Discussion Notes

  • Discussion #1 Most unions have opposed free trade agreements, such as NAFTA. On the other hand, most employer lobbying groups have supported such agreements. Is each side's viewpoint justified?

    [http://assignment.store/discussion-1-most-unions-have-opposed-free-trade-agreements-such-as-nafta-on-the-other-hand-most-employer-lobbying-groups-have-supported-such-agreements-is-each-sides-viewpoint-justified/](http://assignment.store/discussion-1-most-unions-have-opposed-free-trade-agreements-such-as-nafta-on-the-other-hand-most-employer-lobbying-groups-have-supported-such-agreements-is-each-sides-viewpoint-justified/)"},{"left":"Discussion \\#1 Most unions have opposed free trade agreements, such as NAFTA. On the other hand, most employer lobbying groups have supported such agreements. Is each side's viewpoint justified?\n\n


  • Discussion #1 Explain why unions often place a priority on seniority in personnel decisions, whereas employers tend to emphasize ability to perform the job.

    [http://assignment.store/discussion-1-explain-why-unions-often-place-a-priority-on-seniority-in-personnel-decisions-whereas-employers-tend-to-emphasize-ability-to-perform-the-job/](http://assignment.store/discussion-1-explain-why-unions-often-place-a-priority-on-seniority-in-personnel-decisions-whereas-employers-tend-to-emphasize-ability-to-perform-the-job/)"},{"left":"Discussion \\#1 Explain why unions often place a priority on seniority in personnel decisions, whereas employers tend to emphasize ability to perform the job.\n\n


  • Discussion: Emerging and Re-Emerging Infectious Diseases

    Emerging and Re-Emerging Infectious Diseases\n\n ","right":"[http://assignment.store/discussion-emerging-and-re-emerging-infectious-diseases/](http://assignment.store/discussion-emerging-and-re-emerging-infectious-diseases/)\n\nDiscussion: Emerging and Re-Emerging Infectious Diseases\n\nAs presented in this week’s readings, many individuals actually acquire infections as a result of being treated in a hospital. As you know, hospitals are no longer being reimbursed for services required when patients acquire these types of infections.\n\nMedical errors, the spread of infection, and other types of patient safety issues are frequently heard about on the evening news. In a newspaper or lay magazine, locate an article about emerging or re-emerging infectious diseases.\n\nSummarize the article you selected and provide the reference. Then, address the following:\n\nWhat implications does the article have for BSN nursing practice?\n\nWhat is the BSN nurse’s role in preventing and managing nosocomial infections?Support your response with references from the professional nursing literature. \n\n Must be 250-350 words (not including the full references). Keep your responses succinct. Your written assignments must follow APA guidelines."},{"left":


  • Discussion: The Nurse’s Role in Promoting Patient Rights

    [http://assignment.store/discussion-the-nurses-role-in-promoting-patient-rights/](http://assignment.store/discussion-the-nurses-role-in-promoting-patient-rights/)\n\nDiscussion: The Nurse’s Role in Promoting Patient Rights\n\nAs a nurse, you are the individual who has the most extensive relationship with a patient. In this week’s articles, you read about both NDNQI nurse-specific indicators and the key role nurses play as advocates for patient rights. To assist nurses in being better prepared for this role, programs such as Patient Care Partnership provide guidance. Review the Patient Care Partnership Web site presented in this week’s Resources. In addition, reflect on the media presentation and the information shared by Ms. Manna on patient’s rights. Then, reflect on a situation in your work setting in which a patient did not know his or her rights or responsibilities. If you have not encountered this situation, reflect on a scenario presented in the readings. With these thoughts in mind, respond to the following:\n\nWhat are some nursing practices you could use to promote patient rights and responsibilities?\n\nSupport your response with references from the professional nursing literature\n\n250–350 words (not including the full references). Keep your responses succinct. Your written assignments must follow APA guidelines\n\nIn this week’s media, Ms. Santiago and Ms. Johnson continue the discussion on patient-centered care and examine the positive outcomes of involving patients in their care decisions. Then, Dr. Rempher and Ms. Manna discuss how data from the NDNQI guides the development of action plans which can lead to improved nursing practice and patient outcomes. Ms. Manna goes on to share her expertise on advocating for patients’ rights from her experience of working with vulnerable populations."},{"left":"","right":""


  • Discussion

    n You should now be familiar with the various factors that positively and negatively affect marketing and strategy for companies. Some of these factors work with each other and some work against each other. For example, let’s look at technology and how it has impacted newspapers. Since 2003, print readership has declined while Internet revenues increase. Since 2006 alone, print advertising revenue has declined by 45%. For 2012, print advertising losses had a ratio of about fifteen dollars lost for every digital one dollar gained (Pew Research Center’s Journalism Project, 2013). The technology of Internet advertising, though, has advantages.\n Think about where you live and companies that you may access because of the Internet– would you ever have heard of them without the Internet? While technological changes have definitely hurt print newspapers, they have helped other companies to thrive; they have also enabled traditional media companies, such as CNN and MSNBC, to use the Internet as part of their marketing strategy.\n Reference:\n Pew Research Center’s Journalism Project. (2013). The state of the news media 2013. Retrieved from http://stateofthemedia.org/2013/newspapers-stabilizin-but-still-threatened/newspapers-by-the-numbers/\n In this activity, you will examine one of the factors affecting marketing and strategy. Why does it benefit marketing? Why does it hinder marketing? Create a short presentation (3-5 minutes) about one factor affecting marketing and strategy. Using the first letter of your last name, use the factor identified below:\n A-F: ethical\n G-L: global\n M-R: technological\n S-Z: dynamic\n In your short presentation, include the following:\n A definition of your factor\n Reasons the factor benefits and/or hinders marketing and strategy\n An example of the factor benefiting and/or hindering marketing and strategy\n Assume that your audience is new to this factor and concept. Your short presentation can take the form of a news report, a blog, website, wikispace, PowerPoint presentation (with audio), podcast, and so on. Remember, you are in a marketing course, so be creative; think about incorporating images, graphs, and tables, when appropriate. If you are unsure about a format, check with your instructor.\n When responding to other students’ initial post, choose a different factor than the one you presented.\n Things to Remember!\n Post your presentation on the discussion board, including the title of your presentation in the subject line of your discussion thread.\n Be sure to review your writing for grammar and spelling before posting. Read any postings already provided by your instructor or fellow students.\n Respond to other students by discussing similarities or differences in the factors presented.\n Read the comments to your posts and respond to them throughout the module.\n For information about writing your discussion posts, consult Discussion Tips.\n Compose your work using a word processor and save it, as a Plain Text or an .rtf, to your computer. When you're ready to make your initial posting, please click on the “Create Thread” button and copy/paste the text from your document into the message field. Be sure to check your work and correct any spelling or grammatical errors before you post it.\n Use the EC Library resources to properly cite your work:\n APA Format Tip Sheet\n Citing Sources\n Plagiarism & Copyright\n Review the SBT Discussion Rubric located in the \"Start Here-Course Information\" section of the course for more information on grading criteria.\n \n Relevance and Depth of Initial PostPoints:0 (0%)\n \n Initial post is off-topic, and not relevant to the discussion topic; or no post submitted.\n \n Points:6 (6%)\n \n Initial post is related to the discussion topic, but focuses on only a small part of the topic.\n \n Points:8 (8%)\n \n Initial post is relevant and responds completely to the discussion topic.\n \n Points:10 (10%)\n \n Initial post thoroughly responds to all aspects of the discussion topic, and incorporates multiple perspectives, ideas, or concepts.\n \n Use of Course Material in Initial PostPoints:0 (0%)\n \n Initial post makes no mention to the course materials (readings, videos, module notes, etc), related literature, or personal experiences; or no post is submitted.\n \n Points:9 (9%)\n \n Initial post refers to personal experiences, but fails to relate those experiences to the course materials (readings, videos, module notes, etc) or related literature. When references to course materials are made, there are errors and misunderstanding of major concepts.\n \n Points:12 (12%)\n \n Initial post identifies and references course materials (readings, videos, module notes, etc.) and related literature. References to course material show a good understanding of key ideas and concepts.\n \n Points:15 (15%)\n \n Initial post references course materials (readings, videos, module notes, etc), and related literature. Post elaborates on course materials by making connections between key ideas and concepts.\n \n Critical Analysis in Initial PostPoints:0 (0%)\n \n Claims within the post are based on personal opinion and lack sufficient evidence; or no post is submitted.\n \n Points:9 (9%)\n \n Claims are based solely on personal experience or references to course materials; claims are sometimes inaccurate.\n \n Points:12 (12%)\n \n Evidence is provided to support claims, but lacks critical thought and depth.\n \n Points:15 (15%)\n \n Substantial evidence and critical thought are provided to justify the claims made within post.\n \n Timeliness of Initial PostPoints:0 (0%)\n \n No initial post or is completed after Saturday at 11:59 PM for the week that it is due.\n \n Points:6 (6%)\n \n Initial post is completed by Saturday at 11:59 PM ET.\n \n Points:8 (8%)\n \n Initial post is completed by Friday at 11:59PM ET.\n \n Points:10 (10%)\n \n Initial post is completed by Thursday at 11:59 PM ET.\n \n Substance of responsesPoints:0 (0%)\n \n Responses rely entirely on short statements like “I agree with…“, “I like it”, or “Great idea”; or no response posts are submitted.\n \n Points:18 (18%)\n \n Responses mostly summarize or rehash the comments of others, but are not substantive.\n \n Points:24 (24%)\n \n Responses elaborate on others’ ideas by adding substantive observations and comments or posing questions.\n \n Points:30 (30%)\n \n Responses are substantive, introduce new ideas and advance the discussion by incorporating course materials and concepts or through application to real-world contexts.\n \n Quantity of responsesPoints:0 (0%)\n \n No response posts\n \n Points:6 (6%)\n \n 1 response post\n \n Points:8 (8%)\n \n 2 response posts\n \n Points:10 (10%)\n \n More than 2 response posts\n \n Writing MechanicsPoints:0 (0%)\n \n Posts are disorganized, lack clarity, and contain frequent and glaring spelling and grammatical errors, which make understanding the post difficult; or no posts submitted.\n \n Points:6 (6%)\n \n Posts contain some obvious errors in spelling, grammar and organization. Errors make the main idea unclear and distract from the content of the post. Sources cited incorrectly if present.\n \n "},{"left":"","right":""},{"left":"","right":""},{"left":"","right":""}]


  • Discussion

    n APA Format Tip Sheet\n Citing Sources\n Plagiarism & Copyright\n Review the SBT Discussion Rubric located in the \"Start Here-Course Information\" section of the course for more information on grading criteria.\n \n Relevance and Depth of Initial PostPoints:0 (0%)\n \n Initial post is off-topic, and not relevant to the discussion topic; or no post submitted.\n \n Points:6 (6%)\n \n Initial post is related to the discussion topic, but focuses on only a small part of the topic.\n \n Points:8 (8%)\n \n Initial post is relevant and responds completely to the discussion topic.\n \n Points:10 (10%)\n \n Initial post thoroughly responds to all aspects of the discussion topic, and incorporates multiple perspectives, ideas, or concepts.\n \n Use of Course Material in Initial PostPoints:0 (0%)\n \n Initial post makes no mention to the course materials (readings, videos, module notes, etc), related literature, or personal experiences; or no post is submitted.\n \n Points:9 (9%)\n \n Initial post refers to personal experiences, but fails to relate those experiences to the course materials (readings, videos, module notes, etc) or related literature. When references to course materials are made, there are errors and misunderstanding of major concepts.\n \n Points:12 (12%)\n \n Initial post identifies and references course materials (readings, videos, module notes, etc.) and related literature. References to course material show a good understanding of key ideas and concepts.\n \n Points:15 (15%)\n \n Initial post references course materials (readings, videos, module notes, etc), and related literature. Post elaborates on course materials by making connections between key ideas and concepts.\n \n Critical Analysis in Initial PostPoints:0 (0%)\n \n Claims within the post are based on personal opinion and lack sufficient evidence; or no post is submitted.\n \n Points:9 (9%)\n \n Claims are based solely on personal experience or references to course materials; claims are sometimes inaccurate.\n \n Points:12 (12%)\n \n Evidence is provided to support claims, but lacks critical thought and depth.\n \n Points:15 (15%)\n \n Substantial evidence and critical thought are provided to justify the claims made within post.\n \n Timeliness of Initial PostPoints:0 (0%)\n \n No initial post or is completed after Saturday at 11:59 PM for the week that it is due.\n \n Points:6 (6%)\n \n Initial post is completed by Saturday at 11:59 PM ET.\n \n Points:8 (8%)\n \n Initial post is completed by Friday at 11:59PM ET.\n \n Points:10 (10%)\n \n Initial post is completed by Thursday at 11:59 PM ET.\n \n Substance of responsesPoints:0 (0%)\n \n Responses rely entirely on short statements like “I agree with…“, “I like it”, or “Great idea”; or no response posts are submitted.\n \n Points:18 (18%)\n \n Responses mostly summarize or rehash the comments of others, but are not substantive.\n \n Points:24 (24%)\n \n Responses elaborate on others’ ideas by adding substantive observations and comments or posing questions.\n \n Points:30 (30%)\n \n Responses are substantive, introduce new ideas and advance the discussion by incorporating course materials and concepts or through application to real-world contexts.\n \n Quantity of responsesPoints:0 (0%)\n \n No response posts\n \n Points:6 (6%)\n \n 1 response post\n \n Points:8 (8%)\n \n 2 response posts\n \n Points:10 (10%)\n \n More than 2 response posts\n \n Writing MechanicsPoints:0 (0%)\n \n Posts are disorganized, lack clarity, and contain frequent and glaring spelling and grammatical errors, which make understanding the post difficult; or no posts submitted.\n \n Points:6 (6%)\n \n Posts contain some obvious errors in spelling, grammar and organization. Errors make the main idea unclear and distract from the content of the post. Sources cited incorrectly if present.\n \n "},{"left":"","right":""},{"left":"","right":""},{"left":"","right":""}]


  • 3.3 - Discussion: Z Scores

    \n\nThey divide an acceptably symmetrical curve into known percentages. \n\nThey locate individual positions in a distribution very precisely. \n\nThey locate positions of two or more individuals in the same distribution very precisely one to the other. \n\nFor mathematical purposes, they provide a common scale for disparate interval and/or ratio measures.\n\nAs Chief Pilot of a major airline, you are interested in a way to compare pilot performance on an aviation knowledge test. Since there are two different tests that the pilots may take, you want to be able to fairly compare their scores. One of the exams has a score scale from 0 to 150 and another with a score scale of 50 to 300. Describe how you would use z-scores to be able to compare performance of individual pilots."},{"left":"","right":""},{"left":"","right":""},{"left":"","right":""}]


  • Discussion week 3

    1) Gideon v. Wainwright (1963) which provides suspects with the right to counsel, even if they cannot afford a lawyer; 2) Miranda v. Arizona (1966) which provides the suspect with knowledge that he/she has the right to remain silent during questioning and the right to have an attorney present; 3) Mapp v. Ohio (1961) which protects suspects from having incriminating evidence used against them in court if the evidence was obtained illegally; and , 4) New Jersey v. T.L.O. (1985) which facilitates the police in conducting searches of students at school. Read the details associated with the landmark case you have selected. Please write an essay explaining the reasons why you believe the Supreme Court ruled the way that it did, and what do you think were the consequences of the ruling. Be sure to include information that you obtained from \"The American Criminal Justice System\". Post your essay here as a reply to Discussion \\#3. Your response should be a minimum of three paragraphs long."},{"left":"","right":""},{"left":"","right":""},{"left":"","right":""}]


  • Discussion Week 3: Roman Society during the Republic

    Roman Society during the Republic\n\n ","right":"http://student.land/discussion-week-3-roman-society-during-the-republic/\n\nDiscussion Week 3: Roman Society during the Republic\n\nRome was a hierarchical or “vertical” society,[1] both in the sense that there were wide gaps between powerful and powerless and/or rich and poor people and families, and in the sense that for both privileged and poor inhabitants of the city of Rome, its Italian allies and the provinces conquered by Roman armies during the Republican period, the most important human relations were vertical, between people who were politically, economically or socially unequal. Although one of the greatest legacies of Republican (and Imperial) Rome was the equality of citizens in terms of legal rights, as reflected in the Lex Hortensia of 287 BCE, which enfranchised the plebians, day-to-day life in Rome and its provinces was one in which individuals had to depend upon people more powerful than themselves for prosperity – and perhaps survival. Oppressing people weaker or poorer than himself while toadying to his superior, the bully was a ubiquitous feature of Roman life, as he/she is in other hierarchical societies.[2]\n\nIt is interesting that while classes or orders struggled with each other for economic and political rights in both the early and later centuries of Rome’s history, at almost no time do we see the emergence of movements, religions or ideologies that espoused radical equality or a utopian society in which oppression of man by man (or woman by man) would disappear. Although Christianity in the early centuries CE had subversive or revolutionary potential, the religion was quickly co-opted by the ruling elite (the Emperor Constantine in the 4th century) and millennial Christian movements really did not occur with any frequency until the allegedly “backward” Middle Ages.[3]\n\nInequality of wealth and power was considered by Romans to be an unavoidable and perennial fact of human life, as reflected in the fact that the slave rebels of Spartacus in the 1st century BCE did not cherish the goal of abolishing the institution of slavery, but only wanted to escape slavery themselves.[4] Although the originally Greek philosophy of Stoicism, popular in Republican and Imperial Rome, taught the radical idea that all humans by possessing souls had something of the divine in them, regardless of race or social class, Stoicism was a philosophy of individual self-cultivation rather than political or social activism – although it deeply influenced Christianity.\n\nSocial Classes. As we have already seen, in the early centuries of the Republic there was a “class struggle” between the patricians, who were the descendants of the founding families of Rome (much like the descendants of the passengers of the Mayflower, a self-defined elite) and the plebians, who were of more humble birth, often the descendants of non-Romans. This social distinction, however, began to break down in the latter half of the Republican period as the plebians won political and legal rights: some plebians became rich and powerful, while some patricians fell into poverty (the most famous example of the latter is the family of Julius Caesar). A new class structure emerged, defined by property qualifications: members of the Senatorial class were those holding the most property; followed by the equestrians (equites in Latin, sometimes translated as “knights”) who originally had been prosperous enough to own and equip a horse for military service and became an important component of the Roman merchant class; and small property holders, who originally had served as infantrymen in the army. Among citizens, the lowest class was the proletarii (“proletarians,” a word familiar to modern people through Marxism), who owned no property, and had to survive by selling their labor.\n\nThese class distinctions, which were determined by important officials called censors (censores, a Latin word related to “census”), existed among citizens. Non-citizens were at the bottom of the social scale. They included peregrini, foreigners, similar to the metics of the Greek city-state (these included a large Jewish population in Rome during the 1st century BCE), liberti or freedmen (also libertae or freed women), who had been born or became slaves but had been emancipated by their owners, and slaves (servi), who were regarded as chattel and had no political or legal rights.[5]\n\nThe Roman Family. The most intimate form of authority and the vertical society was found, naturally, within families. According to early Roman law, the father or grandfather (paterfamilias) possessed patria potestas, paternal authority or power, which meant that he had unquestioned control over his children (or grandchildren), including the right to disown them, order them to divorce their spouses, banish them or even execute them. After a child was born, the father had the choice of acknowledging him or her as his dependent, or ordering him/her to be abandoned or killed. As long as children remained under the patria potestas of their father or their grandfather, even as adults, they couldn’t own property. Although the harsher aspects of patria potestas were modified during the Imperial period, the Roman family remained strongly patriarchal. However, behind the scenes the wife or mother could exercise considerable power through influencing her father or husband, and some wealthy and well-connected women were very powerful in Roman society. For example, Terentia, the canny wife of Cicero, proved indispensable in guiding him along his successful political career. Although they could not hold office, Roman women had high


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