Fossil fuels are not a renewable source of energy. As countries transition away from their usage, alternative renewable energy source usage is imperative. Pick one from this list and describe its current use, forecasted use, advantages, and limitations.
https://www.energy.gov/eere/renewable-energy
Textbook – Mader, S. S., & Windelspecht, M. (2022). Human biology (16th ed.). McGraw-Hill Higher Education
Chapters 24 & 25
Author: admin
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“The Transition to Renewable Energy: Exploring the Current and Future Use, Advantages, and Limitations of Wind Power”
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“Miss Brill’s Observations and Sense of Self in Katherine Mansfield’s ‘Miss Brill’” “Miss Brill’s Sunday Afternoon: A Play in Real Life” “The Transformation of Miss Brill: From Observer to Observed”
craft a response 9-15 sentences in length
What do Miss Brill′s observations reveal about her?
Describe Miss Brill′s sense of self at the end of the story
″Miss Brill.″ by Katherine Mansfield (1888-1923)
From: The Garden Party, and Other Stories by Katherine Mansfield. New York: Alfred A. Knopf, 1922. pp. 182-189.
Editor: Mary Mark Ockerbloom
[Page 182] MISS BRILL
ALTHOUGH it was so brilliantly fine–the blue sky powdered with gold and great spots of light like white wine splashed over the Jardins Publiques–Miss Brill was glad that she had decided on her fur. The air was motionless, but when you opened your mouth there was just a faint chill, like a chill from a glass of iced water before you sip, and now and again a leaf came drifting–from nowhere, from the sky. Miss Brill put up her hand and touched her fur. Dear little thing! It was nice to feel it again. She had taken it out of its box that afternoon, shaken out the moth powder, given it a good brush, and rubbed the life back into the dim little eyes. ″What has been happening to me?″ said the sad little eyes. Oh, how sweet it was to see them snap at her again from the red eiderdown! . . . But the nose, which was of some black composition, wasn′t at all firm. It must have had a knock, somehow. Never mind–a little dab of black sealing-wax when the time came–when it was absolutely necessary . . . Little rogue! Yes, she really felt like that about it. Little rogue biting its tail just by her left ear. She could have taken it off and laid it on her lap and stroked it. She felt a tingling in her hands and arms, but that [Page 183] came from walking, she supposed. And when she breathed, something light and sad–no, not sad, exactly–something gentle seemed to move in her bosom.
There were a number of people out this afternoon, far more than last Sunday. And the band sounded louder and gayer. That was because the Season had begun. For although the band played all the year round on Sundays, out of season it was never the same. It was like some one playing with only the family to listen; it didn′t care how it played if there weren′t any strangers present. Wasn′t the conductor wearing a new coat, too? She was sure it was new. He scraped with his foot and flapped his arms like a rooster about to crow, and the bandsmen sitting in the green rotunda blew out their cheeks and glared at the music. Now there came a little ″flutey″ bit–very pretty!–a little chain of bright drops. She was sure it would be repeated. It was; she lifted her head and smiled.
Only two people shared her ″special″ seat: a fine old man in a velvet coat, his hands clasped over a huge carved walking-stick, and a big old woman, sitting upright, with a roll of knitting on her embroidered apron. They did not speak. This was disappointing, for Miss Brill always looked forward to the conversation. She had become really quite expert, she thought, at listening as though she didn′t listen, at sitting in other people′s lives just for a minute while they talked round her. [Page 184] She glanced, sideways, at the old couple. Perhaps they would go soon. Last Sunday, too, hadn′t been as interesting as usual. An Englishman and his wife, he wearing a dreadful Panama hat and she button boots. And she′d gone on the whole time about how she ought to wear spectacles; she knew she needed them; but that it was no good getting any; they′d be sure to break and they′d never keep on. And he′d been so patient. He′d suggested everything–gold rims, the kind that curve round your ears, little pads inside the bridge. No, nothing would please her. ″They′ll always be sliding down my nose!″ Miss Brill had wanted to shake her.
The old people sat on a bench, still as statues. Never mind, there was always the crowd to watch. To and fro, in front of the flower beds and the band rotunda, the couples and groups paraded, stopped to talk, to greet, to buy a handful of flowers from the old beggar who had his tray fixed to the railings. Little children ran among them, swooping and laughing; little boys with big white silk bows under their chins, little girls, little French dolls, dressed up in velvet and lace. And sometimes a tiny staggerer came suddenly rocking into the open from under the trees, stopped, stared, as suddenly sat down ″flop,″ until its small high-stepping mother, like a young hen, rushed scolding to its rescue. Other people sat on the benches and green chairs, but they were nearly always the same, Sunday after Sunday, [Page 185] and–Miss Brill had often noticed–there was something funny about nearly all of them. They were odd, silent, nearly all old, and from the way they stared they looked as though they′d just come from dark little rooms or even–even cupboards!
Behind the rotunda the slender trees with yellow leaves down drooping, and through them just a line of sea, and beyond the blue sky with gold-veined clouds.
Tum-tum-tum tiddle-um! tiddle-um! tum tiddley-um tum ta! blew the band.
Two young girls in red came by and two young soldiers in blue met them, and they laughed and paired and went off arm-in-arm. Two peasant women with funny straw hats passed, gravely, leading beautiful smoke-coloured donkeys. A cold, pale nun hurried by. A beautiful woman came along and dropped her bunch of violets, and a little boy ran after to hand them to her, and she took them and threw them away as if they′d been poisoned. Dear me! Miss Brill didn′t know whether to admire that or not! And now an ermine toque and a gentleman in gray met just in front of her. He was tall, stiff, dignified, and she was wearing the ermine toque she′d bought when her hair was yellow. Now everything, her hair, her face, even her eyes, was the same colour as the shabby ermine, and her hand, in its cleaned glove, lifted to dab her lips, was a tiny yellowish paw. Oh, she was so pleased to see him–delighted! She rather thought they were going [Page 186] to meet that afternoon. She described where she′d been–everywhere, here, there, along by the sea. The day was so charming–didn′t he agree? And wouldn′t he, perhaps? . . . But he shook his head, lighted a cigarette, slowly breathed a great deep puff into her face, and even while she was still talking and laughing, flicked the match away and walked on. The ermine toque was alone; she smiled more brightly than ever. But even the band seemed to know what she was feeling and played more softly, played tenderly, and the drum beat, ″The Brute! The Brute!″ over and over. What would she do? What was going to happen now? But as Miss Brill wondered, the ermine toque turned, raised her hand as though she′d seen someone else, much nicer, just over there, and pattered away. And the band changed again and played more quickly, more gayly than ever, and the old couple on Miss Brill′s seat got up and marched away, and such a funny old man with long whiskers hobbled along in time to the music and was nearly knocked over by four girls walking abreast.
Oh, how fascinating it was! How she enjoyed it! How she loved sitting here, watching it all! It was like a play. It was exactly like a play. Who could believe the sky at the back wasn′t painted? But it wasn′t till a little brown dog trotted on solemn and then slowly trotted off, like a little ″theatre″ dog, a little dog that had been drugged, that Miss Brill discovered what it was [Page 187] that made it so exciting. They were all on stage. They weren′t only the audience, not only looking on; they were acting. Even she had a part and came every Sunday. No doubt somebody would have noticed if she hadn′t been there; she was part of the performance after all. How strange she′d never thought of it like that before! And yet it explained why she made such point of starting from home at just the same time each week–so as not to be late for the performance–and it also explained why she had a queer, shy feeling at telling her English pupils how she spent her Sunday afternoons. No wonder! Miss Brill nearly laughed out loud. She was on the stage. She thought of the old invalid gentleman to whom she read the newspaper four afternoons a week while he slept in the garden. She had got quite used to the frail head on the cotton pillow, the hollowed eyes, the open mouth and the high pinched nose. If he′d been dead she mightn′t have noticed for weeks; she wouldn′t have minded. But suddenly he knew he was having the paper read to him by an actress! ″An actress!″ The old head lifted; two points of light quivered in the old eyes. ″An actress–are ye?″ And Miss Brill smoothed the newspaper as though it were the manusсrіpt of her part and said gently; ″Yes, I have been an actress for a long time.″
The band had been having a rest. Now they started again. And what they played was warm, [Page 188] sunny, yet there was just a faint chill–a something, what was it?–not sadness–no, not sadness–a something that made you want to sing. The tune lifted, lifted, the light shone; and it seemed to Miss Brill that in another moment all of them, all the whole company, would begin singing. The young ones, the laughing ones who were moving together, they would begin and the men′s voices, very resolute and brave, would join them. And then she too, she too, and the others on the benches–they would come in with a kind of accompaniment–something low, that scarcely rose or fell, something so beautiful–moving. . . . And Miss Brill′s eyes filled with tears and she looked smiling at all the other members of the company. Yes, we understand, we understand, she thought–though what they understood she didn′t know.
Just at that moment a boy and girl came and sat down where the old couple had been. They were beautifully dressed; they were in love. The hero and heroine, of course, just arrived from his father′s yacht. And still soundlessly singing, still with that trembling smile, Miss Brill prepared to listen.
″No, not now,″ said the girl. ″Not here, I can′t.″
″But why? Because of that stupid old thing at the end there?″ asked the boy. ″Why does she come here at all–who wants her? Why doesn′t she keep her silly old mug at home?″ [Page 189] ″It′s her fu-ur which is so funny,″ giggled the girl. ″It′s exactly like a fried whiting.″
″Ah, be off with you!″ said the boy in an angry whisper. Then: ″Tell me, ma petite chère–″
″No, not here,″ said the girl. ″Not yet.″
. . . . . . .
On her way home she usually bought a slice of honeycake at the baker′s. It was her Sunday treat. Sometimes there was an almond in her slice, sometimes not. It made a great difference. If there was an almond it was like carrying home a tiny present–a surprise–something that might very well not have been there. She hurried on the almond Sundays and struck the match for the kettle in quite a dashing way.
But to-day she passed the baker′s by, climbed the stairs, went into the little dark room–her room like a cupboard–and sat down on the red eiderdown. She sat there for a long time. The box that the fur came out of was on the bed. She unclasped the necklet quickly; quickly, without looking, laid it inside. But when she put the lid on she thought she heard something crying.
[Page 190]
Important Info
The order was placed through a short procedure (customer skipped some order details).
Please clarify some paper details before starting to work on the order.
Type of paper and subject
Number of sources and formatting style
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Title: Evaluating Health Promotion Programs in New Jersey: A Case Study of a Public Health Center Program
Purpose:
The purpose of this assignment is to help you practice the following skills that are essential to your success in this course:
Explain the importance of public health programs and apply evidence-based evaluation frameworks.
Task:
Students are required to identify a public health center program and or healthcare facility program where health promotion activities are occurring in the state of New Jersey. Using a framework to evaluate the facility, students are to share their observations and findings of the facility. Submit a 4-page paper (not counting cover page and reference pages), double-spaced, 1-inch margins, and 12-point standard academic font that answers/includes the following:
Examples of health-promoting programs:
NC Asbestos and Lead-Based Paint Reimbursement Program (ARPA)
YMCA- Blood Pressure Self-Monitoring Program
Virtual Health Program by the Cleveland Clinic
Mayo Clinic Science-based Weight Loss Program
What is the goal of the health promotion field of study?
Identify a public health center program and or healthcare facility program where health promotion activities are occurring in your state and share the name and their mission.
Name one evaluation framework and describe the core components of the framework.
Examples are:
CDC Program Evaluation Framework
Rural Health Information Hub
Use the framework to evaluate the public health center program and or healthcare facility program where health promotion activities are occurring in the state. Be sure to evaluate health promotion interventions.
Share your evaluation/findings using the framework.
Must include at least two citations using APA format (no more than one from required textbook)
Reference page listing all citations using APA format.
*A SPECIAL NOTE: YOU MAY NEED TO “GET CREATIVE” TO ADDRESS SOME OF THE EVALUATION AREAS. FOR EXAMPLE: IF THE EVALUATION FRAMEWORK WANTS YOU TO IDENTIFY STAKEHOLDERS, YOU MAY NOT FIND THAT ON THE WEBSITE. WRITE AN EDUCATED GUESS AS TO WHO YOU THINK THE STAKEHOLDERS MIGHT BE. -
“Evaluating Nutrition Claims: A Guide to Choosing and Formatting a Scientifically-Supported Paper”
Please carefully read (and save/print!) the written directions for this assignment. Then watch my instructional video.
These directions explain 1) how to choose a nutrition-related article or claim to evaluate and 2) how to format your typed paper to make sure you answer all the required questions in your evaluation. Evaluation of Nutrition Claim.docx Download Evaluation of Nutrition Claim.docx Evaluation of Nutrition Claim.pdfDownload Evaluation of Nutrition Claim.pdf
Get help from the librarian’s tutorials.
These library guides explain 1) how to use the library’s free databases to locate 2 scientific, peer-reviewed journal articles to support or refute your nutrition claim and 2) how to properly include these citations in APA format at the end of your paper.
Library Database Guide for ResearchLinks to an external site.
Library Citation Guide for APA FormatLinks to an external site.
Please review exemplary papers from past students.
Sample #1.Eval of Claim.pdfDownload Sample #1.Eval of Claim.pdf
Sample #2.Eval of Claim .pdf -
Research Critique: Qualitative Study Analysis Title: “Integrating Professional Experience, Research Topic, and Biblical Principles: A Critique of a Qualitative Article”
search Critique: Qualitative Assignment Instructions
Overview
During this course, you will complete three research critiques: quantitative, qualitative, and applied, mixed methods, or program evaluation. The focus is on the word research, not article. For each critique, you will select an article reporting research in some area of the field of education. This assignment helps you learn how to evaluate research, identify the main components of good research, and start building your literature review.
Instructions
Select one qualitative peer-reviewed research study published in an article related to your topic of interest. All articles must be of educational studies conducted and published in the United States or Canada within the past five years. You may not use meta-analyses or meta-syntheses; all research evaluated must be original.
After thoroughly reviewing the study in the selected article, compose a full three-page review (not including the required title and references pages). Brevity is crucial as it forces you to include only the most essential information. An abstract should not be included.
Using the provided Research Critique: Qualitative Template,
• Provide a brief, three-sentence introductory paragraph introducing the article and the purpose of the critique. Note the article author’s name with the appropriate in-text citation.
• Under the Summary heading (Level 1), provide the following information. The short paragraph under each Level 2 heading (see template) should have at least threesentences.
o Purpose of the study
o Description of participants/sample (e.g., who, how many, selection method)
o Research design (e.g., narrative, grounded theory, case study, phenomenology, ethnography, etc.). Refer to the Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design in the Learn section of this module for more information.
o Method(s) of data collection (e.g., questionnaire, document analysis, observation, open-ended orstructured interview, etc.). Provide a description of the method (i.e., how what was collected, and when).
o Method(s) of analysis (e.g., inductive/deductive approach, point of focus, summaries, memoing, indexing, coding, grouping, themes, etc.). See the Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design in the Learn section of this module for comprehensive information about common types of analyses.
Note: If the article you selected discusses how the data was statistically analyzed, it is likely the article is not a qualitative study or not an actual research report but a summary of a study. In this case, you must select another article.
o Results – be specific with themes and overall findings,and provide a layman’s interpretation.
• Under the Critical Analysis heading (Level 1), the short paragraph under each Level 2 heading (see template) should have at least three sentences. Think critically through the research study’s main points. Who was the intended audience? Did the author clearly communicate the main points to the intended audience? Did the author provide adequate support to back their claims? Also,address the following:
o Opportunities for further research not already stated in the article
o Threats to the validity (e.g., credibility, transferability, dependability, confirmability, etc.) or undocumented bias on the part of the researcher(s). The validity of the research can be explored by discussing the limitations and the strengths of the research methodology.
o Other original insights or criticism
o Implications of the findings (who, possibly researchers or practitioners, can use the findings and how)
One peer-reviewed source (your textbook or other research study) in addition to the article you are critiquing should be cited in this section to support your opinions of the validity of the study, its research methods, and/or findings.
• Under the Discussion heading, provide the following in a minimum of five sentences:
o Insight from your professional experience as related to the issue in the article
o Connection to the topic you are considering researching for your degree
o Biblical integration
• Reference page (Level 1 heading): Include a references page with three references: the article being critiqued, the Bible, and one additional peer-reviewed resource to support your claims.
Current APA formatting is expected throughout your paper. The Research Critique: Qualitative Example has been provided for your reference.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Must use our book https://methods.sagepub.com/book/research-methods-in-education
Chapter 9& 14 -
“Exploring the Intersection of Political Economy and Ethics: Evaluating Economic, Political, and Legal Systems and Their Impact on Business”
Chapter 3: Political Economy and Ethics
Economic, Political, and Legal Systems
Please answer these questions for a 0.2 bonus.
• Pros and cons of a free market economy?
• Pros and cons of a command economy?
• Pros and cons of the mixed economy?
• Should the government regulate any aspects of the economy, and if so, which ones?
• What are the different types of political ideologies? Pros and cons of different political ideologies?
• Pros and cons of different legal systems?
• You want to expand your business to other countries. What challenges are you likely to face due to ethics differences? -
Title: Tacting: Understanding and Teaching the Skill of Naming
Chapter 19 https://prezi.com/yns5lnlegc1z/balc-chapter-19/?token=fd4c0b67de912a5aef4e4e7b1a1872d3f39cfb9b03b1edd98a6cf1d37f351285&utm_campaign=share&utm_medium=copy
Answer the following:
Is tacting another term for naming? Why or why not? Explain the strategies that can be used to teach tacting. -
Title: The Power of the Executive: A Comparison of Checks and Balances in Latin America and the United States
Even though the US President is often called “the most powerful person in the world” they are often held back by checks-and-balances from the legislative and executive branches. However, this is not the case in Latin America, where the executive is far and away the most powerful branch of government.
How are Latin American presidents more powerful than U.S. presidents vis-a-vis checks and balances from the legislative and executive branches?
What sort of exceptional powers do they have, and what are the historical/political roots of these powers?
Do you believe these powers are justified? That is, are there moments in a democracy where a state response is needed quickly, and time cannot be spared for debate and deliberations?
Do you think the tradeoff of speed for checks and balances is worth it? Feel free to use outside resources, or a case example. But do not make up facts.
Note: Also, when citing an outside source be sure to use within-text citations by using a (Author, Year) format at the end of any sentence that involves a quote or a paraphrased idea. -
Title: Policy and Politics in Healthcare Organizations: A Literature Review Introduction Policy and politics play a crucial role in shaping the healthcare landscape, as they impact the delivery, accessibility, and quality of healthcare services. As healthcare organizations strive to provide effective
Prepare a literature review on Policy and Politics in Healthcare Organizations Use APA references format, no more than 1000 words.
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De-Prescribing: Considerations for Tapering and Transitioning Medications in Clinical Practice “Managing Benzodiazepine Use in Different Patient Populations: From Tapering to Alternative Treatment Options”
What is the importance of de-prescribing? How might you assist a patient to taper from a medication safely or transition to a new medication?
In this Assignment, you will use the following patient examples to write a 5- to 6-page paper on considerations you have for how you might de-prescribe. Support your answers with five (5) evidence-based, peer-reviewed scholarly literature resources outside of Required Learning Resources in this course.
Note: APA 7 style format guidelines will apply.
Patient Examples:
Patient 1: A 36-year-old male presents to your office being prescribed by his primary care physician (PCP) for the past 3 years an opioid analgesic medication for a work accident. He has chronic pain and is attending a pain clinic. It is determined the best course of treatment for pain is to remain on opioid medication. The patient is also being prescribed clonazepam 1mg BID for “relaxation” and panic attacks.
Patient 2: A 42-year-old female on alprazolam 1mg BID for panic attacks. Panic attacks have been in remission and the patient wants to taper off the medication. But, every time she has attempted to do so in the past, she experienced withdrawal effects. She is wondering how to safely taper off the benzodiazepine medication without having withdrawal effects.
Patient 3: A 24-year-old female prescribed lorazepam 1mg TID for generalized anxiety disorder. She recently found out she is pregnant (9 weeks gestation). She was referred to you by her OB-GYN to discuss this medication for her current situation. The patient is wondering if she can stay on the lorazepam through her pregnancy and postpartum, as it is an effective medication for anxiety symptoms. She plans to exclusively breastfeed for the first 6 months postpartum. She has not had any other trials of medication to treat anxiety as lorazepam has been effective.
Patient 4: A 71-year-old-male who comes to see you at the insistence of his daughter. His daughter expresses concern of memory loss and is wondering if he has the beginning stages of dementia. He is forgetful and seems to be tripping on things or walking into walls, although he has lived in the same home for the past 35 years. The patient does not agree with his daughter but does admit he has had a “few stumbles and falls” lately. Medication reconciliation shows the following medications: metoprolol ER 50mg q day, omeprazole 20mg q day, clonazepam 1mg TID, levothyroxine 75mcg q am. His daughter is wondering if he should be started on a “dementia medication.
THE ASSIGNMENT
Answer the following questions using the patient examples described above.
Patient 1
· What are the concerns of the patient remaining on the opioid medication and clonazepam?
· How might you educate the patient about these risks and concerns?
The patient agrees that he should not continue both medications in combination. He would like to “get off” the clonazepam but worries about “bad withdrawals” that he’s heard about from stopping clonazepam “cold turkey” and is concerned about re-occurring panic attacks. How might you respond to the following:
· How would you instruct the patient to taper off clonazepam?
· What other medication would you recommend for the patient for the treatment of his panic attacks? Keep in mind, he will continue the opioid medication for pain relief.
· How would you start the new recommended psychotropic medication for the patient?
· Discuss one legal, ethical, or social consideration with the treatment plan.
Patient 2
· The patient reports withdrawal symptoms when previously tapering off the alprazolam. What symptoms are common withdrawal symptoms from this medication?
· Provide the patient education of withdrawal symptoms that range from common and less serious to withdrawal symptoms that are a cause for concern and that should prompt patient should seek medical attention.
· Given the patient’s history of having withdrawal effects from attempting to taper off alprazolam, what longer-acting benzodiazepine would you choose to convert the patient to?
· What is the dose you would prescribe and how would you taper off the medication?
Patient 3
· Review the potential risks, benefits, and side effects of continuing lorazepam throughout the pregnancy and postpartum for both the patient and fetus.
· Review other alternative medications to treat generalized anxiety disorder. Include risks, benefits, and potential side effects to both the patient and the developing fetus. Keep in mind, the patient is looking to breast feed for 6 months postpartum.
· The patient agrees that it would be safest for her pregnancy and fetus to discontinue the lorazepam. How would you recommend she discontinue lorazepam? Provide education on potential side effects from tapering off the medication, including common side effects to more serious side effects and when to seek medical attention.
· The patient would like to forgo medications at this time, given she is early in her pregnancy and is concerned about “damage” to the fetus if she were to continue medications. Provide education to the patient about the risks of untreated anxiety symptoms during pregnancy for both the patient and the fetus.
Patient 4
· Review potential side effects for elderly on benzodiazepines providing education to both the patient and the patient’s daughter. What are the risks of continuing the benzodiazepine for this patient?
· How would you evaluate the patient for these side effects?
· The patient and daughter agree he will need to taper off the clonazepam given the risks of continuing this medication. How would you recommend tapering off this medication?
· Review with the patient and daughter potential side effects of tapering off the medication. Review with them common side effects to more serious side effects and when to seek medical attention.
Reminder: All papers submitted include a title page, introduction, summary, and references.