Course Project- Research ProposalThe research proposal will present the topic you have selected for your Course Project. The purpose of the proposal is to persuade your reader to believe that you are interested in the topic and ready to learn how to develop the topic into a project. The format of the proposal is a sentence outline. Use APA style to document any sources referenced in your proposal. When you are finished, save the document as your last name.Wk3 Proposal Assignment> and submit it to the Dropbox by the end of the week. The Proposal is worth 50 points. See Doc Sharing for the following support documents.An assignment templateA sample assignmentThe assignment grading rubricWeek 3 APA Module AssignmentFor this assignment, you will review materials in the DeVry library to help gain a better understanding of APA citations.Click https://hub2.devry.edu/node/272Listen to the tutorial or download and review the transcript on APA and answer the questions belowAfter reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:Why is APA style used to document ideas in writing? What is the purpose of the in-text citation? Demonstrate your understanding of the in-text citation by providing an in-text citation for the article you summarized for the week 2 assignment. (15 points)In the article that you summarized in week 2, you may have found some information that you want to quote directly. To demonstrate the process for citing a direct quote, provide an example of properly quoted material. (20 points) sampleProposal Pitch for Standardized TestsSammy NorthDeVry University Proposal for Standardized Tests I. IntroductionA. Topic1) Research question: Have standardized tests in the United States improved schools or demonstrated stronger student learning achievement? 2) Working thesis: Standardized tests in the United States have not improved schools and should be abolished and replaced with end-of-year subject tests because they will save time and money, lead to increased mastery of core subjects, and diminish dropout rates.3) Angle: Standardized testing has made the gap between developed nations and the United States wider. Taxpayers and employers are paying the price of poorly educated graduates. No Child Left Behind has left nobody ahead, least of all our country’s educational standing among other developed nations.B. Context1) Issues in education are in the news because budget cuts and school closures are tied to student performance on standardized tests. 2) Though I am a novice scholar, I am a parent and care deeply about education. I will refer to the expertise of several sources that will establish my credibility regarding standardized tests. The ideas of Hillocks (2002), McNeil and Valenzuela (2001), and Ravitch (2011), who are all experts on this topic, will help to establish my credibility. C. Audience1) My primary audience will be educational stakeholders who are teachers, parents, or administrators. 2) My secondary audience is my professor and fellow classmates, some of whom may have experienced standardized tests or have school-aged children and will relate to the topic. 3) My audience shares my opinions and values and will likely be on my side. II. EvidenceA. Research collected so farI have found support for the recommendation to remove poorly designed tests that don’t measure what they should. Federal mandates such as No Child Left Behind have spurred their growth and the reward-and-punishment system that serves nobody well, least of all the people these tests were intended to help: students. B. Research to be collectedI will look for additional facts and statistics to demonstrate the gap between other nations and the United States. I will also look for experts who agree that there are implications for taxpayers and employers to show that the issues of schools affect the public at large. Finally, I will represent the opposing viewpoint and others who have suggested alternatives to standardized tests, including no testing at all. Yearly subject tests are better than other alternate recommendations that have been proposed, such as portfolios, because these tests would be objective determinants of learning rather than subject artifacts of courses. III. ConclusionI propose that end-of-year subject tests will be successful in raising the standards and expectations of our students while decentralizing control of students’ learning away from the government and politicians and in the control of teachers who know their students best. This solution is also better than having no assessments whatsoever, as that is unrealistic and does not prepare students for higher education or the workplace. The benefits of yearly subject tests include the time and money that will be saved by switching to end-of year subject tests; the collective energy of stakeholders in education—students, parents, teachers, administrators, and the public—will also be put to better use. I will develop my project to support these claims with research. IV. ReferencesHillocks, G. (2002). The testing trap. New York, NY: Teachers College Press.McNeil, L., & Valenzuela, A. (2001). The harmful impact of the TAAS system of testing in Texas. In G. Ornfield & M. Kornhaber (Eds.), Raising standards or raising barriers? (pp. 127–150). New York, NY: Century Foundation.FORMATYour Course Project Title Goes Here First Last Name Name of University Your Course Project Title Goes Here The purpose of a proposal is to highlight standout ideas, and to do so in a manner that can convince an audience to support a project. Proposals delivered in a workplace are often part of a competitive process in which the strongest proposal is offered the business. In these contexts, effective word choice and professional delivery define the effective communication of an idea. Your research proposal will be presented as a sentence outline. As the name suggests, the sentence outline presents complete thoughts in complete sentences as opposed to phrases. In each section of the proposal, choose ideas with the goal of persuading your reader to believe that you are interested in the topic and ready to learn how to develop the topic into a project. Use a complete sentence to provide the response to each of the questions below. You can use first person. Use APA documentation for the final section of the proposal to document any sources referenced in your proposal. Remember to put at least two items at any given level of the outline, as shown in this template and the sample proposal. IntroductionTopicWhat is your research question? What is your working thesis? (It answers your research question and defines the direction of your argument.)What is your angle on the topic? (Your angle is your unique perspective or view on the issue.)ContextJustify for your reader why the topic is important.Justify for your reader why you are the one to write about it. What do you bring to the topic?AudienceWho is your primary audience? (These are the readers who would be best affected by what you have to say. They can be readers of an existing publication.) Who is your secondary audience? (Identify this audience as your professor and fellow students.) Does your audience share your opinions and values? (Determine if the audience is on your side or if they may be skeptical.) II. Evidence What research have you gathered so far? (What have you found that supports your purpose and angle?)What research do you need to gather? (What other kinds of information will you need as support? What will you use to represent the opposing view?) Conclusion (What are you proposing to achieve with your project? What would you like approval on in order to proceed with the project?) References (must be correctly formatted according toARTICLE Bullying in schools: why it happens, how it makes young people feel and what we can do about it Jeremy Sidea* and Kelley Johnsonb aEducational Psychologist, Inclusion Services, Monkton Park, Winterborne Monkton, Dorchester, UK; bDirector of the Social Policy Research Centre, University of New South Wales, Sydney, Australia In spite of decades of research and more recent guidance by Government, bullying in schools remains a serious concern to young people and to educational practitioners. This two year qualitative study explored the meanings eight teenagers gave to bullying they had experienced, and related this to an analysis of previous research and school policies about bullying. The findings from the study revealed that bullying affected the subjectivity of young people, including how they positioned themselves and believed themselves to be positioned by others. It also found previous research and school policies focused on the behavioural aspects of bullying, neglecting the subjective meanings that it had for those who experienced it. The research findings suggested that a more open approach by adults to what bullying means to individuals, and clearer guidance to teachers on how to work with them about subjective meanings, may provide a new direction in supporting young people who have been bullied. Keywords: understanding bullying; bullying in schools; Foucault Introduction Bullying in schools is an issue which, in spite of a strong body of research literature, and government guidance designed to reduce bullying, continues to affect an estimated 50–80% of young people (Department for Children Schools and Families, Special Educational Needs, 2010; Oliver & Candappa, 2003). Approximately 16 children each year in the UK commit suicide as a result of being bullied (Marr & Field, 2001). The serious nature of this problem has been recognised through a raft of national government strategies (Direct Gov Parents, 2010; Secondary SEAL, 2010) and non-government interventions (Beatbullying, 2010; Childline, 2010; Kidscape, 2010). Guidance and interventions have, in part, been informed by research which has sought to define bullying and to identify its effects on young people who have experienced it. To some extent definitions of bullying remain contested. For example, while most definitions stress the importance of the repetition of “hurtful” behaviours as a primary characteristic of bullying (Department for Children Schools and Families, 2007), others stress the importance of a power differential between those who bully and those who experience bullying (Baldry, 2003; Rigby, 1996; Woods & Wolke, 2004). Bullying has been characterised by a range of behaviours including *Corresponding author. Email: j.side@dorsetcc.gov.uk © 2014 Association of Educational Psychologists Educational Psychology in Practice, 2014 Vol. 30, No. 3, 217–231, http://dx.doi.org/10.1080/02667363.2014.915209 physical aggression, verbal abuse, cyber attacks and social rejection. In this paper the following working definition of bullying is used: Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally. However, schools will wish to involve the whole school community in agreeing the definition of bullying that will be used in their own anti-bullying or behaviour policy … (Department for Children Schools and Families, 2007 summary) The authors are not uncritical of this definition but nonetheless have used it as a starting point because it is part of current government guidance to schools and therefore is likely to be the one most commonly used in school policies in relation to bullying. Much of the government guidance relies on the results of research undertaken to better understand bullying. Such research has revealed that those who are bullied are more likely than their non-bullied peers to: have difficulties in achieving academic success (Beran, Hughes, & Lupart, 2008), experience depression and anxiety (Peskin, Tortolero, Markham, Addy, & Baumler, 2007 see also Campell & Morrison, 2007), have suicidal feelings (Klomek et al., 2008) or chronic stress (Newman, Holden, & Delville, 2005 see also Dao et al., 2006) and experience physical symptoms of sleeplessness and helplessness (Due et al., 2005). While there is a growing body of research in relation to bullying there is little that focuses on the subjective meanings it has for young people who experience it (Hepburn, 1997). In spite of extensive research which has added to an understanding of the nature of bullying and its effects, bullying continues. The research reported in this paper sought to explore if there were other ways of understanding bullying which may provide new ways of managing it or supporting young people more effectively. The approach taken in the research was a discursive analysis drawing on Foucault’s work (Foucault, 1977, 1978, see also Rose, 1990) which allowed for a deconstruction of how bullying was constituted by research, school policy and by young people who had experienced it. Discourse is a contested but central part of Foucault’s ideas (see Alvesson, 2002; Gee, 2008; Potter & Wetherell, 2007; Weedon, 1987). In this paper discourse is defined in the following way: … discourses specify truth as it is known at any particular time in history … they are concerned with the exercise of power in relation to the subjects which they constitute … discourses constitute and reveal the subjectivity of the people with whom they are concerned … discourses themselves are subject to change and challenge … (Johnson, 1998, p. 15) Discourses can be seen as combinations of knowledge and their use in practice through the exercise of power. Within the context of bullying, discourses are bodies of knowledge which construct bullying as a cultural object. They prescribe the ways in which it is understood and how it is managed in practice. They also focus on the way in which people are subject to power and knowledge and how they are positioned in relation to others (Henriques, Holloway, Urwin, Venn, & Walkerdine, 1998; Hollway, 1994; Kendall & Wickham, 2003). 218 J. Side and K. Johnson Method Research questions The research questions used in this study were: How does previous research construct the subject of bullying? How far does policy and practice in schools address the subjective experience of bullying? What meanings do young people who have been bullied give to the experience? How does bullying affect the way young people position themselves in relation to others? Design This research was a qualitative study using semi-structured interviews, and a literature and school anti-bullying policy analysis. A discursive approach was taken to identify existing discourses in relation to bullying. The policy and literature analyses were then considered in relation to discourses and meanings ascribed to bullying by eight young people who participated in the study. Literature review A literature search was carried out to identify research studies undertaken over the last 15 years. It included both qualitative and quantitative studies relating to bullying in general, and bullying in schools in particular, in both the UK and internationally. The resulting 42 studies were then critically examined using the following questions: What is the meaning(s) given to bullying by these studies? What knowledge does it create? How are those who are bullied positioned by this knowledge? School anti-bullying policy analysis An analysis of government guidance to schools in relation to bullying, and school policies on bullying from the three schools included in the study, was conducted. The following questions were used as a guide: What is the intention of the policy? How is its position justified? How clearly defined are the objectives? Who is seen as the subject of the policy? Who is the audience of the policy? What is missing from the policies? What is the meaning conveyed by the policies? How are those bullied positioned by the message in the policy? Educational Psychology in Practice 219 This analysis was undertaken after the first interview with participants, and each participant was asked their views on the policy relevant to their school. Questions guiding this discussion were: Did you know about this policy? Were you involved in writing it? Did you use it or was it helpful in gaining support when you were bullied? Were the actions listed in the policy carried out when you were bullied? What else do you think should be included in the policy? Interviews An interview guide was developed as a basis for the first of two semi-structured recorded interviews with participants. The guide included contextual questions such as age and family circumstances, as well as questions relating to their interests and feelings about school. These were followed by questions which focussed particularly on bullying as a subjective experience. This part of the interview was led primarily by participants but included questions about the nature of the bullying experience, how the participant felt about each part of the bullying they experienced, what they did about seeking support and how they felt about the support they sought. The interviews also included questions about what support the participants would have liked to have received. There were opportunities throughout the interview for the young person to introduce issues which they thought were important. The sensitivity of the issue of bullying was recognised by the researcher and self disclosure, time out of the interview situation and the identification of a trusted other person to whom the young person could go for additional support were included in the interviews. Interviews were administered on

Neurological System In the previous weeks, you began to explore the pathophysiology of disorders and compensatory mechanisms. Throughout the remainder of the course, you consider the pathophysiology of disorders specific to the various body systems. You begin with the neurological system because, through nerve stimulation, this system affects every other system and function in the body. Since the scope of the neurological system is so broad, it relates to various disorders, many of which can also be tied to other systems. Consider an amyotrophic lateral sclerosis (ALS) patient presenting with loss of movement in the limbs, severe pain, and difficulty breathing. While the root of these alterations is a neurological disorder, respiratory alterations will also occur. There is often an absence of a clear distinction between body systems and related disorders. Although you will likely evaluate patients presenting with neurological disorders that range from ALS to seizures and dementia, persistent pain is one of the major complaints in clinical settings. As an advanced practice nurse, it is important that you are able to find the trigger of the pain to properly diagnose and treat patients. This week you examine types of pain, as well as patient factors that impact the pathophysiology, diagnosis, and treatment of pain. Learning Objectives Students will: Compare types of painEvaluate the impact of patient factors on the pathophysiology of painEvaluate the impact of patient factors on the diagnosis and prescription of treatment of painUnderstand and apply key terms, concepts, and principles related to the neurological system Learning Resources Required Readings Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby. Chapter 13, “Structure and Function of the Neurologic System” This chapter begins with an overview of the structure and function of the nervous system. It also explains the importance of the central, peripheral, and autonomic nervous systems. Chapter 14, “Pain, Temperature, Sleep, and Sensory Function” This chapter covers the role of pain, sleep, stress, and the senses on body functions. It also explores alterations involving pain, sleep, stress, and the senses. Chapter 15, “Alterations in Cognitive Systems, Cerebral Hemodynamics, and Motor Function” This chapter explores disorders of cognitive systems, neuromotor function, tone, movement, and motor performance. It also examines factors that impact these disorders as well as clinical manifestations. Chapter 16, “Disorders of the Central and Peripheral Nervous Systems and Neuromuscular Junction” This chapter examines the pathophysiology, clinical manifestations, and evaluation and treatment of central and peripheral nervous system disorders. Tumors of the central nervous system are also covered. Chapter 17, “Alterations of Neurologic Function in Children” This chapter focuses on the pathophysiology, clinical manifestations, evaluation, and treatment of neurologic disorders and brain tumors in children. Normal growth and development is also examined. Hammer, G. D., & McPhee, S. J. (2019). Pathophysiology of disease: An introduction to clinical medicine (8th ed.). New York, NY: McGraw-Hill Education. Chapter 7, “Nervous System Disorders” This chapter begins with an overview of the structure and function of the nervous system to lay a foundation for exploring nervous system disorders. It then examines several nervous system disorders such as Parkinson’s disease, epilepsy, dementia, Alzheimer’s disease, and stroke. Chapter 12, “Disorders of the Adrenal Medulla” This chapter examines disorders relating to alterations of the adrenal medulla. It classifies disorders by the organ or tissue that is most impacted by the disorder. The pathophysiology, clinical manifestations, symptoms, and signs of the disorders are also covered. Chapter 19, “Disorders of the Hypothalamus & Pituitary Gland” This chapter covers the structure and function of the hypothalamus and pituitary glands. It also explores disorders of the hypothalamus and pituitary glands. Chapter 21, “Disorders of the Adrenal Cortex” This chapter begins by exploring the structure and function of the adrenal cortex. It then explores disorders relating to alterations of the adrenal cortex. Required Media Laureate Education, Inc. (Executive Producer). (2012f). The neurological system. Baltimore, MD: Author. This media presentation outlines the pathophysiology of the neurological system and associated alterations. Optional Resources Alzheimer’s Association. (2016). Retrieved from http://www.alz.org/ National Multiple Sclerosis Society. (2016). Retrieved from http://www.nationalmssociety.org/index.aspx National Parkinson Foundation. (2016). Retrieved from http://www.parkinson.org/ Pain The neurological system affects all parts and functions of the body through nerve stimulation. Nerves also control the sensation and perception of pain. While pain can be described in a variety of ways, it is essentially labeled according to its duration and source. As an advanced practice nurse evaluating a patient, you need to consider the following questions: Does the pain quickly come and go, or is it persistent and ongoing? Does the pain arise at the source of injury or in another location? In this Discussion, you compare three common types of pain—acute, chronic, and referred. To Prepare Review this week’s media presentation on the neurological system, as well as Chapter 14 in the Huether and McCance text.Identify the pathophysiology of acute, chronic, and referred pain. Consider the similarities and differences between these three types of pain.Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain. Write a description of the pathophysiology of acute, chronic, and referred pain, including similarities and differences between them. Then, explain how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.

Instructor video: https://screencast-o-matic.com/u/ek5c/miami-online-sales-video-case1 (链接到外部网站。)链接到外部网站。At the end of this paragraph you will find a link to a case history titled "Dilemma of Kelly Meyers". After reading and reflecting on this case, please answer the questions at the end of the case in a Word document and submit it where indicated below.. The rubric or grading guide below indicates how your response will be graded. A maximum of 20 points is possible. Click here (链接到外部网站。)链接到外部网站。 is some background provided by the professor for this case study. case rubric 5标准等级得分The case is complete, comprehensive and on time. Note: many points could be used, & some will be stronger than others and earn a higher score.10.0 得分Full Marks0.0 得分No Marks10.0 分Does the case relate well to the chapter...explain. Be specific. Reference topics, page numbers, etc.5.0 得分Full Marks0.0 得分No Marks5.0 分Quality of the response.....grammar, spelling, organization, paragraph breaks, etc.3.0 得分Full Marks0.0 得分No Marks3.0 分What is your personal opinion of the case? Add a related personal example.2.0 得分Full Marks0.0 得分No Marks2.0 分