...below. Your presentation is due the first day of week 8 so that the class has time to review your work. The presentation Your presentation can take any form you choose that is conducive to an online format. This includes narrated slide shows (e.g. Powerpoint, Prezi, Knovio), podcasts or audio recordings, written materials (e.g. brochures, pamphlets, research posters, etc.), YouTube videos, etc. Your presentation should contain about 10-15 minutes of content. Use the rubric presented below to structure your work. Be sure to touch upon each required component to earn as many points as you can. Discussion questions In addition to your presentation, you will post a discussion question about your topic for your classmates. Your question should be open-ended and thought-provoking to ensure a rich discussion. Throughout the week, each student should monitor the comments generated by his/her discussion question and respond to the comments accordingly. The Week 8 discussion participation score requires you to post a response to the discussion questions for at least fiveclass presentations. Peer evaluations In Week 8, you are to view and respond to the presentations of at least two other students, but you are encouraged to view as many presentations as possible. Your final presentation will be graded according to the following criteria: Category | Excellent | Good | Fair | Poor | Presentation(20 points) | Interesting and original presentation that holds...
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...PROGRESS NOTES GROUP SESSION Group therapy Type of Group: ____________________________________ Primary Counselor _________________ |CLIENT NAME: james casal |DATE: 5/19/2011 | |GROUP TOPIC: denial |DURATION: 60 min | Functional Areas Addressed: Alcohol/Drug History Employment Communicable Disease Social/Leisure/Spirituality Family/Significant Other(s) Tobacco Use Activities of Daily Living Legal Involvement Mental/Emotional Health Education/Vocation Medical Health Gambling Housing Military History Other (describe) _______ _____________________ Client Participation: Active/Eager Supportive Attentive Resistant Disruptive |Counselor Comments on Client Participation: | | | | ...
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...developed. Refer to the samples of medical records reports on pages (142-144, 196, & 261-263) of the textbook. Each medical record should be completed and contain two questions you would ask of the potential hires. The following suggestions will help you get started: • Sometimes it is easier to start at the end. Think of the diagnosis the patient will receive. If you know what the end diagnosis will be, it makes it easy to know what symptoms, signs, and diagnostic methods would be used to achieve that diagnosis. • For the History of Present Illness, consider what questions the physician might ask the patient about his or her chief complaint and symptoms and then chart that in this section. This section serves as an account of what the patient would report, based on their symptoms. Remember, symptoms are subjective, in that they are conditions experienced by the patient, and are therefore included in the patient history. • For Past Medical History, document anything the patient may indicate in terms of past medical conditions that would be relevant to his or her current illness. • For the Physical Exam section, document the observable signs. Signs are objective, in that they are measurable conditions, and therefore included in the physical exam. This includes vital signs or anything observed by performing the patient physical exam. • For the Diagnostic/Lab Results, include the testing or procedures required to prove this diagnosis. • For...
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...[pic] Dear Educator, Thank you for your interest in the change, growth and empowerment of Native Youth Education. This curriculum was developed specifically for educators in the state of Maine’s public high schools who wish to use this guide as a tool to improve Native Youth Education. NEG (Native Education Guide) provides lesson ideas and examples that support current lesson structures as well as implementing a culturally appropriate material for the Native Student. While many Native Education curriculums exist, NEG is designed to adapt to the block scheduling of the Public High School in Maine. This curriculum recognizes the appropriate education material needed for its intended audience, which focuses on the tribes of Maine whose youth attend Public High School. NEG aims to provide its learners with a set of educational experiences that encourages empowerment and positive Native identity through community education. Native Education is the study of the human, tribal, environmental, historical and social experience of the Natives of Maine. Native Education is very complex with a lot of variables such as time, space, place and the students; NEG therefore focuses on a number of messages: - Community Building - Seventh Generation Sustainability, Economics and Ecology - School Education Policies and Institutions (Boarding Schools to Current Education Models) - Colonization and the “White Expansion” - Cultural Appropriation - Native Ritual, Ceremonies...
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...COURSE DESCRIPTION Surveys U.S. history from the end of the Civil War. Traces socioeconomic developments following the First World War and their impact on present American attitudes and policies toward domestic as well as international affairs. INSTRUCTIONAL MATERIALS Required Resources Schultz, Kevin M. (2014) HIST: Volume 2: U.S. history since 1865 (3rd ed.). University of Illinois at Chicago: Wadsworth Cengage Learning. (Note: This is a textbook uniquely created for Strayer and can only be purchased through the Strayer Bookstore. The contents of the book differ from the national title.) Supplemental Resources Alpha History. Retrieved from http://alphahistory.com American Experience. Retrieved from http://www.pbs.org American Rhetoric. Retrieved from http://americanrhetoric.com A Multimedia History of World War One. Retrieved from http://www.firstworldwar.com Calisphere: University of California. Retrieved from http://www.calisphere.universityofcalifornia.edu/ Miller Center: University of Virginia. Retrieved from http://millercenter.org Multimedia Educational Resource for Learning and Online Teaching. Retrieved from http://www.merlot.org COURSE LEARNING OUTCOMES 1. Identify and discuss the different ways that the heritage of slavery, the Civil War, the Reconstruction, and segregation have shaped America’s history. 2. Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development...
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...Devry NR 305 Entire Course-Latest 2015 October All Week Discussion And All Assignments Milestone IF You Want To Purchase A+ Work then Click The Link Below For Instant Down Load http://www.hwspeed.com/Devry-NR-305-Entire-Course-Latest-2015-October-242653580001.htm?categoryId=-1 IF You Face Any Problem Then E Mail Us At JOHNMATE1122@GMAIL.COM Question discussion Devry NR305 Week 1 Disussion 1 & 2 Latest 2015 October discusion 1 As the school nurse working in a college health clinic, you see many opportunities to promote health. Maria is a 40-year-old Hispanic woman who is in her second year of nursing school. She complains of a 14-pound weight gain since starting school and is afraid of what this will do to both her appearance and health if the trend continues. After doing her history, you learn that she is an excellent cook and she and her family love to eat foods that reflect their Hispanic heritage. She is married with two school-age children. She is in class a total of 15 hours per week, plus 12 hours of labs and clinical. She maintains the household essentially by herself and does all the shopping, cooking, cleaning, and chauffeuring of the children. She states that she is lucky to get six hours of sleep per night, but that is okay with her. She lives one hour from campus and commutes each day. UsingHealthy People 2020 and your text as a guide: 1. What additional information would you like to gather from Maria? 2. What are Maria’s real and potential health...
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...HISTORY 4C: WESTERN CIVILIZATION: 1715-PRESENT Description of the Course: This course surveys the history of Europe from the beginning of the 18th century until the end of the 20th century. We will study major political, economic, social and intellectual developments that affected European societies during that time period and changed lives of people throughout the world. Major themes of the course will include the French and Industrial Revolutions, emergence of ideologies such as liberalism, nationalism and socialism as well as their practical impact on politics and culture, the rise and fall of European global dominance, wars and revolution of the 20th century. Goals of the Course: I. Understanding Historical Heritage of our Civilization: The major purpose of this course is to familiarize you with heritage of the western civilization and help you understand significance of its impact on contemporary world. This class will aim to illustrate how the past impacts people’s lives in the present and how our actions, ideas, and self-image are shaped by historical developments. II. Acquiring Critical Thinking: History consists of more than just memorization of names, dates and narratives of historical events. Although knowledge of factual information is imperative, it is important to realize that history is interpretation of facts, trends and ideas. Therefore, neither professor nor Teaching Assistants will give you “right” or “wrong” answers. Instead, another major...
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...Portfolio Parker May 16th, 2013 World History A2 Table of Contents Part 1: Exams Part 2: Research Essays Part 3: Comparative Papers Part 4: Current Events Reports Part 5: Self Reflection Appendix Artifact 1: Unit 1 Test Artifact 2: Unit 3 and 4 Test Artifact 3: Unit 6 Test Artifact 4: Isis Egyptian Paper Artifact 5: Crusades Paper Artifact 6: Current Events article: India Artifact 7: Current Events article: South America Artifact 8: Current Events article: Russia Part 1: Exams Artifact 1 is the test over unit 1. This artifact consists of matching, multiple choice, fill in the chart, short answer, fill in the blank, and an essay. The test covers the characteristics of ancient civilizations and facts on the civilizations themselves. The religion of each civilization is examined and gods are compared. This comparison is present in some multiply choice questions about each culture and it's most powerful gods. There is also a chart matching a Greek god to it's Roman counterpart and a section where a god is matched to it's description. In this artifact writing style of different civilizations are examined. There is a small portion covering terms and geography as well as jobs and social classes. In this artifact the student was given three pictures of different types of columns and asked to classify each as Doric, Ionic, or Corinthian. The purpose of this unit was to teach the students about the origins of many cultures as well as provide...
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...reference: * This Syllabus, including the Course Schedule that is linked on this page as a PDF * Term Calendar * Student Support Credit Hours 5 quarter hours Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content. Course Description Students have the opportunity in this course to gain the knowledge and skills required to collect data related to the assessment of individual and population health status. They learn physical examination skills including palpation, percussion, and auscultation. Students gain practical experience in taking patient histories, using interviewing techniques and communication skills, and they discuss the psychological, social, and cultural aspects of clinical assessment. Additionally, students consider the integration of quality indicators to guide the nursing process and ensure compliance with ethical considerations. Through cutting edge digital clinical experiences, students apply...
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...History 121 Syllabus [pic] My communication with the class will be primarily through announcements posted on the Blackboard Message Board. However, if you need to contact me, please feel free to send me an email directly. Also, be sure to ENTER YOUR CURRENT STUDENT ID NUMBER and CLASS ID ON ALL EMAILS, otherwise a response will be significantly delayed. All homework assignments must be posted on Blackboard. Assignments emailed to me will not receive any credit. The Blackboard system is our “classroom” therefore you must turn in all assignments into the BB system. NO EXCEPTIONS!!!! DO NOT EMAIL ME. There are no face-to-face meetings in this distance education class. You will receive all information for the class electronically. ONLINE students, after the semester begins, you must check the News page every day. Anything less and you will be jeopardizing your grade and status in the class! This is an intense class which imitates a regular in-person class. Also, this is a 3 unit college level class and as such requires 10-12 hours of study per week. As is the case with many on-campus courses, History 121 requires that the student be highly disciplined and motivated. This course offers considerable flexibility for the completion of assignments, yet like students taking Asian History at the SCC campus, on-line students must meet certain deadlines in order to complete the course successfully. Late work will not be accepted!! No exceptions!!! PREREQUISITES None. However...
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...Reason.” The place of the meeting (reunion) was in a little café named Essential Truths that both fell in love with during their time at Columbia University. For the purposes of their discussion, they agree to discuss their differing conceptualization of the term subaltern, how they each view the impact of history and theory on the subject, and the impact of ideological and political overtones to their subject. Said: Ms. Spivak, how good it is to see you again. Spivak: Hello Mr. Said, it is a pleasure to see you also. Said: What say you Spivak, should we begin our discussion? Would you prefer to order something first? Spivak: No, nothing for me just yet, we might as well start our discussion. I am interested to hear you thoughts on this subject once again. Said: Well, you know that I have three definitions for Orientalism. The first is that anyone who teaches, writes about, or researches the Orient; in any aspect is an Orientalist. The second is that it is a style of thought based upon ontological and epistemological distinction made between the Orient (Near East and Asia) and the Occident (Western Culture). The third is that Orientalism is based as a corporate institution for dealing with the Orient. What I mean by this is that these corporations deal with the Orient by making statements about it, authorizing view of it, describing it, teaching it, settling it, ruling over it, or in short, Orientalism as a Western style for dominating, restructuring,...
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... | | |Introduction to Human Services | | | | Copyright © 2011, 2009, 2005 by University of Phoenix. All rights reserved. Course Description This course provides a broad overview of the human services discipline using practice settings and social problems as lenses so that the role and function of the human service provider, as well as the clients with whom they work can be understood in context. The course begins with a brief overview of what a human service provider is, and what services these professionals provide. A history of social welfare is provided so that students can gain a historical perspective of how poor and marginalized populations have been cared for in the United States. Generalist practice skills and intervention strategies are introduced generally, but a more in-depth exploration of intervention strategies are discussed in later chapters as they apply to particular social problems and practice settings. The course concludes with an exploration of macro practice where change is affected on a broader scale, both domestically and abroad. Students should leave this class having a good idea of what a human service worker is, what they do, who they work with, as well as the gaining a deeper understanding of...
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...We have read three texts for class this week: Ernest Gellner's Nations and Nationalism, Paul Gilroy's “Nationalism, History, and Ethnic Absolutism,” and Ronald Grigor Suny's "Constructing Primordialism: Old Histories for New Nations." In the past I have discussed multiple texts from longest to shortest, but for this paper I will be discussing them in the aforementioned order for historiographical purposes. I appreciate the fact that this week's scholarship spans almost twenty years; I believe that allows for us to study how the study of nationalism has changed (or has not changed) over time. Gellner's Nations and Nationalism, originally published in 1983, brought about a new discussion about nationalism in which he challenges traditional...
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...The exasperatiAustralia’s prime minister, Malcolm Turnbull, said last week that “a free country debates its history, it does not deny it.” He was right. But he did not appear to be listening to himself. With his next breath he sought to dismiss the growing discussions about whether Australia Day should be moved, portraying advocates as sowers of discord. Yet to ask whether the anniversary of the first fleet’s arrival in Sydney Cove in 1788 is appropriate for the national celebration is precisely to address the most consequential questions about the country’s past. The meaning of 26 January has to be part of the big, honest discussion that just might lead to a lasting reconciliation. Mr Turnbull acknowledged that, for Indigenous Australians, European settlement has been “complex and tragic” – but...
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...1 HISTORY OF ISLAMIC CIVILIZATION PART II: 1258 C.E. TO PRESENT SPRING 2012 (21:510:288) M.W. 4:00-5:20 (MW6) CONKLIN HALL 446 Dr. Nükhet Varlık varlik@andromeda.rutgers.edu Office Hours: M. W. 5:20-5:50 pm and by appointment Office: Conklin Hall, 310 TEXTBOOK: o Arthur Goldschmidt Jr., A concise history of the Middle East, Westview Press, 2002. o Marvin E Gettleman & Stuart Schaar, The Middle East and Islamic world reader, New York, 2003. o Additional primary source readings will be posted on Blackboard. o Also see: Internet Islamic History Sourcebook (compiled by Paul Halsall) COURSE DESCRIPTION: This course is a survey of the history of the Islamic civilization. In this course, we will study social, economic, and cultural aspects of the history of the Middle and Near East region, from the dramatic arrival of Mongol armies in the mid-thirteenth century up to the present era. The treatment of the subject will be roughly chronological, though social and economic life, culture, and arts will be discussed thoroughly throughout the course. In addition to lectures, the course will heavily draw upon discussion sessions, which will give students a hands-on approach to history. In these sessions, we will discuss in detail various historical problems presented in the text, lectures, and audio-visual materials. 1 2 COURSE OBJECTIVES: Upon successful completion of this course, students will be able to: - name and identify individuals, events, themes, and issues of major...
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