Best Writer

RDH 175LITERATURE REVIEW
LIST OF REQUIRED ELEMENTS FOR EACH SECTION
Required elements for abstract section:
o One paragraph (not indented)
o No more than 250 words
o States problem/issue
o Explains relevance of topic
o Addresses method used (“A review of the literature was completed to…”
o Included short statement of findings (summary of important aspects of discussion section that relates to your conclusion statement)
o Includes short statement of conclusion

Required elements for introduction section:
o Half a page minimum and no longer than one page.
o Introduces topic of the paper.
o Briefly describes or defines the topic terminology, if needed
o Fully introduces the background of topic and explains whytopic is relevant and/or why the literature review is needed.
o Includes generalized epidemiology statistics (incidence and prevalence) in this section, if relevant.
o Last sentence is thesis or problem statement. (Specific, with one main idea that is developed and proven through the research detailed in paper.)

Required elements for Review of Literature section:
o 3 pages minimum
o Peer-reviewed references
o Sources are published within the past 5 years
o No Historical references are included in this section
o Two quotations maximum per paragraph
o Maximum 2-4 citations within each paragraph (in other words paragraphs have a two sentence minimum.)
o Describes what has been written in relation to topic/question(s)
o Identifies the central issues of the topic by integrating what previous researchers have found.

Compares results of the studies without drawing conclusions from the comparison.
o Does not include an opinion-it is ALL about the literature (sources).
Required elements for Methods and Procedures Section:
o Topic Selection: describes how topic was chosen.
o Resource Search and Selection: Uses provided text updated “values” from author
o Libraries/search engines and databases used.
o Uses provided text updated “values” from author
o Uses at least one database
o Search terms. Uses provided text updated “values” from author
o Boolean strings. Uses provided text updated “values” from author
o Age of the Sources: Uses provided text updated “values” from autho

Required elements for Methods and Procedures Section:
o Topic Selection: describes how topic was chosen.
o Resource Search and Selection: Uses provided text updated “values” from author
o Libraries/search engines and databases used.
o Uses provided text updated “values” from author
o Uses at least one database
o Search terms. Uses provided text updated “values” from author
o Boolean strings. Uses provided text updated “values” from author
o Age of the Sources: Uses provided text updated “values” from author
o
Required elements for Discussion Section:

Required elements for Discussion Section:
o Identifies and acknowledges areas of significant development and of controversy within the literature.
o Identifies important issues and formulates questions that need further research and which remain unresolved.
o Discusses the strengths and weaknesses of the literature available on your topic.
o Expresses opinion and supports it with evidence and examples.
o Includes and comment on evidence of literature that contradicts the opinion, if any.

Required elements for Conclusion Section:
o Restates topic
o Restates thesis or problem statement.
o Provides a mini-summary of major agreements and disagreements, problems, issues, etc.
o Provides a “call of action” statement
o No new material is introduced
o NO CITATIONS

Assignment: Select a jazz artist active before 1980 who is NOT covered in this class.
Select one song by that artist that came out before 1980 and make a case for why that
artist should be covered in a class called “The History of Jazz”. You may discuss more
than one song by your artist, but you should select and focus on ONE song and argue
why it should be required listening for this course. This requires that you think about
what constitutes historical significance and demonstrate that your selection has it. In
doing so it may be useful to link your song to the musical movements it is associated with
(e.g., new orleans jazz, swing, bebop, cool jazz, hard bop, free jazz, fusion, etc.), and, if
possible, explain how it relates to broader social (race, gender, class etc.), historical
(WWI, WWII, Depression etc.), political (civil rights era), musical (pioneer of new style)
and/or cultural issues.

Discussion: Service Learning Across the Curriculum
Morehouse (2009) suggested that once you identify a learning connection, other standards within the curriculum simply begin “popping up” (para. 9). This may lead to the grounding of your project in multiple objectives you may not have previously considered. In developing your Service Learning Strategy Project Plan, you are working to connect closely the affective benefits of service with the learning objectives of schooling. This Discussion will help you articulate and receive feedback on how you are linking your Service Learning Strategy Project plan to specific learning objectives.
To prepare
Carefully review this week’s Learning Resources and any feedback you have received about your Service Learning Strategy Project Plan, the specific problem you have addressed with the service learning, and your progress in articulating for the project clear outcomes that mirror the learning objectives you have identified.
By Day 3
Post an explanation in which you do the following:
Describe the process you would use to identify learning objectives for your students in your own project planning. Which additional standards or objectives, if any, did you find for which you did not originally plan?
Describe any interdisciplinary planning derived from this process.
Describe the insights you gained about service learning and the potential it has to encourage social change. Provide specific examples from your plan.

Week 9: Service Learning for Social Change in the Community
No real social change has ever been brought about without a revolution… revolution is but thought carried into action.
—Emma Goldman, “Anarchism”
There are many ways to engage students in the learning process. But not all project-based learning has the potential to encourage social change. How does your understanding of service learning help you work to stimulate the environment for social change? What changes would you like to see in your educational setting? What impact do you want your Service Learning Strategy Project to have on the lives of your students and the community? This week provides an opportunity to reflect on the project you are planning and how it specifically connects to learning outcomes and the kind of change you hope to encourage.
Note: Use this week to continue progress on your Service Learning Strategy Project.
Learning Objectives
Students will:
Analyze content and curriculum connections between Service Learning Strategy Project plans and potential student learning objectives or outcomes
Learning Resources
Required Readings
Morehouse, L. (2009). How to use service learning to engage kids. Retrieved from http://www.edutopia.org/service-learning-fowler-how-to
Continue to use the Walden Library and the National Youth Leadership Council to add to your Annotated Bibliography:
National Youth Leadership Council. (n.d.). Service learning. Retrieved from https://www.nylc.org/page/WhatisService-Learning
Walden University. (2015a). Q. How do I write an annotated bibliography? Retrieved from http://academicanswers.waldenu.edu/faq/72682
Continue to read and review the Learning Resources from the previous weeks as you prepare to complete the components of the Service Learning Strategy Project.

Assignment: Assess the Roles and Functions of Government
Traditional public administration theory is the basis for the organization and operation of most public organizations today. This assignment focuses on identifying how traditional public administration theory, often referred to as “Weberian bureaucracy”, affects current public organizations and their operations. Evaluating public administration theory and its relationship to public organizational practices is an important aspect of understanding how public organizations operate.
This assignment requires you to identify and evaluate traditional public administration theory and its relevance today. Public administration theory focuses on the environment in which public organizations function as well as the internal operations of public organizations.
Select and research a prominent Federal agency of your choices such as the U.S. Department of Agriculture, the Department of Education, or the Department of Transportation. Research the organization using the agency’s website, other media outlets, and scholarly resources. Prepare a written assessment to present to the organization’s management that describes the organization’s purpose and operations. Include the following in your assessment:
Mission and roles
Organizational structure
Leadership style
Critical activities
Organization priorities
Describe the type of market failure the organization addresses (include a definition of “market failure” and a discussion of the importance of understanding the concept of “market failure”.
Based on the assessment of the organization, complete the analysis with a narrative linking the selected organization’s activities with traditional public administration theories such as the bureaucratic theory that addresses the structure, function, and operational focus of the selected organization.
Support your discussion with at least 5 scholarly resources that focus on traditional public administration theory. In addition to these resources, other appropriate scholarly resources, including seminal articles, may be included.
Length: 4-5 pages, not including the title and reference pages.
The completed assignment should address all the assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate scholarly resources, adhere to and reflect academic expectations of the University’s Academic Integrity Policies, avoid plagiarism, improper use of paraphrasing, , and the current APA standards.

Unit 6 Discussion Board 150 words
Critically
analyze the pros and cons of putting a price ceiling on prescription medicine.
Make sure to use concepts from the chapter in this unit such as government
intervention, inefficiencies, price elasticity, etc. in your answer.
In the first
case, assume the medication is for a life threatening illness for which
your child has been diagnosed.
In a second
case, assume the medication is for an improved quality of life issue, such
as achieving a healthy weight.
What are the impacts
that the pharmaceutical company that makes the medications in question
will experience? How will that affect the pharmaceutical company’s
production decisions? What about its decisions to conduct further research
into new drugs?
Unit 7 Discussion Board 150 words
Discussion Topic: Increase in Fixed Costs
Suppose a
business experiences a sudden increase in its fixed costs. For example,
suppose property taxes increase dramatically. What impact, if any, will
this have on the following:
a. the firm’s AFC (average fixed cost);
b. the firm’s AVC (average variable cost);
c. the firm’s ATC (average total cost); and,
d. the firm’s MC (marginal cost)?
What changes,
if any, is there likely to be in these same cost CURVES?
Unit 8 Discussion Board 150 words
Discussion Topic: Your Own Business
Assume
that you are going to start a small business of your own.
Describe the business and discuss the following:
What costs
you would incur;
What
competition you might experience;
How you would
determine the price you would sell your product; and,
How much
product would you produce?

QUESTION 1
Choose the sentence that is punctuated correctly.
A. Where is your cell phone!
B. Are cell phones allowed in the courtroom?
C. It’s a cell phone emergency?
D. Can you give me your cell phone.
10 points
QUESTION 2
Choose the sentence that is punctuated correctly.
A. Agnes’s grades improved this fall.
B. The books’s titles had faded over the years.
C. Wouldnt glass punch cups be more appropriate?
D. His’ computer needed a new battery.
10 points
QUESTION 3
Choose the sentence that is punctuated correctly.
A. Be careful when parking, the campus lots are crowded.
B. Bring the following items: plates, napkins, and cups.
C. The student set his alarm for one hour earlier, as a result, he was on time.
D. After seeing his advisor; he dropped the course.
10 points
QUESTION 4
Choose the sentence that is punctuated correctly.
A. Extremely-varied orchids covered the tropical island.
B. The short-haired terrier won the competition.
C. The self governing colonies resisted the heavy taxation.
D. The orchestra section had twenty one violins.
10 points
QUESTION 5
Choose the sentence that is punctuated correctly.
A. The library of course, is a quiet zone?
B. The sunset is beautiful so, let’s take a walk!
C. Why are you worried about your grade.
D. In case of conflict, include an alternate date.
10 points
QUESTION 6
Choose the sentence that is punctuated correctly.
A. My grocery store is on fire?
B. Are outlet stores moving into this rural area!
C. Mall stores often put other stores out of business.
D. Do chain stores help the nation’s economy.
10 points
QUESTION 7
Choose the sentence that is punctuated correctly.
A. The movies’s popularity dwindled over time.
B. Linda’s voice is beautiful.
C. Cant you walk faster?
D. Her’ skirt is torn.
10 points
QUESTION 8
Choose the sentence that is punctuated correctly.
A. (Every) member of the sailing club was present for the vote.
B. Two thirds of the natives fled the border country.
C. Harrisburg (the capital of Pennsylvania) is near the Susquehanna River.
D. Egg laying hens are regularly inspected for diseases.
10 points
QUESTION 9
Choose the sentence that is punctuated correctly.
A. The rain is heavy, however it is expected to stop soon.
B. The twins looked identical, but they had very different personalities.
C. After tonight’s performance there will be, a cast party.
D. The brown paint on the fence was peeling, and badly cracked.
10 points
QUESTION 10
Choose the sentence that is punctuated correctly.
A. His roommate said, “I have no idea where my keys are.”
B. Beth’ apartment flooded last night.
C. Its not going to get easier.
“D. My parents are coming for graduation, exclaimed Michael.”

The following content should be covered:

Define climate and explain the difference between weather and climate.
Define climate change, (including the climate system/cycle)
Define greenhouse gases and explain their role in climate change.
Define anthropogenic sources of climate change and explain their impacts.
Describe potential impacts of climate change at the community level.
Include a brief discussion on “mitigation” vs “adaptation” strategies to address climate change challenges globally and/or at the community level. From a “planning” perspective, what tools could possibly encourage or mandate such measures?
Using case study examples, illustrate how urban areas differ in their:
Exposure to/experience of climate change impacts
Capacity to measure and monitor climate change
Enforcement of planning strategies/tools at different governance scales.
In some contexts, policies fail to achieve targets because it does not provide guidance at the community level, i.e., high level (e.g., federal) strategies are not sufficient.
Additionally, community interventions should be tailored to local need, including residents’ culture and lifestyle. Literature refers to value-based approach as a practice in this regard.
Provide at least 5 separate case study examples
Please use the above subheadings in the paper.

Read the following information and answer the questions provided at the bottom:
Given that the authors covered in this study engage with feminist ideas and practices and sometimes find themselves in conflict with Western feminism, a brief discussion of Arab-American feminism and US feminism is necessary. While reviewing the histories of Arab-American feminism and the U.S. feminist movements, I have found that there are two main reasons that contribute to a lack of communication and collaboration between Arab-American and mainstream feminists. The first cause is related to the way US feminism deals with matters related to Arab-American cultural life; when discussing Arab-American experience, many US feminists have focused exclusively on factors such as the veil, the Hijab, the burgaa, and the manner in which some Islamic women relate to the patriarchy. Recently, Steven Salaita, among others, has criticized the idea of passing judgment on Arab-American feminism by only considering the part rather than the whole; he has been particularly critical of those US feminists who generate an image about Arab-American women by studying the behavior of few Muslim-American women. In other words, he maintains that American feminisms should not look at Arab-American feminism as one “single, unified entity” because not all Arab-American women are Muslims who adhere to strict patriarchal norms (1). One consequence for this kind of relationship has created a gap by always stereotyping Arab American women as “…Islamic traditionalists-veiled, submissive, and secluded within the home” (qtd. in Read 2). Haddad and Smith join this critique, noting how some 25 feminist movements in the West cannot “…free themselves from unfortunate kinds of stereotyping” (37). The second cause that may have led
to the lack of communication and interaction between Arab-American feminism and US feminism is the former’s lack of experience in the world of feminism theory and discourse and its lack of experience regarding how to collaborate with the other US feminisms. Nouha al-Hegelan refers to the term frequently used by many Western women which is the “…born yesterday assumption,” indicating that the Arab-American feminism movement has no lengthy history (qtd. in Haddad and Smith 37). Al-Hegelan observes Westerners begin by comparing the Arab /Moslem [Muslim] woman to her sisters in the West. Using Western women as a standard is only part of the insult. The injury is magnified by the added assumption that the Arab woman began her struggle yesterday – as if she was somehow born whole out a newly tapped oil well – a veiled, uncivilized no-entity, (qtd. in Haddad and Smith 37) Clearly, Al-Hegelan expresses her concerns about the lack of political support the Arab-American feminist movement receives. This lack of support, consequently, has created an impasse in the relationship between Arab-American feminism and American feminism, causing much more alienation, separation, and marginalization for Arab American feminists and also depriving them of sharing a knowledge base with their US feminist counterparts. However, sometimes Arab-American feminism has been challenged from the inside. That is, some, if not many, Arab-American (especially Muslim) women have argued against all attempts to unify and or coordinate with US feminism(s). These women, thus, would refuse all aspects of Western feminism; they would never accept or 26 absorb the Western feminist ideologies and patterns of thought. Further, they have believed that whatever might work for Western feminism may not necessarily work for “Islamic feminism,” a term that has created much controversy. This group, in other words, rejects the combination between Islam and feminism, claiming that feminism as a term stands for
“whiteness and elitism,” and also they “reject the common assumption that Western feminists formulations of equality are necessarily appropriate in the Islamic context” (Haddad et al. 18, 19). As I will demonstrate, all three authors featured in this study have had conflicts with the US or European feminism along the lines described above. Ahmed, as a professor of women’s studies, has been a vocal advocate for US feminism(s) to recognize and respect the unique features of Arab-American women’s lives. Similarly, Salbi has encouraged US feminists to possess a more global outlook, and Satrapi has focused on the visual, as well as the textual aspects of feminism in her graphic novels. In other words, although at a micro level, Satrapi was able to enact change with regard to women who study graphic arts by enabling them to change the style of the veil which they used to wear to become more fashionable and more modern.
In his opinion, Abdullah Kheiro Shehabat said that he found two main reasons that contribute to a lack of communication and collaboration between Arab Americans and mainstream feminists.
1- Do you agree with the writer?
2-What other reasons do you think might contribute to the lack of communication?

Quality Clinical Care Through Consistent Caregivers
Managing the clinical workforce to meet patient-centered and high-quality care outcomes is the nurse manager’s responsibility. Nurses are often promoted to managerial or other leadership positions because they are excellent clinicians, but they might struggle to fulfill this new role.
Develop an original response addressing these questions:
How would you, as a new nurse manager, respond to the resignation of three night-shift nurses from the unit?
What tools could you, as the nurse manager, use in the short term and long term to reduce the turnover of clinical caregivers?

What is the thesis? What’s the strongest support for the thesis?
What new concept, idea or fact did you learn?
In what ways do you see the author’s ideas in your own life or current events? This response might include personal experience, thoughts and feelings.
What research questions arise from this reading? How might you frame a Final Research Project around this?