Category: Essays

Managing key challenges to successful transition to graduate nursing practice

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a. Research your local codes for building and operating a swimming pool at a hotel or residential property. Identify the rules for shutting the pool down during the winter months, requirements for lifeguards to be present, and signage. b. What does a grease trap do? c. Identify and describe six ways that you can conserve water in a hotel.

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Article Critique: Organizational Performance and Structure Select a topic involving organizational performance and structure. Find at least 3 scholarly peer-reviewed journal articles on this topic. Write a 350-word summary on the evidence based model, theory, or concept involving organizational theory, performance, and structure was used in the articles.

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Reading assignments: All information including Title Page needs to be APA style Read Luke 14:28; Matthew 7:24-27; 1 Corinthians 14:10; Colossians 3:23 Read Sadeghi, et al: Chapter 9 Review the following report briefs on the Course Resources Page: National Research Council. (2000). To Err Is Human: Building a Safer Health System. Washington, DC: The National Academies Press. National Research Council. (2001). Crossing the Quality Chasm: A New Health System for the 21st Century. Washington, DC: The National Academies Press. Writing assignments: (Due Saturday 02-27-2016) After completing the lecture and reading assignments, develop a 750-1000 word written response paper to the following question. Papers must include a substantive elaboration on the topic as well as support from scripture. Do not use the question in your response. The hospital economist considers an elective surgery such as hip replacement surgery for an elderly patient to be unnecessary while the physician considers it to be medically necessary. Discuss how you, as a Christian health administrator, would resolve this issue. The discussion should include application of the economic evaluation of quality in healthcare and Christian worldview. Instructions for writing Christian Worldview:Christian Worldview must be included in every paper submitted for this class (CWV) will include a Bible verse, but a verse from scripture alone, is not a CWV. You need to explain to your reader the context of the verse you quote, how you understand the verse, and then explain how to apply that verse in a practical way to the issue or subject matter of the paper. Following are two good examples of Christian worldview: RESOURCE INVENTORY Textbooks: Sadeghi, S., Barzi, A., Mikhail, O., &Shabot, M. (2013).Integrating Quality and Strategy in Health Care Organizations.Burlington, MA: Jones & Bartlett Learning. ISBN: 978-0-7637-9540-5 The Holy Bible (New Living Translation) Online resources: (Copies of these documents are posted on the Course Resources page) National Research Council. (2000).To Err Is Human: Building a Safer Health System. Washington, DC: The National Academies Press. National Research Council. (2001). Crossing the Quality Chasm: A New Health System for the 21st Century. Washington, DC: The National Academies Press. Articles, discussion topics, etc., will be researched and utilized from one or more of these healthcare and administrative related organizations: ? The Commonwealth Fund – https://www.commonwealthfund.org/ ? KaiserEDU.org – https://www.kaiseredu.org/ ? Agency for Healthcare Research and Quality  htttp://www.ahrq.org ? World Health Organization  https://www.who.int/en/ ? The Joint Commission  https://www.jointcommission.org/ ? Joint Commission International  https://www.jointcommissioninternational.org/ ? Institute of Medicine  www.iom.edu ? The International Society for Quality in Health Care  https://www.isqua.org/ ? American College of Healthcare Executives  https://ache.org/ Belhaven Online Resources: Research Articles: Locate articles by accessing the link and following to Academic Search Premiere. https://bcblazenet.belhaven.edu/Blazenet/Library/Library.aspx Belhavens APA Quick Guide: https://bcblazenet.belhaven.edu/Blazenet/StudentModules/Downloadable

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OBJECTIVE: To learn about song structure/song writing by composing a song’s lyrics in the style of someone whose songs you admire. Submit your answers to questions 1-7 below in a single .doc, .docx or .pdf file in the dropbox on d2l. 1. Choose a band/artist that you would like to earn more about. Who’d you pick? 
NOTE: You may not choose an artist who doesn’t tend to use a lot of words in their music. You must choose an artist who tends to have songs with at least a medium amount of lyrics per song (100+ ish words).
 2. Learn if that artist records their own lyrics, or if they record songs written by someone else. Who writes their songs? How do you know? Cite your evidence.
 3. Analyze the song lyrics that this band/artist performed. Pick at least five songs and list them. NOTE: if you are analyzing a very prolific performer (e.g. Bob Dylan, Michael Jackson, etc.) try to choose songs from a single album. Answer the following questions for each song. [write the title, then the letters below, with the answers] a. How many words are used in the song’s lyrics?
 b.What is the form of the songs lyrics? (e.g., Verse/Chorus/Verse/Break/Chorus/Chorus) 
 c. Discover any patterns between different verses by counting syllables per line. Do the syllables of one line from the first verse equal the same line in the second verse? 
 d.Do you notice any patterns in the way that particular parts of the song fit with others? For example, are the choruses significantly shorter/longer than the verses, or vice versa? Do the verses always narrate a story, or do the choruses always comment on feelings? e. is there a rhyme scheme used? 
 4. Prepare a paragraph (100+ words) that states what lyricist/artist you are analyzing, and then describe what the songs you analyzed are about. What kinds of songs does this artist write? 
5. Compose a song’s lyrics, which are modeled on the ones you analyzed. *Don’t plagiarize any part of any song. *Do not model a specific song and change the lyrics. *Everything you write should follow the model you analyzed, but be entirely your own words. *Do Write a complete song’s lyrics! 
*Do Read the Explanation about Song Lyrics Below First. 6. Explain how your song’s lyrics fit the model in a brief paragraph (150+ words).
 7. Finally, what did this assignment teach you about your artist or the process of writing songs? (brief paragraph – 150+ words) Typical Song Structure: Most popular songs contain verses and choruses, and many contain bridges or breaks. Compose a song that has multiple verses and a chorus. Compose a bridge/break lyric if you think it necessary. Rap verses can be used instead of or in conjunction with lyrical verses. See below for other distinctions/clarifications about these components of songs: Verse/Line Length: Song lyrics follow patterns related to the number of syllables per line. The pattern is sometimes approximate, but is almost always there. The reason that this happens is because melodies have notes, each of which can carry a single syllable. If a line of lyrics contains 10 syllables, it requires 10 notes in order to make a song. In the verses of most popular songs, the melodies repeat exactly from verse to verse. If a melody has 10 notes, you might squeeze in an extra syllable and have 11 syllables, or you might drop one note and have 9 syllables, but you couldn’t have things vary much beyond 1-2 syllables. So, if you have 10 syllables in the first line of verse one, verse two must have approximately ten syllables in its first line. Compare the opening of the two verses to the song “Brown Eyed Girl.” “Brown Eyed Girl” by Van Morrison v.1 Hey where did we go, in days when the rains came? v.3 So hard to find my way, now that I’m on my own. In verse one, there are 11 syllables used, 5 before the comma, and 6 after. In verse three, there are 12 syllables used, 6 before the comma, and 6 after. In the music of the song, the same melody is used for both phrases, and that melody contains a fixed amount of notes. You can sing two words to some of the notes, but you can’t wedge too many lyrics to that melody. In other words, to set a song to this tune, I would have to choose a lyric that had approximately 11-12 syllables on it, with a slight break around 5 or 6. Many of you are unaware of this aspect of song writing, and when you attempt to write your own verses, you need to be prepared to write verses that follow a pattern throughout. This restriction on verses is difficult, and part of why the fixed form of song lyrics can be challenging. RAP Verses: Please be aware that the line length concept doesn’t apply as strictly to rap verses, but rap verses also will have line length patterns. They just are more loosely applied, because the rhythm of the delivery can be adjusted. What’s important in rap verses is almost always rhyme and rhythm. If a rap verse has no rhyme in it, and if the words don’t flow together, then it won’t work. Hook/Chorus: The two words “hook and chorus” are used interchangeably today, but they both refer to that part of a popular song that repeats in the song. Typically, they distill what the song is about, on some level. For example, if a song tells a story, then the chorus will contain something related to the story; perhaps, it will be the emotional center of the song, or what the story is telling. It will almost always be the most memorable part of the song. The chorus often has some formal characteristics. A subtle charactheristic includes line length as measured in syllables, or notes of the melody. For example, if the chorus has four lines of lyrics, chances are, that the number of syllables per line follows some kind of pattern (e.g.9, 11, 9, 11). Begin to be aware of line length in the choruses of songs you listen to (line length = number of syllables per line). More typically, choruses and hooks follow a rhyme scheme. It isn’t a rule that is set in stone, but it happens most of the time. Try and be aware of this as you listen to songs you enjoy.

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Instruction: Although a work of fiction, Mao Dun’s “Spring Silk Worms” provides readers with an incredibly believable account of rural life and attitudes in 1930s China as well as the impact of the global economy on Chinese farmers. In this work, the author describes the decline of a family involved in silk production (sericulture) and how they understood this economy. Considering this, write a two to three page essay describing how Lao Tung Pao (Tongbao) and his family understood the impact of globalization on their lives, how they tried to cope with the vagueries of the market economy, and lastly what was really going on in the economy that they did not understand or foresee that eventually led to their bankruptcy? Be sure to make clear distinctions between what Tung Pao and his family subjectively believed to be the cause of their distress and the actual reality that they did not understand (which can overlap in some places), and pay attention to things like the perception of women and superstition when dealing with coping mechanisms. This should be an essay that discusses the intersection of the economy and cultural interpretations. Also be sure to have clear argument established in a thesis statement (and don’t repeat the prompt as a thesis statement) with clearly organized arguments. You do not need any other sources for this essay other than Mao Dun’s “Spring Silk Worms.”

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10 syllables per line 4-6 ten line stanzas (40-60 lines) AA, BB, CC rhyme scheme Use techniques similar to Chaucer Verbal irony/satirical tone Alliteration, metaphor, hyperbole, other techniques Direct/Indirect characterization Descriptive detail the pilgrim who’s point of view this will be written from is a conman, the essay should be a story told by the conman, in the style of one of the pilgrims stories told in the cantebury tales. The group of pilgrims must travel to North Korea

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Select an article related to healthcare about quality importance in healthcare – Introduce of the article / why I think it is important – Summarize the information – Discussion / Analysis – Conclusion Article must be from 2012-2016.

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Campaign Financing: When it comes to national elections, people need money to fund their campaigns. But, usually people are not self-financing, that is, they don’t simply spend their own money, they require donations. When it comes to these donations A. How much money are we talking about at the federal level? Where does it come from? Where does it go? Who were the five biggest, individuak donors for Obama and Romney and how much did they donate? Are there any regulations, constraints? Can anyone donate as much as they like? Are there limits as to the minimum you can donate? B. Do you think there should be any limitations or constraints? What’s your ideal scenario and how do we get there? How would the country benefit in this scenario? 5-6 pages, MLA or APA format. Due Feb. 26, be sure to answer all the questions in both sets, A & B. You will be graded on spelling, grammar, style and substance. See some links below to get you started. Click https://www.fec.gov/ link to open resource. Click https://www.opensecrets.org/ link to open resource. https://www.cfinst.org/law.aspx Skip to main content Messages Jennifer Smith POL-120-04E-2016SP-American Government Page path POL-120-04E-2016SP Section 6 The Campaign Finance System Anyone looking into the cost of campaigns these days is bound to experience sticker shock. Total campaign spending across the country reached $3 billion in 2000; the cost was even higher in 2004. The average cost of winning a seat in the US Senate was $4.5 million in 2000; in the House of Representatives it was more than $500,000. Looking at Federal Election Commission data, about one-fourth of the money that candidates spend comes from small, direct-mail contributions; another fourth comes from large individual gifts; another fourth comes from political action committees; and the remaining fourth comes from the candidates themselves. This explosive growth in campaign spending raises normative concerns about the democratic process. We need to ask ourselves where the money is coming from. Who is gaining influence and access to government officials through campaign contributions? Whose voices are being heard, and which groups are being crowded out of the political process because they can’t compete with the big spenders? Given the increasing amounts of money that candidates spend on campaigns and the related potential for “buying” political influence, it is not surprising that there have been several attempts to regulate campaign spending in the U.S. One of the most notable of these attempts came in 1971 with the Federal Election Campaign Act (FECA). The act, and several key amendments that Congress adopted in the wake of the Watergate scandal in 1974, regulated how much individual citizens and political action committees could give to candidates over the course of a campaign. The FECA limits going into the 2000 presidential election season were as follows: Individuals could give up to $1,000 to a candidate for federal office in the primary, and up to another $1,000 for the general election. Individuals could give political parties up to $20,000 per calendar year. Political action committees could give up to $5,000 to a candidate for federal office in the primary, and up to another $5,000 for the general election. Candidates had to disclose how they spent the donations they received. Note that these regulations under the FECA limit only the money that can be given directly to candidates and parties for the purposes of running an election campaign (so called “hard” money). The act places no limits on “soft” money (money that is spent by interest groups, political parties, and individual citizens independently of the candidates’ official campaigns for the purpose of “voter education”). Technically, soft money cannot be used to directly support a candidate (ads paid for with soft money cannot use phrases like “vote for/elect/defeat candidate x”). Nonetheless, ads paid for with soft money can—and often do—mention the names of candidates in connection to the advocacy of campaign issues (i.e. “Candidate X supports abortion,” or “Candidate X has raised taxes three times”). Historically, this unlimited use of soft money for “independent expenditures” has been protected under the First Amendment right to freedom of speech. In the landmark case of Buckley v. Valeo (1976), the Supreme Court ruled that citizens, groups, and candidates have the constitutional right to spend as much of their own money as they desire in advocating their own political positions. At the same time, the Court argued that money given directly to campaigns or used for the explicit support of a candidate (hard money) CAN be limited in order to protect against corruption of the electoral system. At its heart, Buckley v. Valeo highlights the tension between the necessity to protect against electoral corruption and to preserve individual rights to free speech. Creating balance between these ideas has been at the heart of all attempts to regulate campaign finance after 1976. In accordance with the regulations established through the FECA and Buckley v. Valeo, campaign finance in the U.S. after 1976 moved largely toward a system of “parallel campaigns” in which candidates would run one campaign, using hard money donations and their own personal finances, while parties and other groups would run complementary but independent “issue advocacy” campaigns in support of the candidates. Soft money has paid for enormous amounts of political advertising on behalf of party nominees that looks no different from the ads individual candidates air in an election season. The amount of soft money flowing to political parties grew to $262 million during the 1996 presidential race and continued to escalate in 2000. Recognizing the increasing role of unregulated soft money in electoral politics, recent advocates of campaign finance reform have sought to limit the use of soft money in a way that the courts might accept as appropriate under the First Amendment. Lead by former presidential candidate John McCain, these reformers were finally successful in 2002, when Congress passed the Bipartisan Campaign Finance Reform Act (BCRA), which is known more popularly as the McCain-Feingold reform (after the Senators who sponsored the legislation). The new BCRA restricts the use of soft money by political parties and limits the use of soft money by other groups in the months immediately prior to federal elections. To compensate for this loss, the act also doubles the amount of hard money that individuals can donate to candidates. Some critics, including Senator Mitch McConnell (R, KY), argued that the BCRA regulations for soft money trampled citizen’s right to free speech. However, in McConnell v. FEC (2003) the Supreme Court ruled that most of the regulations imposed under the BCRA were constitutionally justifiable and sufficiently balanced the right to free speech against the need to protect the integrity of elections. Today, following McConnell v. FEC, the major regulations imposed by the BCRA are as follows: National parties can neither accept nor spend soft money. State parties are limited to accepting $10,000 per donor in soft money per year, to be spent specifically on voter registration and get-out-the-vote drives for federal elections. Limits on individuals’ hard money contributions to campaigns were raised to $2000 per candidate per campaign. Limits on individuals’ hard money contributions to political parties were raised to $25,000 per year. PAC limits remain the same as under the FECA (PACs can give up to $5,000 to a candidate for federal office in the primary, and up to another $5,000 for the general election.) Advertisements by unions, corporations, or nonprofit organizations that refer to a federal candidate, reach his or her electorate, and run within sixty days of a general election or thirty days of a primary must be paid for with regulated hard money through PACs. While some people still say that the BCRA unfairly limits the freedom to speak out about politics, others argue that it doesn’t go far enough—that soft money will still play a major role in federal elections. Money, these critics argue, will always find a way to influence politics. Last modified: Tuesday, July 28, 2015, 2:52 PM

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Using what you have learned about Cultural Studies Criticism from both the textbook (pg. 707) and the video lecture, choose one of the short stories in Chapter 12 from Weeks 6-7 readings and craft a paper using this style of literary criticism to discuss one aspect of the story. The stories from which you may choose are: Sandra Cisneros “The House on Mango Street” In your choice of focus for this short paper, you might review what you wrote about in the Discussions forum to see if it could be expanded into a larger paper. The assigned questions are meant to bring you closer to ideas you might use for this paper. Cultural Studies Criticism examines culture, but tenders Marxist ideologies in its evaluative focus. The intersection of race, class, and gender are heavily considered in the examination of political issues present in the text. Any text, therefore, is part of a “dynamic social process” (Kennedy & Gioia 707). The effect of culture on art, therefore, cannot be ignored. Since you have just written a paper using Sociological Criticism, elements of this theory are present in Cultural Studies Criticism; however, there is less focus on the author and more focus on the culture of the time period and place originating within the piece. Note: Assume your readers have read the story (do not summarize it). Additionally, do not overview the critical theory. Paper requirements: Length 750-1000 words (text of paper) Typewritten 1” margins Double-spaced Times New Roman 12 point font MLA (formatting of paper and citations; story should be cited w/proper in-text citations to note references to the text). The only source used for these papers should be the assigned reading. This will give you further practice working with primary research. THE TEX BOOK IS Kennedy, X.J. and Cioia, Dana. (2010). An Introduction to Fiction. 11th ed. Boston: Pearson, 2010. Print.

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