Smith’s ‘Joy’ in Rosner’s Discussion of Eating in ‘Olive Garden’

Here are two situations that working journalists might face. Choose one and discuss what is involved in a way that demonstrates your knowledge of media law and ethics (5 PTS each) A. You are a political reporter. A candidate for the State Senate had a nervous breakdown ten years ago. The candidate’s opponent has slipped you a notarized hospital document confirming this fact. In an essay that demonstrates your journalism knowledge, discuss whether or not you should print the story and the legal and ethical reasons why. Include the factors involved, the risks if you don’t print it, and the risks if you do print it. B. Your friend is the lead singer of a rock group. Despite your objections, your editor insists that you review their performance tonight. But at the show, your friend is drunk; it’s obvious to everyone and it’s a terrible show. If you write an honest review, you could ruin his reputation. He asks you to come back the next night, when he promises to stay sober and do a great show. Explain what you would do and the legal and ethical factors that would influence your decision—why you should go, why you shouldn’t go, what you would ultimately write, and what the consequences could be.

Explain the importance of patient privacy. How can one protect the privacy of one’s health records? How can one prove that one’s medical privacy was violated? What can be done if one thinks that one’s medical privacy was violated?

Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community. Request feedback (strengths and opportunities for improvement) from the provider. Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. i just need the attachment put into an apa essay. thank you

Use 10 vocabulary words from unit 7 and answer ONE of the writing prompts on page 96. Be aware of how you use the word-meaning the correct part of speech. Only use ONE vocabulary word for each sentence. Watch the spelling, punctuation, grammar, and sentence structure-PROOFREAD. Complete all the exercises for unit 7.The most important point is to use the word circle! ! ! Be sure to have a TOEFL score of 60, or you will be seen!

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.

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? Words Characters Reading time

NOTE: Writing Assignment #1 is not associated with the topic you were required to choose for the second writing assignment. Consider writings assignment #1 as the opportunity to share who you are with your instructor as well consider how you are connected to the topics we will address this semester. Instructions Part I – Biographic Information Communicate what you’d like your instructor to know about you. Part II – Connect to the Material We’ll Address This Semester Review the topics we will cover this semester. Choose from the following 2 options: Ask yourself: Have you or someone you know personally had an experience associated with one of the topics we’ll address this semester? Briefly explain the situation and offer your opinion on the situation or outcome. Choose a topic of interest associated with course content. Engage in a web search about the topic. Briefly explain why you chose the topic and your reaction to the material you found online about the topic. The assignment should be 500 words or less.

Our topic is “Concerns regarding the Safety of Students and faculty at the University of Maryland. ” Part II: Literature Review and Available Models and your primary research so far. （10 pages are minimum） Here you will identify and discuss resources currently available on this subject, both within the immediate context of the problem/opportunity you are addressing, as well as at large. For example, if there is already a great deal of internal documentation at the office/department/organization/company you are addressing, you can mention what these resources are, in addition to any available scholarly or other popular research. The items discussed here should be listed in your bibliography. Most importantly, you will want to identify examples of other offices/departments/organizations/companies that have encountered the same issue and who may have already developed solutions. Likely, your audience is not the first to encounter the problem you’ve identified. Who else has attempted to address the same or similar problem, and how have they gone about it? Provide Primary Research (original research) you conducted. This should include at least ONE survey and TWO-THREE interviews. (If your group has four members, you NEED THREE interviews.) Note: We already have 150+ responses from the survey. we will attach the survey. For the interview, we only have 2 interviewer’s title and name. You can come up with your own interview questions and answers to support your writing. Part III: Proposed Solution (5 pages minimum) Based on your assessment of the problem/opportunity, and the available research and models you identified, outline your solution in detail. Carefully provide the analysis that led you to this proposed solution, providing any additional evidence. Be as detailed as possible about the nature of the solution, costs/time/etc. We have 3 solutions now. You can find them in our attached outline. For your convenience, feel free to edit our outline if you want to. As long as everything is well explained and follow the instructor’s instruction, you can edit an outline or interview by yourself and write into our essay. Required 13 academic/journal article sources with MLA citation. Hi our final solution or best recommend solution is More police patrol shift during the night!

Kindly use this example. Policy Brief Infectious Diseases, Tuberculosis in India From: Secretary of Health, India To: Minister of Finance, India Introduction: 400,000 Indians die each year from TB. It is the leading cause of death in the ages 15-45 and has the greatest affect on the poverty stricken regions. Several risk factors for TB are HIV, lack of knowledge, urban congestion and pollution, barriers in health care, and cultural differences. TB causes large economic losses, financial burdens to poor families, losses in education, and even familial rejection of infected women. To address TB we must promote DOT in the poorest sectors to improve knowledge and treatment, ensure efficient technology for diagnosis, and target HIV prevalent areas for proper treatment for co-infected patients.

Describe how the AACN Essentials were established and how your project will meet each of these essentials. Https://www(dot)aacnnursing(dot)org/Portals/42/Publications/DNPEssentials.pdf. AACN essentials are 8 please correlate each with the project title “The Role of Providers on Health Promotion and Disease Prevention.”