Science

Discuss the strengths and weaknesses of electric cars in helping to limit the greenhouse effect

The rise in conspiracy theories and fake news through internet technologies has been a matter of growing concern. Efforts to identify and debunk sources of such misinformation through web channels such as FactCheck.org etc have had limited success. In the United States, the recent case where members of the group called QAnon sought to infiltrate feeds of organizations against child trafficking has furthermore brought attention to the ways in which issues of genuine importance like safety of children can be manipulated by different groups for their own interests. This week’s prompt invites you to focus on the prevalence of conspiracy theories and their potential to harm issues related to human rights and democracy.  You are encouraged to identify such instances in different parts of the world and analyze them. You can draw from your own experiences and share your personal strategies in guarding against such news.  Here is the link to the news referenced in the prompt: https://www.nytimes.com/2020/08/12/technology/qanon-save-the-children-trafficking.html

The members of the United Nations found great value in the analysis you provided on the effects of global warming that results from population growth. They are now asking you to write an additional analysis to include further issues related to population growth. Here is the issue they have asked you to consider: The member states of the United Nations seek to build food systems that can provide global food security which will feed everyone, everywhere, every day by improving food quality through the promotion of effective and nutritional agricultural practices. The crucial issue is not the lack of food in the world but the access to that food. In many developing countries, food shortages are due to governmental control over food distribution. These governments maintain control of the population and their power by limiting access to nutritious food to certain groups. In this practice, they thereby “weaponize” food. Your second project as a consultant for the United Nations is to develop an analysis that addresses three issues related to global food insecurity caused by global population growth and poverty and to explore these issues in a developing country of your choosing. The UN has given you the following guidelines. Content The UN has asked that your paper contain three sections. Each section should be one page (or approximately 300 words) in length and answer specific questions, identified in the outline below. It also asks that you use examples from your developing country when answering the questions. Introduction Provide an introduction of half a page minimum that addresses points a-e below. Explains the problem the UN has asked you to address in your own words; Identifies the three sections your paper will cover; Identifies the developing country you will consider; Tells the UN the causes of food insecurity, and Provides a one-sentence statement of your solutions at the end of your introduction paragraph. Section I. Background What is food insecurity? What role does population growth play in food security? Section II. Technologies That Can Reduce Hunger and Improve Food Security What forms of technology can be used to reduce hunger and improve food security? How would these technological solutions work? What causes of food insecurity do these technologies address? Section III. Specific Factors in Chosen Developing Country Considering the causes of food insecurity, what factors interrupt the flow of food from the source to the people in the developing country you selected?             Conclusion Provide a conclusion of half a page minimum that includes a summary of your findings that the United Nations can use to inform future policy decisions. Success Tips In answering each question, use examples from your developing country to illustrate your points. The UN needs facts and objective analysis on which to base future policy decisions; avoid personal opinion and make sure your answers are based on the information you find through research. Formatting Requirements Make sure your paper consists of four to six pages of content (or 1,200 words minimum, not including the cover or reference pages). Create headings for each section of your paper as follows: Section I. Background Section II. Technologies That Can Reduce Hunger and Improve Food Security Section III. Specific Factors in Chosen Developing Country Use and cite at least five credible sources in your research. A list of potential resources is available below. Make sure your paper contains both in-text citations and a source list, per SWS guidelines: Refer to the Strayer Writing Standards (SWS) document for reference. Include a cover page with your name, the country you selected, the date you submitted the paper, and your instructor’s name. Potential Sources Peter Timmer. May/June 2015. Food Security and Scarcity: Why Ending Hunger Is So Hard. Foreign Affairs. The United Nations Population Division. 2017. World Population Prospects: The 2017 Revision. https://www.un.org/development/desa/publications/world-population-prospects-the-2017-revision.html Will Martin. November 5, 2010. Food Security and Poverty: A Precarious Balance. Let’s Talk Development blog by The World Bank. https://blogs.worldbank.org/developmenttalk/food-security-and-poverty-a-precarious-balance   The specific course learning outcome associated with this assignment is as follows: Propose a plan to address the issue of global food security in underdeveloped countries that considers the impact of prior solutions.

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instructions in pictures MUST SEE PICS links here:  class website: https://sites.google.com/view/env10031004/lab/module-library/remote-learning-activities/spider-diversity?authuser=0 sample lab: https://labwrite.ncsu.edu/res/labreport/res-sample-labrep1.html writing guide: https://www.monash.edu/rlo/assignment-samples/science/science-writing-a-lab-report calculations sheet: https://docs.google.com/spreadsheets/d/1hQ4R_1sY0IuSkEkAdwpecnvf3WWRpHtOofFARSX_zWY/edit#gid=838651656

Some general ideas to consider: ? Have you built the infrastructure you need to support the effective implementation of your plan? ? Develop interventions ? Advocate for change ? Policy development ? Multi-tiered approach to deal with systemic issues – there is no “magic bullet” Identify and assess “best practices” or “evidence-based interventions” that could help address the problem or goal. Indicate a. Potential or promising “best practices” for your situation (consider various available databases and lists of “best” or evidence-based practices) b. How strong is the evidence that each potential “best practice” caused the observed improvement? (Rather than other associated conditions or potential influences) c. Whether the “best practice” could achieve the desired results in your community d. Whether the conditions (e.g., time, money, people, technical assistance) that affect success for the “best practice” are present e. (Based on the assessment) The “best practice” or evidence-based approach to be tried in your situation (Note: If no “best practices” are known or appropriate to your situation, follow the steps below to design or adapt another intervention.) (Based on the assessment and literature) Specify the core components and elements of the intervention. Be specific about elements to be included for each of these five intervention components: a. Providing information and enhancing skills (e.g., conduct a public information campaign to educate people about the problem or goal and how to address it) b. Modifying access, barriers, exposures, and opportunities (e.g., increase the availability of affordable childcare for those entering workforce; reduce exposures to stressors) c. Enhancing services and supports (e.g., increase the number of centers that provide health care) d. Changing the consequences (e.g., provide incentives to develop housing in low-income areas) e. Modifying policies and broader systems (e.g., change a business or public policies to address the goal) Identify the mode of delivery through which each component and element of the intervention will be delivered in the community (e.g., workshops for skill training). Indicate how you will adapt the intervention or “best practice” to fit the needs and context of your community (e.g., differences in resources, cultural values, competence, language). ? Develop an action plan for the intervention. Include a. What specific change or aspect of the intervention will occur? b. Who will carry it out? c. When the intervention will be implemented or how long it will be maintained? d. Resources (money and staff) needed/ available? e. Who should know what about this?

Project report Requirements Your final assessment task in this subject is to write a 3000 words report detailing your research and its findings. Your project report should: Conduct a descriptive analysis of Quantitative findings from all the attached reports, focusing on 2 key areas: What are the top main reasons for Nurses leaving aged care workforce; example-for higher pay, workloads, stress, workplace culture. What are the top factors contributing to employee engagement, job satisfaction, intrinsic and extrinsic motivation factors, retention? Note: Please include these theories to support your argument: ·       Herzberg’s two hygiene factors (Herzberg 2003) ·       Greenberg and “Colquitt’s”. (2013) ‘Procedural justice’ theory is based on a fair pay calculation system. This theory is useful to the study because research evidence suggests that low pay and unpaid hours as contributing to job dissatisfaction among nursing staff ·       A relational reward is based on developing a good relationship between clients and staff ·       Balhis and Trouville (2005) six strategies that can improve a training program. Highlight findings which are similar or different in the reports and present all relevant statistics. Statistics across all articles could be presented in table/graph (image format) and not included in word count. Please reference appropriately- Harvard Style 1.     Include Executive summary 2.     provide recommendations on how to improve the retention of Nurses in Australian aged care and summarise conclusions Grading criteria Your project report will be marked according to the following criteria: Criterion 4 – Analysis and Presentation of Findings: Critically evaluates (analyses and reflects on) the issues related to the identified problem or opportunity. (35%) Criterion 5 – Implications, Recommendations and Conclusions: Summarises key findings in relation to the report discussed earlier; provides evidence-based recommendations; and effectively concludes report showing its purpose was achieved. (30%) Criterion 6 – Referencing: Uses referencing style conventions as outlined in the AIB Style Guide to acknowledge an appropriate number of credible sources of fact and/or theory (5%) Criterion 7 – Structure, Presentation, Communication Style, and Language: Uses the example structure provided; presentation and English language conventions are applied as outlined in the AIB Style Guide to communicate clearly

Write a brief summary of the article. Discuss how it illustrates current theory or application related to each of the core concepts taught in quality in healthcare organizations and add your opinion as to the practicality of the ideas being presented. Then answer the following questions related to each of the readings: What is the title of the article? Who is the author of the article? What publication did the article appear in? When was the article published? Describe the type of information provided in the article (opinion, raw data, analysis, ideas, research, etc.)? Is the information valid and reliable? Explain. Could there be conflicting views to the information given in this article? Explain. Describe how the information can be applied in a practical business setting? Do you agree or disagree with the author’s views? Explain.

Imagine you are an Academic Clinical Nurse Educator preparing for your student nurses’ clinical rotations. This is an exciting time for your students, as they now have the opportunity to apply what they have learned in the classroom with actual patients! It’s a busy time for you, though, because their success is dependent on your ability to plan clinical experiences for each of your student nurses that enable them to develop the skills they need to be successful practicing nurses in the future. This means considering the individual learning needs of each of your student nurses and matching them to an appropriate patient on the unit. Photo Credit: Getty Images For your Module 6 Assignment, you will first evaluate assignments and activities for student nurses in clinical settings to ensure alignment to clinical experience objectives. You will also examine how core competencies of Clinical Nurse Educators are addressed in planning clinical experiences for student nurses. Finally, you will explore how Clinical Nurse Educators facilitate communication and bridge ethical and legal requirements between the academic institution and the clinical setting. To prepare: Review the National League for Nursing (NLN) site and consider the clinical educator competencies and how they apply to the clinical setting. Review Chapter 5 in Legal Aspects of Nursing Professional Development Practice and consider the legal and ethical responsibilities of the Academic Clinical Nurse Educator with respect to working with a healthcare institution. On Day 1 for this week, your instructor will assign you a Student Nurse Profile to complete this Module Assignment. See the “Student Nurse Profiles and List of Specialty Areas” document found in the Resources for this week. Review the Student Nurse Profile assigned to you. Note: Please see the “Course Announcements” section of the classroom for your Student Nurse Profile assignment. Review the List of Specialty Areas found in this week’s Resources and consider the different specialty areas or units. Once you review the List of Specialty Areas, select a specialty area to match your assigned Student Nurse Profile by developing a patient profile for a patient that you might encounter on this unit. Create a specific objective for managing care for the patient. Assignment (3–4 pages not including title and reference pages) Part 1: The Student Nurse’s Assigned Patient Describe the objective you developed for your student nurse as he/she manages care for the patient on the unit of the specialty area you selected. Also describe a patient profile for the patient under consideration. Describe activities that will support your designated student nurse in developing their skills to meet the objective that you developed for the clinical experience and specialty area you selected. Be specific. Explain how these activities will be beneficial in supporting the objective you developed. Explain which core competencies of the Clinical Nurse Educator are addressed through the patient assignment and activities and why. Be specific. Explain the legal and ethical issues pertaining to working as a clinical nurse educator in the practice partner’s clinical environment. Part 2: Post-Conference/De-Brief Session Explain how you would discuss the following points with your student nurse during a post-conference/debrief session. Objective(s) of the clinical experience. How the specific patient assignment and students’ activities facilitated meeting the objective(s). Application of theory to practice. Use of interpersonal communication to establish clinical relationships. Legal and ethical issues pertaining to working as a nursing student in a clinical environment.  Submit your Module 6 Assignment by Day 7 of Week 10. Use your Resources to support your explanations. Use proper APA formatting and references. Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting. By Day 7 of Week 10 Submit your Module 6 Assignment.  Submission and Grading Information To submit your completed Assignment for review and grading, do the following: Please save your Assignment using the naming convention “M6Assgn+last name+first initial.(extension)” as the name. Click the Module 6 Assignment Rubric to review the Grading Criteria for the Assignment. Click the Module 6 Assignment link. You will also be able to “View Rubric” for grading criteria from this area. Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “M6Assgn+last name+first initial.(extension)” and click Open. If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database. Click on the Submit button to complete your submission. Grading Criteria To access your rubric: Module 6 Assignment Rubric Rubric Detail   Select Grid View or List View to change the rubric’s layout. Name: NURS_6370_Module6_Assignment_Rubric Grid View List View   Excellent Good Fair Poor Part 1: The Student Nurse’s Assigned Patient In 1-2 pages, address the following Describe the objective you developed for your student nurse as he/she manages care for the patient on the unit of the specialty area you selected. Also describe a patient profile for the patient under consideration. 9 (9%) – 10 (10%) The response clearly, accurately, and with specific detail describes the objective developed for the student nurse and the patient profile for the patient under consideration. 8 (8%) – 8 (8%) The response describes the objective developed for the student nurse and the patient profile for the patient under consideration. 7 (7%) – 7 (7%) The response vaguely and/or with some inaccuracy describes the objective developed for the student nurse and the patient profile for the patient under consideration. 0 (0%) – 6 (6%) The response is inaccurate or missing descriptions of the objective developed for the student nurse and/or the patient profile for the patient under consideration. Based on the objective for the clinical experience you developed and the specialty area you selected, describe activities that will support your designated student nurse in developing their skills to meet the objective. Be specific. 9 (9%) – 10 (10%) The response clearly, accurately, and with specific detail describes activities that will support the designated student nurse in developing their skills to meet the objective. 8 (8%) – 8 (8%) The response describes activities that will support the designated student nurse in developing their skills to meet the objective. 7 (7%) – 7 (7%) The response vaguely and/or with some inaccuracy describes activities that will support the designated student nurse in developing their skills to meet the objective. 0 (0%) – 6 (6%) The response is inaccurate or missing descriptions of activities that will support the designated student nurse in developing their skills to meet the objective. Explain how these activities will be beneficial in supporting the objective you developed. 5 (5%) – 5 (5%) The response clearly, accurately, and with specific detail explains how these activities will be beneficial in supporting the objective developed. 4 (4%) – 4 (4%) The response explains how these activities will be beneficial in supporting the objective developed. 3 (3%) – 3 (3%) The response vaguely and/or with some inaccuracy explains how these activities will be beneficial in supporting the objective developed. 0 (0%) – 2 (2%) The response is inaccurate or missing explanations of explains how these activities will be beneficial in supporting the objective developed. Explain which core competencies of the Clinical Nurse Educator are addressed through the patient assignment and activities and why. Be specific. 9 (9%) – 10 (10%) The response clearly, accurately, and with specific detail explains which core competencies of the Clinical Nurse Educator are addressed through the patient assignment and activities and why. 8 (8%) – 8 (8%) The response explains which core competencies of the Clinical Nurse Educator are addressed through the patient assignment and activities and why. 7 (7%) – 7 (7%) The response vaguely and/or with some inaccuracy explains which core competencies of the Clinical Nurse Educator are addressed through the patient assignment and activities and why. 0 (0%) – 6 (6%) The response is inaccurate or missing explanations of which core competencies of the Clinical Nurse Educator are addressed through the patient assignment and activities and why. Explain the legal and ethical issues pertaining to working as a clinical nurse educator in the practice partner’s clinical environment. 9 (9%) – 10 (10%) The response clearly, accurately, and with specific detail explains the legal and ethical issues pertaining to working as a clinical nurse educator in the practice partner’s clinical environment. 8 (8%) – 8 (8%) The response explains the legal and ethical issues pertaining to working as a clinical nurse educator in the practice partner’s clinical environment. 7 (7%) – 7 (7%) The response vaguely and/or with some inaccuracy explains the legal and ethical issues pertaining to working as a clinical nurse educator in the practice partner’s clinical environment. 0 (0%) – 6 (6%) The response is inaccurate or missing explanations of the legal and ethical issues pertaining to working as a clinical nurse educator in the practice partner’s clinical environment. Part 2: Post-Conference In 1-2 pages, explain how you would address the following during a post-conference/debrief session: • The objective(s) of the clinical experience • How the specific patient assignment and students’ activities facilitated meeting the objective(s) 9 (9%) – 10 (10%) The response clearly, accurately, and with specific detail explains how the objectives of the clinical experience would be addressed in a post-conference/debrief session. The response clearly, accurately, and with specific detail explains how the specific patient assignment and students’ activities facilitated meeting the objectives would be addressed in a post-conference/debrief session. 8 (8%) – 8 (8%) The response explains how the objectives of the clinical experience would be addressed in a post-conference/debrief session. The response explains how the specific patient assignment and students’ activities facilitated meeting the objectives would be addressed in a post-conference/debrief session. 7 (7%) – 7 (7%) The response vaguely and/or with some inaccuracy explains how the objectives of the clinical experience would be addressed in a post-conference/debrief session. The response vaguely and/or with some inaccuracy explains how the specific patient assignment and students’ activities facilitated meeting the objectives would be addressed in a post-conference/debrief session. 0 (0%) – 6 (6%) The response is inaccurate or missing explanations of how the objectives of the clinical experience would be addressed in a post-conference/debrief session. The response is inaccurate or missing explanations of how the specific patient assignment and students’ activities facilitated meeting the objectives is inaccurate or missing. • Application of theory to practice 9 (9%) – 10 (10%) The response clearly, accurately, and with specific detail explains how the application of theory to practice would be addressed during a debrief session. 8 (8%) – 8 (8%) The response explains how the application of theory to practice would be addressed during a debrief session. 7 (7%) – 7 (7%) The response vaguely and/or with some inaccuracy explains how the application of theory to practice would be addressed during a debrief session. 0 (0%) – 6 (6%) The response is inaccurate or missing an explanation of how the application of theory to practice would be addressed during a debrief session. • The use of interpersonal communication to establish clinical relationships 9 (9%) – 10 (10%) The response clearly, accurately, and with specific detail explains how the use of interpersonal communication in establishing clinical relationships would be addressed in a debrief session. 8 (8%) – 8 (8%) The response explains how the use of interpersonal communication in establishing clinical relationships would be addressed in a debrief session. 7 (7%) – 7 (7%) The response vaguely and/or with some inaccuracy explains how the use of interpersonal communication in establishing clinical relationships would be addressed in a debrief session. 0 (0%) – 6 (6%) There response is inaccurate or missing an explanation of how the use of interpersonal communication in establishing clinical relationships would be addressed in a debrief session. • Legal and ethical issues pertaining to working as a nursing student in a clinical environment 9 (9%) – 10 (10%) The response clearly, accurately, and with specific detail explains how legal and ethical issues pertaining to working as a nursing student in a clinical environment would be addressed in a debrief session. 7 (7%) – 8 (8%) The response explains how legal and ethical issues pertaining to working as a nursing student in a clinical environment would be addressed in a debrief session. 5 (5%) – 6 (6%) The response vaguely and/or with some inaccuracy explains how legal and ethical issues pertaining to working as a nursing student in a clinical environment would be addressed in a debrief session. 0 (0%) – 4 (4%) The response is inaccurate or missing an explanation of how legal and ethical issues pertaining to working as a nursing student in a clinical environment would be addressed in a debrief session. Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. 3 (3%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic. 0 (0%) – 2 (2%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. Written Expression and Formatting - English writing standards: Correct grammar, mechanics, and proper punctuation 5 (5%) - 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. 4 (4%) - 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors. 3 (3%) - 3 (3%) Contains several (3 or 4) grammar, spelling, and punctuation errors. 0 (0%) - 2 (2%) Contains many (? 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting - The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. 5 (5%) - 5 (5%) Uses correct APA format with no errors. 4 (4%) - 4 (4%) Contains a few (1 or 2) APA format errors. 3 (3%) - 3 (3%) Contains several (3 or 4) APA format errors. 0 (0%) - 2 (2%) Contains many (? 5) APA format errors. Total Points: 100 Name: NURS_6370_Module6_Assignment_Rubric Required Readings (click to expand/reduce) Harper, M., & Holy, S. (Eds.). (2018). Practice organization responsibilities, students, and partners. In Legal aspects of nursing professional development practice. Chicago, IL: Association for Nursing Professional Development.  Chapter 5, “Legal Aspects of Student Affiliations” (pp. 91–118)  Credit Line: Mary G Harper; Shannon Holy. (2018). Legal aspects of nursing professional development practice. Association for Nursing Professional Development. Harper, M., & Holy, S. (Eds.). (2018). Practice organization responsibilities, students, and partners. In Legal aspects of nursing professional development practice. Chicago, IL: Association for Nursing Professional Development.  Chapter 6, “Ethical/Legal Consideration for Nurse Preceptors and Preceptees” (pp. 123–131) Credit Line: Mary G Harper; Shannon Holy. (2018). Legal aspects of nursing professional development practice. Association for Nursing Professional Development. National League for Nursing. (2018). Certified academic clinical nurse educator (CNE®cl) 2018 candidate handbook. Retrieved from http://www.nln.org/docs/default-source/default-document-library/cnecl-handbook-jan-2018.pdf?sfvrsn=4 Nehring, P.A. (2019). Guideline development for an adjunct faculty orientation in prelicensure nursing programs. Walden University Scholar Works. Retrieved from https://scholarworks.waldenu.edu/dissertations/6463/ Owens, R. A. (2017). Part-time nursing faculty perceptions of their learning needs during their role transition experiences. Teaching and Learning in Nursing,12(1), 12-16  Patton, C. W., & Lewallen, L. P. (n.d.). Legal issues in clinical nursing education. Nurse Educator, 40(3), 124–128. Document: Student Nurse Profiles and List of Specialty Areas (Word Document) You will use this document to complete your Module 6 Assignment. Refer to the Student Nurse Profile your instructor assigned to you in the “Course Announcements” section of the course by Day 1 of Week 10. Module 6 Assignment: Academic Clinical Nurse Educator and the Clinical Experience Imagine you are an Academic Clinical Nurse Educator preparing for your student nurses’ clinical rotations. This is an exciting time for your students, as they now have the opportunity to apply what they have learned in the classroom with actual patients! It’s a busy time for you, though, because their success is dependent on your ability to plan clinical experiences for each of your student nurses that enable them to develop the skills they need to be successful practicing

watch this video on Youtube: diversity in workplace Rocio Lorenzo. Write a one-paragraph response.  What are your initial thoughts after watching?  What did you learn from listening to her?