Equality, Diversity & Inclusion Toolkit. This toolkit needs to be represented to cater to students of all ages to identify their preferred learning style.
Please follow the following contents:
Introduction
1.1 Aim of toolkit
1.2 Reason for the toolkit
1.3 Beneficiaries & stakeholders
Learning Styles
2.1 Define learning styles
2.2 List and define each learning styles
2.3 Give scenarios of for each
Challenges among different ethnicities
3.1 Trends shown in how different ethnicities learn
3.2 Case studies – show that these learning styles are effective in these ethnicities
All written assignments must be submitted via turn it in dropbox area, must be on a Microsoft Word Document, be in proper APA format: Meaning that your assignments should be typed out, font size 12 font, font names: Times New Roman, Ariel, or Calibri, normal margins (no more than 1 inch), double spaced, .5 indentation at the beginning of each paragraph and .5 hanging references. Make sure your title page consist of your name (First and Last), Panther ID number and research topic/title (APA format).
You will become the subject matter expert by conducting research based on your chosen title/topic and then reporting your findings in a potentially publishable manuscript. You do not have to seek approval for your topic. Choose any health/healthcare related topic of your choice that you feel is a significant problem within the United States.
For each written assignment make sure you address all required instructions/criteria as noted within each assignment located within the assignment instructions/grading rubric.
There’s no specific amount of pages and or word count for each assignment. Address all questions presented and if the instructions/criteria states a paragraph make sure your paragraphs consist of minimum of five complete sentences.
Assignment #2 (Literature Review)Preview the document
Example Assignments:
Found below are example assignments for this course. You are not obligated to follow exactly what’s on the example, however, you are required to complete all criteria for each assignment (see above assignment instructions/grading rubric). I am posting examples so that you get an idea of what each assignment may consist of. Please note that the examples are actually written by a former student. Therefore, you may not see all criteria requirements for each example posted and it is strongly advise that you follow the assignment instructions/ grading rubric criteria given.
The Outcomes of Neural Stem Cell Transplantation and Localized Drug Therapy on Patients
Suffering from Traumatic Brain Injury
John Doe
Panther ID: 1212121
Assignment #2
Literature Review
Within a literature review, often scientists, academic reviewers and even social experimenters review and discuss published information in a particular subject area or concentration. It usually encompasses am organizational pattern that effectively combines both summary and synthesis; by doing this, information on old material can be given a new light or a distinct and unique interpretation. Lastly, a focused literature review can also evaluate the sources and advise the reader on the most pertinent or relevant bits of information. For the sake of this literature review, I hope to express to potential readers the efficacy of neural stem cell engraftment treatment on patients who suffer from Traumatic Brain Injury (TBI) and by leaning on this form of treatment the likely outcomes it can play on society as a whole. I will provide a comprehensive knowledge based outline on the current pathway of Neural Stem Cell (NSC)
Therapy so as to then lead into these main concepts for further expansion:
Major impact of transplantation on motor and cognitive behavior.
The application of NSC engraftment increasing histopathological outcomes and the likelihood of increasing hippocampal neurogenesis in patients who suffer from Projectile Ballistics Brain Injury (PBBI).
Comparative analysis of surgical intervention versus NSC engraftment treatment outcomes on TBI based patients and how they affect physician/patient decision making.
As aforementioned above, in the next section I will elaborate on NSC treatment outcomes and how there is a significant correlation between it and the extent of transplantation affecting motor and cognitive behavior.
Overview of Literature Concept 1
According to Dr. Goldberg (2015), NSC have had tremendous positive results in rescuing both cognitive and motor based dysfunction in mice models that have sustained extensive amounts of damage in the midbrain area due to TBI. By localizing the affected region(s) of the brain that have most incurred damages, University of Michigan Clinical Scientists under Dr. Goldberg have been able to inject these impaired areas with a mix of specially designated Schwann cells that protect healthy myelinated nerve fibers, with NSC to help proliferate healthy tissue within the designated areas. On average, after 16 days of this same regimen based treatment, more than 75 percent of afflicted mice models that suffered from stroke due to TBI and PBBI based models vastly improved in both cognition and motor deficits (Goldberg et. al, 2015).
Based on Dr. Gajavelliís reports to the U.S. Department of Defense (DOD) regarding cognitive treatment for TBI veterans, to date most treatment is based on examining questions related to synucleinopathies propagation, but have overlooked the therapeutic potential of NSC transplantation to modulate cognition disorders such as dementia, PTSD and Parkinsonís disease that can all be attributed to some level of TBI (2016). At the Miami Project to Cure Paralysis Lab, work is being conducted on transgenic NSC mice that have shown consistently to improve performance in multiple levels of cognitive domains. This gradual recovery process in mice is associated with NSC expression of brain derived neurotrophic factors (BDNF), which restore depleted levels and modulates glutamatergic [modulates protein construction and synthesis] systems in the brain (Atkins, Gajavelli, Herdeen, 2016).
Post-Doctoral fellow Zachary Belrin-Lufreny at the Miami Project to Cure Paralysis, also stipulates the major implications that NSC treatment has attributed on Sprague Dawley mice 4 motor function (2016). The overall attenuation and efficacy of treatment due to NSC’s, has allowed mice who have suffered a stroke for 90 minutes to essentially be revived from the dead, and still have limited motor function. That within itself is completely unheard of in the field of Neuroscience (Belrin-Lufreny, Bramlett, Sequeira, 2016). Most mice who suffered a stroke for just a couple of minutes had prolonged and sometimes irreversible effects due to the nature of occluded blood vessels. Being at the helm of TBI research that demonstrates the probable use of future medication and treatment, data suggests that we just may be able to reverse symptoms and signs of degenerative brain loss thanks to NSC application. In the next section, I will review the components of NSC engraftment and how it responds to PBBI based injuries that may need newer and healthier neural cells so that the brain may begin to heal effectively and efficiently.
Overview of Literature Concept 2
Neurogenesis is a process in Neurology that is used to describe the growth and development of nervous tissue. It is a biological process that is almost exclusively done during the pre-natal development stage and is responsible for populating the growing brain with neurons. According to Dr. Helen Bramlett (2015), her research has shown that without a doubt in more than 3,200 laboratory controlled mice NSC injection and engraftment has led the way in increasing neurogenesis productivity at later stages in the development cycle. This is even more evident in damaged brain that needs healing and restoring capabilities that it by itself cannot perform adequately. The mouse brain, functioning just like that of the human brain, just at a much smaller rate, articulates dendrite activity just like humans do. In turn this reflects that the way they respond to injuries is very much like that of the human brain.
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Efficacy of Dr. Bramlettís PBBI treatment procedures demonstrates extensively that when the midbrain is injured, the area where most of the neurogenesis takes place, neurons coming from the cerebral wall join up and bind at the specific injury site. When adult staged neurons enter this region, immuno-histological markers are activated in the brain and antibodies come in and do a lot more harm than good in the service of trying to protect the brain (Bramlett al, 2015). By introducing an FDA patented drug created at the University of Miami Miller School Of Medicine, researchers there have been able to inject a cocktail of the CA20 medication along with NSC’s at specific localized origin sites of injured brain regions within the hippocampus, and in more than 90 percent of mice, brain glucose metabolism decreased and provided the perfect conditions for the proliferation of NSC to grow in small proportions. But, even greater than that and more unprecedented was the facilitation of neurogenesis that CA20 and NSC combined afforded the hippocampus to do at such a steady rate (Bramlet et. al, 2015).
Dr. Bramlett and her research team have identified a tremendous factor within injury induced neurogenesis that suggests endogenous repair mechanism exists for cognitive dysfunction following traumatic brain injury (2015). When biochemical receptors of the brain lay dormant, much like that of the brain when it is injured, glucose metabolism increases drastically so as to give the brain a fighting chance at survival when it is at its lowest functional point. By lowering brain glucose metabolism which is what CA20 does, then using NSC engraftment strategies at specialized openings within traumatic brain areas is when this strategy was proven to be most effective (Bramlet et. al, 2015). The next section will evaluate where the NSC engraftment modality of treatment works most effective in. By comparing the effectiveness of treatment methodology, future healthcare professionals can outweigh the risks and benefits associated with surgical intervention or NSC engraftment for reducing TBI effects on patients.
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Overview of Literature Concept 3
A myriad of the focus on TBI effectiveness in both the lab setting and the clinical environment has been placed on highly invasive procedures that at most times can become quite worrisome and least cost effective for families involved with patients who suffer from TBI. According to Clinical Director Dr. Ross Bullock (2016), although clinical findings in the laboratory setting validate the confidence and support for treatment in various aspects of the healthcare realm, nothing is more important and more pivotal than supplying the highest level of quality basic education/information to the families of the victims that are involved. Being a top Neurosurgeon within the country, as well as, a gifted researcher who has obtained his PhD in the field of Neuroscience, the synthesis given below will encompass a broader scope of NSC engraftment approaches and how to relay that information both sensibly and compassionately to victims and patient family members.
Based on studies conducted by Dr. Bullockís team, his data implicates that prior to any decision that the physician can make in regards to treatment procedure and viability, he must first discover the optimal location site that can produce maximal engraftment (Bullock, Dietrich, Gajavelli, 2016). If a respective localized injury site that is not compatible with tissue or cellular engraftment can’t be discovered, then unfortunately a more invasive and possibly dangerous procedure must take place in order to save the life of a patient, in this case the life of the rat is being discussed. When presented with actual human beings, this onset problem can be quite tricky to navigate; by being upfront, empathetic to a patient’s family wishes, and honest with both consequences and possible outcomes play a significant role in maintaining that family members are up to speed, as well as confidently put at ease with treatment recommendations (Bullock, Dietrich, Gajavelli, 2016).
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If and when a NSC engraftment is possible, it is imperative that the optimal time window that produces maximal engraftment is obtained. This is discovered in mice right after onset of PBBI. Intracranial swelling is at its highest peak and glucose activity decreases around the wound drastically so neurons have not reached to injury site to protect it yet (Bramlett et. al, 2015). A radiography report and Comprehensive metabolic panel (CMP) do a remarkable job at identifying both occurrences. Once this is done at a relatively quickly, both researchers and clinicians alike must determine at what concentration of NSC is cell dose most optimal. By assessing optimal site, time, and cell concentration to produce maximal engraftment of NSC’s in a wide variety of TBI procedures, physicians can verify the best possible treatment options and in turn medical errors due to TBI procedures can be reduced when an interdisciplinary team of collaborative researchers, physicians, and family members of afflicted patients can all be in agreement of what is best for the patient (Bullock, Dietrich, Gajavelli, 2016).
References
Atkins, C., Gajavelli, S., Herdeen, B. (2016). Review of collected works for Veteran Affairs: Transplantation of Neural Stem Cells to Modulate and Aid in the Effects of Cognitive Impairments in Military Personnel. Miami Project to Cure Paralysis. Department of Veterans Affairs Medical Center, University of Miami Miller School of Medicine. Published on January 2016.
Belrin-Lufreny, Z., Bramlett, H., Sequeira, D. (2016). Hypothermic induced TBI and vehicle motility for irreversible effects: Attenuation of Motor Response in Stroke Based TBI Victims. Miami Project to Cure Paralysis. Department of Veterans Affairs Medical Center, University of Miami Miller School of Medicine. Published on January 2016.
Bramlett, H., Bullock, R., Diaz, J., Gajavelli, S., Jackson, C., Spurlock, M., et al. (2015). Penetrating Ballistic Brain Injury Systems and Methodology: A hippocampal regenerative effect study in a rat model. Miami Project to Cure Paralysis, Department of Neurosurgery, University of Miami Miller School of Medicine. Published on June 2015.
Bullock, R., Dietrich, WD., Gajavelli, S. (2016). Penetrating Ballistic Brain Injury Systems and Methodology: Optimal maximal engraftment of human NSCís via surgical intervention or localized therapy injection. Miami Project to Cure Paralysis, Department of Neurosurgery, University of Miami Miller School of Medicine. Published on February 2016.
Goldberg, N., Park, A., Sedgh, S., Silosenov, G., Zasliah,E., Zlurton, M. (2015). National institute of health: Neural Stem Cell Rescue Cognitive and Motor Dysfunction in a Transgenic Model TBI. Department of Neuro-trauma, University of Michigan School of Medicine. Published on October 2015.
Title Here
Student Name (First and Last)
Panther ID
Florida International University
Month Year
Literature Review
This section is the literature review. You will need a minimum of three concepts to elaborate on relative to your research topic. Within this section “Literature Review” you are required to include one paragraph which gives a brief overview of what a literature review is and what concepts you plan to discuss. Briefly introduce your next research section. While this may seem redundant at each section, it is important to remind the reader at the beginning of each section.
Overview of Literature Concept 1
Research your topic by reading articles, dissertations, and other scholarly materials. Elaborate on one concept that stood out to you as important for your research topic. This section requires three paragraphs in length.
Overview of Literature Concept 2
Research your topic by reading articles, dissertations, and other scholarly materials.
Elaborate on one concept that stood out to you as important for your research topic. This section
requires three paragraphs in length.
Overview of Literature Concept 3
Research your topic by reading articles, dissertations, and other scholarly materials.
Elaborate on one concept that stood out to you as important for your research topic. This section requires three paragraphs in length.
References
Remember that any reference in your reference list must be present in your paper in the form of a citation (Author, year). Likewise, any citation in your paper must be present in your reference list. Refer to your APA Handbook 6th edition for more detailed information on developing a reference list. For your Assignment 2 you need a minimum of four (4) scholarly references.
For this assignment, consider the following proposition: “Oedipus’ fate may have been horrible, but he was ultimately better for discovering it.” Make an argument for or against this proposition, using as evidence, at least one quotation from Plato’s “Allegory of the Cave.” This is an assignment about putting Oedipus’ truth to the test of Plato’s. How might they be in line with each other? How might they be different from each other? It’s up to you to decide.
Nuts and Bolts: Typed, double spaced, MLA formatted on Microsoft Word and attached as a document that I can open. 700 words minimum and quote at least once from Oedipus and once from Plato’s “Allegory” in support of your answer.
Your work will be judged based on the uniqueness and quality of your argument, your familiarity and engagement with the material and of course fulfilling the formatting and length criteria of the assignment.
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Explain why muscle get fatigued over time. You will need to research this topic in detail. You shall include at least two primary references whose research findings detail a possible explanation for why muscle get fatigued.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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-select any current exhibit/collection artwork to write about
INSTRUCTIONs
A work of art is the product of the dynamic interrelationships between the various art elements and principles. As you analyze the artwork, ask yourself why the artist made such choices. By considering the formal elements and principles of design involved, you can make yourself look more closely at the work of art, and thus understand more fully the artistís intended vision, as well as noticing how the work reflects the time and place from whence it came.
You must address ALL the prompts below within your essay, but your response need not be organized in the exact order given. Your paper must include proper introductory and concluding paragraphs.
Formal Analysis (this section should be the ìmeatî of your paper): Find any work of art in the museum that interests you. You will engage in a thorough visual analysis of that work. Follow the guidelines below.
Identify the work fully (artist name if known, title if available, time period or date, medium, dimensions or approximate dimensions).
Provide a brief description of the subject matter of the work.
Analyze, describe, and discuss the work in terms of three (3) formal elements of art.
Analyze, describe, and discuss the works’ composition using three (3) principles of design.
**IMPORTANT: It is expected that the analysis of the workís formal elements and principles of design be the most in-depth and therefore most time should be spent on this section. You must demonstrate your understanding of the concepts learned in the course by utilizing appropriate course vocabulary within your analysis. Please use precise terminology associated with the elements and principles chosen. Failure to do so will result in a reduced grade. Consult the chapters and course material from Module 2.
o Spend a good amount of time looking at the work and taking notes. It is helpful to provide the reader with an overall picture of the work you are describing. You may find it useful to pretend you are describing the work to someone who cannot see, but must create an impression of the work based solely on your words. Clearly and articulately analyze and describe the formal elements and principles of design that you see in the work. There may be many, but be selective and try to determine the most significant elements of composition. Remember to utilize key terms from the textbook associated with the specific elements/principles chosen.
Is the work non-objective, representational, figurative, or abstract? Note that a work of art can fall into more than one of these categories. Please explain fully and in a way that demonstrates you have a correct understanding of the term(s) as it relates to our course content.
Discussion of Medium: Examine your artwork further by discussing the medium used and the artist’s technique and application of materials. Is the object two- or three-dimensional? What limitations, if any, might the chosen medium create for the artist? Below are some further questions to consider, depending on the type of medium employed. See Part Two of your textbook (Media & Processes) for further information on art materials and media.
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Painting: How did the type of paint affect the strokes the artist could make? Was it fresco, oil, tempera, or watercolor? Was it a fast-drying paint that allowed little time to make changes? What kind of textures and lines was the artist able to create with this medium? Does it lend a shiny or flat look? How durable was the medium?
Does the work look the same today as when the artist painted it?
Drawing: Consider the materials utilized: metal point, chalk, charcoal, graphite, crayon, pastel, ink, and wash. Is the artist able to make controlled strokes with this medium? Would the tool create a thick or thin, defined or blurred line? Was the drawing intended to be a work of art in itself, or is it a study for another work, a peek into the artist’s creative process?
Printmaking: What is the process the artist undertook to create this work? Did he or she need to carve or etch?
Did the medium require a steady hand? Strength or patience?
Photography: What is the process the artist undertook to create this work? Is it an example of early photography or more recent processes? Is it created from digital, film or other processes? Documentary? Staged?
Sculpture: Is the sculpture high or low relief, or can we see it in the round? What challenges did the material present to the artist? Was the work created through a subtractive process or an additive one? What tools did the artist use to create the form? Is your work created from constructing or assembling things together?
Craft: Is it made of fiber, textile, ceramics, metalwork, glass, etc? Is the art object considered craft or fine art?
Why? Can works of fine art be utilitarian, in your opinion?
Alternative media and processes: Is your work a video, sound art, interactive, a work of conceptual art or even a performance piece? How does it differ from traditional works of art? Did you encounter the actual work itself, or is it documentation of an event or a time-based piece? Do you find it easier or more difficult to apply a formal analysis to this type of work? Explain.
III. Interpretation: This is the part of the paper where you go beyond description and offer a conclusion and your own informed opinion about the work.
Consider how the formal aspects of the work and the subject matter work together to produce significant meaning.
How did the artist’s choice of materials and medium affect its message and reception?
What questions does the work raise or leave you with, if any? Is it possible to make a reasoned statement about the artist’s aim?
Describe your personal reaction to the work. Did a visual analysis change your first reaction and interpretation of the work?
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In addition to the above, include the following within your essay:
Which museum did you attend? (This should be stated in the introductory paragraph.)
What is the basic organization of the museum’s collections? Discuss your personal overall impression of the experience itself, the museum, the exhibitions and their presentation.
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Instructions: Read the chapter on Socialization. Answer the following questions (thoroughly and completely and in your own words), then submit. You may need to do some online research to find any answers not addressed in the chapter. Another good OER is OpenStax Introduction to Sociology Textbook.(https://openstax.org/details/introduction-sociology-2e) Before you submit, remove the questions from your assignment submission. Also, be sure to number your answers.
Nature and Nurture: What do twin studies tell us about nature/nurture? Also, discuss the influence of heredity in explaining the process of one’s personality and intellectual development. Provide examples.
What is the self? According to Charles Horton Cooley, explain the looking glass self (discuss the three phases). George Herbert Mead also discusses the stages of the self: identify differences between I and Me. What is meant by significant others? How are significant others related to the self? Identify Mead’s three-stage process of self-development.
Explain the dramaturgical approach. What occurs on front-stage? What happens in backstage? How can Erving Goffmanís idea of impression management and face-work be used to understand social behavior?
Identify the agents of socialization. What is the role of schools in gender role socialization? How has technology (computer, cell phone, email, & TV) influenced the socialization process?
What are total institutions? Identify Goffman’s four traits of total institutions. Discuss how a degradation ceremony is used to mortify one’s sense of self.
How does society deal with an elderly population?
Discuss differences between disengagement theory and activity theory? Finally, provide solutions to ageism.
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What was William Penn’s “Holy Experiment” and how was it inspired?
Please answer the following question in three double spaced pages using Times New Roman 12 point font. DO NOT: (1) re-post the question (2) Put any names, dates or titles in the response. Please use any of the reading materials of the course up to this point to answer the question descriptively and analytically.
1. What was William Penn’s “Holy Experiment” and how was it inspired? Describe its successes, shortcomings, and how it helped to build the city of Philadelphia. HINT: Please use a combination of materials from modules discussed in the course up til this week. The best papers will probably have a thesis statement incorporated within the first paragraph of the response.
Write about what it was and describe how it played out
-how do you think his experiment was used to build Philadelphia
-What his experiment did ( analyze)
-His success and shortcomings
– Incorporate how his experiment paved the way for other religious groups in Philadelphia (use reading that will be attached)
Please use and try to incorporate text as much as possible
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3. Research your topic and submit a two page report that includes the following information? Identify your topic and summarize three main points using documented research.? You must use at least two different sources. (NOT including the textbook)
In addition to your research, you should include how you or your family member (who does not have to be identified) has been affected and what is being done to minimize further harm or educate yourself and others about this disease or behavior.
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1.ó There is a clear sociological distinction between the cultural manifestations from the 1980’s studied in class and Ray Loriga’s novel. My brother’s gun (1994). It was published when Spain finally accomplished its transition. While it could be stated that during the 1980’s the traumatic Francoist past was present within the cultural manifestations from that period, Loriga a paradigm of the Generation X in Spain showcases a culture rejects any trace of history and depicts events as if they were recorded with a video-camera. This a formal characteristic that we studied at class, when we discussed how My Brother’s Gun plot is not conventional as it is characterized by its puzzling, fractured form, unresolved and even unclear actions. This is a formal manifestation of a globalized and postmodern culture, an epoch in which current theories endorse a conception about the end of art, the novel, the knowledge, representation of history and the dissolution or impossibility to represent the subject by means of discursive practices. At the same time, within this critical context, accepted meanings are plundered and laid bare, resulting in problems of legitimating reality. Furthermore, Loriga’s fiction belongs to an epoch in which theoreticians, such as Baudrillard, claim that there exists a crisis of representation, in particular, by the rising control of TV and its power to manipulating what is thought to be the real world, which turns out to be a simulacra.
First, you need to bear in mind the complex historical and political framework of Spain in the year 1994. Second, bear in mind Kathryn Everly’s argument in television and the Power of Image in CaÌdos del cielo and La pistola de mi hermano by Ray Loriga, where she discusses the role of the image and television within Loriga’s novel (the article also mentions Loriga’s own filmic adaptation [La pistola de mi hermano] of his novel but you just need to focus on what Everly says in regards to the novel: CaÌdos del cielo/My brother’s gun). How do you think the given fragments from My Brother’s Gun reflect the fake image of the killer as the Angel of Death(#2 #6) #14)? Does the idea of violence help the reader to correct the official truth about the events as well as the purpose of the killer (#14 #28))?
Parallel to this, in Beauty and Death as Simulacra in Ray Loriga’s CaÌdos del Cielo [My brother’s gun] and El hombre que invent Manhattan [another novel by the author; again, you just need to concentrate on what Everly argues in relation with Loriga’s My brother’s gun [CaÌdos del Cielo] Everly states that the collective agency of television produces an image of the assassin that mystifies his very existence. Why do you think the TV fabricates this image of the older brother (#22)? Does the narrator understand the violent acts of his brother in the same way as the TV (#21 # 28)? Why did the police reacted in such a violent way at the end of the older brother’s journey (#43 # 44 # 45 #46 #47 #48)? According to your point of view, who do you think is more free, the older brother or the rest of the society that he finds on the beach or attends to the TV Show Because we are all in this together?
You have to obviously create an answer taking into consideration the relevance of the selected fragments in relation with the plot of the novel. For this reason, it is highly important to bear in mind the totality of Loriga’s text. At the same time, it is equally important to support your answer by incorporating a textual discussion as well as the historical framework of Loriga’s novel.
EXTENSION LIMIT 1500 words.
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