Best Writer

L‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌ow Fidelity Simulation exercise- I will be running a staff development day simulation workshop to teach nurses skills in Adult Peripheral Intravenous Cannulations. The staff development day will commence with a PowerPoint on Adult Peripheral Intravenous Cannulation. After the workshop there will be a learning package workbook that will be given to the Nurses to complete and at the end of the learning package there will be a quiz as well as a performance assessment which will need to be completed before the education session is over. At the end of this section the big group will split off into pairs and we will run a simulation, the simulation will be a practical experience on inserting and managing Adult Peripheral Intravenous Cannulations. The aim of the workshop is to provide nurses with adequate knowledge to enable appropriate cannulation of patients in a safe and proficient manner. At the end of the workshop the participants will be equipped with the essential skills and knowledge required to safely and competently perform Adult Peripheral Intravenous Cannulation in accordance with Peripheral Intravenous Cannulation policy and procedure. I need to complete Part 2 Reflective Paper Directions (1200 words) This section of the assessment task requires you to apply your written clinical ‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌scenario in your workplace. In writing your lesson plan and scenario you need to consider the resources you have available in your workplace. You are required to trial the lesson plan and simulation scenario in your clinical area with a willing group of participants. The trialling of a scenario serves several purposes. It allows you to test the response of the participants, ensures you have accounted for all equipment required and ensures that the intended learning objectives are achievable. It also allows you to practice debrief and reflect on your method of debriefing. This paper is designed for you to reflect generally on your execution of the simulation scenario. The major emphasis however, is to be on the debrief component of the simulated learning. Debrief is considered integral to the simulation experience, some literature suggests that it is the most important element of the simulation experience for the learner; therefore, it requires attention in order to develop the skills of debriefing. With this is mind, reflect on what worked well during your debrief and what was challenging in relation to your debrief skills and the participants response. Refer to the simulation literature to support your findings and if required make recommendations for how you might approach debriefing differently‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌.

^ “proto-national entity”?

some reading you may refer to, or using other references is also fine
Benedict Anderson, Imagined communities: Reflections on the origin and spread of nationalism, London: Verso, 2016.
Adrienne Lynn Edgar, Tribal nation: The making of Soviet Turkmenistan, Princeton: Princeton University Press, 2004.
Theodore Evergates (transl. & ed.), Feudal society in medieval France: Documents from the County of Champagne, Philadelphia: University of Pennsylvania Press, 1993 (e-book)
Ernest Gellner, Nationalism, London: Weidenfeld & Nicolson, 1997.
Lawrence Paul, Nationalism: History & theory, Harlow: Pearson Education, 2004.
Hira Lal Shukra, Tribal history: A new interpretation, Delhi: B.R. Publishing Corp., 1988.
Rabindranath Tagore, Nationalism, London: Macmillan & Co., 1917.
Nicola Di Cosmo and Dalizhabu Bao, Manchu-Mongol relations on the eve of the Qing Conquest: A documentary history, Leiden: Brill, 2003.
Mark Elliot, The Manchu way: The eight banners and ethnic identity in late imperial China, Stanford: Stanford University Press, 2001.
Mark Elliot, “Manchu figurations of historical process in the early seventeenth century”, in: Lynn A. Struve (ed.), Time, temporality, and imperial transition: East Asia from Ming to Qing, Honolulu: AAS/University of Hawai’i Press, 2005.
Johan Elverskog, Our great Qing: The Mongols, Buddhism and the state in late imperial China, Honolulu: University of Hawai’i Press, 2006.
Valerie Hansen, The Silk Route: A new history, Oxford: Oxford University Press, 2012.
Ray Huang, 1587 – a year of no significance: The Ming dynasty in decline, New Haven: Yale University Press, 1981.
Julia Lovell, The Great Wall: China against the world, 1000 BC-AD 2000, London: Atlantic Books, 2006.
Edward J. M. Rhoads, Manchus & Han: Ethnic relations and political power in late Qing and early republican China, 1861–1928, Seattle: University of Washington Press, 2000.

P‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌lease read the following information and answer the following question. How would you apply the concept you chose from the Practice Exercise to a family, group, or community meeting? Decolonizing Whole Communities Beyond the mezzo level, social workers can work at the macro level to collaborate with colonized communities in designing and implementing actions, programs, and institutions that are sensitive to the effects of colonization and the protective factors that have prevented complete annihilation. Here are some principles to follow so that we can avoid the mistakes that come from a colonizing mentality. 10 Steps to Macro Practice with Colonized Communities (1) Locate yourself: Talk about where you come from, who your family is, and what your intentions are. Describe your methods as grounded in the ideas of colonization and decolonization. Approach with humility: you are a student, a partner who wants to use the advantages and linkages to resources that you have as an outsider to support the community’s own goals. (2) Understand the power ecosystem: Learn about who makes decisions in the community, who the stakeholders are, what protocols must be followed to make contact and establish rapport, and what is the history of previous external helpers. Learn how your outsider status (if you are one), gender and other characteristics circumscribe the roles available to you. (3) Elicit stories: Lessons about colonization, intergenerational trauma, decolonization, and traditional healing are embedded in stories. Be respectful of the boundaries of what information can be shared. Do not try to reinterpret the stories from your own perspective. Listen for metaphors and important words that signify local ways of knowing. (4) Locate the problem: Find out who in the community is suffering and in what ways. What other problems are connected? How are others affected by the suffering of members of the community? What beliefs are used to explain the problem and the solutions that are available? Are there different, competing explanations? If possible, compare the colonizers’ explanations with local explanations. (5) Help to self-deconstruct colonized mindsets: When you notice that communities are engaging in self-blame, scapegoating or mutual blame for problems that originate outside of the community, use Socratic questions to expose these connections. Asking about when a problem began and how the community has responded helps to locate the problem in its historical context and empower communities to begin to reclaim their own narratives. (6) Find out what is missing: Ask what would be needed to solve a problem. Do not assume that what is needed is what you have to offer. Do not assume that you have a better way of solving a problem. Do not even assume that solving the problem is desirable – there may be unintended consequences. What solutions has the community tried before, and what were the results? What would a small improvement look like? What aspects of local ways of knowing and acting could be reclaimed? (7) Explore possibilities: Without offering solutions of your own, ask the leaders and stakeholders to imagine the outcomes of different pathways. Use the knowledge you have gathered about the power ecosystem, colonization, and local ways of understanding and solving problems. Focus your questions on the suffering that has been identified. (8) Reach agreement: As you listen to the community tell you what can work and what can’t work, you will begin to form a cultural map of the problem, and a consensus can be reached about action steps and the resources needed to take them. If there is no way forward, be patient and recognize that’s okay, sometimes better, to leave the conversation incomplete and in a state of disequilibrium. (9) Follow through: Colonized communities have been let down by ma‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌ny unkept promises. Do not overpromise, and do not take on all responsibility for change. Know that trust is built slowly, and you may be tested many times before any community member is willing to take a risk. Building relationships if often the most important step in the process. Change may appear to be stalled when it is gathering momentum. (10) Evaluate and adapt: Include the community in evaluating your collaborative efforts to solve problems. Efforts are rarely a complete success or a complete failure. Asking good questions and acknowledging your fallibility will help the community to avoid falling into a blame trap or victim stance, and instead treat the problem as a worthy challenge that may take years or generations to meet. Practice Exercise We end this exploration of decolonization at mezzo and macro levels with a thought experiment. For each of the Hawaiian terms below, think of how you would use the concept in working with Native Hawaiians in one of the following mezzo settings: elementary, middle, or high school; worksite, prison, recovery program, integrated health/mental health clinic. You may change the settings as you go from one concept to the next. When you have completed this exercise, choose the concept you found the most helpful and discuss how you applied it in Graded Discussion 1. Native Hawaiian Conceptual Vocabulary (Marshall, 2011) Akua God, specifically in reference to gods who comprised Hawaiian cosmogony prior to Western contact Ho’oponopono Family conflict resolution, form of therapy used in cultural-based treatment settings Kahuna Ritual experts and practitioners whose training was rigorous and demanded superior intellect Ka po‘e kahiko People of old, ancestors of Native Hawaiians, Native Hawaiians who lived before contact with the West Kalo Taro, considered a staple food in traditional diets and a gift from the gods Kipuka Opening or hole; metaphorically: to describe those spaces within neocolonial society in which Native Hawaiian culture has survived, and as an analogy for how such traditional culture can be revitalized elsewhere Lokahi Practice of spiritual, cultural, and natural balance with the elemental forces of nature, “unity, accord, unison” Malama ‘aina To care for the land, a reciprocal intimate relationship between humans and the land, where humans serve one another and care for the land, a concept that is a critical distinction between the worldview of Hawaiians and those who came to colonize the islands Mana A relationship productive of a healthy society Pono Necessity, goodness, morality and perfect order, a central metaphor for ka po‘e kahiko; (social) harmony that derives from reciprocal relationship ‘Uhane Soul, spirit Wahi kapu- Places and spaces of refuge, sanctuary, and healing References: Byrdsong, T. R., Mitchell, A. B., & Yamatani, H. (2013). Afrocentric intervention paradigm: An overview of successful application by a grassroots organization. Journal of Human Behavior in the Social Environment, 23, 931-937. Gilgun, J. F. (2002). Completing the circle: American Indian medicine wheels and the promotion of resilience of children and youth in care. Journal of Human Behavior in the Social Environment, 6(2), 65-84. Karenga, M. (2008). Nguzo Saba. The official Kwanzaa web site. Retrieved January 12, 2020, from (Links to an external site.) Sachs, S., & Morris, B. (2011). Re-creating the circle: The renewal of American Indian self-determination. University of New Mexico Press. Absolon, K. (2010). Indigenous wholistic theory: A knowledge set for practice. First Peoples Child & Family Review, 5(2), 74-87 Marshall, W. E. (2011). Potent mana: Lessons in healing and power. State University of New York Press. Chapter 6: Dreaming Change Please use Permalin‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌k for all citations used.

W‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌hat factors influence an interpretation of a piece of literature (or anything which an individual attempts to analyze)? How do these factors create the opportunity for the construction of new knowledge? In order to answer these questions (and interpretative questions more generally), it would be helpful to link to a clear point of reference. For this reason, use either “The Harvest” and the accompanying essay or “The Road Not Taken” and the accompanying essay, as well as at least one source from the database, to provide the necessary context and co‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌ncrete examples to support the claims of your argument. The Expectations -Discuss the value literary interpretation has for an individual or society -MLA formatting (12-point Times New Roman Font, Double-Spaced, 1-inch margins, Works Cited page…see more specifics in The Little Seagull Handbook or at Purdue University’s Online Writing Lab) -Two to three (2-3) full pages (3 or 4 lines over or under are acceptable, but that’s it) -Three (3) sources: the story/poem, the essay, and at least one peer-reviewed journal article -Due June 3, 2022 by 11:59‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌ . in Canvas

Students will write up a lab report for one of the experiments that they designed or conducted
during the semester (Student’s choice). Groups can work together as part of a collaboration, but
as stated above, you are expected to write the reports in your own writing style.

Blair Manufacturing is organized into divisions along product lines. Its small electrics division has suffered recently from a serious drop in demand. The head of the division has reported that sales for the division have been low enough that the division expects to report an overall loss for the year. But, when the year-end results were finalized, the small electrics division reported a profit in excess of 200,000 dollars.

Assuming the role of the head of the small electrics division, you have been invited to the president’s office to share your insight on this puzzling circumstance. Prior to the meeting, you need to prepare an analysis to explain the results.

In your post:

Explain how you would address the inconsistency.
Use information from the unit readings as well as any necessary outside research.
Be sure to cite your sources using current APA style and formatting.

Assignment ContentCurators oversee museum exhibits. They must ensure the service the museum provides is achieving its intended goals. This is known as services evaluation. Imagine that you are the curator of a nationally renowned museum badly in need of funds to renovate and update exhibits to increase patronage. You have just received a huge endowment from a controversial figure who has recently been in the news for allegedly running a pyramid scheme and swindling millions of dollars from unsuspecting investors. You have concerns about associating with this figure, but without funds, the museum faces possible closure. You must prepare a presentation to your board of directors. Create an 8- to 10-slide presentation with detailed speaker notes. Include the following in your presentation:The potential of corporate liability for receiving stolen propertyThe social implications that stem from overlooking criminal behavior because of its advantages, financial or otherwiseA discussion of the pros and cons of accepting this endowment, where there is no proof that the funds were obtained as the result of any fraudulent transactions, and charges have not been filedA discussion of the pros and cons of accepting this endowment, where no charges have been filed, but the public widely believes the money resulted from the pyramid scheme and fraudA discussion of the pros and cons of accepting this endowment, where criminal charges against the controversial figure have been filedFinal recommendation to the board of directorsSpeaker notes that include what you would say in a live presentation Cite at least 2 outside references to support your assignment.

Graduate level Case Analysis Paper.
This is about a class that combines Social Science, Psychology and the Law.
The topic is included in the attached file along with all instructions.

Please, provide a References list (Bibliography) at the end.

T‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌his is an individual assessment. Each person is to submit their response through Turnitin. Using the material and concepts discussed in lectures, answer the following questions: Reflecting on the collective negotiation simulation carried out this semester, how did eth‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌ical considerations shape your approach to negotiating? Use appropriate academic material and concepts discussed in this unit. (500 words) If you had to carry out a cross-cultural labour negotiation in Sweden, how might your approach to negotiating change? (500 words‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌)

Project Title: A STUDY EXAMINING A COMPUTER BASED INTERVENTION TO INFLUENCE STUDENT’S THAT MAY BE RELUCTANT TO SEEK HELP.The writer will have to use secondary research to back-up the reason for the need and then creation of an APP or API to aid students who may seem reluctant to seek help.The writer is expected to create an APP or API that can be added to outlook or already existing school app. This API or APP is expected to encourage, motivate student to seek help especially when in need. This could be developed as a functional prototype, i.e., although it would typically form a part of a larger app, like the Chester app, only the appropriate elements need be implemented for the purpose of the dissertation. The functionality of the APP will be tested by the school board and this will form major part of my gradeYou’d need to think how the app could be designed to encourage students to seek help, as mentioned above, the literature should guide this, but as an idea, the app might prompt users about expected progress (assuming a certain point in their studies had been reached) and perhaps ask them to indicate their progress. This could then be used to prompt the student to book a meeting (the asking for help aspect).