what makes us human

1. Goal
Compare modern humans (Homo sapiens) to one other species of recent hominin and identify the features that make both of us “humans”. You get to emphasize the traits you think matter most in defining us a human, and you get to pick which species you think is the first to qualify as being enough like us that you would call them humans, too. There isn’t a right or wrong answer to this question. I just want to know what you think and to see you use evidence from the class to support your argument.
Prompt
What are the key traits of Homo sapiens that you think makes us “human”? Which hominin species from the genus Homo do you think first qualifies as “human”? The hominin species you select as the first “human” must be a member of the genus Homo (1.5 mya or more recent), and you must focus on a single species to compare to Homo sapiens. (If you think only Homo sapiens can be called human, then compare them to Homo neanderthalensis, arguing why their traits differ enough that you don’t consider Neanderthals human yet.) You will need to include anatomical, behavioral, and cultural traits in your argument.
Instructions
Use the tables, readings, and diagrams in the module and Explorations chapter to fill out the What makes us Human? chart. Pick one species to compare to Homo sapiens and for each, describe the form and function, and the evidence for each of the traits as laid out in the chart. You may pick Homo erectus, Homo heidelbergensis, or Homo neanderthalensis to compare to Homo sapiens. IF you think ONLY Homo sapiens qualify as humans, then compare us to Homo neanderthalensis and be clear where you think the differences matter and make us human and them not quite human.
Be sure to explain the comparison – are the traits identical? how do they differ? does this difference matter in showing the species as “human” or not? Are they enough like us that you consider them “human” or “people”?
Three options for completing the table:
Fill it out on the computer: On the computer, you can type phrases and sentences to explain, and use symbols or line drawings to create a diagram if you want. Please DO NOT use clip art or copied diagrams/images from online sources. These may show the right information but don’t help your ability to explain it. The actual drawing and explaining will help you understand it better. Resubmit the finished document.
Print it out and draw and write by hand. Take a photo to submit.
Use your own paper (or whiteboard etc) to recreate the table or a panel for each of the 4 sources. Take a photo (or 4) to submit.
Upload the finished document or a photo of your hand-written version back into the assignment.
 

 2.Despite a long history of racism in America, racial categories do not distinguish people based on clear biological differences. Explain one of the 3 common assumptions that Americans have about race and then explain why it is wrong using an example or data you learned about in the modules or Explorations textbook.
 

 3.Explain one of the morphological or physiological traits we see in modern humans that varies due to natural selection. How does this trait vary across human geography and populations? What selective pressures led to the selection for this trait and how it varies across populations. Talk about the related genetics, if that is part of what you learned in the modules or Explorations.
 

Basic Pharmacotherapeutic Concepts

As a nurse practitioner, you prescribe medications for your patients. You make an error when prescribing medication to a 5-year-old patient. Rather than dosing him appropriately, you prescribe a dose suitable for an adult.

For this Discussion, you reflect on a case from your past clinical experiences and consider how a patient’s pharmacokinetic and pharmacodynamic processes may alter his or her response to a drug.

To Prepare

  • Review the      Resources for this module and consider the principles of pharmacokinetics and pharmacodynamics.
  • Reflect on your experiences, observations, and/or clinical practices from the last 5 years      and think about how pharmacokinetic and pharmacodynamic factors altered      his or her anticipated response to a drug.
  • Consider factors      that might have influenced the patient’s pharmacokinetic and      pharmacodynamic processes, such as genetics (including pharmacogenetics),      gender, ethnicity, age, behavior, and/or possible pathophysiological      changes due to disease.
  • Think about a      personalized plan of care based on these influencing factors and patient history in your case study.

Post a description of the patient case from your experiences, observations, and/or clinical practice from the last 5 years. Then, describe factors that might have influenced pharmacokinetic and pharmacodynamic processes of the patient you identified. Finally, explain details of the personalized plan of care that you would develop based on influencing factors and patient history in your case. Be specific and provide examples.

Lehne’s Pharmacotherapeutics for Advanced Practice Nurses and Physician Assistants 

digestive system

It is a challenge to explore abdominal pathologies as there are so many. Some abdominal pathologies are life-threatening and others life-annoying. It seems everyone and their uncle are experts on abdominal upset and these can lead to serious misinformation. If you have one major takeaway from this class, it is to ensure you seek accurate, research-supported information. I cared for a young man many years ago, 21 years old. He was diagnosed with Crohn’s disease. Being young, he did not want to accept that he had a serious, but treatable chronic disease. He wanted to do things young people do and did not follow medical advice. He ended up being admitted to the ICU where they took him to surgery and removed all but 21 inches of his small bowel due to irreparable damage. This was life-altering for him. Bowel disorders can run the gamut from constipation, diarrhea, Irritable Bowel Disease, ulcers, cancer, celiac-sprue, and a host more. In this general education course, we provide reputable sites for you to use. Examine what makes these sites reputable and save them as a favorite for future courses. Navigate to the International Foundation for Gastrointestinal Disorders (IFFGD)

Under “GI Disorders” choose an area of the bowel or perhaps “Kids and Teens”. Choose a bowel area and then a specific pathology.

Investigate a bowel pathology.

Include the following aspects in the assignment:

·  Summarize the pathology

·  Include signs and symptoms, tests/diagnostics, treatments, and outcomes

·  Explore the other tabs across the top of the IFFGD site and share what you found most interesting: Manage Your Health, Resources, News, and Research

·  There is no word limit for this assignment but you must thoroughly address each bullet point.

·  As always, proper sentence structure, grammar, and spelling are required.

R language expert

  1. The problem to solve.
  2. The data sources to pull from.
  3. The tool that will be used (R)
    1. Note high level graphics that will be used to solve the problem and how they will be used.

***High level, one page proposal – can submit through course messages or email. By end of session on Friday. 

On Saturday, teams will reconvene and complete the following:

  1. There must be a through data plan this includes:
    1. Where the data is online
    2. How you know the data is accurate and the plan for ensuring accuracy.
    3. An import of the data into the selected tool.
  2. A paper that includes:
    1. The data plan mentioned above
    2. The problem- note the description and why it’s a problem and how you are going to make a recommendation with the data presented.
    3. The analysis of why the data will solve the issue.
    4. Graphical representation and formulas.  The screenshots of the formulas in the tool must be present. 
    5. A summary of the consideration and evaluation of results
      1. This includes your teams’ final analysis of the problem and the resolution.

Note: The paper and data sheet (this is the raw data that will be imported into the tool) must be turned in before the end of the day on Saturday.

Discussion Post Assignment

The Way I Work: Blake Mycoskie of Toms Shoes

Blake Mycoskie, founder of Toms Shoes, built a lifestyle business based on social entrepreneurship.Blake Mycoskie doesn’t like to sit still. A serial entrepreneur, Mycoskie got the idea for his latest company, Toms Shoes, while on vacation in Argentina. After spending time in several villages in which children didn’t own shoes, he created a company — originally dubbed Shoes for Tomorrow — in which helping those kids, and others like them, is part of the business plan. For every pair of shoes Toms sells, it donates a new pair to a child in a developing country. In the four years since its founding, the Los Angeles-based company, which has 72 employees, has given away 600,000 pairs of shoes. The company’s canvas slip-on shoes — the same type it often donates — now sell for $45 to $85 a pair in upscale retailers such as Nordstrom and Bergdorf Goodman.The more Toms grows, the less time Mycoskie seems to spend in the office. He delegates the day-to-day operation of the company to his management team. That frees him up to spend much of his time traveling — spreading the Toms gospel, delivering shoes to children in Africa and South America, and taking fairly lengthy vacations. When he is not on the road, Mycoskie, 33, reconnects with employees in quick, focused meetings and in relaxed afternoons on his sailboat.My schedule varies depending on what city I wake up in. These days, I’m home in L.A. about five or six days a month, and the rest of the time I’m on the road.I live on a boat in Marina del Rey. When I wake up on the boat, it’s very relaxed. I usually get up at 8:30, have a Clif Bar for breakfast, and spend a few hours thinking and writing before going in to the office. Almost every morning I write in my journal. I’ve been keeping it for a long time — I’ve filled more than 50 books. I write about what’s going on in my personal and spiritual life or what’s going on at work. It helps me keep things in perspective, especially when things get crazy or I get stressed or we have obstacles. When I go back a month later and read what I was feeling, I realize that it wasn’t that big of a deal — we got through it. And that helps me prepare for the next time that I deal with difficult stuff.Lately, my wake-up call has been around 4:45 a.m., so that I can catch early flights. Often, I’m traveling around the country to speak at companies and universities about our business model. I love teaching people about what we do. My goal is to inspire the next generation of entrepreneurs and company leaders to think differently about how they incorporate giving into their business models. Plus, many of the people who hear me speak eventually purchase a pair of Toms, share the story with others, or support our campaigns like One Day Without Shoes, which has people go barefoot for one day a year to raise awareness about the children we serve. I also travel to meet with organizations like CARE and the World Health Organization. Then I’ll go to Ethiopia for three weeks to give away 3,000 pairs of shoes to kids.I don’t get jet lagged that much. I’m so used to traveling and being in different places every day that I can sleep anywhere. I read quite a bit when I’m on the road. I’ve read a lot of business biographies. I dropped out of college when I was a sophomore, so those were my education in business. I’ve probably read 40 to 50 of them — on Michael Eisner, David Geffen, Howard Schultz. Ted Turner’s autobiography is really interesting, and so is Sam Walton’s. I read that one very early in my career. The great thing about biographies is the subjects have already been successful, so they’re not insecure about their failures. Howard Schultz doesn’t mind talking about all the dumb things he did when he started Starbucks. Reading about those mistakes taught me a lot.I also use plane rides to catch up on e-mail. I go through these periods when I won’t respond to e-mail for three or four days, and then I’ll get on a plane and write 300 e-mails. People who work with me have gotten used to it. And they know when I’ve landed, because suddenly they’ll get a bunch of e-mails from me on a Friday at 10 p.m. My staff members call it the “Toms bomb.”When I’m traveling, I usually send one e-mail a week to the whole staff. I try to stay connected to everyone through letters. Some people call them little manifestoes. I’m a very open person, so I really tell the staff what I’m struggling with and what I’m happy about. I tell them what I think the future of Toms is. I want them to understand what I’m thinking. It’s like I’m writing to a best friend.Anything that really inspires me and that I think is relevant to our overall mission, I try to share with them. Sometimes, I’ll tell them about an amazing article I read in a magazine — about an issue we should challenge ourselves to think about. When I was gone a few months ago, I was reading a lot of Emerson, so I started sending the staff a lot of my favorite Emerson quotes and poems. When I got back, I printed all of the Emerson e-mails and put them in a binder, so everyone could read it throughout the year.Several times a year, I lead shoe drops in different parts of the world. I’ll go with a group of 10 to 15 people — Toms staff members and volunteers — to hand out shoes. After an employee is with us for a year, he or she gets to go on a shoe drop. We’re giving away shoes in 28 countries now. The shoes not only help kids go to school, but they prevent life-threatening diseases. We’re helping to prevent hookworm in Guatemala. In Ethiopia, we’re preventing podoconiosis, a disease that can cause the feet and legs to swell to dangerous proportions. Kids get it from walking barefoot on volcanic soil. We’re getting more involved in getting the best doctors and clinics there, so we can take it to the next level of prevention.When I go on shoe drops, I meet with our partners: nonprofits and other organizations involved in public health. They help us give away shoes all year long. We partner with organizations that are already in the community, because they really know what the kids need. They tell me what’s working, what they need more help with.When we’re in these countries, we are in the field at least once a day hand-placing shoes on kids’ feet. It’s really important for us to go back and do that. It’s a renewable energy source for me. Seeing the smiles on those kids’ faces makes me excited to continue on.When I’m traveling, I check in with the office occasionally, but I’m not the day-to-day manager. The reason I can travel so much is that I’ve put together a strong team of about 10 people who pretty much lead the company while I am gone. Candice Wolfswinkel is my chief of staff and the keeper of the culture. Candice has been with me from the beginning, and she tells me what the vibe is like in the office. That’s really important to me, because when I’m gone, I can write a letter, but I don’t get the feeling of the office.I’m on the phone a lot with my assistant Megan Memmott, who handles my schedule and requests for meetings. She will even respond to my e-mails for me if something’s a high priority. I have an amazing CFO, Jeff Watts, and I’ll check in with him twice a week. I talk to my sales managers on a weekly basis. I also call my younger brother Tyler a lot — he’s head of corporate sales. We’re eight years apart, so we weren’t that close growing up. But when he came out to L.A. in 2006, he started interning at Toms, and since then, we’ve grown a lot closer. Since I’m gone so much, it’s nice having family in the office. I can just call Tyler up and say, “OK, what’s the real deal?” and he’ll tell me.When I return to the office, I make sure to hold an all-staff meeting. We all gather on one side of our warehouse. It’s a chance for me to tell everyone what I’ve been doing, where I’ve been, and usually I have something pretty exciting to share. It’s nice to come home and reconnect with my Toms family that way.When I am in the office, there’s a certain energy. Maybe because I’m such an anomaly now. There’s all this excitement, and everyone wants to grab me. I have very focused meetings and sign off on things. I like making decisions, but I’m not big on sitting around and talking about ideas. I get bored really quickly in brainstorming meetings. I like it when the creative team has already thought of 10 ideas, and then we can just pick one. I prefer to be involved in the first meeting — to put my thumbprint on, say, a big marketing initiative or a new design — and the last meeting.June and July are slow travel months for me, so I’m in L.A. working in the office four or five days a week. It’s a very open office environment. I sit next to the customer service people in a cubicle, just like everyone else. I like to stand up, walk over to people, and find out what they’re working on. I bounce around from department to department. Sometimes it’s disruptive, I think, but it’s just the way I build things.I usually work until 7 or 8 p.m. In the summertime, I leave early and go sailing almost every day. A lot of times, I’ll invite employees to go with me, or I’ll bring friends. It’s my way of staying connected with my social group in L.A. I’m out there sailing and entertaining people and having a good time.I’m a pretty social person, so almost every night when I’m in town, I also have some type of dinner or event scheduled. A lot of times, I’ll have dinner with one of my employees. For instance, if I haven’t had the chance to catch up with my CFO that day, we’ll go to dinner. I’m not a late-night person. After 10 p.m., I’m falling asleep. If I’m out at that time, I’ll be the one falling asleep at dinner.For two or three months of the year, I kind of do my own thing. That’s one of my dirty little secrets: I take a lot of time off. I went surfing for a month in Costa Rica last November. I went to Uruguay and spent some time there. I’m going to Colorado for three weeks to go fly-fishing. Getting away from work helps me sustain my passion. And I do my best thinking when I’m on vacation. I’m not just sitting on the beach drinking piña coladas. I’m exploring and meeting new people. I’m getting inspired.Traveling as much as I do, I get lonely sometimes. I have friends now in cities all over the world, so I get to be social, but it’s hard to have the deep meaningful relationships, especially an intimate one. With my guy friends, I can show up once a month and go to dinner with them and they’re happy. But that doesn’t work so well with a girlfriend. Right now, that’s a sacrifice I’m making. I do want to have a family — I’m from a big family. In a year, I think I’ll make some different life choices, but I’m just not ready yet.ReferenceSchweitzer, T. (2010). The way I work: Blake Mycoskie of Toms Shoes: Blake Mycoskie, founder of Toms Shoes, built a lifestyle business based on social entrepreneurship. Inc.com. https://www.inc.com/magazine/20100601/the-way-i-work-blake-mycoskie-of-toms-shoes.htmlAnswer the following questions:Leardership at Tom’s

  1. How would you describe Blake Mycoskie’s leadership style?
  2. Would you say that he’s a charismatic leader? Why?
  3. What sources of power does he have?
  4. How does he motivate his followers?

To post to the discussion, click on Week 4 Discussionabove, then Create Thread. It is required to submit your initial response post to enter the Discussion Forum. If you enter the Discussion Forum prior to submitting your initial response post, you will not earn credit for your post.Please read each question thoroughly and answer all questions in their entirety in your initial post. It is important to answer all components of the questions. If the question asks “Why?” or “Please Explain” it is required to include this information. Please note it is required to support your responses with information from the sources you used.Your peer post responses should include the course concepts. Providing a one or two sentence response is not acceptable. Simply agreeing with your peers or reiterating the information they provided is not acceptable. Your peer posts should include a response that reflects your understanding of the course concepts and provide additional information to add to and further the discussion. You should cite your sources and provide the references for your sources at the end of your posts.Discussion assignments will be graded as follows:Thoroughly answered all of the questions: 40
Quality of responses to two classmates: 20
References to text and/or other sources: 10
Spelling/Grammar at college level: 10
Posted on 3 separate days: 20
TOTAL: 100 points
Discussion Posts (APA Guidelines)It is required you support your initial posts and peer posts with cited information from the sources you use and provide the sources in your reference list to avoid plagiarism.
It is required to use correct APA 7th ed. format when citing your sources (including the textbook) when writing your discussion posts. This applies to both short quotations and paraphrases. Please include all sources used in the reference list at the end of your posts. In-text and narrative citations are required to avoid plagiarism.All sources are required to be published between 2012 and 2021. Sources should include the course textbook, the article in the above Case Study, peer-reviewed journal articles, and professional sources. The following sources are NOT accepted: Wikipedia, Wiki websites, Blogs, encyclopedias, bibliography.com, online books or textbooks, other books or textbooks, dictionaries, online essays, other students’ papers found in online websites, dissertations, White Pages, videos, and non-professional online websites.Your peer responses are required to be addressed to the student you are responding to by name. ORIGINAL POST IS SUGGESTED BY THURSDAY BUT MUST BE MADE NO LATER THAN FRIDAY.  IT IS REQUIRED YOU POST/PARTICIPATE ON AT LEAST THREE SEPARATE DAYS BY SUNDAY.

Need this by tomorrow

Using the information in Chapter 20, “Informal Reports”, draft a brief (1-2 page) report to be uploaded. The report should take the form of a Memorandum (see Figure 20.7). Your report must resemble the example in the textbook complete with headings, subheadings, bold and/or increased font. In other words, it must be a professional report and not just a few sentences or paragraphs slapped on a page. 
Did you run into a problem or issue in this course? What was that problem/issue? Must be specific (cannot be general). State the specific problem/issue in writing. At what point in the class did it occur? Be specific. Did it occur in the orientation (at the point of completing the introductory discussion board or while completing one of the self-assessments), in Unit 3 (during your research of the instruction set), etc? 

  1. Did you find that one of the assignments was not beneficial to the goals of this course? Which assignment? Where was it located? Why or how was it not important to the course goals? Be specific. Write it down.
  2. Did you find that an assignment that would have been helpful in meeting the goals in this course was not included? What is the assignment? How would it be more beneficial to students? 

Week com2

 Com 201  

Assignment 1: Outline 

Before starting your outline, watch the “Creating a Speech Outline” video located here. An outline helps create an organized structure for what you plan to say. To review the assignment details, View Assignment 1. Complete these two steps to create and submit your outline: 1. Create an Outline in WordCreate an outline in Word. Click here to use an outline template or use your own.2. Submit in BlackboardAfter creating the outline, you must submit it in Blackboard. Click the Assignment 1: Outline link above to submit your outline as an attachment in .doc or .docx format
 

Assignment 1: Introductory Speech 

Attached Files:

After you’ve created an outline and practiced your speech, it’s time  to record and upload your video. The speech is due this week.Instructions:Click the blue Assignment 1: Introductory Speech link above to  record and upload a video of yourself delivering your speech.  Instructions are available here.
 

Assignment 1: Self Review 

The  self review helps you step back and take a second look at your work,  with an eye on improvement and highlighting your achievements! Instructions: 1. Review the rubric for the introductory speech here. 2. Download the Self Review Questionnaire. Then check your Downloads folder to open and edit the file.3.  Watch the video of your speech. Complete the questionnaire based on how  well you met the criteria listed in the rubric, and remember to save  the file in your preferred location. 4. Click the blue Assignment 1: Self Review link above to attach and submit your Self Review file.   

Create a Logic Model

 

The process of creating a logic model allows a program planner to carefully think through the resources available, activities implemented, and short-, intermediate-, and long-term outcomes that a program hopes to achieve. For this Assignment, you create your own logic model for a program of your choosing. If you are a current human and social services professional, you may choose a program that you currently implement or would like to implement in the future. If you are not yet in the field, you may design a program that professionally interests you.

To Prepare

Examine the resources in this week’s Learning Resources for information that will help you create, develop, and complete your logic model.

The Assignment:

  • Complete your own logic model by following the instructions in the Logic Model Workbook.
  • Be sure to print and fill out the assignment sheets in Appendices A and C of the Logic Model Workbook. *You will need to print these pages in order to complete them, then scan them and submit them to your instructor.

*Note: There are a variety of ways you can scan your document to upload it to the Dropbox. These include using a traditional copier/scanner or an application on a smartphone that allows you to take a picture and convert it into a PDF. Contact your instructor if you anticipate any issues with printing and scanning your document.

MGTCB/526 Competency 3 -Assessment

You have become a trusted resource for your organization, and they have asked for your advice on gaining a competitive advantage in the field. More specifically, they would like your analysis and recommendations on ways to bring their company culture, demographics, and technologies up to current industry practices and beyond. Review the demographic and technological information about your company. If the information is not public, base your decisions on a similar company and research. This information will assist you as you complete your Organizational Presentation in Step 2 of this assessment. Outline the following information: Demographics • What are the current demographics? (e.g., age, gender, ethnicity, etc) • What was a recent change? • How did the company handle it? • Was the change handled ethically? If not, how should they have handled it? If it was, what stands out as something to emulate in your future business endeavors? Technology • How does the company utilize technology in day-to-day business? • What types of technology are used? • How does a change of technology affect the organization? Create a 10- to 12-slide presentation showing your analysis and recommendations. Complete the following in your presentation: • Analyze the organization’s current culture (e.g., beliefs, expectations, values, and norms). Address how managers influence the organizational culture • Evaluate the impact of demographic forces (e.g., age, ethnic origin, race, social class, gender, and sexual orientation) of your selected organization and what it could be. Note: This is a good place to use your outline from Part 1. • Examine the impact of technological forces (e.g., changes in the technology managers use to design, produce, or distribute goods and services) of your selected company. Consider how this can contribute to innovation within the industry. • Examine how the organization has complied with ethics and social responsibility behavior Copyright 2021 by University of Phoenix. All rights reserved. • Recommend ways to innovate based on analysis • Summary • References

Activity plan

The Assignment:

Choose 2 picture books(Toddler and Preschool). Design an instructional activity to use with the book and children. Reference all 3 different Subdomains, at least 2 Goals from each subdomain, and at least 2 Developmental Indicators from each goal from Language Development and Communication (LDC) in North Carolina Foundations for Early Learning and Development that support each of your books. 

The activities MUST be developmentally appropriate and encourage active exploration of materials and ideas. For the most part, the children should be able to do the activity with minimal guidance from their teachers, although teachers should interact with children, asking questions to encourage exploration, curiosity, problem solving, language development and deeper thinking. Dittos/coloring sheets, flash cards, product oriented projects, etc. will not be considered developmentally appropriate activities. The activities should be open-ended, encourage exploration, discovery, creativity and allow the children to build their own knowledge. These should also be planned for individual or small groups of children.

Grading Criteria

Title of activity, and age of children (toddler or preschool)- 10 points

Subdomain, goals and indicators listed- 14 points

Subdomains, goals or developmental indicators from the appropriate standard course of study for each activity is listed. The standard is related to the area of development and the activity- 14 points

All materials listed to perform the activity- 14 points

Activity is designed for individual or small groups of children, procedures for completing the activity are clear, the activity is child directed, and open-ended questions are included- 20 points

Method of documentation of children’s progress (assessment) listed and developmentally appropriate for measuring the indicators chosen for the activity- 14 points

3 meaningful suggestions for families to observe their children’s progress towards meeting the developmental indicator- 14 points