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Biology
Choose a trait that goes beyond Mendel’s one trait inheritance. Discuss the inheritance (ex. Incomplete dominance, multiple allele, polygenic,

pleiotrophy, linkage, environmental influences), the different phenotypes or anything else that deviates from simple genetics. Mendel got lucky

with the traits he chose in his pea plants. If he got more complicated traits and inheritance it would have made his findings almost impossible

to come to. Talk about how these traits would have made it hard for scientists like Mendel to figure out inheritance the way he did.

Story maps are a means to display geographic information, images, videos, and explanatory text for a common theme. You may take your story map in any direction you decide, but a common theme tying together each tab/post is recommended. The written information required for the story map is the same as the research & writing project, without the requirement of using your original images/videos/art work as examples of the processes you’re describing. You may complete up to three Story Map posts. I suggest using a “Journal” layout (app). You do not need to create a new account or link for each post.

Purpose: The purpose of this assignments is to relate what we are discussing in class to examples from the world around you with reference to where these phenomena occur. For each place/phenomenon you will provide, images (your own or from the internet – please provide reference information), a written explanation (with references) that explains the phenomena at this place and featured in the images you select, its relationship to course concepts and ideas, and how the concepts from class are relevant outside of the classroom.

Assignment Description: There are several components to this assignment.

Story Map: By the due dates listed below you will have posted to/updated your Story Map. You will write a minimum of 450 words (you may style your posts however you think is best for web display) for each location/phenomenon pair that:

1. Describes the process and/or topic that is occurring at this place and in the images you’ve chosen to represent the phenomenon in detail. You may also have to describe the location/place to fully explain the relevance or uniqueness (or not) of your example phenomenon. Someone not in the course should understand the process/topic by looking at your images and reading your description;
2. Discusses how the process/topic relates to the course; and
3. Discusses why this process/topic is more broadly relevant to society and/or science.

Hints: A successful assignment will use reputable outside resources (not Wikipedia) and the textbook to craft a description that accurately describes the selected. Additional resources will be useful to explicitly and thoroughly explain the linkages to course material and the broader implications of the phenomena. You may wish to craft your post in an external word processing software (e.g., Microsoft Word) and copy and paste your text into the Story Map when you are satisfied with your creation.

Logistics: Any outside sources must be referenced in-text and at the end of each post. You may utilize any source citation system in this course. Please ask if you have any questions about how to properly cite your article and supporting sources.

You will need to create a (free) login to use/host your StoryMap. Submit the link to your Story Map by each due date to the appropriate Dropbox (e.g., Writing Assignment 1). See the posted lecture slides for more information on Story Maps.

For the samples below, use signal phrases and parenthetical citations to work the quotation into a sentence. Any necessary information for the

in-text citation is provided. You may use all or part of the quotation, or you may paraphrase or summarize.
Example:
Author: Randy Sonoma; Publication date: 2011; Page number 138
Quotation: “The incidence of high suicide rates is partly due to a lack of sufficient intervention programs.”
Randy Sonoma (2011) has blamed the large number of suicides on “a lack of sufficient intervention programs” (p. 138).
There are many causes for suicide but one factor is “lack of sufficient intervention programs” (Sonoma, 2011, p. 138).
Research indicates that suicide rates are tied to adequate availability of resources for prevention (Sonoma, 2011, p. 138).

1. Author: Sarah Belkins; Publication date: 2007; Page number 23
Quotation: “Children of alcoholic parents are less likely to find themselves in healthy, loving adult relationships.”

2. Author: Raymond Smith; Publication date: 2011; Page number 125
Quotation: “Following a diet of 1000 calories a day or less is not advised without the supervision of a medical professional.”

3. Authors: Brian Henks and Brenda Smanke; Publication date: 2015; Paragraph number 12
Quotation: “Sustainable weight loss is most often achieved through losing weight slowly by following a healthy diet and engaging in regular

exercise.

Quadruple Aim and Business Framework Paper

 

Participant will identify the segment of the health care delivery system in the context of the quadruple aim they would like to impact (patient experience). Within that segment, the participant will then select an actual/potential practice project and a business plan framework (Value Chain) to address their selected project. The participant will provide an overview of the quadruple aim segment and framework with rationale (why and how it applies to the specific project). Utilizing a minimum of two research articles related to this particular framework, explain how this framework pertains to the development of their project proposal by integrating or using an example with your discussion. Utilizing the business plan framework identified, develop a business plan/analysis for your identified project.

 

This proposal should include:

 

• Introduction with project description;
• Overview of the quadruple aim and business framework;
• Rationale;
• Evidence-based research;
• Financial analysis pertinent to the framework.
• Integrate into the executive summary a discussion of how this particular project ‘fits’ in the current health care environment in terms of access, quality, and/ or cost.
• (10 – 15 pages, double spaced, APA style).

 

 

CRITERIA	SCORE	COMMENTS
Quadruple Aim segment being addressed by project identified (5) Clearly stated Concise Thorough
Business case/ cost analysis/ plan framework  identified  with overview of framework (15) Clearly stated Concise Thorough
Overview of proposed project Thorough Clearly stated Project description- Incorporate organization information, background, significance, target population, and major activities proposed
Framework applicable to proposed project Incorporate rationale supporting use of identified framework for this particular project Why it applies How it applies Utilize examples from Evidence Based literature to support discussion
Apply framework to proposed project- incorporate financial information/ analysis congruent with identified framework. Incorporates critical framework components Develops business analysis/ plan based on framework Thorough Clear Concise
Executive Summary ‘Fits’ current health care environment…. quality, access, cost, patient experience… Clearly stated Concise Thorough Synthesis of evidence into discussion
Overall (20)
Continuity/ flow in presentation of ideas Clarity…clear, logical Organization of Information Overall Style/ writing Compliance with APA format Met criteria (10-15 pages, double spaced, APA)
FINAL OVERALL SCORE/GRADE (0-100 possible)

 

 

 

 

 

• Segment to impact:Patient Experience
• Project orProblem:Administration of preoperative pain medication

( Methadone) to decrease post operative pain and improve patient’s post operative experience related to pain (less pain or more comfortable, less requirement of opioids post operatively)

• Tool to Affect Change:Value Chain

 

 

 

 

Social and Emotional Development in Children

Module 1 Discussion
Using the NAEYC Code of Ethics (Links to an external site.)Links to an external site. (Appendix A in your text) and the Code of Ethics and Standard

Practices for Texas Educators to support your ideas, discuss the ethical way to solve the tough problem described below. To receive full points for this

discussion topic, you should post a thorough response to the topic which includes citing at least 2 principles from the NAEYC Code of Ethics and at least 1

principle from the Texas Code of Ethics (see link above) to support your views.
It happens anywhere you find toddlers. Inevitably, you will have to tell a parent that her child has been bitten by another child. This time, it’s on the

face. It broke the skin, and it’s the fourth time this week! The parent is furious. She demands to know if it is the same child who has bitten each time

and exactly who is doing the biting. Your center’s policy is not to discuss a child’s behavior and development with other children’s parents. The parent

thinks that’s ridiculous, and, besides, she thinks she already knows who did it.
Parents’ viewpoint: The parents are very concerned about their child’s safety and emotional well-being. They are especially upset because they see no

improvement in the situation. They believe that the other child’s parents should control him or her better—or leave the center. “Why should the well-

behaved children suffer?” they ask. It is not easy to believe, they feel, that the director really respects parents’ rights, from the way everyone handled

this serious safety matter.
Teacher’s viewpoint: The teacher is frustrated. For weeks now he has been working with the biter’s parents and with other teachers to control the biting.

There is no easy answer, but everyone seems to turn to him to solve this problem. He feels blamed, belittled, and unappreciated. And, to make matters

worse, he isn’t 100% certain that the complaining parents are wrong.
Director’s viewpoint: The director understands how upsetting biting is for everyone—the biter, the bitten, and their families. She firmly believes that the

center is responsible for managing behavior in the group. However, it is also important to partner with all parents. While there is no totally satisfactory

solution, teachers and both sets of parents must work as a team if there is to be any progress. The director believes that her job is to uphold the policy

of child and family privacy, while promoting home-center partnerships. (This excerpt is taken from Using NAEYC’s Code of Ethics in Young Children, January,

1997, p. 54.)

 

Link to NAEYC Code of Ethics
http://www.naeyc.org/positionstatements/ethical_conduct

 

CODE OF ETHICS
AND STANDARD PRACTICES FOR TEXAS EDUCATORS
Effective 11/22/10
ENFORCEABLE STANDARDS
I. Professional Ethical Conduct, Practices and Performance.
Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive
practices regarding official policies of the school district, educational institution, educator preparation
program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its
certification process.
Standard 1.2. The educator shall not knowingly misappropriate, divert or use monies, personnel,
property or equipment committed to his or her charge for personal gain or advantage.
Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses or pay.
Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan
advantage.
Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair
professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of
gifts or tokens offered and accepted openly from students, parents of students or other persons or
organizations in recognition or appreciation of service.
Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so.
Standard 1.7. The educator shall comply with state regulations, written local school board policies and
other state and federal laws.
Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the
basis of professional qualifications.
Standard 1.9. The educator shall not make threats of violence against school district employees, school
board members, students or parents of students.
Standard 1.10. The educator shall be of good moral character and demonstrate that he or she is worthy
to instruct or supervise the youth of this state.
Standard 1.11. The educator shall not intentionally or knowingly misrepresent the circumstances of his
or her prior employment, criminal history, and/or disciplinary record when applying for subsequent
employment.
Standard 1.12. The educator shall refrain from the illegal use or distribution of controlled substances
and/or abuse of prescription drugs and toxic inhalants.
Standard 1.13. The educator shall not consume alcoholic beverages on school property or during school
activities when students are present.II. Ethical Conduct Toward Professional Colleagues.
Standard 2.1. The educator shall not reveal confidential health or personnel information concerning
colleagues unless disclosure serves lawful professional purposes or is required by law.
Standard 2.2. The educator shall not harm others by knowingly or recklessly making false statements
about a colleague or the school system.
Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws
regarding the hiring, evaluation, and dismissal of personnel.
Standard 2.4. The educator shall not interfere with a colleague’s exercise of political, professional or
citizenship rights and responsibilities.
Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race,
color, religion, national origin, age, gender, disability, family status, or sexual orientation.
Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to
influence professional decisions or colleagues.
Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the
SBEC or who provides information for a disciplinary investigation or proceeding under this chapter.
III. Ethical Conduct Toward Students.
Standard 3.1. The educator shall not reveal confidential information concerning students unless
disclosure serves lawful professional purposes or is required by law.
Standard 3.2. The educator shall not intentionally, knowingly, recklessly, or negligently treat a student
or minor in a manner that adversely affects or endangers the learning, physical health, mental health or
safety of the student or minor.
Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts
regarding a student.
Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to
a student, or grant an advantage to a student on the basis of race, color, gender, disability, national
origin, religion, family status, or sexual orientation.
Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical
mistreatment, neglect, or abuse of a student or minor.
Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with
a student or minor.
Standard 3.7. The educator shall not furnish alcohol or illegal / unauthorized drugs to any person under
21 years of age or knowingly allow any person under 21 years of age to consume alcohol or illegal /
unauthorized drugs in the presence of the educator.
Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and
boundaries based on a reasonably prudent educator standard.Standard 3.9. The educator shall refrain from inappropriate communication with a student or

minor,
including, but not limited to, electronic communication such as cell phone, text messaging, email,
instant messaging, blogging, or other social network communication. Factors that may be considered in
assessing whether the communication is inappropriate include, but are not limited to:
(i) The nature, purpose, timing, and amount of the communication;
(ii) The subject matter of the communication;
(iii) Whether the communication was made openly or the educator attempted to conceal the
communication;
(iv) Whether the communication could be reasonably interpreted as soliciting sexual contact or a
romantic relationship;
(v) Whether the communication was sexually explicit; and
(vi) Whether the communication involved discussion(s) of the physical or sexual attractiveness or the
sexual history, activities, preferences, or fantasies of either the educator or the student.

 

 

Business Entities
For this assessment, complete the following:

Research federal and state court cases pertaining to the topic of business entities. Select one court case and write an analysis that addresses the

following:

Articulate the importance, context, purpose, and relevance of law in a business environment:
Identify the parties who are before the court.
Provide a brief background to problem. Summarize the facts in no more than 2–3 paragraphs.
Identify the specific disagreement between the parties.
Explain the ruling of the court in no more than 1–2 paragraphs.
Evaluate key judicial concepts that influence the decisions related to business:
Was there a dissenting opinion? If so, explain why some of the judges or justices disagreed with the majority in the decision.
Do you agree with the court’s decision? Why or why not?

 

When writing the paper, the following criteria should be answered/completed:
-Summarizes the importance, context, purpose, and relevance of law in a business environment, and presents the facts of the case to illustrate the

context, purpose, and relevance.
-Exhibits information literacy skills as applied to business law, and supports statements with legal research from credible legal research databases

and online resources.
-Evaluates the legal options for creating a business entity, provides examples, and cites dissenting rules and reasons for dissent.

 

 

For this assignment, please sign-up and join the Health Informatics Forum (Links to an external site.)Links to an external site.

[http://www.healthinformaticsforum.com/] which is an online learning community with over 8,000 members from around the world! All FREE!!!!
Directions:
1. Please click on the link above or copy and paste.
2. “Join” this site… it is free using your SCF email address.
3. Then, complete/review Units 1-3 of Introduction to Health IT: Health Management Information Systems course. As you will see from this

website, there is a lot of very valuable information! You may feel so inclined to peruse other courses and Units as well. I would suggest

bookmarking this site for your future use if it is of interest to you!
1. Unit 1 = What is Health Informatics
2. Unit 2 = Health Systems Overview
3. Unit 3 = Electronic Health Records
ASSIGNMENT: After reviewing Units 1-3, submit a scholarly discussion using the content/concepts from the 3 modules after doing a TurnitIn self-check

[keep editing and paraphrasing to get a Similarity Score <25%].
Please use the following prompts:
• What specific lessons/concepts learned and include examples.
• Why is this content important? How might you use this information in your work settings?
• What level of knowledge do you have regarding healthcare informatics?
• How do you currently “use” informatics in your work environment?
How to cite the Health Forum?
Health Forum- suggest citing/referencing as a chapter in a book found on pages 202-205 of your wonderful blue APA manual :D. Please include a

reference/citation for each Unit.
Giannangelo, K., Johnson, C., Crockett, S., Flass, D. & Reynolds, B. (2012). Unit 1: What is
health informatics? In Introduction to health IT systems. Duke University. Retrieved
from http://www.healthinformaticsforum.com/courses/6-health-management-nformation-systems.
Rubric
Intro to Health IT
Intro to Health IT
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeCONTENT
Prompts: What specific lessons/concepts learned; Why is this content important? How might you use this information in your work settings? What level

of knowledge do you have regarding healthcare informatics? How do you currently “use” informatics in your work environment? 80.0 pts
Full Marks 0.0 pts
No Marks
80.0 pts
This criterion is linked to a Learning OutcomeProfessional & Scholarly FORMATTING
FORMAT: At 1 page double spaced using proper APA formatting for citations/references. Provide credit to the source of content. Appropriate spelling

or grammar usage, submitted on time. 20.0 pts
Full Marks 0.0 pts
No Marks
20.0 pts
Total Points: 100.0

 

Smart Makup

1 . Product Synopsis (Max 250 characters)
2. Describe the engineering qualifies of your product, including the materials, components and
processes used to fabricate the product, and how their qualities relate to the product’s intended
use. (Max 500 words)
3. Describe the product’s aesthetic and design qualities, functions, and how they relate to user
value. (Max 500 words) 5
4. Describe why your product deserves a CES 2018 Innovation Award. Include specifics regarding
your product’s unique and/or novel features and why consumers would find your product
attractive. (Max 500 words)
5. Product Technical Specifications (Max 1000 characters)

Provide a leadership explanation of combat compliance focusing on WWII, Korea or Vietnam. (sources: lecture notes, Kindsvatter).

1. 4.03 Discussion: Propaganda in Your Neighborhood
Propaganda is a common technique of persuasion used by government agencies, political campaigns, special interest groups or other organizations to build emotion for their cause or against the other. These propaganda tools are seen in all aspects of our everyday life. They appear in magazines and newspapers, on the television and radio, on billboards and other public advertisements. Some are attempts to persuade, others to educate and still others to discount opposing perceptions.
• Post two examples of propaganda that you see in your community. Describe the main theme and what group or organization has created it.
4.03 Exploring Tabloid Journalism
The differences between tabloid journalism and “hard” news journalism are seen in the format, delivery, style and stories that each cover. Tabloids focus on the dramatic to entice readership, often using sensationalized, shocking and sometimes fictional headlines and stories to develop interest. Tabloids will often use bright, large pictures and other marketing schemes to attract attention as well.
Please visit the websites of three news sources:
• National Enquirer
• New York Post
• http://www.nytimes.com/
After reviewing the front page of each of the websites, consider each of the following questions below:
• Which of the three would be considered the “hard” news outlet?
• What are the “headline” stories of each of the three news sources?
• Which of the three is focused almost entirely on entertainment and celebrity news?
• Which of the three uses a “sensational” or “shocking” headline to draw attention? What is that headline?
• Where do you feel mainstream television media falls in this spectrum? Can you think of different examples of television news programs that align roughly with the three examples posted above?
• Do you feel mainstream media has a responsibility to be more objective and investigative in their journalistic styles than other media outlets? Why or why not?
• Do you feel that mainstream media sensationalizes the news in any way? If so, what impact do you feel it has and does it matter?