HCA

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Virology Discussion

College essay writing serviceViruses are not life-forms themselves, because they can’t survive on their own. They must take over about the biology of viruses. Viruses are very small particles that act as cellular parasites. It’s cellular machinery in order to survive.This chapter initially talked about factors common to all viruses, and then turned to those aspects that are particular to HIV. HIV is a member of a class of virus know as retroviruses. While most viruses use DNA as their genetic material, retroviruses use RNA Reverse transcriptase is a protein in retroviruses that copies RNA into DNA, and then helps the viral DNA integrate into the cellular chromosomes, where it will remain for the life of that infected cell.For this discussion, choose one example of the viral biology to focus on. Choose one aspect that was unusual interesting to you. Do some research to find out a little more about it. Here is a list of examples, but you can think of other Ones as well: a. the retrovirus life cycle b. anti-HIV therapies c. the ELISA “HIV test” d. the fate of HIV infected cells e. HIV latency f. direct cell to cell spread of the HIV g. how HIV kills T-cells that aren’t infected with HIV h. If viruses aren’t alive, what motivates them to keep going on?Each student should write up one primary post of about 150-200 words.Purchase the answer to view it.
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Psych theories

Erikson believed that changes in a human personality occur throughout an entire lifespan. The first of his 8 stages is between the years 0-2, or infancy. This stage is Trust vs. Mistrust, which focuses on developing trust in the people and things we are familiar with at this age. This decides whether or not we grow up fearful of the world or trustful of the world. The second stage is Autonomy vs. Doubt, from ages 2-3, or early childhood. This stage focuses on developing a sense of independence and pride in being successful.
Ideally there would be a full sense of autonomy, but one can also doubt his or her abilities if the parents don’t allow them to do things on their own. Stage 3 from 4-5 years old is the Initiative vs. Guilt, in which children begin to ask questions and think more freely. This can be a success if parents help with these efforts and encourage them to ask questions and learn, but it can also be a failure if the parents don’t pay attention to the efforts the child is putting forth, which would cause a sense of guilt about initiated activities in the child. Stage 4 from 6-11 years of age is Industry vs.
Inferiority, which focuses on building new things and having creative ideas. This can be taken down easily though if the parents don’t allow their child to create new things and have fun with new ideas they may have, instilling a sense of inferiority in the child. The fifth stage is during adolescence, about 12-20, and is called Identity vs. Role Confusion. In this stage, teens try and find a sense of who they are. Based on how the previous stages played out, young adults can find it difficult to figure out who they really are or what their life will be like in the future.
Stage 6 is from about 20-35 years of age, and is Intimacy vs. Isolation. In this stage a person figures out whether or not they want an intimate relationship and a marriage, or if they will live a life of isolation without any intimate relationships. Stage 7 deals with the middle ages of life and is Generativity vs. Self-Absorption. In this stage a person focuses on either helping younger generations and making things better, or being absorbed in your own life, which would lead to no sense of fulfillment in life. Finally, stage 8 is from about 65 to death.
In Integrity vs. Despair, one looks back on life and decides whether their life was lived to the fullest and successful, or if it was a waste and full of opportunities that one missed. Together these 8 stages describe the different aspects of a human’s personality through Erikson’s eyes. Piaget’s Stages of Cognitive Development Piaget studied different stages of mental development in children to find out why and how they different from adults mentally. In Piaget’s first stage, from 0-2, he said children are in the sensorimotor stage.
In this stage everything a child knows is based on how their senses perceive it. This means they only know things based on their 5 senses. The next stage is the preoperational from about 2-6 years of age. In this stage children know language and can use words and images to describe things, yet they still lack any logical reasoning behind things. The third stage is concrete operational which lasts from about 7-11 years of age. In this stage children can logically think about events that are actually happening and that they have seen or heard about.
They can also perform more complex arithmetic. Finally, the last stage is from 12 to adulthood, and is called formal operational. In this stage they develop moral reasoning and also abstract thinking, meaning they can think about things that haven’t actually happened. Piaget believed that this is the endpoint of cognitive development, and that no other stage is possible. Vygotsky’s Cognitive Development Vygotsky believed that cognitive development is affected by the culture a child lives and grew up in.
Vygotsky brought up a new idea known as the zone of proximal development. This zone is the amount that children are able to learn with the help of somebody more knowledgeable. This zone changes when the child learns more and more until eventually it caps out when there is nobody else that can teach them more. Language also plays a significant role in the development of a child. The language used by different cultures can tell children different ideas of what is accepted and how things are done.
When a mother tells a child “no” if he or she asks for some candy, later on that child could remember that it is not accept and say no to his or herself. Furthermore, the idea of scaffolding was introduced by Vygotsky as well. This idea says that a child should have adjusted help based on the level of help they need, until they need no help at all. Vygotsky says that culture affects the ways that one can develop cognitively. Kohlberg’s Stages of Moral Development Kohlberg studied reasoning as to why and how a person develops different moral standards.
Kohlberg was able to split this up into 3 different stages. The first stage is preconventional morality, which is where actions are considered by the consequences that the actions will have on the person doing the action, which is very much self-centered. The second stage is conventional morality, which is based on expectations that one is trying to live up to as well as how someone’s actions will affect their conscience. Finally, postconventional morality has to do with the idea of individual rights and then later on the idea of upholding universal principles and laws that have been set by society.
Postconventional morality is the highest level of morality attainable. Freud’s Psychosexual Stages of Development Freud uses 5 stages to describe the personality development of a child. The first stage is the Oral Stage, which occurs from about birth to 1 year of age. This stage’s primary interaction is through the mouth, most importantly used for feeding. This is where Freud came up with the rooting reflex, which is a reflex for an infant to search for a nipple when touched on the cheek. The second stage is the Anal Stage, which occurs from about 1-3 years of age.
During this stage, the child focuses on mastering the control of bowel and bladder movements. This stage can be very successful if the parent is praising and patient with the child, but it can drastically fail if the parent is harsh or ridiculing of the child. The third stage is the Phallic Stage, which is between the ages 3 and 6. During this stage children begin to figure out the difference between a boy and a girl, and they tend to be more attracted to the same-sex parent because they can relate to them more genital wise.
The fourth stage is the Latent Period, which occurs between 7 and 11 years of age. During this period the child is more focused on things such as school and friends and less concerned with the sexual aspects of life. This is the period where children gain large amounts of self-confidence. The final stage is the Genital Stage, which lasts from adolescence through adulthood. During this period a strong interest in the opposite gender occurs, especially during the puberty stage. This last all the way up until the end of life.
Freud also believed that the ending goal was to find a balance in all aspects of one’s life. Diana Baumrind’s Parenting Styles Baumrind looked into how parents affected the development of a child. Baumrind came up with 3 styles of parenting. The most effective style is the authoritative style. In this style, the parent sets down rules and guidelines that are to be followed, but they also listen to their children and accept input. This style is very democratic and tends to lead to the best raised children later in life. Another style is the authoritarian style.
This style is very much like a dictatorship, where the parent has all of the say and the children either obey them or get punished. Parents also usually respond to why they do this with no reasoning whatsoever. Finally, the last style is the permissive style. In this style parents have very few demands or expectations of their child. They rarely punish them and usually allow the child to do as he or she pleases. The problem with this style is that the child tends to feel like they are not loved or even acknowledged, which leads to psychological problems later in life.
Mary Ainsworth’s Attachment Theory Ainsworth tested how a child’s attachment level affects its actions. Ainsworth found two different types of attachment after doing an experiment she calls the Strange Situation. In this experiment she took an infant and observed its behavior while the parent and a stranger enter and leave the room at different moments. Ainsworth found that secure attachment is when a child is happy and free when the parent is in the room and will engage strangers only when the parent is present. When the parent is gone the child is visibly sad and will not engage strangers.
The other type of attachment Ainsworth found was insecure attachment, which is usually split up into anxious-resistant and anxious-avoidant. In anxious-resistant the child will be anxious around both the parent and the stranger, showing that is doesn’t really trust either of them. In anxious-avoidant, the child treats the parent and the stranger the same way and seems to have no attachment to either of them. Ainsworth/Baumrind Comparison Ainsworth and Baumrind both used the idea of parenting to come up with their theories.
Ainsworth said that secure attachment is when a child is very comfortable with their parent and trusts them when they bring strangers around. This idea is very much like Baumrind’s authoritative parenting style. The child is secure with the parent and feels like they are in good hands and the authoritative parenting style allows children to have a say in what they do, but also have expectations for them which results in the most happy child that feels loved and cared for. Ainsworth said that one type of insecure attachment is resistant, which goes well with Baumrind’s authoritarian style.
The authoritarian style results in the child not getting any say in the relationship and are overly strict. This results in a lack of trust from the child and a feeling of distance between the child and the parent, just as the resistant attachment says. Finally, Ainsworth’s last attachment was avoidant, where the child seems to have no connection to the parent. This is very similar to the permissive style of parenting where the parent lets the child do whatever they want to. This results in the child feeling unloved and detached from the family.
Vygotsky/Piaget Comparison Vygotsky and Piaget both commented on cognitive development of a child, but they did so in very different ways. Vygotsky bases his developmental ideas off of mostly the culture the child grows up in. He believes that language and education are very important in the shaping of one’s cognitive abilities, whereas Piaget believes more in the idea that maturing minds gradually go through different stages of thinking. Piaget uses different stages, beginning with sensorimotor and finally hitting the formal operational stage around the age of 12.
Vygotsky believes that there is a limit of cognitive development, but it differs depending on the culture and how the child is raised. The main point of Vygotsky is the idea of the Zone of Proximal Development, which is how people are taught based on the knowledge of others along with the knowledge the child possesses. This is very different from Piaget, who believes that the child learns most of everything on their own and develops different types of thinking and schemas based on what they encounter and how much they learn.
Although they are both cognitive development theories, the details of the theories are very different. Kohlberg/Piaget Comparison Kohlberg believed that there were 3 different stages of morality in one’s life. Along with that, Piaget also used stages for his theory on cognitive development. Kohlberg and Piaget relate not only because they both incorporate different stages into their theories, but they also have many similar ideas even though they relate to different things. Kohlberg and Piaget both use the idea of self-centered.
The preconventional stage is a very self-centered stage that only has to do with yourself. The early stages of Piaget’s theory also is like that in the sense that the child cannot comprehend the ideas of others or any abstract ideas. Furthermore, in both of the theories one moves up to the next stage by having a maturing mind. In Kohlberg’s theory, the more mature you become the more you understand about the outside world and the larger picture of the universe, just like in Piaget’s where the older you become the more advanced your thinking can become, until you can think abstractly.
Although they are similar in many ways, Kohlberg and Piaget’s theories do have some differences. Piaget believes that the stages begin at birth and go on throughout life, while Kohlberg said that morality doesn’t start until around the age of 7. Kohlberg and Piaget incorporated many of the same theories and ideas into their overall theories on morality and cognitive development, yet there were also some distinct differences. Erikson/Freud Comparison Erikson and Freud shared many similarities in their theories.
First, they both incorporate multiple different stages that are similar in age groupings. Erikson uses 8 different stages while Freud uses 5. This shows that they both believed that personality develops in predetermined stages. They also share the idea that in the early years children learn a sense of self-sufficiency and pride in the things they are able to do, which allows them to have a sense of accomplishment. Both theorist believed a big part of this stage was the idea of being toilet trained and able to go to the bathroom on their own.
Furthermore, the two theories both have the idea of relationships and intimacy. In Freud’s, this idea is known as the genital stage and it occurs during puberty and goes on as the last stage in life until you die. In Erikson’s theory, this occurs as young adults and only lasts about 15 years until the next stage in life occurs. Although Erikson and Freud have very similar theories, they also have a couple of glaring differences. First, Erikson goes into many more stages after the intimacy stage, whereas Freud believes that is the end of personality development.
Erikson goes on to talk about contributions to society and finally the idea of reflecting on life and wondering if it was a fulfilled like or a wasted one. Also, Freud focuses on the sexual aspect of personality development much more than Erikson. Freud mentions the Phallic Stage as well, which talks about the idea of children being closer to their same sex parent at this age because they can relate with them better at that young age. Freud and Erikson’s theories have both many similarities and differences and are very well respected.

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Axial Skeleton

College essay writing serviceDescribe in detail the primary functions of the axial skeleton. what are the 2 components of the axial skeleton?list the surface bones of the cranium. list the bones that make up the face.List at least 5 of the bones that make up the eye orbit.Purchase the answer to view it.
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Assignment Anatomy

College essay writing serviceHistology. Regeneration versus Fibrosis in Tissue Repair.Assignment:Provide in your own words, not as a copy and paste from other sources, a short paragraph, of no more than 200 words, where youwill make a statement about the differences between regeneration and fibrosis, and the implications, advantages or disadvantages of one over the other.Purchase the answer to view it.
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Anatomy & Physiology Discussion Response

College essay writing servicePlease respond to the below post. _______________Familial Hypercholesterolemia is a genetic disease which is defined as an individual having high levels of the bad types of cholesterol in their cardiovascular system. The term genetic disease means that the disease is passed down from parents to offspring, and I feel that it is a horrible disease. Through no fault of any party involved, the individual must suffer a disease that can hamper their overall health, lifestyle, and life span. Though the disease is genetic, traditional cholesterol treatments are effective though at a lower effectiveness. The disease can lead to other types of cardiovascular disease, such as coronary artery disease which is a cause of heart attacks. The disease has a high level of undiagnosed individuals, mainly because the disease has very few obvious symptoms, and I feel that is dangerous. I think screening for cholesterol should be encouraged more in society and I think individuals should work more towards getting tested for such diseases. Especially with the dangerous risks this disease has when paired with other cardiovascular issues. I hope that more of society and the population as a whole talks such diseases like this seriously and I hope better and more effective treatments are found and perfected soon. Purchase the answer to view it.
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Ptlls Ass 1

Understanding your own role and responsibilities in Lifelong Learning * Explain your role within lifelong learning and summarise key aspects of legislation, regulatory requirements and codes of practice, relating to you and your role. When considering the role of a Lifelong Learning teacher a good place to start is the teaching and learning cycle. There are five stages to the teaching and learning cycle: identifying needs; planning learning; facilitating learning; assessing learning; and evaluating.
My role as a teacher includes identifying needs, which is done through an initial assessment. The typical way to identify needs as an assessor is to ask the learner to fill out a needs assessment form at the start of the course. The form could include anything that would be relevant to the teacher to ensure that there are no barriers to learning and that the learner has equal access to learning. For example, information on the learner’s previous educational achievements, current learning level, functional skills tests, any disabilities, or any specific needs (such as availability) should be gathered during the identifying needs stage.
From the initial assessment, the teacher can identify each learners needs and ensure that these are incorporated into the planning stage of the cycle. The planning stage includes ensuring the health and safety of learners by carrying out a risk assessment and completing appropriate schemes of work and lessons plans, including any allowances for learner needs identified in the initial assessment. Lesson plans must also include aims and objectives and activities and assessments that will ensure these are met.
Having sound plans in place ensure that the teacher is well prepared with all of the necessary equipment and resources required to meet learner needs. A good teacher will continually return to their plan, adjusting it to meet the needs of learners as they progress through the course. With a thorough plan, facilitating learning will be a much easier task for the teacher. It’s the teacher’s role to ensure that they treat each learner equally and fairly. The teacher must also ensure that learners treat each other with respect – ice breakers and ground rules help to address and challenge any inappropriate behaviour. A good teacher will facilitate learning using a variety of approaches and resources to meet the planned aims and objectives and learner needs. The teacher should also embed functional skills in the lesson. A vital role of the teacher is to assess whether learning has taken place. This should be done at the end of the course (summative) and periodically throughout each stage or lesson (formative).
The teacher uses assessment to check that the planned aims and objectives have been met. Assessment activities can include observation, assignments, question and answer, and witness testimony. If learning has not taken place, the teacher must revisit the objective either individually or as a group. It’s a good idea to have ‘plan b’ activities prepared to try a different approach, just in case learning doesn’t take place the first time around.
When the course is over, it’s the teacher’s role to gain feedback from the learners in order to reflect on and evaluate their teaching methods, approaches, and resources. The teacher should make changes and improvements where necessary. Another important aspect of the teacher’s role is ensuring that they adhere to legislative requirements (law) and any codes of practice that might have been set by an awarding body or their employer.
The key pieces of legislation and codes of practice that apply to my role include: * Health and Safety at Work Act (1974) – risk assessment * The Data Protection Act (2003) – safe storage and use of data to protect learner from any security breaches * Every Child Matters (ECM) – lesson plans should indicate opportunities where the five outcomes can be met * The Human Right Act (1998) – need to consider issues of equality, diversity, and inclusion * Safeguarding – have a duty to report any action that could cause serious harm to a learner or another person * Disability Discrimination Act (DDA) (1995) – need to consider issues of equality.
Awarding body and employer codes of practice, policies, and procedures * Explain how you would identify and meet the needs of your learners whilst promoting equality and valuing diversity within your role I would identify the needs of my learners by using an initial assessment. I would take any needs identified in the initial assessment into account when planning learning to include a range of activities to meet differing levels, a range of approaches and resources to meet different learning styles, and taking into consideration any learner disabilities or potential challenges. In order to promote inclusion in the classroom I would ensure that I treat all learners equally by not favouring learners or identifying any disabilities or protected characteristics in front of other learners. I would value diversity by drawing on each leaner’s experiences to contribute to rich and varied group discussions. For example, a quick initial assessment to see if any learners have prior knowledge will enable me to draw on their experiences to help their peers. 2. Understanding relationships between teachers/trainers and other professionals in Lifelong Learning.
Explain the boundaries between the teaching role and other professional roles and summarise your own responsibilities in relation to other professionals The teacher must understand where their role (in cases where they are not qualified to support the learner), their own limitations, and when to refer a learner to another qualified professional. In relation to other professionals, it is my responsibility to know who to refer the learner to or where I can find appropriate information for the learner, I must observe learner confidentiality at all times and only personally refer the learner to other professionals nominated under codes of practice (otherwise I must direct the learner to the source of help), I have a responsibility to report safeguarding issues to the police or another qualified professional, and I must observe data protection legislation at all times when referring learners.
I also need to cooperate and communicate effectively with other professionals to ensure that the learner’s needs are met. * Describe the points of referral you may use to meet the learner’s needs Support teachers within the institution – many colleges have support teachers who would be able to assist learners with dyslexia or with language issues that are creating barriers to learning. I would be able to directly refer the learner to a support teacher if I thought that it would aid learning. Citizens Advice Bureau – learners often experience barriers to learning and motivation if they have legal or financial stresses in their personal life, which will need to be overcome if learning is to take place.
The Citizens Advice Bureau offers free legal advice on financial and other issues. I would not be able to directly refer the learner to the Citizens Advice Bureau, but it is my responsibility to hold contact information or know where it can be sought. Childcare providers – again, a learner with childcare issues may experience barriers to learning. I would not directly refer the learner to a childcare provider (unless they were within a college or educational institution) but I have a responsibility to advise the learner on where they can find access to child care advice and guidance. 3. Understanding own responsibility for maintaining a safe and supportive learning environment.
Explain how you are responsible for maintaining a safe and supportive learning environment within your role and ways that you would promote appropriate behaviour and respect for others To provide a safe supportive environment, the teacher must ensure that the learners’ needs are met in line with Maslow’s hierarchy of needs. The teacher must ensure that they can meet the learners’ basic needs of food, water, breaks, and hygienic toilet facilities. Then they must address the safety of the learning environment by carrying out a risk assessment. Part of the planning stage, the risk assessment should be completed for every course or lesson in line with Health and Safety at work Act (1974) (HASAWA) requirements and continually reviewed and updated (along with any safe work method statements).
The teacher must know how to complete a dynamic risk assessment in case resources or the environment changes after they have completed the initial risk assessment. Facilitating icebreakers is an important part of the teacher role in order to create and maintain a supportive environment where learners feel a sense of belonging. Ground rules are also an important part of respecting each other and underpin appropriate behaviour. Finally, assessment and feedback will help to increase learner confidence and responsibility for learning to help learners achieve their ultimate goals. Word count: 1294 (not including questions) Bibliography Gravells, A.

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Write A 4–5 Page Paper (excluding Title And Reference Pages) Of The Following

College essay writing servicePLEASE SEE ATTACHED RUBRIC FOR INSTRUCTIONS AND CHECKLISTFor this Assignment, you will be designing a plan that will foster a mentoring or coaching culture in an organization you either currently work for or are very familiar with. To get the most out of this Assignment, it is important that you have a clear working knowledge of the organization you choose. Keep in mind that you can design a plan for either the entire organization or a specific department within that organization. If you are not currently working with an organization, consider using an organization that you are volunteering at or have served in the past. You will use the concepts, skills, and techniques discussed previously to complete this project. Checklist: In your designed plan for creating a mentoring or coaching culture address the following: 1. Identify an organization within which you would like to develop a mentoring or coaching culture. a. Explain why this organization was selected. b. Explain why you chose either a coaching or mentoring culture. c. Explain what change you believe this culture will create within this organization or department. 2. Identify 2 or more of the tools from Chapter 9 that you will use in your plan. Explain why you chose those particular tools and how they will be used. 3. Provide a detailed overview of your plan. a. Provide an overview of the current culture in the organization. b. Provide a detailed description of what the culture will look like once your chosen mentoring or coaching culture is in place. c. Provide the steps involved as well as a timeline for this plan to be put in place. d. Include the individual roles that will be assigned. e. Include a cost benefit analysis of your plan. f. Address any ethical issues or concerns that could arise and how you will manage those situations. g. Be sure that this portion of the Assignment is written in a clear, organized, and chronological order. 4. Conclusion a. Provide a brief summary of why you believe your plan would be effective if presented to the organization that was selected. b. Theory or Practice? i. The final section of your paper will be to explain if your plan is based on theory or do you believe it could be put into practice in the organization you selected. Either response is acceptable but if you select theory, explain what is keeping you from actually presenting this idea to the organization. If you select practice, share how you will be presenting this to the organizationPurchase the answer to view it.
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Mix Methods

College essay writing servicePrior to beginning work on this discussion, read Chapters 1 and 2 of the Hesse-Biber e-book, Mixed Methods Research: Merging Theory with Practice, and the two required articles for this week. Mixed methods is a current popular methodology. While this type of methodology is useful for some studies, because of its dual nature as both quantitative and qualitative, it is not effective or appropriate for all research.For this discussion, you will consider the use of mixed methods for the topic you have chosen for your Research Proposal. In your initial post, apply the scientific method to your research topic by defining your research question and determining the method(s) necessary to answer that question. Compare the characteristics and appropriate uses of the different methods and explain if your research question could best be answered through qualitative or quantitative methods, or a mix of both. Identify the dominant method (quantitative or qualitative) for your proposed study. Explain whether or not a mixed methods approach is the best way to study the topic, demonstrating that the second method is not added as an afterthought or merely to impress journal editors who favor mixed methods. If you have decided not to use mixed methods, explain why the study is best completed with either a quantitative or qualitative focus. Justify your design choice and support your position with scholarly sources. Include a discussion explaining how you would apply ethical principles to your design to address concerns which may impact your research.Purchase the answer to view it.
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ONLY FOR MICHAEL SMITH – INTERNATIONAL BUSINESS

College essay writing serviceplease instructions in attached documentPurchase the answer to view it.
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