Discussion 3

Directions:
Your responses should be no more than a paragraph or two. Be sure to respond to another student’s post. Have your initial response done by the due date and your response done before the close date (two days after due date).
Prompt:
Identify and discuss the effectiveness of Jane Goodall’s message in her 2002 TED talk. She continues her tireless campaign, and some of you may have seen her give at talk called ‘Gombe & Beyond’ a year ago, last spring (April 20, 2016). Her message has stayed remarkably consistent over the years, as she has transitioned from pioneering primatologist to a more public figure and world advocate for conservation.
In concert with the two required short New York Times articles recently published, discuss effective ways we can raise consciousness about Goodall’s conservation efforts to a public that seemingly could not care less. How can we heed her words in everyday practice and inspire our peers and our children to become more aware about the marked similarities, and unique gifts our cousins provide, and the urgency we face in terms of their survival.  How does conservation today relate to the primate fossil (or subfossil) record of the future?  Will our conservation efforts, or lack thereof, affect how future anthropologists will study the primates that we know and love today? Feel free to bring outside examples into the discussion.

Application 11

Health Science: Human and Social Dimension
Dr. M. L. Holt
Application #11
Morgan State University
Instructions
Make a list of all stressors you have experienced in the last two weeks. Select two of the items on the list and answer the following questions about them
Did you realize the stressor was a stressor when you first confronted it? Explain
What psychological responses did you notice that you had when confronted with the stressor?
Have you confronted the stressor before? Explain your answer
What coping responses do you have to deal with each of the stressors?

HOW MIGHT A RESOLUTION CAUSE CONFLICTS BETWEEN PERSONAL VALUES AND BELIEFS AND THE PERSPECTIVE OF THE COMMUNITY OR ORGANIZATION?

Module 4 DQ 1 and DQ 2
Tutor MUST have a good command of the English language
These are two discussion questions
Your DQ1 and DQ2 posts must be at least 150 words and have at least one reference cited for each question. In-text citation, please
Tutor MUST have a good command of the English language
These are two discussion questions
Your DQ 1 and DQ 2 posts must be at least 150 words and have at least one reference cited for each question. In-text citation, please
DQ 1
Describe a recent or current ethical issue you have faced in nursing practice or which has attained national attention. Discuss the application of ethical theories or principles to the issue. Support the application with sound reasoning.
DQ 2
Consider yourself in a role in which you are accountable for allocation of scarce health care resources for a given situation. Discuss how ethical principles, virtues, and values affect your decision making. Describe your process for ethical decision making. How might a resolution cause conflicts between personal values and beliefs and the perspective of the community or organization?

Epidemiology

Epidemiology Paper Part One: Descriptive Method
Details:
The Epidemiology Paper is a practice immersion assignment designed to be completed in three sections, this is part one of the assignment. Learners are required discuss the role of descriptive epidemiology in nursing science and apply descriptive epidemiology in nursing science.
General Guidelines:
Use the following information to ensure successful completion of the assignment:
This assignment requires that support your position by referencing at least six to eight scholarly resources.
Directions:
Write a 1,250–1,500-word paper discussing the role of descriptive epidemiology in nursing science. Include the following:
1. Define descriptive epidemiology and describe its relationship and role in nursing science today.
2. Provide a contemporary example of how descriptive epidemiology is applied in public health nursing.
3. Identify the epidemiology components used to analyze at-risk populations.
Unit 6 Assignment 1
· Group Structure and Management
In your last assignment, you examined professional literature to plan the structure and management of the group. With support from scholarly literature, present the following:
· Group goal and objectives: Provide a general statement of the desired outcome for group members. List three to five measurable group objectives aligned with the primary group goal and session activities to effectively evaluate group progress.
· Group format: Based on your selected group topic and population, discuss appropriate steps to recruit, screen, and select group members. Describe considerations in the group formation stage, including composition and size, frequency and duration, and open or closed membership.
· Leadership and theoretical perspective: Identify your therapeutic and leadership style. Will the group be led by a single leader or co-leaders? Specify if you plan to apply an integrative approach and techniques that might be appropriate for the selected population.
· Ethical practice: Incorporating ASGW and ACA professional standards, describe ethical and legal considerations in group counseling. For example, how do you plan to address voluntary participation and parameters of confidentiality? How will diversity be integrated into the planning and structure for the group?
Submission Requirements
Your paper should meet the following requirements:
· Written communication: Written communication must be grammatically correct and free of errors that detract from the overall message. Writing should be consistent with graduate-level scholarship.
· APA formatting: Title page, main body, and references should be formatted according to current edition APA style and formatting.
· Number of resources: Minimum of four scholarly resources. Distinguished submissions typically exceed this minimum.
· Length of paper: 5–7 typed, double-spaced pages. Abstract and Table of Contents are not necessary.
· Font: Times New Roman, 12 point.
Resources
· Group Structure and Management Scoring Guide.
· How Do I Find Peer Reviewed Articles?.
· Turnitin.
· u06a1 Paper Template [DOC].
· Ethics and Professional Standards.
· Association for Specialists in Group Work.
TEMPLATE.
[Unit and Assignment Title]
[Learner Name]
[COURSE NUMBER – NAME]
[Date]
[Professor Name]
 
Unit and Assignment Title
Start writing your introduction here (1-2 paragraphs). An effective introduction prepares the reader by identifying the purpose of the paper and providing the organization of the paper. Please double-space and remember to indent all paragraphs throughout your paper (not block form!). Aim to keep your writing objective using 3rd person (see handout in the Discussion board). Unless required for the specific assignment, please do not include a Table of Contents, as it is not APA style. Review paper guidelines on page requirements and number of sources required (if provided.)  Unless citing a classic work, aim to cite research articles and texts published within the past 5 years.  Please use headings throughout your paper that are consistent with the paper’s scoring guide (that way you ensure you are adequately addressing all required areas.)
When you finish writing your paper, re-read it to check for errors and make sure your ideas flow well. A helpful tip is to read your paper aloud to yourself. If it does not sound right to your ear – it is not working on paper! Please submit your papers to Turnitin (link in the course homepage) to check for plagiarism. Also, remember as a Capella learner you have FREE access through iGuide to personal tutoring services with smarthinking.com.
Group Goal and Objectives 
As notes in the assignment instructions, you need to provide a general statement of the desired outcome for group members or group goal. Then, list three to five measurable group objectives that naturally flow from the primary group goal. Include some session activities to effectively evaluate group progress. A more complete plan for the specific group sessions will be included in your final proposal in u10a1. The Distinguished criterion is, “Identifies measurable group objectives appropriate to a specific therapy group with an identified population, describes the anticipated outcomes of meeting these objectives, and explains why these outcomes are desirable”. This information can be covered effectively in a solid page. Use support from the literature as needed.
Group Format 
As described in the assignment instructions, discuss appropriate steps to recruit, screen, and select group members. Describe important concepts to consider in the group formation or planning stage, including composition and size, frequency and duration, and open or closed membership. You may need to review and cite your text to clarify the concepts. The Distinguished criterion are, “Explains group format components and implications for initial group development and supports choices with support from the literature”. This section should be a solid page with support from the literature.
Group Leadership and Counseling Theory
The assignment instructions prompt you to identify your therapeutic and leadership style. The theory should be a major counseling theory such as Cognitive Behavior Therapy or Narrative Therapy. The group leadership style should include whether the group be led by a single leader or co-leaders? While the instructions ask if you plan to apply an integrative approach and techniques, be mindful that integrating more than two theories will be challenging to support. The Distinguished criterion is, “Skillfully integrates theoretical orientation and group leadership and facilitation styles into the group structure and development processes and supports choices with recent academic research”. This section should be two or three paragraphs with support from more than one peer reviewed article located in the Capella Library. Use the resource “How do I Find Peer Reviewed Articles” included with the assignment instructions. While textbooks may provide a decent overview of a theory, it is not specific enough to guide how the theory guides group leadership. This section should be over a page in length with support from the literature. Note- This section will be revised as needed for the second section of u10a1.
Ethical Group Practices
This section incorporates ASGW and ACA professional standards, to describe ethical and legal considerations in group counseling. For example, how do you plan to address voluntary participation and parameters of confidentiality? The Distinguished criterion is, “Evaluates the ethical and legal considerations involved in working with a specific group therapy model and an identified population and identifies potential consequences of ignoring these considerations.”. This section should be two or three paragraphs with support from more than one peer reviewed article located in the Capella Library. Use the resource “How do I Find Peer Reviewed Articles” included with the assignment instructions.
Summary of Diversity Integration
The assignment instructions prompt you to integrate diversity throughout your description of the group structure and management. Use this section to tie together how diversity will be addressed. The Distinguished criterion is, “Consistently, skillfully, and appropriately incorporates multicultural and diversity awareness and knowledge to the processes of structuring and developing a group”. This section should be two or three paragraphs with support from the relevant literature identified in u04a1 and ethical standards.
Conclusion
Please provide a conclusion that summarizes the main ideas of your paper.
 
References
Gladding, S. T., & Newsome, D. W. (2010). Clinical mental health counseling in community and agency settings (3rd ed.). Upper Saddle River, NJ: Merrill.
NOTE:  Consult your APA manual for proper examples on citing and referencing APA style. The Capella Writing Center also has helpful tutorials.
Unit 6 Discussion 1
Ethical Crises in Adult Counseling Groups
Jonathan, a licensed counselor, facilitates a relapse prevention group in an adult correctional facility. He has maintained sobriety for 10 years and finds counseling in this capacity the best way to give back. Members are aware of Jonathan’s recovery process. He often encourages group members to receive self-disclosure as a vehicle for trust and cohesiveness.
Jonathan’s recent experience with a traumatic loss led to a brief relapse. He contacted his sponsor and admitted to facilitating group on two occasions in an altered state. He recalls several group members asking if he was all right.
Although not currently engaged in drug use, Jonathan is torn about whether to inform group members of his relapse. He is concerned about the presentation of authenticity by not disclosing the full story. Jonathan is also worried that members may inform administrators, particularly those who commented on behavioral changes.
Which ACA Ethical Codes apply to Jonathan’s behavior of leading the group in an altered state? If you were Jonathan’s supervisor, how would you advise the facilitator to approach this issue? Review guidelines on pages 281–283 of your text and use specific ACA ethical standards and at least one scholarly article to support your position.
Response Guidelines
Respond to the posts of at least two of your peers for this discussion. Responses should be substantive and contribute to the conversation by asking questions, respectfully debating positions, and presenting supporting information relevant to the topic. Please review the Faculty Expectations for any other requirements for peer responses.
Resources
· Discussion Participation Scoring Guide.

The Mechanism of Action of a Human Papilloma Virus Oncoprotein
Source: Imai, Y., Y. Matsushima, T. Sugimura, M. Terada. 1991. Purification and characterization of human papillomavirus type 16 E7 protein with preferential binding capacity to the underphosphorylated form of retinoblastoma gene product. Journal of Virology 65(9): 4966–4972.
Corresponding chapter(s) in the textbook: Chapter 19 (and 17)Review the following terms before working on the problem: human papilloma virus, [35S]methionine labeling, [32P]phosphate labeling, phorbol ester, retinoblastoma protein, immunoprecipitation, SDS-polyacrylamide gel electrophoresis, autoradiography, pull-down assay, Western blotting
Read the paper and answer the questions below that refers to the data described in Figures 4 and 5 of the paper.
Be prepared to discuss the other experiments described, in class.

Experiment

Human papilloma virus strain 16 (HPV-16) is one of the causative agents of cervical cancer in women. The purpose of the research presented in the figure was to study the mechanism of action of the E7 oncoprotein of HPV-16.
Graph A shows the results of a preliminary experiment. Cells of a human leukemia cell line were cultured without (samples 1 and 3) or in the presence of phorbol ester (samples 2 and 4) and concurrently labeled with [35S]methionine (samples 1 and 2) or [32P]phosphate (samples 3 and 4). (Note: Phorbol ester stimulates protein kinase C.) Cell extracts were immunoprecipitated with an antibody specific for the retinoblastoma protein (anti-RB). SDS-polyacrylamide gel electrophoresis was performed, followed by autoradiography.
Graph B shows the results of the experiment designed to analyze the function of the E7 protein. Human leukemia cells were cultured in the absence (samples 1 to 3) or presence of phorbol ester (samples 4 to 6). Cell extracts were prepared, and aliquots were incubated with agarose beads to which E7 protein molecules had been covalently attached. After incubation, the beads were sedimented by centrifugation, and Western blot analysis was performed using the anti-RB antibody on the supernatants (S; samples 2 and 5), pellets (P; samples 3 and 6), or total cell extracts (T; samples 1 and 4).
Figure

A) Analysis of RB-immunoprecipitates from human leukemia cell extracts
B) Analysis of RB and E7 protein interactions by pull-down assay (T: total cell extract; S: supernatant; P: pellet)
Questions
1. What was the goal of [35S]methionine and [32P]phosphate labeling?
2. What do bands a and b represent?
3. What does the state of RB protein (graph A) tell you about the cell cycle conditions of the leukemia cells?
4. How did phorbol ester treatment affect the synthesis and phosphorylation of the RB protein?
5. How would the effect of phorbol ester treatment affect the leukemia cell culture?
6. What phenomenon was studied in the experiment that produced graph B?
7. Which form of the RB protein is affected by the E7 oncoprotein?
8. What effect would expression of the E7 protein in the leukemia cells have?
9. Summarize the mechanism of action of the E7 oncoprotein.

© 2016 Sinauer Associates, Inc.

NURSING

Person â€“
Orthopedic post-operative patients
inahospital.
Intervention â€“Does
the use of intermittent pneumatic compression device prevent deep vein
thrombosis.
Comparison –
Standard treatment like, early ambulation, graduated elastic compression
stocking, and anticoagulation therapy.
Outcome -The
risk of getting Deep Vein Thrombosis following orthopedic surgery will be
reduced with the use of intermittent pneumatic compression device.
Time– 6
months
PICO
questions/statement

In orthopedic post-operative
patients (P) does the use of Intermittent Pneumatic Compression Device (I)
compared to standard treatments like early ambulation, graduated elastic
compression stocking, and anti-coagulation therapy (C) reduce the risk of Deep
Vein Thrombosis (o) during a six months study period (T) ?

Attachments:

Philosophy Reflection paper

What We Have to Lose Theodore Dalrymple
Whenever we learn of events of world-shaking significance, of catastrophes or massacres, we are inclined not only to feel ashamed (all too briefly) of our querulous preoccupation with our own minor tribulations but also to question the wider value of all our activities. I do not know whether people who are faced by death in a few seconds’ time see their lives flash before them, as they are said to do, and pass final judgment upon them; but whenever I read something about the Khmer Rouge, for example, or the genocide in Rwanda, I reflect for a time upon my own life and dwell a little on the insignificance of my efforts, the selfishness of my concerns, the narrowness of my sympathies.
So it was when I first learned of the destruction of the two towers of the World Trade Center. I was settling down to write a book review: not of a great work, but of a competent, conscientious, slightly dull biography of a minor historical figure. Could any activity have been less important when set beside the horrible fate of thousands of people trapped in the then flaming—and soon collapsing—buildings? A book review, compared to the deaths of over 300 firemen killed in the course of their duty, to say nothing of the thousands of others? What was the point of finishing so laboriously insignificant a task as mine?
In my work as a doctor in a prison, I save a few lives a year. When I retire, I shall not in my whole career have saved as many lives as were lost in New York in those few terrible moments, even counting the time I spent in Africa, where it was only too easy to save human life by the simplest of medical means. As for my writing, it is hardly dust in the balance: my work amuses a few, enrages some, and is unknown to the vast majority of people in my immediate vicinity, let alone to wider circles. Impotence and futility are the two words that spring to mind.
Yet even as I think such self-regarding thoughts, an image recurs in my mind: that of the pianist Myra Hess playing Mozart in London’s National Gallery even as the bombs were falling during the Second World War. I was born after the war ended, but the quiet heroism of those concerts and recitals, broadcast to the nation, was still a potent symbol during my childhood. It was all the more potent, of course, because Myra Hess was Jewish, and the enemy’s anti-Semitism was central to its depraved view of the world; and because the music she played, one of the highest peaks of human achievement, emanated from the very same land as the enemy’s leader, who represented the depths of barbarism.
No one asked, “What are these concerts for?” or “What is the point of playing Mozart when the world is ablaze?” No one thought, “How many divisions has Myra Hess?” or “What is the firepower of a Mozart rondo?” Everyone understood that these concerts, of no account in the material or military sense, were a defiant gesture of humanity and culture in the face of unprecedented brutality. They were what the war was about. They were a statement of the belief that nothing could or ever can vitiate the value of civilization; and no historical revisionism, however cynical, will ever subvert this noble message.
I recall as well a story told by the philosopher Sir Karl Popper, an Austrian refugee who made his home in Britain. Four cultivated men in Berlin, as they awaited their expected arrest by the Gestapo, spent their last night together—possibly their last night on earth—playing a Beethoven quartet. In the event, they were not arrested; but they too had expressed by their action their faith that civilization transcends barbarism, that notwithstanding the apparent inability of civilization at the time to resist the onslaught of the barbarians, civilization was still worth defending. Indeed, it is the only thing worth defending, because it is what gives, or should give, meaning to our lives.
Of course, civilization is not only an attachment to the highest peaks of human achievement. It relies for its maintenance upon an infinitely complex and delicate tissue of relations and activities, some humble and others grand. The man who sweeps the streets plays his part as surely as the great artist or thinker.
Civilization is the sum total of all those activities that allow men to transcend mere biological existence and reach for a richer mental, aesthetic, material, and spiritual life.
An attachment to high cultural achievement is thus a necessary but not sufficient condition of civilization—for it is said that concentration-camp commandants wept in the evening over Schubert lieder after a hard day’s mass murder—and no one would call such men civilized. On the contrary, they were more like ancient barbarians who, having overrun and sacked a civilized city, lived in the ruins, because they were still far better than anything they could build themselves. The first requirement of civilization is that men should be willing to repress their basest instincts and appetites: failure to do which makes them, on account of their intelligence, far worse than mere beasts.
I grew up in secure and comfortable circumstances, give or take an emotional problem or two; but an awareness of the fragility of civilization was instilled early, though subliminally, by the presence in London during my childhood of large numbers of unreconstructed bomb sites that were like the gaps between the rotting teeth in an old man’s mouth. Often I played in small urban wildernesses of weeds and rubble, and rather regretted their gradual disappearance; but even so, I could hardly fail to see, in the broken fragments of human artifacts and in the plasterwork with wallpaper still attached, the meaning of the destruction that had been wrought before I was born.
Then there were the bomb shelters, in which I passed a surprising number of childhood hours. They were ubiquitous in my little world: in the school playgrounds and the parks, for example. That entry to them was forbidden made them irresistibly attractive, of course. Their darkness and fungal dampness added to their attraction: they were pleasantly frightening; one never quite knew who or what one might find in them. Had I been inclined to smoke, instead of being instantly sickened by nicotine, that is where—like so many of my friends—I would have learned to do so. And many a first sexual exploration took place in those inauspicious surroundings.
Despite the uses to which we put them, however, we were always aware of the purpose for which they had been built. Somehow, the shades of those who had sheltered in them, not so very long before, were still present. The Blitz was within every adult’s living memory: my mother’s apartment building had been bombed, and she woke one morning with half of it gone, one of her rooms now open directly to the air. In my house, as in many other households, there was a multivolume pictorial history of the war, over which I pored for entire mornings or afternoons, until I knew every picture by heart. One of them was ever present in my mind when I entered a bomb shelter with my friends: that of two young children, both blind, in just such a shelter, their sightless eyes turned upward to the sound of the explosions above them, a heartrending look of incomprehension on their faces.
More than anything else, however, the fact that my mother was herself a refugee from Nazi Germany contributed to my awareness that security—the feeling that nothing could change seriously for the worse, and that the life that you had was invulnerable—was illusory and even dangerous. She showed us, my brother and me, photographs (some of them sepia) of her life in pre-Nazi Germany: a prosperously bourgeois existence of that time, from the look of it, with chauffeurs and large cars, patriarchs in winged collars conspicuously smoking cigars, women in feather boas, picnics by lakes, winter in the mountains, and so forth. There were photos of my grandfather, a doctor decorated for his military service during the Great War, in his military uniform, a loyal subject of the Kaiser. And then—suddenly—nothing: a prolonged pictorial silence, until my mother emerged into a new, less luxurious but more ordinary (because familiar), life.
She had left Germany when she was 17 and never saw her parents again. If it could happen to her, why not to me or indeed to anyone? I didn’t believe it would, but then neither had she or anyone else. The world, or that little part of it that I inhabited, that appeared so stable, calm, solid, and dependable—dull even—had shakier foundations than most people most of the time were willing to suppose.
As soon as I was able, I began to travel. Boredom, curiosity, dissatisfaction, a taste for the exotic and for philosophical inquiry drove me. It seemed to me that comparison was the only way to know the value of things, including political arrangements. But travel is like good fortune in the famous remark of Louis Pasteur: it favors only the mind prepared. To an extent, one brings back from it only what one takes to it: and I chose my countries with unconscious care and thereby received many object lessons in the fragility of the human order, especially when it is undermined in the abstract name of justice. It is often much easier to bring about total disaster than modest improvement.
Many of the countries I visited—Iran, Afghanistan, Mozambique—soon descended into the most terrible chaos. Their peace had always been flawed, of course: as which is not? I learned that the passion to destroy, far from being “also” a constructive one, as the famous but foolish remark of the Russian anarchist Bakunin would have it, soon becomes autonomous, unattached to any other purpose but indulged in purely for the pleasure that destruction itself brings. I remember watching rioters in Panama, for example, smashing shop windows, allegedly in the name of freedom and democracy, but laughing as they did so, searching for new fields of glass to conquer. Many of the rioters were obviously bourgeois, the scions of privileged families, as have been the leaders of so many destructive movements in modern history. That same evening, I dined in an expensive restaurant and saw there a fellow diner whom I had observed a few hours before joyfully heaving a brick through a window. How much destruction did he think his country could bear before his own life might be affected, his own existence compromised?
As I watched the rioters at play, I remembered an episode from my childhood. My brother and I took a radio out onto the lawn and there smashed it into a thousand pieces with croquet mallets. With a pleasantly vengeful fury, as if performing a valuable task, we pursued every last component with our mallets until we had pulverized it into unrecognizability. The joy we felt was indescribable; but where it came from or what it meant, we knew not. Within our small souls, civilization struggled with barbarism: and had we suffered no retribution, I suspect that barbarism’s temporary victory would have been more lasting.
But why did we feel the need to revolt in this fashion? At such a remove in time, I cannot reconstruct my own thoughts or feelings with any certainty: but I suspect that we rebelled against our own powerlessness and lack of freedom, which we felt as a wound, by comparison with what we saw as the omnipotence and complete freedom of action of the grown-ups in our lives. How we longed to grow up, so that we might be like them, free to do as we liked and give orders to others, as they gave orders to us! We never suspected that adulthood would bring its own frustrations, responsibilities, and restrictions: we looked forward to the time when our own whim would be law, when our egos would be free to soar wherever they chose. Until then, the best we could do was to rebel against a symbol of our subjection to others. If we could not be as adults were, we could at least destroy a little of the adults’ world.
I saw the revolt against civilization and the restraints and frustrations it entails in many countries, but nowhere more starkly than in Liberia in the midst of the civil war there. I arrived in Monrovia when there was no longer any electricity or running water; no shops, no banks, no telephones, no post office; no schools, no transport, no clinics, no hospitals. Almost every building had been destroyed in whole or in part: and what had not been destroyed had been looted.
I inspected the remains of the public institutions. They had been destroyed with a thoroughness that could not have been the result of mere military conflict. Every last piece of equipment in the hospitals (which had long since been emptied of staff and patients) had been laboriously disassembled beyond hope of repair or use. Every wheel had been severed by metal cutters from every trolley, cut at the cost of what must have been a very considerable effort. It was as if a horde of people with terrible experiences of hospitals, doctors, and medicine had passed through to exact their revenge.
But this was not the explanation, because every other institution had undergone similar destruction. The books in the university library had been one and all—without exception—pulled from the shelves and piled into contemptuous heaps, many with pages torn from them or their spines deliberately broken. It
was the revenge of barbarians upon civilization, and of the powerless upon the powerful, or at least upon what they perceived as the source of their power. Ignorance revolted against knowledge, for the same reasons that my brother and I smashed the radio all those years before. Could there have been a clearer indication of hatred of the lower for the higher?
In fact there was—and not very far away, in a building called the Centennial Hall, where the inauguration ceremonies of the presidents of Liberia took place. The hall was empty now, except for the busts of former presidents, some of them overturned, around the walls—and a Steinway grand piano, probably the only instrument of its kind in the entire country, two-thirds of the way into the hall. The piano, however, was not intact: its legs had been sawed off (though they were by design removable) and the body of the piano laid on the ground, like a stranded whale. Around it were disposed not only the sawed-off legs, but little piles of human feces.
I had never seen a more graphic rejection of human refinement. I tried to imagine other possible meanings of the scene but could not. Of course, the piano represented a culture that was not fully Liberia’s own and had not been assimilated fully by everyone in the country: but that the piano represented not just a particular culture but the very idea of civilization itself was obvious in the very coarseness of the gesture of contempt.
Appalled as I was by the scene in the Centennial Hall, I was yet more appalled by the reaction of two young British journalists, also visiting Monrovia, to whom I described it, assuming that they would want to see for themselves. But they could see nothing significant in the vandalizing of the piano—only an inanimate object, when all is said and done—in the context of a civil war in which scores of thousands of people had been killed and many more had been displaced from their homes. They saw no connection whatever between the impulse to destroy the piano and the impulse to kill, no connection between respect for human life and for the finer productions of human labor, no connection between civilization and the inhibition against the random killing of fellow beings, no connection between the book burnings in Nazi Germany and all the subsequent barbarities of that regime. Likewise, the fact that the Red Guards during the Cultural Revolution in China had destroyed thousands of pianos while also killing 1 million people conveyed no meaning or message to them.
If anything, they “understood” the destruction of the piano in the Centennial Hall and even sympathized with it. The “root cause” of Liberia’s civil war, they said, had been the long dominance of an elite—in the same way, presumably, that poverty is often said to be the “root cause” of crime. The piano was an instrument, both musical and political, of that elite, and therefore its destruction was itself a step in the direction of democracy, an expression of the general will.
This way of thinking about culture and civilization—possible only for people who believe that the comforts and benefits they enjoy are immortal and indestructible—has become almost standard among the intelligentsia of Western societies. The word civilization itself now rarely appears in academic texts or in journalism without the use of ironical quotation marks, as if civilization were a mythical creature, like the Loch Ness monster or the Abominable Snowman, and to believe in it were a sign of philosophical naïveté. Brutal episodes, such as are all too frequent in history, are treated as demonstrations that civilization and culture are a sham, a mere mask for crassly material interests—as if there were any protection from man’s permanent temptation to brutality except his striving after civilization and culture. At the same time, achievements are taken for granted, as always having been there, as if man’s natural state were knowledge rather than ignorance, wealth rather than poverty, tranquillity rather than anarchy. It follows that nothing is worthy of, or requires, protection and preservation, because all that is good comes about as a free gift of Nature.
To paraphrase Burke, all that is necessary for barbarism to triumph is for civilized men to do nothing: but in fact for the past few decades, civilized men have done worse than nothing—they have actively thrown in their lot with the barbarians. They have denied the distinction between higher and lower, to the invariable advantage of the latter. They have denied the superiority of man’s greatest cultural
achievements over the most ephemeral and vulgar of entertainments; they have denied that the scientific labors of brilliant men have resulted in an objective understanding of Nature, and, like Pilate, they have treated the question of truth as a jest; above all, they have denied that it matters how people conduct themselves in their personal lives, provided only that they consent to their own depravity. The ultimate object of the deconstructionism that has swept the academy like an epidemic has been civilization itself, as the narcissists within the academy try to find a theoretical justification for their own revolt against civilized restraint. And thus the obvious truth—that it is necessary to repress, either by law or by custom, the permanent possibility in human nature of brutality and barbarism—never finds its way into the press or other media of mass communication.
For the last decade, I have been observing close-up, from the vantage point of medical practice, the effects upon a large and susceptible population of the erosion of civilized standards of conduct brought about by the assault upon them by intellectuals. If Joseph Conrad were to search nowadays for the heart of darkness—the evil of human conduct untrammeled by the fear of legal sanction from without or of moral censure from within—he would have to look no further than an English city such as mine.
And how can I not be preoccupied with the search for the origins and ramifications of this evil when every working day I come upon stories like the one I heard today—the very day I write these words?
It concerns a young man aged 20, who still lived with his mother, and who had tried to kill himself. Not long before, his mother’s current boyfriend, a habitual drunkard ten years her junior, had, in a fit of jealousy, attacked the mother in the young man’s presence, grabbing her round the throat and strangling her. The young man tried to intervene, but the older man was not only six inches taller but much stronger. He knocked the young man to the ground and kicked him several times in the head. Then he dragged him outside and smashed his head on the ground until he was unconscious and blood ran from a deep wound.
The young man regained consciousness in the ambulance, but his mother insisted that he give no evidence to the police because, had he done so, her lover would have gone to jail: and she was most reluctant to give up a man who was, in his own words to the young man’s 11-year-old sister, “a better f—k than your father.” A little animal pleasure meant more to the mother than her son’s life; and so he was confronted by the terrifying realization that, in the words of Joseph Conrad, he was born alone, he lived alone, and would die alone.
Who, in listening to such cases day after day and year after year, as I have, could fail to wonder what ideas and what social arrangements have favored the spread of conduct so vile that its contemplation produces almost physical nausea? How can one avoid driving oneself to distraction by considering who is more to blame, the man who behaves as I have described, or the woman who accepts such behavior for the sake of a moment’s pleasure?
This brutality is now a mass phenomenon rather than a sign of individual psychopathology. Recently, I went to a soccer game in my city on behalf of a newspaper; the fans of the opposing teams had to be separated by hundreds of policemen, disposed in military fashion. The police allowed no contact whatever between the opposing factions, shepherding or corraling the visiting fans into their own area of the stadium with more security precautions than the most dangerous of criminals ever faces.
In the stadium, I sat next to a man, who appeared perfectly normal and decent, and his 11-year-old son, who seemed a well-behaved little boy. Suddenly, in the middle of the match, the father leaped up and, in unison with thousands of others, began to chant: “Who the f—k do you think you are? Who the f—k do you think you are?” while making, also in common with thousands of others, a threatening gesture in the direction of the opposing supporters that looked uncommonly like a fascist salute. Was this the example he wanted to set for his son? Apparently so. The frustrations of poverty could hardly explain his conduct: the cost of the tickets to the game could have fed a family more than adequately for a week.
After the game was over, I saw more clearly than ever that the thin blue line is no metaphor. Had it not been for the presence of the police (whose failures I have never hesitated to criticize), there would have been real violence and bloodshed, perhaps even death. The difference between an event that passed off peacefully and one that would end in mayhem, destruction, injury, and death was the presence of a relative handful of resolute men prepared to do their duty.
Despite the evidence of rising barbarism all around us, no betrayal is too trivial for the Quislings of civilization to consider worthwhile. Recently, at the airport, I noticed an advertisement for a firm of elegant and costly shirt- and tie-makers, headquartered in London’s most expensive area. The model they chose to advertise their products was a shaven-headed, tattooed monster, with scars on his scalp from bar brawls—the human type that beats women, carries a knife, and throws punches at soccer games. The advertisement is not ironical, as academic cultural critics would pretend, but an abject capitulation to and flattery of the utmost coarseness and brutality. Savagery is all the rage.
If any good comes of the terrible events in New York, let it be this: that our intellectuals should realize that civilization is worth defending, and that the adversarial stance to tradition is not the beginning and end of wisdom and virtue. We have more to lose than they know.

TRENDS WHICH YOU BELIEVE ARE CONTRIBUTING TO THE NURSING SHORTAGE

BUSINESSWEEK CASE: A Critical Shortage of Nurses
The United States is facing a severe nursing shortage. Already, an estimated 8.5 percent of U.S. nursing positions are unfilled—and some expect that number to triple by 2020 as 80 million baby boomers retire and expand the ranks of those needing care. Hospital administrators and nurses’ advocates have declared a staffing crisis as the nursing shortage hits its 10th year.
So why aren’t nurses paid more? Wages for registered nurses rose just 1.34 percent from 2006 to 2007, trailing well behind inflation. The answer is complicated, influenced by hospital cost controls and insurance company reimbursement policies. But another factor is often overlooked: Huge numbers of nurses are brought into the United States from abroad every year. In recent years nearly a third of the RNs joining the U.S. workforce were born in other countries.
Critics say this is a short-term solution that could create long-term problems. The influx of non-U.S. nurses allows hospitals to fill positions at low salaries. But it prevents the sharp wage hike that would encourage Americans to enter the field, which could solve the nursing shortage in the years ahead. “Better pay would signify to society that nursing is a promising career,” says Peter Buerhaus, a professor of nursing at Vanderbilt University. “It’s a critical factor in building the workforce of the future.”
The U.S. market for nurses is a reflection of how labor markets can change with globalization. With new technology and the increasing movement of workers, labor markets are no longer local or even national. Supply and demand don’t work quite as they did in the past. Shortages in one market aren’t corrected with higher prices if supply comes from another.
Pay isn’t the only issue. Difficult working conditions and understaffing also deter qualified people from pursuing the profession. But average annual wages for registered nurses (one of the most highly trained categories) is now just under $58,000 a year, compared with a $36,300 average for U.S. workers overall. And it’s clear that qualified American nurses see that as not enough: 500,000 registered nurses are not practicing their profession—one-fifth of the current RN workforce of 2.5 million and enough to fill current vacancies twice over.
Hospitals insist the U.S. shortage is too severe to address simply with money. Carl Shusterman, an immigration lawyer in Los Angeles, says he has 100 hospital clients that have 100 vacancies apiece. With two- to three-year waiting lists to get into nurse-training programs in the United States, pressure to import nurses won’t abate, he says, adding, “Even if we could train more nurses and pay them more, we’d still need to import them.”
Raising pay has successfully attracted nurses in the past, however. To remedy a shortage that developed in the late 1990s, hospitals started hiking wages in 2001—and added 186,500 nurses from 2001 to 2003. Some advocates draw a direct link between wages and recruiting. A 2006 study by the Institute for Women’s Policy Research concluded, “Increasing pay for nurses is the most direct way to draw both currently qualified and aspiring nurses to hospital employment.”
While nurses’ advocates say better pay is critical, they also argue that working conditions must improve if the United States is to cultivate an enduring nursing workforce. “You will draw in some people with a good pay raise, but you won’t necessarily get them to stay,” says Cheryl Johnson, a registered nurse and president of the United Association of Nurses, the largest nurses’ union in the United States. “Almost every nurse will tell you that staffing is a critical problem. The workload is so great that there’s not time to see how [patients are] breathing, give them water, or turn them to prevent bedsores. The guilt can be unbearable.”
Whatever mix of better wages, better working conditions, and foreign workers hospitals employ, solving the nursing shortage in the long run will require solutions on several fronts. “Nurses are getting more organized, but major change isn’t going to happen overnight,” says Suzanne Martin, a spokeswoman for the United Association of Nurses, noting that other groups “would prefer to keep things as they are.”
Read the Businessweek Case: A Critical Shortage of Nurses from chapter 2 in your text book. Use the Argosy University online library for additional research, and do the following:

  • In 1-2 paragraphs, summarize the case and your research that relates to the case.
  • Based on your research, explain at least three trends which you believe are contributing to the nursing shortage. Justify your response.
  • Based on your research, explain at least three HR trends and practices which might help hospitals recruit and retain enough nurses. Justify your response.
  • Explain the skills and knowledge an HR Manager needs in a hospital and how these skills and knowledge can be used to help attract and retain nurses.

Write a 3-page paper in Word format. Apply current APA standards for writing style to your work. Utilize at least three outside resources, one of which may be your text book, in formulating your response.

Schizophrenia Spectrum Disorders Journal Article
Imagine you have been selected to write an article for a peer-reviewed journal on the pharmacological treatment of schizophrenia spectrum disorders.
Write a 1,050- to 1,400-word paper on the pros and cons of specific medications used to treat schizophrenia spectrum disorders. Include the following:
· Describe the biological theories related to the etiology of schizophrenia spectrum disorders.
· Choose three possible medications used to treat schizophrenia spectrum disorders.
· Describe how these medications work to treat the symptoms related to schizophrenia spectrum disorders.
· Explain the benefits and drawbacks of each medication, including possible side effects and potential interactions or contraindications.
· Describe how these medications work with different age groups.
· Justify the use of one of the medications discussed.
Include a minimum of 5 peer-reviewed references