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Original Research Papers » Uncategorized » I HAVE A DREAM Martin Luther King, Jr. I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile in his own land. And so we’ve come here today to dramatize a shameful condition. In a sense we’ve come to our nation’s capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the “unalienable Rights” of “Life, Liberty and the pursuit of Happiness.” It is obvious today that America has defaulted on this promissory note, insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked “insufficient funds.” But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so, we’ve come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed spot to remind America of the fierce urgency of Now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God’s children. It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro’s legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty‐three is not an end, but a beginning. And those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. And there will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges. But there is something that I must say to my people, who stand on the warm threshold which leads into the palace of justice: In the process of gaining our rightful place, we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again, we must rise to the majestic heights of meeting physical force with soul force. The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny. And they have come to realize that their freedom is inextricably bound to our freedom. We cannot walk alone. And as we walk, we must make the pledge that we shall always march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, “When will you be satisfied?” We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the negro’s basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as our children are stripped of their self‐hood and robbed of their dignity by signs stating: “For Whites Only.” We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until “justice rolls down like waters, and righteousness like a mighty stream.”¹ I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. And some of you have come from areas where your quest ‐‐ quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair, I say to you today, my friends. And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to be self‐evident, that all men are created equal.” I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today! I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of “interposition” and “nullification” ‐‐ one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today! I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight; “and the glory of the Lord shall be revealed and all flesh shall see it together.”2 This is our hope, and this is the faith that I go back to the South with. With this faith, we will be able to hew out of the mountain of despair a stone of hope. With this faith, we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith, we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. And this will be the day ‐‐ this will be the day when all of God’s children will be able to sing with new meaning: My country ’tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the Pilgrim’s pride, From every mountainside, let freedom ring! And if America is to be a great nation, this must become true. And so let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania. Let freedom ring from the snow‐capped Rockies of Colorado. Let freedom ring from the curvaceous slopes of California. But not only that: Let freedom ring from Stone Mountain of Georgia. Let freedom ring from Lookout Mountain of Tennessee. Let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring. And when this happens, when we allow freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual: Free at last! Free at last! Thank God Almighty, we are free at last!3

I HAVE A DREAM Martin Luther King, Jr. I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile in his own land. And so we’ve come here today to dramatize a shameful condition. In a sense we’ve come to our nation’s capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the “unalienable Rights” of “Life, Liberty and the pursuit of Happiness.” It is obvious today that America has defaulted on this promissory note, insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked “insufficient funds.” But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so, we’ve come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed spot to remind America of the fierce urgency of Now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God’s children. It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro’s legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty‐three is not an end, but a beginning. And those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. And there will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges. But there is something that I must say to my people, who stand on the warm threshold which leads into the palace of justice: In the process of gaining our rightful place, we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again, we must rise to the majestic heights of meeting physical force with soul force. The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny. And they have come to realize that their freedom is inextricably bound to our freedom. We cannot walk alone. And as we walk, we must make the pledge that we shall always march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, “When will you be satisfied?” We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the negro’s basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as our children are stripped of their self‐hood and robbed of their dignity by signs stating: “For Whites Only.” We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until “justice rolls down like waters, and righteousness like a mighty stream.”¹ I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. And some of you have come from areas where your quest ‐‐ quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair, I say to you today, my friends. And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to be self‐evident, that all men are created equal.” I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today! I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of “interposition” and “nullification” ‐‐ one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today! I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight; “and the glory of the Lord shall be revealed and all flesh shall see it together.”2 This is our hope, and this is the faith that I go back to the South with. With this faith, we will be able to hew out of the mountain of despair a stone of hope. With this faith, we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith, we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. And this will be the day ‐‐ this will be the day when all of God’s children will be able to sing with new meaning: My country ’tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the Pilgrim’s pride, From every mountainside, let freedom ring! And if America is to be a great nation, this must become true. And so let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania. Let freedom ring from the snow‐capped Rockies of Colorado. Let freedom ring from the curvaceous slopes of California. But not only that: Let freedom ring from Stone Mountain of Georgia. Let freedom ring from Lookout Mountain of Tennessee. Let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring. And when this happens, when we allow freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual: Free at last! Free at last! Thank God Almighty, we are free at last!3

March 23, 2024

I HAVE A DREAM
Martin Luther King, Jr.

I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the
history of our nation.

Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation
Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been
seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.

But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly
crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a
lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still
languished in the corners of American society and finds himself an exile in his own land. And so we’ve come here today
to dramatize a shameful condition.

In a sense we’ve come to our nation’s capital to cash a check. When the architects of our republic wrote the magnificent
words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every
American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be
guaranteed the “unalienable Rights” of “Life, Liberty and the pursuit of Happiness.” It is obvious today that America has
defaulted on this promissory note, insofar as her citizens of color are concerned. Instead of honoring this sacred
obligation, America has given the Negro people a bad check, a check which has come back marked “insufficient funds.”

But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the
great vaults of opportunity of this nation. And so, we’ve come to cash this check, a check that will give us upon demand
the riches of freedom and the security of justice.

We have also come to this hallowed spot to remind America of the fierce urgency of Now. This is no time to engage in
the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of
democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice.
Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time
to make justice a reality for all of God’s children.

It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro’s
legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty‐three is
not an end, but a beginning. And those who hope that the Negro needed to blow off steam and will now be content will
have a rude awakening if the nation returns to business as usual. And there will be neither rest nor tranquility in America
until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our
nation until the bright day of justice emerges.

But there is something that I must say to my people, who stand on the warm threshold which leads into the palace of
justice: In the process of gaining our rightful place, we must not be guilty of wrongful deeds. Let us not seek to satisfy
our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the
high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again
and again, we must rise to the majestic heights of meeting physical force with soul force.

The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of all white
people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their
destiny is tied up with our destiny. And they have come to realize that their freedom is inextricably bound to our
freedom.

We cannot walk alone.

And as we walk, we must make the pledge that we shall always march ahead.

We cannot turn back.

There are those who are asking the devotees of civil rights, “When will you be satisfied?” We can never be satisfied as
long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied as long as our
bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities.
We cannot be satisfied as long as the negro’s basic mobility is from a smaller ghetto to a larger one. We can never be
satisfied as long as our children are stripped of their self‐hood and robbed of their dignity by signs stating: “For Whites
Only.” We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has
nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until “justice rolls down like waters,
and righteousness like a mighty stream.”¹

I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh
from narrow jail cells. And some of you have come from areas where your quest ‐‐ quest for freedom left you battered
by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative
suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to
Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our
northern cities, knowing that somehow this situation can and will be changed.

Let us not wallow in the valley of despair, I say to you today, my friends.

And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in
the American dream.

I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to
be self‐evident, that all men are created equal.”

I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners
will be able to sit down together at the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with
the heat of oppression, will be transformed into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their
skin but by the content of their character.

I have a dream today!

I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the
words of “interposition” and “nullification” ‐‐ one day right there in Alabama little black boys and black girls will be able
to join hands with little white boys and white girls as sisters and brothers.

I have a dream today!

I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low, the rough
places will be made plain, and the crooked places will be made straight; “and the glory of the Lord shall be revealed and
all flesh shall see it together.”2

This is our hope, and this is the faith that I go back to the South with.

With this faith, we will be able to hew out of the mountain of despair a stone of hope. With this faith, we will be able to
transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith, we will be able

to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together,
knowing that we will be free one day.

And this will be the day ‐‐ this will be the day when all of God’s children will be able to sing with new meaning:

My country ’tis of thee, sweet land of liberty, of thee I sing.

Land where my fathers died, land of the Pilgrim’s pride,

From every mountainside, let freedom ring!

And if America is to be a great nation, this must become true.

And so let freedom ring from the prodigious hilltops of New Hampshire.

Let freedom ring from the mighty mountains of New York.

Let freedom ring from the heightening Alleghenies of Pennsylvania.

Let freedom ring from the snow‐capped Rockies of Colorado.

Let freedom ring from the curvaceous slopes of California.

But not only that:

Let freedom ring from Stone Mountain of Georgia.

Let freedom ring from Lookout Mountain of Tennessee.

Let freedom ring from every hill and molehill of Mississippi.

From every mountainside, let freedom ring.

And when this happens, when we allow freedom ring, when we let it ring from every village and every hamlet, from
every state and every city, we will be able to speed up that day when all of God’s children, black men and white men,
Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual:

Free at last! Free at last!

Thank God Almighty, we are free at last!3

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Population Health Nursing week 4 discussionFor this week’s discussion, we will further expand on factors that contribute to an individual’s and the community’s overall health. Based on the readings, videos and prior course content, please answer the following prompts: · Discuss the impact of culture, beliefs regarding health and illness, societal values and access to health care have on health outcomes. · What are some interventions you can implement in the clinical setting to ensure that a client’s culture, beliefs, values, and access to care are incorporated into their care as much as possible? · Use this week as an opportunity to apply this content in practice in an effort to achieve the outcome of providing patient-centered care. Find an opportunity to assess a client’s culture, beliefs, values, and access to care (or, if not currently practicing in direct-patient care, you can assess these with a co-worker or someone in your community). You can also reflect on a previous experience in practice (particularly in your replies to peers). Note: I am currently practicing in direct patient care. Use APA 7th edition format, including references and in text citations.

Population Health Nursing week 4 discussion For this week’s discussion, we will further expand on factors that contribute to an individual’s and the community’s overall health. Based on the readings, videos and prior course content, please answer the following prompts: · Discuss the impact of culture, beliefs regarding health and

Choose ONE of the following three prompts for your Essay Unit Assignment. You must demonstrate that you read and understood the readings by showing us your work. This means answering the prompt with a close reading of the assigned texts and using specific examples (about 3 or 4 pages double-spaced , not including title page or bibliography), Use either apa or mla format.Using the novel Factory Girls (By Michelle Gallen) and the reading by Begoña Arexaga, explain what the border between the Republic of Ireland and Northern Ireland symbolizes to citizens. How does the ongoing tension about the border create difficulties for people lacking structural power? Using the novel Factory Girls (By Michelle Gallen) and the readings by Cynthia Cockburn, explain the practice of segregation between Catholics and Protestants in Northern Ireland, and how residents become complicit in the process of segregation. When maintaining segregation, how do people learn to police people of their own gender and community? Using the novel Factory Girls (By Michelle Gallen) and the reading(s) by either Begoña Arexaga or Cynthia Cockburn, describe some of the aspects of everyday life in the militarized Northern Irish zone. In your answer, define militarism and address how the marginalized cope with living through conflict. Consider how people living in these areas negotiate power imbalances in their everyday lives.

Choose ONE of the following three prompts for your Essay Unit Assignment. You must demonstrate that you read and understood the readings by showing us your work. This means answering the prompt with a close reading of the assigned texts and using specific examples (about 3 or 4 pages double-spaced , not including

Every year, much is made of the question of whether scholarship athletes in revenue-producing sports are receiving college educations. NCAA officials argue that since the passage of several academic reform measures, the academic performance of athletes continues to improve. Still, others argue that even if the measures of academic performance, such as the academic progress rate (APR) and graduation success rate (GSR), appear to be improving, those measures may not be telling the full story. In effect, as pressures to keep athletes eligible to play have increased, there may be greater pressure to cluster athletes in “easy” majors. Read the 2015 article “Why Student-Athletes Continue to Fail Links to an external site.” Why Student Athletes Continue To Fail | TIME and the following news release from the NCAA website: “DI to Distribute Revenue Based on Academic DI to distribute revenue based on academics – NCAA.org is there a problem with revenue-producing athletes not graduating at the same rates as other athletes or the general student population? Are athletes clustered into easy courses or majors? What is the NCAA doing to prevent this from happening?

Every year, much is made of the question of whether scholarship athletes in revenue-producing sports are receiving college educations. NCAA officials argue that since the passage of several academic reform measures, the academic performance of athletes continues to improve. Still, others argue that even if the measures of academic

Overview and Objectives-9 In this module, you will share your initial findings with your peers via a discussion post. Make sure you are clear on what option you are working on and give your peers the Overview and Objectives-9 In this module, you will share your initial findings with your peers via a discussion post. Make sure you are clear on what option you are working on and give your peers the basic background information for your project, remember, not everyone will have seen everyone else’s work. Learning Materials Required Texts The Action Research Guidebook: A Process for Pursuing Equity and Excellence in Education 3rd Ed. By Richard Sagor Concise Rules of APA Style 7th Ed. By The American Psychological Association Chapters 9-11 Assignment: Reflection #4 choose one option Option 1: Let your peers know what your initial findings are. What patterns are you seeing in your data? What do you suspect the final outcome may be? What are you learning about the project you designed because of your initial findings? Option 2: What are your initial reactions/understandings/reflections on the action research you have read? How will it guide you in the future? Option 3: What patterns did you see in the provided data? What additional actions could have been taken based on the provided data? What have you learned from analyzing the data? Second assignment feedback from the teacher Your intro is not super intriguing. It is very sterile and seems to use a lot of academic words. The purpose of the intro is to help your reader connect to your situation and buy into what you learned. Make sure the headings are the same as the template – they don’t need to be separated. From your purpose, I am still very concerned that this is not action research. Your lit review has accurate information about concerning situations for low-SES students; however, you don’t have anything to support whatever the action is you are putting into play with your students. Your methodology, currently, does not tell me what you are actually doing. It essentially says “We are having hamburgers because we are having hamburgers.” I have no idea what you are doing with the students you serve. You are trying to use far too many big words and have completely lost the meaning of what it is you are doing. Additionally, you have not yet finished gathering data so you can’t possibly have a conclusion for your paper. This is not a traditional research paper. You MUST be doing something with your students to address the question you decided on. You have a lot of work to do to clean this up and make it so that it means something. You also need to make serious adjustments so that it is clear what you are doing with the students you serve. Make all adjustments by the time you turn in your final paper. The first assignment is a discussion and the Second assignment is adding and correcting the paper from the teacher’s feedback the file has an example paper, the actual paper, check list for first task, and template

Overview and Objectives-9 In this module, you will share your initial findings with your peers via a discussion post. Make sure you are clear on what option you are working on and give your peers the Overview and Objectives-9 In this module, you will share your initial findings with your

DISCUSSION RESPONSE MEASURES USED IN EPIDEMIOLOGYDUE MARCH 28 MEASURES USED IN EPIDEMIOLOGYRespond to two colleagues in one or more of the following ways: · Ask a probing question, substantiated with additional background information, evidence or research. · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library. · Validate an idea with your own experience and additional research. · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings. · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.PEER #1 · Delee EllwingerInitial PostOdds Ratio and Risk Ratio Confusing odds ratio (OR) and risk ratio (RR) are common, and the terms are sometimes incorrectly used interchangeably (Labrecque et al., 2021). The findings from the odds and risk ratios are presented in the same way, leading to misunderstandings in interpretation. To add to the confusion, if the outcome is rare, the results of OR and RR are very similar. However, they do not provide the same analysis and cannot be used interchangeably (Norton et al., 2018).Odds Ratio The odds ratio determines if an exposure is protective or causative but does not determine risk (Curley, 2020). OR is not a predictor of the outcome but instead calculates the probability of an outcome in a stated population by dividing the occurrence number by the non-event number (Chatterjee et al., 2021) (Norton et al., 2018). Odds ratios are notorious for misinterpretation and should only be used in case-control studies (Labrecque et al., 2021). However, when used correctly, results greater than 1 point to the dependent variable connecting to the outcome (Curley, 2020).Risk Ratio The risk ratio determines the benefits or risks of exposure in cohort studies (Curley, 2020). RR tells us how likely the result is depending on exposure. It answers the question of how many times higher/lower the outcome’s risk depends on exposure. The risk ratio calculates the chance of it happening for the group by dividing the incident number by the total group population (Norton et al., 2018). Greater than one means there is an increased risk between exposure and disease. Less than one means benefits may increase from exposure.Strengthen and Support Nursing Practice Depending on the study, the odds ratio and risk ratio support nursing practice by ensuring the data collected is applicable to support best practice. The odds ratio is calculated in case-control studies; the risk ratio is calculated through cohort studies. Evidence-based practice must have confirmation of the benefit of the intervention (Schloemer et al., 2021). OR and RR provide information to help clinicians make informed decisions (Pantaleon, 2019). Health promotion and prevention programs also need accurate data to support recommendations and policies (Schloemer et al., 2021). Statistics influence program funding and implementation. Limitations of not Using Measures of Effect While OR and RR have limitations, the absence of data restricts nursing practice (Su, 2021). Odds ratios may overestimate risk and cannot be used to compare the results of different studies because of the arbitrary nature of the variables (Norton et al., 2018). The risk ratio is easily understood, but without accurate primary data, RR can identify correlations where there are none (Dattani, 2023). Despite limitations, statistics and measures of effect must be used to ensure interventions have scientific backing. Arbitrary policies and recommendations confuse the public and ensure chaos and noncompliance ensue (Su, 2021).References Chatterjee, A., Woodruff, H., Wu, G., & Lambin, P. (2021). Limitations of only reporting the odds ratio in the age of precision medicine: A deterministic simulation study. Frontiers in Medicine, 8. to an external site. Curley, A. L. C. (Ed.). (2020). Population-based nursing: Concepts and competencies for advanced practice (3rd ed.). Springer. Dattani, S. (2023). Risk ratios, odds ratios, risk differences: How do researchers calculate the risk from a risk factor? Our World in Data. to an external site. Labrecque, J. A., Hunink, M. M. G., Ikram, M. A., & Ikram, M. K. (2021). Do case-control studies always estimate odds ratios? American Journal of Epidemiology, 190(2), 318–321. to an external site. Norton, E. C., Dowd, B. E., & Maciejewski, M. L. (2018). Odds ratios–Current best practice and use. JAMA, 320(1), 84-85. to an external site. Schloemer, T., Bock, F., Schroder-Back, P. (2021). Implementation of evidence-based health promotion and disease prevention interventions: theoretical and practical implications of the concept of transferability for decision-making and the transfer process. Springer, 64(5), 534-543. to an external site. Su, Z. (2021). Rigorous policy-making amid COVID-19 and beyond: Literature review and critical insights. International Journal of Environmental Research and Public Health, 18(23). to an external site. ReplyReply to Comment ·PEER #2 Miriam Edouard Epidemiologic Measures in Population HealthMortality and morbidity In caring for the homeless population mortality and morbidity measures play a crucial role in strengthening nursing practice, particularly in the context of caring for homeless individuals. Here’s how these epidemiological measures can support homeless healthcare and the limitations of not using them.Support Nurse Practice:Targeted Intervention: Understanding mortality and morbidity in my practice of homeless individuals, allows the practice to identify health issues and tailor interventions accordingly. For instance, in my role as a Nurse Practitioner (NP) working with the homeless population, leveraging such epidemiological measures enables me to identify prevalent health issues and tailor interventions accordingly. For instance, drawing insights from the study “Mortality, Morbidity, and Health in Developed Societies: a Review of Data Sources” by Wunsch et al. (2018), if morbidity measures reveal a high prevalence of chronic conditions such as cardiovascular disease (CVD) among homeless individuals, I can prioritize screening, medication education, and treatment options accordingly. This proactive approach not only addresses immediate health needs but also contributes to preventive care and overall health promotion among this vulnerable population.Limitations of Not Using Measures of Effect: Neglecting to utilize measures of effect in nursing practice presents significant limitations, particularly in terms of missed opportunities for prevention and intervention. For example, mortality and morbidity data are vital for identifying health risks, trends, and opportunities for early prevention and intervention. For instance, drawing insights from the study “Quality Improvement Focused Morbidity and Mortality Rounds: An Integrative Review” by Churchill et al. (2020), the absence of mortality and morbidity data can lead NPs to overlook critical health trends and patterns. This oversight may result in delayed diagnosis or disease progression, ultimately compromising patient outcomes and exacerbating healthcare disparitiesExamples from Scholarly Literature: 2. The article “Mortality, Morbidity, and Health in Developed Societies: a Review of Data Sources” by Wunsch et al. (2018) is an example of how the mortality and morbidity data strengthen homeless intervention practices by providing insight into chronic disease among homeless individuals. 2. The article “Quality Improvement Focused Morbidity and Mortality Rounds: An Integrative Review” by Churchill et al. (2020) is another example of the limitations of not using measures of effect can negatively impact promotion and engagement in quality improvement (QI) and patient safety, References Churchill, K. P., Murphy, J., & Smith, N. (2020). Quality improvement focused morbidity and mortality rounds: An integrative review. Cureus. to an external site. Curley, A. L., Ed. (2020). Measures of Morbidity and Mortality Used in Epidemiology. In Population-based nursing, third edition: Concepts and competencies for advanced practice (3rd ed., pp. 91–131). Springer Publishing Company. Wunsch, G., & Gourbin, C. (2018). Mortality, morbidity, and health in developed societies: A review of data sources. Genus, 74(1). to an external site. Reply

DISCUSSION RESPONSE MEASURES USED IN EPIDEMIOLOGY DUE MARCH 28 MEASURES USED IN EPIDEMIOLOGY Respond to two colleagues in one or more of the following ways: · Ask a probing question, substantiated with additional background information, evidence or research. · Share an insight from having read your colleagues’ postings, synthesizing the information to

Internal Control, Reporting Cash, and Accounting for ReceivablesIn this area, we will talk about the importance of internal control in a business organization and the reporting of cash on the balance sheet as well as managing receivables and estimating uncollectible accounts. What is internal control, and what are the objectives of a well-designed internal control structure in an organization?Due Tuesday 26th by 6PM New York Time / 2 pages

Internal Control, Reporting Cash, and Accounting for Receivables In this area, we will talk about the importance of internal control in a business organization and the reporting of cash on the balance sheet as well as managing receivables and estimating uncollectible accounts. What is internal control, and what are the

Upload has all the information you need.Excel PivotTables Assignment (10 Points) An Excel PivotTable is used to present Excel information in a table format. The idea is that you can click drop down lists and change the data that is being displayed (hence, you may “pivot” information into and out of the table). For example, in a teacher’s grade book, you may choose just one student from a drop-down list of students, and then display only the one student’s scores.In this assignment, you watch two videos, and then complete a short PivotTable exercise. Place your completed PivotTable exercise file in this week’s D2L Assignment dropbox.1st Video: Pivot Table Excel Tutorial by Kevin StratfordThe first video shows how PivotTables may be used to display a company’s inventory. Do not try to memorize the specific steps being demonstrated, just focus on how the presenter “pivots” information into and out of the PivotTable depending upon the information he wants to display.Click this link to view the first 13.5-minute YouTube video:2nd Video and Assignment: Excel 2016– Intro to Pivot Tables by GCF GlobalAlthough the video is based on the 2016 version of Excel, the same steps are followed when using the current version of Excel. Display the GCF Global Excel 2016 – Intro to PivotTables web page by clicking on the link below (or access the link directly from your browser).https://edu.gcfglobal.org/en/excel2016/intro-to-pivottables/1/. If needed, choose your desired cookie option, then complete the steps listed below. 1. Read the introductory paragraphs and watch the video. 2. Near the top of the Web page, click the practice workbook link to download the practice workbook. 3. Save the file as Lastname_Firstname_PIVOTTABLES.xlsx. 4. Read the Using PivotTables to answer questions paragraphs to review an introduction to PivotTables. 5. Read and complete the seven steps in the To create a PivotTable: section: a. After you complete step 7 in this section, your PivotTable should look like the one shown in step 7 on the Web page. b. For our purposes, you do not need to change the number format to Currency. 6. Read and complete the steps in the Pivoting data section. a. When you add the Month field to the COLUMNS setting, your PivotTable should look like the one in step 2 of this section. 7. Read and complete the steps in the To change a row or column: section. a. Complete steps 1 and 2 in this section. When you complete these steps, your PivotTable should look like the one in step 3 of this section (the same PivotTable is shown below). · You will have completed the assignment when your PivotTable looks like the illustration below: b. Students do not need to complete the steps in the Challenge! section at the bottom of the web page. 8. Save your completed Lastname_Firstname_PIVOTTABLES.xlsx file 9. Upload your file into this week’s D2L Assignment dropbox.Excel PivotTables Assignment Page 8 of 8image1.pngimage2.png

Upload has all the information you need. Excel PivotTables Assignment (10 Points) An Excel PivotTable is used to present Excel information in a table format. The idea is that you can click drop down lists and change the data that is being displayed (hence, you may “pivot” information into and

Revised Spring 2024BIO-110 Lab: Peppered Moth Video Lab Submission Instructions:Type your answers and paste any required pictures directly into this Word document. Submit it via the Blackboard submission link in Word format (docx). · Answers typed into a new blank document or submitted in the other formats will not be accepted. · If this lab requires pictures, they must be embedded (pasted into the document) and will not be accepted as stand-alone files. Each picture must be sized to at least 3” x 3”. · Assignments may not be submitted via email without express permission from the instructor. If an assignment is submitted incorrectly, you will be contacted via email and the assignment will not be graded unless resubmitted properly. Late penalties may apply; lab assignments may be submitted up to 7 days late.Objectives: 1. Identify an evolving population from a change in its allele frequencies over generations. 2. Students will describe the four requirements of evolution by natural selection. 3. Students will summarize the four main observations that make up Darwin’s theory of natural selection.Introduction:Population genetics studies the diversity of a population at the level of the gene. Said population includes all interbreeding members of a single species within a shared location. This field assesses how a population’ genetic diversity may change in response to certain evolutionary agents. These agents include genetic drift (random change), gene flow (migration), natural selection, nonrandom mating (mating adjacent individuals), and mutations. Without these agents, a population would experience genetic equilibrium. This is the state where a population’s allelic frequency remains static.Procedure: Complete Parts I and II of this assignmentPart I: Mark-Recapture Watch the video Mark-Recapture (opens new window). Then answer the questions below.1. Briefly explain how the Mark-Recapture technique is used to estimate the size of a population.2. What is the Simple Mark-Recapture equation shown first in the video? See time 2:07/8:00.#3-5. You have been asked to measure the size of a population of adult bluegill sunfish in a local pond. During your first sampling, you capture 108 bluegill and mark each with a spot of waterproof red paint on its tail fin. During your second sampling, you capture 120 bluegill; 12 of these have red paint on their tail fin.3. According to the paragraph above, is the actual population size likely to be close to 108? Explain your answer. ( Answer this question before you use the equation.)4. According to the paragraph above: · M = · R = · C =5. Estimate the size of the bluegill population in paragraph using the equation in #2 above and the values in #4 above.Part II: Natural Selection: Watch the video Natural Selection – Peppered Moth (opens new window). Then answer the questions below using the video and your textbook, if necessary.6. Explain each of Darwin’s four principles of evolution.7. How did the dark phenotype come to exist?8. Explain how the proportion of dark moths changed from less than 1% to almost 95% in polluted forests.9. As the dark phenotype became more common, the allele for dark coloration became more common in the population. Consequently, the allele for light coloration became less common. Did the moth population evolve? Explain how you know your answer is true.10. Regarding #9 above, did any individual moth(s) evolve? Explain.

Revised Spring 2024 BIO-110 Lab: Peppered Moth Video Lab Submission Instructions: Type your answers and paste any required pictures directly into this Word document. Submit it via the Blackboard submission link in Word format (docx). · Answers typed into a new blank document or submitted in the other formats will

Address one of the following What is the Expected Rate of Return on an investment and what does it tell us about the probability of the risk involved with a particular investment? In terms of risk, what are the advantages (and/or disadvantages) of a well-diversified portfolio?Investments are based on the belief that the rate of return justifies or compensates the investor for the risk associated with that particular investment. The risk associated with this investment is associated with the chance that a loss will be incurred. Or, to put it another way, the greater the chance of a loss the riskier the investment. Therefore, some statistical measures of the risk involved with an investment are necessary before the investment is made.

Address one of the following What is the Expected Rate of Return on an investment and what does it tell us about the probability of the risk involved with a particular investment? In terms of risk, what are the advantages (and/or disadvantages) of a well-diversified portfolio? Investments are based on

write a well developed essay using this outline and works cited page Thesis- The rapid advancement of artificial intelligence technology has sparked fears about its potential to disrupt traditional employment structures, leading to job displacement and economic instability in various sectors I. IntroductionA. Defining AI and automationB. Rising concerns about AI’s impact on jobs and the economy II. Potential job displacements by AIA. Automation of tasks and roles traditionally performed by humansB. Job loss and unemployment C. Impact on manufacturing, retail, and customer serviceIII. Current economic repercussions of AIA. Widening gap between skilled and unskilled workersB. Potential effects on economic growth and productivity IV. Strategies and solutions to address the impacts of AI on jobs and the economyA. Promotion of collaboration between humans and AIB. Education training programs to prepare the workforce for AI integrationV. ConclusionA. Revisit key points regarding the concerns of AI’s impact on jobs, humans, and the economyB. Planning ahead to mitigate AI and automation impact Works Cited Furman, J., & Seamans, R. “AI and the Economy. Innovation policy and the economy” 2019(1), 161-191 London. “Automation and Anxiety” The Economist, 25 June 2016, 413-419

write a well developed essay using this outline and works cited page Thesis- The rapid advancement of artificial intelligence technology has sparked fears about its potential to disrupt traditional employment structures, leading to job displacement and economic instability in various sectors I. IntroductionA. Defining AI and automationB. Rising concerns about AI’s impact on jobs and

In each of our weekly forums we will be using the “three R approach.” Ideally, your post should be about three paragraphs long and be completed by Wednesday evening. 1. Resonate: What did you agree with? What spoke to you? 2. Resist: What did you disagree with? What did you struggle with? 3. Relevant: What did you take away from you this week? How can this material be applied to your life and others? Video on Stephen Matthew. This is all about our climate change with the Christian community and the world.

In each of our weekly forums we will be using the “three R approach.” Ideally, your post should be about three paragraphs long and be completed by Wednesday evening. 1. Resonate: What did you agree with? What spoke to you? 2. Resist: What did you disagree with? What did

Module/Unit Five Integrative Assignment Literature Instructions – Choose one of the following assignments to show your knowledge of Jamaica Kincaid’s Annie John and the material on Pre-writing strategies. Please read Annie John closely and pay attention to characterization, setting, how the action flows and the story line moves forward. Use the resources of this unit/module, journal assignment, PowerPoint presentation, reading comprehension information, and perhaps do a bit of research to help you achieve success on this assignment. Please cite sources using MLA or APA citation style. 1 – Create an extensive presentation of events that occur in Jamaica Kincaid’s novel, including when events happened and how the events show that the novel is not only a coming of age story, but a story meant to show the contrasts of a culture that has three distinct pasts, one informed by slavery, one informed by indigenous peoples, and one informed by the colonizers. Discuss the complexity of Annie John’s life and include an introductory paragraph, detailed paragraghs, and at the end of the assignment, discuss what you’ve learned about the complexity of Antigua culture and v the effectiveness of Kincaid’s bildunsroman that weaves in the complexity of culture. Length minimum, 3 – 5 pages. Please include a title, parenthetical citations to match direct citations, and a works cited page. 2 – Using the ideas of the Prewriting material, specify in depth five different, specific strategies you would could possibly use to generate student writing. Please include any supplementary materials you would create as well. Length 5 or more pages, depending on depth and resourcefulness. Please include a title and be sure to reference all resources accurately including primary (The Primary) and secondary (critical or pedagogical) resources. 3 – Create a PowerPoint Presentation for someone who has never read Jamaica Kincaid’s Annie John. Include such story elements as how tension is displayed, key themes, the meaning of symbolism, and point of view and much more as applicable. Include a Pre-writing strategy to help them fully understand what has been presented. Length 10 – 20 slides. Please include a title, and be sure to reference all resources accurately including primary (The Primary) and secondary (critical or pedagogical) resources. 4 – Write an bildunsroman – a coming of age story – that also reflects some deep truths about the culture the person who is coming of age lives within. This story should show the contrast of the new – the young person growing up, and the old – the past culture that functions as a point of friction for this person’s maturity. The story or narrative should be a minimum of ten pages long and definitely be about a character who learns from her experiences, mainly because for most of her life, the truth is hidden from her. Length 10 – 20 double spaced pages. Please include a title. 5 – Watch a movie that has similar themes to Jamaica Kincaid’s Annie John and compare and contrast the alike (categorical) features found in Kincaid’s novel to it. Writing a comparative paper would mean writing in depth about the plots, themes, moments, characters in ways that bring the highlights of both mediums out fully. Length 3 – 6 pages. Include a references or works cited entry. Please include a title, and be sure to reference all resources accurately including primary ( Annie John ) and secondary (critical or pedagogical) resources. 6 – Write a persuasive essay on Jamaica Kincaid’s Annie John, discussing something you believe is very important that Jamaica Kincaid is trying to express about growing up, coming of age, how the past remains alive in the present, the complexity of parenting,, way of life, cultural conflict, opposing forces that make the novel so interestin, nature symbolism or other kinds of symbolism, or how doe the shifting tensions of the story accentuate its meaning. The paper should be 3 to 6 pages in length, double-spaced, titled, one inch margins, times new roman 12pt font. When using critical sources, (works cited or references required) they must be cited accurately, and integrated in your writing with parenthetical citations according to MLA or APA style.

Module/Unit Five Integrative Assignment Literature Instructions – Choose one of the following assignments to show your knowledge of Jamaica Kincaid’s Annie John and the material on Pre-writing strategies. Please read Annie John closely and pay attention to characterization, setting, how the action flows and the story line moves forward. Use the

Discussion Assignment Instructions Directions: For this discussion, you will post one thread of at least 350 words. For the thread, you must support your assertions with at least two scholarly citations in current APA format.After reading Chapter 2 choose one of the following prompts to discuss. 1. Re-read: Guidance on Constitutionally Protected Prayer and Religious Expression in Public Elementary and Secondary Schools (Link Below), concerning NCLB and religious rights for students and employees. Discuss your previous awareness of these religious provisions contained in this national mandate. Did you understand the legal requirements in NCLB protecting these religious rights?Link: https://www2.ed.gov/policy/gen/guid/religionandschools/prayer_guidance.html)2. Examine the policies regarding prayer during graduation or promotion exercises in your school district. Discuss your findings and the relationship that it has to current legal precedents within your text or with Legal Clips, sponsored by the National School Board Association.

Discussion Assignment Instructions Directions: For this discussion, you will post one thread of at least 350 words. For the thread, you must support your assertions with at least two scholarly citations in current APA format. After reading Chapter 2 choose one of the following prompts to discuss. 1. Re-read: Guidance

General Instructions Advanced practice nurses apply continuous quality improvement (CQI) processes to improve client-centered outcomes. Select one of the following client-centered care initiatives that you would like to improve in your practice area: client clinical outcomes, client satisfaction, care coordination during care transitions, or specialty consultations for clients. Include the following sections: 1. Application of Course Knowledge: Answer all questions/criteria with explanations and detail. · a. Identify the selected client-centered care initiative and describe its application to your future practice. b. Select one CQI framework that can be applied to the selected initiative. Explain each step of the framework. c. Describe how the framework can improve client-centered care for the selected initiative. d. Describe how you would involve interprofessional team members in the CQI process.

General Instructions Advanced practice nurses apply continuous quality improvement (CQI) processes to improve client-centered outcomes. Select one of the following client-centered care initiatives that you would like to improve in your practice area: client clinical outcomes, client satisfaction, care coordination during care transitions, or specialty consultations for clients. Include

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