“for top-performer only”
Select two subjects from the following list of topics and write a 1,050-word analysis:
Evaluate both the advocates’ position and the critics’ position.
Determine which position you support and defend your position.
Research the Kelley model of followership. Write an essay describing how a leader might utilize the Kelley model of followership to assess follower effectiveness, and discuss how this leader might develop this individual into a more effective follower.
The following attached article from the required reading section of this unit will help you with this assignment:
Be sure to include the following in your paper:
Describe the importance of organizational climate and motivation.
Describe Kelley’s model of effective followership (moving between roles).
Explain how knowledge of effective followership can help one’s leadership perspective. Be sure to follow the guidelines below:
Writing should include proper grammar, sentence structure, and writing mechanics.
Organization should be logical, clear, and appropriate.
Provide strong evidence of critical thinking.
Make use of logical transitions.
Paragraphs should contain strong topic sentences.
Your paper should be at least two pages in length.
Social and Political Ethics– Instructions
Overview
Write 5 pages in which you assess a law in terms of the social contract theories of Thomas Hobbes and Jean-Jacques Rousseau.
Political philosophy is concerned with the formation and maintenance of civil societies. Its central theme is the need to explain the relationship between individual human beings and their governments.
• Competency. Explain the nature of ethical issues.
o Explain the ethical basis for the relation of individuals to their government.
Competency: Critically examine the contributions of key thinkers from the history of ethics.
o Describe the social contract theories of Hobbes and Rousseau.
Competency: Engage in ethical debate.
o Assess the advantages and disadvantages of differing approaches to political theory.
Competency: Develop a position on a contemporary ethical issue.
o Apply traditional social contract theories to contemporary political life.
Competency: Communicate effectively in the context of personal and professional moral discourse.
o Communicate in a manner that is scholarly, professional, and consistent with expectations for professional communities.
Context
Why do we choose to join together, and what is the best way to organize ourselves for productive social life?
Political philosophers have often approached the issues by asking why and how we join together in the first place. Thinking about what life would be like without any government is one way to see what benefits we expect from its formation. Hobbes, for example, supposed that individual human beings, without the limitations provided by a civil society, would be concerned only with the promotion of their own self-interest, without any respect for other people. Accepting the authority of government, then, is a kind of self-defense, a way of protecting ourselves against the unbridled selfishness of our neighbors.
On this view, each of us voluntarily agrees to accept limitations on our own freedom so that everyone else will be subject to the same limitations. The provisions of this social contract make governmental authority legitimate and obligate each of us to obey. It would not be fair for a person to expect all others to hold up their part of the bargain while make an exception of himself or herself.
The problem with this approach is that it is not always clear when and how we signed up for the program. Sometimes we enter into explicit agreements, of course. As members of a learning community, for example, we have all consented to have our interactions governed by the school’s policies. New citizens of a country may make a similar pledge as part of the naturalization process. Most of us, however, simply grow up somewhere, finding ourselves part of the civil society without ever having voluntarily chosen to enter it.
History provides us with several alternative ways of organizing a civil society.
• Authoritarian governments grant absolute power to a monarch, sovereign, or dictator who exercises political authority by coercive power or divine right.
• In elitist governments, some group within the whole—distinguished from the rest of the population by aristocratic birth, acquired wealth, or inherent ability—is allowed to make decisions on behalf of the entire society.
• Democratic societies grant political power to their people, though, in practice, the popular will may be unduly influenced by rhetorical manipulation.
In any form of government, we often find a distinction between the legislative power to establish laws by which people are to be governed and the executive power to enforce them. In modern social democracies, for example, constitutional government often devotes a great deal of attention to the separation and interaction of these powers. As individual citizens, we commonly place our confidence in selected leaders to govern with the interests of the entire society in mind.
But that brings us back to our initial question of the proper relationship between the society as a whole and each individual living in it. Suppose that we acknowledge that the welfare of the population at large must sometimes take precedence over private concerns, and that it is the proper function of the government to make sure that selfish individuals do not interfere with the public good. Even so, each of us would like to be free to pursue our own plans and ambitions within the framework of society as a whole.
Agreeing to participate in the civil society does not require that we give up all of our private interests. Mill (1859, pp. 91–92) and Rawls (1971, pp. 136–143) both argue that a well-organized society should preserve as much individual liberty as is compatible with the continued existence of the state. Justice requires that each of us be permitted to pursue our lives freely, unless doing so interferes with the freedom of our fellow citizens. This means that we can think and say whatever we want and do anything that will not harm someone else.
Instructions
Many states require that drivers wear seat belts while operating their motor vehicles. This is not like forbidding the use of cell phones or intoxicants, which might impair the driver and endanger other people on the roads. The seat belt law imposes a governmental regulation that can, at most, be held to protect only the individual citizen whose behavior is being restricted. Why should the government be able to tell an individual what to do in the privacy of his or her own car?
Write a paper assessing the seat belt law, in terms of the social contract theories of Thomas Hobbes and Jean-Jacques Rousseau. Support your assessment with research on their social contract theories.
Consider the following in your paper:
• Should the government provide security by overcoming the selfish desires of the individual citizen, or should citizens cooperate voluntarily in service of the general welfare of all?
• What justifies the imposition of governmental authority on individual citizens?
• Are individuals always obligated to obey the dictates of their government?
• Which elements of the traditional theories are relevant to this case?
• Is it unethical for individual citizens to ignore this governmental requirement?
• You may also wish to apply other conceptions of the basis for social and political order.
Additional Requirements
• APA formatting: Include a title page and a references page, formatted according to APA (6th edition) style and formatting.
• References: A typical paper will include support from a minimum of 4 references.
• Length: 5typed, double-spaced pages in length.
• Font and font size: Times New Roman, 12-point.
Write a 700- word paper in which you explain components of emergency management multi-agency interoperability, communication, and infrastructure needs for multi-agency preparedness. In your paper, be sure to include the relationship of communication and interoperability to success in the overall emergency management and government structure
1. Describe the three major types of pain and give an example of each. (Chapter 7)
2. The most commonly used drugs for pain management are the non-steroidal anti-inflammatory drugs and the opioids. Describe the mechanism of action of each group of drugs. Give an example of each. What type(s) of pain would each be useful for? (Chapter 7)
3. What are the advantages/disadvantages of using: (Chapter 7)
a. morphine
b. meperidine
c. methadone
d. butorphanol
4. What is Narcan used for? (Chapter 7)
5. Why are muscle relaxants sometimes used as analgesics? How do they work? Give an example of a muscle relaxant used as an analgesic. (Chapter 7)
6. Read the following case study on these questions.
a. What drug therapy would you prescribe and why? What dose would you prescribe?
b. List one or two adverse reactions for the selected agent that would cause you to change therapy.
c. What would be the choice for second-line therapy?
SN is a 52-year-old man with chronic nonmalignant pain of the nociceptive type. Most of his discomfort comes from degenerative osteoarthritis of the thoracic spine. He is a carpenter, and morning stiffness, joint pain, and occasional numbness of the hands makes working difficult at times.
Diagnosis: Osteoarthritis
7. Read the following case study and answer the following questions. You may have to consult a drug guide or another chapter in the book to answer these questions.
JD, a 15-year-old boy, receives severe burns while escaping from a building fire. The burns are extensive, including first and second degree burns covering much of his body and a local, full-thickness burn on his right forearm. He reaches the emergency room in severe pain, and is treated with IV morphine in increasing quantities until he reports that the pain has subsided. The dose of morphine is then maintained. The next day, he receives a skin graft covering the region of his full-thickness burn. During the operation the anesthesiologist provides a continuous IV infusion of remifentanil, with a bolus dose of morphine added 15 minutes before the end of the operation, and for 4 days thereafter. JD receives IV morphine through a patient-controlled analgesia device. As the burns heal, the morphine dose is tapered and eventually replaced with an oral codeine/acetaminophen combination tablet. Three months later, JD reports severe loss of sensation to touch in the area of the skin graft. He also describes a persistent tingling sensation in this area, with occasional bursts of sharp, knife-like pain. After referral to a pain clinic, JD is prescribed oral gabapentin, which partially reduces his symptoms. However, he reports to the pain clinic again two months later, still in severe pain. At this time, amitryptiline is added to the gabapentin, and the pain is further relieved. Three years later, JD’s lingering pain has resolved and no longer requires medication, but the lack of forearm sensation persists.
a. What was the rationale for the sequence of medications used during the skin graft operation?
b. Why was morphine tapered gradually and replaced with a combination of codeine/acetaminophen?
c. What was the rationale for using gabapentin and amitryptiline to treat JD’s chronic pain? What would be appropriate doses for this patient?
8. For each of the major groups of antibiotics describe the: (Chapter 8)
a. mechanism of action
b. spectrum of activity
c. some clinical uses
d. common side effects
The groups of antibiotics are:
I. aminoglycosides
II. beta-lactam/beta-lactamase inhibitor combinations
III. cephalosporins
IV. macrolides
V. penicillins
VI. fluoroquinolones
VII. sulfonamides
VIII. tetracyclines
9. Read the following case study and answer the questions.
A 25 year old married female client presents to your walk-in clinic for the first time complaining of a sore throat. She has tested positive for group A streptococcus of the oropharyngeal area. She also has a low grade fever. The sensitivity report is not yet available.
a. What questions are important to ask this patient prior to prescribing any drugs?
b. What drug or drugs would you recommend for this patient and why? What would be appropriate doses?
c. If the client developed diarrhea, how would you differentiate the diarrhea from pseudomembranous colitis? Assuming pseudomembranous colitis, what interventions would you implement to manage the diarrhea?
d. Why is it important to ensure completion of the antibiotic therapy? What two infectious sequela may occur with inadequate therapy against group A streptococcus?
e. What client education would be appropriate?
10. Describe the two proposed hypotheses of the migraine headache. (Chapter 38 & article)
11. What are the common symptoms of migraine? (Chapter 38 & article)
12. There are many groups of drugs used for the treatment of migraine headache. Read all of them and be able to: (Chapter 38 & article)
a. Describe mechanism of action
b. give an example
c. list common side effects
13. Describe the causes and symptoms of the various types of bacterial skin infections discussed in chapter 14. Give the drug therapy of choice and a second line of defense for treatment of this infection.
14. Read the case study on p. 171 and answer questions 2, 8, and 9. (Chapter 14)
15. What are the causes and symptoms of acne vulgaris? How do comedolytic drugs improve the symptoms of acne vulgaris? (Chapter 16)
16. What are the causes and symptoms of rosacea? (Chapter 16)
17. Read the following case study on p. 192 and answer questions 2, 5 and 6. (Chapter 16)
18. What is otitis media? Give causes and symptoms of otitis media. (Chapter 18)
19. Why are children prone to getting otitis media? Does drug therapy of otitis media differ in children as compared to adults? If so, how? (article)
20. Mrs. Thomas brings 30 month old Mark to the pediatrician’s office because he has been “irritable and feverish since last night.” Further history reveals that Mark also had a runny nose and cough for two days, and that his appetite and fluid intake have decreased since the fever started. He is otherwise healthy, this is the first episodic illness. You observe him pulling at ears. He has a temperature of 102. Degrees F, pulse 100x/minute, respiration rate 35x/minute, nasal congestion with clear discharge, tympanic membranes red and bulging bilaterally, pharynx slightly red without exudates, difficulty vocalizing. Chest clear, abdomen soft without hepatosplenomegali (HSM)and no meningeal sign.
a. What is the diagnosis?
b. What drug therapy would you prescribe and at what dose?
c. What parent education would be important?
21. What is otitis externa? Give causes and symptoms of otitis externa. (Chapter 18)
22. Read the case study on p. 226 and answer questions 2, 6 & 8. (Chapter 18)
Independent variable – gender of person holding the door
Dependent variable – door-holding effort
Research question – does gender impact door-holding effort
Hypothesis – males will put forth more effort to hold the door than females
How this affects your assignment:
Our hypothesis concerns the role of gender so the introduction will also focus on this. Think about how prosocial behavior might be affected by gender stereotypes and gender social norms. For those of you who considered gender differences for the lit review assignment those papers might be useful.
Here are some suggestions for topics to include in your introduction:
Other things to remember:
Start the introduction with a “hook”; try your best to engage the reader. Discuss the research question in broad terms.
In the last portion of the introduction, explain your variables and hypothesis and talk about implications if your hypothesis is correct.
Use the website from the last hw
you should use 5 articles peer-reviewed, use the 2 articls peer-reviewed that you already use in the last hw so you just need to find 3 more articls peer-reviewed
At least 3 pages
APA format
Nation Building and Insurgency
This discussion addresses the following outcomes:
As the French vacated Vietnam, the US became the de facto sponsor of the country of South Vietnam. South Vietnam, with a smaller population than its northern counterpart, was, in effect, a Cold War experiment for the United States. As the old colonialist order unraveled after World War II and communism threatened Asia, US policymakers sought to create in South Vietnam an example of how a stable, democratic (or, at the very least, passably democratic) developing country with a market economy could flourish in the postwar world. Indeed, South Vietnam would be one of the first US attempts at nation building in the Cold War.
In this activity you will examine both the nation building and growing insurgency that characterizes the era beginning with the Geneva Accords and ending with the final year of the Eisenhower presidency. Prior to completing this discussion activity, be sure to read Chapter 2 in Herring, the Final Declaration of the Geneva Conference, and the Letter from Eisenhower to Ngo Dinh Diem. In addition, make sure to view/listen to the Module 2 Notes Presentation (Links to an external site.). After doing so, consider the following questions as you craft a post of at least 250 words:
After you have posted, read through the postings of your peers. Choose two of your peers and respond to their posts by offering a substantive addition to their post and/or a thoughtful reflection on a particular aspect of their post. Each response to a peer should be approximately 100 words in length and should contribute to the discussion in progress. Be sure that your responses are respectful, substantive, and consistent with the expectations for discussion, as stated by the prompt. Please direct to me any questions you may have that are related to discussion interaction.
Question 1
Describe an example of the transactional leadership style you have used or seen a manager use. How did the approach work? Did the manager have to change approaches?
Your response should be at least 200 words in length.
Question 2
Using the (Ghasabeh, et al., 2015) article, what are some of the characteristics of a leader who implements the transformational theory into the workplace?
Your response should be at least 200 words in length
Photomontage: Image Hijack (Part 1)
Millions Served, 2005, DahnHiuni
Now that you have completed the current module readings and Lynda.com video training tutorials, you are now ready to produce your preliminary work. In this section (Part 1), you will develop your sketches and project concepts for your Photomontage. Be sure to follow the M1 Guidelines for Preliminary Sketches & Concept Development requirements, and take the time to carefully review the design brief, guidelines, format, and resources that are posted below before you begin developing your sketches and concepts.
Project Description
Much contemporary art serves as commentary or critique, directed at various social and political issues. Often, artists appropriate (or borrow) existing images and then change them with tongue-in-cheek, altering their meaning to suit their own agenda. Think of this project as your opportunity to launch a critique within the visual culture—one that relates to a political issue close to your heart. Think: “What’s important to me? What in the culture requires some critical attention?” Then choose an image and alter it strategically, in a way that will allows you to stage such a critique.
Method and Procedure
Please follow these steps in sequence:
1 Make a list of your 3 most important political issues;
2 Do an initial search for possible images to alter based on those issues. Select only famous images that people will know. This can be a famous painting, photograph, or popular advertisement. Note: Do not select an image that is already saying what you mean to say. Rather, select an image that’s neutral or opposite, and then change its meaning by manipulating and altering it;
3 Upload sketches of your 3 possible intended ‘hijacking’ to your blog with a related brief statement to explain your direction and line of thinking;
4 Create a new discussion post and let your classmates know that your work has been uploaded by submitting a link (URL) to your blog, and the title of your project in the subject line of the discussion post. This allows your peers to take a look at your work and critique it. You should view as many projects as possible and then choose two designs to comment on using this discussion area below (not the blog). Be sure to refer to the Constructive Peer Critique structure when commenting on student work.
After critical peer feedback and reflection, choose the best solution—a balance between the importance of the issue but also the effectiveness of the ‘hijacking;’
*Obviously, this assignment is meant to produce an ironic and overtly political artwork. Take risks!
Collaborating with your peers will help you to build upon and strengthen your ideas, so don’t be afraid to share your project ideas and ask each other questions. Be sure that you are saving files properly prior to posting (i.e. hi-rez jpeg in RGB color format)
Format
Landscape or portrait, depending on the famous image chosen.
Resources
• Guidelines for All Assignments in the Syllabus& Other Course Information Documents
• ArtRemix: 26 Modern Takes on Famous Historical Paintings
• Definition of Appropriation Art
◦ Plain text version of Definition of Appropriation Art
Examples of Appropriation Art
Balancing School and Life – My Quality of Life Self-Care Plan. The purpose of developing this Plan is to set a framework and a plan to maintain wellness and to stay motivated and engaged throughout your Program. Doing this will help you achieve success during your coursework and as a professional nurse.
The goal of the Project is to help you become self-aware and reflective as a means of identifying personal self-care strategies that will increase your energy and help you manage your stress. The Project will give you a chance to learn how this is accomplished as you will be doing similar work with clients during the Program and as a professional nurse to assist them in the same way.
Share in a 1-2 page paper, the following:
Re-look at your Quality of Life Self-Care Wheel scores. Have they changed? If so, in what ways.
Think about your current levels of tension and stress. On a scale of 1-10 with 10 being the highest level, what is your score? Now think about the strategies you identified. Describe how well you have put them into action. If you have not been able to implement them, identify why and what you can do to overcome this.
Identify any new strategies that you think will “fit” better and describe why.
Minimum length 1-2 pages not including cover or referencing. APA formatting
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