Best Writer

Using the material covered in class (Pouchepadass’ article) and any one external source (academic/journalistic/documentary), write an essay describing the beginning of the environmental crisis, and the role of humans in it. Following are some themes you may cover in the essay:
What was really the beginning- Industrial Revolution? Scientific Revolution? Even earlier?
What relationships have humans had/continue to have with nature/environment?
How far does human action/behaviour affect the environment?
Format: Times New Roman, Font Size 12
Word Limit: 1200-1500 words (not including references)

Instructions:
It is mandatory to run an originality report on your assignment.
Plagiarism is absolutely unacceptable.
Please ensure you cite any sources you use. (Use websites such as citethisforme, or Citation Machine if needed)
Citation Format: APA 7th Ed.

Discuss ways that you cope with stress and evaluate effectiveness of these methods. Find an empirical article that discusses the most common method you use to cope with stress.

Watch the 27-minute video posted in the Moodle assignment portal, titled “EARTH DAY 2021 Capitalism Is Destroying Our Planet. We Need: Revolution—Nothing Less!” (video link here), and write an essay about it. This video, and this paper, coincide with the second unit of this course–The Environment, Technology, and Society. Keeping in mind what you’ve read and written (in your forum posts) for this unit, this provocative video should provide a useful summary of the scale and scope of the climate crisis, as well as a particular, revolutionary communist, perspective on what drives this crisis, why it cannot be dealt with under a capitalist system, and the need for a new, socialist society based on principles of socialist sustainable economic development. I want to be clear–you do not have to agree with everything (or anything at all, in fact) that the speakers convey in this video. That being said, an important part of being a scholar and critical thinker is engaging with a wide array of different perspectives, ideas, and theoretical approaches to various social and environmental problems. This video compellingly argues that climate change, and the climate crisis more generally, is driven by the very nature of capitalism. This is an important argument and one that should be carefully considered, regardless of your political or ideological persuasions. I’m guessing that this might be a perspective you haven’t ever been introduced to. This video also presents a vision for a different society, and a different future–a socialist society, and a future with an economy based on meeting human needs in an ecologically sustainable way–that is also worth your consideration and engagement. So, with all this in mind, I want you to do the following in your midterm essay:

1) Provide a brief summary of some of the ideas presented in the video. Note that you do not have to summarize the entire video, or even most of the video. Instead, you can focus on a particular part or parts that interested you or caught your attention.

2) What do you think about the video narrator’s argument, and the argument presented in the interview with political economist Raymond Lotta, that climate change cannot be solved under capitalism? How do they make this argument? In other words: What evidence do they present to back their claim?

3) What is it about this new socialist society described by Raymond Lotta that would make it ecologically sustainable? How would the socialist economy, according to Lotta, differ from our capitalist economy, and how would the United States relate to and interact differently with the rest of the world?
Times new roman 12 point font, American Sociological Association (ASA) format.

link to the video

The topic is The Glass Menagerie ( Woman and Careers)!!!!
The name of this class is Literature of the American South!!!

Your main task with this presentation is to teach the class about some element of the social, historical, and/or cultural context of our week’s text in a way that helps us understand that text more deeply.

In order successfully to complete the assignment, you will need to achieve each of the following:

Explain how and why this topic is relevant to the text.
Give a clear yet detailed account of your topic.
Explain how knowing about your topic helps us gain a better understanding of the text.
Do some research; use reliable outside sources for your presentation and hand in a bibliography.

*** Below is the details of the assignment listed** I would like the topic to be decreasing central line infections (CLABSI) in the neonatal intensive care unit (NICU). I have been struggling to find online the national benchmark desired performance for CLABSI rates for specifically the NICU, but have found info on just ICUs in general–> (Central Line Associated Blood Stream Infections – StatPearls – NCBI Bookshelf (nih.gov) ) which can be used and cited. Current HAI Progress Report | HAI | CDC will also speak of benchmark data.
The paper should be written surrounding the fact that in the NICU there has been an increase in CLABSI, not meeting benchmark data. As for changes that need to bridge the gap to improve CLABSI rates there are plenty of research articles with changes that have been found successful to the NICU. I will attach a powerpoint that i did for CLABSIs in my last class and if you read the notes section of the slides you can also get information. I am attaching two completed papers for this assignment that can be used as an outline. All sources and information must be cited and each cite has to be within the last 5 years.***
I can also start to research articles that can be of strong use and send thm to you as well. Each listed competency MUST be met in order to pass the paper!!

Write an analysis of the gap between current and desired performance, with respect to the provision of safe, high-quality patient care.

Introduction

As a nurse leader, you must be able to assess your organization’s ability to deliver safe, high-quality patient care. In so doing, you may be required to perform a gap analysis of a quality or safety issue as the first step in improving outcomes. Failure to meet benchmarks for safe and effective patient care can have reimbursement, regulatory, and legal consequences.
This assessment provides an opportunity to develop the knowledge, skills, and attitudes required to successfully implement changes that improve patient outcomes by:
Evaluating the current culture of an organization.
Performing an outcomes gap analysis.
Determining what changes are needed to bridge the gap.
Examining current thinking on this topic contained in the literature.
Quality and safety are everyone’s responsibility as a team of interprofessional care delivery partners. Together we develop policies that support quality and safe care delivery. As part of the interprofessional team, nurses are leaders in care and thus are responsible and accountable for leading and providing safe quality care.
Health care delivery is structured around evidenced-based information. Quality is defined by exploring proven, evidenced-based information. After reviewing and defining evidenced-based information, the interprofessional team applies this knowledge to assess the organization’s or the practice setting’s ability to provide evidenced-based care delivery. When a gap in care is identified, it is important to propose an evidenced-based change and to execute a plan for improved care.
Your quality and safety gap analysis will provide the basis for the remaining assessments in this course.
Preparation
As a nurse leader, you are fully aware of the hazardous nature of health care and that organizations must continually seek to improve the quality and safety of the care they provide to patients. For this assessment, you will identify a systemic problem in your organization, practice setting, or area of interest associated with adverse quality and safety outcomes (for example, an increase in the incidence of falls or medical errors) and analyze the gap between current and desired performance.
Note: Remember that you can submit all or a portion of your draft analysis to Smarthinking for feedback before you submit the final version for this assessment. However, be mindful of the turnaround time of 24–48 hours for receiving feedback, if you plan on using this free service.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Culture and process contribute to our ability to develop and sustain quality and safety in a health care organization. By exploring these topics, you can analyze where you may have gaps in practice that affect outcomes. In addition, organizations must create benchmarks for outcomes to determine whether they are meeting quality and safety goals.
What does your organization measure, related to quality and safety, and why?
Are there certain aspects of your organization’s culture and processes that support or hinder quality and safety?
Is the organization meeting outcome measurement benchmarks?
If not, how might you address those gaps in performance? What system could be developed to support a change to close a particular gap?
The following resources are required to complete the assessment.
APA Style Paper Template [DOCX]. Use this template for your gap analysis.
Requirements
Note: The requirements outlined below correspond to the grading criteria in the Quality and Safety Gap Analysis Scoring Guide. Be sure that your written analysis addresses each point, at a minimum. You may also want to read the Quality and Safety Gap Analysis Scoring Guide and Guiding Questions: Quality and Safety Gap Analysis [DOCX] to better understand how each criterion will be assessed.
Conducting the Analysis
Identify a systemic problem in your organization, practice setting, or area of interest that contributes to adverse quality and safety outcomes.
Propose specific practice changes that will improve quality and safety outcomes and bridge the gap between current and desired performance.
Prioritize proposed practice changes.
Determine how proposed practice changes will foster a culture of quality and safety.
Determine how a particular organizational culture or hierarchy might affect quality and safety outcomes.
Justify necessary changes with respect to functions, processes, or behaviors, specific to your organization.
Writing and Supporting Evidence
Communicate analysis data and information clearly and accurately, using correct grammar and mechanics.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Additional Requirements
Format your document using APA style.
Use the APA Paper Template linked above. Be sure to include:
A title page and reference page. An abstract is not required.
A running head on all pages.
Appropriate section headings.
Properly-formatted citations and references.
Your analysis should be 4–5 pages in length, not including the title page and reference page.
Portfolio Prompt: You may choose to save your gap analysis to your ePortfolio.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze quality and safety outcomes from an administrative and systems perspective.
Identify a systemic problem in an organization related to adverse quality and safety outcomes.
Propose specific practice changes within an organization that will improve quality and safety outcomes and bridge the gap between current and desired performance.
Prioritize proposed practice changes.
Competency 2: Determine how outcome measures promote quality and safety processes within an organization
Determine how proposed practice changes will foster a culture of quality and safety.
Competency 3: Determine how specific organizational functions, policies, processes, procedures, norms, and behaviors can be used to build reliable and high-performing organizations.
Determine how a particular organizational culture or hierarchy might affect or contribute to adverse quality and safety outcomes.
Justify necessary changes to particular organizational functions, processes, and behaviors that correct or mitigate adverse quality and safety outcomes.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Communicate analysis data and information clearly and accurately, using correct grammar and mechanics.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

MLA
David and Liza.
“David and Liza” is an American drama movie published in 1962 and directed by Frank Perry. In the film, Janet Margolin plays the role of Liza; Keir Dullea plays the part of David, Matthew Anden act in the role of Simon, and Dr. Alan Swinford, who acts in the role of a senior psychiatrist in the movie, is known as Howard Da. Silver. The drama movie talks about a brilliant boy named David and a young girl Liza. David believes that touch can kill (David and Liza 1962). The beliefs David gets about touched affected his mental condition. So, his caring mother decided to take him to a Psychiatric school.
When she reaches the school with David, one of the students tries to help David with his hand luggage. In the process, the student touches David’s hand. He becomes angry at the student because he firmly believes that touch can kill him (David and Liza 1962). David’s parent tries to make him cold and ready to meet with Dr. Alan Swinford: The head of the Psychiatric school. Dr. Swinford enrolled him in the school. The young boy is obsessed with the clock and death, and it makes him focus on his study about watches specifically. David intended to make his clock with the motive to stop time. He thought that death is only possible when the time changes, and if he could stop time, he was strongly sure to prevent death (David and Liza 1962).
In the psychiatric school, David meets a young girl called Liza. The girl has a severe mental illness of two different personalities. When she is Liza, she can sing and rhyme, then with Muriel’s character, she only communicates by writing or drawing. The rhyming skill of David makes Liza more connected to him than any other student in the Psychiatric school (David and Liza 1962). David keeps a close look at Liza’s behavior any time she is around him until a time when Liza’s psychiatrist forcefully stops her from drawing on the wall. This action of the Psychiatrist on Liza pushes David to tell him that he should have allowed her to draw on the wall; moreover, it is a mode of communication for people with the schizophrenic condition (David and Liza 1962). However, most psychiatric school students thought of David as exceptional because David can quickly become hot-tempered when someone touches him (David and Liza 1962). With all that, he later becomes Liza’s best associate. David hates any activity or event that will increase the possibility for someone to touch him. He dislikes crowded places. Even though other students may want to befriend David, the young boy always isolates himself. As time goes on, Dr. Swinford becomes David’s friend. Eventually, the young boy develops confidence in Dr. Swinford, and they go out for work. David starts to open up to him as they discuss while walking. He informs him about his recurring dream; he murdered people with a big clock having a blade handle(David and Liza 1962). The next day, He walks into his friend’s office to know what he would have thought of the dream he told him. Dr. Alan Swinford always feels happy to see David. He carefully tries to give an opinion about David’s recurring dream, but the young boy did not convince by his words.
One day, David’s caring mother decided to visit his son because she missed him, and she wanted to know how he was surviving in the unfamiliar environment. As David discusses with his mother, their discussions end in an argument. As a result, David’s mother regrets bringing her son to a psychiatric school. David’s parents decided to take him back home in a couple of hours. When Dr. Swinford tells David that his parents decided to take him back home, at first, the young boy denies the decision of his parent to take him home (David and Liza 1962). However, in a short period, David realizes his parent’s decision to remove him from the Psychiatric school based on the argument he had with his mother when she visited him (David and Liza 1962). When the psychiatric school head is having a dialogue with David on his parents` decision, the young boy wants Dr. Swinford to be repulsive and rebellious to their decision (David and Liza 1962). Even though Dr. Swinford would like him to stay, he told David that he had no power to stop his parents` decision (David and Liza 1962). At the end of the conversation about his parents` issues, Dr. Swinford leaves him with no option but to accept their actions and go home. David returns home; his parents bring up different options to switch him to another school, but their son rejects all their offers.
During the night, David snicks out of the home and returns to the psychiatric school. Dr. Swinford accepted him and decided to call his parents to know that their son was with him(David and Liza 1962). The next day, David located Liza and rhymed to her before his parents took him home. Liza feels surprised and excited to see David in the Psychiatric school. Their mental conditions continue to improve. David starts hanging around the school with another female student called Simon. It brings out jealousy in Liza anytime she sees David and Simon together. Lately, Liza realizes that Muriel and Liza are the same. She tries to locate David. Liza found David listening to Simon playing a song from a piano. As a result, Liza shows jealousy and obstructs Simon’s song. She provokes David’s anger. He shouts at Liza to stop distracting Simon (David and Liza 1962).
As soon as Liza runs out of the building, the young girl urgently takes a train unnoticed by everyone in the Psychiatric school. A minute after she left, David and the Psychiatrists were worried about finding her. As David remembers Liza’s actions when they visited the “Philadelphia Museum of Art” (David and Liza 1962). He is sure that Liza had gone to the Museum again. Dr. Swinford drives to the Museum with David. The young boy rushed to the main entrance of the Museum, and he found Liza lye’ next to the closed door of the Museum. When Liza sees David, instantly, she talks straight to David without rhyming to him. She let David know that Muriel and Liza are the same people; she is Muriel and Liza (David and Liza 1962). Surprisingly, David let Liza hold his hand as they walk to Dr. Swinford (David and Liza 1962). Finally, they become free from their mental disease.
In conclusion, the drama movie “David and Liza” is about a young boy and a girl. They both had a mental disease. David lived with his parents before his mother took him to the Psychiatric school. David believes that if anyone touches him, he will die. Hence, time is moving. Initially, he isolates himself from everyone. As he continues living in the school, he later becomes interactive with Dr. Alan Winford, Liza, and Simon. Liza expresses jealousy anytime she sees David with another female student. The romantic feelings between David and Liza in the Psychiatric school stand to be the curative pathway to their mental freedom.
Work Cited
“David and Lisa (1962).” YouTube, 9
August. 2020, https://www.youtube.com/watch?v=LNIdObSTpEM

Write a research on how becoming an activist has changed lives.

Part 1:
Chapters 7 & 8 speak to classroom-related variables that can support behavior management. Please answer the following to apply your knowledge:
1. Develop 4 effective rules for a classroom, team, or other child-centered group. Then, describe the characteristics of your rules that make them effective as supported by your reading. [4 Rules and 1 Paragraph of characteristics = 20 points]
2. Pick a behavior for a group of students that is problematic (students you teach, coach, or are raising). Use the Precorrection Checklist and Plan on Page 228 to design a lesson plan to address the challenging behavior using the Precorrection Procedure. Include important components and terms from Chapters 7 & 8 to construct this group/ classwide lesson. [All components of lesson with related terms = 20 points]
Part 2:
Chapters 3 & 4 speak to best practice methodology for identifying, measuring, and gathering information related to target behaviors. Please answer the following to apply your knowledge:
3. For this response, you will need to provide a definition for each word in the box and then ask 3 additional people (2 adults and 1 child). [Completed Chart = 20 pts.]
3a. For each word, write your definition for each behavior as you believe it would present for a child in classroom (1 sentence or less).
3b. Next, find two adults (preferable one who is an educational professional and one who is not) and ask them to define each behavior as they believe it would present in a classroom in one sentence or less.
3c. Find a school-age child and ask them “What does (behavior) mean?”
Behavior
Your Definition
Adult #1 (Education Professional)
Adult #2
(Non-Education)
School-Age Child
Aggressive
Obnoxious
Disrespectful
Withdrawn
Defiant
Depressed
4. Compare and contrast these answers and then write 1-2 paragraphs that describes why it is critical to provide clear, observable, and measurable definitions of target behavior. Use your data and cite the text to support your answer. [1-2 paragraphs = 15 pts.]
5. Why is interobserver agreement a critical component of student observations? Write 1-2 paragraphs to support your answer. [1-2 paragraphs = 15 pts.]
(This video may help, but is not required.)
Interobserver agreement – live calculation(Links to an external site.)
(Links to an external site.)
Part 3:
6. For Part 3 of this assignment, return to the classroom / group that you observed last week. Plan to spend at least 15 minutes-1 hour observing the target student you identified last week. Conduct an Anecdotal Observation for the duration of your observation. Write your observations in narrative form, taking note of environmental, instructional, and student variables as well as strengths and problematic behavior. [Detailed Narrative of Observation = 30 pts.]
Make sure that you label each section with Part 1, Part 2, and part 3
The book is Comprehensive Behavior Mangement

For the writing assignment please think about the 5 values listed below.
For each one of the values please:
1. Give an example of that value in an IDEAL CULTURE (in a perfect society).
2. Explain how REAL CULTURE views the goal (how it really is in today’s society).
Value 1: Equality
Value 2: Individualism
Value 3: Humanitarianism
Value 4: Freedom/personal liberty
Value 5: Achievement/ Success
Here is an example of how the assignment could be addressed.

I choose the value of honesty.
IDEAL WORLD: Individuals would want to be honest because that is the right thing to be if you are a good person. Politicians would tell everyone thetruth, for example. Religion, politics, education, socialization would be based upon being honest with yourself and others.
REAL CULTURE: It is impossible to rely on the truth in our society today. People are dishonest as a way to exhibit power and manipulate others. I
think it is very sad to think that societies don’t value honesty.

Make sure you develop a detailed outline as you review the literature and before start writing. That outline should develop main topic headings and subheadings.
For example: a early section of the paper should address suicide as a problem. You are dealing with a very specific type of suicide: is it different than others and why? We know suicide is a serious problem, why is it a problem in a juvenile correctional facility.
Why due to sexual assault within the facility what about other types of assault?
This problem can be supported with a table on the number of juveniles who attempt vs successfully complete suicide, by several years. And the different types of suicides within the facilities.
As you read the literature you will be able to narrow down the topics to include.

Term Paper (25 % of final grade) will be your case to the governor of your home state regarding the following topics: I. the current state of juvenile offending in your state (list your state and select a juvenile crime; clearly state why that delinquent act is a problem in your state (use statistics for the crime using the UCR compare at least 5 years statistics, use at least two newspaper reports from the selected state and about the selected crime/delinquent act); II. Tell the governor how things about the crime/delinquent act have changed in your state and/or neighborhood from a personal point of view: for example you can address your life as a teen versus how things look now. This section makes the selected problem personal: you can describe how you were raised (and experienced) and address changes in your neighborhood/state, the school, etc. and connect your personal to the general (the selected crime/delinquent act as it has changed over time). III. the best explanation of that delinquency (use one of the theories on the textbook; link the theoretical assumptions and the problem as you have described it to the Governor and the statistics used in I & II above; and, IV Conclusion: your recommendations for policy and practice as a result. Include any empirical evidence to support your points. Your topic must be pre-approved by the instructor.
The paper should be up to 8 pages in length or 2,000 words (includes references). That means you must give about equal writing time to all the topics above.
The paper is to be analytical, with an emphasis on integrating the readings and outside sources into a cogent discussion on some relevant issue that can be theoretically addressed using the theories on the textbook (a criminal/juvenile justice problem).
You paper must clearly be divided into the above described 4 sections. These will be the basis of the grading.
Papers should be formatted according to the American Psychological Association Manual Writing Guidelines which are most comprehensively covered in the Publication Manual of the American Psychological Association 6th. Ed., although condensed and simplified versions of the APA formatting a referencing requirements may be found on-line and in other writing manuals. Deadlines for Topic Selection, Introduction and abstract and final research paper upload deadlines: 1 MARCH 2022 BY 1150PM
PS. I live in Texas.