Ancient of Egypt, The New Kingdom of Hatshepsut

PARADOX SETUP There are 10 identical boxes on a shelf, each with a padlock. There is only 1 key that can open all of these 10 boxes and Stu has the key. Prof places a unique token (called a “test”) into 1 of the 10 boxes. Stu then locks them all and leaves the room. Prof can move the boxes around in any way she wants, but she must line them up on the shelf from left to right. When Stu comes back into the room, he will open the boxes from left to right. Now imagine that Stu is playing against Prof in a game. The rules are that Prof wins if she can create an algorithm (i.e., a method) to guarantee that Stu is surprised when he opens the box that contains the token. So, Stu is absolutely certain that the test is in one of the boxes and he knows that Prof wants to win the game and will do her best to surprise Stu. Stu wins the game if Prof’s algorithm does not guarantee that Stu will be surprised. • If we assume that everyone involved is perfectly rational, who will win this game, Stu or Prof? • If you think that Prof will win, provide the strategy that you think she can win with, along with an explanation for why it guarantees that Stu will be surprised. • If you think that Stu will win, explain in detail why it will be impossible for Prof to come up with any algorithm that wins with 10 boxes. Will Stu win regardless of how many boxes Prof can use? Explain. Answer section 1 (300 words), section 2 (150 words), and section 3 (150 words) This easy is essay 2 which called group essay in the requirement, it need to separate in to three section.

Need to cite from The Disaster Artist to support the argument that how rhetorical choice works.

For this discussion, find a recent news article (within the past 12 months) that describes the latest developments in a conflict, issue, or other major event in this the Austral or Pacific realm. Provide a brief summary of the conflict/issue/event that your article describes, and your own analysis of how this issue might affect the realm, and might be resolved. Be sure that the topic of the news article has some connection with the geographical issues and concepts we’ve been discussing, and be sure to highlight these connections in your discussion.

The next step in the process of acquiring information is to move past what we can think of onto what we can see. That is, we have the way things are done and how to do them but we have not yet touched the work. In this case, we begin by reviewing some information regarding a trend towards bipedalism based on an arbitrary scale. That is, we use diagnostic features we can see and judge for ourselves. Although some may believe arbitrary assessments to be vague or assumptive, this step is sometimes used by those who know about the subject. That is we have spent many weeks getting to the point where you are trained observers. That is what you see matters and you will now “show what you can do with what you know.” This quick step is used to give immediate feedback to guide the path of inquiry. For example, an arbitrary scale can give values which can be interpreted as useful or not. The values can also be added to a graph which may show connections, divergence, and trends. Although the arbitrary assessments may be cursory they can be used to help make predictions. The predictions can aid in a direction of inquiry such as future experimental design to pursue a lead or quickly and simply rule out an assumption. An assumption in science can be either a premise for an idea based on experience, or a prediction based on prior data. That is, the premise from an informed previous statement can lead to inquiry. Informed statements come from experience or existing data. Therefore, an assumption in science is very different from how assumptions are used in daily activities by many non-scientists. Here we may assume that the diagnostics features listed in the drawing plantigrade, digitigrade, unguligrade highlight things of interest in relation to patterns of locomotion, in this case distinctions of speed and power compared to bipedalism. Grade scale x/30 x 20 = score 12.1. Bipedalis.Start with an ABC about each foot grade. Now that we have gone past the basics and the surprise that other animals have very similar skeletal structures it is time to review the basics of locomotion. Later, other forms of locomotion will be investigated in depth, but, for now it is wise to stay with what is familiar and the basic three. On the drawing for anthbiolab.mckendricksj.footgrades.plantigrade.digitigrade.unguligrade above, observe the normal standing postures and note the following for each species A, B,and C: (3 points) On the drawing above note the angle of the hip to the femur by the scribed line(s) down to the caudal line (a line towards the tail) of the hip in connection to the femoral line (of the femur). Estimate the angles of hip to femur by selecting the answer(s) which fits (delete the wrong answers) for each species: Species A what is angle 1 = Near to 180 deg Near to 115 deg. Near to 95 deg. Species B what is angle 1 = Near to 180 deg Near to 115 deg. Near to 95 deg. Species C what is angle 1 = Near to 180 deg Near to 115 deg. Near to 95 deg. (1 point) Note the location of the calcaneus relative to the point of contact at ground level and length relative to the tibia by selecting the answer(s) which fits (delete the wrong answers) for each species: Species A the location of item 2, the calcaneus to the ground is- On the ground and shortest compared to tibia Off the ground and longer compared to tibia Very high off the ground and longest compared to tibia Species B the location of item 2, the calcaneus to the ground is- On the ground and shortest compared to tibia Off the ground and longer compared to tibia Very high off the ground and longest compared to tibia Species C the location of item 2, the calcaneus to the ground is- On the ground and shortest compared to tibia Off the ground and longer compared to tibia Very high off the ground and longest compared to tibia (1 point) Note the relative length of the metatarsals compared to the other species by selecting the answer(s) which fits (delete the wrong answers) for each species; Species A Short Short to medium Very long Species B Short Short to medium Very long Species C Short Short to medium Very long (1 point) Note the position of the pedal phalanges in relation to the metatarsals especially note hooves as on the ground but not the pahalages by selecting the one answer which fits (delete the wrong answers) for each species: Species A On-ground- inline On-ground-not-inline Off-ground-not- inline Species B On-ground- inline On-ground-not-inline Off-ground-not- inline Species C On-ground- inline On-ground-not-inline Off-ground-not- inline (1 point) Note the pedal phalanges in relation to the tiba phalanges by selecting the answer(s) which fits (delete the wrong answers) for each species: Species A On-ground- and 90 deg. On-ground- and greater than 90 deg. Off-ground- and greater than 90 deg. Species B On-ground- and 90 deg. On-ground- and greater than 90 deg. Off-ground- and greater than 90 deg. Species C On-ground- and 90 deg. On-ground- and greater than 90 deg. Off-ground- and greater than 90 deg. (1 point) If a species has an angle of femur to hip bone is closer to 90 deg., then they are better at jumping without a run. Select the species one or more which has that by selecting the answer(s) which fits (delete the wrong answers) best for power related to speed and jumping: A: human B: Dog C: Deer (1 point) If a species has a calcaneus not in contact with the ground and has a longer length relative to the tibia, then they are able to have a burst of speed and jump easily exceeding what humans can do. Select the species, one or more, which has that characteristic by selecting the answer(s) which fits (delete the wrong answers) best for power related to speed and jumping: A: human B: Dog C: Deer (1 point) If a species has a relatively longer calcaneus length when compared to the other species then they are better at jumping without a run. Select the species one or more which has that by selecting the answer(s) which fits (delete the wrong answers) best for power related to speed and jumping: A: human B: Dog C: Deer (1 point) If a species has pedal phalanges in relation to the metatarsals which are not in line and have less contact overlength to the ground then they are able to have a burst of speed and jump easily exceeding what humans can do. Select the species, one or more ,which has that characteristic by selecting the one answer which fits (delete the wrong answers) best for power related to speed and jumping: A: human B: Dog C: Deer 10. (1 point) If a species has the tibia in relation to the pedal phalanges which are in excess of 90 degrees then they are able to have a burst of speed and jump easily exceeding what humans can do. Select the species one or more which have that by selecting the one answer which fits (delete the wrong answers) best for power related to speed and jumping: A: human B: Dog C: Deer 11. (10 points) From questions 1 thru 5 fill in the table to evaluate which species ranks the lowest for power for speed and jumping. Total each time A species scored a 1. 12. (2 points) Questions 1 thru 5 and 11 indicate that Species A is unique. What are they limited by, what can’t they do? 13. (2 points) Questions 6 thru 10 indicate that species B and C have less limitation and can do what? 14. (6 points) Why is this interesting to learn that humans even when compared to dogs and deer, to say nothing about them to top predators, have far less abilities in relation to their bipedalism? 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500 word response to the following questions. The paper should be written in the first-person voice. Be sure to write in full, complete sentences. You will be graded for content and quality of writing. Reflect on what you have learned in this lesson about diversity and marginalization and link it to either your personal life, or your future profession (child psychologist). Part 1: Your reaction Describe what you remember most from the lesson (what stood out the most) and where you felt most challenged. Part 2: Your decisions Describe how what you learned in this lecture will inform your personal life and/or your future profession. Lesson Material for your reference: Section One: What is Diversity and How Does it Impact Us? In the 1980s there was not one country that allowed same sex marriage. Most people where either ‘out’, and very political about being LGBT or, most, were in the ‘closet’. Same sex couples were not allowed to adopt children and most people thought of HIV/AIDS as the ‘gay disease’. Diversity and Marginalization: Thinking back to high school, your school might have had a poster with the word “Welcome” in many different languages. You are probably reminded of those days where you celebrated the diversity of your peers and you ate different ethnic foods and may have been introduced to traditional clothes and dances. That certainly is one side of diversity: the idea and belief that Canada is an accepting multicultural mosaic. However, that is only one side of the coin. In fact, there has been a long tradition of scholars and activists challenging the notion of diversity and multiculturalism. One such person is the York University scholar, Himani Bannerji. In her 2000 book, The Dark Side of the Nation: Essays on Multiculturalism, Nationalism and Gender, Bannerji identifies what she terms the ‘paradox of diversity’. Using the term/description “women of colour” as an example, she argues that the description creates a “vague and pleasant” description that replaces race with ‘colour’ and suggests alliance among women. Doesn’t “women of colour” sound much more pleasant than “gender and race”? By changing the way that something is described (recall multicultural / diversity attempts at your high school), Bannerji argues we erase the realities of race, racism, white privilege, and oppression. Her point is that using the terms such as ‘women of colour’ reflects ideologies of power relations by serving to regulate power. This other perspective on diversity suggests that human diversity is not about ‘getting along’ but that human diversity is part of historical and ideological oppression. On a sliding scale where diversity and multiculturalism are on the one end, and anti-oppression / anti-racism are on the other, it’s easy to imagine where Bannerji sits. To better understand white privilege, please read Peggy McIntosh’s (1988) excerpt about unpacking privilege (2 pages). As you read, take note of your thoughts and feelings. The reason why I wanted to include this discussion is because it is easy to think of human diversity as a vibrant celebration of colour, foods and diverse traditions rather than to dig a bit deeper and think about the systemic issues such as oppression and privilege that accompany human diversity. At this point, you are probably not surprised to hear that diversity in the context of community psychology is not so much about the ‘beauty of difference and getting along’ but about recognizing that “human diversity has multiple intersecting dimensions” and is “an important part of understanding differences and similarities between individuals and communities, but also variation within communities” (Kloos et al., 2012, pp. 7-8). According to Rappaport (1977), community psychology “is an attempt to support every person’s right to be different without risk of suffering material and psychological sanctions” (p. 1). This will often require the community psychologist to work toward providing socially marginal people with the resources, the power, and the control over their own lives, which is necessary for a society of diversity rather than conformity” (p. 23). Section Two: Power and Oppression Recall Himani Bannerji’s argument that ideologies of diversity and multiculturalism serve to strengthen existing power relations such as racism, oppression of others and white privilege. What do we mean when we refer to power and oppression? According to Kloos and colleagues (2012), “oppression occurs in a hierarchical relationship in which a dominant group unjustly holds power and resources and withholds them from another group” (p. 231). The Social Construction of Power: To make those concepts livelier, I’d like you to watch a very interesting video on the social construction of oppression. In this video, you will watch a third grade teacher simulate the social construction of discrimination by introducing a two-day exercise to her class where students were intentionally discriminated against based on the colour of their eyes. Oppression and Colonization: As you have seen in this lesson, there are many forms of oppression. It can be overt (obvious and intentional) and it can also be covert (unintentionally discriminating against an individual or group of individuals based on pre-conceived assumptions that we have—biases that often come from “single stories”). Another important concept to learn is “intersectionality”. Intersectionality refers to the interconnections between multiple socially constructed categorizations (e.g., race, gender, social class). Oppression of an individual or group with multiple intersecting personal identities becomes driven by multiple intersecting systems of discrimination and marginalization (Kloos et al., 2012). For example, examining the social mechanisms that drive violence against lesbian women of colour must consider the overlapping, complex nature of the various systems of oppression—rather than examining each factor separately. Oppression can also be systemic. For example, the colonization of First Nations, Métis, and Inuit individuals, families, and communities is a form of oppression that has persisted throughout the history of Canada and continues to exist today. So far in this course, you have learned a bit about some of the inequalities and discrimination faced by Aboriginal people in Canada. Now that you have also been introduced to different ways of understanding and honouring diversity, I would like for you to read a brief chapter (14 pages) written by a Mohawk woman , Patricia Monture-Angus, who worked as a legal scholar in several Canadian law schools. This chapter is a story of her experience as “a woman, an Indian, and an Indian woman” (note: intersectionality) attending an academic conference about oppression. She challenges language around “disadvantage” and speaks about her experiences as a “minority”. She teaches important lessons about diversity and oppression that I think is a good way to wrap up this lesson.

Analyze and evaluate a nursing conceptual model. (I picked Jean Watson’s Theory of human caring) Support your analysis with scholarly references in addition to textbooks. Introduction (4 Points) Choose a nursing theorist that you most identify with and who has the most similarity to your beliefs about nursing. Explain your rationale for selecting the theorist. Describe the theorist’s background and how it may have impacted the model development. Analysis (6 points) Origins of the Model What is the historical evolution of the model? What was the author’s motivation and philosophical claims? Which scholars influenced the author? What world view is reflected in the model? Unique Focus What is the unique focus of the model? What category of nursing knowledge is reflected in the model? Content Describe the concepts and propositions of the model. Provide a diagram. Complete the table found in the shared documents concerning the metapardiagm. Evaluation (6 Points) Explication of Origins Are the model’s philosophical claims explicit? Is the influence of scholars acknowledged? Comprehensiveness of Content Are the metaparadigm concepts clearly described? Do the relational propositions link the concepts? Is the model sufficiently broad to guide nursing research, education, administration and practice? Logical Congruence Is one congruent frame of reference evident? Generation of Theory What theories have been generated from the model? Legitimacy Is application of the model feasible? Is the model compatible with expectations of recipients of nursing? Does the model make a difference in health conditions? Contributions What is the overall contribution of the model to nursing? Application (6 Points) Has the model or derived theory been applied to real world nursing (practice, education, administration)? Cite examples. How might you apply this model or derived theory in a nursing setting? Give examples of a specific situation and comment on the applicability of the theory to the situation. Include how the views of your chosen theorist are congruent with your views of nursing. Writing (3 points) Graduate level writing is required. The paper should be well organized using correct grammar, spelling and APA format. An abstract is required Use the criterion above as APA first level headings (Introduction, Analysis, Evaluation, Application). Address all content below each criterion to ensure that the paper is neat, organized and easy to follow. References must be current (within 5 years) and include scholarly journals The final Turnitin Originality Report must be less than 15%.

essay should have an introduction that introduces the topic of the essay, a body that covers the main points, and a conclusion that sums up. Compare the following theories about Yanomami warfare: biological (Chagnon), cultural (Peters), cultural (Kopenawa), materialist (Ferguson). In your answer, be sure to: –Clearly state the claim that each author makes about the causes of Yanomami warfare. What does the author think causes Yanomami warfare? Does he make room for multiple causes in his argument? If so, which cause (or causes) is most important? –Briefly discuss at least one point of evidence that the author presents to support his claim. What concrete evidence or data does the author present to support his claim? –Clearly state which explanation for Yanomami warfare you think is the most persuasive and explain why. double-spaced pages (12 point font, one inch margins) ****I will provide links for the 3 sources below please use 2 outside sources and make a reference page for the 2 outside sources**** https://www(dot)youtube(dot)com/watch?v=IBD8RXyFRE8&feature=youtu.be https://www(dot)youtube(dot)com/watch?v=cCW_Vh221TE&feature=youtu.be https://www(dot)youtube(dot)com/watch?v=LERH6uU8r1s&feature=youtu.be

11: Special Topics in Child and Adolescent Psychiatry In your practice as a PMHNP, you may see many children and adolescents who are faced with challenges that go beyond the standard DSM-5 diagnoses. Children in foster homes or who have been adopted may have emotional scars from previous abuse or neglect; adolescents experiencing issues with gender dysphoria may be faced with peer and family issues; and children involved in acts of terrorism may face reoccurring fear and mistrust. This week, you explore psychological issues that may arise in children faced with special circumstances and the assessment and treatment options specific to these special populations. You also take your final exam for the course. Learning Resources Required Readings American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author. Standards 11 “Communication” (page 75) Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 31, “Child Psychiatry” (pp. 1279–1323) American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. “Somatic Symptom and Related Disorders” “Other Conditions That May Be a Focus of Clinical Attention” “Assessment Measures” “Cultural Formulation” American Academy of Child & Adolescent Psychiatry (AACAP). (2011). Practice parameter for child and adolescent forensic evaluations. Journal of the American Academy of Child & Adolescent Psychiatry, 50(12), 1299-1312. Retrieved from http://www.jaacap.com/article/S0890-8567(11)00883-5/pdf American Academy of Child & Adolescent Psychiatry (AACAP). (2012c). Practice parameter on gay, lesbian, or bisexual sexual orientation, gender nonconformity, and gender discordance in children and adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 51(9), 957–974. Retrieved from http://www.jaacap.com/article/S0890-8567(12)00500-X/pdf Lee, T., Fouras, G., & Brown, R. (2015). Practice parameter for the assessment and management of youth involved with the child welfare system. Journal of the American Academy of Child & Adolescent Psychiatry, 54(6), 502–517. Retrieved from http://www.jaacap.com/article/S0890-8567(15)00148-3/pdf Human Rights Campaign. (n.d.). Growing up LGBT in America. Retrieved June 8, 2017, from http://assets.hrc.org//files/assets/resources/Growing-Up-LGBT-in-America_Report.pdf?_ga=1.83582870.1279387255.1493224749 Optional Resources Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Hoboken, NJ: Wiley Blackwell. Chapter 19, “Legal Issues in the Care and Treatment of Children With Mental Health Disorders” (pp. 239–249) Chapter 49, “Forensic Psychology” (pp. 636–647) Discussion: Special Topics in Child and Adolescent Psychiatry Many children face special issues that impact everyday life, whether it is within themselves, their families, or their environment. The PMHNP must be sensitive to these many issues that children and adolescents are faced with during important developmental years. In this Discussion, you select a special population and analyze the psychological issues that the population faces. You also address the assessment and treatment needs of the population. Learning Objectives Students will: Analyze psychological issues that may arise in children faced with special circumstances Evaluate assessment measures used with children faced with special circumstances Evaluate treatment options used with children faced with special circumstances Analyze cultural influences on treatments (D) To Prepare for the Discussion: Review the Learning Resources. Select one of the following topics for the Discussion: Adoption Foster care Gender dysphoria Forensic issues Impact of terrorism on children Post: Write your selected disorder in the subject line of your Discussion post. Explain the psychological issues that may result from your topic. Describe the most effective assessment measure that could be used and explain why you selected this. Explain the treatment options available for children and adolescents involved with your selected disorder. Explain how culture may influence treatment

Why is crime fighting in democracies so difficult? Additionally in 2021, are there still concerns about crime report manipulation? Show evidence from 2021. Refer to the book: The New York City Police Department: The Impact of Its Policies and Practices Eterno, John A.

Write according to the info on the three exercises, the detail instruction is on the third pages, answer some questions