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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 

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2: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: · Identify and briefly describe your chosen clinical issue of interest. · Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. · Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. · Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article. · Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.Very important For this week’s assignment the focus is on systematic reviews, meta- analysis, scoping studies, etc.  Do NOT use a primary research article for this assignment  as you will get a poor grade for that work.  The focus of the assignment is on research articles that review multiple articles on a topic. Remember the articles that you select MUST be peer reviewed and published in the last 5 years (2018- present).Grading rubric below. Please straightly follow the rubrics For this work, make sure ever points is mentioned. The professor use the rubric to grade. Points is taken off if all details ask is not mentions. Please pleasePart 2: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: · Identify and briefly describe your chosen clinical issue of interest. · Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. · Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. · Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples80 to >71.0 ptsExcellent The presentation clearly and accurately identifies and describes in detail the chosen clinical issue of interest. …The presentation clearly and accurately describes in detail the developed PICO(T) question. …The presentation clearly and accurately identifies four or more research databases used to conduct a search for the peer-reviewed articles selected. …The presentation includes specific and relevant examples that fully support the research. …The presentation provides a complete, detailed, and accurate synthesis of two outside resources related to the peer-reviewed articles selected, and fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.5 to >4.0 ptsExcellent Using proper in-text citations, the presentation clearly and accurately provides at least four peer-reviewed systematic review type articles selected, describes the levels of evidence in each of the four articles selected, including a thorough and detailed explanation of the strengths of using systematic reviews for clinical research.Resource SynthesisResource Formatting Appropriate peer-reviewed articles are included and citations use APA format.5 to >4.0 ptsExcellent Presentation includes 4 or more peer-reviewed articles selected using systematic reviews for clinical research. …Citations use correct APA format with no errorsPowerPoint Presentation:The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.5 to >4.0 ptsExcellent The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical orderWritten Expression and Formatting—English Writing Standards:Correct grammar, mechanics, and proper punctuation.5 to >4.0 ptsExcellent Uses correct grammar, spelling, and punctuation with no errors.

2: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: · Identify and briefly describe your chosen clinical issue of interest. · Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. ·

Need HelpAssessment Description Leadership studies demonstrate that the most effective leaders know how to draw upon self-leadership skills to in turn motivate and lead others to expand their strengths to ultimately better serve the goals of an organization. For this assignment, you will continue to study conscious leadership and look at a leadership example from contemporary media and evaluate how well the particular leader exemplifies the qualities of effective and ethical conscious leadership. Select a relevant and topical leadership issue from current news media that revolves around ethics and ethical decision-making. Research the situation and gather information in order to evaluate the leader. Keep in mind, the issue that you choose will serve as the backdrop for your evaluation while using the key terms and concepts covered in your course readings. Write an evaluation of a minimum of 1,000-1,250 words of the situation that addresses the following: · The power bases used by the leader. · The influence tactics used by the leader. · The leadership style of the leader. · The outcome (or potential outcome) of the situation. Conclude by justifying whether you think this leader supports the values of conscious capitalism. Is the leader’s leadership style effective? Do you believe the leader acted ethically in the situation? Be sure to consider each tenet of conscious capitalism in your leader evaluation. Next, imagine yourself as a practitioner of servant leadership. You have been appointed into the leadership role in this same circumstance. Explain how the situation would be different. Address the four criteria listed above in your discussion and incorporate the principles of conscious capitalism by explaining how your personal values and style are influenced by each tenet. Strengthen your claims in each content section of your essay with supporting citations and specific examples. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Need Help Assessment Description Leadership studies demonstrate that the most effective leaders know how to draw upon self-leadership skills to in turn motivate and lead others to expand their strengths to ultimately better serve the goals of an organization. For this assignment, you will continue to study conscious leadership and

LINK TO THE ASSIGNMENT:  https://pdcrodas.webs.ull.es/fundamentos/HawthorneTheMinistersBlackVeil.pdf Luminator:  Locate in the reading at least two-three (2-3) particular interesting, new ideas, ‘golden line,’ or short passage in the reading.  Make sure to identify the page number.  Provide a brief explanation for why you picked this passage/sentence/phrase (“I found this interesting because….”).  Connector:  Find at least two-three (2-3) connections between the reading and the outside, even the “real” world.  Connect reading to your own life, to your school life, to happenings in your community, or to similar events at other times and in other places.  “This idea connects to….”  There are no right or wrong answers here. Wordsmith:  Search for and record at least two-three (2-3) specific words or terms that appears important to the reading or the author.  Look for words that are puzzling or unfamiliar, mark them as you are reading, and write them down later.  Provide dictionary for definitions of the words.Make sure you are using Times New Roman, size 12. Double space (2.0) and do not forget to remove the spaces.This is the example: Your Name Professor Collier ENGL 1301-62003 March 25, 2024 Assignment Number One Luminator: Page Four I found the scene where Reverend Hooper attends the funeral interesting because he is still wearing the black veil which is an appropriate symbol for the ceremony. This particular scene is at the start of the short-story, and introduces the audience to the seriousness of the black veil. Connector Page Three Wordsmith Page Six Bugbear –

LINK TO THE ASSIGNMENT:  https://pdcrodas.webs.ull.es/fundamentos/HawthorneTheMinistersBlackVeil.pdf Luminator:  Locate in the reading at least two-three (2-3) particular interesting, new ideas, ‘golden line,’ or short passage in the reading.  Make sure to identify the page number.  Provide a brief explanation for why you picked this passage/sentence/phrase (“I found this interesting because….”).  Connector:  Find at least two-three (2-3)

Networking Project FeedbackI recommend removing the packet and circuit switching out since another student is covering that. Let the focus be on the MAC sublayer that needs elaborate research to pull up the infographic and the video. These are not just pictures but gateways to learning. Be creative and use less IA!

Networking Project Feedback I recommend removing the packet and circuit switching out since another student is covering that. Let the focus be on the MAC sublayer that needs elaborate research to pull up the infographic and the video. These are not just pictures but gateways to learning. Be creative and

Scenario: A 38-year-old female presents to the emergency room with complaints of dyspnea and left leg pain.  Patient reports that her left leg started feeling heavy a few days ago and has also been red since she returned from a recent trip.  She denies any injury to her leg.  She reports that she started having some dyspnea in the last 24 hours.  Patient history is remarkable for systemic lupus erythematosus and a history of recent airplane travel.  She is also taking oral birth control.  Her bp is 130/84, heart rate 100, R 24, and temp is 100.4F.  Physical exam reveals unilateral +2 pitting leg edema to left leg with erythema. In your Case Study Analysis related to the scenario provided, explain the following · The pulmonary pathophysiologic processes that result in the patient presenting these symptoms. · Any racial/ethnic variables that may impact physiological functioning. · How these processes interact to affect the patient. Paper should be formatted according to APA 7th ed. Include an introduction that provides an overview to your paper and a conclusion that summarizes your paperRubric below: please follow:Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following: Explain pulmonary pathophysiologic processes of why the patient presents these symptoms.This criterion is linked to a Learning Outcome Explain how the pulmonary pathophysiologic processes interact to affect the patient.Explain any racial/ethnic variables that may impact physiological functioning.30 to >27.0 ptsExcellent The response accurately and thoroughly describes the patient symptoms. … The response includes accurate, clear, and detailed reasons, with explanation for the pulmonary pathophysiologic processes supported by evidence and/or research, as appropriate, to support the explanation30 to >27.0 pExcellent The response includes an accurate, complete, detailed, and specific explanation of how the pulmonary pathophysiologic processes interact to affect the patient.25 to >22.0 ptsExcellent The response includes an accurate, complete, detailed, and specific explanation of racial/ethnic variables that may impact physiological functioning supported by evidence and/or research, as appropriate, to support the explanation.APA format. Title page and references page. Correct grammar/writing clarity/sentences structure.

Scenario: A 38-year-old female presents to the emergency room with complaints of dyspnea and left leg pain.  Patient reports that her left leg started feeling heavy a few days ago and has also been red since she returned from a recent trip.  She denies any injury to her leg.  She

Title: GLP-1 Agonist and Anesthesia   MethodologySearch strategy (description with enough detail to rerun the search) Study selection and screening method (PRISMA flow diagram from the study selection process) Inclusion/Exclusion Criteria Data collection (method used to screen and appraise articles) and Analysis (tool used to assess quality of articles) Data itemsResultsStudy selection (i.e., reporting results of the search from each database, studies included, excluded, duplicates). Describe results with PRISMA flow diagram (include the n’s) from the study selection process. Study characteristics (participants, relevant methodology, and quality).

Title: GLP-1 Agonist and Anesthesia   Methodology Search strategy (description with enough detail to rerun the search) Study selection and screening method (PRISMA flow diagram from the study selection process) Inclusion/Exclusion Criteria Data collection (method used to screen and appraise articles) and Analysis (tool used to assess quality of articles)

please read file thoroughly aand make sure what is expected please 2: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: · Identify and briefly describe your chosen clinical issue of interest. · Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. · Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. · Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article. · Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.Very important For this week’s assignment the focus is on systematic reviews, meta- analysis, scoping studies, etc.  Do NOT use a primary research article for this assignment  as you will get a poor grade for that work.  The focus of the assignment is on research articles that review multiple articles on a topic. Remember the articles that you select MUST be peer reviewed and published in the last 5 years (2018- present).Grading rubric below. Please straightly follow the rubrics For this work, make sure ever points is mentioned. The professor use the rubric to grade. Points is taken off if all details ask is not mentions. Please pleasePart 2: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: · Identify and briefly describe your chosen clinical issue of interest. · Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. · Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. · Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples80 to >71.0 ptsExcellent The presentation clearly and accurately identifies and describes in detail the chosen clinical issue of interest. …The presentation clearly and accurately describes in detail the developed PICO(T) question. …The presentation clearly and accurately identifies four or more research databases used to conduct a search for the peer-reviewed articles selected. …The presentation includes specific and relevant examples that fully support the research. …The presentation provides a complete, detailed, and accurate synthesis of two outside resources related to the peer-reviewed articles selected, and fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.5 to >4.0 ptsExcellent Using proper in-text citations, the presentation clearly and accurately provides at least four peer-reviewed systematic review type articles selected, describes the levels of evidence in each of the four articles selected, including a thorough and detailed explanation of the strengths of using systematic reviews for clinical research.Resource SynthesisResource Formatting Appropriate peer-reviewed articles are included and citations use APA format.5 to >4.0 ptsExcellent Presentation includes 4 or more peer-reviewed articles selected using systematic reviews for clinical research. …Citations use correct APA format with no errorsPowerPoint Presentation:The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.5 to >4.0 ptsExcellent The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical orderWritten Expression and Formatting—English Writing Standards:Correct grammar, mechanics, and proper punctuation.5 to >4.0 ptsExcellent Uses correct grammar, spelling, and punctuation with no errors.

please read file thoroughly aand make sure what is expected please  2: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: · Identify and briefly describe your chosen clinical issue of interest. · Describe how you developed a

The purpose of this assignment is for students to create an infographic to educate the community on the impact of a public health issue and make recommendations for policy change. Research public health issues located on the American Public Health Association (APHA) website, found in the topic Resources under “Topics and Issues.” Select a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population. Based on the public health issue selected, create an infographic that briefly addresses the following: Describe the selected public health issue and its impact on the community. Include data that demonstrate the significance of this issue and key risk factors leading to this issue. Discuss ways that the public health issue can be prevented, including key concepts of epidemiology. Explain a policy that currently addresses this issue and the impact of this policy on population outcomes including social justice and health equity. Propose at least one change to existing policies to better address this issue. Support recommendations with appropriate evidence.  Summarize what steps are required to initiate policy change. Identify necessary stakeholders required to initiate policy change (government officials, administrator, etc.) and explain their level of influence. Refer to the resource “Images, Infographics and Graphics Resources,” located in the GCU Library, for additional guidance on completing this assignment in the appropriate style. Cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

The purpose of this assignment is for students to create an infographic to educate the community on the impact of a public health issue and make recommendations for policy change. Research public health issues located on the American Public Health Association (APHA) website, found in the topic Resources under “Topics

Please respond to the following questions in ONE posting and NUMBER your responses:Debate 1: Banning TikTok – FOR or AGAINST? · Make an initial posting FOR “Banning TikTok” AND AGAINST “Banning TikTok.” · Reply to 1+ students’ postings after you have read a number of students’ arguments in the debate, which will help you formulate your final position. · Make a FINAL POSITION posting (FOR or AGAINST) as to where you stand after reading everyone’s arguments on this topic.Important! When you make your arguments (For AND Against), you MUST make reference ( using in-text citations) to the Readings (under “Net Neutrality”) and/or the Videos (presented by Tim Wu) to support your positions. Include the Author (or Presenter), Title of the article (video), and year of publication. Feel free to continue researching on the topic for further evidence, if desired. Some things to consider when making your arguments: · What risks are there in using TikTok? · What arguments are there taking action against ByteDance, the owner of TikTok? · Would the sale of the company resolve the issue? · What drawbacks are there to restricting a social media platform like TikTok? · Are there positive aspects to TikTok? Benefits to using the platform? · Are there alternative platforms people could turn to if TikTok was unavailable? · If you are a TikTok user: what would YOU do if TikTok stopped working on your phone tomorrow?

Please respond to the following questions in ONE posting and NUMBER your responses: Debate 1: Banning TikTok – FOR or AGAINST? · Make an initial posting FOR “Banning TikTok” AND AGAINST “Banning TikTok.” · Reply to 1+ students’ postings after you have read a number of students’ arguments in the

Journal 2 requires you to summarize what you have learned from Chapters 3, 4, 5, 6, and a minimum of four (4) court cases. Your journal must contain four sections and be written in a specific format. You should have a minimum of four case briefings in section one. See the Journal Assignment Expectations topic for full details and the related chapter readings and case cases.

Journal 2 requires you to summarize what you have learned from Chapters 3, 4, 5, 6, and a minimum of four (4) court cases. Your journal must contain four sections and be written in a specific format. You should have a minimum of four case briefings in section one. See

As this course comes to an end, reflect on the many things you learned that has enriched your understanding and perspective in the field of substance abuse and treatment planning. Please identify at least 4 new concepts you have learned during this semester.

As this course comes to an end, reflect on the many things you learned that has enriched your understanding and perspective in the field of substance abuse and treatment planning. Please identify at least 4 new concepts you have learned during this semester.

Lit review BUSI610Literature Review: Abstract Assignment InstructionsOverview The Literature Review: Abstract Assignment is a short summary of the major aspects of the Literature Review paper.Instructions The Literature Review: Abstract Assignment should be one paragraph that consists of 300 words or less that is formatted per APA. The Literature Review: Abstract Assignment should include the overall purpose of the study and the research problem that you are investigating. It also should include the basic design of the study and include major findings or trends that were found as result of the research.Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Lit review  BUSI610 Literature Review: Abstract Assignment Instructions Overview The Literature Review: Abstract Assignment is a short summary of the major aspects of the Literature Review paper. Instructions The Literature Review: Abstract Assignment should be one paragraph that consists of 300 words or less that is formatted per APA. The

   Create both a Theory of Change Logic Model and a Program Logic Model for assessing to quality healthcare for people with intellectual and developmental disabilities.  Utilizing information gathered to produce assumptions, which will form the foundation of the logic model. Include key elements including resources, activities, outputs, short- and long-term outcomes, and impact. Describe the steps taken to create your logic model, considered available resources in your plan, and how to measure activities to generate outcome data. This assignment should include a narrative explanation of your programmatic elements in addition to a visual depiction of the logic model.

   Create both a Theory of Change Logic Model and a Program Logic Model for assessing to quality healthcare for people with intellectual and developmental disabilities.  Utilizing information gathered to produce assumptions, which will form the foundation of the logic model. Include key elements including resources, activities, outputs, short- and

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