Visual Arts and Film Studies

Visual Arts and Film Studies

Play Synopsis of Phaedra by Jean Racine

Project description
Do a play synopsis based on the play called Phaedra, written by Jean Racine
-List the main characters and tell a short description about each one of them
-Tell us who is the PROTAGONIST in the play and explain why he/she is the protagonist
-Describe clearly each of the scene in the play. (short description)
-Tell us what is the one BASIC HUMAN DRIVE in the whole play (ex.LOVE, HATE, REVENGE,etc) and explain why you say so.

 
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Analysis of traffic impact of new train station in ryiadh

Project description
1-Research in developing countries such as Saudi Arabia, which not contain any previously Train Station
2-All sources can be found through the Internet
3-No citation or copy past

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Leadership Analytics

Leadership Analytics
Resources

Activity Context

This discussion helps you develop the skills to master the following course competency:

Evaluate the role of statistical thinking in leading through chaos.
Evaluate the role of creative thinking in building innovative capacity in complex systems.

Activity Instructions

The following question can apply to many settings. Please post your thoughts to the question, but also think ahead about how you will apply the ideas to your course project. You do not have to post your own application, but think about that context.

Post an answer to the following question:

Do you think we should use tools and techniques of information and data analysis for our leadership problem solving to create action plans, or is using our leadership intuition, experience, and general know-how sufficient? What potential risks do you foresee with the approach you are supporting?

 
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Democracy, Community and Change

opic: Democracy, Community and Change

Communitarianism, identified with major philosophers and social critics including Etzioni and Putnam, is a political and social philosophy interested in what communities are, how they work, and how to make them better. Sometimes conservative in outlook, it is often critical of what it perceives as the excessive individualism of Western culture, and the alleged neglect of community and the common good. Communitarianism offers a philosophical analysis and rationale for “communities (and moral dialogues within them), historically transmitted values and mores, and the societal units that transmit and enforce values such [as] the family, school, and voluntary associations (social clubs, churches, and so forth), which are all parts of communities” (Etzioni, p. 1).
[Etzioni explains his view of communitarianism in this short video: Etzioni on The Spirit of Community (6 minutes)].
• What is the future of democracy in an increasingly technological and decentralized network society? (see Street, chapter 12). What does democracy mean for a Generation Y whose experiences are increasingly defined online? Does the communitarian philosophy, and specifically, Putnam’s concept of social capital, have relevance to Generation Y*, who are often associated with mobility, change, and a lack of attachment to “community” in the traditional sense of that term? Why or why not?
* Gen Y is usually considered to be those born between 1982-2004. If you are not Generation Y, you may substitute your own generation and its experience here, or answer this from the perspective of a Generation Y person.

References: Social and Political Change

Street, John (2011). Chapter 6. Conglomerate Control: Media Moguls and Media Power. In Mass Media, Politics and Democracy. (2 nd ed.). New York: Palgrave MacMillan, 303-328.

Etzioni, A. (2003). Communitarianism. In K. Christensen and D. Levinson (eds), Encyclopedia of Community: From the Village to the Virtual World, Vol. 1 (pp. 224-228). Sage Publications, Inc.

Putnam, Robert (2001). Civic Disengagement in Contemporary America.. Government and Opposition, 36(2), 135-156.

 
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nursing11E

Readings
Polit, D. F., & Beck, C. T. (2012). Nursing research: Generating and assessing evidence for nursing practice (Laureate Education, Inc., custom ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
Chapter 28, “Disseminating Evidence: Reporting Research Findings”

In this chapter, the focus is on actually reporting on the research findings and how to determine the best approach for reaching the desired audience. The chapter also includes tips on how to organize the information and describes what is usually included in such reports.
Aitken, L. M., Hackwood, B, Crouch, S., Clayton, S., West, N., Carney, D., & Jack, L. (2011). Creating an environment to implement and sustain evidence based practice: A developmental process. Australian Critical Care, 24(4), 244–254.
Retrieved from the Walden Library databases.

This article describes a multi-dimensional EBP program designed to generate sustainable improvement in patient care and patient outcome. The text details the program’s strategies for implementation along with achievements and lessons learned.
Barnsteiner, J. H., Reeder, V. C., Palma, W. H., Preston, A. M., & Walton, M. K. (2010). Promoting evidence-based practice and translational research. Nursing Administration Quarterly, 34(3), 217–225.
Retrieved from the Walden Library databases.

In this text, the authors highlight established systems and structures designed to supply staff with resources to translate research and deliver EBP. Additionally, the article explicates a multitude of initiatives designed to disseminate evidence to the point of care.
Cullen, L., & Adams, S. L. (2012). Planning for implementation of evidence-based practice. Journal of Nursing Administration, 42(4), 222–230.
Retrieved from the Walden Library databases.

This article provides several models for implementing evidence-based practice within an organization. It introduces four different phases through which an implementation should progress, and provides examples of each.
Estrada, N. (2009). Exploring perceptions of a learning organization by RNs and relationship to EBP beliefs and implementation in the acute care setting. Worldviews on Evidence-Based Nursing, 6(4), 200–209.
Retrieved from the Walden Library databases.

In this article, the authors detail a survey design study conducted to determine the relationship between a learning organization’s characteristics and the beliefs of registered nurses with respect to EBP. In addition, the study examines the impact of EBP beliefs on registered nurses’ implementation of EBP.
Fineout-Overholt, E., Williamson, K. M., Kent, B., & Hutchinson, A. M. (2010). Teaching EBP: Strategies for achieving sustainable organizational change toward evidence-based practice. Worldviews on Evidence-Based Nursing, 7(1), 51–53.
Retrieved from the Walden Library databases.

The authors of this text suggest multiple strategies for integrating the EBP paradigm at the organizational level. The text provides rationale for why educators should also consider change at the individual level as an effective conduit for disseminating the EBP paradigm at the organizational level.
Munten, G. van den Bogaard, J., Cox, K., Garretsen, H., & Bongers, I. (2010). Implementation of evidence-based practice in nursing using action research: A review. Worldviews on Evidence-Based Nursing, 7(3), 135–157.
Retrieved from the Walden Library databases.

This text reviews 21 action research studies to determine what is known about using action research to implement evidence-based practice. The authors explicate the promising features and flaws that were common across the action research studies they used.
Satterfield, J. M., Spring, B., Brownson, R. C., Mullen, E. J., Newhouse, R. P., Walker, B. B., & Whitlock, E. P. (2009). Toward a transdisciplinary model of evidence-based practice. The Milbank Quarterly, 87(2), 368–390.
Retrieved from the Walden Library databases.

This article presents the primary issues and challenges in EBP across numerous health disciplines. The authors then posit a transdisciplinary EBP model designed to incorporate the strengths and diminish the flaws of each discipline’s EBP model.
Steurer, L. M.(2010). An evidence-based practice scholars program: One institution’s journey toward excellence. Journal of Continuing Education in Nursing, 41(3), 139–143.
Retrieved from the Walden Library databases.

The author of this article details the efforts of an EBP scholars program that was designed to teach an overview of EBP, along with the skills necessary to improve patient outcomes. In addition to the program’s development and implementation, the article highlights lessons learned.
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To prepare:
Review the information in this week’s Learning Resources. Examine the various suggestions for promoting an organizational culture that embraces the use of EBP.
Reflect on your own organization’s (or one in which you have worked) support of evidence-based practice. Examine how culture and policies impact the adoption of changes to practice based on evidence. What barriers exist?
Consider the models and suggestions for promoting evidence-based practice featured in this week’s Learning Resources. Identify models and suggestions that would work well in your organization.
Reflect on the significance of evidence-based practice in health care. What responsibility do nurses have to promote EBP and change practices to better reflect evidence and research findings?
Reflect on how nurses can disseminate findings from evidence-based practice research.
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Post an evaluation of your organization’s use of EBP and how it is furthered or hindered by organizational culture and policies. Describe how you could disseminate the findings. Propose a strategy for strengthening the culture of EBP within the organization. Discuss a nurse’s responsibility to further the use of EBP, providing a rationale supported by specific information from the Learning Resources.

 
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Parent Absence negative affect on Society

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HEALTHCARE INFORMATICS

HEALTHCARE INFORMATICS

Paper instructions:
Introduction:

 

Health informatics professionals are leaders in their healthcare organizations and serve as a resource for uniting the staff in the implementation of organizational initiatives. Whether they work for a healthcare facility or for a company that develops and implements the electronic health record, they are sought out for their expertise in the field.

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Cold war

 

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References must only be following

•Jones: – Created equal

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Broesamle, – Clashes of Will

Lyndon B. Johnson, “The War on Poverty” (1964)

Lyndon Johnson on the Immigration Act (1965)

Dwight D. Eisenhower, Farewell Address (1961)

Richard M. Nixon, Vietnamization (1969)

Assignment Prompt
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PROMPT:

Imagine you are an American diplomat in 1970. You are part of a team sent to a strategic Third World country in hopes of making an alliance. Soviet diplomats have been there before you and have suggested to the leaders of this Third World country that the United States should not be trusted as a partner because of how Americans treat their own minority populations. You have been asked to provide a formal, written rebuttal to the Soviet claims.

After giving the matter some thought, you have decided to base your rebuttal on key changes in both foreign and domestic policy over the past 50 years to convince this Third World country to join with the Americans as allies in the Cold War. You realize that you cannot simply “sugarcoat” things and be believable, therefore you plan to provide a thoughtful response that does admit inequities in American society in addition to discussing ongoing changes and positive policies.

Note 1: Successful responses will consider a broad range of evidence in support of arguments. Take a few moments to consider how you would respond by making a list of both “good” and “bad” aspects of American society and policy. When looking at the “good,” ask yourself why they are good for the purposes of this rebuttal, how would non-Americans perceive things? When looking at the “bad” (which is what the Soviets used against us in the Cold War, as well as the Nazis in WWII, as propaganda), consider change over time. Are there groups working toward ameliorating the bad? Are public policy changes taking place, even if at a slow pace? Or is nothing being done? Admitting injustices while discussing efforts at reform may be enough to sway someone to your side.

One way to organize would be along the lines of first discussing domestic socio-economic issues, followed by domestic political issues, and finally foreign policies in the era under discussion. Remember that each of these elements of the overall argument would have its own paragraph and thesis (the rule of three)

Note 2: This is a real-life situation, there was a fight for the hearts and minds of the world. The Cold War is an ideological (and sometimes hot) battle over two socio-economic/political systems and 1970 is in the heart of the Cold War. Who will be the victor was not yet clear. Most of the Third World nations courted by the United States were not European, therefore how the US treated minorities would be a cause for concern. But these nations would also have very real geopolitical considerations beyond American domestic policy to consider. The Soviet propaganda was meant as a wedge. Also remember that no nation or society is perfect, that is not what you are arguing here. In your persona as a diplomat from 1970, you are giving an honest assessment of the US, warts and all, in hopes of gaining an ally.

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THE “RULE OF THREE”
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You will need to use an analytical writing style in this class. The basic form of analytical writing utilizes the “Rule of Three.” Simply, there should be at least three key points/pieces of evidence in a piece of writing introduced by a strong clear thesis.

This is a 2-3 page essay length assignment. Your paper should begin with an Introduction which sets the prompt in the historical context, the LAST sentence of the intro paragraph is the thesis statement which lists the (minimum of) three points (X,Y,Z) that will be more fully developed in the paper. The first paragraph of the body (paragraph 2) would discuss key point X (this paragraph would have its own thesis as the first sentence, followed by three pieces of evidence/analysis in support), then a paragraph on Y, and finally one on Z. An essay ends with a conclusion paragraph – which sums up the argument you made and ties X, Y, and Z together. The conclusion is NOT the place to introduce new arguments or evidence.

Another way of thinking about it is that an essay is comprised of three paragraphs in the body of similar composition to the one paragraph you wrote in the Reaction 1 exercise.

So Rule of Three means three key points in a thesis, a body with three paragraphs (one for each of your key points), each paragraph has a thesis supported by three key pieces of evidence. Followed by a conclusion.
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