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In each course, students will develop a comprehensive study guide that relates t

In each course, students will develop a comprehensive study guide that relates to the BACB test-content outline items that are covered in the course.
Rationale: The purpose of this Capstone component is for students to develop a portfolio that will serve as a study guide when studying for the BACB exam.
At 4 points during the semester, students will submit their study guide. This is to ensure that students are making progress toward completing their final study guide and that their study guide has adequate detail. At each checkpoint students will:
Create an outline of the test content outline items that have been covered
Write 5 original multiple choice questions that include the correct answers and rationale for the correct answer
Provide 1 visual aid to enhance understanding of a complex topic (e.g., chart, diagram, table, illustration). These must be completed by the student and may not be taken from the Internet.
Submit 2 references to review to enhance understanding of complex material
Grading
The first 4 Checkpoints will be graded as complete/incomplete. You will earn 5 points for each check point submitted if it includes the following items:
Outline (You must use content provided in the course to complete the outline. You may use your text, assigned articles, lecture videos or any materials assigned in the Course. You should not use materials outside of the course)
5 multiples choice questions that include the correct answer as well as a rationale for the correct answer
1 Visual support
2 references to review to enhance understanding of complex material.

My subject area is social sciences, with a focus on Middle Eastern studies.
My r

My subject area is social sciences, with a focus on Middle Eastern studies.
My research examines the involvement of Syrian women in the peace process, focusing on the Geneva II peace talks in January 2014. The negotiations were a crucial initiative to achieve a political resolution to the Syrian conflict by fostering dialogue between the Syrian government and opposition factions.
In my research, I need to document and analyse the contributions of Syrian women, shedding light on the challenges they faced during these negotiations and consider their involvement in Track II diplomacy efforts. The purpose of documenting and analysing the contributions of Syrian women in negotiations is to emphasise their vital roles in peacebuilding efforts, which have often been overlooked in traditional narratives, and to provide insights into how women’s participation can influence peace processes, particularly in the context of ongoing conflicts in Syria.
This research is important as it promotes the inclusion of marginalised voices, including women, ensuring that diverse perspectives are integrated into conflict resolution discussions. By examining the specific challenges these women face during negotiations, the study can inform future initiatives to enhance women’s participation in peace processes, fostering environments that support their involvement. Also, recognising the achievements and difficulties of Syrian women not only empowers those within Syria but also serves as a source of inspiration for women in other conflict-affected regions, encouraging broader engagement in diplomatic efforts. Furthermore, exploring their participation in Track II diplomacy emphasises the significance of informal dialogue in complementing formal negotiations, highlighting how grassroots initiatives can promote understanding and collaboration. Ultimately, this research is crucial for advancing gender equity in peacebuilding and ensuring that the contributions of all stakeholders are acknowledged and valued in the pursuit of lasting peace.
The goal of demonstrating the impact of women’s involvement is to advocate for their active participation in future negotiations, ultimately leading to more inclusive and effective peace agreements. This approach not only recognises the contributions of women but also emphasises the necessity of their perspectives in creating sustainable peace outcomes. Moreover, it is crucial to acknowledge the social, cultural, and political challenges Syrian women face in the Geneva II peace talks. My objective is to uncover these obstacles and explore how they are navigated. Collecting personal stories and firsthand accounts is vital for offering a nuanced perspective on the contributions and experiences of Syrian women in peacebuilding.

Instructions:
Part 1
After choosing a cat or a dog, create and submit a diagram

Instructions:
Part 1
After choosing a cat or a dog, create and submit a diagram of the digestive organs and accessory organs indicating the flow of food/digest through the gastrointestinal tract of that animal. You may use Draw.io or any other software to create your diagram. As well, include a written explanation (500-750 words) discussing the mechanical and chemical breakdown of foodstuff, as well as the absorption of nutrients in the gastrointestinal tract and accessory organs.
Include all the main organs of the alimentary tract and the sections (minimum those shown in figure 7-1 or 7-2 of Case (2011) Chapter 7 – Digestion and Absorption) .
Explain the type of digestion occurring in each organ – eg.,
Mechanical – grinding, muscular
Chemical – What acids / enzymes are present – what nutrients enzyme digest and products of digestion?
Microbial – Where does this occur? How do microbes contribute to digestion?
Cover the main nutrients absorbed in each organ
i.e. where in the gastrointestinal tract do each of the main nutrients get absorbed? Be specific.
Include the main accessory organs
Illustrate and discuss the location / where it interacts with the alimentary tract
Explain how each accessory organ specifically contributes to digestion and/or absorption. Be very specific in this section. For example, for the gallbladder, do not just say that it stores bile. Go into detail how bile is needed for digestion and absorption
Part 2
Once your diagram is complete, select one organ. For that organ, consider what would happen if it became unhealthy – diseased, injured, etc.
Using at least 2 credible sources, with one being a recent (2020 or later) primary source, write approximately 500 words on the impact this would have on the ability of the animal to digest, absorb, and/or metabolize nutrients. Make sure to include how this organ would be impacted and how that would affect the animal’s overall well-being currently, and in the future. Support your claims with the sources you chose. Cite your sources, using APA Reference guidelines, including the photos you included.

I chose mental health as my topic in wellness. I attached the rubric and if you

I chose mental health as my topic in wellness. I attached the rubric and if you have any questions please let me know.

Murray, et al in their article, “The role of public health within the United Nat

Murray, et al in their article, “The role of public health within the United Nations post-2015 Framework for Disaster Risk Reduction,” identify five key areas of synergy between public health and disaster risk management. Discuss these five areas and why they believe there is synergy, and then discuss how the key public health professionals covered in this module relate to each of these. Be sure to discuss the impact of preparedness in these areas on response efforts in the event of a disaster.

Paragraph one – Write a 150 world discussion describing why you think most peopl

Paragraph one – Write a 150 world discussion describing why you think most people rely on consequentialist theories to run their daily lives? Why do they live morally under the consequentialist banner? Is it easier? Does having outside forces controlling our behavior make us more likely to do the “right” thing?
Paragraph Two – Write a 150 word discussion exploring Utilitarianism. How does it treat the minority in a group of people? What about an individual’s human rights? Does Utilitarianism work for living an ethical life? What does it have in common with theories like subjectivism or relativism? Would you want to be a minority living under a Utilitarian society? Why or why not?

-This assignment is a continuation of SLP 1.
-For this SLP assignment, develop a

-This assignment is a continuation of SLP 1.
-For this SLP assignment, develop an object-oriented model for the proposed new information system.
-List possible objects in the theater ticket ordering system, including their attributes and methods.
-Identify and make a list of possible use cases and actors.
-Select one of the use cases that you identified in step 2 and create a “use case diagram.” The use case should provide an overview of the system, including shows that are available, how tickets are reserved by customers, whether the tickets have been picked up, etc.
Your paper will be evaluated on the following criteria:
Using MS Word, write a 2- to 3-page paper, excluding cover and reference pages, that includes diagram pictures and analysis to the questions. Logical FDD and DFD should be copied from yEd or other design software and pasted into Word.
You will be particularly assessed on:
Precision: Draw on a range of sources and establish your understanding of the context of the question.
Clarity: Answers are clear and show understanding of the topic.
Critical thinking: The paper incorporates your reactions, examples, and applications of the material to business and illustrates your reflective judgment and good understanding of the concepts.
Breadth and depth: You provide informed commentary and analysis
Relevance: The topics covered in your paper are directly related to the questions of the assignment and the learning outcomes of the module.

please read Peter G. Northhouse “Leadership Theory & Practice” ninth edition to

please read Peter G. Northhouse “Leadership Theory & Practice” ninth edition to write a 3 page case study in APA format over case 3.1 “a strained research team” answering the questions in the attached word doc

The following is taken from Case in Point on page 327 of the Understanding inter

The following is taken from Case in Point on page 327 of the Understanding interpersonal communication: Making choices in changing times textbook.
“Randy surveyed his work in Hope’s house and was pleased with what he saw. He thought Hope would like the job he’d done, too. He smiled, remembering how nervous he’d been his first day working for her. He’d just started his own construction company. Hope seemed demanding, and Randy was afraid she’d be on his case a lot. He needn’t have worried—the two of them hit it off right away. After he’d been working at her house a couple of weeks, they were talking like old friends. Randy remembered the first time she’d offered him coffee, and they sat at the breakfast table and talked. He found himself telling her about his divorce from Laura, his new marriage to Beth, and his problems getting along with Beth’s oldest son. Hope understood stepfamilies— her husband had been married before, and they shared custody of his three children from his previous marriage. Randy and Hope spent almost an hour chatting about the challenges and joys of step-parenting. Every day after that when Randy arrived Hope had the coffee on, and they spent some time talking. Hope was a great listener. When Randy started working for Hope, he built some shelves for the living room, and then she’d found other jobs for him. Hope’s husband traveled a great deal and didn’t have time to do much around the house, so Hope found many chores for Randy. Her husband, Ned, joked about Randy being his biggest rival for Hope’s affections. It was all in good fun; Randy and Hope shared a lot and enjoyed talking with each other, but both were devoted to their marriages. Finally, Randy tackled a kitchen remodel. Randy was excited about showing the kitchen to Hope, and her reaction didn’t disappoint him—Hope was delighted with the results. Now, Randy had come to the end of the work. Hope’s house was beautiful. Both were so happy with how Randy’s work had turned out, yet they each privately wondered if the end of the job would mean the end of their great friendship. They hoped their relationship wouldn’t end because they’d become important friends to one another.”
Using either Microsoft Word or Google Docs (How to Convert a Google Docs to Microsoft Word). Think about the fact that Hope and Randy would like to continue their friendship by addressing the following questions:
How can Hope and Randy stay friends after the reason that began their friendship has ended?
What skills for relationship maintenance would it be useful for them to employ?
Submit your completed document to this assignment.

Week 3 Discussion: Continue Your Discussion
Confidentiality: When You Need to Sh

Week 3 Discussion: Continue Your Discussion
Confidentiality: When You Need to Share Student or Client Secrets
Professional counselors must follow legal and ethical guidelines to protect their clients’ or students’ privacy and confidentiality. However, they also need to protect their clients or student clients from self-harm and harm by others, and they need to protect other people from potentially dangerous clients or student clients. At times, these duties may limit a client’s or student’s right to confidentiality. State laws contain specific statutes or regulations that mandate when a counselor must break confidentiality to protect clients or students from harm. Schools and agencies also have specific guidelines and policies that must be followed in such cases.
Preparation
To prepare for this activity, review the following list of resources:
Week 3: Confidentiality: When You Need to Share Student or Client SecretsLinks to an external site..
Instructions
Respond to one of the prompts below:
What are some common legal/ethical concerns that tend to emerge when working with clients who are a threat to others? How can counselors continue to build empathy and understanding when “duty to warn” and other state laws require the counselor to break student or client confidences?
What are some ways that counselors can identify and respond to instances of abuse or neglect in their clients? How can counselors work with clients to develop safety plans and connect them with appropriate resources?
What is self-harm, and how can counselors intervene with clients who engage in these behaviors? In the event a counselor is charged with malpractice, what evidence do you think should be collected to substantiate that the counselors’ actions were both ethically and legally sound?
What about this week’s content did you find to be of most interest or most applicable to counseling practice, to your personal or professional life, and/or to your academic journey?