreted the book?
    8. Would you want to have a conversation with this person in real life? Why or why not?
    9. What is one quote or statement from the author (outside the book) that you found meaningful?
    10. How might a readers perception of the book change depending on whether they know the authors background?
  • Neurologic & Musculoskeletal

    Instructions:

    Mrs. J. is a 65-year-old woman who presents with bilateral knee pain that has gradually worsened over the past three years. She reports stiffness in the morning lasting about 20 minutes and has difficulty walking long distances. Physical examination reveals crepitus, mild swelling, and limited range of motion in both knees. Her BMI is 31. No erythema or warmth is noted.

    • Identify the most likely musculoskeletal disorder and discuss the underlying pathophysiologic mechanisms.
    • Explain the diagnostic tests and imaging that would confirm your suspected diagnosis.
    • Summarize evidence-based treatment options, including both nonpharmacologic and pharmacologic strategies.
    • Discuss patient education and lifestyle modifications that would optimize outcomes and prevent disease progression.

    Requirements: Submissions (at least 2-3 pages excluding the title and reference pages) supported by at least two current scholarly sources

  • Benchmark School Counseling Brochure Assignment

    You may use the graded brochure (attachment brochure Revised) content that you created from COSC 660 as a starting point if you incorporated all instructor feedback. DO NOT assume that you do not need to re-examine the sections you created in COSC 660 prior to submission in COSC 661. The rubric requirements for COSC 661 are much more detailed. Please be sure to review the COSC 661 rubric

    requirements prior to submission and make any adjustments to your COSC 660 brochure sections prior to submission in COSC 661.

    Building on the School Counseling Brochure Assignment you began in COSC 660, create a

    comprehensive school counseling brochure which includes the following information:

    1. Well-written statements which inform the stakeholders of the mission, vision, beliefs, and

    objectives of the comprehensive school counseling program. This statement ensure that

    all students benefit from a equitable, accessible, and successful SC program which

    produces long-range results (refer to pages 29-31 of ASCA National Model Book, 2019,

    for more specific details as to what to include in these sections).

    2. Three interventions that promote the academic, career, and social/emotional services

    provided to students in each of these domains. Each domain should be labeled separately

    in your brochure. Interventions should include both direct and indirect services for each

    and reflect the ASCA National Standards: Mindsets and Behaviors for Student Success.

    3. A statement which successfully advocates for the school counseling profession (note: not

    students) should be included with a rationale for providing a comprehensive school

    counseling program (CSCP). Benefits of offering a CSCP should be explained, and a list

    of 3-4 appropriate activities of the school counselor should be detailed.

    4. Three clear interventions used to promote equity in student achievement and college

    access should be detailed for the chosen building level. The interventions should include

    both direct and indirect services and should reflect the ASCA Student Standards:

    Mindsets and Behaviors for Student Success.

    5. Three strategies to increase promotion and graduation rates at the chosen building level

    should be identified. The interventions should include both direct and indirect services

    and should reflect the ASCA Student Standards: Mindsets and Behaviors for Student

    Success.

    6. Three interventions to promote college and career readiness (at your chosen building/

    grade level). Interventions should include both direct and indirect services and be

    developmentally appropriate for your chosen grade level. Career counseling

    assessments are developmentally appropriate and are appropriate for the school setting.

    7. Three strategies for implementing and coordinating peer intervention programs should be

    outlined in detail. These strategies should align with the ASCA Student Standards:

    Mindsets and Behaviors for Student Success. Note: you are not being asked to simply

    identify a program. You are being asked to identify three strategies for how you as the

    school counselor will implement and coordinate a peer intervention program. Refer to

    your week 7 learn resources for assistance with this section.

    COSC 661

    Page 2 of 2

    8. Specific and concrete examples of both direct and indirect services offered to students

    including individual, group, classroom, collaboration, and consultation.

    9. A clear and concise statement about your philosophy of data collection, methods of data

    collection, how you will use data to advocate for programs and students, and how results

    will be shared with stakeholders.

    10. At least three peer-reviewed scholarly sources must be used to support the brochure

    contents. These sources must be cited both in-text and in a reference section.

    You may use the graded brochure content that you created from COSC 660 as a starting point if

    you incorporated all instructor feedback. DO NOT assume that you do not need to re-examine

    the sections you created in COSC 660 prior to submission in COSC 661. The rubric requirements

    for COSC 661 are much more detailed. Please be sure to review the COSC 661 rubric

    requirements prior to submission and make any adjustments to your COSC 660 brochure

    sections prior to submission in COSC 661.

    You may use the provided template and adjust the spaces as necessary, or you may use another

    software such as Microsoft Publisher to create the brochure, if you wish. However, you must

    keep the same or similar brochure section headings along with the Section Letter used in the

    brochure template (A, B, C, etc.). Doing so will ensure you include all necessary components.

    Please do remove section directions and references to COSC 660 and COSC 661. The brochure

    is to be your original work, visually appealing, and contain a balance of words and pictures that

    do not distract from the brochure content. Avoid leaving unused, blank white spaces in your

    brochure.

    Attached Files (PDF/DOCX): brochure Revised.docx, SC Brochure Template.docx, Benchmark School Counseling Brochure Assignment Instructions.docx

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