Elaborate on Attridge’s critique of an instrumental approach to literature, and his claim that the literary domain can be seen as valuable for its cultivation of an openness to Otherness and a willingness to change.

Elaborate on Attridge’s critique of an instrumental approach to literature, and his claim that the literary domain can be seen as valuable for its cultivation of an openness to Otherness and a willingness to change.

Describe some of the most pressing challenges and benefits of each of these innovations?

DISCUSSION

1. Technology innovations (i.e. Health Information Exchange, Clinical Decision Support, Personal Health Records, Telehealth) are having a profound effect on transforming nurses clinical practice.

For example, how we access, use, and communicate about clinical problems with patients. Describe some of the most pressing challenges and benefits of each of these innovations?

2. Two core competencies required for nurse experts to manage technology innovations include application level knowledge of the systems and clinical workflow design.

As you think about these core competencies for each of the innovations listed above, how do you propose that we assure nurses have appropriate knowledge about these types of systems. Also, how do you propose that we evaluate workflow to leverage the functionality of these innovations in practice?

What can the story of clothing tells us about the nature of colonial power relations?

What can the story of clothing tells us about the nature of colonial power relations?

Essay topic 4: Religion and the modern world: South Africa, the Tswana and missionaries in the nineteenth century

Question: What can the story of clothing tells us about the nature of colonial power relations?

The Europeans conquered almost the entire continent of Africa in the nineteenth century. Victorians brought their culture and their faith; hence Africa was swept by Protestant and Catholic missionaries, who often arrived in places before colonial troops.

Along the frontiers of what is now South Africa, the Tswana people were converted by Evangelical missionaries. Africans became Christians. But what did that mean?

Among the things that changed was clothing. Europeans were transmitting their tastes to Asians, Africans and everyone else. All around the world, people were wearing trousers, western hats, western suits etc. But not always in an identical fashion.

This question is about the Tswana people in South Africa and their encounters with missionaries. More specifically, we will read that relationship through clothing. We were adopting western clothing but in ways that was disquieting to the missionaries.

In this essay, your task critically analyse the politics of dress in one interesting context.

What did Europeans see a need to ‘fashion’ colonial subjects?
Why did the body matter in the colonial world?
Why did colonial subjects get ‘refashioned’
What were the meanings ascribed to the fashioning process?
Who were the losers?

Reference using footnotes in Chicago 17th Style: http://www.chicagomanualofstyle.org/tools_citationguide.html.

sources to use
Collins, Robert O., and James M. Burns. “The European Conquest of Africa.” Chapter. In A History of Sub-Saharan Africa, 2nd ed., 263–78. Cambridge: Cambridge University Press, 2013. doi:10.1017/CBO9781139795333.022.

Comaroff, Jean, and John Comaroff. “Christianity and Colonialism in South Africa.” American Ethnologist 13, no. 1 (1986): 1-22. Accessed June 25, 2021. http://www.jstor.org/stable/644583.

Jensz, Felicity. ‘Missionaries and Indigenous Education in the 19th-Century British Empire. Part I: Church-State Relations and Indigenous Actions and Reactions’. History Compass 10, no. 4 (2012): 294–305. Accessed doi:10.1111/j.1478-0542.2012.00839.x.
Karen, Karen. 2021. Fashion-History.Lovetoknow.Com. https://fashion-history.lovetoknow.com/fashion-history-eras/colonialism-imperialism.

Lindenfeld, David. “Indigenous Encounters with Christian Missionaries in China and West Africa, 1800-1920: A Comparative Study.” Journal of World History 16, no. 3 (2005): 327-69. Accessed June 22, 2021. http://www.jstor.org/stable/20079332.

Penn Humanities Forum Undergraduate Research. 2007. “The Power And Politics Of Dress In Africa”. University of Pennsylvania, ScholarlyCommons.

Rovine, Victoria L. “Colonialism’s Clothing: Africa, France, and the Deployment of Fashion.” Design Issues 25, no. 3 (2009): 44-61. Accessed June 25, 2021. http://www.jstor.org/stable/20627816.
VOLZ, Stephen. 2004. “European Missionaries And The Development Of Tswana Identity 1”. Le Fait Missionnaire 15 (1): 97-128. doi:10.1163/221185204×00131.

Volz, Stephen C. “African Evangelism and the Colonial Frontier: The Life and Times of Paulo Rrafifing Molefane.” The International Journal of African Historical Studies 47, no. 1 (2014): 101-20. Accessed June 25, 2021. http://www.jstor.org/stable/24393331.

Waites B. (1999) Europe and Africa from the Slave Trade to the Colonial Conquest. In: Europe and the Third World. Themes in Comparative History. Palgrave, London. https://doi.org/10.1007/978-1-349-27623-3_4

Describe how own values, belief systems and experiences may affect working practice.Evaluate own knowledge, performance and understanding against internal or external benchmarks (3.1) Supervisory Observation.

Assignment Ten – Support Assessment for Learning

Activity 1
Links to learning outcome 1 (1.1, 1.2, 1.3)

Prepare a presentation to share with colleagues during staff development week on assessment for learning.

This presentation should:

• Analyse the role of the support worker in relation to assessing learner achievement

• Summarise the difference between formative and summative assessment

• Explain the characteristics of assessment for learning

Activity 2
Be able to reflect on organisational practice.

For this activity answer the following criteria critically analysing your role and how your own values impact on your practice.

Provide suitable examples.

Explain how reflection supports improving the quality of the learning environment (2.1)

Demonstrate the ability to reflect on practice (2.2)

Describe how own values, belief systems and experiences may affect working practice (2.3)

Evaluate own knowledge, performance and understanding against internal or external benchmarks (3.1)
Supervisory Observation

This unit requires you to be observed in your own setting. Your supervisor should observe you in practice, completing the following tasks as part of your day to day role.

Your supervisor will complete an observation form with commentary on your performance and competency in these specific tasks.

Following your observation, you should discuss with your supervisor any areas of development as part of a professional discussion. A professional discussion form should be completed/or a zoom recording of your professional discussion can be submitted.

Ensure that your name units’ number and criteria identified in the observation is included. All records must be signed and dated before submitting your tutor.

Criteria covered:

• Use clear language and examples to discuss and clarify personalised learning goals and criteria for assessing progress with learners (2.1)

• Use assessment opportunities and strategies to gain information and make judgements about how well learners are participating in activities and the progress they are making (2.2)

• Use information gained from monitoring learner participation and progress to help learners to review their learning strategies, achievements and future learning needs (3.1)

• Demonstrate ways to encourage learners to communicate their needs and ideas for future learning (3.2)

• Show how to support learners in using peer assessment and self-assessment to evaluate their learning achievements (3.3)

Show how to support learners to (3.4):

• Reflect on their learning

• Identify the progress they have made

• Identify their emerging learning needs

• Identify the strengths and weaknesses of their learning strategies and plan how to improve them

Provide feedback to the teacher on (4.1):

• Learner participation and progress in the learning activities

• Learners’ engagement in and response to assessment for learning

• Learners’ progress in taking responsibility for their own learning

Reflective Records

Reflective Records are an opportunity for you to provide an account of your working practice with examples of how you meet each of the following criteria.

You should complete your reflective record using the Reflective Record sheet that we provide. After you have completed your Reflective Record, both you and your work-based supervisor must sign and date the reflective record.

You may include more than one criteria on one Reflective Record sheet. You must clearly state the Unit Number, Unit Name and Criteria Number(s) on your Reflective Record Sheet. note sheets are provided at the back on the course.

Complete a Reflective Record sheet to demonstrate how you meet each of the following criteria. You must provide specific examples of how you have done this in practice.

It is not enough to just describe your responsibilities in each case – specific examples of what you have done in your work place should make up your Reflective Records.

Criteria covered:

• Collate the information needed to update learner records from valid and reliable sources (5.1)

• Show how to raise any concerns about the information with the relevant people (5.2)

• Review learner records to ensure they are accurate, complete and up-to-date (5.3)

• Show how to maintain confidentiality according to organisational and legal requirements (5.4)

• Use organisational procedures to ensure secure storage of learner records (5.5)

Competency Describe strategies for safe, effective multidimensional nursing care for clients with acid-base imbalances.

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Competency Describe strategies for safe, effective multidimensional nursing care for clients with acid-base imbalances.

Scenario Tony is a 56-year-old, Hispanic male that presented to the Emergency Room with complaints of shortness of breath, which he has been experiencing for the past two days. He states haven’t felt good for about a week, but couldn’t afford to miss work.”

He complains of a cough, fever, and feeling exhausted. Past medical history includes asthma, chronic obstructive pulmonary disease and diabetes.

Upon physical examination, you notice that Tony is struggling to breathe, his respiratory rate is 36 breaths per minute and labored, heart rate 115 beats per minute, blood pressure 90/40 mm Hg, and his pulse oximetry is 84% on room air.

You notify the MD. He orders oxygen at 2 L via NC and an arterial blood gas.
Tony’s ABG results: pH 7.28 PaCO2 – 55 mm Hg Pa02 – 70 mm Hg HCO3 – 30 mEq/L

Instructions In a 1-2 page Word document:

1. Determine Tony’s acid-base imbalance

2. Describe possible causes of the imbalanc

3. Identify the signs and symptoms that Tony is exhibiting as a result of the acid-base imbalance

4. List the multidimensional care strategies that are appropriate for the care of Tony
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Module 05 Written Assignment – Acid-Base Imbalance

Maximum Score
Acid-Base Disorder 15% of total grade Causes of the Acid-Base Disorder 25% of total grade Signs and Symptoms of the Disorder 25% of total grade Multidimensional Nursing Care 25% of total grade Spelling and Grammar 10% of total grade
4:36 AM b 77°F Mostly cloudy /\ @”” ” ” 8/3/2021

Identify one specific leadership strategy to facilitate change, and describe how it is congruent with Kotter’s Change Model and may affect your future role.

Leadership Week 6

Describe a potential case scenario involving a MSN-prepared nurse in your selected area of practice. Within the scenario, identify a specific problem which needs to be addressed.

Examples might include a new curriculum, change in the EHR, decreasing patient satisfaction rates, safety risks, or another situation which impacts your future MSN role.

Discuss how Kotter’s Change Model would be applied in your recommended change initiative and its intended potential impact.

Identify one specific leadership strategy to facilitate change, and describe how it is congruent with Kotter’s Change Model and may affect your future role.

What is the socially optimal allocation (cP∗, cE∗, lP∗, lE∗)? Hint: you will need to maximize the sum of utilities subject to the resource constraint: yE −cE + yP −cP = 0.

Math/Physic/Economic/Statistic Problems

ECON2103 Business and Government

Problem Set 3

Pei Cheng Yu

Problem set 3 is worth 15% of your final grade. The total points for this problem set is
100.

This is due at 10pm (Sydney time) Friday of Week 10 (10pm of August 6th). 20%
will be deducted from the mark of late submissions, and submissions late by more
than 24 hours will not be marked. upload your answers to Moodle.

1. Optimal Income Taxation: 60 points

After Pawnee and Eagleton merged to become Pawgleton, Leslie Knope was tasked
with redesigning the income tax system for Pawgleton residents. Residents from Ea-
gleton are more productive than Pawnee residents. Specifically, Eagleton residents
have the following production function
yE = 2l,

while Pawnee residents have production function
yP = l.

In other words, Eagleton residents can produce twice as many output y as Pawnee
residents for a given labor input l. The labor market in Pawgleton is perfectly com-
petitive. Both Eagleton and Pawnee residents have the same utility function:
u (c, l) = ln (c) −1
2 l2.

Pawnee and Eagleton have the same population. Leslie Knope can identify where
each individual is from (Pawnee or Eagleton), and she can also force each agent to
produce a certain output. Furthermore, Leslie Knope is utilitarian.

a. What is the socially optimal allocation (cP∗, cE∗, lP∗, lE∗)? Hint: you will need
to maximize the sum of utilities subject to the resource constraint: yE −cE +
yP −cP = 0. (8 points)

b. What is the utility of Pawnee residents and Eagleton residents at the social
optimum? (5 points)

c. Suppose that the price of output is 1. Show why the competitive wages for
Pawnee residents is wP = 1 and the competitive wages for Eagleton residents
is wE = 2. (4 points)
1
d. Let T (y) denote the income tax function. Find an income tax function T (y)
that implements the socially optimal allocation. Hint: writing out the budget
constraints for both Pawnee and Eagleton residents would help. (6 points)

A law was passed by Councilman Jeremy Jamm that prohibits the discrimination of
Pawnee and Eagleton residents. This law prohibits Leslie from identifying where
each individual is from.

In essence, she cannot force productive individuals to pro-
duce more, because she is no longer even able to identify who is productive. Fur-
thermore, to prevent Leslie from monitoring the Pawgleton residents, Councilman
Jamm has also prohibited policies that are based on labor supply l.

e. Suppose Leslie tries to implement the same tax function as Part d. How much
labor supply does Eagleton residents and Pawnee residents provide? (4 points)
f. Explain why Leslie will no longer be able to implement the social optimal allo-
cation (cP∗, cE∗, lP∗, lE∗) in one sentence. (6 points)

Leslie is now stumped. Ben Wyatt explains to her that she needs to introduce a new
tax system that incentivizes the productive Eagleton residents to voluntarily pro-
duce more.

Ben suggests to Leslie that she should consider introducing a constant
income tax τ combined with a universal transfer of T. The Pawgleton government
has no external revenue needs, so all of the tax revenue from τ will be used to fund
the universal transfer.

g. Write out the individual’s budget constraint. (3 points)

h. Derive the labor supply of Pawnee and Eagleton residents as a function of τ
and T. Hint: you will need to solve the individual’s optimization problem. (8
points)

i. Without solving for the optimal policy, argue why Ben’s proposal is better than
the tax system in Part d. Hint: you will need to argue that, despite sacrificing
some equality, Ben’s proposal is more efficient. (6 points)

When Anne saw the problem that Leslie was facing, she immediately recalled her
suggestion to Ben for the health insurance problem in Problem Set 2. Anne suggests
to Leslie that she should introduce a menu of allocations
{(
cP, yP )
,
(
cE, yE )}

such that Eagleton residents voluntarily select the allocation (cE, yE ) while Pawnee
residents voluntarily select (cP, yP ). (Notice that Ben has suggested replacing labor
supply l with output y, because the policy can no longer be based on l.)

j. Rewrite the utilities for both Pawnee and Eagleton residents in terms of con-
sumption c and output y. Hint: output is linear in labor supply, so l = y
marginal productivity .
(2 points)
2

k. Write out the constraints such that Eagleton residents select (cE, yE )while Pawnee
residents select (cP, yP ). Hint: check out constraint (2) on page 20 of Week 7
Notes. (2 points)

l. Leslie found that the optimal tax system under Anne’s proposal is nonlinear.
Without solving for the optimum and comparing the social welfare under both
schemes, argue why Anne’s proposal is superior to Ben’s. (6 points)

2. Bequest Taxation: 40 points
Consider a two period model: t = 0, 1. The parent lives in t = 0 and has endowment
W >0 and needs to decide how much to bequeath the kid. Denote bequest as b ≥0.

The kid lives in period t = 1. There are no labor decisions taken in any period. The
parent loves the kid and puts an altruistic weight of γ on the kid. The parent has
utility
ln
(
cP0
)
+ γ ln
(
cK1
)
,
where δ = 1 is the discount factor both the parent and the kid use. Suppose the
interest rate is r = 0.

President Selina Meyer is deciding whether to tax bequest with a bequest tax of τ.

Let θ ∈[0, 1] denote weight Selina puts on the parent and 1 −θ the kid, i.e., Selina’s
objective is to maximize
θ
[
ln
(
cP0
)
+ γ ln
(
cK1
)]
+ (1 −θ) ln
(
cK1
)
.
a. Setup the parent’s optimization problem. (4 points)

b. Solve for the equilibrium bequest as a function of the bequest tax. (8 points)

c. Setup the social planner’s optimization problem. Hint: the sum of consump-
tions cannot be greater than W. (4 points)

d. Solve the social planner’s problem and find the allocations in terms of θ. (8
points)

e. Find the optimal bequest tax for θ = 1, 12 . (8 points)

f. Is it ever optimal for Selina to introduce a positive tax on bequests in this econ-
omy? Explain in one sentence. (8 points