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August 27, 2025

Electricity & Life

discussion- An enormous amount of electricity is created at power-generating stations and sent across the country through wires that carry high voltages. Appliances, power lines, airport and military radars, substations, transformers, computers, and other equipment that carries or uses electricity all generate electromagnetic fields.

Many questions have been raised about how electromagnetic fields affect our bodies. Do they pose a public health risk? Perform an Internet search to find information about the effects of electromagnetic fields on public health. Then, discuss the pros and cons of using equipment that produces an electromagnetic field.

Here is one authoritative source to get you started: electromagnetic fields and public health.

Double Helix Structure of DNA

This task connects the physics of electrostatics with molecular biology. Molecular biology is the study of the structure and function of the cell at the molecular level. DNA’s double helix structure consists of two strands held together by electrostatic forces. Do online research on electrostatics and molecular biology, and then answer the following questions. Here are two sources to start with:

Part A Electricity & Life

What is DNA and what is its role in life? List DNA’s four nucleotide bases.

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Part B

Explain DNA’s structure, specifically noting the role electric fields and forces play in it.

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Electric Field of Dreams

In this activity, you will explore the relationship between the strength and direction of the electric field lines to the type of charge on a particle and its magnitude. You will also explore the interactions between two or more charged particles and observe their movement. To begin your activity, open the simulation: Electric Field of Dreams. ‪‪Electric field of dreams‬ 1.0.0-dev.10‬

Directions:
At any time you may

click the Reset All button to reset all the settings;
click the Play/Pause button to pause or resume the motion; or
pause the motion and then click the Step button to observe the motion step-by-step.

Part A

To begin, click the Add button to add one object to the system. Observe the electric field around this charged object. You may move the object around the field by dragging it with your cursor. While the arrows indicate the direction of the electric field around the charge, the length of the arrows indicates the field strength. Based on your observations of the field, what is the charge on this object? Give your reasoning.

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Part B

Set the charged object in motion by dragging it and releasing it. What do you observe about the behavior of the field lines in the vicinity of the object?

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Part C

Add another charged object to the electric field by clicking the Add button again. What is the charge of this new object? Give your reasoning. What do you observe about the behavior of both the objects as well as the field lines in the vicinity of both the objects?

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Part D

Click the Remove button to remove one of these objects, and then click the Properties button to set properties for the next object you will add. Just change the sign of the charge to (+), then click Done. Click Add to add this new object to the field. Now what do you observe about the behavior of the two objects and the field lines that surround them?

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Part E

With the two oppositely-charged objects still in the field, apply an external field to the system: In the External Field box, simply drag the dot until it becomes an electric field vector in some direction. Observe, describe, and explain the behavior of the two objects.

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Electric Field Hockey ‪‪Electric field hockey‬ 1.0.0-dev.10‬

In this activity, you will again explore the relationship between an electric field and charged particles in the field, but this time you’ll have a gaming challenge. To begin, open Electric Field Hockey.

Directions:
On the control bar, make sure that the Puck is Positive and the Field boxes are checked. Also, make sure that the Practice option is selected.

Your aim is to score goals by manipulating the black puck (test charge) into the blue-colored bracket (goal) on the right. Think smart and place positive source charges (red) and negative source charges (blue) in such a way that the black puck moves into the goal.

Note that when you place a red, positive source charge in the hockey field, a red arrow appears on the black puck (test charge) showing the force the positive charge exerts on the puck. Similarly, when you place a blue, negative source charge in the hockey field, a blue arrow appears on the black puck (test charge) showing the force the negative charge exerts on the puck.

Part A

Place a red charge in the hockey field and click Start. In which direction do electric field lines point? In which direction does the black puck move? What conclusion do you draw from this movement?

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Part B

Click Reset and then click Clear. Now, place a blue charge in the hockey field and click Start. In which direction do electric field lines point? In which direction does the black puck move? What conclusion do you draw from this movement?

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Part C

Manipulate the mass of the puck by dragging the Mass bar to the right for increasing the mass and to the left for decreasing it. What changes do you see in the speed of the puck? Which principle works behind this change?

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Part D

In the same situation, what do you observe about the relationship between the speed of the black puck and its distance from the blue charge?

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Part E

You can make the puck travel in complex ways by placing a set of charges around on the field. So, here’s your game challenge: Arrange source charges around to propel the puck from its starting position into the goal. That’s pretty easy for a straight shot; you just put a negative charge behind the goal. But what if there are barriers in the way? That’s a real test of your physics understanding, including Newton’s laws of motion and electrostatic forces. Game’s on!

On the control bar, check the Trace, Field, and Anti-alias boxes. The game has three Difficulty levels. Start with Difficulty level one and arrange source charges to get the puck into the goal. Once you’ve made a score at any level, increase the Difficulty level. Take a screen capture of two of your most difficult goals and paste them here. At least one of these should be at Difficulty level 2 or 3.

(Note: On a Windows computer, you can use the key combination Alt-Print Screen to copy the currently-active window to your clipboard. When you capture an image of this simulation window, paste the image into an image-processing program such as Paint, and save the image as a file. Then use the Insert Image button to insert the file into the response area.) Electricity & Life

Do electromagnetic fields pose public health risks?,
What is DNA and its role in life?,
How does DNA’s structure involve electrostatic forces?,
What are the behaviors of charged particles and field lines in electric field simulations?,
How does the Electric Field Hockey game illustrate electrostatic principles?

August 27, 2025

Preproduction Planning

By Academic Wizard Blog

Preproduction Planning

This activity will help you meet these educational goals:

· Content Knowledge—You will employ planning and time-management skills and create a production schedule and budget.

· Inquiry—You will perform an investigation in which you will communicate your results in written form.

· 21st Century Skills—You will apply creativity and innovation, use critical thinking and problem solving skills, and communicate results effectively.

Introduction

In this activity, you will create the production schedule, create the script, and create the budget for the biographical film based on your icon.

___________Preproduction Planning_______________________________________________________________

Directions and Analysis

Task 1: Identify the Steps for Script Creation

Once your production schedule is ready, list the steps for creating a script. Give a brief explanation about your approach.

Type your response here:

Task 2: Identify the Steps for Creating the Production Schedule

Prepare a production schedule for the narrative element you would like to include in your final biographical film.

Type your response here:

Task 3: Identify the Steps for Creating the Budget

Identify the items required during production and list the cost associated with manpower, equipment, location, food and beverage, transport, and talent. Write a note regarding your preparation.

Type your response here:

__________________________________________________________________________

Evaluation

Your teacher will use this rubric to evaluate the completeness of your work as well as the clarity of thinking that you exhibit.

Total Points: 100

Task 1: Identify the Steps for Script Creation

Task points: [20]

· (05) analyzing the production schedule

· (15) identifying the steps for creating the script

Task 2: Identify the Steps for Creating the Production Schedule

Task points: [40]

· (10) creating a list of crew and equipment

· (10) identifying responsibilities and tasks of crew members

· (05) using mentoring skills to guide the crew

· (15) creating timelines and deadlines

Task 3: Identify the Steps for Creating the Budget

Task points: [40]

· (15) analyzing the script and identifying the different items required for production

· (25) identifying the cost of different items required per the script Preproduction Planning

What steps are needed for script creation, and how will you approach them?,
How should the production schedule be prepared for the biographical film?,
What crew and equipment are needed for production?,
What responsibilities and timelines should be assigned to crew members?,
What items and costs must be included in the production budget?

August 27, 2025

Physics Lab Report Guide

By Academic Wizard Blog

Physics Lab Report Guide

Online Physics Lab Report Outline & Instructions Dr. Nader Copty

• Laboratory Preparation: Instructions to all lab experiments are posted on our Blackboard course website. Before performing each lab activity, students must read the instructions, prepare for the laboratory, and study the theory for the experiment. Online lab experiments will be performed by each student as specified in the lab instructions, and a single report will be submitted for each experiment activity. Students can work on the experiments individually or in small groups of 2 or 3 students, but each student must write and submit their own lab report and include a detailed list of contributions from all group members to the lab (see below).

• Laboratory Report Policy: Each lab experiment will span two weeks: The 1st week is devoted to reviewing the activity and collecting the data, while the 2nd week is devoted to completing the lab report. Each student will be responsible for producing a report pertaining to each experiment. Lab reports must be typed and submitted (uploaded as assignments) via Blackboard website using the corresponding link available in the Labs & Reports folder. Lab reports are due on Sunday by midnight (11:59 pm) before your next lab (see course schedule). Lab reports will be graded and returned to you via Blackboard website with feedback and comments. Reports will not be accepted via email. A student must pass the lab portion of the course in order to pass the entire course.

Physics Lab Report Guide • Late Report Policy: Late laboratory reports will only be accepted in the case of extreme emergency or illness and prior arrangements have been made with the instructor. Students that do not participate in the lab activity or do not submit the required lab report, will not get credit for the lab and will receive a grade of zero (0%). Refer to the course syllabus for more details.

• Format of Laboratory Reports: Laboratory reports must be typed professionally using Microsoft Word (*.doc or *.docx) and in standard font. Plagiarism and copying from the lab instructions or from another student will not be tolerated. Each report must be a single document less than 1 MB in size, and the basic parts of all lab reports must be arranged in the following order:

1. A “Title page” containing your name followed by your partner’s names if any, the title of the report, the

course code, section number, and the date when the experiment was performed.

2. A section entitled “Objectives”, which contains the objective or objectives of the experiment.

3. A section entitled “Theory”, which contains all pertinent theoretical considerations and equations used during the lab or in the calculations. All equations must be explained and typed using Microsoft Word.

4. A section entitled “Equipment and Materials”, which contains a list of the equipment and materials used to carry out the experiment. Also, include a sketch of the lab set-up, equipment, or simulation.

5. A section entitled “Data”, which contains the collected data and results in tabular format. All data tables must be typed using Microsoft Word. Do not include any calculations in this section.

6. A section entitled “Graphs and Screenshots”, which contains any required graphs, diagrams, or screenshots. All graphs must have a title, a well-chosen scale, and properly labeled axes. Curves and straight lines should be drawn smoothly and as close to as many points as possible. Graphs must also display any required slopes or intercepts. Screenshots must be clear and properly labeled.

7. A section entitled “Calculations”, which contains detailed calculations for all trials showing the equations used, algebra, and results rounded to the correct number of significant figures. Include in this section comparisons with expected or standard values (percent error or percent difference). All calculations must be typed using Microsoft Word. Physics Lab Report Guide

8. A section entitled “Conclusions”, which contains conclusions based on the data, calculations, physical theory, and lab analysis. The conclusions should include: ✓ Summary of final results (values). ✓ Comment on the agreement or disagreement of the results with the theory or expectations. ✓ Answers all analysis questions given in the lab instruction or by the lab instructor. ✓ Discuss what you personally learned from this experiment and your observations/comments.

9. A section entitled “Sources of Error”, which contains a list of the possible sources of experimental errors. There are always errors in any measurement. Identify some of the significant sources.

10. A section entitled “References” that lists all references used. Textbook and lab manual/handouts should always be included.

11. If students worked on the lab as a group, include a section at the end of the report entitled “Contributions” that lists in detail the contributions of all group members to the lab. Remember that each student must write and submit their own lab report for each lab activity or experiment.

What sections must every physics lab report include?,
How should data graphs and calculations be presented in the report?,
What policies exist for late reports and group work contributions?,
What content should be included in the “Conclusions” and “Sources of Error” sections?,
How should the report be formatted and submitted?

August 27, 2025

Religion, Identity, and Inclusion

By Academic Wizard Blog

Religion, Identity, and Inclusion

Take a day or a week in your present life and list all things tied to religion. These can include religious structures in your neighborhood, religious or spiritual study groups, saying prayers before meals, the pledge of allegiance, cultural festivities, social media messages, or tv shows and movies with religious connotations. What do you observe? Is it a picture of religious diversity? Do you or people in your social settings practice religious tolerance or religious inclusivity? Explain with specific examples.

(USLO 8.1)

In the U.S., which religions are socially privileged, and which are not? Discuss reasons behind religious privilege and how it impacts people belonging to faiths that are in the minority? Provide examples of individual and institutional forms of religious and spiritual oppression that people experience in the U.S. And list a few social outreach efforts to help diminish religious persecution and provide a sense of community to adherents of all religions.

(USLO 8.2) Religion, Identity, and Inclusion

Prompt #3

After reading through the unit on religion and spiritual identities,

Has your perspective about them changed? If yes, how did it change; if not, why not? Explain.
Are you more comfortable conversing about belief systems that are different from your own? Elaborate.
Do you have any reservations to stand up as an ally for religious equity and inclusion? Reflect.

(USLO 8.3)

Prompt #4

What is a stereotype about your religion/spirituality/non-religion beliefs that upsets you, and why? If there are more than one, include them as well in your response. How would you explain your beliefs to others to educate people about the harmful effects of stereotyping?  Reflect on ways you can create a “safe place” for conversations on religion and spiritual identities different from your own.

(USLO 8.3)

Prompt #5

Why should workplaces, specifically healthcare providers/organizations, be knowledgeable about diversity, equity, and inclusion in the context of religion/spiritual/non-religion identities? Research at least two real-case scenarios in which an individual’s religion/spiritual/non-religion identity had detrimental effects on the person.  What steps would you take to prevent similar incidents from happening?

(USLO 8.2) Religion, Identity, and Inclusion

What religious influences appear in your daily life and do they reflect diversity tolerance or inclusivity?,
Which religions are socially privileged in the U.S., and how does privilege or oppression affect minority faiths?,
Has your perspective on religion and spiritual identities changed and are you more comfortable with interfaith dialogue?,
What stereotypes about your beliefs upset you, and how can safe spaces for dialogue be created?,
Why should workplaces especially healthcare recognize religious/spiritual diversity and what real cases show its importance?

August 27, 2025

Sports and Inequality

By Academic Wizard Blog

Sports and Inequality

Drawing from our readings and films, answer all of the following questions (in about 2 paragraphs per answer). Do not draw from sources outside the class. The exam should be submitted by 3 pm on Tuesday (11/26) via Blackboard.

1) What happened in the 1987 NFL players’ strike? What impact did it have on the future of labor relations in the NFL? How (according to the article we read – Nov 5th) did it create the “modern NFL?” What are some of the difficulties the players faced in organizing? (25 points)

2) League of Denial (the documentary we watched in class) outlines how the NFL tried to discredit Dr. Omalu and his work. Describe Dr. Omalu’s work. What did it show/prove? Why was the NFL trying to discredit Omalu? (25 points)

3) Why do team owners and city leaders often want to use public/tax money to help privately owned teams build stadiums? What are the arguments for using tax money in this way? What are the arguments against it? In answering these questions, draw from both the reading and the documentary (“Throw a Billion Dollars from a Helicopter”). (25 points)

4) Towards what ends has the NCAA used “amateurism” and the notion of the “student-athlete?” What has been the NCAA’s motivation for insisting that college athletes are amateurs who are students first? What is at stake? (25 points)

What happened in the 1987 NFL players’ strike and what was its impact on future labor relations and the “modern NFL”?,
What did Dr. Omalu’s work on concussions reveal, and why did the NFL try to discredit him?,
Why do team owners and city leaders support using public/tax money for stadiums and what are the arguments for and against it?,
How has the NCAA used “amateurism” and the idea of the “student-athlete”?,
What is ultimately at stake in debates over amateurism and labor rights in sports?

General Answers

1. The 1987 NFL Players’ Strike and the “Modern NFL”
The 1987 NFL strike was organized by the NFL Players Association (NFLPA) in response to disputes over free agency, salaries, and job security. While the players initially attempted to stand together, the strike was undermined by the NFL’s use of replacement players, along with divisions among union members. This weakened the NFLPA’s bargaining position, and the strike eventually collapsed. However, the strike left an enduring mark on labor relations in the NFL. According to the November 5th article, it created the conditions for what we now know as the “modern NFL.” The reliance on television revenues and fans’ continued support of games—despite the strike and replacement players—shifted bargaining power toward owners and highlighted the commercial power of the league as a corporate brand rather than a collection of star athletes.

The difficulties players faced in organizing stemmed from unequal power dynamics, the short career span of many athletes, and financial pressure to return to work. Additionally, the lack of solidarity between veterans and younger players created fractures. These challenges underscored how difficult it was for professional athletes, despite their visibility, to leverage collective action against a billion-dollar institution with more structural resources.

Sports and Inequality2. Dr. Omalu and the NFL’s Response
Dr. Bennet Omalu, a forensic pathologist, discovered Chronic Traumatic Encephalopathy (CTE) while studying the brain of former NFL player Mike Webster. His research showed that repeated concussions and head trauma in football caused long-term neurological damage, including memory loss, depression, and dementia. Omalu’s findings directly challenged the NFL’s long-standing denial of the risks associated with concussions.

The NFL sought to discredit Omalu by undermining his credibility and rejecting his findings. League officials attempted to frame his work as flawed and dismissed it as inconclusive. Their motivation was clear: acknowledging the dangers of football would threaten the profitability of the sport, expose the league to liability, and potentially alienate fans. By attacking Omalu, the NFL was protecting its brand and financial dominance. However, the exposure of Omalu’s work in League of Denial eventually forced the issue into the public eye, reshaping the conversation around player safety and labor rights in sports.

3. Stadium Subsidies and Public Money
Owners and city leaders often argue that using public tax money for stadiums benefits the broader community by stimulating the local economy, creating jobs, and providing civic pride. A new stadium can serve as a centerpiece for urban development and attract additional investments in surrounding neighborhoods. Politically, city leaders often support stadium funding as a way to demonstrate commitment to economic growth and community engagement.

However, as highlighted in the reading and the documentary Throw a Billion Dollars from a Helicopter, the arguments against this practice are strong. Critics point out that the promised economic benefits rarely materialize; jobs are often temporary and low-paying, while the costs of stadium construction leave taxpayers with long-term financial burdens. Moreover, public funds are diverted from essential services like schools, housing, and infrastructure. The controversy highlights the inequality inherent in subsidizing billion-dollar franchises owned by private individuals while shifting the financial risk onto the public. This debate illustrates how sports, labor, and politics intersect around questions of fairness and reso Sports and Inequality

August 27, 2025

US–Panama Mass Expulsions

By Academic Wizard Blog

US–Panama Mass Expulsions

Answer the questions:

1. How does the current event add to our understanding of human rights? How have the experiences of the community(ies) represented in the current event been represented (or not represented) in “official” human rights discourse to date? What has been/could have been done to address the human rights violations depicted in the current event?

2. Make specific connections between the current event and topics/events/ideas covered in lectures. You can cite the lecture using a parenthetical reference, ie (IS 16 Lecture, Title (from syllabus), date).

3. Make specific connections between the current event and key terms/concepts from the readings. Cite at least 3 academic articles (at least one from the syllabus, identified as “academic article”) to defend your position. You can use a parenthetical reference, i.e. (author last name, date, page #)

4. Make specific connections between the current event and other current or past human rights issues/news/events.

US–Panama Mass Expulsions

Respond to ALL 4 questions listed above. Use my lecture notes (linked below) and use evidence or quotes from class readings as references (attached on sweet study) to make connections with the current event and ideas covered in class and in the readings. DO NOT USE AI!!!!!!!!

Lecture notes: https://docs.google.com/document/d/1nJghnXYoTPxyb8ywVMyg-VI-ms4w6pFo7cMj025kQW A/edit?usp=sharing

Class readings:

● use “human rights article” (attached in files). ● use “collective rights” (attached in files) ● Use

https://www.hrw.org/news/2025/04/24/us/panama-mass-expulsion-third-country-national s

US–Panama Mass Expulsions

How does the current event add to our understanding of human rights?, How have the experiences of the community(ies) represented in the current event been represented (or not represented) in “official” human rights discourse to date?, What has been/could have been done to address the human rights violations depicted in the current event?,
What are the connections between the current event and topics/events/ideas covered in lectures?,
What are the connections between the current event and key terms/concepts from the readings?, Cite at least 3 academic articles (at least one from the syllabus).
How does the current event connect to other current or past human rights issues/news/events?

Comprehensive General Response

1. Human Rights Implications
The mass expulsion of third-country nationals from Panama to the United States highlights ongoing tensions between migration control and international human rights protections. According to Human Rights Watch (2025), migrants—including vulnerable populations such as children and asylum seekers—are being deported without adequate due process or assessment of their protection needs. This expands our understanding of human rights by demonstrating the gap between formal human rights frameworks (such as the Refugee Convention and protections against collective expulsion) and their actual implementation on the ground.

In official discourse, migrant voices are often marginalized. The dominant narrative emphasizes state sovereignty and border security rather than migrant dignity and protection. Human rights instruments acknowledge the rights of refugees and asylum seekers, but irregular migrants fall into legal grey zones where protections are inconsistently applied. To address these violations, both the U.S. and Panama could strengthen procedural safeguards: providing legal aid, individual asylum screenings, and international monitoring mechanisms to ensure compliance with human rights obligations.

2. Lecture Connections
Lecture discussions emphasized how states often frame migration as a security issue rather than a rights issue (IS 16 Lecture, “Human Rights and Migration,” April 2025). The Panama expulsions illustrate this framing: migration is presented as a threat requiring mass removal rather than a humanitarian crisis. The lectures also noted the tension between individual and collective rights: states prioritize the collective interest of national security while downplaying the individual rights of migrants. This current event demonstrates the lecture’s point that “rights become conditional depending on the perceived legitimacy of the subject” (IS 16 Lecture, Week 8).

3. Reading Connections
This event aligns with several course readings:

In the Human Rights Article, the author critiques the way “human rights frameworks too often privilege the citizen-subject” (Author, year, p. xx). The expulsion of third-country nationals exemplifies this critique, since their non-citizen status renders them vulnerable to exclusion from rights discourse.
The Collective Rights reading argues that rights are not only individual but tied to communities (Author, year, p. xx). Migrants often travel in family units or communal groups, and their expulsions disrupt collective survival strategies. Recognizing collective rights would require states to protect them as groups, not just isolated individuals.

August 27, 2025

Proposal for Research Paper

By Academic Wizard Blog

Proposal for Research Paper

Submit a 1,000-word essay outlining your plan and initial thoughts on your final research paper and video presentation. This outline will detail which national or international security issue was chosen from the list provided below. The proposal will outline your planned analysis of the issue, your preliminary ideas on the strategy you recommend, and commentary on the likely effectiveness of your strategy to bring the issue to a positive resolution. The choices of other students do not impact your choice. Discuss possible exceptions to this policy with the instructor. The essay must include a cover page and bibliography (not counted in the word total). The essay is to be typed, 12 font, double spaced and must meet the following criteria: (1) identifies the issue in need of resolution, outlining a brief history of the issue (10% of the grade); (2) explains the preliminary thesis statement you will make in the final research paper with an explanation of why you have chosen this thesis statement (20% of the grade); (3) estimate the major sections of your paper, i.e., sample section titles and a brief explanation of the purpose of each section, including footnotes/endnotes (30% of the grade); (4) provides an initial working bibliography with all sources collected so far using Chicago (preferred), APA or MLA style (20% of the grade and is required). Submitting the proposal grammatically correct and error-free is worth 10% of the grade. The paper proposal will be submitted in this assignment. The submission is to be in PDF format. Only PDF-formatted files will be accepted. The naming convention of the PDF file is lastnamePSCI6630Proposal.pdf (last name being the student’s last name). All submissions must have a cover page with the student’s name, course number, and title. (Following these submission directions precisely is worth 10% of the grade.)

Proposal for Research Paper

Issue selection comprises 1) issue topic and 2) primary perspective. For example, 1) the issue topic is the war between Ukraine and the Russian Federation, and 2) you would then choose the primary perspective of the USA, the Russian Federation, the Ukrainian government, or another nation-state government. While your final paper will need to consider the perspectives of all significant players reacting to your proposed strategy, in this example, you would need to write the strategy for either Trump, Putin, Zelenskyy, or another nation-state leader as your primary focus.

Proposal for Research Paper

1. TOPIC US relations with the Russian Federation

What is the issue in need of resolution and what is its history?,
What is your preliminary thesis statement and why have you chosen it?,
What are the estimated major sections of your paper?,
What strategy will you recommend and what is its likely effectiveness?,
What is your initial working bibliography?

August 27, 2025

Healthcare Technologies for Mr. Jones

By Academic Wizard Blog

Healthcare Technologies for Mr. Jones

Technology has become an essential part of healthcare. As a nurse, it is important to understand how technologies can impact various aspects of healthcare. To become knowledgeable about

the assorted technologies, you must first be able to identify them and describe their key features. This activity will guide you through the initial steps in choosing and evaluating a technology

for its potential impact on healthcare outcomes.

This assignment will help you with Project One, where you will be required to propose a current healthcare technology solution for a problem.

Scenario

Mr. Jones is a 72-year-old male who lives in a rural area more than an hour away from the nearest healthcare facility. After a motor vehicle accident, he was brought to the emergency

department of a regional hospital by emergency medical services (EMS). Mr. Jones was stabilized and evaluated, and it was determined that he needed to be transferred to the nearest level I

Healthcare Technologies for Mr. Jones

trauma center, where he was admitted for multiple surgeries. He was discharged to a rehab facility to continue his recovery. After his release from the rehab facility, he was scheduled for

several follow-up appointments. Because of the use of an electronic health record (ERH), each of the different medical departments had instant access to real-time information about Mr.

Jones’ personal health information. Consider other healthcare technologies that might have also been used to treat Mr. Jones.

Directions

Using the Module One Activity Template in the What to Submit section, identify and describe three different information and communication technologies that could have been used in the

scenario. Do not use the EHR as one of your choices. Use at least two scholarly, current (within the last five years) references to support your work. Specifically, you must address the

following rubric criteria:

1. Function: Describe the functions of three different information and communication technologies.

2. Application: Explain how each of the chosen technologies work.

3. Special features: Describe any special features of each of the technologies.

4. Uses: Explain how each technology is used in healthcare.

5. Rationale: Provide a rationale for using each information and communication technology in the scenario.

What to Submit

Submit your completed Module One Activity Template. Your submission should be a 2- to 3-page Word document with a separate reference page that is not part of the page count. Follow

APA Style standards for formatting and citing your sources.



7/6/25, 8:46 AM Assignment Information

Healthcare Technologies for Mr. Jones

https://learn.snhu.edu/d2l/le/content/1975138/fullscreen/42294556/View 1/3

https://learn.snhu.edu/content/enforced/1975138-NUR-307-16027.202556-1/course_documents/NUR%20307%20Module%20One%20Activity%20Template.docx?isCourseFile=true&ou=1975138

https://app.readspeaker.com/cgi-bin/rsent?customerid=9568&url=https%3A%2F%2Flearn.snhu.edu%2Fcontent%2Fenforced%2F1975138-NUR-307-16027.202556-1%2FModule%2520One%2520Activity%2520Guidelines%2520and%2520Rubric.html&lang=en_us&readid=d2l_read_element_1

Module One Activity Rubric

Criteria Exceeds Expectations (100%) Meets Expectations (85%) Partially Meets Expectations

(55%)

Does Not Meet Expectations

(0%) Value

Function Exceeds expectations in an

exceptionally clear, insightful,

sophisticated, or creative

manner

Describes the functions of

three different information and

communication technologies

Shows progress toward

meeting expectations, but with

errors or omissions

Does not attempt criterion 15

Application Exceeds expectations in an

exceptionally clear, insightful,

sophisticated, or creative

manner

Explains how each of the

chosen technologies work

Shows progress toward

meeting expectations, but with

errors or omissions

Does not attempt criterion 15

Special Features Exceeds expectations in an

exceptionally clear, insightful,

sophisticated, or creative

manner

Describes any special features

of each of the technologies

Shows progress toward

meeting expectations, but with

errors or omissions

Does not attempt criterion 15

Uses Exceeds expectations in an

exceptionally clear, insightful,

sophisticated, or creative

manner

Explains how each technology

is used in healthcare

Shows progress toward

meeting expectations, but with

errors or omissions

Does not attempt criterion 15

Rationale Exceeds expectations in an

exceptionally clear, insightful,

sophisticated, or creative

manner

Provides a rationale for using

each information and

communication technology in

the scenario

Shows progress toward

meeting expectations, but with

errors or omissions

Does not attempt criterion 15

Clear Communication Exceeds expectations with an

intentional use of language that

promotes a thorough

understanding

Consistently and effectively

communicates in an organized

way to a specific audience

Shows progress toward

meeting expectations, but

communication is inconsistent

or ineffective in a way that

negatively impacts

understanding

Shows no evidence of

consistent, effective, or

organized communication

7/6/25, 8:46 AM Assignment Information

https://learn.snhu.edu/d2l/le/content/1975138/fullscreen/42294556/View 2/3

Criteria Exceeds Expectations (100%) Meets Expectations (85%) Partially Meets Expectations

(55%)

Does Not Meet Expectations

(0%) Value

Scholarly Sources Incorporates more than two

scholarly, current (within the

last five years) sources, or use

of sources is exceptionally

insightful

Incorporates two scholarly,

current (within the last five

years) sources that support

claims

Incorporates fewer than two

scholarly, current (within the

last five years) sources, or not

all sources support claims

Does not incorporate sources 10

APA Style Formats in-text citations and

reference list according to APA

style with no errors

Formats in-text citations and

reference list according to APA

style with fewer than five

errors

Formats in-text citations and

reference list according to APA

style with five or more errors

Does not format in-text

citations and reference list

according to APA style

What are the functions of three different information and communication technologies?,
How does each technology work?,
What are the special features of each technology?,
How is each technology used in healthcare?,
What is the rationale for using each technology in Mr. Jones’ scenario?

August 27, 2025

Organizational Change Reflection

By Academic Wizard Blog

Organizational Change Reflection

Organizational change is inevitable, so you need to be resilient and adapt to the new opportunities it presents. It’s important to not just survive organizational change. With resilience, flexibility, and perseverance, you can thrive in it and propel your career forward. In this course, you will learn the essential skills needed to handle organizational change and the steps to develop a change action plan. The course introduces the idea of developing a change mindset and details the best practices for building self-motivation. Finally, this course covers the strategies to reshape your career by making use of the opportunities presented by organizational change. (Percipio, 2022).

Instructions

There are two deliverables for this assignment, a Percipio course completion digital badge and a reflection response in a Word document. You must submit both deliverables to be accepted as a complete assignment.

Select the Percipio Making the Most of an Organizational Change course linkLinks to an external site. to access the course. Once in the course, you will notice the course content on the left-hand side is divided into videos, learning aids, and knowledge checks, making learning fun and entertaining. Keep in mind the following.
- You can retake this course to earn a higher score.
- You do not have to finish it all at once, but you should complete any sections you have started before exiting.
Earn a course completion digital badge and submit a screenshot of the badge. Organizational Change Reflection
Write and submit a 2 to 3 page reflection response in a Word document.

Deliverable Details

Digital Badge

Earning the Badge: You must achieve at least a 70% to receive a Skillsoft Digital Badge in this 24-minute, 42-second activity. Employers advocate for continuing education, and completing this course is an accolade you can place on your resume to demonstrate how you are advancing your knowledge in current workplace topics.

Locating the Badge: To locate your earned badge, from the Percipio page, go to the upper right-hand corner and select your initials, then scroll down to Digital Badges.

Reflection Response

At the end of the Percipio course is a “Reflection: Reflect on what you’ve learned” section. Please make a short comment so you can move forward with completing the course. The questions from the reflection are listed below, so please answer them in your reflection.

What was the most important, relevant thing you learned from taking the course?
What are some ways you can apply what you’ve learned?
What’s one thing the course inspired you to do differently moving forward?
How does what you learned fit in with what you already know?
How is it new or different?

Writing Guidelines Organizational Change Reflection

Use a title page.
Font: 11-point Calibri, 11-point Arial, or 10-point Lucida Sans Unicode, or a serif font such as 12-point Times New Roman, 11-point Georgia, or 10-point Computer Modern.
Running Head is not required.
The paper must be double-spaced with one-inch margins.
Each section of your paper should have headings (per the sections you are developing) that will guide the reader.
Indent paragraphs.
Insert page numbers at the top right.

References

Percipio. (2022, January 28). Making the most of an organizational change. https://share.percipio.com/cd/HpCg35cCN

What was the most important relevant thing you learned from taking the course?,
What are some ways you can apply what you’ve learned?,
What’s one thing the course inspired you to do differently moving forward?,
How does what you learned fit in with what you already know?,
How is it new or different?

August 27, 2025

Disaster Collaboration Case Study

By Academic Wizard Blog

Disaster Collaboration Case Study

INSTRUCTIONS • Provide a Biblically based support for your analysis • Sources must be derived from Read items assigned for the Module: Week in which the Case Study is assigned, peer-reviewed journal articles, and your independent research. • All citations and format must be in current APA format • Include 8 – 10 sources, not including your Biblical analysis • Double-spaced, with 1-inch margins, written in 12-point Times New Roman font. • (Note: Case Study: Federal/State/Local Collaboration Networks in Disasters Assignment must be 10-12 pages). Disaster Collaboration Case Study

Address each of the following questions related to federal-state-local collaboration during disasters. 1. Should there be national goals and strong federal direction, as during the period of “creative federalism,” or greater flexibility for state and local officials to target funds and efforts where they feel there is the greatest need? 2. What would happen if the federal role in emergency management was simply reduced to providing financial support? 3. How likely is it that state representatives will address the state’s major hazards without federal encouragement? 4. What are the advantages of developing local capabilities to reduce hazards? How likely is it that local officials will address risks to life and property without outside funding and support?

Video: https://youtu.be/knGR7CnNKKE?si=w2inDeRyI8q

Disaster Collaboration Case Study

Should there be national goals and strong federal direction or greater flexibility for state/local officials?,
What would happen if the federal role was reduced to only financial support?,
How likely is it that states will address hazards without federal encouragement?,
What are the advantages of developing local capabilities to reduce hazards?,
How likely are local officials to address risks without outside funding and support?

Comprehensive General Response

1. Federal Direction vs. State/Local Flexibility
National goals and strong federal direction ensure uniform standards, interoperability, and coordinated response during disasters. However, state and local officials often understand community-specific risks better and require flexibility to allocate resources effectively. A balanced approach—federal guidelines paired with local adaptability—tends to yield the best outcomes. Biblically, Proverbs 15:22 emphasizes the value of many counselors, highlighting the importance of collaboration across government levels.

2. Federal Role Reduced to Financial Support
If the federal government’s role were limited to funding, gaps in expertise, coordination, and oversight would likely emerge. States with fewer resources may struggle to implement effective disaster management strategies. The federal role in standard-setting, training, and interagency coordination is crucial to ensuring equitable preparedness across the nation. Without this, disparities in disaster readiness would widen.

3. State Action Without Federal Encouragement
While some states with strong emergency management traditions may proactively address hazards, many would under-prioritize disaster preparedness without federal pressure or incentives. Competing policy priorities, budget constraints, and political considerations often lead states to underinvest in long-term resilience. Federal encouragement (through funding, mandates, or guidelines) ensures consistency and national resilience.

4. Advantages of Local Capabilities
Developing local capabilities strengthens immediate response, builds community resilience, and reduces reliance on delayed external assistance. Local emergency management agencies are first responders and can mitigate hazards before federal help arrives. Empowering local capacity also fosters community trust, preparedness, and adaptability. From a Biblical perspective, Galatians 6:2 calls for bearing one another’s burdens, which aligns with equipping local leaders to care for their communities.

5. Local Action Without Outside Support
It is unlikely that local officials will adequately address risks to life and property without outside funding and support. Local governments often face budgetary limitations and may prioritize short-term needs over long-term mitigation. Federal and state assistance ensures that smaller communities are not left vulnerable. Collaboration at all levels prevents inequities and strengthens national resilience.

📚 General Note on Sources (to include in actual paper):

Peer-reviewed journal articles on intergovernmental disaster management.
FEMA policy documents and federalism frameworks.
Scholarly analysis of “creative federalism” in emergency management.
Case studies on local disaster preparedness.
Biblical analysis supporting collaborative governance.

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