Diversity in the US.


Using the study titled “The Impact of Stigma and Discrimination Against LGBT People in Michigan” by Mallory, Christy, Taylor N.T. Brown, Susan Freeman, and Brad Sears, as well as two more articles (can be outside sources or from the textbook), take the stance that Michigan is either a good place for a same-sex couple to build a home in or it is not a good place to build a home in? – If you use outside sources make sure they are academic and peer-reviewed, if not your paper will be marked down.

Do you agree with the conclusion of the study, that because of the hostile environment in the State of Michigan towards the LGBTQ, the state’s economy suffers? Why, or why not? Use the study titled “The Impact of Stigma and Discrimination Against LGBT People in Michigan” by Mallory, Christy, Taylor N.T. Brown, Susan Freeman, and Brad Sears, as well as two more articles (can be outside sources or from the textbook). If you use outside sources make sure they are academic and peer-reviewed, if not your paper will be marked down.


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Addressing disparities


Read the article Lessons From Sexual and Reproductive Health Voucher Program Design and Function: A Comprehensive Review. Then write an article critique on the effectiveness of health voucher programs used in reproductive health. Critique the ability of the health programs addressed in the article to address disparities in an ethical manner. Conclude your critique with an overall evaluation of the health program for its ability to improve the flow of healthcare delivery at the community level.

Include the following critical elements:

State whether the program was effective or ineffective in addressing disparities. Explain your response.
Explain why addressing health disparities in an ethical manner is important.
Make recommendation for increasing efficacy in addressing disparities.


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Membrane potential, synaptic potentials, action potential.

Explain the mechanism of generation and maintenance of the membrane potential. Discuss all phases of the action potential correlating each phase with opening/closing/inactivation of specific ionic channels. Compare the mechanism of the absolute and relative refractory periods.

Explain the difference (mechanisms of generation and propagation, ion channels involved) between the synaptic, graded potentials ( EPSP, IPSP) and action potential.


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A 5-year-old girl comes to your clinic for the first time with complaints of fever, malaise, and increased cough for 2 days. She has a history of asthma for
which she uses a steroid inhaler daily and an albuterol inhaler as needed. She has been tried on various OTC cold and allergy remedies, but her respiratory
symptoms have been worsening over the past several months with an almost daily cough, and sometimes she expectorates blood-tinged mucus. Her past
medical history is notable for an episode of rectal prolapse and “sinusitis” during each of the past two winter seasons. Her mother also reports that her
daughter has “always been small for her age.” Your examination reveals a moderately ill-appearing child whose height and weight are at the 5th percentile for
age. Her temperature is 101 F (38.3 C) and respiratory rate is 32 breaths/min. She has scant purulent rhinorrhea bilaterally, wheezes in all lung fields, and
diminished breath sounds on the right side. Heart sounds and capillary refill are normal, yet she has digital clubbing.
What is the diagnostic approach in the evaluation of this child?
What is the most likely diagnosis?
What is the next step in evaluation?




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Animal Cam



We were supposed to pick an animal to observe for a period of two months I picked a sea otter and the webcam link is this one:
here is the rubric we did not work in groups it was individually:
Rubric for Animal Cam Assignment 30pts
1. Descriiption of location and species present + map = 3pts (identify up to 3 species)
2. Descriiption (mini-natural histories) of species present + photo = 3pts
3. Data collection = describe how your group divided up the observation time. 1pt
a. Time per week = 1 hour minimum
b. # of days = minimum 2 days
c. Intervals per day = try to get different times during the day, ie. Evening, morning,
4. Behaviors – establish what behaviors you might see and record these in your
spreadsheet. (Columns?)
a. Feeding
b. Singing
c. Grooming
d. Fighting
e. Mating
f. Moving
g. Other
Describe what behaviors you were looking for and why did you choose those? = 4pts
5. Record the time spent by the animal(s) in each behavior, or the number of occurrences
of each behavior in time period observed, whichever seems appropriate
6. Create a daily log with notes on day, time, # animals present, species differences,
interactions occurring, etc. Describe what you see, just like a naturalist might do. = 6pts
7. List daily differences in the recorded behaviors. Morning, afternoon, evening, middle of
night? Changes over the weeks? = 3pts
8. Value of project
a. Describe the value of an observational project in relation to the species you saw
and their interactions. How could this be used to inform us about conservation
efforts concerning these species (endangered species, threatened species,
habitat usage, do you see competition, what about invasive species, etc.?)=10pts
9. How did your group divide up the work? (How did each group member contribute to the
overall project?) If someone in your group does not participate fully, please let your TA
know by email?
10. All group members should pool their work and work together on the interpretation.

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Pharmacist and pharmacy technicians


● Describe the personnel (Pharmacist and
pharmacy technicians) of the pharmacy, including job titles and primary responsibilities. – Include the number of FTE’s (full time equivalents). ● Specifically
discuss your primary preceptor’s (The Pharmacist) role and responsibilities. ● Discuss the organizational chart (reporting structure) for the pharmacy. ●
Describe the services and activities provided by the pharmacy. ● Describe the workflow in the pharmacy on an average day. ● Describe how the pharmacist is
involved in the training of pharmacy students. ● What measures does the site have in place to prevent dispensing errors?



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Chronic Myelogenous Leukemia


Epidemiology of the disease.
Risk factors if any.
Signs and symptoms.
Relevant blood test results.
Complications and outcome.


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Traditional Interpretation of the Constitution




Part B Reading (online links):

Part B Assignment (must be 150 words):
Often the Constitution of 1787 is revered as a document drawn up by the most genius of men who had as their fundamental motivation the goals of democracy and universal equality. The Founding Fathers are thought to have considered the interests of all peoples, thus endowing inalienable rights upon all peoples. But, as Howard Zinn argues, the Founding Fathers may have had ulterior economic and class preservation motivations that were hidden by the universal language of the document.
Traditional Interpretation of the Constitution
In A People’s History of The United States, Zinn quotes historian George Bancroft, writing in the early nineteenth century, to illustrate a common reading of the Constitution:
“The Constitution establishes nothing that interferes with equality and individuality. It knows nothing of differences by descent, or opinions, of favored classes…or the political power of property… As the sea is made up of drops, American society is com-posed of separate, free, and constantly moving atoms, ever in reciprocal action.’
Although generalization is impossible through one example, Zinn argues that this reading exemplifies the tendency of many scholars, politicians, and citizens to read the Constitution as a document that endowed all individuals with the same social status and rights, separate from considerations of race, wealth, or class.
Critical Interpretation of the Constitution
Contrary to the traditional reading, Zinn quotes historian Charles Beard, writing in the twentieth century, to illustrate a critical reading of the Constitution:
“Inasmuch as the primary object of government …is the making of the rules which determine the property relations of members of society, the dominant classes whose rights are thus to be determined must perforce (by necessity) obtain from the government such rules as are consonant with the larger interests necessary to the continuance of their economic processes, or they must themselves control the organs of government.”
The idea, Zinn argues, is that the rich, in order to secure their own interests and economic status, must “either control the government directly or control the laws by which government operates.” Beard received censure and indignatio for is suggestion, most notably from the New Your Times, but Zinn offers evidence which to support Beard’s reading.
Evidence for Critical Interpretation
In the first place, Beard conducted an analysis of the economic backgrounds of the fifty-five men who met in Philadelphia and draftee the Constitution. Many were lawyers, a majority were wealthy men through land and slave ownership, manufacturing or shipping; “half of them had money loaned out at interest,” and “according to the records of the Treasury Department” forty of them held government bonds.
As such, Beard con lodes that a majority of those who drafted the Constitution needed a strong federal government in order to protect their economic interests: “the manufacturers needed protective tariffs; the moneylender wanted to stop the use of paper money to pay off debts; the land speculators wanted protection as they invaded Indian lands…”Essentially, the drafters sought to protect their interests through mechanisms put in place directly in the Constitution.
Equally important, Beard showed, was the explicit fact that four groups were not represented at the Constitutional Convention: “slaves, indentured servants, women, men without property.” Because they were not represented at the Convention their interests were not reflected in the Constitution, in effect compromising the “universal” nature of the document. Moreover, because voting rights in most states were endowed on the basis of property ownership, men without property, women, the poor, Indians, and slaves were excluded from the notion of representative government.
Further compromised at the Convention was the provision for popular elections, and thus direct representation. Because although The House of Representatives elected officials on the basis of pop-Ular elections, it still remained that voting rights were allowed for those who had property (i.e. the wealthy). Also, Senate members were elected* at the time, by state legislators; and as is still the case, the Electoral College, hot the popular vote, elects the President. And lastly, the main judiciary body for the nation, the Supreme Court, was structured to have its members elected by the President. This interpretation of the drafting of the Constitution is surely a controversial one. But, Zinn asks, the aim of government simply to maintain order..? Or is it that government has some special interest in maintaining a certain kind of order, a certain distribution of wealth, a distribution in which government officials are not neutral referees but participants?”
Even if the drafters did not primarily represent their own personal economic safety, but a broader economic class which they were part of, it still remains, argues Zinn, that a critical “…interpretation makes sense when one looks at the economic interests, the social backgrounds, of the makers of the Constitution. ”
Members of the modern tea party movement often take their cues from history. The only problem is the history books they read are often wrong. But that’s no reason io look down on them, argues Harvard historian Jill Lepore. In fact, she says, most of us don’t have our facts straight when it comes to the founding of this country. Most kids learn about the American Revolution in elementary school, and they rarely visit the subject again in college. The Boston Tea Forty, the Continental Congress, the entire fight for independence and the creation of a new government — our versions of these stories are often legends filled with exaggeration and oversimplification.
Is it just simple oversimplification, an exaggeration, or is there something else at work behind the “traditional” histories we teach ourselves and our children?


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The failure of PCPB



Diagnosing the failure of PCPB (Post-conflict Peacebuilding) process in Afghanistan with a concentration on the SSR process


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Garbology Survey




The purpose of this assignment is to determine whether patterns of behavior are visible in the material remains you observe. You will conduct a ground
survey of two sites, analyze the trash/debris you observe, and test your hypotheses about the sites based on your finds.
Choose two outdoor locations that are mostly similar but differ in terms of some important aspects of typical behavior in those locations. The sites will likely
vary in size but should be no smaller than 20 feet square or the equivalent. The behavioral differences can be based on your own knowledge of the locations,
on your assumptions about human nature, etc. Following are some suggestions, but we urge you to think of different places that would be interesting to
• A portion of a public park vs. a vacant lot
• A tourist beach vs. a non-tourist beach
• A parking lot of a shopping center vs. a parking lot of an business complex
• An art cinema vs. a mainstream theater
2. Prior to surveying your chosen locations, develop at least two testable hypotheses regarding the material evidence you expect to observe at each site.
Include your reasons/rationale for your expectations in describing your hypotheses.
3. Conduct a ground survey of trash/debris at the two areas. Describe any debris (artifacts) and features you observe on the surface. Do not collect the
debris! Your descriiptions of the debris should include information about each piece of debris’ significant attributes—location, size, shape, manufacturer,
condition, etc. You should try to describe at least 25 pieces of debris at each site.
4. Analyze your survey data for patterns of similarities and differences for the two areas. For example:
• Are there clusters of debris?
• Are some items clustered together while others are not?
• Are there differences in types, amounts, conditions, etc. in where and how debris is found at the two areas?
Written Analysis (1000-1200 words)

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