Read The Book(Uploaded) And Write About The Questions(Each 1150~200 Words)

1. What is Global Stratification? please quote from the textbook. (1 point)

2. Compare and contrast World System Theory with Neocolonialism. What are some strengths and some weakness of these two theories? Please quote the textbook. (2 points)

Reading

Chapter 9 (Global Stratification)

DON'T USE OTHER SOURCES PLEASE.

To be married in Las Vegas, Clark County, Nevada, a bride must swear that she is eighteen or has parental permission and a bridegroom that he is twentyone or has parental permission. Someone must put up five dollars for the license. (On Sundays and holidays, fifteen dollars. The Clark County Courthouse issues marriage licenses at any time of the day or night except between noon and one in the afternoon, between eight and nine in the evening, and between four and five in the morning.) Nothing else is required. The State of Nevada, alone among these United States, demands neither a premarital blood test nor a waiting period before or after the issuance of a marriage license.

28 PART 1 • UNDERSTANDING NURSING MANAGEMENT AND ORGANIZATIONS

Kaplow, R., & Reed, K. D. (2008). The AACN synergy model for patient care: A nursing model as a force of magnetism. Nursing Eco- nomics, 26(1), 17–25.

Kramer, M., Schmalenberg, C., & Maguire, P. (2010). Nine structures and leadership practices essential for a magnetic (healthy) work environment. Nursing Administration Quarterly, 34(1), 4–17.

Lavoie-Tremblay, M., Bonin, J. P., Lesage, A. D., Bonneville-Roussy, A., Lavigne, G. L., & Laroche, D. (2010). Contribution of the psycho- social work environment to psychological distress among health care profes- sionals before and during a major organizational change. The Health Care Manager, 29(4), 293–304.

McDowell, J. B., Williams, R. L., Kautz, D. D., Madden, P., Heilig, A., & Thompson, A. (2010). Shared Governance: 10 years later. Nursing Management, 41(7), 32–37.

Moore, S. C., & Wells, N. J. (2010). Staff nurses lead the way for improvement to shared governance struc- ture. Journal of Nursing

Administration, 40(11), 477–482.

SOC 100 Week 3 Discussion "Agents of Socialization, Economics, Cultural, and Social Capital" Please respond to one (1) of the following: • Go to TED- Website and watch the first two (2) minutes of the video titled,

“How technology allowed me to read (15 min 44 s) located athttp://www.ted.com/talks/ron_mccallum_how_technology_allowed_me_to_read.

Examine one (1) of the six (6) agents of socialization (family, school, peer groups, work, religion, and technology and mass media). Describe the agent of sociology that has changed the most during your lifetime and discuss the importance of this change. • Select one (1) of the following terms: structuralism, economic capital, and social capital, and provide one (1) example of the term using your personal experience, from your family or work environment. Sociology Assignment Help, Sociology Homework help, Sociology Study Help, Sociology Course Help

Write a paragraph summary of the best applications of numerical dating techniques for a tree log buried in a Holocene flood and a Permian felsic volcanic unit. Refer to your textbook reading.

Submit your completed assignment by following the directions linked below.

ATTENTION CLASS:

Please use the worksheet questions below in place of writing a one page paper for this assignment.

1.) For our Week 7 Written Assignment, we will be using the made-up scenario provided above for working with the “best applications of numerical dating techniques for a log buried in a Holocene flood and a Permian felsic volcanic unit.” These examples will allow us to practice using the geologic time scale from our textbook on page 293 (Figure 9.24) and work with the dating techniques discussed in our book in Chapter 9. Make sure to notice that the time scale on the right of the figure is a section being blown up of the time scale on the left side of the figure. Also be sure to look at the title of each column – Eon, Epoch, Period, etc. – this will be relevant when answering the questions. All the information you will need for this assignment is in our textbook and lecture material, therefore there is no need for any additional sources.

NEED HELP WITH BLANK BOX QUESTION

(question 1 and 4 in conclusion part. )
* It would be nice if you can check my answeres too.

NOTES:
Tube Sample Lane

1 1 kb DNA ladder 1

2 Mother's DNA 2

3 Child's DNA 3

4 A.F. #1 DNA 4

5 A.F. #2 DNA 5

Record the distance each ladder band moved from the well in mm along with the size of the DNA fragments in that band in bp units, based on the bp given in step 19 , in your Lab Notes.

Lane 1:

1,000 bp 34 mm

900 bp 36 mm

800 bp 38 mm

700 bp 40 mm

600 bp 43 mm

500 bp 47 mm

400 bp 51 mm

300 bp 56 mm

250 bp 60 mm

200 bp 64 mm

150 bp 69 mm

100 bp 77 mm

50 bp 90 mm

Lane 2:

37 mm 850bp

59 mm 265bp

Lane 3:

37 mm 850bp

44 mm 575bp

Lane 4:

41 mm 670bp

43 mm 600bp

Lane 5:

44 mm 575bp

55 mm 320bp

Experiment: Agarose Gel Electrophoresis of DNA Fragments
Lab Results
List the distances traveled in mm for the bands in the DNA ladder in the table below.
Remember, smaller fragments travel farther than longer ones, so the top-most band will be the 1,000 bp sized DNA fragments whereas the bottom-most band will be the 50 bp sized DNA fragments.

CHAPTER 3 • DELIVERING NURSING CARE 31

Disadvantages of functional nursing include:

● Uneven continuity ● Lack of holistic understanding of the patient ● Problems with follow-up

Because of these problems, functional nursing care is used infrequently in acute care facilities and only occasionally in long-term care facilities.

Team Nursing Team nursing (Figure 3-2) evolved from functional nursing and has remained popular since the middle to late 1940s. Under this system, a team of nursing personnel provides total patient care to a group of patients. In some instances, a team may be assigned a certain number of patients; in others, the assigned patients may be grouped by diagnoses or provider services.

The size of the team varies according to physical layout of the unit, patient acuity, and nurs- ing skill mix. The team is led by an RN and may include other RNs, LPNs, and UAPs. Team members provide patient care under the direction of the team leader. The team, acting as a uni- fied whole, has a holistic perspective of the needs of each patient. The team speaks for each patient through the team leader.

Typically, the team leader’s time is spent in indirect patient care activities, such as:

● Developing or updating nursing care plans ● Resolving problems encountered by team members ● Conducting nursing care conferences ● Communicating with physicians and other health care personnel

With team nursing, the unit nurse manager consults with team leaders, supervises patient care teams, and may make rounds with all physicians. To be effective, team nursing requires that all team members have good communication skills. A key aspect of team nursing is the nursing care conference, where the team leader reviews with all team members each patient’s plan of care and progress.

1. The “frog in the well” analogy illustrates:

Answers
1. a. that frogs start life as tadpoles.
2. b. that frogs are limited in perspective when trapped in a well, but once freed, they can see the whole world.
3. c. frogs change and evolve throughout their lives.
4. d. humans evolved from frogs.
2. The way people grow and change across the life span is referred to as ____.

Answers
1. a. development
2. b. evolution
3. c. change
4. d. growth
3. What is the pattern of a group’s customs, beliefs, art, and technology?

Answers
1. a. clan
2. b. society
3. c. culture
4. d. beliefs
4. ____ is the pattern of a group’s customs, beliefs, art, and technology.

Answers
1. a. Culture
2. b. Ethnicity
3. c Race
4. d Nationality

6. Who did developmental researchers focus on studying because they assumed that the processes of development were universal?

Answers
1. a. Mexicans
2. b. Europeans
3. c. Canadians
4. d. Americans
7. Which study would provide the best picture of worldwide developmental growth patterns?

Answers
1. a. Examining patterns of friendship in each grade level at an elementary school in Tokyo.
2. b. Watching a newborn turn into an adult.
3. c. Comparing children raised in Bangladesh to those raised in the United States.
4. d. Every two years, looking at a set group of subjects across 50 randomly chosen countries from birth to death.
8. What did the text define as the increasing connections between different parts of the world in trade, travel, migration, and communication?

Answers
1. a. globalization
2. b. social networks
3. c. the Internet
4. d. small world syndrome
9. Globalization is ____.

Answers
1. a. the number of births per woman
2. b. the ways people grow and change across the life span
3. c. the total pattern of a group’s customs, beliefs, art, and technology
4. d. the increasing connections between different parts of the world in trade, travel, migration, and communication
10. Which is the BEST example of globalization?

Answers
1. a. Jane immigrated from China to the United States.
2. b. Rita participates in a course online in which she is in daily contact with people all over the world.
3. c. The SARS virus spread from Southeast Asia to North America.
4. d. 19.4% of the world's population lives in China.
11. According to the text, for most of history the total human population was under ______.

Answers
1. a. 1 million
2. b. 10 million
3. c. 100 million
4. d. 1 billion
12. For most of human history how many children did women typically birth?

For Essays Writing Help – Discussion Question 

9.1 Creating a Time Scale: Relative Dating Principles

Distinguish between numerical and relative dating and apply relative dating principles to determine a time sequence of geologic events.

Figure 9.1 shows a hiker resting atop the Permian-age Kaibab Formation at Cape Royal, on the Grand Canyon’s North Rim. Beneath him are thousands of meters of sedimentary strata that go as far back as Cambrian time, more than 540 million years ago. These strata rest atop even older sedimentary, metamorphic, and igneous rocks from a span known as the Precambrian. Some of these rocks are 2 billion years old. Although the Grand Canyon’s rock record has numerous interruptions, the rocks beneath the hiker contain clues to great spans of Earth history.

The Importance of a Time Scale

Like the pages in a long and complicated history book, rocks record the geologic events and changing life-forms of the past. The book, however, is not complete. Many pages, especially in the early chapters, are missing. Others are tattered, torn, or smudged. Yet enough of the book remains to allow much of the story to be deciphered.

Interpreting Earth history is an important goal of the science of geology. Like a modern-day sleuth, a geologist must interpret the clues found preserved in the rocks. By studying rocks, especially sedimentary rocks, and the features they contain, geologists can unravel the complexities of the past.

Geologic events by themselves, however, have little meaning until they are put into a time perspective. Studying history, whether it is the Civil War or the age of dinosaurs, requires a calendar. Among geology’s major contributions to human knowledge are the geologic time scale and the discovery that Earth history is exceedingly long.

Numerical and Relative Dates

The geologists who developed the geologic time scale revolutionized the way people think about time and perceive our planet. They learned that Earth is much older than anyone had previously imagined, and they learned that its surface and interior have been changed over and over again by the same geologic processes that operate today.

chapter outline
· PHYSICAL DEVELOPMENT

· A Changing Body and Brain

· Skeletal Growth

· Brain Development

· Influences on Physical Growth and Health

· Heredity and Hormones

· Nutrition

· Infectious Disease

· Childhood Injuries

· Motor Development

· Gross-Motor Development

· Fine-Motor Development

· Individual Differences in Motor Skills

· COGNITIVE DEVELOPMENT

· Piaget’s Theory: The Preoperational Stage

· Advances in Mental Representation

· Make-Believe Play

· Symbol–Real-World Relations

· Limitations of Preoperational Thought

· Follow-Up Research on Preoperational Thought

· Evaluation of the Preoperational Stage

· Piaget and Education

· ■ SOCIAL ISSUES: EDUCATION Children’s Questions: Catalyst for Cognitive Development

· Vygotsky’s Sociocultural Theory

· Private Speech

· Social Origins of Early Childhood Cognition

· Vygotsky and Education

· Evaluation of Vygotsky’s Theory

· ■ CULTURAL INFLUENCES Children in Village and Tribal Cultures Observe and Participate in Adult Work

· Information Processing

· Attention

· Memory

· The Young Child’s Theory of Mind

· Early Childhood Literacy

· Early Childhood Mathematical Reasoning

· ■ BIOLOGY AND ENVIRONMENT “Mindblindness” and Autism

· Individual Differences in Mental Development

· Home Environment and Mental Development

· Preschool, Kindergarten, and Child Care

· Educational Media

· Language Development

· Vocabulary

· Grammar

· Conversation

· Supporting Language Development in Early Childhood

For more than a decade, my fourth-floor office window overlooked the preschool and kindergarten play yard of our university laboratory school. On mild fall and spring mornings, the doors of the classrooms swung open, and sand table, easels, and large blocks spilled out into a small courtyard. Alongside the building was a grassy area with jungle gyms, swings, a playhouse, and a flower garden planted by the children. Beyond it lay a circular path lined with tricycles and wagons. Each day, the setting was alive with activity.

The years from 2 to 6 are often called “the play years,” since play blossoms during this time and supports every aspect of development. Our discussion opens with the physical attainments of early childhood—growth in body size and improvements in motor coordination. We look at genetic and environmental factors that support these changes and at their intimate connection with other domains of development.

Then we explore early childhood cognition, beginning with Piaget’s preoperational stage. Recent research, along with Vygotsky’s sociocultural theory and information processing, extends our understanding of preschoolers’ cognitive competencies. Next, we address factors that contribute to early childhood mental development—the home environment, the quality of preschool and child care, and the many hours young children spend watching television and using computers. We conclude with the dramatic expansion of language in early childhood.

PHYSICAL DEVELOPMENT
image1 A Changing Body and Brain
In early childhood, body growth tapers off from the rapid rate of the first two years. On average, children add 2 to 3 inches in height and about 5 pounds in weight each year. Boys continue to be slightly larger than girls. As “baby fat” drops off further, children gradually become thinner, although girls retain somewhat more body fat than boys, who are slightly more muscular. As Figure 7.1 shows, by age 5 the top-heavy, bowlegged, potbellied toddler has become a more streamlined, flat-tummied, longer-legged child with body proportions similar to those of adults. Consequently, posture and balance improve—changes that support gains in motor coordination.

Individual differences in body size are even more apparent during early childhood than in infancy and toddlerhood. Speeding around the bike path in the play yard, 5-year-old Darryl—at 48 inches tall and 55 pounds—towered over his kindergarten classmates. (The average North American 5-year-old boy is 43 inches tall and weighs 42 pounds.) Priti, an Asian-Indian child, was unusually small because of genetic factors linked to her cultural ancestry. Hal, a Caucasian child from a poverty-stricken home, was well below average for reasons we will discuss shortly.

FIGURE 7.1 Body growth during early childhood.
During the preschool years, children grow more slowly than in infancy and toddlerhood. Chris and Mariel’s bodies became more streamlined, flat-tummied, and longer-legged. Boys continue to be slightly taller, heavier, and more muscular than girls. But generally, the two sexes are similar in body proportions and physical capacities.

Skeletal Growth
The skeletal changes of infancy continue throughout early childhood. Between ages 2 and 6, approximately 45 new epiphyses, or growth centers in which cartilage hardens into bone, emerge in various parts of the skeleton. X-rays of these growth centers enable doctors to estimate children’s skeletal age, or progress toward physical maturity (see page 121 in Chapter 4 )—information helpful in diagnosing growth disorders.

By the end of the preschool years, children start to lose their primary, or “baby,” teeth. Genetic factors heavily influence the age at which they do so. For example, girls, who are ahead of boys in physical development, lose teeth earlier. Environmental influences also matter: Prolonged malnutrition delays the appearance of permanent teeth, whereas overweight and obesity accelerate it (Hilgers et al., 2006 ).

Diseased baby teeth can affect the health of permanent teeth, so preventing decay in primary teeth is essential—by brushing consistently, avoiding sugary foods, drinking fluoridated water, and getting topical fluoride treatments and sealants (plastic coatings that protect tooth surfaces). Another factor is exposure to tobacco smoke, which suppresses children’s immune system, including the ability to fight bacteria responsible for tooth decay. Young children in homes with regular smokers are at increased risk for decayed teeth (Hanioka et al., 2011 ).

Unfortunately, an estimated 28 percent of U.S. preschoolers have tooth decay, a figure that rises to 50 percent in middle childhood and 60 percent by age 18. Causes include poor diet and inadequate health care—factors that are more likely to affect low-SES children. About 30 percent of U.S. children living in poverty have untreated dental caries (National Institutes of Health, 2011 ).

Brain Development
Between ages 2 and 6, the brain increases from 70 percent of its adult weight to 90 percent. At the same time, preschoolers improve in a wide variety of skills—physical coordination, perception, attention, memory, language, logical thinking, and imagination.

By age 4, many parts of the cerebral cortex have overproduced synapses. In some regions, such as the prefrontal cortex, the number of synapses is nearly double the adult value. Together, synaptic growth and myelination of neural fibers result in a high energy need. In fact, fMRI evidence reveals that energy metabolism in the cerebral cortex reaches a peak around this age (Huttenlocher, 2002 ; Nelson, Thomas, & de Haan, 2006 ). Synaptic pruning follows: Neurons that are seldom stimulated lose their connective fibers, and the number of synapses gradually declines. By age 8 to 10, energy consumption of most cortical regions diminishes to near-adult levels (Nelson, 2002 ). And cognitive capacities increasingly localize in distinct neural systems, reflecting a developmental shift toward a more fine-tuned, efficient neural organization (Tsujimoto, 2008 ).

EEG, NIRS, and fMRI measures of neural activity indicate especially rapid growth from early to middle childhood in areas of the prefrontal cortex devoted to various aspects of executive function. These include inhibition of impulses, attention, memory, and planning and organizing behavior—capacities that advance markedly over the preschool years (Bunge & Wright, 2007 ; Durston & Casey, 2006 ). Furthermore, for most children, the left cerebral hemisphere is especially active between 3 and 6 years and then levels off. In contrast, activity in the right hemisphere increases steadily throughout early and middle childhood (Thatcher, Walker, & Giudice, 1987 ; Thompson et al., 2000 ). These findings fit nicely with what we know about several aspects of cognitive development. Language skills (typically housed in the left hemisphere) increase at an astonishing pace in early childhood, and they support children’s improved executive function. In contrast, spatial skills (usually located in the right hemisphere), such as giving directions, drawing pictures, and recognizing geometric shapes, develop gradually over childhood and adolescence.

Differences in rate of development between the two hemispheres suggest that they are continuing to lateralize (specialize in cognitive functions). Let’s take a closer look at brain lateralization in early childhood by focusing on handedness.

A 5-year-old illustrates gains in executive function, supported by rapid growth of the prefrontal cortex, as she engages in an activity that challenges her capacity to attend, remember, and plan.

Handedness.
Research on handedness, along with other evidence covered in Chapter 4 , supports the joint contribution of nature and nurture to brain lateralization. By age 6 months, infants typically display a smoother, more efficient movement when reaching with their right than their left arm. This difference, believed to be biologically based, may contribute to the right-handed bias of most children by the end of the first year (Hinojosa, Sheu, & Michael, 2003 ; Rönnqvist & Domellöf, 2006 ). Gradually, handedness extends to additional skills.

Handedness reflects the greater capacity of one side of the brain—the individual’s dominant cerebral hemisphere —to carry out skilled motor action. Other important abilities are generally located on the dominant side as well. For right-handed people—in Western nations, 90 percent of the population—language is housed in the left hemisphere with hand control. For the left-handed 10 percent, language is occasionally located in the right hemisphere or, more often, shared between the hemispheres (Szaflarski et al., 2012 ). This indicates that the brains of left-handers tend to be less strongly lateralized than those of right-handers.

Please write your answers in the space provided for each question. Answers to short essays should be concise and to the point. If necessary, use a separate piece of paper for your computations. Make sure to turn in all your work and DO NOT change the format of the file. 1. In January 2010 the Bank de Japan (the Central Bank of Japan) reported that bills and coins outside the banks were 350 billion. Japanese banks had checkable deposits of 100 billion and savings deposits and time deposits of 1500 billion. Currency inside the banks was 30 billion. Japanese banks had deposits at the Bank of Japan of 296 billion. Calculate: a. The bank’s reserves______________ b. The monetary base_______________ c. M1_______________ d. M2_______________ 2. List the policy tools available to the Fed and sketch the way in which each tool works to change the supply of money. 3. The First Student Bank has the following balance sheet (in millions of dollars) Assets Liabilities Reserves at the Fed 25 Demand deposits 90 Cash in ATM's 15 Savings deposits 110 Government securities 60 Loans 100 The required reserve ratio on all deposits is 5 percent a. What, if any, are the bank’s excess reserves?______________ b.

EROSIONAL FEATURES OF GLACIATED REGIONS

Cirque

Arête

Col

Horn

Headwall

Glacial trough

Hanging valley

Roche moutonnée

Glacial polish

Glacial striations and grooves

Bowl-shaped depression on a high mountain slope, formed by a cirque glacier

Sharp, jagged, knife-edge ridge between two cirques or glaciated valleys

Mountain pass formed by the headward erosion of cirques

Steep slope or rock cliff at the upslope end of a glaciated valley or cirque

U-shaped, steep-walled, glaciated valley formed by the scouring action of a valley glacier

Glacial trough of a tributary glacier, elevated above the main trough

Asymmetrical knoll or small hill of bedrock, formed by glacial abrasion on the smooth stoss side (side from which the glacier came) and by plucking (prying and pulling by glacial ice) on the less-smooth lee side (down-glacier side)

Parallel linear scratches and grooves in bedrock surfaces, resulting from glacial scouring

Smooth bedrock surfaces caused by glacial abrasion (sanding action of glaciers analogous to sanding of wood with sandpaper)

Steep-sided, pyramid-shaped peak produced by headward erosion of several cirques

FIGURE 13.5 Erosional features of mountain or continental glaciation.

OBJECTIVE Measure how the extent of sea ice has changed annually in the past, predict how it may change in the future, and infer what benefi ts or hazards could result if Arctic sea ice continues to decline.

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Medij. istraž. (god. 17, br. 1-2) 2011. (9-29)
IZVORNI ZNANSTVENI RAD
UDK: 070.1
Primljeno: 15. lipnja 2011.
A Historical Overview
of Approaches to Journalism Studies
Karmen Erjavec*
Jožica Zajc**
SUMMARY
Supporters or opponents of journalistic professionalism cannot ignore the fact that journalistic studies are a pluralistic, differentiated, and dynamic field of research, with no commonly accepted conceptual framework of journalism. Different academic traditions and diverse cultural and social foundations of journalism have led to different aspects of the definition and research journalism. The authors critically and comparatively evaluate the key approaches with the most typical and influential journalistic theories. Historically, the first theory was normative individualism that understands journalism as the work of talented individuals. Then, when empiricism was discovered, theories of the middle range appeared, while the subsequent theories dealt with journalism as an organized system and popular culture. At the end of the article, many other theories are mentioned (psychological, linguistic, political approaches and theories of gender) and main challenges for the journalism studies are presented.
Key words: journalism, history of journalism, journalism studies, journalism theory,
historical comparative analysis.

Review the Resources and reflect on the various strategies presented throughout the course that may be helpful in disseminating effective and widely cited EBP.

This may include: unit-level or organizational-level presentations, poster presentations, and podium presentations at organizational, local, regional, state, and national levels, as well as publication in peer-reviewed journals.

Reflect on which type of dissemination strategy you might use to communicate EBP.

Post at least two dissemination strategies you would be most inclined to use and explain why. Explain which dissemination strategies you would be least inclined to use and explain why. Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use. Be specific and provide examples. Explain how you might overcome the barriers you identified.

References:

· Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 10, “The Role of Outcomes on Evidence-based Quality Improvement and enhancing and Evaluating Practice Changes” (pp. 293–312)

Chapter 12, “Leadership Strategies for Creating and Sustaining Evidence-based Practice Organizations” (pp. 328–343)

Chapter 14, “Models to Guide Implementation and Sustainability of Evidence-based Practice” (pp. 378–427)

· Gallagher-Ford, L., Fineout-Overholt, E., Melnyk, B. M., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Implementing an evidence-based practice change. American Journal of Nursing, 111(3), 54–60. doi:10.1097/10.1097/01.NAJ.0000395243.14347.7e. Retrieved from https://journals.lww.com/ajnonline/Fulltext/2011/03000/Evidence_Based_Practice,_Step_by_Step_.31.aspx

· Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L. C., & White, K. M. (2007). Organizational change strategies for evidence-based practice. Journal of Nursing Administration, 37(12), 552–557. doi:0.1097/01.NNA.0000302384.91366.8f. Retrieved from http://downloads.lww.com/wolterskluwer_vitalstream_com/journal_library/nna_00020443_2007_37_12_552.pdf

· Melnyk, B. M. (2012). Achieving a high-reliability organization through implementation of the ARCC model for systemwide sustainability of evidence-based practice. Nursing Administration Quarterly, 36(2), 127–135. doi:10.1097/NAQ.0b013e318249fb6a

· Melnyk, B. M., Fineout-Overholt, E., Gallagher-Ford, L., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Sustaining evidence-based practice through organizational policies and an innovative model. American Journal of Nursing, 111(9), 57–60. doi:10.1097/01.NAJ.0000405063.97774.0e. Retrieved from https://www.nursingcenter.com/nursingcenter_redesign/media/EBP/AJNseries/Sustaining.pd

· Melnyk, B. M., Fineout-Overholt, E., Giggleman, M., & Choy, K. (2017). A test of the ARCC© model improves implementation of evidence-based practice, healthcare culture, and patient outcomes. Worldviews on Evidence-Based Nursing, 14(1), 5–9. doi:10.1111/wvn.12188. Retrieved from https://sigmapubs.onlinelibrary.wiley.com/doi/abs/10.1111/wvn.12188

· Melnyk, B. M., Fineout-Overholt, E., Gallagher-Ford, L., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Sustaining evidence-based practice through organizational policies and an innovative model. American Journal of Nursing, 111(9), 57–60. doi:10.1097/01.NAJ.0000405063.97774.0e. Retrieved from https://journals.lww.com/ajnonline/Fulltext/2011/09000/Evidence_Based_Practice,_Step_by_Step__Sustaining.27.aspx

Experiment 1: Following Chromosomal DNA Movement through Meiosis Experiment 1: Following Chromosomal DNA Movement through Meiosis

Experiment 1: Observation of Mitosis in a Plant Cell

Data Tables and Post-Lab Assessment

Cell Cycle Division: Mitosis Beads Diagram:

Prophase

Metaphase

Anaphase

Telophase

Cytokinesis

Post-Lab Questions

1. Why are chromosomes important? What information do they provide?

2. How many chromosomes did each of your daughter cells contain?

3. How often do human skin cells divide? Why might that be? Compare this rate to how frequently human neurons divide. What do you notice?

Experiment 1: Following Chromosomal DNA Movement through Meiosis Experiment 1: Following Chromosomal DNA Movement through Meiosis

Experiment 1: Observation of Mitosis in a Plant Cell

Data Tables and Post-Lab Assessment

Table 1: Mitosis Predictions

Predictions:

Supporting Evidence

Table 2: Mitosis Data

Number of Cells in Each Stage

Total Number of Cells

Calculated % of Time Spent in Each Stage

Interphase:

Interphase:

Prophase:

14

Prophase: 20

Metaphase:

19

Metaphase: 30

Anaphase:

19

Selection of Topic

Choose 1 of the following topics for your Comparative Essay:

1. Age of the earth (radioisotope dating vs. alternative methods)

2. Origin of coal (swamp forests vs. marine deposition)

3. Dating the rock layers seen in the Grand Canyon (old earth vs. young earth)

4. The fossil record (evidence of: long periods of time vs. short periods of time)

5. Mass extinctions in the fossil record (old-earth vs. young-earth)

Content and Outline

Use the following outline when writing your paper. Each point on the outline below must be a separate section (with the section heading, as indicated) within your paper.

I. Introduction

· Indicate which topic you chose from the list above.

· Indicate the purpose of your paper (i.e., to compare old-earth and young-earth viewpoints on your chosen topic).

II. Old-Earth Secular View

· What is the old-earth secular viewpoint and the evidence supporting that viewpoint on your chosen topic? Are there assumptions that are part of this viewpoint?

o Do not discuss the old-earth creationist viewpoint on your chosen topic. For a description of old-earth creationism, go to http://www.icr.org/article/4535/.

III. Young-Earth View

· What is the young-earth viewpoint and the evidence for that viewpoint on your chosen topic? Are there assumptions that are part of this viewpoint?

IV. Comparison of the Viewpoints

· Comparison is articulating similarities between the 2 viewpoints. What are the similarities (if any) in time, sequence, and processes involved?

· Be sure to provide at least 2 similarities (comparisons) between the viewpoints.

V. Contrast of the Viewpoints

· Contrast is articulating differences between the 2 viewpoints. What are the differences (if any) in time, sequence, and processes involved?

· Be sure to provide at least 2 differences (contrasts) between the viewpoints.

VI. Conclusion