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I need about two slides for Google Docs, with bullet points, pictures, and presentation notes for a total of 1 1/2 minutes tops. Based on the performance of transgender athletes on how it is fair for them to compete in sports. Does being trans gender advance their performance with research to back it up. I need to sources/references for the research of this topic.
Needs factual Contant

Case 1

Chief Complaint
(CC) “I am here today due to frequent and watery bowel movements

History of Present Illness (HPI) A 37-year-old European American female presents to your practice with “loose stools” for about three days. One event about every three hours

PMH No contributory
PSH Appendectomy at the age of 14

Drug Hx
No meds

Allergies Penicillin

Subjective Fever and chills, Lost appetite Flatulence No mucus or blood on stools

Objective Data

PE B/P 188/96; Pulse 89; RR 16; Temp 99.0; Ht 5,6; wt 110; BMI 17.8

General well-developed female in no acute distress appears slightly fatigued

HEENT Atraumatic, normocephalic, PERRLA, EOMI, arcus senilus bilaterally, conjunctiva and sclera clear, nares patent, nasopharynx clear, edentulous
Neck Supple

Lungs CTA AP&L

Card S1S2 without rub or gallop

Abd positive bowel sounds (BS) in all four quadrants; no masses; no organomegaly noted; diffuse, mild, bilateral lower quadrant pain noted Mild diffuse tenderness.

GU Non-contributory

rExt no cyanosis, clubbing, or edema

Integument good skin turgor noted, moist mucous membranes

Neuro No obvious deformities, CN grossly intact II-XII

Answer the below questions. Note that all your responses should apply to your specific patient from your assigned case study.

What other subjective data would you obtain?
What other objective findings would you look for?
What diagnostic exams do you want to order?
Name 3 differential diagnoses based on this patient presenting symptoms.
Give rationales for each differential diagnosis.
Submission Instructions:

least 500 words, formatted and cited in the current APA style with support from at least 2 academic sources other than your textbook. Y

I. Introduction
II. Engagement – (15 pts.)
For full marks, you must present: Brief history and purpose of the group, Characteristics/Demographics of the group members, Discuss why you selected this particular group and how you will gain access to the group, Discuss how you will engage the group, and Discuss the group’s response to your interaction with them
III. Assessment – (20 pts.)
To receive all the points you must present: Current objectives used to meet group purpose, Discuss group perceptions of their current work, and include a discussion of the group’s strengths and limitations, How will you conduct your assessment of the group including: What data will you use/what assessment tool, How will you gain access to and collect the data, What research will need to be completed along with the assessment, and Identify areas of additional needs paying close attention to small projects that could make a big difference for this group in terms of needed funds or increasing the group’s presence within the community
IV. Proposed Interventions – (35 pts.)
Please cover your: Proposed intervention for each need, Present and discuss the evidence supporting your interventions as best practices, How will you gain support from the group members for your proposed interventions? Whom will you approach first and why? Will you approach the group for their input? Why or why not? Discuss the benefits and outcomes of each intervention, Clearly lay out how you would implement one of your 2 proposed interventions. Who will be a part of your action system? Identify any barriers to implementing your selected intervention. How will you plan to manage the barriers you identify? How will you handle opposition to the proposed changes? What tactics are you prepared to use?
V. Proposed Evaluation – (15 pts.)
Discuss how you will evaluate the efficacy of your chosen intervention (i.e. pretest/post-test, survey, etc.)
VI. Conclusion
The quality of your presentation which includes audio recording, the flow of information, adherence to the outline, references, and visual aids is worth – (15 pts.)

Part 3: Identify “Targets” for the Letter of Appeal (20 points)

The goal here is to get an argument into the hands of someone that can and will do something about your issue. Although the President of the United States can do something about many ocean-related issues, it is highly unlikely he or she will. Therefore, Presidents, Prime Ministers, or the Secretary-General of the United Nations are not good choices because they are busy with other issues!

It is best to target elected officials at the local or regional levels; they are much more likely to be familiar with the issue locally and its effect on the communities they represent. Former students have had little success in the past with congress and senate members. The targets can also be individuals within corporations and/or research institutes. International targets are perfectly acceptable. College professors love to talk about their research topic!

When researching targets, research their background, and how long they have been in office or at their job. Find out what their position is on the issue; many should have a website with stated policy positions. Make sure to collect and submit full contact information for each target; full addresses will be needed the formal letters in MPP Part 4.

For Grading Part 3:

Submit a list of at least 3 “targets” with a brief explanation the purpose for each target, including their relevance to the issue, policy positions, and any personal connection to the issue. For full credit on this assignment, include specific names of an individual within each target organization, and full physical address information for each target. You will need the physical address for your formal letter in MPP Part 4.

Part 1 and 2 is attached below.

You will work in groups to complete your final project- Ultimate Leader Profile.
Imagine you are on the search committee for the CEO of an organization (the
organization can be made up but should be loosely based on an organization you are
familiar with).
The search committee is charged with building a profile of an ideal leader for the
organization.

This Quiz is based on the 4 types of Criticism taught in the Critical Thinking Criticism taught in the Critical Thinking “Why Free Tuition Helps All The Wrong Stiudents” by Michael Lau

In early February, the Canadian Federation of Students (CFS) released a research document. It determined, to the surprise of no one, that it is in the public’s interest for the federal government to hand students billions of dollars more every year. One demand is a doubling in funding for the Youth Employment Strategy, which would cost $330 million per year. (If the CFS’s provincial campaigns to increase minimum wages to $15 are successful, private employers will surely hire fewer students. But governments as a rule are happy to overpay, hence the request for another $330 million.)
Then comes the much larger demand: The CFS wants an end to undergraduate tuition fees in Canada. The ask comes despite the fact that only about one-quarter of universities’ revenues come from tuition fees, and the federal Liberals already promised upwards of $750 million of additional annual funding during the campaign. But the CFS is unsatisfied with $750 million; it wants more.
Marginal enrollment from eliminating tuition fees will likely come from unmotivated, lower-ability students

Within just a few weeks, the CFS was suddenly a whole lot closer to getting exactly what it wanted, at least in one province — and it didn’t even have to wait for the federal budget. The government of Ontario Premier Kathleen Wynne, Justin Trudeau’s ideological soulmate at Queen’s Park, announced an overhaul of the student grant system. Under the Ontario Student Grant, “average college and university tuition will be free for students with financial need from families with incomes of $50,000 or less, and tuition will be made more affordable for middle-income families,” according to the Ministry of Finance. The “free” tuition will be covered by re-directing funds from current student grant programs and eliminating tuition tax credits.
There will be more grants and more interest-free loans. The Ministry of Finance boasts that more than half of students “from families with incomes of $83,000 or less will receive non-repayable grants that will exceed average college or university tuition” and that “all students will be the same or better off as under the Ontario Tuition Grant.”
What happens when costly services like university education are provided for free or at a steep discount? Invariably, there will be overconsumption. In fact, there already is, as seen in the relative unattractiveness of university graduates for employers, who are evidently more hungry for workers with non-university skills: For every year since 1998, Canadian youth were more likely to be employed if they had obtained a post-secondary diploma or certificate after high school instead of a university degree.
Making university education cheaper will fuel more overconsumption. It gets even worse when you consider where the marginal enrollment will take place, and among what kinds of students. High-ability students who enroll in mathematics, business, or science programs are already in university, because they believe the increased future incomes will provide a sufficient return on their investments in education.
Marginal enrollment from eliminating tuition fees will likely come from unmotivated, lower-ability students, and in less practical programs like theatre history or equity studies. These are students for whom university education is an unprofitable investment unless taxpayers are footing most or all of the tuition bill. Meanwhile, the structure of Ontario’s new funding arrangement actually has the potential to lure would-be students to less expensive programs like arts, where the province covers nearly all of the tuition with its $6,000 a year average grant, rather than a $11,000-a-year architecture degree or a $13,000-a-year engineering degree, where the province will cover only part of the cost.
Eliminating tuition fees will also have the perverse effect of discouraging students from graduating on time. Students are less motivated to avoid failing courses if they don’t have to pay for additional semesters.
So cheapening or eliminating tuition fees likely won’t mean better computer scientists and more engineers; it will mean more party students, more 25-year-old social justice warriors in their seventh year of undergraduate human rights studies, and more campus climate activists. But then, Wynne and Trudeau surely wouldn’t mind having a lot more of those.
Matthew Lau is a finance and economics student at the University of Toronto.

For a uni essay I need to write a 2600 word essay on to which extent I agree with the above statement.

I need to touch on process, purpose and product. Political speeches such as Obama’s victory speech in 2008. Persuasive language, semiotics, globalisation, relationship between creativity and power.

I can provide more details.

In this module, we’ve explored how hosts response to their microbial invaders.
Now, in 2-3 sentences, reflect on the following:
Will the information on pathogenicity and host response be informative for your presentation (My presentation is on MERS Disease)? Why or why not?

Write a persuasive research paper on Patient to nurse ratio to be mandatory in all states not just california.
The essay needs to be a Persuasive Research Paper
Have a Cover page, in APA style
Have a References page, in APA style
Have 3-5 scholarly sources cited in the body of the paper in APA format.
Have 3-5 scholarly sources with full citations on a References page in APA format.
Be 12-15 pages in length
Contain a clear, debatable, thesis statement
Be double-spaced, Times New Roman, 12pt font, and have 1-inch margins

Answer the task questions that is attached

https://www.scu.edu/ethics/focus-areas/business-ethics/resources/cases/

This is the Raiding Customer Assets at MF Global article is on page 2