What is history? Is there such a thing as an “accurate history of California”? Utilize Patencio’s and Miranda’s stories to make your case along with the HCN article. stories: The Creation by Patencio California Is a Story by Miranda
Focus on Community Health and Community Benefits as well as non-profit designation and charity care. Use Guidestat 990 to research a non-profit hospital’s tax return where the hospital must outline all of their community benefit activities and how they impact the community’s health and wellness. Select any local non-profit hospital conduct your research and write a 2 page summary of your findings. The Hospital of choice can be Advocate Christ in Oaklawn IL or Advocate Good Samaratiatin Hospital in Downers Grove IL.
The Renaissance was a rebirth of Greek and Roman culture, both of which placed the human at the center of the universe. Leonardo da Vinci’s Mona Lisa and Michelangelo’s Ceiling from the Sistine Chapel are two famous artworks from the Renaissance that both reflect and respond to the resurgence of humanism in European history. Both depict the human body, but in very different ways. For this Case Assignment, give a formal analysis of these two artworks, focusing on how the human body is being represented. Use the required course materials to help you discuss, briefly, (1) the history of Renaissance art and these two artists in particular, (2) what humanism is, and (3) how Da Vinci and Michelangelo approach the representation of the human body differently.
First: Watch the following video; https://youtu.be/uIuky1ARBGQ ” “The Amount of Suffering Humans Inflict on Animals Must End.” (copy and paste in a GoogleChrome window) Second: apply the three levels of philosophical inquiry, Experience: Does this video causes a different type of experience? Interpretation: How this video challenges, if it does, your worldview. Did you interpret your experience by yourself or with others? Analysis: Separate facts from opinion Praxis: What kind of solution con you offer to this experience? Will it work? Will it make a huge impact or it will cause more damage?
Overview: In this assignment, you will contrast Deming’s 14 principles to Baldriges 11 core values. Instructions: Describe Deming’s 14 principles and Baldrige’s 11 core values Compare and contrast principles vs. values Determine which speaks to higher quality; Deming or Baldrige, and why.
Directions: Select an artwork from the chapter. Describe in vivid descriptive specifics of the appearance of the artwork. Microsoft Word Before attempting this assignment, read the Moodle Book titled Module 1 Resources for Analyzing Artworks and read the textbook Introduction What is Art History pg. 1. Step One: Select an Artwork From Chapter One or Two Take a bit of time in selecting. Be certain it is something that you would like to think about. Seriously, picking something you haven’t thought about will make things bad. Don’t try to be lazy and pick something you think is easy, because it usually is harder than picking something you can actually say something about or have a connection to.Step 4 Organize your lists into a cogent narrative description of the artwork Not much more to say here, work at putting your lists into a narrative description of the work. Define the terms and statements in your list to improve the description of your work. Step 5 Use facts and research to support your ideas This may not require research. If you do research, make sure your research fits Craap standards to determine whether you are using high quality academic scholarly references. Provide citation (link 1) in Chicago or Turabian (link 2) when applying research information to your statement. You need a works cited list at the end of your journal entry. Citations 20% Citations follow Chicago or Turabian Format (10%) Sources follow CRAAP standards (10%) Current: information found is the most recent Relevance: Relevance of the information – does the information fit the context you intend to use it in? Appropriate level of comprehension – is it too elementary/low level Authority: Is the author is qualified to write on the topic; who is the author? Is it from an unknown or not properly authoritative writer?
Assignment Prompt Prompt: In the article “Stage-Based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Administrators,” Pifer and Baker (2016) identified three stages of doctoral education, explaining each one and suggesting strategies to overcome challenges that arise in each stage. The excerpted reading below includes the explanations and strategies aimed at doctoral students in the first two stages of doctoral education: knowledge consumption and knowledge creation. Read through these paragraphs from Pifer and Baker (2016), and then compose an essay in response to these questions: Based on the challenges and strategies discussed by Pifer and Baker (2016), what challenges do you anticipate you will face in your doctoral program? What strategies will you apply to work through these challenges in your doctoral journey? In your essay, include relevant paraphrased and cited information from this reading excerpt: Stage 1: Knowledge Consumption In the first stage of doctoral education, the admission process through the first year of coursework, students begin to cultivate their identities as doctoral-level learners. The early stage of the doctoral journey may include a rough transition into the learner role. This initial transition may bring challenges related to identity shifts from professional to student, changes in geographic locations, and generally adjusting to their new roles as nascent disciplinary members (Gardner, 2009b; Sweitzer, 2009; Vekkaila, Pyhältö, & Lonka, 2013). At this stage, students with career experience shed their prior professional identities. This may present a challenge as students do away with, or put on hold, hard-earned status and expertise and assume the identity of the novice and the new entrant into departmental, institutional, and disciplinary cultures (J. Austin et al., 2009; Gardner, 2009b; Sweitzer, 2009). In addition, the magnitude of the scholarly pursuit may come with feelings of fear, doubt, and isolation (Brill, Balcanoff, Land, Gogarty, & Turner, 2014), in addition to exhaustion, cynicism, and inefficiency (Vekkaila et al., 2013). Also at this time, students learn the sociocultural norms and expectations of their fields, as well as the requirements and structural guidelines of their programs. First-year coursework provides foundational content knowledge, and communicates faculty expectations for student engagement and performance. Students engage in the traditional approach to learning, whereby the professor imparts foundational knowledge through classroom instruction. Acquiring this knowledge is the first step towards legitimacy in their chosen fields. Curricular expectations and disciplinary knowledge norms as communicated through coursework may challenge students considerably (Gardner, 2009b). Stage 1 strategies for students We suggest that students conduct a needs assessment to identify the areas for which they need support, as well as the types of relationships that can provide that support (Baker, Pifer, & Griffin, 2014; Martinsuo & Turkulainen, 2011). This process, once implemented, can be repeated as needed across the stages of students’ doctoral programs. This is an important stage to establish the advising, mentoring, and peer support relationships that will be instrumental throughout the doctoral journey (J. Austin et al., 2009; Baker & Pifer, 2011; Stubb, Pyhältö, & Lonka, 2014). Students and their doctoral supervisors don’t always share perceptions and expectations of their own and each other’s roles (Holbrook et al., 2014; Wade-Benzoni, Rousseau, & Li, 2006; Woolderink, Putnik, van der Boom, & Klabbers, 2015); taking the initiative to inquire with their supervisors at this stage of the journey may help establish a shared understanding that reduces ambiguity and provides structure to that key relationship (Main, 2014). Additionally, this is a good time for students to become familiar with key disciplinary associations as they seek to become familiar with disciplinary norms and cross-institutional networks. Early participation in disciplinary meetings will also allow students to begin creating and cultivating their developmental networks, which will help combat the isolation that accompanies Stage 2 and will facilitate the research and job search tasks in Stage 3 (Adegbola, 2014; Sweitzer, 2009; Yerkes, Van de Schoot, & Sonneveld, 2012). Stage 2: Knowledge Creation Stage 2 includes the completion of coursework, candidacy exams, and the dissertation proposal development and defense. Such significant tasks can bring with them equally significant fears, concerns, and self-doubt. Research has revealed the potential difficulty in transitioning to independence as students engage in the development of their scholarly identities, professional skills, and research agendas (Baker, Pifer, & Flemion, 2013; Gardner, 2009b; Lovitts, 2005; Walker et al., 2008). This can be an isolating time, yet research suggests that academic integration is critical for persistence (Golde, 2000, 2005). There is often no precedent for the type of activity and responsibilities students encounter in Stage 2 as they move away from the structure provided by courses. No longer prompted by responsibilities such as attending class or collaborating on assignments, interactions with faculty and fellow students can become infrequent. Students’ relationships, both within and outside the academic program, must evolve to accommodate this transition. Work with faculty members shifts during this stage from structured dialogues in the classroom to the unstructured nature of collaboration and supervision that occurs in research projects, writing, and dissertation work. Interactions with family and friends can also become strained or less frequent if time for personal relationships is sacrificed for research and writing (Baker & Pifer, 2011; Gardner & Gopaul, 2012). Stage 2 strategies for students The pressure to develop professionally, while still completing their training in the new autonomy of Stage 2, can be overwhelming. Recognizing and understanding this stage can help students manage its challenges effectively. It is normal to feel uneasy with the rapid, ill defined, and sometimes confusing transition from coursework to independent scholarship. Stage 2 is a useful time for applying prior learning to the construction of their own scholarship, research agendas, expertise, and professional identities (Baker, Pifer, & Flemion, 2013). It is important for students to be proactive about communicating in both personal and professional relationships during Stage 2. One of the most important relationships is that with the advisor or dissertation chair (Barnes & Austin, 2009; Gardner, 2008; McAlpine & Amundsen, 2012). Students who are able to let their advisors know what they expect from those relationships, and who give their advisors the chance to express their style or expectations, may find it easier to approach difficult conversations or to address challenges that may arise. We encourage conducting a needs assessment with the advisor/supervisor as a way to establish expectations and goals for the working relationship moving forward (Baker, Pifer, & Griffin, 2014; Vaquera, 2007). As students balance teaching, research, publishing, and the other facets of doctoral training, talking about these experiences with peers and faculty members becomes important and can ease the stress associated with maintaining a careful balance between personal and professional responsibilities during the transitions of Stage 2 (Fenge, 2012; Jairam & Kahl, 2012; McDaniels, 2010; Pearson, Cumming, Evans, Macauley, & Ryland, 2011). Fellow students can provide formal support such as writing groups as well as informal support and friendship (Aitchison, 2009; Martinsuo & Turkulainen, 2011; Pilbeam, LloydJones, & Denyer, 2013). The reading above is excerpted from the following article: Pifer, M. J. & Baker, V. L. (2016). Stage-based challenges and strategies for support in doctoral education: A practical guide for students, faculty members, and program administrators. International Journal of Doctoral Studies, 11, 15-34. https://doi.org/10.28945/2347 Stage-based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Program Administrators, by Pifer, M. J. & Baker, V. L., in International Journal of Doctoral Studies, Vol. 11. Copyright 2016 by Informing Science Institute. Reprinted by permission of Informing Science Institute via the Copyright Clearance Center. Prompt: Based on the challenges and strategies discussed by Pifer and Baker (2016), what challenges do you anticipate you will face in your doctoral program? What strategies will you apply to work through these challenges in your doctoral journey? By Day 7 (Sunday) of Week 2 at 11:59 pm MST (please adjust this time to your current time zone) Write a 1-2-page, double-spaced essay in response to the prompt above. To present your strongest writing skills, submit an essay that: Provides a focused and clear central idea that responds to both questions in the assignment prompt with developed ideas; Integrates relevant and accurate paraphrased and/or quoted evidence from the provided reading in support of the argument, accompanied by appropriate analysis and some form of citation and/or attribution to signal when information is used from the reading; Organizes ideas with logical structure, clear paragraphs, and transitional words/phrases; Uses grammar and mechanics to effectively communicate meaning to readers; Maintains academic integrity by demonstrating your original work and appropriately paraphrasing and citing relevant information from the Pifer and Baker (2016) reading excerpt. Including outside sources beyond the Pifer and Baker (2016) reading excerpt provided above is not required for this essay; if you use them, however, then you must cite any information you summarize, paraphrase, or quote.
For our first blog post, I ask that you reflect on the communities that you are a member of and begin discussing some research interests that come to mind. Do this by using Savini’s method: try to notice something in your life that has problems, questions, and stakes attached. In other words, find something relevant to you that is worth thinking and talking about! For this blog post, you can choose to focus on noticing and problem identification. For example, you may be a first-generation student, an aspiring nurse, a pet-owner, a member of the LGBTQ community, a person managing mental illness, or an environmentalist enthusiast. You’re welcome to talk about anything that you feel comfortable discussing AND having your peers and instructor read. Think about some of the “problems” to do with that community that you’re experiencing here at UK or in Lexington. Do you find it hard to attend LGBTQ events, despite wanting to attend? Do you notice the recycling bins around campus with positive messages about keeping the campus clean, but then you also notice litter still all over the ground? You don’t have to find solutions or do extensive research.
Articulate and discuss the following: Discuss the major Statist trends beginning in the 60’s and continuing into the 80’s. Evaluate the major political ideologies influencing the policy arena. To do so, you must employ ideas from the required Worldview/Political Ideology Presentations. Synthesize the above with a Biblical model of government and statesmanship.
Briefly discuss some major challenges facing the accounting profession… please summarize the 5 problems with financial reporting thanks…. Nonfinancial measurements: Items such as customer satisfaction, backlog information, and rejection rates on goods purchased are excluded Forward-looking information not included Soft assets: intangibles such as market dominance, expertise in supply chain management, and brand image are excluded. Timeliness, including real-time financial statement information, is missing. Understandability of Financial reports
