MLA Style
First of all, what does MLA mean? The Modern Language Association is an organization that focuses on the study of language, literature, and the humanities. They produce a style guide that governs how to standardize the format of written works in these subjects. This guides both professionals and students as a means of being able to standardize how to document their sources and format their papers.
General Formatting Guidelines
• Double-space your entire paper using the paragraph line spacing options (do not attempt to do this manually)
• Always choose an easily readable typeface (Times New Roman is just one example)
• Use size 12 font
• Set all margins to 1 inch
• Indent the first line of each new paragraph. Use the tab key to indent, rather than the space bar.
• Use a header that numbers all pages in the upper right corner, one-half inch from the top, and flush with the right margin.
• Italicize the titles of artworks. (More information on the next page)
First Page Format Guidelines
• Do not make a title page
• On the upper left-hand side list your full name, your instructor’s name, the title of the course, and the date.
• In the center of the paper write your title in the same font, without any bolding, italics, quotes, or changing the size of the text.
• The only italics or quotes added to the title would be in reference to other works that require it.
• Examples- Sanity and Setting in Wide Sargasso Sea; A Woman’s Place in History: “Did Women Have a Renaissance?”
• Here is how to format your first page in MLA style, be sure that your papers are structured this way:
Citing Art
In this course, the Modern Language Association (MLA) format is used as the style guide for citation. Use the following information to help you in the proper citation of the various art forms we will encounter in this course.
• Remember that in an MLA works cited list, you will always list your sources in alphabetical order by artist’s (author’s, architect’s, etc.) last name.
• For each citation entry, the first line will begin all the way left-justified and any subsequent lines will be indented once.
• Be sure to double-space your citations.
How to Cite Two-Dimensional and Three-Dimensional Art
• You will typically begin an artwork citation with the artist’s name, the title of the work, and the date of creation.
• If the work is ancient and no artist’s name is given, you will simply state “Unknown” in the space given.
• If no true title is given, you will give a simple descriptive title in its place.
• You must provide the artist’s name, the title of the work in italics, and the date of the composition (as best as possible).
• You must also provide where the work is stored and the name of that institution.
• If the material(s) of the work is important, you should list that as well at the end of the citation.
• You may also list the size of the work after the materials if applicable, but it is not required.
van Gogh, Vincent. Starry Night. 1889, Museum of Modern Art, New York. Oil on Canvas, 29 x36 1/2″.
• If you found the artwork in a book or website, you must also cite the location of where the image was found.
Image in a Book
• For a book, you must list the title of the text first (in italics), then the contributors/author(s), followed by the page number where the image was found.
van Gogh, Vincent. Starry Night. 1889, Museum of Modern Art, New York. Oil on Canvas, 29 x36 1/2″. Gateways
to Art: Understanding Visual Arts, 3rd Ed., by Debra J. DeWitte, Ralph M. Larmann, and M. Kathyrn Shields, p.
515.
Image on a Website
• For a website, you must list the title of the website first (in italics), then paste in the URL of the page you found the image.
van Gogh, Vincent. Starry Night. 1889, Museum of Modern Art, https://www.moma.org/collection/works/79802.
How to Cite Architecture
• When discussing buildings specifically, you must cite the architect as the artist of that work. This works as though the architect is the artist in a typical art citation, followed by the name of the building as the “title” of the work.
• Unlike artworks, the title of architectural works are not italicized.
• Next will be when the structure was built, which may be a range of years over which it was constructed.
• Finally, you will put where the building is located, both city and state/country.
• When discussing a piece of architecture you will cite the building as seen in the example below:
Wright, Frank Lloyd. Fallingwater. 1935, Mill Run, Pennsylvania.
• If you obtain an image of a work of architecture you must use the citation format above and then add the information about where you found the image. This follows the same structure as a two-dimensional or three-dimensional citation for images found in a book or online. For example:
Wright, Frank Lloyd. Fallingwater. 1935, Mill Run, Pennsylvania. Fallingwater, https://fallingwater.org/visit
/tours/.
How to Cite Music
• Music citations will vary depending on where you found the music and whether it is a single song or a whole album. Typically, a citation will begin with the artist’s name who created the work, that could be the composer or performer.
• Individual song names are styled in quotes, while whole album names are styled in italics.
• The name of the record manufacturer should come next, with the date at the end.
• If the source you are using does not list the record label or album name, do not research it to include in your citation.
Physical Copy (CD, Record, Tape, etc)
Nirvana. “Smells Like Teen Spirit.” Nevermind, Geffen, 1991.
Online Album
Beyoncé. “Pray You Catch Me.” Lemonade, Parkwood Entertainment, 2016, www.beyonce.com/album
/lemonade-visual-album/.
Streaming Service (Spotify, Pandora, etc.)
Morris, Rae. “Skin.” Cold, Atlantic Records, 2014. Spotify, open.spotify.com/track/0OPES3Tw5r86O6fudK8gxi
Music Database
• When citing a work from an online database, you must begin the citation just like the physical copy of the work. All the information should be readily accessible from a reputable database.
• Follow the basic citation with the name of the database (in italics), the modality of the database (web, print, etc.), and finish with the date you accessed the information.
Guerra, Ely. “Lontano.” Hombre Invisible. Homey Company, 2010. Alexander Street: A ProQuest Company. Web.
19 Nov 2020.
How to Cite Theatrical Works
• Each theatrical work will cite the author at the beginning with the last name followed by the first name. The title of the work will come next (in italics). The rest will vary depending on the format of the presentation.
Stand Alone Book of a Play
• A printed book of a play is cited the same way any other book is cited in MLA format with the author’s last name followed by first name, the title of the play (in italics), the publisher of that copy, and the year of publication.
Hansberry, Lorraine. A Raisin in the Sun. Modern Library, 1995.
Anthology
• A play that is printed as part of an anthology must reference the larger text and the specific pages within that house the work.
Shakespeare, William. The Tragedy of Macbeth. The Oxford Shakespeare: The Complete Works, edited by John
Jowett et al., 2nd ed., Oxford University Press, 1998, pp. 2501-2565.
Live Performance
• A live performance citation must cite the director of the specific performance, the date of the performance, the performance hall, and the location of the performance.
Parker, Trey, et al. The Book of Mormon. Directed by Casey Nicholaw and Trey Parker, 20 Feb. 2019, The Prince
of Wales Theatre, London. Performance.
Recorded Live Performance
• Cite a recorded live performance the same way as a live performance but add in the information about where the performance is housed. If the date and place of the performance is not listed on the site do not research it for the citation. List the name of the site’s publisher, or the Website’s name (in italics), and the website’s URL.
Morisseau, Dominique. Pipeline. Directed by Lileana Blain-Cruz and Habib Azar. Digital Theatre +. https://www-
digitaltheatreplus-com.eu1.proxy.openathens.net/education/collections/broadway-hd/pipeline#production-
videos-key-speech
How to Cite Films
• For the citation of films you will start with the name of the film (in italics), follow that with the director(s) name(s), the stars of the film (if particularly relevant), the film’s producer or distributor, and end with the year the film was released.
The Revenant. Directed by Alejandro G. Iñárritu, performances by Leonardo DiCaprio, Tom Hardy, and
Domnhall Gleeson, 20th Century Fox, 2015.
• It is also appropriate, to begin with, the director’s name if the director(s) is especially important, be sure to list their title after their name.
Lana Wachowski and Lilly Wachowski,
Fundamentals of Finance Discussion
/0 Comments/in Writing /by bonniejecintaQuestion
Based upon the content in Topic 3, what is the current shape of the yield curve for Treasury securities and what does it tell you about the current view of economic growth and inflation in the U.S.?
Has the spread on corporate bonds and Treasury securities narrowed or widened over the past year?
Introduction
The yield curve (term structure of interest rates) accounts for the variability of bond returns (bond yields) attributable to differing maturities. As you read this section, think about why yields on short-term treasury bonds are typically lower than returns or yields on long-term treasury bonds and why the yield curve is normally sloping upward.Now we are going to hold the risk structure of interest rates—default risk, liquidity, and taxes—constant and concentrate on what economists call the term structure of interest rates, the variability of returns due to differing maturities. Even bonds from the same issuer, in this case, the U.S. government, can have yields that vary according to the length of time they have to run before their principals are repaid. Note that the general postwar trend is upward followed by an equally dramatic slide. Sometimes short-term treasury bonds have lower yields than long-term ones, sometimes they have about the same yield, and sometimes they have higher yields.To study this phenomenon more closely, economists and market watchers use a tool called a yield curve, which is basically a snapshot of yields of bonds of different maturities at a given moment. The current yield curve can also be viewed many places online, including Bloomberg, the Wall Street Journal, and the U.S. Treasury itself. What observers have discovered is that the yields of bonds of different maturities (but identical risk structures) tend to move in tandem. They also note that yield curves usually slope upward. In other words, short-term rates are usually lower than long-term rates.Sometimes, however, the yield “curve” is actually flat—yields for bonds of different maturities are identical, or nearly so. Sometimes, particularly when short-term rates are higher than normal, the curve inverts or slopes downward, indicating that the yield on short-term bonds is higher than that on long-term bonds. And sometimes the curve goes up and down, resembling a sideways S (sometimes tilted on its face and sometimes its back) or Z. What explains this? Figure 2.22 shows treasury yield curves.Figure 2.22 Treasury Yield Curves
Theory and empirical evidence both point to the same conclusion: Bonds of different maturities are partial substitutes for each other—not perfect substitutes, but not completely segmented either. Generally, investors prefer short-term bonds to long-term ones, but they reverse their preference if the interest rate goes unusually high. Investors are willing to pay more for short-term bonds, other factors (like “the” interest rate and the risk structure) held constant, because longer-term bonds are more subject to interest rate risk. Or, to put it another way, investors need a premium (in the form of a lower price or higher yield) to hold long-term bonds. (This notion has been called liquidity preference—the name of one of the theories that economists use to explain the yield curve that emphasizes the fact that investors typically prefer more liquid, shorter-term bonds to longer-term ones, because it stresses that investors prefer shorter-term or more liquid bonds.) Ergo, the yield curve usually slopes upward.But what about those times when the curve is flat or inverted? Investors give up their preference for short-term bonds when they expect a high interest rate for a short period. (This idea has been called preferred habitat—the theory that economists use to explain the yield curve that emphasizes the fact that short- and long-term bonds are partial substitutes. Investors’ usual preference for short-term bonds are reversed under some circumstances, like when interest rates are thought to be temporarily high—because it suggests that short- and long-term bonds are, to some extent, substitutes, and whichever is preferred can change under the right circumstances or in the right habitat.) Investors can think of a long-term bond yield as the average of the yields on shorter-term obligations. When the interest rate is high by historical norms but expected after a year or so to revert to some long-term mean, they will prefer long-term bonds and will buy them at much higher prices (lower yields) than short-term bonds, which is in anticipation of relatively large price increases in long-term bonds when interest rates decrease. More formally, investors believe thatwherein = interest rate today on a bond that matures in n yearsin = interest rate today on a bond that matures in n yearsiex = expected interest rate at time × (0, 1, 2, 3,…through n)ixe = expected interest rate at time × (0, 1, 2, 3,…through n)? = the liquidity or term premium for an n?period bond (it is always positive and increases with n)? = the liquidity or term premium for an n?period bond (it is always positive and increases with n)So the yield today of a bond with 5 years to maturity, if the liquidity premium is .5 percent and the expected interest rate each year is 4, is 4.5:i5 = (4 + 4 + 4 + 4 + 4)/5 + .5 = 20/5 + .5 = 4.5, implying an upward sloping yield curve because 4 < 4.5.If the interest rate is expected to rise over the next 5 years, the yield curve slopes upward yet more steeply:i5 = (4 + 5 + 6 + 7 + 8)/5 + .5 = 30/5 + .5 = 6.5, again implying an upward sloping curve because 4 < 6.5.If, on the other hand, interest rates are expected to fall over the next 5 years, the yield curve will slope downward, as in this example:i5 = (12 + 10 + 8 + 5 + 5)/5 + .5 = 40/5 + .5 = 8.5, implying an inverted yield curve because 12 > 8.5.Investors may also realize that long-term bonds will increase in price when interest rates fall, so they are willing to pay more for them now.In the nineteenth century, the yield curve was usually flat under normal conditions. (It inverted during financial panics.) In other words, short-term and long-term bonds issued by the same economic entity did not often differ much in price. Why might that have been?One possibility is that there was no liquidity premium then. Then, as now, short-term bonds suffered less interest rate risk than long-term bonds, but investors often complained of extremely high levels of reinvestment risk, of their inability to easily and cheaply reinvest the principal of bonds and mortgages when they were repaid. Often, lenders urged good borrowers not to repay (but to continue to service their obligations, of course). Another not mutually exclusive possibility is that the long-term price level stability engendered by the specie standard made the interest rate less volatile. The expectation was that the interest rate would not long stray from its long-term tendency.The neat thing about this theory is that it reveals the yield curve as the market’s prediction of future short-term interest rates, making it, by extension, an economic forecasting tool. Where the curve slopes sharply upward, the market expects future short-term interest rates to rise. Where it slopes slightly upward, the market expects future short-term rates to remain the same. Where the curve is flat, rates, it is thought, will fall moderately in the future. Inversion of the curve means short-term interest rates should fall sharply, as in the numerical example above. The simplest way to remember this is to realize that the prediction equals the yield curve minus ?n, the term premium.Empirical research suggests that the yield curve is a good predictor of future interest rates in the very short term, the next few months, and the long term, but not in between. Part of the difficulty is that ?n is not well understood nor is it easily observable. It may change over time and/or not increase much from one maturity to the next on the short end of the curve. Nevertheless, economic forecasters use the yield curve to make predictions about inflation and the business cycle. A flat or inverted curve, for instance, portends lower short-term interest rates in the future, which is consistent with a recession but also with lower inflation rates. A curve sloped steeply upward, by contrast, portends higher future interest rates, which might be brought about by an increase in inflation rates or an economic boom.Key Takeaway
The yield curve is a snapshot of the term structure of interest rates created by plotting yield against maturity for a single class of bonds, like Treasuries or Munies, which reveals the market’s prediction of future short-term interest rates, and by extension, are used to make inferences about inflation and business cycle expectations.
NFL passer rate
/0 Comments/in Computer Science /by bonniejecintaQUESTION
NFL Passer Rating Calculator
Filename: passrate.cpp
This program will calculate the NFL passer rating for 2 quarterbacks using the real formula used in the National Football League. The program will display the passer rating for each quarterback, and then prints a message detailing who’s rating was the best, and what the difference between the ratings was. The program will then allow the user to repeat this process, if they choose.
Your program should do the following:
Required Functions:
1) welcomeMessage
2) getPasserRating
NFL Passer Rating Calculation:
where
ATT = Number of passing attemptsCOMP = Number of completionsYDS = Passing yardsTD = Touchdown passesINT = Interceptions
Then,
If the result of any individual calculation (a,b,c,d) is greater than 2.375, it is set to 2.375.
If the result of any individual calculation (a,b,c,d) is a negative number, it is set to zero.
Then,
complete the passer rating calculation:
Sample Runs
(user input is underlined, to distinguish it from output) Remember your output format should look EXACTLY like mine. Your wording can differ a bit. For this assignment, if you’d like to change the player names from Player A and Player B, that’s fine. You can have fun with those names.
Sample run 1
Sample run 2
Sample run 3
Sample run 4
Sample run 5
Sample run 6
Sample Run 7
Discussion response ffv
/0 Comments/in Health Medical /by bonniejecintaQUESTION
respond to two discussion posts
First discussion:
Alzheimer’s disease is a form of dementia (Kumar et al., 2022). It is a progressive neurodegenerative disease that affects a persons cognitive function (Kumar et al., 2022). According to McCance & Huether (2019), there are 3 different forms of alzheimer’s disease (AD). There is early onset familial AD, early onset AD, and nonhereditary sporadic or late-onset AD (McCance & Huether, 2019). The most common is late-onset AD while early onset AD is the least common (McCance & Huether 2019). When looking at the pathophysiology of alzheimer’s disease, the cause is unknown (McCance & Huether, 2019). Both early onset familial AD and late onset AD have been linked to chromosomal mutations (McCance & Huether, 2019). Early onset familial AD is linked to 3 genetic mutations on chromosome 21, while the genetic mutations for late-onset AD are on chromosome 19 (McCance & Huether, 2019). There is no genetic association for sporadic late onset AD (McCance & Huether, 2019). However, the alterations in the brain are the same as early onset familial AD and late onset AD (McCance & Huether, 2019). These alterations include abnormally folded tau proteins and amyloid betas, tangles of the intraneuronal neurofibrillary, accumulation of plaques, and degeneration of cholinergic neurons (McCance & Huether, 2019). There is a disruption of nerve impulse transmission, neuron deaths, and neuritic plaques due to these changes (McCance & Huether, 2019). All of these disruptions contribute to the loss of cognitive function in Alzheimer’s disease (McCance & Huether, 2019).
Frontotemporal dementia (FTD) is also a form of dementia (McCance & Huether, 2019). However, contrary to Alzheimers, this dementia focuses on the frontal lobes (McCance & Huether, 2019). Under imaging, atrophy of both the frontal and temporal lobes has been seen (McCance & Huether, 2019). Just like AD, the pathogenesis is also unknown (McCance & Huether, 2019). Additionally, most of the cases involve gene mutations like AD (McCance & Huether, 2019). Under the frontotemporal dementia branch, there are 3 different syndromes including, behavior variant of frontotemporal dementia, progressive nonfluent aphasia, and semantic dementia (McCance & Huether, 2019). McCance and Huether (2019) mention that there is no specific treatment for this.
2.
The clinical findings that support diagnosis include angry but cooperative upon physical exam, an MMSE of 12, and hippocampal atrophy. Additionally, the wife’s concerns of worsening memory aid in the diagnosis. The wife mentioned that he has recently been getting lost in his neighborhood of 35 years, has been found wandering, and becomes angry and defensive when questioned about certain situations. He also allowed unknown people into the home and purchased a home security system despite already having one. He cannot balance his checkbook and is also having difficulty dressing himself.
3.
When looking at AD’s risk factors, age and familial history are the most prevalent risk factors (McCance & Huether, 2019). Additionally, other risk factors include smoking, diabetes, hypertension, hyperlipidemia, obesity, depression, head trauma, sedentary lifestyle, elevated cholesterol levels, neuroinflammation, and oxidative stress (McCance & Huether, 2019). Other factors such as being female, being estrogen deficit, or being cognitively inactive are also predisposing factors (McCance & Huether, 2019). In this scenario, this patient has a family history of his father expiring at 78 due to AD. Additionally, the patient himself is 76, so he is of older age. However, he is a retired lawyer meaning he was not cognitively inactive. He practiced golf at least twice per week, meaning he tried to incorporate physical activity into his life. Is negative for depression and head injuries. Also, negative for hypertension and hyperlipidemia. Denies smoking and is not obese. Based on this information, my hypothesis is that this patient developed AD due to some sort of genetic mutation passed on from his father which caused him to develop late-onset AD. However, there are so many different factors that could have played a role throughout his life and thus is hard to pinpoint what may have caused it.
4.
When looking to stage AD, it is important for the NP to take a family and caregiver history as the patient may not be a good historian due to their disease (Kumar et al., 2022). In this case, with the wife’s information, the likely stage of AD is middle stage (McCance & Huether, 2019). This is because the patient is showing significant forgetfulness, i.e. not remembering where he lives although he has been there for 35 years (McCance & Huether, 2019). He is also forgetful of events, such as forgetting they already had that security system in the home (Alzheimer’s Association, 2024). He is also moody, as per the physical assessment showing he was angry but cooperative (Alzheimer’s Association, 2024). The wife mentioned he is having trouble dressing himself and is considering hiring a day-time caregiver to help with certain activities of daily living. That would also be indicative of the middle stage as it includes instrumental activities of daily living-dependent and is having some activities of daily living problems (McCance & Huether, 2019). He is also showing an increased tendency to wander and become lost as he was brought home by neighbors due to wandering (Alzheimer’s Association, 2024). In this stage, the Alzheimer’s Association (2024) mentions that these patients can still participate in daily activities, however, with assistance. They also recommend considering respite care to allow the caregiver to take a break from caregiving (Alzheimer’s Disease, 2024).
Second discussion:
Compares and contrasts the pathophysiology between Alzheimer’s disease and frontotemporal dementia.
Alzheimer’s disease and frontotemporal dementia are the most common neurodegenerative early-onset dementias (Israr & Orlando, 2023). Alzheimer’s disease is a neurodegenerative disease with insidious onset and progressive impairment of behavioral and cognitive functions including memory, comprehension, language, attention, reasoning, and judgment (Kumar et. al., 2022). There is no known cause of Alzheimer’s disease, however, it is characterized by an accumulation of abnormal neuritic plaques and neurofibrillary tangles. Plaques are spherical microscopic lesions that have a core of extracellular amyloid beta-peptide surrounded by enlarged axonal endings. Neurofibrillary tangles are fibrillary intracytoplasmic structures in neurons formed by a protein called tau. In Alzheimer’s disease, due to aggregation of extracellular beta-amyloid, there is hyperphosphorylation of tau which then causes the formation of tau aggregates (Kumar et. al., 2022). Alzheimer’s disease can be inherited as an autosomal dominant disorder with nearly complete penetrance. The autosomal dominant form of the disease is linked to mutations in 3 genes: AAP gene on chromosome 21, Presenilin1 (PSEN1) on chromosome 14, and Presenilin 2 (PSEN2) on chromosome 1 (Kumar et. al., 2022).
Frontotemporal dementia is a sporadic disease that targets brain areas that are responsible for personality, behavior, language learning, motivation, abstract thinking, and executive function (Isar & Orlando, 2023). Frontotemporal dementia has three distinct clinical syndromes based on the underlying pathologic mechanism characterized by intracellular deposition of abnormal proteins aggregates in the frontal and temporal lobes resulting in the degeneration of neurons, micro-vacuoles formation, and astrocytosis (Isar & Orlando, 202). Genetics play a key role in his disease cases are found to be an autosomal dominant inheritance. Most cases involve mutations of genes encoding protein tau and progranulin (Isar & Orlando, 2023).
2. Identifies the clinical findings from the case that supports a diagnosis of Alzheimer’s disease.
Clinical findings in the case study that support the diagnosis of Alzheimer’s disease include a score of 12 out of 30 in the Mini-Mental State Examination (MMSE), which indicates moderate dementia, hippocampal atrophy observed on the MRI, family history of Alzheimer’s, and also reports from the patient’s wife regarding patient getting lost, allowing unknown individuals in the house, difficulty dressing and balancing checkbook, patient also expresses anger and becomes defensive when asked about these occasions.
3. Explain one hypothesis that explains the development of Alzheimer’s disease.
Due to the unknown cause of Alzheimer’s disease, there are several hypotheses. The amyloid hypothesis (AH) is one of the most accepted models to explain the pathogenesis of inherited Alzheimer’s disease, which is caused by the accumulation of amyloid beta protein (A?) in the brain, leading to neuronal toxicity in the central nervous system (Paroni et. al., 2019). It is suggested that amyloid-? peptide production and amyloid plaque formation is a physiological aging process resulting from a systemic age-related decrease in the efficiency of the proteins catabolism and clearance machinery (Paroni et. al, 2019). A? peptides act as neurotoxic molecules only when above a critical concentration, and from there, a threshold mechanism triggers Alzheimer’s disease.
4. Discuss the patient’s likely stage of Alzheimer’s disease.
There are three stages of Alzheimer’s disease that include mild, moderate, and severe depending on the patient’s symptoms and abilities to perform daily tasks. The patient in this case study is experiencing middle-stage, or moderate Alzheimer’s. During this stage, dementia symptoms are more pronounced, including the person may get frustrated or angry, act in unexpected ways, increased forgetfulness, tendency to wander or become lost, requiring help with choosing proper clothing and assistance with dressing, and more (Stages, 2023).
6 comments to my peers – Applied Statistics for Health Care Professionals
/0 Comments/in Health Medical /by bonniejecintaQUESTION
Comment 1:
Experimental research involves two groups, a control vs experimental where the independent variable is changed. Randomized control trials compare the two groups where one group receives the experimental drug, treatment or procedure and other group has no change. A high degree of internal validity can be obtained through similar control and experimental groups. From the GCU library, Zhang et al, (2023) compares the use of solid liquid phase change and determined a causation through their experiment. The use of phase change materials reduces the peak temperature of the motor and greatly improves the overload capacity of the motor (Helbig, 2022). The experiment established a control and treatment group, and noted causation at the end of the experiment. This can be considered experimental if the groups are chosen at random. Quasi-experimental research compares the cause of the results with the control versus the treatment (Helbig, 2022). This type of experiment is looking at comparisons and similarities. For the experiment of solid liquid changes, it would only be comparing similarities during the experiment. Non experimental research, there is nothing new being added to the experiment. It is still comparing the two groups, but still no randomization or causation. The data collected can be retrospective or prospective and can be used to formulate a theory or as a foundation for a randomized control trial (Helbig, 2022). For the experiment from the GCU library, there would be no new product added to the experiment, only a way to organize the theory that using solid liquid reduces the peak temperature of a motor.
Comment 2:
Experimental research involves manipulating one variable to determine if changes in one variable cause changes in another variable. This type of research establishes cause and effect (BibliU – Reader. (n.d.). An example of experimental research in the article I chose is parallel randomized controlled trial, in which distribution to treatment groups is made on the basis of some randomization method, and each participant receives one (and only one) of the treatments being compared. Outcomes are compared across groups using a statistical method based on considerations such as number of groups to be compared, distribution and type of data size of sample and so on. This kind of experimental research is known to provide high levels of evidence (Stephenson, J. (2022)
Quasi-experimental research is similar to experimental. However, it lacks random assignment to control and experimental groups (BibliU – Reader. (n.d.). This article talks about how patients were assigned to groups depending on whether or not they were already receiving NPWT, rather than by random allocation as would be the case in an RCT (Stephenson, J. (2022).
Non-experimental research involves observing and analyzing without influencing participants (BibliU – Reader. (n.d.). An example of this fromt he article is called single sample studies. One of the simplest, and possibly the most common study design in wound care, is the single sample study in which changes in patient outcomes between two time points are anylized normally baseline and some follow-up measure taken post-intervention (Stephenson, J. (2022).
Comment 3:
One study that comes to mind is the article by Boucher et al. (2018), which used an experimental design to investigate the effects of a mindfulness-based intervention on stress and anxiety in medical students. In contrast, a quasi-experimental study by Lahti et al. (2019) looked at the effects of a physical exercise intervention on cognitive function in older adults, using a comparison group that did not receive the intervention. Finally, a non-experimental study by Jalali-Farahani et al. (2019) explored the relationship between physical activity and perceived stress among Iranian female adolescents, using a cross-sectional survey design.
In terms of evaluating the effectiveness of the research design, I believe that the experimental design used by Boucher et al. (2018) was appropriate for their research question, as it allowed them to establish a cause-and-effect relationship between the intervention and the outcomes. However, the quasi-experimental design used by Lahti et al. (2019) had some limitations, such as the lack of random assignment to the intervention and comparison groups, which could have introduced selection bias. Overall, the choice of research design should depend on the research question and the feasibility of conducting the study in a particular setting.
Comment 4:
Qualitative research is an array of interpretative techniques which seek to describe, decode, translate and come to terms with the meaning, not the frequency of certain more or less naturally occurring phenomena in the social world (Al-Busaidi, 2008). It’s exploratory and seeks to understand underlying reasons, opinions, and motivations. It provides the insights into the problem and helps to develop ideas or hypotheses for potential quantitative research. Qualitative data collection methods vary using unstructured or semi-structured techniques. Some common methods include focus groups ( group discussions), individual interviews, and participation/observations.
Quantitative research is used to quantify the problem by way of generating numerical data or data that can be transformed into usable statistics. It is used to quantify opinions, behaviors, and and other defined variables – and generalized results from a larger sample population. Quantitative Research uses measurable data to formulate facts and uncover patterns in research (Fournier, 2023) Quantitative data collection methods are much more structured than Qualitative data collection methods.
In my workplace, we used both qualitative and quantitative research in a project to improve patient’s satisfaction. We first conducted qualitative research through focus groups and interviews to understand the patient’s experiences, feelings, and perceptions. The insights from this research helped us to identify key areas for improvement. We then conducted quantitative research through surveys go gather measurable data on these key areas.. The data was then analyzed to identify trends and patterns , which informed our strategies for improving patient’s satisfaction.
In a health care setting, these research findings can be incorporated in various ways. For instance, qualitative research can be used to understand patient’s experiences and perceptions of care which can be inform improvements in patient-centered care. Quantitative research on the other hand, can be used to measure the effectiveness of these improvements by comparing patient satisfaction scores before and after the changes. This combination of qualitative and quantitative research understanding of the problem and inform evidence-based practice in health care.
Comment 5:
The goal of qualitative research is to get a better understanding of phenomena via in-depth examinations of people’s perspectives, actions, and experiences. In order to gather thorough and precise information, methods including focus groups, interviews, and observations are used throughout the process. In quantitative research, the goal is to assign a monetary value to trends, patterns, and correlations (H. E. Fischer et al., 2023). The backbones of this kind of research are statistical analysis and numerical data. It encompasses a wide range of methodologies, including statistical modeling, experiments, and surveys, in addition to other methods to quantitative data analysis. To ensure that you choose the appropriate research method for your study based on the questions and goals you have, it is imperative that you have a thorough understanding of these significant distinctions.
When it comes to gaining insights, making choices that are well-informed, and finding solutions to challenges, qualitative and quantitative research methodologies are widely applied in the working environments. In the beginning, qualitative research was used in order to get specific insights into the experiences that users had with the application that was already in place (Portz et al., 2019). Following the completion of the qualitative research, quantitative research was carried out in order to verify and generalize the results obtained from the primary study.
Comment 6:
Qualitative research is defined as data that can be separated into different categories that are distinguished by some non numeric characteristic. Some sources of qualitative data are interviews, focus groups, documents and observation (Qualitative vs. quantitative research: What’s the difference? GCU. (n.d.). Quantitative research is defined as quantitative data consisting of numbers representing counts or measurements (Visual learner. (n.d.-a). Quantitative research requires different data collection methods. These methods include experiments, questionnaires, surveys and database reports (Qualitative vs. quantitative research: What’s the difference? GCU. (n.d.).
In the workplace and example of gathering qualitative data would be triaging a patient. On the maternity floor when triaging a patient we ask questions to find out if the patient is experiencing contractions, any leaking or bleeding, headaches, dizziness, visual disturbances, etc. These are all examples of Qualitative data that we are able to gather by asking the patients questions. These things are considered qualitative data because it is all non numeric data. An example of Quantitative data that we can collect are things like putting the fetal heart monitors on the mothers to measure baby’s heart rate as well as monitor contractions if they are experiencing any. Other quantitative data we can gather are things like vital signs and a nitrazine test to determine if a woman’s water broke. All of these things mentioned are Quantitative data because they give us a numerical measurement.
Discussion #1 and # 2
/0 Comments/in Writing /by bonniejecintaQuestion
Discussion #1
Discuss the benefits and disadvantages of a facility using supplemental and floating staff.
Supplemental and floating staff play pivotal roles in addressing staffing needs within facilities, offering both advantages and drawbacks. Supplemental staff consists of temporary or agency workers. They are utilized to provide flexibility and meet the demands of any rapid fluctuation in workload. This adaptability guarantees that the facility can keep up a smooth functioning even in the face of unforeseen spikes in demand. Reliance on temporary help, however, could result in a lack of continuity and familiarity with the facility’s protocols, which could affect the standard of treatment and care. The floating staff or pool are internal employees trained to work across various departments such as Medical-surgical, Tele, Stepdown, BHU, etc. The use of the floating pool enhances overall staff versatility, enabling better resource allocation and improved responsiveness to the changing demands. The downside of frequent rotation is decreased specialization, potentially affecting the ability of them gaining much expertise in specific areas.
A benefit of supplemental staff is reducing staff burnout during busy periods, ensuring that the essential services are uninterrupted (Griffiths et al., 2020) . This can contribute to increased employee satisfaction and retention. On the other hand, the downside includes potential resistance from permanent staff, who may perceive supplemental workers as a threat to job stability or a compromise in quality. The floating pool brings advantages because it brings familiarity with the facility’s protocols, reducing the learning curve when moving between departments. This familiarity helps to create a cohesive work atmosphere and makes transitions easier when there are staffing shortages. However, it can be difficult to sufficiently train staff members to be competent in several positions, which could result in a dilution of expertise or omissions in some areas.
Financially speaking, it is more costly to hire supplemental staff because it can be more expensive due to agency fees and higher hourly rates. Even though the cost is based on the demand, it can still be more costly (Butler et al., 2019). Although the floating staff are internal employees that require additional training, the long-term cost is lower. Additional staff can positively affect patient care since they can help reduce delays in services or treatment. However, a lack of reliable staff can make it more difficult for patients and providers to develop enduring relationships, which could lower the standard of individualized care. Facilities can preserve operating efficiency by responding to unforeseen circumstances with more agility thanks to floating staff. However, the frequent shifting of employees across departments could result in a lack of accountability or ownership, which could undermine the general dedication to excellence in any field.
Compare and contrast how a staffing plan would differ with different nursing units. How does that affect the staffing budget?
Staffing plans for nursing units vary based on the specific needs and demands of each unit. Staffing plan considers patient acuities, required skill sets, and the patient care provided. Medical-surgical units have a variety of patients requiring certified nursing assistants (CNAs), licensed practical nurses (LPNs), and registered nurses (RNs). Staffing plans and assignments utilize a matrix to help with staffing. Units such as ICU demand a higher ratio of highly skilled RNs because the patients are more critical and require continuous monitoring. Mother baby and labor and delivery units use a specialized team that includes obstetric nurses, midwives, and neonatal nurses (Lasater et al., 2021) . This matrix considers the unpredictability of labor and delivery. In pediatric units, the focus turns to the specialized pediatric nurses who have expertise in working with children. Pediatric units may need a higher nurse-to-patient ratio to ensure appropriate care and management is provided when dealing with young patients and their families. Psych units need a distinct skill set in nursing staff when dealing with mental health patients. The nurses must know how to deal with challenging situations and how to de-escalate situations. Long term care units like nursing homes and rehabs utilize CNAs, LPNs, and RNs. The staffing plan at the long-term care facilities leans towards continuity of care, building relationships between staff and residents.
The requirements of each unit have a big impact on the staging budget, which distributes financial resources for staffing among several units. Meanwhile, medical-surgical units may concentrate on cost containment through a variety of nursing positions. In the meanwhile, medical-surgical units may concentrate on cost containment through the use of a variety of nursing positions. Given their focus on providing specialized care for children, pediatric units may choose to dedicate budgetary resources to continuing education and training for their nursing staff so they can remain up to date on pediatric practices. While keeping a core team for everyday care, maternity facilities may allot resources to support additional staff during periods of high birth. Psychiatric units may set aside funds in their budgets for continuous staff training in mental health management and crisis intervention. A consistent team of CNAs may be maintained with resources provided by long-term care facilities, which place a strong emphasis on continuity and assistance with everyday life activities.
Discussion #2
Benefits and Drawbacks of Supplemental and Floating Staff
Staffing is crucial to patient care in healthcare. Healthcare institutions use supplementary and floating workers to meet staffing needs within budget. Advantages and drawbacks come with these tactics. The paper examines the pros and cons of additional and floating healthcare workers. It will also include how nursing unit staffing goals affect the staffing budget.
Benefits of Using Supplemental and Floating Staff
Supplemental and floating workers provide important flexibility in the fast-paced and unpredictable world of healthcare. These staffing options help hospitals adjust to changing conditions and prioritize patient care. Maintaining proper nurse-to-patient ratios is a major benefit. Supplemental personnel may quickly fill in for sick or otherwise absent workers during peak patient volumes. This ensures patients get great treatment without sacrificing. Other important benefits include controlling costs (Fagefors et al., 2022). Agency nurses are usually hired as required. Eliminating full-time staff and their benefits streamlines the budget. Healthcare institutions may better deploy cash to where they’re required.
In addition, preventing nurse burnout with additional and floating personnel improves patient care. Nurses under pressure might provide poor treatment. Supplemental workers assist in spreading the burden, decreasing fatigue, and ensuring patients get quality treatment. Moreover, supplemental workers also provide unique expertise and healthcare experience (Fagefors et al., 2022). This information is especially useful in critical care and newborn care facilities. It expands the facility’s expertise, improving patient care.
Drawbacks of Using Supplemental and Floating Staff
Using supplementary and floating personnel in hospitals has pros and cons. These staff workers may not know the facility’s rules, procedures, or culture, which is concerning. This unfamiliarity may cause care delivery and communication problems, which can hurt patient satisfaction and healthcare team collaboration. Healthcare institutions must also spend time and money training and orienting auxiliary and floating personnel. The initial training and time needed to acclimate new hires might strain the budget (Griffiths et al., 2019). In addition, permanent staff members who regularly float to different units or see a high dependency on temporary workers may feel overworked and burned out. Staff morale and treatment quality may suffer. Finally, personnel demands and expenses might vary, making it difficult for healthcare institutions to plan and distribute resources. Thus, although additional and floating workers provide flexibility, they also create familiarity, training, staff fatigue, and budget management difficulties (Griffiths et al., 2019).
Differences in Staffing Plans Across Nursing Units
Healthcare staffing strategies vary widely between nursing units due to numerous key considerations. Due to patient criticality, Intensive Care Units (ICUs) need a greater nurse-to-patient ratio. These units need more RNs and maybe nurse practitioners or clinical nurse specialists. Conversely, medical-surgical units may use RNs, LPNs, and CNAs to meet the requirements of a variety of patients with different acuity levels (Butler et al., 2019). Pediatric units need specially trained nurses to meet the needs of children and adolescents. Labor and delivery units, which commonly include obstetricians, nurse midwives, and specialized nurses, must adjust their staffing plans to childbirth’s unpredictability. Staffing plans vary per nursing unit based on acuity, patient demographic, and care complexity to ensure each unit provides the best care customized to its requirements.
Impact on the Staffing Budget
Healthcare institutions’ staffing budgets depend on staffing plans and supplementary and floating workers. These tactics save expenses by eliminating full-time workers, but also increase budget variability. Healthcare institutions must budget for agency worker training and orientation (Fagefors et al., 2022).
In conclusion, healthcare institutions using supplementary and floating personnel have pros and cons. These solutions provide flexibility, cost management, and improved patient care, but familiarity, training, staff burnout, and budget fluctuation may be issues. Each nursing unit requires a customized staffing strategy, which affects the budget. Healthcare institutions must balance these aspects to provide high-quality treatment and manage finances.
formating my document to MLA style
/0 Comments/in Humanities /by bonniejecintaQUESTION
MLA Style
First of all, what does MLA mean? The Modern Language Association is an organization that focuses on the study of language, literature, and the humanities. They produce a style guide that governs how to standardize the format of written works in these subjects. This guides both professionals and students as a means of being able to standardize how to document their sources and format their papers.
General Formatting Guidelines
• Double-space your entire paper using the paragraph line spacing options (do not attempt to do this manually)
• Always choose an easily readable typeface (Times New Roman is just one example)
• Use size 12 font
• Set all margins to 1 inch
• Indent the first line of each new paragraph. Use the tab key to indent, rather than the space bar.
• Use a header that numbers all pages in the upper right corner, one-half inch from the top, and flush with the right margin.
• Italicize the titles of artworks. (More information on the next page)
First Page Format Guidelines
• Do not make a title page
• On the upper left-hand side list your full name, your instructor’s name, the title of the course, and the date.
• In the center of the paper write your title in the same font, without any bolding, italics, quotes, or changing the size of the text.
• The only italics or quotes added to the title would be in reference to other works that require it.
• Examples- Sanity and Setting in Wide Sargasso Sea; A Woman’s Place in History: “Did Women Have a Renaissance?”
• Here is how to format your first page in MLA style, be sure that your papers are structured this way:
Citing Art
In this course, the Modern Language Association (MLA) format is used as the style guide for citation. Use the following information to help you in the proper citation of the various art forms we will encounter in this course.
• Remember that in an MLA works cited list, you will always list your sources in alphabetical order by artist’s (author’s, architect’s, etc.) last name.
• For each citation entry, the first line will begin all the way left-justified and any subsequent lines will be indented once.
• Be sure to double-space your citations.
How to Cite Two-Dimensional and Three-Dimensional Art
• You will typically begin an artwork citation with the artist’s name, the title of the work, and the date of creation.
• If the work is ancient and no artist’s name is given, you will simply state “Unknown” in the space given.
• If no true title is given, you will give a simple descriptive title in its place.
• You must provide the artist’s name, the title of the work in italics, and the date of the composition (as best as possible).
• You must also provide where the work is stored and the name of that institution.
• If the material(s) of the work is important, you should list that as well at the end of the citation.
• You may also list the size of the work after the materials if applicable, but it is not required.
van Gogh, Vincent. Starry Night. 1889, Museum of Modern Art, New York. Oil on Canvas, 29 x36 1/2″.
• If you found the artwork in a book or website, you must also cite the location of where the image was found.
Image in a Book
• For a book, you must list the title of the text first (in italics), then the contributors/author(s), followed by the page number where the image was found.
van Gogh, Vincent. Starry Night. 1889, Museum of Modern Art, New York. Oil on Canvas, 29 x36 1/2″. Gateways
to Art: Understanding Visual Arts, 3rd Ed., by Debra J. DeWitte, Ralph M. Larmann, and M. Kathyrn Shields, p.
515.
Image on a Website
• For a website, you must list the title of the website first (in italics), then paste in the URL of the page you found the image.
van Gogh, Vincent. Starry Night. 1889, Museum of Modern Art, https://www.moma.org/collection/works/79802.
How to Cite Architecture
• When discussing buildings specifically, you must cite the architect as the artist of that work. This works as though the architect is the artist in a typical art citation, followed by the name of the building as the “title” of the work.
• Unlike artworks, the title of architectural works are not italicized.
• Next will be when the structure was built, which may be a range of years over which it was constructed.
• Finally, you will put where the building is located, both city and state/country.
• When discussing a piece of architecture you will cite the building as seen in the example below:
Wright, Frank Lloyd. Fallingwater. 1935, Mill Run, Pennsylvania.
• If you obtain an image of a work of architecture you must use the citation format above and then add the information about where you found the image. This follows the same structure as a two-dimensional or three-dimensional citation for images found in a book or online. For example:
Wright, Frank Lloyd. Fallingwater. 1935, Mill Run, Pennsylvania. Fallingwater, https://fallingwater.org/visit
/tours/.
How to Cite Music
• Music citations will vary depending on where you found the music and whether it is a single song or a whole album. Typically, a citation will begin with the artist’s name who created the work, that could be the composer or performer.
• Individual song names are styled in quotes, while whole album names are styled in italics.
• The name of the record manufacturer should come next, with the date at the end.
• If the source you are using does not list the record label or album name, do not research it to include in your citation.
Physical Copy (CD, Record, Tape, etc)
Nirvana. “Smells Like Teen Spirit.” Nevermind, Geffen, 1991.
Online Album
Beyoncé. “Pray You Catch Me.” Lemonade, Parkwood Entertainment, 2016, www.beyonce.com/album
/lemonade-visual-album/.
Streaming Service (Spotify, Pandora, etc.)
Morris, Rae. “Skin.” Cold, Atlantic Records, 2014. Spotify, open.spotify.com/track/0OPES3Tw5r86O6fudK8gxi
Music Database
• When citing a work from an online database, you must begin the citation just like the physical copy of the work. All the information should be readily accessible from a reputable database.
• Follow the basic citation with the name of the database (in italics), the modality of the database (web, print, etc.), and finish with the date you accessed the information.
Guerra, Ely. “Lontano.” Hombre Invisible. Homey Company, 2010. Alexander Street: A ProQuest Company. Web.
19 Nov 2020.
How to Cite Theatrical Works
• Each theatrical work will cite the author at the beginning with the last name followed by the first name. The title of the work will come next (in italics). The rest will vary depending on the format of the presentation.
Stand Alone Book of a Play
• A printed book of a play is cited the same way any other book is cited in MLA format with the author’s last name followed by first name, the title of the play (in italics), the publisher of that copy, and the year of publication.
Hansberry, Lorraine. A Raisin in the Sun. Modern Library, 1995.
Anthology
• A play that is printed as part of an anthology must reference the larger text and the specific pages within that house the work.
Shakespeare, William. The Tragedy of Macbeth. The Oxford Shakespeare: The Complete Works, edited by John
Jowett et al., 2nd ed., Oxford University Press, 1998, pp. 2501-2565.
Live Performance
• A live performance citation must cite the director of the specific performance, the date of the performance, the performance hall, and the location of the performance.
Parker, Trey, et al. The Book of Mormon. Directed by Casey Nicholaw and Trey Parker, 20 Feb. 2019, The Prince
of Wales Theatre, London. Performance.
Recorded Live Performance
• Cite a recorded live performance the same way as a live performance but add in the information about where the performance is housed. If the date and place of the performance is not listed on the site do not research it for the citation. List the name of the site’s publisher, or the Website’s name (in italics), and the website’s URL.
Morisseau, Dominique. Pipeline. Directed by Lileana Blain-Cruz and Habib Azar. Digital Theatre +. https://www-
digitaltheatreplus-com.eu1.proxy.openathens.net/education/collections/broadway-hd/pipeline#production-
videos-key-speech
How to Cite Films
• For the citation of films you will start with the name of the film (in italics), follow that with the director(s) name(s), the stars of the film (if particularly relevant), the film’s producer or distributor, and end with the year the film was released.
The Revenant. Directed by Alejandro G. Iñárritu, performances by Leonardo DiCaprio, Tom Hardy, and
Domnhall Gleeson, 20th Century Fox, 2015.
• It is also appropriate, to begin with, the director’s name if the director(s) is especially important, be sure to list their title after their name.
Lana Wachowski and Lilly Wachowski,
Art Question
/0 Comments/in Humanities /by bonniejecintaQUESTION
This is your first AHIS 1 Exam! You will write a 3 to 4 page formal/visual analysis paper on an ancient work from Gardner’s textbook. You get to choose which one to write on. The Format is detailed below.
What to choose: Select ONE WORK (painting, pottery/vase painting, 3-d sculpture, or 2-d relief sculpture) from the Dropbox Homework assignments. The images come from Gardner’s textbook. Make sure that the work dates to the date parameters of our course: ca. 9000 BCE to 100 CE. This includes: Prehistoric, Mesopotamia/Near Eastern, Egypt, or Aegean.
A formal analysis contains the following:
1] WHATS:
(This information is on the caption label.)
Title of work
Artist’s name (if listed)
Country of origin/location
Date
Medium
Dimensions
2] HOWS:
This is a detailed formal analysis from careful observation and QUESTION. Explain how the elements you observe are achieved and why you think the artist chose to use them in that way.
A] PURPOSE (if known)
Painting or sculpture: Did the work once serve a functional purpose, and if so, is that function still evident from looking at the work today? Was the work meant to stand alone or be part of a larger piece or ritual? Was it intended for private or public viewing?
B] SHAPE
Painting or sculpture: What geometric shapes make up the composition? Are shapes used geometric or biomorphic?
Sculpture only: Is the work representational or geometrically stylized/abstract? Simple or complex? Two-dimensional relief or three-dimensional volume? Are any geometric shapes emphasized (i.e., cone, sphere, pyramid, square, rectangle, circle, etc.)? What do the shapes and/or pose imply?
C] SURFACE TEXTURE
For sculpture, discuss: What is the tactile quality of the work, and how is this affected by the material it is made from? Does the surface appear rough or smooth, shiny or dull, subtle or noticeable, etc.? Does it make you want to touch it? What are the associations with the material? Does the finished surface still show the “touch” of the artist or the tools used?
For painting, discuss: Is the work an example of tactile texture or visual texture? Is the surface rough or smooth, shiny or dull? Is this a result of the medium chosen? Are the brushstrokes noticeable and sketchy or smooth and hard to detect? Does that affect its mood or your response?
D] COMPOSITION:
How the parts are arranged Painting or sculpture: Formal (symmetrical, centered, balanced, orderly, stable), or informal (asymmetrical, active, off-balanced)? Are the shapes and forms arranged in the picture space in a crowded or open way? Directional focus: Where does your eye first look and why? What are the dominant compositional or organizational lines used (horizontal, vertical, diagonal, circular?) What is the effect of this orientation? Are objects in proportion and correct scale to one another?
E] COLOR
Painting or sculpture: (If a sculpture, first discuss where and how color is added to the sculpture, then answer the following:) What are the Hues used (name of color)? What are the Values used (lightness or darkness, brightness or intensity)? What Saturation is used (strength of the hues)? Is the color imitative of appearances in nature or more expressive of emotion (or both)? Is color used to focus your attention on any specific area of the painting/sculpture? Does color seem to be emphasized more than line? Is color a major factor in creating the mood of the piece? How? Describe the colors: bright, dim, saturated, pale, deep, dark, obscure?
F] LINE
Painting only: Is the overall emphasis on line (drawing) or color? Are the lines that define the shapes and contours crisp and precise or blurred and irregular? Does the line help to define the mood? Describe the line(s) used: sinuous, curving, angular, acute, perpendicular, parallel, straight? Steep, slanted, diagonal, angled, tapering, block, bulky?
G] LIGHT Painting only: Does the effect of light seem natural or unnatural? Are there sharp contrasts of light and shadow or gentle gradations? Is the light even overall or focused (drawing your eye to one area)? Is the source of light clear and bright or dark and mysterious? What is the effect of this? Is the painting’s mood affected by the lighting (dramatic, disturbing, comforting, etc.)? Describe the way light appears: opaque, transparent, translucent, layered, glazed, reflective? How about: blended, blurred, softly lit, harshly lit, bright daylight, glowing?
H] SPACE: The illusion of depth in the picture
Painting or sculptural reliefs: Is it more 3-dimensional (the illusion of a natural recession into space) or more 2-dimensional (shallow and limited). Describe how this is achieved by indicating the use of any of the various ways to indicate depth:
Overlapping
Foreshortening
Shading/modeling
Linear Perspective (parallel lines converge in the distance)
Aerial or atmospheric Perspective (remote objects are less clear than near objects)
For 3-Dimensional Sculpture – discuss instead: How does the figure interact with the space around it, e.g., active or self-contained? Was it originally meant to be seen from only one point of view or from all around? Does the pose imply rest? movement? emotion? authority. etc.? What effect does the size of the work have on you? Does the sculpture encourage you to look at it close up or from afar? Why?
I] CONTENT: Subject matter and Iconography
Painting or sculpture: What is the subject matter? (describe figures, poses, actions if representational; also if the human body is the most important form in the work.) Does it tell a story (narrative) or is it more symbolic? If symbolic, what do you think the symbols mean, and are you able to interpret them? Does the work express any specific mood or emotions to you? What is the deeper iconography — the meaning and symbolism of the subject matter?
3] WHYS:
BIOGRAPHY
What, if anything, is important to know about the artist and his/her career? Can this help you understand the artwork better?
ADD YOUR PERSONAL EVALUATION
What is your opinion of the work? Why did you select it to discuss (what qualities appealed to you)? Do you feel the artist successfully achieve what he/she set out to accomplish (and can we know what that was)?
*****FORMAT: Papers should be typed, double-spaced, and about 3-4 pages in length. Use Times New Roman font AND 1” margins. This paper is primarily your observations so do not consult any sources for the formal analysis part. Important: Please insert a photo of the work you chose onto your Word doc. You can put it on the last page, or include it on a cover or title page. Give your paper a nifty title! The photo and title page do not count towards the number of written pages. Submit your paper to the Exam #1 link on Canvas (.pdf or .doc, .docx only) by March 22nd, 11:59 pm Pacific Time) (You are not expected to consult outside sources, but if you do consult any research sources or websites, then you must include a Bibliography. Your textbook must be on this list.)
A RANDOM LIST OF WORDS THAT CONVEY VISUAL QUALITIES IN PICTURES (talk to me about words you do not understand):
Questions... Ask questions and remember that every quality is relative: How many figures are there? How large are the shapes? How varied are the shapes? the colors? How dark or brightly lit is the scene? How deep does the space seem? How thick do the figures look? Do things resemble one another or differ from one another? (For example, is there a resemblance of shapes, forms, persons, things, colors or a great deal of difference among them? Does the scene seem empty, crowded? concentrated, dispersed?
Formal elements… space, light, color, composition, texture, illumination, lighting, drawing, line, shading, detail, contour, edge, plane, frame, size (literally 2 inches tall), scale (seems monumental), hue (color), value (relative brightness or darkness of a color), form (implies a 3-dimensional volume, not simply a 2-dimensional shape), volume (the implied space occupied), mass (sense of weight of volume), gesture, movement
Use Descriptive Words in your Analysis... foreground, middle ground, background rising, falling, elevated, lowered, descending, diminishing, enlarged, stacked, level high, low, central, center, close, far, distant, marginal, peripheral, contrasting large, small, tall, short, squat, narrow, wide, thick, slim, slender, miniature, diminished,
diminutive, monumental, imposing, grand, stiff, flexible, schematic crowded, empty, dense, reduced, simple, minimal, busy symmetry, asymmetry (symmetrical, asymmetrical) projecting, receding, sloping, foreshortened, protruding intersection, overlap, contiguous, continuous, next to, beside, behind, before, in front of contrasting, complementary, juxtaposition, opposition, rhyming, mirroring sinuous, curving, angular, acute, perpendicular, parallel, straight steep, slant, diagonal, angled, tapering, block, bulky variety, pattern, ornament, ornate, complex, complicated simple, minimal, bare, empty, delicate, bold rhythm, rhythmic, spiral, curve, undulation, serpentine, staccato repetition, parallel, mirroring, doubling unique, singular, solitary, isolated circle, cylinder, cylindrical, column, cone, pyramid matte, flat, dry, dull, shiny, reflective, reflection, illumination, illuminated, brilliant, glossy,
Social Work Question
/0 Comments/in Health Medical /by bonniejecintaQuestion
Respond to at least two colleagues who chose a different macro intervention (e.g., policy, program, project, personnel, or practice).
Explain why your chosen macro intervention may also be a good choice for your colleague.
Brittany Candelas SaturdayJan 20 at 8:57pmDescribe the change approach you can use for your week 7 macro intervention to include policy, program, project, personnel, or practice.The focus of change that is needed in the affordable housing crisis in Austin, Texas is the need to help specifically the native population of Austin. The hope is to save Austin natives from having to relocate due to the rise of cost of living and the demand for affordable housing. Maintaining Austin’s unique culture is key to keeping Austin successful and thriving in all aspects. The change approach that is going to be needed in this intervention is going to be identifying the client system. The client system is made up of people who will become direct or indirect beneficiaries of whatever change is implemented (Netting et al., 2017). Determining the client system is important because depending on the eligibility requirements, user involvement can affect the development and evaluation of the action plan(Netting et al., 2017).Explain why this is the best choice to make for your intervention.This is the best choice because the client system is going to be what separates this affordable housing program from the others available in the city. This program will cater to this specific population of people to obtain a larger goal for the city long term. It is also important to consider the client system in the most least discriminating way to avoid violating the fair housing act in the state of Texas. The importance of staying in compliance could also be a deal breaker in developing the program because if the programs requirements are in violation, it will prohibit eligibility for grants and other government funding.References:Netting, F. E., Kettner, P. M., McMurtry, S. L., & Thomas, M. L. (2017). Social work macro practice (6th ed.). Boston, MA: Pearson.
Shanara Nakim Williams
MondayJan 22 at 9:07pmMain Discussion Post Week 9
In my week 7 discussion post I discussed: “Government grants allocated for social services and community development play a crucial role in enhancing the quality and reach of services provided by agencies. These grants can lead to improved infrastructure, expanded programs, and increased staff, ultimately benefiting clients by addressing their needs more comprehensively. Additionally, grants often come with specific objectives, encouraging agencies to innovate and tailor services to meet the identified needs within the community. “Also important in understanding which clients an organization views as resources and which it does not is the financial relationship it has with its clients.”(Netting E. F., et al, 2018), (Pg. 235). If I were to describe a change approach I can use for my week 7 discussion post it would be practicing effectively. For example, one effective change approach for government grants marco intervention is to employ a comprehensive strategy that addresses policy, program, project, and personnel aspects. This involves conducting a thorough analysis, implementing well-defined policies, aligning programs and projects with overarching goals, and ensuring personnel are adequately trained and engaged in the process.”To accomplish these types of changes, macro practice in social work can be viewed as having five major parts: (1) understanding the important components to be affected by the change—population, problem, and arena; (2) preparing an overall plan designed to get the change accepted; (3) preparing a detailed intervention plan; (4) implementing the intervention; and (5) monitoring and evaluating its effectiveness.”(Netting et al., 2017), (Pg. 267).
I believe this is the best choice for my intervention because it provides a comprehensive approach covering policy, program, project, and personnel and ensures a holistic and synchronized intervention. It maximizes the chances of success by addressing the potential bottlenecks, promoting consistency, and enhancing coordination across different facets. This approach helps create a more integrated and efficient system, fostering better adaptability to changes and increasing the overall effectiveness of the government grant intervention. “Before developing a change strategy, however, it is first necessary to be clear on the nature of the proposed intervention. Strategy and tactical planning would be premature in the absence of an understanding of what the change entails.”(Netting et al., 2017),(Pg. 267).Reference Netting, F. E., Kettner, P. M., McMurtry, S. L., & Thomas, M. L. (2017). Social work macro practice (6th ed.). Boston, MA: Pearson.Chapter 9, “Building Support for the Proposed Change” (pp. 267–298)
Respond to two colleagues in the following way:
Describe another way in which understanding correlations may enhance your colleague’s practice.
Laterica R Woods TuesdayJan 23 at 11:37pmExplain how correlations function.Correlations are used to express relationships between two variables. Salkind and Frey (2020) state that in order to calculate a correlation you need at least two variables and two people (p.78). Correlations can be direct, positive, indirect, or negative; and can range in value from -1.00 to +1.00 (Salkind and Frey (2020). Correlated values are not necessarily an indication of a relationship meaning that one may not necessarily cause the other.Explain how understanding correlations may help you better understand a population.Correlations can be used to determine the effectiveness of a program, intervention, or service and if the use of it with a population is worth implementing or utilizing. Correlations are used in so many ways, when completing financial aid applications students are asked about the education level of their parents this could be a correlation used to determine the likelihood of one completing higher education based on the level of their parents’ achievement and possibly affect funding. Correlations can be used to help determine what kind of intervention may be most effective with a population an example could be determining if children who participate in afterschool activities or local boys and girls clubs are more likely to stay out of trouble and complete school this information can be used to support the argument to implement and fund community centers and afterschool programs. Correlations can be used to support or disprove arguments and determine community needs or population concerns such as the relationship between incarceration and low literacy which states if children are not reading on or above level by third grade this is predictive of how many future prison beds are needed; although this is said to be a myth correlation can be used to study the relationship between illiteracy and incarceration (Literacy, 2022). Understanding correlations can help to circumvent detrimental outcomes and intervene early enough to cause positive changes.ReferencesLiteracy, M. (2022, July 6). The relationship between incarceration and low literacy – literacy mid. South. https://www.literacymidsouth.org/news/the-relation…Salkind, N. J., Frey, B. B. (2020c). Statistics for people who (think they) hate statistics (7th ed.). Sage.
alina Flores-Dingler WednesdayJan 24 at 11:04amMain Post
Explain how correlations function.
Correlation is a statistical measure that quantifies the degree to which two variables are related or associated with each other (Salkind & Frey, 2020, p. 76). It provides a numerical value known as the correlation coefficient, which ranges from -1.00 to +1.00 (Salkind & Frey, 2020, p. 76). A positive correlation indicates a direct relationship, meaning that as one variable increases, the other also tends to increase (Salkind & Frey, 2020, p. 76). Conversely, a negative correlation suggests an inverse relationship. Whereas one variable increases, the other tends to decrease.The correlation coefficient does not imply causation, as correlation only measures the strength and direction of the relationship between variables (Salkind & Frey, 2020). In the example given, the correlation between marijuana smoking and grade point average (GPA) suggests that there is a tendency for students who smoke more marijuana to have lower GPAs. However, it does not provide information about the direction of causation-whether marijuana use leads to lower grades or vice versa.
Explain how understanding correlations may help you better understand a population.
Textual Analysis #1 – The Historical and Social Construction of Race (2962)
/0 Comments/in Humanities /by bonniejecintaQUESTION
After reading Chapter 1- ‘The Origin of the Idea of Race,’ in the Golash-Boza textbook (I have provided a pdf copy of chapter 1 in the module, so if your book has not arrived yet, please return to the module to get the copy I provided) as well as the virtual lecture notes provided in module two, please respond to the following questions:
For extra guidance on how to properly cite the work you are drawing on, please consult: https://owl.purdue.edu/owl/research_and_citation/asa_style/in_text_citation_references.htmlLinks to an external site.
Finally, after you provide your own answer, please provide feedback to at least one classmate. To receive credit, the response to your classmate must include a minimum of 5 sentences. These discussion boards are graded credit/no credit: comments that don’t meet minimum sentence requirements for the original post or the feedback to a classmate will receive no points.
Grading:
Total Points Possible = 8 points
discussion post number 1 to reply to
Posted by Matthew Van Ourkerk
When social scientists claim that race is constructed by society, they are emphasizing the fact that racial concepts are results of cultural norms, behaviors, and structures rather than permanent or basic biological traits. The concept of race is not an inherent or objective distinction between individuals, it’s shaped and formed by human cultures. As the textbook states “In the contemporary United States, one of the first things we notice about someone we meet is race. When we aren’t sure of someone’s race, we may get inquisitive or begin to feel comfortable.” (Golash-Boza, Page 6) It’s an idea or way of viewing someone.
2. Please describe and explain how the idea of race developed. In order to receive full credit, your analysis must include the role and significance of ‘purity of blood’ ideas, slave codes, ideas about superiority and inferiority, and efforts to justify colonialism, slavery, and genocide).
A variety of concepts and ideas have shaped the concept of race over the course of time, “race is also a historical construction, meaning the idea of race was formed in particular times or places. On particular note in its development of colonialism.” (Golash-Boza, Page 8) These concepts involve things such as ‘purity of blood’ ideas, slave codes, ideas about superiority and inferiority, and efforts to justify colonialism, slavery, and genocide.
During the Spanish Inquisition, the term “purity of blood” was used to distinguish between people who were deemed “pure” Christians and people with “impure” or non-Christian blood, who were often of Jewish or Moorish culture.
Legal frameworks known as “slave codes” defined and controlled the enslavement of African Americans, providing an argument for treating people differently based only on their race.
Ideas about superiority and inferiority provided a pseudo-scientific justification for racial hierarchy by being frequently used to defend slavery, colonial practices, and discriminatory laws.
Racial stereotypes were reinforced by demeaning narratives that presented Africans as less intelligent and fit for enslavement as excuses for slavery. Overall these were all situations in time that wanted to put one race over the other. It was all about being superior and having power over others.
Discussion post number #2 to reply to
Posted by Elliot
Race is a social construct, meaning that the principle of it has not roots in biological differences. It is interesting to note that in terms of genetics, there are often more variations within a single race, than among different races (Golash-Boza, 2).
The social construction of race plays a very significant role in European colonization. Constructing race was a tactic for seeing Africans as a “different” kind of people (Golash-Boza, 4). Such differences were equated with being inferior, by European colonists. The racism emerging from European colonial thought has its roots in anti-Jewish and anti-Muslim discrimination during the Spanish Inquisition. This era gave rise to “purity of blood,” which “set the stage for ideas of racial difference that were to become part of the European understanding (Golash-Boza, 5).
Another potential basis for racism was English discrimination towards the Irish. The English perceived them as “savage, sexually immoral, and resistant to civilizing forces (Golash-Boza, 5).” Such discrimination, at this time, coupled with the English superiority complex, allowed them to feel justified to demonize other cultures and see them as inferior. It is believed that this mode of thinking was the basis for discrimination against Native Americans later in history. However, it should be noted that English colonists did not initially conceptualize Native Americans as a different race. Rather, they saw themselves as religiously and morally superior. At the same time, moral and cultural superiority eventually paved the way for racial discrimination (Golash-Boza, 11).
As the African slave population grew, slave codes were established to distinguish their legal rights from those of European servants. The main law that was enacted was that “masters were not allowed to free their slaves, thereby establishing a permanent slave class.” In addition, the slaves were not allowed to own property and were even considered property themselves (Golash-Boza, 16). The slave codes were eventually modified to disallow slave conspiracies, in order to prevent rebellions. This also had the effect of depicting Black people as a “boogeyman” for White people to express hatred towards, since the codes instilled a fear that the slaves may eventually exert “dominance of Blacks over Whites (Golash-Boza, 17).
Discrimination across racial lines became more tangible when eventually, virtually all slaves were Black, and all Black people were slaves. Such racism was further enacted by the American founding fathers. The line in the Declaration of Independence hypocritically stated that “all men are created equal.” However, Thomas Jefferson saw Black people as a “distinct race… inferior to whites in the endowment both of body and mind (Golash-Boza, 19). Jefferson, along with many other White Americans, saw Black people as an inferior race, and therefore, felt justified in allowing slavery to persist.
Racism towards another group was a significant aspect during Andrew Jackson’s administration. He perceived the Native Americans as a barrier towards expansion and further colonization, and used the idea of “Manifest Destiny” to justify their genocide (Golash-Boza, 20-21).
Race eventually became a concept in the scientific community, arising out of biological taxonomy, which is the field that divides different species of organisms into different sub-groups. For example, humans are of the genus Homo and the species sapiens. While taxonomy is definitely a useful tool in categorizing different species, it was unfortunately also weaponized against different races. It became weaponized as the terms justified “European superiority,” claiming that they were the only type of people to “have created civilized nations (Golash-Boza, 23). At the same time, such classifications were used to view Native Americans as inferior, therefore furthering the justification of their genocide.
In the 1800s, scientific racism, now considered pseudo-scientific, started gaining traction. A scientist named Samuel Morton measured different skulls of different races, using very biased and flawed data, and falsely concluded that Europeans have larger skulls. He extrapolated on that idea and further concluded, falsely, that Europeans were more intelligent (Golash-Boza, 24). Pseudo-scientific racism began to further develop the framework for racial distinctions, and therefore racism. It is important to note that nowadays, it is heavily researched that biological and genetic variations among people of different races are minimal.
Moving toward the more modern era, intelligence tests were also used as a tool for labeling other races as intellectually inferior. Such tests provided the basis for the modern IQ test. The main flaw of this test was that it was administered to people who had a language barrier (Golash-Boza, 26).
History 1010
/0 Comments/in Writing /by bonniejecintaQUESTION
Creating a Slide Presentation
SCENARIO: You represent your company at a service organization dealing with one of these two issues:
Facing Economic Change
Engaging Civil Rights
PRESENTATION REQUIREMENTS: Your presentation must be 11 slides long, not including the title and sources slides. It must include the following slides:
title
outline
topic
A. Directions
STEP 1: REVIEW TOUCHSTONE 2
Review the scenario and your work from Touchstone 2. You will need to use the research question and your primary and secondary sources, along with the critical thinking process you completed in that touchstone.
STEP 2: CREATE PRESENTATION SLIDES
Use a presentation tool like PowerPoint or Google Slides to outline and organize a presentation for new employees and volunteers to help them understand better how key historical events in U.S. History are connected to their work and impact society today.
SlideComponentTitle SlideYour title slide will be the first slide and should give the viewer an idea of what your presentation will be about.Outline SlideAn outline slide lets your audience know what to expect from your presentation. This doesn’t need to be the kind of detailed or thorough outline that you might use to plan out a research report. It just needs to include the main idea that each slide will cover—it might even just be the time period covered by that slide.Topic SlideYour topic is the same as the research question you selected in Unit 2.
Define the historical challenges you are presenting on and expand on the topic of your presentation. What questions will you answer? What historical events and approaches will you explore?Evidence Slides
(4-8 slides with both text and images)Now that you’ve reviewed your outline, it’s time to add information to your evidence slides. Use simple bullet points for slide text and leave room for pictures! Use speaker notes to describe the historical challenges, approaches and strategies with supporting evidence. Also, remember to include information from your primary or secondary sources.
Add appropriate visuals that help to communicate main ideas. Use images, charts, photos, and infographics to help answer the research question. If you use infographics, make sure any text in the infographics is large enough to read. Make sure images are not blurry or too small to see.Connection SlideYour connections slide should connect past events to current events related to your issue and research question. Think of this slide as showing lessons you’ve learned from your research. What are the takeaways? How should people in your organization apply history to the present and the future? Include historical evidence in the speaker notes to explain these lessons.
Try to think of four lessons from the past that you can connect to the present and the future.Sources SlideNow it’s time to add the primary and secondary sources you selected from Touchstone 2 to a slide, following APA format. (Note: the sources provided to you in Touchstone 2 were already in APA format). Click here for a guideline to help you with APA formatting if you selected any outside sources. Also following APA formatting, your sources should appear in alphabetical order.
STEP 3: ADD SPEAKER NOTES
Recall that your supervisor asked you to research information related to the history of one of the above issues for your organization to help new employees and volunteers understand it better. For this assignment, you are not actually giving the presentation, but rather just preparing a slide deck that summarizes your findings and recommendations.
An important step in the preparation of a speech is writing speaker notes. Use speaker notes to develop historical evidence and explain your historical challenges, strategies, and connections:
Use evidence to clearly identify challenges throughout US history that are related to your topic.
Analyze how challenges were tackled throughout US history that are related to your topic, using historical evidence.
Analyze the connection between historical strategies and a current issue using supporting evidence (Connections slide).
Your speaker notes will be used to evaluate your project, so make sure you write in complete sentences and pay attention to spelling and grammar. If you were giving an oral presentation, these notes wouldn’t be visible to your audience when you’re in Presenter View. But you would be able to see them, and they would guide you through your presentation.
STEP 4: ADD IN-TEXT CITATIONS
Make sure you’re citing the information from your sources using in-text citations in APA style. These citations should include the author’s last name and the year of publication for the source, for example: (Mitchell, 2014).
STEP 5: SUBMIT PRESENTATION
Once you have completed your slides and corresponding speaker notes, it is time to submit your presentation. If you are using PowerPoint, you simply need to save your presentation and upload this file to Sophia. If you are using another slide presentation technology, download the slide deck as a Microsoft PowerPoint (.pptx) and upload this version to Sophia.
B. Rubric
Advanced (100%)Proficient (85%)Acceptable (75%)Needs Improvement (50%)Non-Performance (0%)
HISTORICAL CHALLENGES (20 POINTS)
Historical challenges are clearly defined and supported with evidence.Uses evidence to clearly identify challenges throughout US history that are related to their topic.Clearly identifies challenges throughout US history that are related to their topic.Partially identifies challenges throughout US history that are related to their topic.Identifies challenges or events throughout US history that are only indirectly related to their topic.Fails to identify challenges throughout US history that are related to their topic.
HISTORICAL APPROACHES AND STRATEGIES (20 POINTS)
Historical approaches and strategies are clearly analyzed and supported with evidence.
Analyzes how challenges were tackled throughout US history that are related to their topic, using historical evidence.Describes how challenges were tackled throughout US history that are related to their topic, using historical evidence.Identifies or lists how challenges were tackled throughout US history that are related to their topic.Gives a general overview of tackling challenges, or identifies how challenges were tackled throughout US history that are only indirectly related to their topic.Fails to identify how challenges were tackled throughout US history.
CONNECTIONS (20 POINTS)
Clear connection is made between historical strategies and events and current issues/events.
Analyzes the connection between historical strategies and their current issue using supporting evidence.Describes the connection between historical strategies and their current issue.Identifies, but does not describe, a connection between historical strategies and their current issue.Identifies only an indirect connection between historical strategies and their current issue.Fails to make any connection between historical strategies and their current issue.
HISTORICAL SOURCES (20 POINTS)
Relevant historical sources are properly cited.
Accurately cites at least four relevant historical sources (two primary and two secondary sources) on the sources slide. Uses in-text citations with evidence from sources.Accurately cites at least four relevant historical sources (two primary and two secondary sources) on the sources slide. Uses in-text citations with evidence from sources. Citations may include minor errors.Accurately cites 2-3 relevant historical sources; primarily uses in-text citations with evidence from sources.Accurately cites 1 relevant historical source; in-text citations may be missing.Fails to cite sources or sources are cited inaccurately. In-text citations are missing.
ORGANIZATION
Slide presentation is organized and the visual presentation effectively communicates the main ideas.
Effectively organizes information throughout presentation; with appropriate visuals that help to communicate main ideas. All required slides are included. Uses speaker notes with most or all evidence slides.Adequately organizes information throughout presentation and provides some visuals. All required slides are included. Uses speaker notes with most evidence slides.Adequately organizes information throughout presentation. All required slides are included. Primarily uses speaker notes with evidence slides.Fails to organize some of the information throughout the presentation. One or more required slides are omitted. Speaker notes may be missing from most evidence slides.Fails to organize most or all of the information throughout the presentation. Several required slides are not included. Speaker notes are missing from most or all evidence slides.