This is the wrong term. It should be Inversion

This part encapsulates just how we describe things around us to other people or to ones self. We can imagine a mug but the continuous changes morphs it into a new form and more descriptions add more to our mental image. At the end adding the "my" at the end gives it more of the personality of whose it is too. We personally don't know the author but if we know the person it would can potentially change color or shape again.

I think the brain is constantly looking for ways to optimize its conscious and unconscious cognitive processing, which would explain things like cognitive offloading without disproving this idea. (also seen in the idea of direct/indirect perception that we talked about in class)

I agree with this strictly in terms of most cognitive processing, but I am not sure if it applies as strictly to things like social or group psychology/cognitive processes. Unless if this is just saying "mental representations are in fact different than the real world" which I agree with. It is a bit of a confusing statement that I wish had more explanation in the textbook.

These differences in conscious experience as opposed to what is actually occurring in the process reminds me of the different proposals for cognitive frameworks that we went over in class, and even reminds me of indirect perception, where we perceive a construct of reality that makes sense to "us" but might not actually be how things are. In that way, what we learn about perceptive cognition can be applied to metacognition in a lot of really interesting ways

DHS requires the entire skill to be taught. I have outlined the steps below that are missing from the list.

___ 5 Shoulder Exercises: ___ Horizontal Abduction/Adduction: Start by placing the client’s straightened arm away from the body at shoulder level (palm up), move the arm upward so the fingers are pointing towards the ceiling, then bend the arm at the elbow to touch the client’s fingertips to the opposite shoulder. Then reverse the motions to return the arm to the original position at shoulder level AND ___ Rotation: With the arm still at shoulder level, bend the client’s arm at the elbow so the palm is facing the foot of the bed. Move the hand back toward the head of the bed and then downward towards the floor. This movement rotates the shoulder joint.

"any pain or discomfort" is required

and the palm facing the leg,

When I first saw the term "pan-Indigenous" is was a bit skeptical because sometimes pan-Indigenous terms or understandings have been misleading due to diversity of many different Indigenous cultures.

However an umbrella term starts to make sense, after see that there was a need to create a network and term of support, due to the intersectional challenge (being ignored by Gay Liberation, or homophobia from Red Power circles).

I think it is incredible that Ma-Nee found strength in her identity. It can be hard to exist as someone outside of the binary within our society with the way colonialist society views people who do so. I think it is wonderful that Ma-Nee demonstrates that identity can bring someone strength and courage to navigate life.

What I really love about the LGBTQIA2S+ community is the plus. There is always more room for more identities, it is flowing and growing. The way I view identity is that it is meant to give you power, a sense of ownership over self and help explain a part of you to others. It makes me feel some sort of way when the article also mentions needing to clarify that it is not trying to discredit or erase trans as an identity, as I don't understand why someone could feel that way. As stated in the article "Two-Spirit is fulfilling an important need" for a particular culture that has a right to be acknowledged and respected. It makes me wonder if I was to go other places where there are culture specific genders would the acronym be different there and do those identities consider themselves to be part of the LGBTQIA2S+ community.

I think it is interesting how some Indigenous beliefs celebrate and put importance on people who today would have been called Two-Spirit. This is particularly interesting when compared to how much more strict the gender binary and gender roles were in Christian and now modern Western society.

I really appreciate the mention of a grandmother being the person to advocate for her Ma-Nee. I feel as though in society today there is a stereotype that elderly people are more conservative and may have negative views towards the LGBTQIA2S+ community. It is nice to have an example where this is not the case, and in fact, at some point in the past, acceptance amongst this Indigenous group would have been the norm. It really shows the integrity of this individual that not only were they not going to let a part of their culture be erased, but that they would actively keep it alive despite the changing views of the people around them due to colonization, indoctrination, and brainwashing. It's really astounding, the support this elder gave to a new generation of their family, which was able to continue to have a profound impact on Ma-Nee being able to accept the identity they have today and share what it means openly with others who may feel this aligns with them.

I think it's disturbing how people will bully children just because they don't follow strict expectations regarding how it is thought that they should behave. Children should absolutely be given the space to explore their interests and express themselves in a way they find comfortable.

This point I find particularly interesting, looking at it from both a cultural and lingual lens. Something discussed in my morning class today was multilingual students and how concepts exist within languages that are not tangible to the same degree by other groups when re-explained. Though colonization is to blame for erasure and creating rigid definitions, part of this comes from a sense of "othering"—a proposed sense of hierarchy—and is an act of cultural genocide; but another part of this, past the acts of arrogance and hatred, is ignorance. Direct translation does not always exist, especially with concepts that may not be experienced within other groups. It does feel awful to know this identity could have been erased completely if it was not for the effort of Elders and the many Indigenous individuals that came after.

Creating spaces and in this case a label for something while in many cases as we talk about in class put some people in boxes, for ther side of it can provide something they can relate and identify with, a community. For some people like Charlotte, learning about and being able to identify and relate to something can create a perfound sense of identity, and spirtituality. I think is it so important for people to finally after not having anything to identify with finding that label and community that fits perfectly with their experience.

https://climateandhealthalliance.org/cop29-un-climate-change-conference/

This conference was held in Baku, Azerbaijan, in November of 2024, four years after this novel was published.

https://unfccc.int/topics/global-stocktake

Robinson's take is different than the impression you get when you look at the website and read the actual report.

https://www.lewik.org/term/11984/the-conference-of-the-parties-article-14-paris-agreement-climatic-change/

Throughout the novel, Robinson is reflecting on current climate and environmental policy, which shows the depth of his knowledge as well as his awareness of current policy shortcomings.

Chapter 3 of The Ministry for the Future is a shorter chapter written in a third-person report-like style. It documents the attempt to account for national CO2 emissions and how frustrating they are, which leads to the creation of "a new Subsidiary Body for Implementation of the Agreement," which the press dubs The Ministry for the Future. This chapter is a bit jarring given that the previous two chapters, one about "big heat wave" in India written in first-person from the perspective of Frank May, and one written in a poetic, riddle-like style in the voice of the sun.

Which is not the truth because schools thrive on donations and families within the 1% can provide it .

I agree with Dewey belief that what we learn in the classroom is also shown through life and how we apply it to life. That every lesson regardless of the subject is subjective to life and how that can relate to you.

Cassius will free himself from slavery

Therein, you gods, you tyrants are defeated.

Where have you brought me?

What worthless junk and useless waste, when it is used to represent something important

Just like a lion roaring in the Capitol, A man who is no stronger or mightier than you or I, But he has become extraordinarily powerful and influential.

Now, Casca, I could tell you about a man Who is very much like this terrifying night.

why do all these things change from their normal, and from their nature, to become something strange

The wheelchair should never go towards the HOB because the night stand is there. It should always be moved to the foot of the bed with the breaks locked before they sit the resident on the side of the bed. It should be kept at the foot of the bed so that when you swing the residents feet around, they do not hit the wheelchair. Then once the resident is in a seated position on the side of the bed, the CNA pulls the wheelchair forward so that it is touching the residents thigh area and so that the wheel is touching the bed. This way the CNA never walks away from the residents side to obtain the wheelchair giving them the opportunity to fall either forward or backwards while sitting on the side of the bed. (Fall Prevention)

These are 2 different skills - pivot transfer and ambulation.

Before pivoting, they should be asking the resident again if they are feeling dizzy or light-headed because going from a seated position to a standing position frequently causes this. If they are feeling dizzy or light-headed, they are able to immediately sit them back down onto the bed instead of having them pass out mid-pivot.

feet FLAT on the floor

This should be moved up to bullet point 2. They should be done at the same time.

Pivot Transfer

to wheelchair

This whole paragraph is very frustrating. The author breaks tone and perspective to start asking the reader direct questions, posing a series of sentence fragments. The whole article has been talking about "how stunted our current trajectory is by focusing on Western values," but the author now feels the need to state it outright, as if we wouldn't have already realized this to be the topic from the outset. It's another example of the author waxing prosaic in an unbelievably predictable way. I wouldn't be surprised if this article was generated partially by an LLM.

This sentence reeks of AI technofetishism. AI is not an "intelligent web". It does not have "intelligence", it does not have "ideas", and I feel the author does not really have a license to wax poetic in this article full of technical jargon. "Information, ideas and resources" cannot be "in conversation with each other" because, like, what would that even mean? Nothing in this article attempts to meaningfully explain how Abundant Intelligences builds technologically upon LLMs or other AI systems, and I get the sense that it doesn't do that; it's simply a project to incorporate a more balanced supply of Indigenous culture/language/history data into LLM training datasets. It does not magically result in "new forms of intelligence". There is no indication that the underlying structure is any different than what already exists, and it's certainly a leap to compare that structure to a mycelium network.

This... doesn't feel true? I'm not an expert, but it'd be great to see a source for this. I don't think of Indigenous Peoples as being Luddites or anti-technology in any sense, but my understanding is that Indigenous Peoples have generally had substantially reduced access to new technologies due to systemic issues and marginalization. In fact, later, the article says: "“[During] the desktop revolution, almost no Indigenous people were involved in that story,” says Lewis. The same for the internet." But this is a direct contradiction with the section I've highlighted; either Indigenous Peoples have been routinely cut out of new technological revolutions, or they've always been early adopters. Which is it?

This is kind of a strange argument to make in favour of this. I don't have the impression that people are dependent on AI to the same extent as electricity, and comparing the two seems a little silly. This just reminds me of the latest sentiment from Big AI that we should now be fearing the technology and it's "too late".

I found this contrast to be quite shocking. This highlights how little consensus exists about the capabilities and risks of AI even among those who have played a major role in its development. This made me reflect on how I think of the future of AI, and how it is so important to consider many different perspectives rather than just accepting one dominant narrative.

I had some similar experiences when I had to take a semester of New Testament Greek. Words in that language have a precision that is not easily communicate in English, with out a bunch of extra words. I also had that experience with Darlene Marshall. When she has explained some of the Ojibwe words. They have multiple meanings beyond their direct English translation.

When words or phrases are translated they can lose meaning. Other languages can explains ideas that English can not. So if AI is limited to mainly working in English, than its ability to work through knowledge will be very limited.

It would be interesting to experience AI thinking through a problem in multiple languages and use concepts that are nuanced to each.

The comparison to a mycelium network really stood out to me because it presents knowledge as something that is formed from connection and exchange through relationships, rather than produced from one central source. This idea connects to Indigenous worldviews that many Indigenous communities hold, which rejects the Western idea of a single centralized source of knowledge, but rather view it as interconnected arising from relationships to the community and the land.

I appreciate the empathetic impulse that this idea comes from, but it is one that I find frightening. I'm curious about what this would look like. If they are treated as entities rather than tools, but we continue to use them to complete work, does this not reinforce the idea that they are servants or slaves? And If we are to coexist with them as equals, are we investing in making ourselves obsolete?

I found this statement really enlightening. It stresses the fact that Indigenous people, like many other minority groups, have to work so much harder to be heard.

Non-minority groups are automatically granted space for their ideas and perspectives, whereas Indigenous people have had to earn that space. "Pushing against the walls of what is" suggests that by challenging and resisting colonial norms, Indigenous communities will finally be heard.

I've seen a couple annotations reference this as anthropomorphizing AI.

I'm not sure that's what the author is getting at, as up above they refer to relationship with "non-human" entities. So there is a recognition that it isn't human

I also think their is something about treating it as a relationship that needs to be reciprocal and respectful. If AI is capable of learning about human behavior patterns and using than knowledge for its own out put, than maybe we can teach it better out put by providing it with more possative input.

I also think it would be interesting if AI programs told their users what each use cost in terms of energy and environmental impact. Currently it just does what we ask it, but maybe if we new what each use cost it, people might be a bit more careful. Asking what the other entity needs in a transaction is part of reciprocity.

I am curious as to what these shapes will look like in the future. How will AI be used as a tool to help teach and preserve indigenous cultures. I also worry and question how can we avoid homogenising indigenous cultures as it is a common misconception amongst people. How will they be able to differentiate between different peoples and how accurate will this information be. I see this as a worthwhile effort nonetheless and something that can help enrich the way we see this technology.

This framing of AI is fascinating. While I still hold my reservations on its use and existence within our lives, this philosophy suggests a less exploitative use of these technologies. Indigenous peoples have long been excluded in many industries and technological advancements which is a shame because a lot of these beliefs are strong. I can only imagine that corporate executives and other profiteers don't find these notions appealing. Despite that, I like the idea of focusing on sustainability with this technology.

As someone who is quite openly supportive of AI, even I think this is a wildly outrageous claim and frankly very out of touch. Firstly, AI is not something we should anthropomorphize. This belief is beginning to wreak havoc on our students social and emotional capabilities, promoting isolation and instant gratification seeking. Second, comparing humans using a literal machine to something as horrific as slavery is preposterous.

The perspective of describing the relationship between humans and AI as a type of kinship is very interesting to me. While I do agree that AI should be used responsibly, it is difficult for me to imagine it as more than just a tool. I'm not sure what reciprocity would look like between AI and humans, or if that would even be possible.

I think in this day and age of AI's progression, it wouldn't be wise of us to think of it as anything but such, especially in an educational context. Due to its integration into everything nowadays it would be very easy for use to begin treating is as something that is vital rather than merely a tool. But, this is the exact problem we are coming across in our classrooms. The students we are teaching have grown up in a world with AI weaved into it so we can see the first hand impacts of what happens to a population when you pawn off tasks to AI.

I don't know how to feel about this notion. My initial reaction to this concept of treating all things respectfully and reciprocally is that I dont see it being practical. Computers do not have the ability to feel, empathize or produce any other human emotion. But, that being said, neither can other non human living things, like nature or wildlife yet, I believe that these things deserve respect so, why not machines or AI?

I typically try to stay away from using the term TED Hose as this is a brand vs a "Compression Sock". Many facilities no longer use TED Hoses.

Although we are not teaching the students to test, the set up for this skill should be the same. The patient should be lying in the bed, then sat on the side of the bed, they then apply the gait belt, assist the patient to a standing position, and ambulate to the wheelchair. Here is what my skills checklist says... * ASSIST TO AMBULATE USING A GAIT OR TRANSFER BELT NOTE: 3A is done for testing purposes. SET UP: The bed brakes and wheelchair bakes are unlocked. Place the wheelchair 10 steps away from the bed ___ 1 Preparation steps (SKWIPES) (Sanitize, Explain) PLUS… • Obtain a gait belt and gripper socks of the proper size. • Obtain a wheelchair and position it out of the way with the brakes LOCKED so that the client can sit in it after ambulating 10 steps. For state testing, the observer will position the wheelchair 10 steps away, but you are still responsible for locking the brakes. • Elevate the head of the bed to the high Fowler’s position to PREPARE to ASSIST the client to a seated position on the bedside.

___ 2 BEFORE assisting the client to a standing position: • Check and/or lock the bed brakes. • Ensure the client is wearing non-skid footwear. (It is easiest to do this while the client is still lying down in bed.) • ASSIST the client to a seated position on the bedside. Ensure the bed is at a safe level so the client's feet are flat on the floor. • Ensure the client is “steady” before applying gait belt. Ask them if they are feeling dizzy or light-headed. • PROPERLY apply the transfer belt securely at the waist over their clothing/gown AND CHECK THE BELT FOR TIGHTNESS (2 fingers). Use your feet to prevent the client from slipping by angling them in front of the client’s feet. • Grasp the transfer belt at the backside of the client’s waist and provide instructions to enable the client to assist in standing, including a prearranged signal to alert the client to begin standing (Ex. “Let’s stand on the count of 3 --- 1…2…3…”).

___ 3A Ambulatory – (No assistive devices needed) Position yourself in front of the client. Get close to the client, bend your knees, if able, instruct the client push off the bed with their hands. Grasp the gait belt on both sides of the waist with your palms and fingertips up. Using proper body mechanics, direct the client to stand on the count of 3, PAUSE before ambulating to ensure the client feels steady.

___ 3B If using a walker, position and stabilize the walker in front of the client. Grasp the gait belt from the backside of the waist with your palm up and use the other hand to stabilize the walker. Direct the client to stand on the count of 3. Assist the client to a standing position, while stabilizing the walker. Ensure the client feels steady.

___ 3C If using a cane, bring it close to the bedside so that it is within reach. Assist the client to a standing position as if they were ambulatory. Once standing, provide the cane to the client. The cane should be held in the hand that is on the client's strong side.

___ 4 Position yourself slightly behind and on the client’s weaker side. Prepare to start off walking on the same foot as the client.

___ 5 Hold the gait belt by the backside of the waist with one hand, palm up. Offer the client your other hand as a stabilizer (if the client falls, this prevents you from having to hold them dangling with one hand by the belt) and safely ambulate the client at least 10 steps.

___ 6 After ambulating, assist the client to pivot turn in front of the wheelchair. Assist the client into their wheelchair in a safe, controlled manner (have the client back up until their legs touch the seat of the wheelchair and have them feel for the armrests before assisting them to sit). Remove the transfer belt. NEVER pull a client down into a chair.

___ 7 Completion steps (CLOWDS). (Be Respectful, Provide Call Light, Sanitize your Hands)

This shows that not every student has the same experience with professors. Some students might have a harder time feeling comfortable around or getting support from their professors.

Even if students are in the same school or classroom, they can still have completely different experiences. I think their background and experiences can affect whether they feel like they belong.

This shows that belonging isn't always something a person can control. Someone might want to belong and feel qualified, but other people's actions or discrimination can prevent them from feeling accepted.

This connects to what the authors said earlier about belonging changing depending on the situation. Someone might feel like they belong in one environment but not another.

I think this could help the interviews because the researcher has experienced transferring from community college and may understand some of what the students are experiencing.

13 students is a small sample, but having fewer participants can allow researchers to spend more time understanding each person's individual experience.

I think this is important because people should be able to be themselves at school. Because most of the time students act differently in school to just be able to "fit in". School should be a place where anyone and everyone can fit in, and be themselves no matter who they are.

While the study is helpful,13 people can't represent every transfer student. All students are different in their own way.

I can understand this because struggling in a class can make you doubt yourself. I have had a bunch of personal instances of this myself.

I personally agree because belonging can change depending on the situation.

Interviews seem helpful because students can explain how they feel and hearing the students out.

I like that they asked the students about their own experiences. By doing so it lets them talk about those experiences.

Why hasn't this been studied more?

not everything is always black and white as a writer. you can't always give a direct answer especially if theres a chance of you being wrong because itd be misleading to the reader.

template that makes sure the reader understands

being able to disagree and agree at the same time without confusing the reader

he is agreeing to disagree. he agrees with part of the statement but also adds on that it isnt just liberal arts and theres others as well.

many people think the same, someone has probably thought the same thoughts as you it just depends who states it first. But you could state a different version of it or even add onto what the person is saying

dumb it down so people better understand and make it seem like it was what you had thought originally

pick and choose what disagree and agree with

Ive never heard of this method before. Its sort of a psychological approach in a way of confusing the reader, but then making it clear to them all over again

Dont give a short disagree summarize why you disagree to show the reader why they should also disagree

giving them the benefit of the doubt

Speaking my own opion and observations with others is a good way to practice writing arguments.

To create better understanding for the reader, use agree, disagree, or both when starting your statement

Be sure to provide the reader with an explanation of your perplexed ideas and response

Provide my response to writing to readers within a reasonable time to not leave them bothered wurstioning where my views are

three ways to respond - yes, no, maybe

this is where I start to argue

and ask the resident to bed their knees. (No one urinates with their legs straight out. It will make a mess and urine will be everywhere.)

This step should be above discarding the soiled linen in the designated laundry hamper.

if they wiped themselves or assist the client to clean their perineal area.

Because bedpan is a general term, this should say a standard or fracture pan. This verbiage will change statewide as of 11/1/26. The word would need to be updated throughout this skill.

and that it is placed as close to the underarm as possible to prevent the skin from rubbing.

This works wonderful if the client is able to assist but not for an unresponsive resident who still needs to be repositioned every 2 hours.

This is good if there are 2 staff but not if they are working alone. The 3 step method should also be discussed because when they are testing, they are testing without a partner.

As of 11/1/26, this terminology is changing to "Raise the side rail on the side of the bed to which the client will be facing to ensure safety."

They should have a sock on between the skin and device.

Another ethical framework I looked at was business ethics. Business ethics is fairly straightforward, stating the morals and values companies should have when making decisions, treating stakeholders, or operating beyond legal requirements. Its core principles are integrity, accountability, transparency, fairness, and respect, allowing companies to properly take responsibility for their actions while maintaining open and honest communication with the diverse groups of individuals that they deal with.

This skill requires a stand, pivot, sit method... not a stand, pivot, side step a couple times, and then sit like it is done in the video. If the resident could walk we would have them walking forward vs sideways or backwards. This is how it was explained to me by DHS which is why they require that the front of the wheelchair be pulled all the way up so that it is touching the residents thigh area and that the wheel of wheelchair is touching the bed.

In the video she talks about how the belt needs to go through the teeth first and then the larger opening. We explain to our students that you have to "Chew your food first BEFORE you swallow". It helps them remember the process. Not sure if you want to use this

If you wish to add it... Here is the skills checklist that I use with my students. I teach this to all of my students but it is in addition to the 75 hour program. Our program is 77 hrs just so we are able to teach it.

MEASURES AND RECORDS BLOOD PRESSURE (This is taught in addition to the 75-hour training program)

___ 1 Preparation steps (SKWIPES) Supplies Needed: sphygmomanometer, stethoscope, alcohol wipe to clean ear pieces ___ 2 Position client. Blood pressure is typically taken with the client in a seated or upright position, the arm should be placed palm up and resting comfortably on the bed, their lap, tabletop, etc. and both feet should be flat on the floor, if sitting. <br /> 3 Clean the diaphragm and earpieces of the stethoscope with an alcohol wipe and discard the wipe. ___ 4 Loosen the screw on the bulb by turning it to the left. Squeeze any excess air out of the cuff. Expose the person’s upper arm and locate the brachial pulse. This is found slightly above the crease of the elbow in the upper arm to the medial side of the bicep muscle. ___ 5 Place the cuff snugly on person’s arm about one inch above the elbow and adjust the cuff so that the arrow/artery marker is directly over the brachial artery.<br /> 6 Place the earpieces in your ears with the tips facing forward toward your nose. Place the stethoscope diaphragm over the brachial pulse. ___ 7 Inflate the cuff by first tightening the screw (turning it to the right) and pumping the bulb to fill the cuff with air. The cuff should be inflated to 30-40 mm Hg above the person’s normal systolic blood pressure. Once inflated, let air the out slowly (2 – 4 mm Hg per <br /> second) while listening for the first pulse sound (the first beat you can hear) – remember that number – and then listen for when the pulse sounds stop - remember that number. The number for the first beat that you hear was the systolic pressure and the number where you stopped hearing beats was the diastolic pressure. Deflate the cuff all the way and remove it from the person’s arm. ___ 8 Record your reading as a fraction with the systolic pressure on top and the diastolic pressure on the bottom. ___ 9 Clean up and put away your supplies. Completion steps (CLOWDS). Normal AVERAGE blood pressure is 120/80. Notes: • No caffeine or nicotine should be used 30 minutes prior to taking a blood pressure • Tight clothing or bulky clothing may need to be removed before taking a blood pressure • Taking a blood pressure immediately after a previous measurement will elevate the second reading – You should wait one full minute before retaking or switch to another arm • Affected arms/limbs should not be used to measure blood pressure – Ex. Affected side of a client with a stroke, side of a mastectomy, arm used for dialysis, injured/paralyzed side, etc. • If person was physically active, allow them to rest for at least 5 minutes prior to obtaining their blood pressure • The person should avoid talking while their blood pressure is taken • A cuff that is placed to tightly can artificially elevate blood pressure while a cuff that is too loose can artificially lower blood pressure

We emphasize not using your thumb when taking a pulse on a resident. The person in the video is using her thumb.

I like the word use of Arena. It portraits schools as where competition happens rather than actual learning. We left out the function and objective of selection in our discussion of the purpose of schools.

This is a great analysis of educational inequality. When people refuse to give up the resources, as they should be logically, it would never be true equality for children. Since the children grow up, the environments they are exposed largely decided whether some of their talents could be discovered or receive positive feedback from them. For example, a genius pianist would never redeem their talent if growing up in a household that is not able to afford a piano class, let alone a piano in their houses.

This reminds me of the debate of what schools are for. To a traditional understanding of education, schools are places where learning happens. However, what exactly are the students learning? They are growing on themselves physically and intellectually. They are not only learning about maths and history, but also morality and how to interact with one another. Is the question of primary goal a valuable question when all the qualities are developed simultaneously?

Should this be listed with 6.3 Pain?

Here is the checklist we use with our students... PROVIDING POSTMORTEM CARE - This is a general guideline, please ensure that you are following your facilities policies and procedures. ___ 1 Ensure with the nurse that cares are ready to be completed. ___ 2 If family is present, greet them sympathetically, ask if they have any requests for the preparation or viewing of the body (such as position of the body, special clothing, jewelry, etc.) If they express any religious or cultural preferences, accommodate them as much as possible. ___ 3 If the family wishes to be present or assist with care, explain/talk them through each step of the procedure/process. ___ 4 Perform preparation steps (SKWIPES), including gathering extra PPE for family members if needed. ___ 5 Cover the over-bed table with a towel and fill the wash basin with warm water. Place the basin and supplies on the table. ___ 6 Put on gloves and/or gown per facility policy. Lower the bed and place the client into the supine position. ___ 7 Place a bath blanket over the body and remove client’s soiled clothing. ___ 8 If needed, change the fitted sheet. Place an absorbent pad under the client’s buttocks. Urine/feces is often expelled as the client is moved. ___ 9 IF APPROPRIATE per facility policy, remove indwelling devices (e.g., urinary catheter, endotracheal tube), If an autopsy is to be performed, DO NOT remove any indwelling devices. ___ 10 If needed, gently close the client’s eyes by pulling the eyelids down over the eyes. Also gently close the mouth if open. A rolled towel can be placed under the chin to stabilize the jaw. ___ 11 If the client has dentures that are not in his or her mouth, place them there. If the dentures do not stay securely in the mouth, place them in a labeled denture cup and ensure that they are transported with the client’s body to the mortuary. ___ 12 Remove or place jewelry ensuring that you are following facility policy (wedding and engagement rings are typically left on) and per family wishes. Place remaining jewelry in an envelope or small plastic bag. Record each item on an inventory sheet as it’s removed. ___ 13 Provide client with a COMPLETE bed bath. Dress the client in a clean gown or the preferred clothing. Urine/feces is also often expelled when the client is moved for transport, so a clean incontinence brief should be placed after the bath is completed. ___ 14 Place a clean sheet over the client’s body up to the chin area. Position the client’s hands on top of the abdomen so one hand is placed on top of the other hand. ___ 15 Brush or comb the client’s hair. Remove any hair clips, hairpins, or rubber bands. ___ 16 Check facility policy for applying an identification bracelet. ___ 17 If the client’s family requests a viewing, prepare the client’s body and room in a culturally sensitive manner per facility policy. a) Remove unneeded medical equipment from the room. b) Provide soft lighting and chairs for the family. c) Put a chair at the bedside for a family member who may collapse. d) Provide tissues, a pitcher of water, and cups for the family. ___ 18 Discard your supplies, remove personal protective equipment (PPE), and perform hand hygiene. ___ 19 Identify which of the client’s belongings are to stay with his or her body and which are to be given to the family. ___ 20 Completion Steps (CLOWDS). ___ 21 Ensure the work area is clean before inviting the family back into the room. Provide privacy and leave the room. ___ 22 Allow the family time alone with the client’s body. a) Encourage the family to say good-bye with religious rituals and in their culturally accepted manner. b) Do not rush the grieving process. Allow the family as much time as they need to say goodbye. c) Do not force family members to view the client. d) Remain accessible to address needs and answer questions. ___ 23 Check frequently with the family to see if there is any further care is needed.

You are leaving your client exposed during this entire process.

How much does comparing siblings make the argument stronger that prenatal smoking caused the difference in V1 surface area, and what factors could still differ with siblings?

Why do the authors thik that V1 showed the strongest relationship with prenatal smoking in comparison with the other cortical regions they examined?

Could relying on self-reported maternal smoking lead to some participants being incorrectly classified as exposed or non-exposed? How might that affect the results?

Can the researchers really consider this mitigation when participants could just be consistently recalling misinformation?

Do the results differ if the mother was smoking the same amount solely in the first trimester?

If nicotine affects these receptors, could nicotine exposure change retinal waves and affect visual development in humans?

How might nicotine's effects on nicotinic acetylcholine receptors interfere with retinal waves?

How does comparing siblings who differed in prenatal smoking exposure strengthen the researcher's conclusions.

How much does comparing sisters actually strengthen the evidence that maternal smoking is responsible for a smaller V1 surface area given other confounding environmental and genetic factors that impact siblings?

If nicotine affects retinal waves before birth, could other substances or environmental exposures also change visual cortex development in a similar way?

Since the study does not directly demonstrate that the changes in retinal waves cause the smaller V1 surface area, could another study/experiment be conducted to test this proposed mechanism more directly?

How might controlling for these other confounding variables impact the results of the study? What might a study on paternal and secondhand smoking look like given this studies results?

language is what sets us apart from animals

purposely choosing your words

never thought of language like this

feeling justified anger or moral outrage because you believe someone has committed a wrong or injustice,

This reminds me of the book, "Tuesdays with Morrie" where a student goes to visit his professor every Tuesday before he passes. The professor gives him life advice and pushes him to become the best version of himself in his community. I think this quote really relates to that book by the action of getting involved out of your comfort zone to see who you really are.

Wow, I've never heard this before but this is powerful. I wish they would have this up at every place of service or place of worship. When you think about it this way, then I definitely put service and activism in two different bins in my brain. I wonder how we can learn to mesh or specifically emphasize activism?

I am shocked to know that activism is a name and practice that isn't automatically correlated with service-learning. To me, those go hand and hand especially I feel like for our generation. I wonder when this shift happened or if there is a statistic to say who believes this and what the root cause of it was?

I wonder what the root cause of this is, because it can't be that they are nervous of their thoughts going public because they are writing about the discourses of service learning. If they are sharing their beliefs as to what it is, why are they nervous to share their beliefs about doing something about it?

You could remove all of these and just put "Perform SKWIPES or Perform CLOWDS"

I am not sure what you are trying to say. You have already applied the shirt and are putting on the persons pants then discussing tucking the shirt under the unaffected side. Are you talking about tucking the shirt into the pants? Bullet points 8 and 12 seem out of place. Then in bullet point 9 - 11 you are discussing pulling up the pants again, 12 discusses the shirt, 13 & 14 discuss the pants.<br /> After watching the video I now understand the steps above but if you set the HOB up while putting on the shirt, you can just have the resident lean forward to put the shirt on. Because the resident is laying down when the student arrives, i have them put on the pants and socks first because the person is already in a hospital gown instead of removing the gown first and leaving the person lying completely naked. Once the pants and socks are on, I have them elevate the HOB to put on the shirt and then leaving them sitting up in bed after they are dressed so they can watch TV or read or eat...

The Public Service Leadership model includes commitments to stewardship of public trust and to the public good (Partnership for Public Service 2025). These historical maps show us similar commitments, but to radically different definitions. Public Trust was kept by preserving the property rights, values, and amenities of some, while ostracizing others, relegating their homes to areas of the city nearer to less favorable land uses and areas less capable of receiving financial investment. Protecting the public good now includes a commitment to improving the lives of all (Partnership for Public Service 2025), but requires we leverage the historical contexts which can help establish equity as opposed to equality.

A norm for me is to keep everything I own unless it doesn't fit, is broken, or it can be given to someone else in the family before it is trashed. Additionally, the norm for me is to not spend money carelessly when I can buy a cheaper alternative. I didn't realize that I was of a different culture than those in high culture wealth wise until I got to middle and high school. I met one girl who would buy new clothes whenever her clothes got dirty. She would also gift name brand expensive clothing to her friends if she didn't want it anymore after one wear. Another girl was complaining in class how her dad didn't buy her the charger to her brand new electric car. The fact these girls family could afford that was mind blowing to me, signaling that I am more than likely apart of the lower culture. In my family spending money on namebrands or expensive items is seen as distasteful if you are spending beyond your means. If my cousin were to buy a new phone they may get a comment about how their old phone was still usable and brush it off. but If I bought a new phone, I would get scolded for being wasteful as my current phone is not broken and have my finances pointed out.

When I first traveled to Mexico, I wanted to take the public bus and I tried to find a bus stop or a bus stop pole but I never found one. Then I noticed that whenever someone wanted to hop in the bus, they would have to extend their arm and get the drivers attention. For me, that was very weird that I had to get the drivers attention, but I had to get used to it.

I'm half Japanese, one norm in my family is not to stick our chopsticks straight up in our bowl or pass food along chopstick to chopstick as it is a funeral tradition. Doing so sends a negative message if done outside of a funeral setting. I learned this while going out to eat kbbq as a kid with my mainland Japanese side of the family. I was playing around and stuck my chopsticks up and made my grandma gasp and my dad snatch my chopsticks down. They gently explained it was improper to do that at dinner as it was a funeral practice. They told me had I done that In Japan I would've gotten a lot of head shakes for being disrespectful.

Another example of a folkway norm that came to mind is chewing with your mouth closed when around other people, especially at a restaurant. I know for a fact this is a cultural norm in the United States, but I'm not sure if it is elsewhere. It's considered a folkway because violating it is generally harmless, perhaps only a little awkward or considered gross to the people you're around. I learned about this norm the hard way when I was a kid. I absolutely loved to chew with my mouth wide open. My mom would yell at me and tell me to "stop smacking". She'd further it by saying that I most certainly should not do that if I'm on a date with someone. I'm chuckling as I write this, because in hindsight, it is pretty funny. But had my parents not taught me that, I would have likely learned it through a more embarrassing situation. If this norm is violated, the result is usually harmless. Someone might chuckle and tell the person their chewing is loud, or calmly say to please chew with your mouth closed.

A norm in my family is to greet one another by hugging and to only hug those that I am close too. Stranger danger. I was taught this by my family and extended family since I was little. I remember once I didn't want to hug one of my cousins to greet them, as I had never met them before, and I got heavily scolded by my dad. My family had to apologize to my cousin. It was an awkward start to his wedding thats for sure, but stranger = danger to me even if I got scolded for being rude. Another time when I was older I greeted my moms cousin with a hug and reared back startled because she greeted me with a Honi. Beforehand it was just a greeting only one of my aunts occasionally did.

I have an example of a norm that I have observed in very recent memory, that could be considered a mores. Trigger warning for sexual assault.

The recent case of the Cornell student who was brutally assaulted by 7 of her peers has been the number one topic of conversation on social media for the past week. I think it's obvious to most people that rape is not only a crime, but immoral to the highest degree. What isn't talked about as much is the bystanders who do nothing to intervene. The seven men who committed this violation are currently being fired from their jobs due to social pressure, but now I am seeing the 57 other members of the group chat that knew of what was going on and did nothing, being held accountable. Through intense scrutiny from the public, mainly through social media, the violating of the norm that dictates that a person should intervene or report a crime as you see it happening is now being discussed in great length. Undoubtably, people are seeing the real social and professional repercussions of not reporting a crime or intervening. Members of the group chat are being outed publicly, and shamed for their inaction. Whether doxing these people is moral or immoral is a different conversation; the fact remains, the people who sat aside and did nothing are experiencing a level of public scrutiny and shame that will undoubtably affect their lives, and hopefully make other people think twice if they find themselves in a similar situation.

A norm that came to mind when I read this passage would probably be considered a folkway. When I'm at a gathering of close friends or family members and someone invites a few new people into the group, norms dictate how these new people are greeted based on your gender and their perceived gender. As an example, if a heterosexual couple is invited to the gathering, me being a woman would mean I would either shake hands and introduce myself, or even hug the female partner. I'd introduce myself and shake hands with the male partner, but not hug them. I consider this a folkway because to me, this norm has very little to no moral underpinning, but it would indeed be awkward if I were to just be hugging every new person who entered the room. I learned this behavior from observing others, and still there are times where I'm not entirely sure how to introduce myself to distant family members. Do I shake their hand or hug them? I've actually had a few situations where I violated this norm and it was awkward, but only mildly so. For instance, I went to a music festival with some friends and I was introduced to their friends, and in this particular culture, hugging is normal. However, someone in the group was new to the subculture, and as such, I shook his hand when he went in for a hug. It all sounds kind of silly and frivolous, but this definitely came across my mind as an example of a folkway norm, one that I'm willing to bet a lot of other people have noticed or experienced.

whenever I visited somebody’s house, I was used to not taking my shoes off. I felt as if it was weird of me to do so because it was not my house and I saw if as rude to some point. I still remember the time I went over to my Asian friend’s house and them telling me to take my shoes off. At first I felt uncomfortable doing so, but I soon realized it was a way of showing respect and cleanliness. This would be an example of folkway because it’s an unwritten rule for many Asian households.

major theory idea here is that the same phenotype can be produced my multiple different combinations of regulatory backgrounds

BIG question: how can we characterize the relative effects of different mechanisms on the genetic basis of post-zygotic reproductive isolation?

Because Enhanced Barrier precautions requires a gown and gloves do we want to emphasize that the caregiver should be wearing a gown.

The woman in this video never washes around the catheter tube where it exits the meatus she only washes the 4 inches down the tubing.

meatus vs urethra throughout this entire skill

This word seems out of place or unnecessary

I would recommend replacing this word with perineal area. The urethra is an internal tube.

Social media bots change the user's experience on their respective platforms. Instead of scrolling through other human-made posts, even a small number of bots can change your feed enough to make it unenjoyable. Also, bots that leave comments or dm you on various social media apps often seem repetitive and unwanted, leading users to either delete the comments or ignore their messages. This has effects on the companies as well because it is more profitable for them to have humans posting rather than a bunch of bots spamming the same messages, making both users and developers annoyed by the growing presence of bots on social media platforms.

The inequality maps are difficult to read through a modern lens, but they convey an important lesson that racial segregation, environmental injustice, and systemic disenfranchisement were all aspects of governance very recently. Vanderbilt Writing Studio (2012) reminds us our assumptions and reactions affect what we notice and how we think and write about it. Looking into the past can be challenging when faced with these truths, but it's important to balance our own norms against the content of the material so we can draw accurate conclusions and correlations from them. This particular example is close to home, because my family traces back three generations to the areas which would become "South Phoenix", and experienced economic and social injustistces typical to minority families within and nearby to these red-lined areas. As a public servant, understanding local history will help me develop better contextual understandings which affect the relationship building necessary to engaging others (Partnership for Public Service 2025).

"Undervetti" as a derogatory term for poorly made Underwood typewriters under the Olivetti regime. —via u/strestle at https://old.reddit.com/r/typewriters/comments/1wvb2l8/is_an_olivetti_underwood_just_a_postmerger/

The caregiver in the video is standing. they are required to sit.

using a napkin.... the clothing protector can not be used to wipe their mouth.

It is more acceptable going deep into explanation over a quote than to allow the reader to sit and question why the quote was inserted

It's best to have further in depth insight on lengthy quotes with large vocabulary, ebonics or undercurrent

The rewritten version provided more insight into the quote and the writer's insights and explanation of the quote that fit into the argument

Have a work sited page, and site the work within the text when able, without confusing the reader

Provide in depth information to allow the reader to understand the original writing that's being summarized or quoted

dont be lazy and actually connect something within the argument to the quotation

The writer fails to explain his reasoning for using the quote. It would had been better if the writer followed the quote with an idea of their own argument and how it relates to the quote

Choosing quotes prior to writing the essay can cause for having to find other quotes due to my vision changing. There should be more of my writing than quotes within the essay

When using a direct quote, it should be balanced with my thoughts and interpretation

Even when using exact verbiage from the text, still include your interpretation, or write further about the quotation.

Using the authors exact verbiage can validate the argument being made

1. Different regions use different production systems for many reasons: climate, landscape, amount of land owned, number of livestock; the list can really go on and on. In an area like Colorado, for instance, it is common to let cattle forage on large tracts of land over the summer and then supplement their diets with hay and grains over the winter. In areas where the climate is more uniform, they might have grasses growing all year round and do not have to supplement the cattle's diets. This is a little different but is the same idea; New Zealand is known for its lamb quality and quantity. The farmers there are so successful because their climate is suitable for the livestock they are raising; grain feeding is much more efficient. It takes much less time for cattle to reach their potential and much less space, as they do not need room to roam and graze. It is ideal for mass production and is much more cost-effective, which can pass savings on to consumers. There is a cattle farmer in Texas who finishes their cattle on carrots. It apparently leads to the beef having a much more complex flavor.

2. This passage explains why a producer might use a grass-based system while another uses a grain-based system. Environment and climate are one example of why a grain-based system might be more useful compare to a grass-fed system. It shows that in areas like Montana that are difficult to have grass year round, grain bases systems prove to be more useful. That way animals reach the appropriate weight without. Another point is animals on a forage-based diet require a lot of grass. Not all animals can be completely grass fed, as there simply is just not enough land to finish all these animals. But at the same time grain-based systems don't solve all the problems. Grass-fed is said to create differences in the taste of the meat. grass-fed animals take a longer time to reach the weight that is desired. Meaning the meat is much leaner. and grass-fed systems are also argued to be better for the environment.

Should mention after this step to turn off the water using a clean paper towel.

this should also mention the underside of the denture needing to be cleaned.

should say "multiple paper towels", 1 paper towel is not acceptable.

After this step it should emphasize that if the client wants their teeth flossed they should break off 18" of dental floss and ........ DHS has mentioned this to me specifically in the past. DHS also required that I have the students apply "lip balm". They suggested getting the squeeze type and applying it to a Q-tip to put on the lips but I chose to purchase lip balm with my logo on it and just give each student one along with their toothbrush and toothpaste.

A video for Unconscious would be nice also.

After this step it should emphasize that the students need to maintain a clean technique with the placement of the toothbrush at all times.

Using this terminology confuses the students because they think they are leaving out the teeth in the front. We typically just use "brush the upper outer surfaces, the upper inner surfaces, and the upper chewing surfaces" and then repeat using the lower... but I am fine with the way you have worded it also. We can't please everyone.

putting on gloves should be done AFTER all of the supplies are set up including putting on the clothing protector and elevating the HOB. It is bolded on the state materials. The idea behind putting on the gloves right before putting the toothbrush up to the clients mouth so that only a "clean" gloves is going towards the mouth.

Metacognition = being aware of and managing your own thinking and learning.

Strategies : rehearsal, organization, elaboration, mnemonics or visualization

This means that as children’s brains develop, they become faster at thinking and better at ignoring distractions.

pendulum: an object that hangs from a fixed point and swings back and forth

Haphazard: done randomly, careless or without a order or plan

They’re like mental “folders” in your brain that are built from previous experiences and knowledge.

This should say meatus. The urethra is the tube that transports the urine from the bladder out of the body.

You have the skill steps listed for someone "uncircumcised" but not for someone who is circumcised.

Should this word be replaced with rectum in this sentence?

This should be listed with the 6th bullet point vs after the care is completed.

we use the 3-3-3 method for men also but the second 3 is for washing the tip of the penis, the shaft of the penis, and the scrotum.

"with a clean area of the washcloth" should be added.

This can be influenced by genetics, as well as shared diet, physical activity, sleep, and family environment.

Doctors actually calculate a child’s BMI base of age and gender

Example: A child might want to play video games but finish their homework first because they know they will be able to play afterward.

These are action words/verbs to use. Keep as a resource

Open you mind and use stronger words than "he said, she said". Instead use action words such as "he raised eyebrows".

Incorporating your personal interpretation and that of someone else's is mandatory to off set one sided information

Bring up authors argument, but don't oversaturate their argument making your argument less

Who bombed it?

Is tthis still true?

L’approche contextuelle a été principalement développée par Ivan Boszormenyi-Nagy et Geraldine M. Spark.

La thérapie contextuelle se base sur une pensée dialectique.

Dans cette approche, le dialogue a une place de choix. Aussi, la reconnaissance de l'autre comme sujet et non comme un simple moyen de satisfaire ses propres est impérative.

La thérapie contextuelle se distingue par l’importance qu’elle accorde à l’histoire familiale. Dans cette approche multigénérationnelle, les difficultés sont étudiées dans le contexte du système familiale et à l’intérieur l'individu. Le symptôme est replacé dans son contexte car pouvant résulter de tensions plus larges. Le thérapeute cherche à comprendre la position de chaque membre, sans désigner un coupable ou une victime unique. Ainsi, les conflits sont étudiées comme pouvant être influencés par d'anciennes obligations, attentes, expériences. Le thérapeute ne se limite pas à soutenir le membre qui lui apparaît initialement comme victime ou malade, ni à désigner un responsable unique. Il tente de comprendre les expériences respectives de chacun, y compris les injustices antérieurement subies par une personne qui peut aujourd’hui faire souffrir un autre membre de la famille.

Plus ou moins visible, la loyauté, est centrale. Elle se définit comme l'affection, l'obéissance, et les engagements explicites et implicites qui unissent les membres d’une famille. Ces loyautés peuvent entrer en contradiction les unes avec les autres. Ainsi, elles produisent des conflits de loyauté.

Dans une approche contextuelle, la santé psychologique dépend donc à la fois des caractéristiques individuelles et de la manière dont chacun trouve sa place au sein du système familial. Le travail thérapeutique cherche à permettre une différenciation qui préserve la possibilité du lien sans imposer la fusion ni la dépendance. Une certaine souplesse entre les besoins personnels et les attentes du groupe favorise l’adaptation. Au contraire, des configurations trop rigides contribuent au maintien de difficultés relationnelles.

Une autre spécificité de l'approche contextuelle est la notion de justice relationnelle. Dans leur ouvrage, Nagy et Spark étudient les relations sous l'angle de la réciprocité, de l'équité, de la responsabilité et de la reconnaissance. Pour illustrer leur propos, ils utilisent la métaphore d'un compte relationnel, où s'accumulent symboliquement contributions, dettes, mérites, obligations et injustices. Il ne s’agit pas d’une comptabilité au sens littéral, mais d’une manière de décrire la mémoire relationnelle. Une personne peut ainsi avoir le sentiment d’avoir beaucoup donné sans avoir été reconnue, ou au contraire se sentir redevable envers un parent qui lui a beaucoup apporté. Ces attentes peuvent se transmettre d’une génération à l’autre. La réciprocité ne signifie pas qu’un échange familial doit être parfaitement égal. Par exemple, les relations parents enfants sont nécessairement asymétrique à certaines partie de la vie. Toutefois, il faut que l'échange familiale connaissent un équilibre évolutif permettant à chacun d'être reconnu à la fois comme contributeur et bénéficiaire dans cette relation.

L'approche contextuel voit donc la famille non seulement comme un système d'interactions, mais aussi comme un réseau historique d’engagements, de responsabilités et d’attentes mutuelles. Le travail thérapeutique cherche à rendre ces liens plus explicites et à reconnaître les expériences de chacun. Il cherche à favoriser des relations plus équilibrées et ne pas effacer l’autonomie individuelle.

I will stop mentioning it but all materials need to be emptied, rinsed, and dried with the exception of bedpans and graduate containers.

Because the vagina is in the front, i think this could be confusing to the students. Thoughts on using the word rectum? or start at the bottom and wipe towards the tailbone.

Because DHS doesn't want us to teach the students to test, this skill should list that the pubic hair and groin areas also need to be cleaned. We use a 3-3-3 method. First set of 3 is pubic hair, left groin, right groin, second 3 is the vaginal area (left labia, right labia, center), and the last set of 3 is the left butt cheek, right butt cheek, and end with the crack. No one soils just the vaginal area and butt crack.

Child obesity is still common in the U.S. today and varies with certain age groups as well.

This can be fixed by better training coaches, making practices enjoyable, focus on development not competition and create a supportive environment.

These things are important because healthy development during childhood can affect a child’s well-being and success both now and later in life.

Children may develop their soccer skills and natural abilities more effectively when they have opportunities for free play, creativity, and choice rather than only repetitive drills.

I found this really interesting that there were real individuals involved and not just processes.

I will stop mentioning it but this really needs to be a prep step for all skills.

Empty, Rinse, AND Dry is required.

As the brain develops, especially the prefrontal cortex—children become better at planning, focusing attention, coordinating actions, and regulating their emotions.