Create a short story using all you have learned so far in the unit. Include archetypes, literary elements, figurative language, and academic vocabulary words you learned in the course to shape your story. What is the setting, plot, characters, etc. How will you use figurative language such as metaphor and alliteration? What type of characters will you include? Ensure that you also demonstrate a clear point-of-view such as omniscient, limited omniscient, third-person, narrative, or first person, within your story.
Your short story should include a title, and be a minimum of 1 page and a maximum of 5 pages in length. Please submit a typed paper, using Times New Roman, 12 pt. font, and double-spaced lines (Please space your lines). Be sure to also use paragraph formatting, with the first line of each paragraph being indented.
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presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4-5 pages.
Nurses have a powerful role in the coordination and continuum of care. All nurses must be cognizant of the care coordination process and how safety, ethics, policy, physiological, and cultural needs affect care and patient outcomes. As a nurse, care coordination is something that should always be considered. Nurses must be aware of factors that impact care coordination and of a continuum of care that utilizes community resources effectively and is part of an ethical framework that represents the professionalism of nurses. Understanding policy elements helps nurses coordinate care effectively.
This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues. To prepare for this assessment, identify key factors nurses must consider to effectively participate in the care coordination process.
Using 3-5 credible sources within 5years
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Using the concepts covered in this course, students will write a four to five-page, double-spaced application paper as part of the assignments to meet the learning objectives of this course. In these application papers, students will research specific concepts/ideas covered in the course. Each paper should present a different concept and respective theorist as well as demonstrate how the theoretical concept applies to real life situations.
Student are expected to combine their own thoughtful analysis with ideas and information found in a minimum of three sources other than textbook. Therefore, as in any scholarly writing, students should not merely copy information from another author, but use evidence to support the contentions they have drawn from their findings and critically analyze related literature – this paper has to be an analytical paper, not a summary of readings. This paper must meet APA requirements of format and style. Students must cite the sources of all ideas, facts, and information used that are not their own, even if they have put the information into their own words. Failure to do so is plagiarism, even if the oversight is unintentional.
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The file I uploaded is the thesis and topic that I want the writer to use to complete this assignment, please.
Here’s the work cited info for the essay.
How to Date a Browngirl, Blackgirl, Whitegirl or Halfie was written by Junot Diaz and appeared in the 6th edition of Literature and Its Writers, which was edited by Ann Charters and Samuel Charters. It was published by Bedford/St. Martins in 2012 and can be found on pages 200-202.
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“Your paper should be a minimum of 2-pages and should be a stand-alone document so that any person who reads it will know why you conducted your action, what you actually did, and the wider implications of your action. You must support your work with facts and supporting evidence. Please refer to the Final Paper rubric for guidance on what points are to be included in your essay.
Your assignment should be written in an essay format, with an introduction and conclusion. The paper will require you to include details from research including the course materials and sources you locate on your own. Use APA format to cite your sources of information, both within parenthetical citations and also within a reference page at the end of the paper.
Guidelines:
At least 2-pages not counting the title or reference pages.
Include a title page, double space, font size 10 or 12, times new roman.
Include a highly developed viewpoint/thesis, purpose, and exceptional content.
Demonstrate superior organization: use logic.
Free of grammar and spelling errors.
No evidence of plagiarism.
A minimum of 5 relieable sources
Use the APA style for all citations
Rubric”
Rubric is included below, and my “action” for the project is reduction of plastic use
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This final unit in our course brings us to the Twenty-First century. Teaching Mexican American History in the 21st century is difficult and I do it because it remains necessary. The 2019-2020 academic year started with an anti-Mexican massacre in El Paso and we ended it in the midst of a global pandemic. We entered into this academic year, 2020-2021, still in the midst of a global pandemic. Early reports indicate Latino, Native, and Black people are among the groups most negatively affected in the era of coronavirus in several states.
We are also currently living through the largest global Civil Rights Movement in our history, the Black Lives Matter Movement. The modern BLM movement was formed in 2013 in response to the acquittal of George Zimmerman, a white-presenting Hispanic man who stalked and killed Trayvon Martin in 2012. Three Black women, Alicia Garza, Patrisse Cullors, and Opal Tometi, responded to widespread anti-Black violence with a message of love, Black Lives Matter. The recent re-emergence of the BLM movement occurred in the summer of 2020 following the public and publicized murders of George Floyd, Breonna Taylor, Ahmaud Arbery, and many more.
The work we do in this class is important and helps prepare students to live and work in our global society. Our stories center change-makers who have worked to create a better world for us all in confrontation with widespread White supremacist violence. The stories and voices we center on in Ethnic Studies classes help us to understand how we got here and they are vital to understanding the work that remains. They provide examples for how to begin our own work in this generation and beyond.
Mexican American Studies is just one area of inquiry and it will remain relevant for as long as the U.S.-Mexico Borderlands exists, at least. This is not a specialty class or elective. We are a formal area of inquiry that has it’s origins in very old liberation movements. Ethnic Studies is designed to prepare students to do work that is grounded in history, contemporary reality, and a vision for a better future for all. By registering for this class you have personally and directly benefited from the work people who have come before us have done to create a more just future through Ethnic Studies education. The conservative backlash of the 1980s included the rise of colorblind racism and attacks on Ethnic Studies courses, programs, departments, and research centers that were products of the formal Civil Rights Movement Era. Students and faculty have long worked to expose how colleges and universities systematically de-fund Ethnic Studies programs and expect them to run with little to no support from the institution.
By the 1990s, activism on college campuses erupted with students, faculty, and other supporters demanding things a generation before them had fought to secure in the 1960s and 1970s. The following video helps to explain this history. By the 1990s, a new generation of activists began demanding institutional support to hire dedicated faculty and funding to support the creation of Ethnic Studies Research centers and departments. As you watch the following video, think about the sustained efforts that led to your presence in this class. Look at the faces of the people who fought for us all and then get ready to learn about the continued work. You will need to make connections to all these things in your written assignment this week.
watch:https://www.youtube.com/watch?v=0xovOLk9qE8
The most pressing issues in the twenty-first century for Mexican Americans include Education, labor/economy, voting, health care/insurance, housing, and immigration/migration policy. All of these issues have a history that helps us understand how we got here and Ethnic Studies courses, such as Mexican American History, have been at the forefront of documenting, reclaiming, and re-envisioning our past in order to understand the present and work toward a better future.
Education, according to the Pew research center remains one of the top priorities for all Latinos in the United States (Links to an external site). Education has always been a priority for Mexican Americans. While this demographic group has seen improvements over the last two decades, Mexican Americans are still the group with the highest high school drop out rate in the nation. Additionally, while more Latinos are entering into higher education than ever before, this demographic remains at the bottom of the list when it comes to completing the four-year degree. In the context of global pandemic, some leaders have started to look for ways to ensure Latino students do not fall even further behind (Links to an external site).
The following video illustrates the reality of what we call the Latino Education Pipeline (3:43 minutes). It is a reflection of the progress we have made and the work that remains. As you watch, notate the statistics and think about your own experiences within the pipeline:
watch: https://youtu.be/x827V2D52jg
These statistics point to a structural issue that demands our attention at the social level. This is especially important in places like San Antonio where over half the students in our K-12 schools are Latino.
Several studies have shown that Ethnic Studies Programs lead to improved high school graduation rates and test scores across the curriculum and the last film we have in this module, echos these findings. Ethnic Studies courses challenge the “master narrative” approach to American History, a mainstream style of teaching history that tends to erase the perspectives and experiences of Black people, Native people, people of color, women, LGBTQ, and other historically marginalized groups. Because of the way these histories force us to look at the good, the bad, and the ugly parts of the past, however, they are often targeted and accused of being anti-American. Think about that for a moment. Attempts to question and change these patterns of power are often perceived and framed as unpatriotic by dominant society. We are part of this nation too and our stories are far older than these recently erected borders and ideas about belonging. This is why eradicating racism is everyone’s job, not just BIPOC.
Most students I encounter are not aware that educational activism continues and are even more surprised to hear about the local efforts to reclaim the histories that remain hidden or obscured in traditional 21st century classrooms. Indeed, in 2010, the Texas State Board of Education members tried to remove Dolores Huerta from a third grade reading lessons focused on model citizens and publicly debated the relevance of her inclusion in the curriculum (article about removing Dolores Huerta). In 2016, regional activists, including many professional Mexican American Studies and History scholars, convinced the Texas State Board of Education members to reject a racist Mexican American Studies textbook that relied on stereotypes to describe Mexican Americans as lazy and prone to crime and drug use (article about racist Mexican American Studies textbook). Moreover, regional activists spent the last several years working to implement a state-approved curriculum for a Mexican American Studies course at the High School level and the State Board of Education approved the development of this curriculum in June 2018 (article about his: June 2018). It should also be noted, African American Studies was approved on April 17, 2020 (African American Studies approved). State Board Of Education member, Marisa Perez-Diaz, is quoted in the linked article, ‘Mexican American Studies was the foundation for a lot of the work weve done for African American Studies,’ she said, adding that it will now be easier to develop more ethnic studies courses.” Native American Studies is next.
In other words, active members of society are still working to create access to quality education that addresses the history of the U.S.-Mexico Borderlands as significant to the formation of this country. These changes to the curriculum do not happen by themselves and, instead, individuals and groups actively work to ensure that students receive a more inclusive education, one that is relevant to the region and the people who comprise it. Others, however, are actively using the legal system to try to dismantle Ethnic Studies Programs around the country and frame them as un-American.
We can learn much about these current issues from the story of the Mexican American Studies/Raza Studies Program in Tuscon Arizona featured in the documentary, “Precious Knowledge.” The phrase, “precious knowledge,” is a reference to Aztec deity, Quetzalcoatl, who is a symbol of precious and beautiful knowledge that comes through self examination and reflection and through interconnection with others and the environment.
The film,”Precious Knowledge” emphasizes the impact of Senate Bill 1070 and House Bill 2281 in the public and private lives of the Arizona students featured in this film. SB 1070, the infamous “show me your papers” legislation that emerged from Arizona in 2010, relied on racial profiling to identify undocumented immigrants for expedited deportation and inspired numerous copy-cat proposals such as SB 4 in Texas. SB 1070 mirrored the federal deportation campaigns across time that emboldened everyday people to look for and report people who “look” like they were undocumented. It led to serious human and civil rights violations and stoked a wave of anti-Mexican and anti-immigrant hate. HB 2281 is Arizona’s anti-Ethnic Studies Bill introduced to the House at the same time as SB 1070 (Link to Bill: House Bill 2281). That means, this is a moment of extreme anti-Mexican and anti-immigrant policies in Arizona. The young high school students featured in the film, “Precious Knowledge,” were fighting for their educational rights during a time of extreme anti-immigrant/anti-Latino practices and policies, racial profiling, and the threat of deportation. Sound familiar? These topics emerge in the film as part of the daily experiences with racism in the lives of the young student activists in Tuscon Arizona.
It is important to note that in 2017, (seven years after the events depicted in this film), a federal judge ruled that the state of Arizona could never again attempt to enforce a ban on Mexican American Studies in Tucson schools. The judge asserted that HB2281 was unconstitutional and that officials who enforced it were racist or motivated by racial animus. That is, a federal judge found the attack on Mexican American Studies/Raza Studies in Arizona to be driven by racist beliefs and intentions. It should further be noted, numerous studies have supported what the film shows: Ethnic Studies courses, such as Mexican American Studies, lead to relevant social and academic benefits for all students (Links to an external site.).
As you watch, “Precious Knowledge,” take notes that will help you remember details and make relevant connections to our coursework this week. Note the students featured throughout the film and be ready to describe one of them in the written assignment this week. Be ready to write about the student who was affected by both SB 1070 and SB 2281 and one other student featured in the film. You will need to login to the NVC Library to access this film through the streaming Database called, “Kanopy.” Writing prompts are below the video
One student featured in the film is directly affected by both SB 1070 and HB 2281. What is this student’s name and how was she affected by both anti-Mexican bills in the film? How did she respond?
Select one other student featured in the film to write about for this assignment? Tell me about this student. How did they benefit from the ethnic studies classes? How did this student actively respond to the racist legislation in Arizona, HB 2281?
Lastly, tell me what you have learned about the Latino educational pipeline and the ongoing educational activism covered on this page. This ongoing activism led to the creation of Ethnic Studies courses and Programs around the country, including our course, Mexican American History and the recently added African American History courses at NVC. These courses are not creating themselves and they are not meant to be treated as electives. These classes are products of civil rights movements and activism. Your very presence in this class is part of a historical movement for civil rights in education.
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By answering these questions thoroughly, you will let me know that you read the entire book that is your goal. Make all of your answers be well thought out. Be sure to give examples (and the page numbers) that give depth to your answers.
1. You described our main characters inner journey at the beginning of the book already, but I want you to expand on it. Did he accomplish what he wanted to do? What did he learn along the way? What did he learn about himself and others? Give examples and page numbers that explain your answers.
2. What would you say are 3 top pivotal moments for our main character. Explain these in detail and give the page number.
3. If you were walking, biking, or driving with your main character, what questions would you like to discuss with him? Give me 5 thoughtful questions.
4. After getting to know the main character, what thoughtful gift would you like to give him after his trip was done? Think of something that would be specifically meaningful to your particular main character. Explain your gift and why you chose it.
5. What are the things you learned from this book that you can apply to your life?
Again, the point is to dig deep into the whole book, making sure that I know you read all of it. Be insightful. Be thoughtful. Be thorough. A lot of you have told me that you are glad to have had this book to read at this time while you are stuck at home. All of these books are road trips. They are insightful about history, culture, geography, and internal growth. I hope you have enjoyed them.
Make sure to include enough information that lets me know you read the entire book. I do hope your book made the physical and cultural geography that we have discussed come more to life.
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The leader must constantly be aware of employee performance. ‘Mindfulness’ keeps them in touch with employee while also being part of the team. As project management has grown so has this approach to leading. Keep in mind a project manager keeps projects ‘on time’ and seeks to avoid problems (hint!).
Do some research to display that you understand the concept of Mindfulness and state whether you think it is a good or bad approach to leadership. Also, state whether you feel this is just a way to reduce risk in the never ending quest for desired results.
(btw: Mindfulness in business has nothing to do with achieving inner peace or karma or anything like that)
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Here’s what we know:
-companies have lost loyalty from employees due to the quest to cut costs which has resulted in layoffs as well as hours and benefits being cut. This has resulted in employees leaving an employer for a better paying job elsewhere.
-Companies engage pay freezes while paying big money to fill ‘key’ positions.
-28% of Americans get no paid vacation and another 24% get a week or less paid vacation.
-51% of people leave their job voluntarily because of their manager/supervisor
-1 in 6 quit the first week and 1 in 3 within 3 months of starting a new job due to a lack of onboarding, support, clear guidelines in their job.
-Employees in general are expected to over-work and make the company their #1 priority.
All this is is very bad for organizations obviously because clearly it shows that management do not understand the workforce. I say ‘understand’ because I would rather not consider that they just don’t care.
So, accepting that the above mentioned facts indicate that things are not at a good place and need to change do you feel a Succession Management System (SMS) where we grow our own leaders internally is the way to go?…what are the pros and cons of a SMS in your opinion?
Would you prefer creating an understanding company identity through a mentoring program where senior people in the company advise junior people in a different area of specialization on their career development? (this creates an informal information channel to top execs to help them understand their people).
Or, do you think we should promote High potentials over High Performers?
(there’s a lot going here but the above questions highlight that we have a leadership problem when we have severe difficulty getting people to stay with a company and so we must figure out how to fix that).
Good luck!
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NOTE: Refer to the Instructions for Citrix in the Course Materials.
Refer to exercise 9 in chapter 6 of the textbook. Read the assignment thoroughly and analyze the data provided in the diagram.
Using Microsoft Project, compute the project network diagram and proper timing to complete the project. Address all required information in the description presented in exercise 9. In addition, respond to the following questions:
Determine which tasks are on the critical path. How long will it take to complete the project (hint: note that Microsoft Project provides this information)?
A task that is on the critical path for this project has increased by 7 days. Will the project end date be delayed? If so, by how much?
Place your responses into a Microsoft Word file. APA format is not required, but solid academic writing is expected.
You are not required to submit this portion of the assignment to LopesWrite.
Complete Chapter 6, Exercise 18 (Optical Disk Pre-installation Project) in Larson and Gray. Use Microsoft Project and create a project schedule based on the information provided in the problem. Will the project be completed in 45 weeks? In your Microsoft Project file, insert a text box in the Gantt bar area (go to FORMAT DRAWING TEXT BOX) and place your response in the text box.
Submit your Microsoft Word file and your two Microsoft Project files. Ensure that your last name is in your file names.
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a scoring guide Please review the scoring guide prior to beginning the assignment to become familiar with the expectations for successful completion.
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