Sexual Issues With Cultural Controversies

Sexual Issues With Cultural Controversies

 

Sexual Issues With Cultural Controversies

Question description

Sexual Issues With Cultural Controversies – From the required readings, identify four sexual issues with cultural controversies that relate to your personal interests or your future work. Explain why you selected these issues. In sufficient detail, describe the cultural controversies associated with these issues. Remember to support your post by incorporating the assigned resources into your response.

Then pick one of the four areas you identified, and cite one research article—beyond the current assigned readings—that expands the topic. Summarize this research article in comparison to the assigned readings.

They require thorough answers on the topic and “at least one peer-reviewed scholarly journal article, preferably a research article”.

Sexual Issues With Cultural Controversies Readings

Use your textbook and the Internet to complete the following:

  • In your LeVay and Baldwin text, Human Sexuality:
    • Read Chapter 9, “Sexual Behavior,” pages 251–278
    • Read Chapter 12, “Contraception and Abortion,” pages 365–388.
    • Read Chapter 19, “Sex as a Commodity,” pages 607–632.
  • Read Coleman’s 2003 article, “Masturbation as a Means of Achieving Sexual Health,” from Journal of Psychology & Human Sexuality, volume 14, issue 2/3, pages 5–16.

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how shaping and differential reinforcement are used to develop new behaviors

Question description

  1. Discuss how shaping and differential reinforcement are used to develop new behaviors. Include the concept of successive approximations.
  2. Discuss how to write a task analysis of a behavior. Then, consider the different ways of teaching the behavior using chaining, such as forward chaining, backward chaining, and global chaining.

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Character Analysis of A Beautiful Mind (2001): John Nash’s Brilliant but Troubled Mind

Character Analysis of A Beautiful Mind (2001): John Nash’s Brilliant but Troubled Mind

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Character Analysis of A Beautiful Mind (2001): John Nash’s Brilliant but Troubled Mind

Question description

Defining the character of a movie (A Beautiful Mind (2001)): Watch one of the following movies:

  • A Beautiful Mind (2001)
  • Good Will Hunting (1997)
  • Peaceful Warrior (2006)
  • Rain Man (1988)
  • Girl Interrupted
  • One Flew Over the Cuckoo’s Nest

If you would like to use a different movie, you MUST get permission from your instructor first.

Using the main characters in the movie you chose, answer the following questions:

  • Define cognition and provide a description of the cognitive processes.
  • What is the relationship between cognition and personality development?
  • Explain how biological and environmental factors can shape our cognitive processes.
  • How do parents influence a child’s personality according to each theory: evolutionary, biological/genetic, and behavioral?
  • How does self-efficacy relate to personality?
  • What “nature” and “nurture” factors contribute to one’s self-efficacy?

Defining the character of a movie (A Beautiful Mind (2001))

Make sure you are using the reading materials as one of your resources as well as an additional three outside resources. Apply APA formatting and citations. The total amount of pages should be at least 6 pages.

HCA 530 Vendor Information Sheet Analysis

HCA 530 Vendor Information Sheet Analysis

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HCA 530 Vendor Information Sheet Analysis Presentation

HCA530 Health Care Policies & Economics

Week 2 Assignment

Vendor Information Sheet Analysis Presentation

The purpose of this assignment is to show your understanding of the needs that go into determining financial viability for a large purchase in an organization. You will be creating a PowerPoint presentation to explain and justify a capital purchase to the vice president of your health care organization.

Assignment: HCA 530 Vendor Information Sheet Analysis PresentationRead the Northwestern Memorial Financial Statement and Vendor Information Sheet.

Students answer the following about the attachments:

After comparing vendors, create a presentation for the capital purchase to your vice president. Address the following:

1. Why would this be a good investment for the hospital?

2. What are the operating costs you took into consideration? Explain.

3. What facility considerations are involved regarding this new piece of equipment? Explain.

Assignment: HCA 530 Vendor Information Sheet Analysis 

4. What is a reasonable ROI? What are the minimum quality standards?

5. What training options would need to occur?

6. Cite a minimum of three references to support your rationale.

The PowerPoint presentation should consist of 15-20 slides, not including the title slide and reference slide. Images may be included in the presentation but be sure to keep all image file sizes low for this presentation. Save images as small files.

Assignment: HCA 530 Vendor Information Sheet Analysis PresentationRefer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Assignment: HCA 530 Vendor Information Sheet Analysis PresentationThis assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Practicum Professional Development

Practicum Professional Development

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Practicum Professional Development

Objectives: Progress Appraisal

In Week 1, you developed your practicum professional development objectives. How have your experiences thus far in the practicum contributed to your growth as nurse leader-manager or nurse informaticist? What difficulties, if any, have you experienced, and how might this affect the achievement of your objectives?

In this Discussion, you assess your progress toward fulfilling your practicum professional development objectives and consider how you could enhance or alter your activities to achieve your aims.

To prepare:

Reflect on the practicum professional development objectives you developed and outlined in your Practicum Professional Experience Plan in Week 1.

Keeping in mind the practicum activities you have engaged in thus far, consider the following questions:

How have these activities helped to promote your professional development?

Are you satisfied with your progress toward meeting your objectives? If not, what will you do to ensure you achieve them before the end of your Practicum Experience? As a reminder, you must complete all of your practicum hours on or before Day 5 of Week 11.

What challenges or unexpected opportunities have arisen at your practicum site? How has this affected your professional development?

Think about the experiences you may have in the forthcoming weeks. Do you foresee any particular challenges on the horizon? If so, what is your plan for addressing those challenges?

Think about the time you have spent with your Preceptor. How has this time enhanced or changed your understanding of the role and functions of the nurse leader-manager or nurse informaticist?

Post an assessment of your progress toward achieving your practicum professional development objectives, including how your involvement in specific practicum activities has contributed to your development. Explain what you will do to ensure you achieve your objectives by the end of your practicum. Summarize challenges or unexpected opportunities that have arisen, as well as any challenges that you anticipate may arise. Explain how you will address those challenges. Finally, summarize what you have learned about the role and functions related to your specialization through time spent with your Preceptor.

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days, using one or more of the following approaches:

Ask a probing question, substantiated with additional background information, evidence, or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Validate an idea with your own experience and additional research.

Required Readings

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.

Note: Retrieved from the Walden Library databases.

“Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.

McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.

Note: Retrieved from the Walden Library databases.

This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.

Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.

Note: Retrieved from the Walden Library databases.

The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.

Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.

Note: Retrieved from the Walden Library databases.

“Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.

Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38.

Note: Retrieved from the Walden Library databases.

The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists’ involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes.

Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236–246.

Note: Retrieved from the Walden Library databases.

In this article, the authors examine the role nurse managers should play in leading and facilitating evidence-based practice.

Armstrong, P. (2013). Bloom’s taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/

Vanderbilt University provides this overview of Bloom’s taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level.

Clark, D. (2013). Bloom’s taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html

This article addresses three domains of learning: cognitive, affective, and psychomotor.

University of Central Florida, Office of Experiential Learning (n.d.). Writing SMART learning objectives, Retrieved from http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195

This blog post focuses on the distinction between learning outcomes and objectives. Consider this information as you develop your practicum professional development objectives this week.

The University of North Carolina at Charlotte, Center for Teaching & Learning. (2013). Writing objectives using Bloom’s taxonomy. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy

This resource outlines elements of Bloom’s Taxonomy.

Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.

Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.

Document: Practicum Journal (Word Document)

During your Practicum Experience, you are  required to submit your time log and three journal entries. You will use this  form to complete your journal reflections.

Document: School of Nursing Practicum Manual: Master of Science in Nursing (MSN): Quarter-Based Programs (PDF)

This comprehensive manual outlines all of the requirements for the Practicum Experience.

Clinical Resources

Document: Introduction to Clinical Experiences (PowerPoint)

Document: Practicum Manual (PDF)

Manufacturing History

Manufacturing History

The impact of globalization in relation the manufacturing companies have continued to widen across the globe.  Raw materials are available all over the world.  Innovations and technology have continued to impact the growth of small SMEs organizations due to the availability of raw materials (KURSAD OZEKIN, 2019).  However, the need for knowledge of developing long-lasting organizations is still lacking in the manufacturing industry.  Most organizations are starting up and closing within a few years.  However, this blog aims at providing a platform that guides organizations on how to establish long-lasting organizations about the Quantigration Inc. manufacturing company.

The world categorizes its population into two.  Those who live in the industrialized world depend on manufactured products.  The evolution of manufacturing has evolved since 1790.  Technology and innovations have promoted the globalization of products and cultural diversity among our manufacturer’s plants.  The United States, over the years, has acquired the title of being a superpower due to the numerous products it produces and exports around the world.  Thus, the manufacturing era has given organizations the opportunities to produce products and sell them globally.

However, due to globalization, and the numerous vast innovations in the world, start-up organizations, may lack the ability to establish the foundations of starting an organization (KURSAD OZEKIN, 2019).  Writing blogs about historical organizations that have stood the test of time will give organizations the approaches and strategies that help organizations manage risks, threats, and opportunities in the manufacturing industry.

Another reference for the manufacturing history would be the Ford Company.  The Ford Company, since its establishment, has continued to manufacture automobiles and earned a household name in the automotive industry (González-Crespo & Vazquez, 2017). The manufactures blog can highlight the organization’s growth process to inspire upcoming companies.  Despite being an organization founded in the 1990s has developed to be an outstanding organization due to the leadership skills and the management strategies and approaches applied by Henry Ford in the establishment of the organization. When reflecting on the approaches to adapt in establishing an organization, manufacturers should evaluate the Quantigration Inc. organization and the Henry Ford. Both organizations were established before the innovations era but in a world that was in constant change, both established structures, and systems that allowed them to become part and parcel of the innovative world.  An organization must be aware of the developing world and establish itself through online platforms.

References

González-Crespo, S., & Vazquez, J. (2017). Ford Motor Company in Cadiz 1929–1923. Procedia Manufacturing, 13, 1397–1404. https://doi.org/10.1016/j.promfg.2017.09.150

KURSAD OZEKIN, M. (2019).  GLOBALIZATION AND ITS IMPACTS ON INTERNATIONAL DEVELOPMENT: A LONG-TERM HISTORICAL PERSPECTIVE.  Globalization and Business, 4(7), 49–58.  https://doi.org/10.35945/gb.2019.07.006

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Manufacturing History

You work for Quantigration, Inc., a semiconductor manufacturing plant headquartered in the United States. Capitalizing on advancements in its product, Quantigration has aggressively expanded and acquired fabrication plants and workers around the world.

In an effort to be more of a thought leader (an organization that is viewed as authoritative and influential in its industry), the company is starting a new public blog, and the organizers are currently taking proposals for regular columns.

Your manager, Gregory Russo, wants to propose a regular history column that focuses specifically on manufacturing. As a bit of a history buff, he wants to share his passion with others and thinks it could distinguish the company’s voice from that of its peers.

Gregory has already started a proposal and gathered lots of research on some potential topics for an accompanying sample article. Unfortunately, he just got assigned to an important project with a tight deadline and doesn’t have time to put it all together. He’s given you access to his notes and asked you to finish his proposal and write a sample article to be submitted to the organizers.

 

Directions

Part 1: Column Proposal

Gregory has already started a proposal but has asked you to finish it because he doesn’t have enough time. Using the partially completed draft in the Deliverables section, fill out the areas that he has marked. He’s specifically asked you to:

  • Using your understanding of historiography, explain how a company perspective like Quantigration’s can affect the study of the history of manufacturing. In other words, how might historians examine these blog posts in 20-30 years?
  • Outline a research process for future bloggers to follow

Part 2: Sample Article

In addition to the proposal, Gregory wants to submit a sample article to the company blog to be used as the first in a series. He’s already gathered some research on two topics and would like you to write a sample article on one of the topics he’s chosen.

  1. Start by looking over Gregory’s research and choosing the topic that interests you most. You can review the primary and secondary sources he has gathered in the Gregory’s Research document in the Deliverables section. He has gathered information on:
    • The Triangle Shirtwaist Company
    • The Ford Assembly Line
  2. Read through all of the sources on your chosen topic and start to consider information or ideas that stand out to you so that you can develop a research question. Gregory has asked you to develop a research question that is “appropriately sized,” meaning:
    • It is more complex than a yes-or-no question, or something that can be answered with a fact (For example, “Who founded the Ford Motor Company” would be too small. “What was the impact of [factor] on [outcome]” would require further interpretation of the evidence.)
    • It provokes discussion and leads to more questions
    • It can be explored using the sources he’s provided
  3. Choose at least four sources from your chosen topic to support your article. Gregory has asked you to include authoritative sources of information, and to use a balance of primary and secondary sources.
  4. Write a 4- to 6-page (1,000- to 1,500-word) article on your chosen topic. Your article should synthesize perspectives from your sources, both primary and secondary, to form a cohesive historical narrative. It should also effectively communicate this narrative in a way that is supported by evidence from your research. Gregory recommended using the following outline to structure your article:
    • State your research question.
    • Write a brief description of each source and its author, identifying it as primary or secondary.
    • Write a narrative description of the events supported by evidence from your research. (This will be the largest part of your article.)
    • Finish with a conclusion in which you restate your research question and offer a tentative answer.

What to Submit

Every project has a deliverable or deliverables, which are the files that must be submitted before your project can be assessed. For this project, you must submit the following:

  1. Part 1: Column Proposal Word Document (Short responses, based on Gregory’s draft)Finish Gregory’s email to the blog organizer using his draft letter as a basis.

Please see assignment from order # 5057

 

School login information:

Username: juanita.toefield@snhu.edu

Password: Starwood@03

Supporting Materials

The following resource(s) may help support your work on the project:

Citation Help Need help citing your sources? Use the CfA Citation Guide and Citation Maker.

 

 

Rubric Name: HIS-20023 Project Rubric

Print Rubric

This table lists criteria and criteria group names in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. You can give feedback on each criterion by tabbing to the add feedback buttons in the table. Rubric Criteria

Mastered

Not Yet

Criterion Score

Column Proposal: Explains how company’s perspective can affect the study of this historical topic

1 point

0 points

Score of Column Proposal: Explains how company’s perspective can affect the study of this historical topic, / 1

Column Proposal: Outlines a research process using historical methods for future bloggers to follow

1 point

0 points

Score of Column Proposal: Outlines a research process using historical methods for future bloggers to follow, / 1

Sample Article: Develops an appropriately sized research question

1 point

0 points

Score of Sample Article: Develops an appropriately sized research question, / 1

Sample Article: Synthesizes perspectives from multiple authoritative sources, both primary and secondary, to form a cohesive historical narrative

1 point

0 points

Score of Sample Article: Synthesizes perspectives from multiple authoritative sources, both primary and secondary, to form a cohesive historical narrative, / 1

Sample Article: Effectively communicates historical narrative that is supported by evidence from research

1 point

0 points

Score of Sample Article: Effectively communicates historical narrative that is supported by evidence from research, / 1

Written answers are clear; use correct grammar, sentence structure, and spelling; and show an understanding of audience and purpose

1 point

0 points

Score of Written answers are clear; use correct grammar, sentence structure, and spelling; and show an understanding of audience and purpose, / 1

Lists sources where applicable using citation methods with no major errors

1 point

0 points

Score of Lists sources where applicable using citation methods with no major errors, / 1

Rubric Total Score Total

Score of HIS-20023 Project Rubric,/ 7Criterion score has been overridden

Indigenous Legal Traditions in Canada

Indigenous Legal Traditions in Canada

Indigenous legal traditions in Canada

Aboriginal communities in Canada can be regarded as Canada’s early law practitioners. These individuals lived in communities and nations throughout the country, developing standards and rules governing their social interactions, regulating trade, and settling disputes among communities (Justice, 2006, p. 1). The various traditions among the communities became highly developed systems of law, which governed aboriginal cultures in community management, the environment, and human relations.

There is an urgent need for individuals to comprehend that the first Europeans to establish their feet in Canada understood the legal traditions of the people and often complied with indigenous rules (Justice, 2006, p. 1). Business transactions, for example, were often carried out following local traditions. For example, donations, credit extension, and trade regulations were typically based on indigenous legal notions. Alternatively, Indigenous women and European men were celebrated in the personal realm according to indigenous legal customs. However, persons must know that aboriginal legislation has been less influential in the face of expanding colonization in Europe. For example, a collaboration that existed before the arrival of Europeans was replaced by assimilation strategies. The Indigenous legal traditions of the 1800s were primarily disregarded, and many traditional activities and ceremonies were forbidden. Children from Aboriginal communities were removed from their homes and forced to attend residential schools where it was forbidden to use their indigenous languages (Justice, 2006, p. 2).  This article examines the history of indigenous legal traditions in Canada, the advantages and challenges of integrating indigenous law components into Canada’s legal system.

The European settlement in Canada was profound and disastrous for Aboriginal laws, customs, and communities. Many Aboriginal groups in contemporary Canadian society are struggling with extreme poverty (Justice, 2006, p. 2). Their cultural identity and their communities have been broken down as a result of decades of assimilationist practices. However, it is essential to emphasize that most aboriginal communities maintain and develop their laws and continue to be directed in governance and resolution of disputes. Alternatively, several of the communities have begun reassuring and revitalizing their traditions and beliefs. Enabling Aboriginal people to develop indigenous laws according to their traditions can be crucial in helping the health of Aboriginal communities and reconciling Canada and aboriginal peoples.

Civil law traditions have their roots in Roman law in Canada. The law was initially codified in the Corpus Juris Civilis of Justinian. In mainland Europe, the law was initially formed before it extended to other parts of the world. Civil law in Canada originally stemmed from King Louis XIV’s Decree that New France would be by the custom of Paris, the body of law that ruled Paris’s region. Since Britain reintroduced the civil law into the Quebec Act of 1774, civil law has lasted in Canada (Borrows, 2006, p. 216). It realized that the best way to ensure order and a degree of loyalty was to make people closer to their customs and beliefs. The civil law interpretative tradition stresses the significance of broad concepts and expresses deeper social commitments. Thus, civil law in Canada has a solid legal tradition because of its historical use and its interaction with the society in which it applies.

Before the arrival of Europeans, the common law legal tradition was widespread. One can realize that the origin of the law has developed from the traditions of the people. The common law started as a custom and was the product of many cultures throughout medieval England (Borrows, 2005, p. 196). It emerged from a society in which a wide range of civilizations enforced a variety of laws. When the English Governors arrived and enforced their application at their new home, the common law was exported to Canada (Glenn, 2014, p. 362). In contemporary Canada, the common law heritage functions through stare decisions and court hierarchy. The law plays a crucial role in ensuring uniformity in law and tries to prevent arbitrariness in decision-making. The common law in contemporary Canadian culture is a hierarchy of courts. The highest level in this hierarchy is the Supreme Court of Canada, which has provincial appeals courts and trial courts below. Hierarchy plays an important part in removing arbitrariness from the legal system of Canada.

Indigenous customary laws

People need to know that legislation can arise wherever human interaction creates expectations of good behavior. Customary laws are inductive and are distinguished by studying certain behavioral routines and procedures in the community. Individuals and notably Aboriginal communities in medieval Canada have developed different spiritual, political, and social practices and norms to inform their connections (Coyle, 2017, p. 6). Current Canadian legislation on indigenous peoples originates in and is drawn from these systems of law. Indigenous legal traditions often also rely on elders or sanctioned wisdom guardians to determine and transmit law. It is consequently necessary for individuals to understand how indigenous peoples can engage in their traditions in the process of interpretation.

The inherent right to self-government, including the federal government, has been chiefly acknowledged as being covered in Aboriginal rights and treaty rights protected under Section 35(1) of the Constitution Act, 1982 (Justice, 2006, p. 2). Aboriginal communities have moved to create governing systems and dispute resolution procedures reflecting their values and traditions.

Why incorporate indigenous law into the Canadian legal system

The need to revitalize indigenous legal traditions is critical in the context of current Canadian law. Studies suggest that establishing prosperous Aboriginal communities is intimately tied to genuine Aboriginal control over decision-making, including law enforcement decisions (Justice, 2006, p. 8). Practical autonomy and good governance based on culturally relevant institutions were considered crucial to Aboriginal communities’ economic, social, and political success. The authority to enact culturally relevant legislation and to develop fair dispute resolution systems are vital parts of good governance.

Cultural matches are required for legal systems and governing structures to be acceptable and legitimate. A high level of cultural compatibility fosters the support of the community members. Conversely, legislation and governance institutions that do not reflect the culture and values lack legitimacy (Borrows, 2006, p. 215). Laws based on traditions and beliefs would be more relevant and meaningful to its members and improve the community’s rule of law.

Because indigenous legal traditions are rooted in the distinct cultures of aboriginal groups and nations, the restoration of indigenous cultures can play an essential role in encouraging indigenous ways of thinking and acting (Justice, 2006, p. 8). The influence of colonization is notwithstanding, and indigenous cultures remain distinct. Native cultures are viewed as crucial to the health of Aboriginal communities as their expression and progress.

Challenges

One of the major obstacles that people have while integrating indigenous law into the Canadian legal system is the bad relations between Canada and the indigenous communities. Sadly, the disputes between indigenous people and the Canadian legal system are far too many, in particular in criminal law. According to Schmeiser, almost 90 percent of Saskatchewan’s female prison population is constituted of indigenous women. Can indigenous people just commit more crimes? Such a conclusion is short-sighted and ignorant. In his investigation, Schmeiser found that indigenous people were involved in far less serious offenses than other criminals, like violation of provincial registration rules on liquor and vehicles (Morse, 1976, p. 513). The implications of this experience with the judiciary go beyond than the conventional effects, social stigma or trouble in finding employment.

The confrontation between indigenous people and the law does not occur just in the criminal justice system. This also occurs much too often under legislation on child welfare. According to the Laing Survey, there are numerous Indian children in foster care which is a matter of concern (Morse, 1976, p. 515). One can therefore conclude that the indigenous peoples are notably the victims of jurisdictional disputes between the federal and provincial administrations, adding to ‘their bewilderment and dissatisfaction.

Conclusively, a considerable acknowledgment of indigenous legal systems can provide numerous potential benefits for indigenous peoples and the broader society. Creating a favorable environment for developing and flourishing indigenous legal traditions could be vital to enable indigenous peoples to promote their social, economic, and political development in a way that reflects their values and traditions and helps to regenerate indigenous cultures (Borrows, 2005, p. 220). More culturally appropriate legislation and legal institutions can gain more respect from Aboriginal groups and increase the rule of law in their communities.

 

References

Borrows, J. (2005). Indigenous legal traditions in Canada. Wash. UJL & Pol’y19, 167.

Borrows, J. (2006). Indigenous legal traditions in Canada. Law Commission of Canada.

Coyle, M. (2017). Indigenous Legal Orders in Canada-a literature review.

Glenn, H. P. (2014). Legal traditions of the world: Sustainable diversity in law. Oxford University Press, USA, 1-387.

Justice , W. (2006). Indigenous Legal Traditions. LAW COMMISSION OF CANADA.

Morse, B. W. (1976). Native people and legal services in Canada. McGill LJ22, 504.

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Description

1.     The concept of “law of the people” is known by many terms.  In the Ruthven text and the Qatar article by Nizar Hamzeh, it is referred to as “tribal” law.  In Glendon, et al, it is termed “custom” in relation to locally developed legal systems in England, Scotland and other countries.  In Canada it is frequently called “indigenous law”. Despite the term used, however, there is a range of legal systems world-wide that have incorporated such customary law into their legal systems. Identify the history of some indigenous legal systems in Canada and the opportunities to incorporate more aspects of indigenous law into Canada’s legal system. Discuss some of the benefits and challenges of increasing the inclusion of indigenous law into the Canadian legal system in the future. You may bring some comparative cases to support your argument.

Students should also refer to at least three sources that were not provided in the course reading, in order to provide a more robust response to the question.  References made to open-source websites such as WIKIPEDIA, blogs or like resources will NOT be given credit, nor references to forums in the course, instructor presentations or other postings by students. In other words, these kinds of references are not to be used for this exam.  Where applicable, be sure to use concrete examples in your answer. Do not refer to moodle course notes or discussion as source.

Please ensure that you provide appropriate references, including page numbers, to APA standards for material where ideas are referenced or short quotations are used.

THESIS and CONTENT

The essay has a clear thesis statement and well-supported thesis. The central idea is developed in the essay through well-chosen, appropriate, concrete details that show depth of understanding. Generalizations are avoided and assertions are defended. The essay is written in a style and tone appropriate to the audience, topic and purpose.

ORGANIZATION

The essay is organized and well structured (there is a beginning, a body, and a conclusion).  It exhibits a clear strategy for persuasion and pattern of development (chronological order, comparison/contrast, etc.).  The organization works with the thesis so that the thesis and the organization contribute to serving the purpose of the essay. Essay does not digress from central point.

RESEARCH AND CRITICAL ANALYSIS

Research selected is relevant to the argument, is presented accurately and completely –implications are all clearly presented; relationship between research and theory is clearly articulated and accurate. Student skillfully evaluates information gathered and can analyze strengths and weaknesses of competing claims. Student show a clear understanding of the concepts studied.

REFERENCES, BIBLIOGRAPHY

Consistently follows appropriate citation style and lists a sufficient amount of relevant sources (academic and non-academic). Does not refer to the study guide/Canvas content as a source.

FORMATTING AND ENGLISH

Clear writing style, with sound spelling and respect of grammatical and essay writing rules. Applies required formatting.

WORD LIMIT (Points will be deducted for going over the word limit)

Over the word limit.

Sources Required:

Please use the following sources PLUS USE 3 MORE OUTSIDE PEER-REVIEWED SOURCES

Borrows, J. (2005). Indigenous Legal Traditions in Canada. Washington University journal of law & policy, 19(1), 166-223.

Law Commission of Canada. (2006). Justice Within: Indigenous Legal Traditions.

Quinn, J. R. (2014). Tradition?! Traditional Cultural Institutions on Customary Practices in Uganda. Africa Spectrum 49. 3, 29-54.

Vieille, S. (2012). Mãori Customary Law: A Relational Approach to Justice. The International Indigenous Policy Journal, 3(1), 1-18.

NSG4055 Week3 Discussion

NSG4055 Week3 Discussion

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NSG4055 Week3 Discussion

Assignment: NSG4055 Week3 Discussion

NSG 4055 Week 3 Discussion

Discussion Question

Respond to one of the following questions:

Review Healthy People 2020 Global Health Initiatives.Choose one disease process and discuss the disease process, the goal of Healthy People 2020, and how the CDC plays a role in meeting the goal.

Search the South University Online Library for caregiver role strain.What is the most important factor that causes caregiver role strain? What can be done to prevent it?

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me:
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

NSG6440 Week7 Assignment

NSG6440 Week7 Assignment

 

NSG 6440 Week 7 Assignment 1 Discussion
This week’s content addressed common techniques and testing that can be prescribed by the Nurse Practitioner.  Review ONE of the following videos and post for the class what you have learned this week:

Watch the following video on suturing

Suture Skills Course – Learn Best Suture Techniques

Watch the following video on EKG rhythms

Skillstat

Submission Details:
Post your response to the Discussion Area by the due date assigned. Respond to atleast two posts by the end of the week.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me:
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

CLICK HERE TO ORDER A PLAGIARISM-FREE PAPER

NURS-FPX4025 Assessment 4

NURS-FPX4025 Assessment 4

CLICK HERE TO ORDER A PLAGIARISM-FREE PAPER

NURS-FPX4025 Assessment 4

Create a 5–10 minute video of yourself, as a presenter, in which you propose an evidence-based plan to improve the outcomes for your diagnosis.

Introduction

As part of the critical role that EBP plays in nursing, professional nurses share their findings with their peers and others. A big part of research is sharing knowledge so that others can also learn. Professional nurses attend seminars and read journals specific to their practice, and they also publish and present what they have learned. This assessment prepares you to share your knowledge with others.

Instructions

For this assessment, you are a presenter! You will create a 5–10 minute video using Kaltura or similar software. In the video and written narrative:

  • Review your findings from Assessment 3.
  • Create a poster presentation based on your findings from Assessment 3 (see the samples in the Assessment 4: Poster Template Examples reading list). Include:
    • An explanation of the diagnosis.
    • The research question you developed using PICO(T).
    • A summary of your sources.
    • The answer to your PICO(T) question based on your analysis of evidence.
  • Describe the key steps of care you are recommending based on your evidence.
  • Give a professional presentation to your peers, showing your poster with your voice narration using Kaltura or similar software.
  • Include your written narrative/script of the presentation in a Word document. Add the link to your video at the end of your written narrative.

Refer to Using Kaltura Campus resource as needed to record and upload your video.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations. If, for some reason, you are unable to record a video, please contact your faculty as soon as possible to explore options for completing the assessment.

Additional Requirements

Your assessment should also meet the following requirements:

  • Length of video: 5–10 minutes.
  • References: Cite at least three professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements.
  • APA reference page: Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video. Be sure to format the reference page according to current APA style.
  • Video and narrative: You must submit a written narrative of all of your video content. Add the link to your video at the end of your written narrative.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
    • Explain a diagnosis in terms of outcomes, risks, and complications.
    • Summarize the content of at least three sources of evidence, including the credibility and relevance of the articles to a specific diagnosis issue.
  • Competency 4: Plan care based on the best available evidence.
    • Describe a research question developed using the PICO(T) process to address a chosen issue related to a diagnosis.
    • Explain the answer to a PICO(T) question based on an analysis of the evidence.
    • Describe key steps of care based on the evidence.
  • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
    • Organize content in a poster presentation and written narrative so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    • Communicate effectively in a professional audiovisual presentation with clear light and sound.
    • Apply APA formatting to in-text citations and references, exhibiting adherence to most aspects of APA format.