1. create teaching session about smoking cessation
2. Using evidence-based research findings that you apply to your topic, develop the following:
   1. Learning objectives
      1. Identify your students/audience; what information is most important for them to know/incorporate into their clinical practice?
      2. Consider the topic; what are the focused, critical learning components you must assure your students take away from your session? What “clinical pearls” can you teach them that would benefit their patient populations?
      3. Research your topic, define the key areas of information you wish to relate to your audience about this topic. Contemplate the value of the information and the time-frame in which you have to deliver this content when creating your outline. While you may want to share a considerable amount of valuable information with your students/audience, you must refine your content in order to provide them with useful content that stimulates critical thinking
      4. 1. Teaching strategies
            1. Consider your students and available resources when designing your teaching strategies. Look to the literature for ideas. Think about the types of learners in your classroom, are they visual, kinesthetic, or perhaps auditory learners, or are they a combination learner? Would the use of technology or simple lecture be most valuable for imparting information to this group? You may not have all the resources you wish to apply in this setting however you should minimally mention ones that you would use if available when crafting your summative report.
         2. Evaluation method
            1. How will you evaluate learning outcomes? Think about the brief amount of time you will have to present your topic, this time must include a method of evaluation for assessing learning- what method could you incorporate into your lesson to ensure that your audience grasped the key concepts you are trying to impart?

What is meant by the term culture? In what way can measuring attitudes about the following help to differentiate between cultures: centralized and decentralized decision making, safety and risk, individual or group rewards, high or low organizational loyalty, cooperation or competition? Use these attitudes to compare the US, Germany, and Japan. Based on your comparisons, what conclusions can you draw regarding the impact of culture on motivation, leadership and human resource management of MNCs? Use REFERENCES do back up your answer.

Students, you will create a Disease Diary. The Disease Diary will contain 3 entries.One entry for each of the following systems: Cardiovascular System Lymphatic System Respiratory SystemInstructions and requirements for each entry (system): Name of disease & description a graphic (picture/illustration) of some aspect of the disease  causes & risk factors signs & symptoms diagnosis prevention prognosis treatment  How the disease affects the system? What was the most interesting part of the disease? What was something new you learned about the disease? Which aspect of the disease would you like to learn more about? Was there anything about the disease that confused you? If so, explain. You must use at least 10 bold terms from the chapter that pertains to your disease. Make sure those terms are in bold and underlined in each entry. For instance, if you are doing cellulitis, you would probably include the following bold terms from chapter 5 (integumentary system): epidermis, dermis, subcutaneous tissue, true skin, corium, integumentary, skin signs, anti-inflammatory agents. Please cite resources (at least 3) for each entry

Students, you will create a Disease Diary. The Disease Diary will contain 3 entries.One entry for each of the following systems: Cardiovascular System Lymphatic System Respiratory SystemInstructions and requirements for each entry (system): Name of disease & description a graphic (picture/illustration) of some aspect of the disease  causes & risk factors signs & symptoms diagnosis prevention prognosis treatment  How the disease affects the system? What was the most interesting part of the disease? What was something new you learned about the disease? Which aspect of the disease would you like to learn more about? Was there anything about the disease that confused you? If so, explain. You must use at least 10 bold terms from the chapter that pertains to your disease. Make sure those terms are in bold and underlined in each entry. For instance, if you are doing cellulitis, you would probably include the following bold terms from chapter 5 (integumentary system): epidermis, dermis, subcutaneous tissue, true skin, corium, integumentary, skin signs, anti-inflammatory agents. Please cite resources (at least 3) for each entry h

Explain the routine laboratory techniques and tests (microscopy, bacterial culture media and conditions, biochemical tests and serology) used to isolate and identify N.meningitidis. (This section should contain descriptions and explanations of methods.) [1/2 page]

A. Rewrite the query select * from section natural join classroom without using a natural join but instead using an inner join with a using condition.

B. Explain the difference between integrity constraints and authorization constraints.

You are an EMT and are called to the home of an 11 week old infant boy who has become listless and is having trouble breathing. The parents state that the infant has not been smiling lately, nor has he had other noticeable facial expressions in the last couple of days. The baby's eyes are open when you arrive but he does not seem to be able to focus. You place your outstretched finger under his fingers and he is not able to grasp it. You lift his foot and it falls back down onto the mattress. The parents also state that he has not had a bowel movement in the past 3 days.

1. What is your suspicion, based on what seem to be nervous system symptoms?

2. If your suspicion is correct, should you start treatment here or should he be trasnported to the hospital?

3. What should be administered to the baby at the earliest opportunity?

4. How do babies acquire this condition?

5. Is this same condition seen in adults? If so, explain any similiarities or differences in the symptoms.

“A healthy outside starts from the inside.”~ Robert Urich PHYSICAL HEALTH AND SAFETY supports children's overall education and growth. Young children learn best when they have healthy minds and bodies. You can promote children's physical health and development by planning activities that involve fine and gross motor development and by teaching children good nutrition and hygiene. Answer the following about movie in a Word document and submit in the assignment section: What was the most shocking statistic from the movie for you? What did you think about the “healthy lunches and snacks” program in the public school? Do you agree or disagree with the results? Identify 3 changes that have been made in fast food today? What personal responsibility do we have as parents and caregivers in regards to proper nutrition for young children?

Flower color in Orcish Thimbleweed (Anemone sarumani) is controlled by two genes. At the G locus, red flowers (G) is dominant to slate gray (g). At the W locus, colored flowers (W) is dominant to colorless (w). Plants with the genotype G-W- are red, ggW- are slate gray, and --ww are white. A true-breeding plant with red flowers is crossed with a true-breeding plant with white flowers, producing F1 offspring with slate gray flowers.

What is the expected phenotypic ratio for F2 progeny after selfing the F1?