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  • Reducing Breast Cancer Risk: Evaluating Patient Profiles and Providing Recommendations

    Overview
    Even though Tanya has the breast cancer gene that puts her at risk, it does not necessarily mean she will ever develop breast cancer. In this assignment, you will evaluate the medical histories and breast cancer risks of Tanya’s friends, and estimate how they might reduce their risks. You will learn about the various genetic and lifestyle-related risk factors as well as prevention strategies for breast cancer.
    Instructions
    For this assignment, you will use the Patient Case Study Profile Form [DOCX] Download Patient Case Study Profile Form [DOCX]to evaluate four patient profiles and their medical histories. Refer to the resources listed in the What You Need To Know section.
    Examine the four patient profiles and medical histories of Tanya’s friends, Mary, Paula, June, and Nora, with respect to their breast cancer risk.
    Use the various resources presented this week to help you analyze the cancer causes for each profile.
    Use the National Cancer Institute’s Breast Cancer Risk Assessment Risk Calculator ToolLinks to an external site. to estimate the patient’s risks of developing breast cancer.
    Provide recommendations for each patient profile as to how they might reduce their cancer risk.
    Enter your recommendations in the Patient Case Study Profile Form next to each patient profile.
    Submit your completed document in the assignment area of the courseroom. All assignments are due at end of the week unless otherwise specified.
    Competencies Measured
    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
    Competency 2: Apply concepts of human biology to the social sciences.
    Examine each patient profile and cancer risks.
    Analyze each patient profile cancer risks and causes using provided resources.
    Use the risk calculator to estimate each patient’s risk of developing breast cancer.
    Recommend how each patient might reduce their risk of cancer.
    Provide recommendations for each patient profile as to how they might reduce their cancer risk.
    Enter your recommendations in the Patient Case Study Profile Form next to each patient profile.
    Submit your completed document in the assignment area of the courseroom. All assignments are due at end of the week unless otherwise specified.
    Competencies Measured
    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
    Competency 2: Apply concepts of human biology to the social sciences.
    Examine each patient profile and cancer risks.
    Analyze each patient profile cancer risks and causes using provided resources.
    Use the risk calculator to estimate each patient’s risk of developing breast cancer.
    Recommend how each patient might reduce their risk of cancer.

  • “Design, Implementation, and Playtesting of a 3D Unity Game for Android Mobile Devices”

    TASK DESCRIPTION
    This assignment is a continuation of Practical Assignment 1. You are required to design, implement and playtest a simple 3D Unity game for Android mobile devices.
    Design and Implementation
    The game is based on the game concept that you have provided in Practical Assignment 1.
    As the game is for mobile devices, your implementation should demonstrate a competent knowledge of the following:
    Mobile game interfacing i.e., the use of mobile touch screen, device orientation, sensors and GUI
    Exploring and using legal sources of graphics, sounds and 2D/3D models
    Applying the overall concepts from the chapters of the textbook, as well as implementing features from the tutorial exercises that make this a good game.
    The game should include within it clear instructions on how to play and an overall goal for the game. You are also be required to write a report explaining your demonstration and the game design elements it implements.
    Playtesting
    Your game should be playtested by two of your friends. You should write a report that includes your observations during the playtesting, your playtesters’ comments and your ideas for improving the game.
    ASSESSMENT CRITERIA
    Game clearly and successfully demonstrates desired game features.
    Game uses visual and auditory resources appropriately.
    Game code is well written and shows competency in Unity.
    Report is well written and provides a clear rationale for the implemented game features and relationship to original game.
    SUBMISSION
    1. The entire Unity project should be submitted in a format that can be executed by the marker in an emulator or on an Android phone or compatible simulator/emulator. Your report should be in Word document.(You can upload the game to any online platform, such as Google Drive, and share the link in your report.)
    2. You also need to record your screen while running your game and upload that video (on YouTube, Dropbox or any other easy access platforms), then include the video URL in your document.
    3. Report(only submit game features with URL for task 1 and 2)

  • Title: The Influence of Gestalt in Personal Reflection and Social Change Gestalt psychology is a holistic approach that emphasizes the interconnectedness of the mind, body, and environment. This approach has had a significant influence in various fields, including personal

    Directions:
    Find directions for writing a reflection paper here: https://www.youtube.com/watch?v=whKSAKSMFs8
    Make your cover with this video: https://www.youtube.com/watch?v=o8WwWuSfqLU
    *citing in text /APA guidelines. Learn to cite here: https://www.youtube.com/watch?v=3zv7Va0IPik&t=13s
    After viewing and reading the PowerPoint – provide below (personalitygestaltself2016.ppt)
    And this article:
    A Gestalt approach to social change
    provide below : (BGJ_Text_261.pdf) p.17-27
    and this article: GestaltPsycholog
    provide below (BF00422382.pdf)
    Write a 300-word essay on the influence of Gestalt. You must cite the three sources (PPT and two articles) I gave you in APA7.

  • Title: Exploring the Concept of Death in Children’s Pop Culture The film “The Lion King” is a popular children’s movie that deals with the concept of death. In the movie, the main character Simba’s father, Muf

    Pop culture can send many messages to a variety of audiences. One message given to children may be about the concept of death and how we react to it. Think about films or TV shows that children may see or books they may read that involve death.  In your discussion post, state what film, TV show, or book you are referring to and describe the death that occurs. Then answer the following questions in at least one paragraph (minimum of 5 sentences).
    What message is sent to the audience about death?
    Is this an accurate portrayal of death in real life? 
    How might this piece of pop culture impact a child’s understanding of death?
    Feel free to include links to videos of the film/show or quotes from the book.

  • “Trouble at the Taberna: A Roman Family’s Misadventures” “The Mischievous Sheep and the Deceitful Merchant”

    Several words are numbered and highlighted from the story below.
    Please number from 1-25, then follow the directions below, indicating
    what is to be done with each word.
    – For words in (parentheses), replace the noun with the correct form of the pronoun is, ea, id. The pronoun must agree in gender, number and case. – For words in [square brackets], add the correct form of hic, haec, hoc before the word.
    The pronoun must agree in gender, number and case. – For words in {braces}, add the correct form of ille, illa, illud before the word.
    – For underlined words, make it plural if it is singular or singular if it is already plural. In Italiā, procul ab Romā, est mons Vesuvius. Sub1.[monte]
    iacent multa oppida. Herculaneum, Pompeii et Nuceria sunt oppida quae
    sub monte Vesuviō iacent. Circum montem Vesuvium sunt multi 2.{collēs} in quibus pulchrae arborēs sunt. Sub arboribus umbra est. In 3.{arboribus} sunt multa mala et pira. In oppidō Nuceriā, quae est prope 4.(collēs), sunt multae tabernae. Duo tabernariī et servī eōrum veniunt ex Nuceriā et 5. ambulant
    ad collēs. Mala et pira, quae in arboribus sunt, non umbra, quae sub
    arboribus est, petunt. Unus tabernarius est Titus. Alius tabernarius 6.[Lucius] est. 7.(Tabernariī) 8.(servōs)
    vocant et imperant, “Venīte, servī! Carpite mala et pira ex
    arboribus!”. Servī parent et mala et pira carpunt. Mala et pira ā servīs
    in saccōs 9.ponuntur. Titus saccōs eius et Luciī numerat. Numerus saccōrum centum est. Tabernariī imperant, “Servī, portate saccōs 10.{malōrum} ad tabernam Titī. Portate 11.{saccōs} pirōrum ad tabernam Luciī!” Saccī malōrum et pirōrum vehuntur ad 12.{tabernās} quae in oppidō Nuceriā sunt. Multae familiae habitant in 13.(oppidō) Nuceriā. Caecilius est pater primae 14.[familiae]. In familiā Caeciliī est unus filius et una filia. 15.(Filia) Caeciliī est Melissa. Gaius est pater secundae familiae. Caecilia et familia per viam ambulant. Gaius et familia ambulant ad tabernam Luciī. Gaius interrogat Lucium, “Quantum est pretium quinque 17.(pirorum)?” Lucius respondet, “Quinque pira constant tantum decem sestertiīs.” Pretium pirōrum non delectat Gaium. Gaius non emit pira et discedit ā taberna. Familia Caeciliī venit ex villā et ambulat ad 18.{tabernam} Titī. Caecilius Titum salutat. “Salve, Tite! Quid venditur in taberna?” Titus respondet, “Mala formosa venduntur!” Caecilius saccum malōrum aspicit et interrogat, “Tite, quantī constat saccus malōrum?” Titus 19.respondet, “Quattuor sestertiī constat”. 20.Pretium non Caecilium delectat.
    Caecilius: “Quattuor sestertiī? Id magnum pretium est!”
    Titus Caeciliō alium saccum ostendit: “Aspice saccum. Tres sestertii tantum constat.” Caecilius saccum videt. Melissa quoque saccum videt et plorat, “Sed saccum non tam magnus est quam saccum 21.malōrum! Pater, emi saccum magnum, non saccum parvum!” Caecilius non est laetus, sed magnum saccum malōrum 22.[filiae] emit. Pater quattuor nummōs tabernariō dat et tabernarius saccum patrī dat. Tabernarius accipit nummōs ab patre. Caecilus saccum sumit et aperit. Pater non videt quid inest in saccō sed unum malum sumit ex saccō.
    Caecilius saccum claudit et malum filiae dat, “Ecce! Malum tuum!”
    Melissa accipit 23.{malum} sed non est laeta. Filia lacrimat! Filia 24.vestigia dentium in malō suō videt! Filia, “Pater, aspice! Malum foedum est! Vestigia dentium in malō meō sunt! Tabernarius improbus est quia malum meum ēst!” Caecilius est iratus et Titum accusat, “O quam improbus est tabernarius qui mala cum vestigiīs dentium
    vendit!”
    Caecilius Titum accusat, sed Titus non iratus est. Titus ridet et dentēs eius Caeciliō ostendit. Quot dentēs Titus habet? Titus vigintī 25.dentēs habet. Quot vestigia dentium in malō sunt? Octo tantum vestigia dentium in malō sunt. Caecilius: “Titus tabernarius improbus non est! Sed, quis malum ēst?” Dum
    Caecilius Titum interrogat, filia Caeciliī saccum malōrum aperit. Filia
    in saccō aspicit. Filia est laeta et ridet. Filia, “Vide, pater, quid inest in saccō!” Caecilius aspicit et videt quid est in saccō. Parva et formosa ovis inest in saccō! Parva ovis ridet et monstrat dentēs. Quot dentēs habet? Parva [ovis] tantum octō dentēs habet! In Italiā, procul ab Romā, est mons Vesuvius. Sub monte iacent multa oppida. (1) Herculaneum,
    Pompeii et Nuceria sunt oppida quae sub monte Vesuviō iacent. Circum
    montem Vesuvium sunt multi collēs in quibus pulchrae arborēs sunt. Sub
    arboribus umbra est. In arboribus sunt multa mala et pira. In oppidō
    Nuceriā, quae est prope collēs, sunt multae tabernae. Duo tabernariī et
    servī eōrum veniunt ex Nuceriā et ambulant ad collēs. Mala et (5) pira,
    quae in arboribus sunt, non umbra, quae sub arboribus est, petunt.
    Unus tabernarius est Titus. Alius tabernarius Lucius
    est. Tabernariī servōs vocant et imperant, “Venīte, servī! Carpite mala
    et pira ex arboribus!”. Servī parent et mala et pira carpunt. Mala et
    pira ā servīs in saccōs ponuntur. Titus saccōs eius et Luciī numerat.
    Numerus saccōrum centum est. Tabernariī imperant, “Servī, portate saccōs
    malōrum ad tabernam Titī. Portate saccōs (10) pirōrum ad tabernam Luciī!” Saccī malōrum et pirōrum vehuntur ad tabernās quae in oppidō Nuceriā sunt. Multae familiae habitant in oppidō Nuceriā. Caecilius est pater primae familiae. In familiā Caeciliī est unus filius et una filia. Filia Caeciliī est Melissa. Gaius est pater secundae familiae. Caecilia et familia per viam ambulant. (15) Gaius et familia ambulant ad tabernam Luciī. Gaius interrogat Lucium, “Quantum est
    pretium quinque pirorum?” Lucius respondet, “Quinque pira constant
    tantum decem sestertiīs.” Pretium pirōrum non delectat Gaium. Gaius non
    emit pira et discedit ā taberna. Familiae
    Caeciliī venit ex villā et ambulat ad tabernam Titī. Caecilius Titum
    salutat. “Salve, Tite! Quid venditur in taberna?” Titus respondet, “Mala
    formosa venduntur!” Caecilius (20) saccum
    malōrum aspicit et interrogat, “Tite, quantī constat saccus malōrum?”
    Titus respondet, “Quattuor sestertiī constat”. Pretium non Caecilium
    delectat. Caecilius: “Quattuor sestertiī? Id magnum pretium est!”
    Titus Caeciliō alium saccum ostendit: “Aspice saccum. Tres sestertii tantum constat.” Caecilius saccum videt. Melissa quoque saccum videt et plorat, “Sed saccum non tam (25) magnus
    est quam saccum malōrum! Pater, emi saccum magnum, non saccum
    parvum!”Caecilius non est laetus, sed magnum saccum malōrum filiae emit.
    Pater quattuor nummōs tabernariō dat et tabernarius saccum patrī dat.
    Tabernarius accipit nummōs ab patre. Caecilus
    saccum sumit et aperit. Pater non videt quid inest in saccō sed unum
    malum sumit ex saccō. Caecilius saccum claudit et malum filiae dat,
    “Ecce! Malum tuum!” (30)
    Melissa accipit malum sed non est laeta. Filia lacrimat!
    Filia vestigia dentium in malō suō videt! Filia, “Pater, aspice! Malum
    foedum est! Vestigia dentium in malō meō sunt! Tabernarius improbus est
    quia malum meum ēst!” Caecilius est iratus et Titum accusat, “O quam improbus est tabernarius qui mala cum vestigiīs dentium
    vendit!”
    (35) Caecilius
    Titum accusat, sed Titus non iratus est. Titus ridet et dentēs eius
    Caeciliō ostendit. Quot dentēs Titus habet? Titus vigintī dentēs habet.
    Quot vestigia dentium in malō sunt? Octo tantum vestigia dentium in malō
    sunt. Caecilius: “Titus tabernarius improbus non est! Sed, quis malum ēst?” Dum Caecilius Titum interrogat, filia Caeciliī saccum malōrum aperit. Filia in saccō (40) aspicit. Filia est laeta et ridet. Filia, “Vide, pater, quid inest in saccō!” Caecilius aspicit et videt quid est in saccō. Parva et formosa ovis inest in saccō! Parva ovis ridet et monstrat dentēs. Quot dentēs habet? Parva ovis tantum octō dentēs habet!

  • Title: Discipline and Special Education: Insights from School Leaders and Special Education Professionals

    Important policies, guidelines, and procedures are mandated concerning the discipline of students who receive special education services. The staff, parents, district and campus administration, and related service providers may all be involved in the decision making process regarding consequences for actions that may be related to the disability. There are procedural processes involved in determining the following: manifestation hearings, the need to conduct a functional behavioral assessment (FBA), and the development and implementation of behavior intervention plans (BIP). IEP team members must also document decisions regarding suspension, expulsion, or a need for a change of placement. Administrators, lead teachers, and other key special education staff are responsible for implementing the policies and disciplinary regulations. Failure to comply with these important regulations can place these individuals and the district in a liable situation.
    Allocate at least 2 hours in the field to support this field experience.
    Interview two of the following: a principal; assistant principal; administrator; lead special education teacher; school psychologist, or behavior interventionist/coach. 
    Discuss the role in which the interviewee plays regarding the following: 
    In your role, what types of discipline issues have you found to be the most common with students with disabilities?
    In regards to IDEA, what is your responsibility regarding the discipline components for students identified as receiving special education services?
    How do you play a role with in-school suspension versus out-of-school suspension for students who receive special education services?
    How are you involved in the decision making process regarding the discipline of students with disabilities?
    What types of data do you collect regarding behavior/discipline issues of students with disabilities? If you do not collect the data, do you review the data to assist with any discipline issues?
    How are special education services provided to students with disabilities who are suspended, if needed? Does your role have responsibilities in determining or providing these services or ensuring these services are met?
    What other additional insight can you offer in the areas of due process, discipline, and student/family rights related to your role and responsibilities? 
    In 250-500 words, summarize your interviews and reflect upon professional practices related to legal and ethical discipline for students with disabilities. Discuss the similarities and differences of roles and responsibilities based on your feedback from the interviews. In addition, provide any additional insight the interviewees provided you might not have realized until now. Explain how you will use your findings in your future professional practice.
    APA format is not required, but solid academic writing is expected.
    Note: the interviewer’s Names Jossenny Batista and Johana Andujar, School Leep Dual Language Academy

  • “Managing Hypertension in a 64-Year-Old Black Male with Headaches and Blurry Vision” Differentials and Diagnosis: Based on the patient’s presentation and history, there are several differentials to consider. The most likely diagnosis is

    Discussion Prompt
    A 64-year-old Black male with a history of hypertension presents to your clinic for complaints of headaches and blurry vision x 2 days. He denies any weakness, numbness, chest pain, shortness of breath, palpitations, or recent, illicit drug use. He states he has been compliant with his medications (hydrochlorothiazide 12.5 mg and metoprolol 50 mg BID), and he took his meds this morning. Recent labs from 3 weeks ago indicate no diabetes. He has no other medical history.
    His vitals include: B/P 195/115, P- 90, T- 98.9, R- 20. Recent labs (3 weeks prior):
    Total Cholesterol – 263 mg/dl
    LDL-192 mg/dl
    HDL- 35 mg/dl
    Trig- 180 mg/dl
    He did not return for these results and did not start any new meds.
    Discuss your differentials and the most likely diagnosis and plan of care for this patient, including his ASCVD risk, specific goals, medications, referrals, and follow-up. Remember to include your rationales. Support your work with primary and secondary references, such as clinical practice guidelines, do not use point-of-care references. Expectations
    Initial Post:
    Length: A minimum of 280 words, not including references
    Citations: At least two high-level scholarly reference in APA from within the last 5 years

  • “Addressing Health Disparities in Elderly African American Women in Sentinel City: A Focus on Osteoarthritis, Breast Cancer, and Depression”

    Please use the information and attachment for the essay.
    Sentinel city is a rural community. The specific population to work with is elderly African American female
    The health issues identified in elderly African America females in Sentinel city are ; Osteoarthritis, Breast cancer, and depression.

  • “The Importance of Effective Communication in the Workplace” Effective communication is crucial in any workplace setting. It is the key to building strong relationships, fostering teamwork, and achieving organizational goals. In today’s fast-paced and globalized business environment, the ability

    400-425 Words.
    Format Requirement: PDF or Word Document, APA 7, Times New Roman 12 or Calibri 11. Include a title page and a references page. Note: The word count does not include the title page & the reference entry.  

  • The Extractive versus Inclusive Institutions Theory: A Critical Analysis The Extractive versus Inclusive Institutions Theory: A Critical Analysis

    How robust is the ‘extractive versus inclusive institutions’ theory at explaining why certain nations succeed and why others fail? Or do you find the distinction simplistic? [Note that this is based on Acemoglu and Robinson’s quite lengthy book. You are not responsible for reading the entire book during this Week. Many reviews have been written about it, which you can consult in order to get the main ideas. My lecture notes will also cover the essential points. I do recommend that you read Chs. 3, 8, and 13 of their book. For this Discussion Post, focus on the reasoning behind the institutional characterization and the quality of the evidence offered by the authors, their proponents, and their critics.] Post your thoughts on the Discussion Board. Post at least two follow-up postings of other students’ Discussions. Consult the grading rubric for posting on the Discussion Board. You can view the grading rubric by clicking the upper right “three dots” button – “show rubric