solved For this assessment, you will evaluate the preliminary care coordination

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For this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.NOTE: You are required to complete this assessment after Assessment 1 is successfully completed.Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.Demonstration of ProficiencyBy successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:Competency 1: Adapt care based on patient-centered and person-focused factors. Design patient-centered health interventions and timelines for a selected health care problem.Competency 2: Collaborate with patients and family to achieve desired outcomes. Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.Competency 3: Create a satisfying patient experience. Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.Competency 4: Defend decisions based on the code of ethics for nursing. Consider ethical decisions in designing patient-centered health interventions.Competency 5: Explain how health care policies affect patient-centered care. Identify relevant health policy implications for the coordination and continuum of care.Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.PreparationIn this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.To prepare for your assessment, you will research the literature on your selected health care problem. You will describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members. You will identify changes to the plan based upon EBP and discuss how the plan includes elements of Healthy People 2030.Note: Remember that you can submit all, or a portion of, your plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.InstructionsNote: You are required to complete Assessment 1 before this assessment.For this assessment:Build on the preliminary plan, developed in Assessment 1, to complete a comprehensive care coordination plan.Document Format and LengthBuild on the preliminary plan document you created in Assessment 1. Your final plan should be a scholarly APA-formatted paper, 5–7 pages in length, not including title page and reference list.Supporting EvidenceSupport your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources.Grading RequirementsThe requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.Design patient-centered health interventions and timelines for a selected health care problem. Address three health care issues.Design an intervention for each health issue.Identify three community resources for each health intervention.Consider ethical decisions in designing patient-centered health interventions. Consider the practical effects of specific decisions.Include the ethical questions that generate uncertainty about the decisions you have made.Identify relevant health policy implications for the coordination and continuum of care. Cite specific health policy provisions.Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice. Clearly explain the need for changes to the plan.Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document. Use the literature on evaluation as guide to compare learning session content with best practices.Align teaching sessions to the Healthy People 2030 document.Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.Additional RequirementsBefore submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan.Read through the following resources to identify the role of care coordination in managing chronic illnesses. Pay close attention to similarities between your community and the patient population.Improving Chronic Illness Care. (n.d.). Care coordination: Reducing care fragmentation. http://www.improvingchroniccare.org/index.php?p=Ca… s=326Improving Chronic Illness Care. (n.d.). Reducing care fragmentation: A toolkit for coordinating care[PDF]. http://www.improvingchroniccare.org/Please utilize attached Assignment #1 for this assignment. Use proper APA formatting and grammar. Thank you.

solved Juan is a citizen and resident of Brazil. During the

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Juan is a citizen and resident of Brazil. During the      current year, Juan never visits the United States, nor does he hold a      green card. However, he received a dividend from Macro Corporation,      received interest on a bond issued by NTI Corporation, realized a gain on      the sale of Paxtel Corporation stock, and realized a gain on the sale of      2,000 acres of undeveloped land located in Tennessee. Macro, NTI, and Paxtel      are all corporations organized in the United States. The United States      does not have an income tax treaty with Brazil.

Describe the U.S. tax consequences of each of the       above items of income.
How would your answers change if Juan held a green       card?
AlabamaCo is a domestic corporation that manufactures      products in the United States for distribution in the U.S. and abroad.      During the current year, AlabamaCo derives a pre-tax profit of $20      million, which includes $2 million of foreign-source income derived from a      country F sales office that is considered an unincorporated branch for      U.S. tax purposes. The country F corporate income tax rate is 30%, and the      U.S. tax rate is 21%.

What would be the amount of worldwide tax paid on the       foreign-source income, assuming the United States taxes the worldwide       income of domestic corporations, but allows an unlimited credit for       foreign income taxes? How much, if any, excess credit would be allowed to       offset other U.S. source income?
What would be the amount of worldwide tax paid on the       foreign-source income, assuming the United States allows a credit for       foreign income taxes, but the credit is limited to the United States tax       attributable to foreign-source income?
How would your answer to part (b) change if the       foreign tax rate was 15%?

Ahmed is a citizen of Yemen who lives there most of the      year. Ahmed, who has never been to the United States, receives significant      annual income from his substantial oil holdings in Yemen. In Year 1, Ahmed      visits the United States from April 1 through July 30. In Year 2, Ahmed      visits the United States from February 1 through June 20, and he is also      considering a 5-day trip to the United States during the month of      November.

As Ahmed’s tax advisor, do you think that he should       make the trip in November? Assume that Ahmed does not meet the closer       connection exception and that all months contain 30 days.
Would your answer change if Ahmed held a green card?

USco, a domestic corporation, produces industrial      engines at its United States plant for sale in the United States and      Canada. USco also has a plant in Canada that performs the final stages of      production with respect to the engines sold in Canada. All of the output of      the Canadian plant is sold in Canada, whereas only 25% of the output of      the United States plant is shipped to Canada. The other 75% of the output      of the U.S. plant is sold to customers in the United States. The Canadian      operation is classified as a branch for United States tax purposes. During      the current year, USco’s total sales to Canadian customers were $12      million, and the related cost of goods sold is $9 million. The average      value of production assets is $30 million at the U.S. plant and $5 million      at the Canadian plant.

How much of USco’s gross profit of $3 million on sales       to Canadian customers (export sales of $12 million less $9 million cost       of goods sold) is classified as a foreign source for U.S. tax purposes?
Now assume that the facts are the same as in part (a),       except that the Canadian factory is structured as a wholly-owned Canadian       subsidiary, rather than a branch. USco’s sales of semi-finished engines       to the Canadian subsidiary (which still represent 25% of its output) were       $6 million during the year, and the related cost of goods sold was $4       million. The Canadian subsidiary’s total sales of finished engines to       Canadian customers (which represents all of its output) was $12 million,       and the related cost of goods sold is $9 million. The average value of       production assets is still $30 million at the U.S. plant, and $5 million       at the Canadian plant, and USco sells all goods with title passing at its       U.S. plant. How much of USco’s gross profit of $2 million on sales to the       Canadian subsidiary is classified as a foreign source for U.S. tax       purposes?

Domco is a domestic corporation that distributes      scientific equipment worldwide. During the current year, Domco had $200      million of sales, had a gross profit of $90 million, and incurred $60      million of selling, general and administrative expenses (SG&A), for      taxable income of $20 million. Domco’s sales include $50 million of sales      to foreign customers. The gross profit on these foreign sales was $20      million. Domco transferred title abroad on all foreign sales, and      therefore the entire $20 million is classified as foreign-source income. A      time management survey was recently completed, and indicates that      employees devote 80% of their time to the company’s domestic operations      and 20% to foreign operations. Compensation expenses account for $40      million of the $60 million of total SG&A expenses. Assume Domco’s $20      million of taxable income is subject to U.S. tax at a 21% rate. Compute      Domco’s U.S. tax on the foreign portion of taxable income under the following      independent assumptions.

Domco determines the amount of SG&A expenses       allocable to foreign-source income using gross sales as an apportionment       base.
Domco determines the amount of SG&A expenses       allocable to foreign-source income using gross profit as an apportionment       base.
Domco determines the amount of SG&A expenses       allocable to foreign-source income using time as an apportionment base       for the compensation component of SG&A, and gross sales as an       apportionment base for all other SG&A expenses.

Jace is an internationally renowned tennis player from      Germany. Jace receives $2 million from a U.S. soft drink company to wear      the company’s logo on his tennis shirt in the Wimbledon final (which takes      place in the United Kingdom), which is televised worldwide. What is the      source of the $2 million? Why?

solved Student #1 BJ The four basic requirements an invention must

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Student #1 BJ
The four basic requirements an invention must satisfy to be eligible for patentability are (1) the invention must be one of the types specified by statute as patentable subject matter (namely, a utility, design, or plant patent), (2) the invention must be useful (if the application is for a utility patent), (3) the invention must be novel, (4) the invention must be nonobvious. Deborah E. Bouchoux, Intellectual Property: The Law of Trademarks, Copyrights, Patents, and Trade Secrets, Section 17-4 (5th ed. 2018). Nonobvious means that they invention cannot be related or too similar to another invention that has already been created. To satisfy the nonobvious component of a patent, a person within the scope of the invention cannot already identify invention as something previously used or made. In Graham v. John Deere Co., 383 U.S. 1 (1966), the Supreme Court set standard in determining nonobviousness. The rule advanced in this case is the Federal Circuit requires that a party demonstrate some link, or nexus, between the secondary characteristic and the invention. Secondary considerations/characteristics include commercial success, long-felt need and failure of others, commercial acquiescence, and copying. Id. at 17-4e.
On March 16th 2013, when a patent was filed, if the invention was obvious to any people involved within the scope of that invention’s use, it could not be patented. Prior to March 16th, 2013, when an invention was made, if it was obvious to a person having ordinary skill in the art to which the invention pertained, it could not be patented. Id. at 17-4e. The difference between the new rules is before March 2013, it was when the invention was actually made. And now, after March 2013, it is when the invention application is actually filed. The first to file system is when the prior art is measured by the date of application. The first to invent system is when the prior art is measured by the date of invention. The first to file system would be better because once the application has been filed, that cannot be used even if the invention has not been created yet. It may take longer for it to actually be made so having the application filed and creating its existence would make it less of a hassle for someone else to take that invention. The information that publicly exists prior to the filing date will bar the application. Id. at 17-4e.
Yes, I think the patent system comports with Biblical worldviews. God wanted people to create and invent new things, as long as it was honest work. Let him labor, doing honest work with his hands, so that he may have something that is important to share with anyone in need. Ephesians 4:28, (English Standard Version). It is not wrong to want to create new things for profit, however, we should keep in mind that the most important thing to remember is that these are just materials in the world, and God should be held over these materials that exist. Do not lay up for yourselves treasures on Earth, where moth and rust destroy and where thieves break in and steal, but lay up for yourselves treasures in Heaven, where neither moth nor rust destroys and where thieves do not break in and steal. For where your treasure is, there your heart will be also. Matthew 6:19-21, (English Standard Version).
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Student #2 KAB
What are the 4 basic requirements for patentability?
According to Deborah E. Bouchoux, the four basic requirements that must be met at the time of application for an invention to receive patent protection are:
“1.  The invention must be one of the types specified by statute as patentable subject matter (namely, a utility, design, or plant patent).
“2.  The invention must be useful (if the application is for a utility patent).
“3.  The invention must be novel.
“4.  The invention must be nonobvious.”   
Of these four requirements, the last one is most difficult hurdle to overcome.  Nonobvious, in patent law, means that when someone registers for a patent, an ordinary person from the general public, lacking any type of special technological skills, should be able to examine the invention and be able to distinguish it from any other pre-existing invention that has already received a patent.
In 2007, the U.S. Supreme Court directly addressed the nonobvious issue on its KSR International Co. v. Teleflex Inc., 550 U.S. 398, 82 USPQ2d 1385 (2007) decision which reaffirmed its previous decision in Graham v. John Deere Co., 383 U.S. 1, 148 USPQ 459 (1966).  The Graham court stated three ways to deal with a nonobvious determination: (1) determine the prior art’s scope and content; (2) ascertain the differences, if any, between the prior art and invention in question; and (3) resolve the amount of ordinary skill the general public needs to understand in the prior art.  The KSR court determined that the Federal Circuit Court has erred when it rigidly applied the teaching-suggestion-motivation (TSM) test to the Graham standard, thus providing for a less formal way to address this requirement.  USPTO, 2141 Examination Guidelines for Determining Obviousness Under 35 U.S.C. 103 [R-10.2019], https://www.uspto.gov/web/offices/pac/mpep/s2141.html, Visited on July 3, 2021.
One of the most significant changes to U.S. patent law occurred when Congress passed, and the President signed into law, the Leahy-Smith America Invents Act (AIA) in September 2011.  This took that United States off of its island of an unique first-to-invent system and placed it within the international standard of a global first-to-file system.  This change became effective on March 16, 2013.  The main difference between the two system is that the former rested on a complicated process of having to prove which invention was created first, while the latter rests on which inventor filed a patent application first.
Not only did this new patent registration procedure create a seamless worldwide system, making it easier for inventors from different nations to register their patents the same way no matter where they decide to do so, it also made it generally easier, and much less expensive, for U.S. patent registration seekers to challenge other U.S. patent registration seekers if there is a similarity controversy surrounding whose patent is given priority, replacing the interference proceeding with a derivation proceeding.  
We are asked if the patent system in alignment with the Biblical Worldview as it is articulated within Scripture.  TO answer this, I am led to I Corinthians 9:10 (NIV) which reads, in part: “[W]hoever plows and threshes should be able to do so in the hope of sharing in the harvest.”  I take this to understand that there is ownership in the fruits of one’s labor.  And, since invention is a form of labor, one is permitted to protect any profit that comes from that invention.

solved For this assessment, you will evaluate the preliminary care coordination

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For this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.
NOTE: You are required to complete this assessment after Assessment 1 is successfully completed.
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
DEMONSTRATION OF PROFICIENCY
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Adapt care based on patient-centered and person-focused factors.

Design patient-centered health interventions and timelines for a selected health care problem.

Competency 2: Collaborate with patients and family to achieve desired outcomes.

Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.

Competency 3: Create a satisfying patient experience.

Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.

Competency 4: Defend decisions based on the code of ethics for nursing.

Consider ethical decisions in designing patient-centered health interventions.

Competency 5: Explain how health care policies affect patient-centered care.

Identify relevant health policy implications for the coordination and continuum of care.

Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.

Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

PREPARATION
In this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.
To prepare for your assessment, you will research the literature on your selected health care problem. You will describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members. You will identify changes to the plan based upon EBP and discuss how the plan includes elements of Healthy People 2030.
Note: Remember that you can submit all, or a portion of, your plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.
INSTRUCTIONS
Note: You are required to complete Assessment 1 before this assessment.
For this assessment:

Build on the preliminary plan, developed in Assessment 1, to complete a comprehensive care coordination plan.

Document Format and Length
Build on the preliminary plan document you created in Assessment 1. Your final plan should be a scholarly APA-formatted paper, 5–7 pages in length, not including title page and reference list.
Supporting Evidence
Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources.
Grading Requirements
The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

Design patient-centered health interventions and timelines for a selected health care problem.

Address three health care issues.
Design an intervention for each health issue.
Identify three community resources for each health intervention.

Consider ethical decisions in designing patient-centered health interventions.

Consider the practical effects of specific decisions.
Include the ethical questions that generate uncertainty about the decisions you have made.

Identify relevant health policy implications for the coordination and continuum of care.

Cite specific health policy provisions.

Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.

Clearly explain the need for changes to the plan.

Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.

Use the literature on evaluation as guide to compare learning session content with best practices.
Align teaching sessions to the Healthy People 2030 document.

Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Additional Requirements
Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan.

Read through the following resources to identify the role of care coordination in managing chronic illnesses. Pay close attention to similarities between your community and the patient population.

Improving Chronic Illness Care. (n.d.). Care coordination: Reducing care fragmentation. http://www.improvingchroniccare.org/index.php?p=Ca… s=326
Improving Chronic Illness Care. (n.d.). Reducing care fragmentation: A toolkit for coordinating care[PDF]. http://www.improvingchroniccare.org/

solved I’m working on a Writing question and need guidance to

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I’m working on a Writing question and need guidance to help me study.

part 1: I need you to do some research about Covid-19 Impact on Social Media and write a presentation paper that I read it in at least 15 mins. make sure It’s enough for at least 15 mins of reading.
part 2:
This is an outline of my classmate presentation of the same topic, I need you to add some of the point that you will get from doing the research on part 1 and add them to this outline ( at least 5 mine points ):
THE OUTLINE:
How COVID-19 impacted Social Media usage. 
Communication
Virtual meeting: zoom, 
Entertainments
Gathering news and information related to COVID 19 and others
Coping mechanism 
Also in part 2 I need you to give me a simple answer of this question:
What if COVID happened 20 years before, do you think we would be able to function as if now, like communication, meeting, entertainments, and gathering information would be easier back than? 
part 3:
AGAIN, I need you do some other research of the same topic and write a presentation paper that I read it in at least 10 mins. make sure It’s enough for at least 10 mins of reading. But the difference on this part is that you need to do these research on these three sources:
Source 1:

Topic: The changes in the effects of social media use of Cypriots due to COVID-19 pandemic (Kaya, 2020).
Bibliographic Information: Kaya, T. (2020). The changes in the effects of social media use of Cypriots due to COVID-19 pandemic. Technology in Society, 63, 101380.
Original author’s credentials: The author, Tugberk Kaya, is an assistant professor at the Cyprus International University and works under the management information systems department. 
Author’s argument: Covid-19 led to an increase in social media use since Cypriots follow recent information through these platforms. Moreover, the article states that the shift is towards official sources due to the awareness of fake information on the web. 
Evidence used in support of the author’s major claims: Evidence used to support the author’s claims is the findings of a statistical analysis of primary data that was collected using an online questionnaire filled by 668 participants. The information was then analyzed using Cronbach’s alpha value to ensure validity and reliability. 
Personal reaction to the argument and why: My reaction to the argument is that the author’s claim is free of bias due to statistical data analysis and the collection of information from many sources. In this way, the author eliminates researcher bias hence presenting valid and reliable information. 
Why this source be an interesting contribution to my CTS project: The article will contribute to my CTS project since it elaborates not only on the increased social media use but also the factors that led to this increase during the pandemic.

Source 2:

Topic: COVID-19’s Impact on Facebook and Social Media Advertising (GLG, 2020).
Bibliographic Information: GLG. (2020, March 23). COVID-19’s Impact on Facebook and Social Media Advertising | GLG. GLG. Retrieved 20 June 2021, from https://glginsights.com/articles/covid-19s-impact-on-facebook-and-social-media-advertising/.
Original author’s credentials: The article was published by the Gerson Lehrman Group (GLG), a financial services organization, as a professional publication to experts in the field. 
Author’s argument: Although most articles provide a claim, this publication presents the results of an interview with the chief executive officer (CEO) of a significant digital advertising company and a GLG council member regarding the effect of covid-19 on social media advertising and Facebook. According to the article, social media spending dropped by 10 to 15 percent due to the effect of the pandemic on industries such as hospitality, travel, and big-industry retail. Moreover, GLG writes that although some companies aimed to stay aloof during the pandemic by increasing advertising, the increases were still less than the decreases. 
Evidence used in support of the author’s major claims: The evidence used to support the claims made in the article entails the information and statistical data attained from interviewing a primary source to get first-hand information. 
Personal reaction to the argument and why: My reaction to the argument is that the information is credible since the article provides information from a primary source, the CEO. Moreover, the CEO supports the claims using statistical information and examples, which provide evidence of the claims.
Why this source be an interesting contribution to my CTS project: The article will be an interesting contribution to my CTS project since it provides first-hand information concerning the effect of covid-19 on social media and provides an insight into the effect of covid-19 on major social media firms such as Facebook and Instagram.

Source 3:

Topic: Impact of COVID-19 on social media as perceived by the oncology community: results from a survey in collaboration with the European Society for Medical Oncology (ESMO) and the OncoAlert Network (Morgan et al., 2021).
Bibliographic information: Morgan, G., Tagliamento, M., Lambertini, M., Devnani, B., Westphalen, B., Dienstmann, R., … & Peters, S. (2021). Impact of COVID-19 on social media as perceived by the oncology community: results from a survey in collaboration with the European Society for Medical Oncology (ESMO) and the OncoAlert Network. ESMO open, 6(2), 100104.
Original author’s credentials: The authors are oncologists and members of the OncoAlert Network and the European Society for Medical Oncology. 
Author’s argument: According to the article, the authors claim that due to covid-19, social media played a useful role in keeping oncologists with up-to-date cancer care and supporting interactions with patients. Moreover, the authors claim that two-thirds of oncologists increased social media use to deliver care to patients in various locations during the pandemic. 
Evidence used in support of the author’s major claims: The evidence used to support the claim is data attained from a survey that comprised 1067 stakeholders and physicians of the oncology sector. 
Personal reaction to the argument and why: My reaction to the argument is that the claims are valid since the authors collect first-hand information from the targeted study group, thus providing reliable information. Moreover, the study group is larger, which means that there is a lesser possibility of bias.
Why this source be an interesting contribution to my CTS project: The article will be an interesting contribution to my CTS project since it provides an insight into the use of social media after the pandemic among oncologists, reasons for shifting towards social media, and issues affecting the popularity of these platforms among medical professionals in the field.

solved Part 1 – After you complete reading/viewing of all this

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Part 1 – After you complete reading/viewing of all this week’s course content, please answer, in at least 8-10 sentences answer both questions: Compare the student activism in Ferreira’s article to Tuan Vu et al.’s article and offer three detailed comparisons. Why, in your opinion, is student activism unique and important?
Part 2 – After you post, comment on three peers’ posts following netiquette expectations (see syllabus) in at least 3-4 sentences. Some suggestions for peer responses are as follows:

affirmations (e.g. “great job describing/pointing out/analyzing…”,), or
questions (e.g. “what do you think…can you clarify….?),or
sharing of related points (e.g. “what you describe reminds me of…”), or
generative differences (e.g. “I see what you mean, but I thought the opposite because….”), or
referrals (e.g. “since you describe/like this, I think you will also enjoy/find interesting….”

Posts:
1.In Ferreira’s article, CSM depended on external funding for their program to keep students involved. The CRP students asked for non-negotiable requests to fund new and current counselors. Robert Hoover, who was the co-director of the CRP, announced that they need to fundraise $40,000 to support and keep 200 students in their program. A couple weeks later, they lost around 150 students from the program. (p.129) On the other hand, in Tuan Vu et al.’s article, they relied more on community based events with the goal of educating the individuals who make up their community. They organized film screenings and teach-in events that were in-person and virtual and they also used social media and photo campaigns to spread the word about the SEA community. (p.51)
A second comparison between the two articles, the Ferreira article mentions the student nonviolent sit-ins to demonstrate the growing gap between the students’ needs and the administration’s knowledge. Then in another gathering, it started peaceful and then quickly turned violent. (p.138) In the Tuan Vu et al’s article, there were no sit-ins or protests, but rather had community members share their experiences about their unjust experiences with the criminal justice system. (p. 50) Additionally, individuals who were unaware of the deportations often “expressed sympathy and willingness to take action, such as by sharing information…” (p. 51) This article encourages the sharing of the current event whereas in Ferreira’s article, they are demanding more prompt change. However, the similarity that both have in common is that they both have an important message they want to share to as many people as possible.
A third comparison is in Tuan Vu et al’s, they talk about how they want to learn from the “experiences of formerly incarcerated community members and offering our own resources to elevate their stories.” (p.50) In Ferreira’s article, Mario Martinez entered the CRP program in 1967 and said “This program was teaching us what the system had been hiding from us. We started learning the truth about the system, and about our people. We started learning about our identity.” (p.124) They both rely on community members to share their personal stories, but each are at a different point. The CRP was newly established whereas the Southeast Asian Solidarity Week covered the inequalities of the currently existing systems.
Student activism is unique because young adults are usually the ones who experience the direct repercussions of society and if they haven’t yet, they could later. They don’t want to live in an unfair system nor would they want future generations (possibly family members) to also experience this inequality either. Students in a college or community setting can use their resources and connections to bring people together to advocate for a greater cause. Nowadays, it’s so easy to connect with others across the country and even globe. The power of technology can spread the word far to reach all communities. Students want direct change and they have the energy and time to fight for what’s right, all while building strengths and qualities of a leader.

2.Ferreira’s article first starts out focused on the Chicano movement during the 1960s that gradually focuses on several other movements, compared to Tuan Vu being focused mostly on South East Asians. In Ferreira’s article, it mentions how CRP was mostly isolated from the rest of campus, while Tuan Vu is focused on reaching out to other people to get their message out. In Ferreira’s article, it points out how the CRP was at odds with the administration, which is not the same for Tuan Vu’s article which demonstrates support from the administration. Student activism I believe is important because it can give experience which can be used in the future, so if they protest later on they know what to do to make it more successful. Something that is unique is that with such a clustered environment, spreading messages in person is much faster than on the street which can be beneficial to the cause. It is important because the future belongs to the younger generation, it can help unify the younger generation earlier to get tasks done now and in the future. Activism can get a lot of people behind an idea, so demonstrating the effectiveness of the act can help inspire others to do so at their own school. All in all, student activism can unite its youth to do good, and ensure in the future that they will continue.

3.The student activism in Ferrieria’s article stemmed from initially the issues that the students were personally facing which were the program budget, firing of their counselors, etc. The College Readiness Program was designed to help minority and immigrant students become more successful in their education. However, the majority of the school administration and more specifically those who had power feigned support for the program but did nothing to help when the program faced problems. However, the student activism also became more widely spread to emphasize the importance of educational opportunities for minorities and immigrant students. The student activism in Tuan Vu et al.’s article was done to show support and educate others on the issue of Southeast Asian deportation. Because of the difference in time, the students in Tuan Vi et al.’s article were able to use social media to help spread awareness and gain more support from people who were not aware of this issue. The school was very involved and aided the students in contrast to the activism in Ferrieria’s article. Student activism is unique because it allows for younger generations to advocate for themselves and speak up on issues that have occurred in the past and continue to occur. It is important that students who are in school and furthering their education feel that they can contribute and make a difference to society and their futures. 

solved Chapter 4. Internal Analysis: Resources, Capabilities, and Core Competencies Initial

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Chapter 4. Internal Analysis: Resources, Capabilities, and Core Competencies
Initial Postings: Read and reflect on the assigned readings for the week. Then post what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding in each assigned textbook chapter.Your initial post should be based upon the assigned reading for the week, so the textbook should be a source listed in your reference section and cited within the body of the text. Other sources are not required but feel free to use them if they aid in your discussion.
Also, provide a graduate-level response to each of the following questions:

The chapter mentions that one type of resource flow is the loss of key personnel who move to another firm. Assume that the human resources department of your firm has started running ads and billboards for open positions near the office of your top competitor. Your firm is also running Google ads on a keyword search for this same competitor. Is there anything unethical about this activity? Would your view change if this key competitor had just announced a major layoff?

[Your post must be substantive and demonstrate insight gained from the course material. Postings must be in the student’s own words – do not provide quotes!]

POST 1
Thanks! now I need peer responses: post from Don:Like every week, it is easy for me to choose a concept that grabbed my attention. This week, the most crucial chapter concept, the AFI Strategy Framework, is what I spend the most time on. I honestly had never paid any in-depth attention to this framework. Not through my undergraduate program, my MBA program, or during my professional career. I had heard about the concept, but that was it. Excellent to learn new frameworks around strategy, even when my job involves strategy consulting daily. I hope that does not make me look as if I am not mastering my job? (Rothaermel, 2012)A twelve-step framework could be called extensive and not always easy to work with as often; simplicity is key. That is why many executives prefer easy four-square matrixes to help them visualize information and make decisions. Therefore, as management consultants, we would never use a matrix like the AFI Strategy Framework to present information. Still, it could definitively be a helpful tool to enable more deep strategic thinking.For this framework to be implementable within our organization, it would need to be simplified in a short, easy-to-understand format that does not require 12 individual steps. Time is money, and we must learn how to walk while running.When we talk about personnel, it is a real war zone out there. Finding qualified employees is already a real achievement. Finding eligible employees interested in working for your organization when you are not a multinational or social impact-oriented organization is a nightmare. The youngest generation is more oriented towards social impact than to financial gains, which has affected organizations around the globe as they suddenly are not capable of attracting young professionals anymore.For that reason, attracting high-profile young professionals and experienced individuals has become a battle. Where it would not have been done in the past to try to attract employees by clearly referencing negatively towards competitors, it seems to be standard these days. Even though I believe you should always highlight the benefits of working for your organization, I understand why you would emphasize the negative aspects of working for your competitors. If you would not do it, who says they would not do so?Assuming that my firm would advertise open positions near my office, I would not have any issues with it. Proximity advertising has been done for decades within the university space. Universities tend to always advertise around competitor universities to attract students, so why would that not be acceptable for other organizations towards employees? The practice of running ads and using keywords associated with competitors is a practice that happens everywhere. (Roetzer, 2011)SEOs are built to generate traffic towards your website based on pre-defined search terms. There are no rules against using words or terms associated with other organizations, so why would you not try to beat your competitors in any legally accepted method? (Selders, 2019)

POST 2
post from aswini:As per author (Rothaermel, 2020-01-01) , when discussing industry, firm, and other effects in explaining superior performance, we noted that up to 55 percent of the overall performance differences is explained by firm-specific effects. Looking inside the firm to analyze its resources, capabilities, and core competencies allows us to understand the firm’s strengths and weaknesses.The firm’s response is dynamic. Rather than creating a onetime and thus a static fit, the firm’s internal strengths need to change with its external environment in a dynamic fashion.At each point the goal should be to develop resources, capabilities, and competencies that create a strategic fit with the firm’s environment. The forward motion of those environmental forces must also be considered. The chapter will provide a deeper understanding of thesources of competitive advantage that reside within a firm. To gain a better understanding of why and how firm differences explain competitiveadvantage, we begin this chapter by taking a closer look at core competencies. Next, we introduce the resource-based view of the firm to provide an analytical model that allows us to assess resources, capabilities, and competencies and their potential for creating a sustainablecompetitive advantage.In the existing business world, all firms are concentrating to attract and retain the top performers   within the organization. Firms are following many recruitment methods and testing methods to hand pick the top performers for their firm.Even though there are many practices followed, few firms adopt some immoral practices like poaching to attract the performers from other organization. They try to copy others compensation pay system, incentives or reward system to attract the top performers from other organization.Such activities are regraded to be unethical, and it is immoral to practices such kinds of behavior. Tracking the star employees from other firms through various searches and trying to attract them towards one’s own firms is regarded as unethical activity.The firms view will charge when competitors announce a major layoff. A firm’s view might change in two ways if the firm’s competitor goes for a layoff. The firm might try to travel in their same path and try to conduct open interview to the laid off workers or they might change their view and focus on other competitors, or they might focus on the retain workers in the competitors’ firm. 

solved Select a community organization or group that you feel would

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Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script or speakers notes for your presentation, 4-5 pages in length.
As coordinators of care, nurses must be aware of the code of ethics for nurses and health policy issues that affect the coordination of care within the context of the community. To help patients navigate the continuum of care, nurses must be proficient at interpreting and applying the code of ethics for nurses and health policy, specifically, the Affordable Care Act (ACA). Being knowledgeable about ethical and policy issues helps ensure that care coordinators are upholding ethical standards and navigating policy issues that affect patient care.
This assessment provides an opportunity for you to develop a presentation for a local community organization of your choice, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care, and will empower you to be a stronger advocate and nursing professional.
It would be an excellent choice to complete the Vila Health: Ethical Decision Making activity prior to developing the presentation. The activity provides a helpful update on the ethical principles that will help with success in this assessment.
DEMONSTRATION OF PROFICIENCY
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 4: Defend decisions based on the code of ethics for nursing.

Assess the impact of the code of ethics for nurses on the coordination and continuum of care.

Competency 5: Explain how health care policies affect patient-centered care.

Explain how governmental policies related to the health and/or safety of a community affect the coordination of care.
Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.

Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.

Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included.

PREPARATION
Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaking and presentation skills. Consequently, she thought that an opportunity to speak publicly about contemporary issues in care coordination would be beneficial for your career and has suggested reaching out to a community organization or support group to gauge their interest in hearing from you, as a care center representative, on a topic of interest to both you and your prospective audience.
You have agreed that this is a good idea and have decided to research a community organization or support group that might be interested in learning about ethical and policy issues related to the coordination of care. Your manager has suggested the following community organizations and support groups, but acknowledges that the choice is yours.

Homeless shelters.
Local religious groups.
Nursing homes.
Local community organizations (Rotary Club or Kiwanis Club).

To prepare for this assessment, you may wish to:

Research your selected community organization or support group.
Review the Code of Ethics for Nurses With Interpretive Statements and associated health policy issues, specifically, the ACA.
Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.
Allocate sufficient time to rehearse your presentation before recording the final version for submission.

INSTRUCTIONS
For this assessment:

Choose the community organization or support group that you plan to address.
Develop a PowerPoint with typed speaker notes (the script for your voice recording) and audio voice-over recording, intended for that audience. Video is not required.

Note: PowerPoint has a feature to type the speaker notes directly into the presentation. You are encouraged to use that feature or you may choose to submit a separate document. See Microsoft Office Software for technical support about the use of PowerPoint, including voice recording and speaker notes.
For this assessment, develop your presentation slides and speaker notes, then record your presentation. You are not required to deliver your presentation to an actual audience.
The requirements outlined below correspond to the grading criteria in the Ethical and Policy Factors in Care Coordination Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

Explain how governmental policies related to the health and/or safety of the community affect the coordination of care.

Provide examples of a specific policy affecting the organization or group.
Refer to the assessment resources for help in locating relevant policies.
Be sure influential policies include the Health Insurance Portability and Accountability Act (HIPPA).

Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.

What are the implications and consequences of specific policy provisions?
What evidence do you have to support your conclusions?

Assess the impact of the code of ethics for nurses on the coordination and continuum of care.

Consider the factors that contribute to health, health disparities, and access to services.
Consider the social determinants of health identified in Healthy People 2020 as a framework for your assessment.
Provide evidence to support your conclusions.

Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included for a proficient score; both speaker notes and the audio voice over are included for a distinguished score.

Present a concise overview.
Support your main points and conclusions with relevant and credible evidence.

Additional Requirements
Before submitting your assessment, proofread your presentation slides and speaker notes to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your presentation.

solved Applied Final Project Part 1: Create Your Parenting Case Study

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Applied Final Project Part 1: Create Your Parenting Case Study TopicPART 1: CREATE YOUR PARENTING CASE STUDY TOPIC_Using the planning table provided below, you will create a case study on a parenting topic of interest to you. Throughout the course you will conduct research on this topic, culminating in a Parenting Action Plan that proposes solutions to resolve your case. Step 1: Select a scenario that may be a cause for concern in parents.You may use the list below or identify a scenario of your own with the permission of the instructor. Write your scenario of interest into the planning table provided below.List of ScenariosSleeping arrangements for newbornImmunizations for childrenBedwettingBreastfeeding older childrenSpecial needs, such as:Down syndrome or other genetic disorderLearning disabilitiesAutismAttention deficit with hyperactivity disorderPhysical-motor disabilityLanguage delay, speech, related issuesTeen pregnancyAlcohol and substance abuse in teensRelationship problems in teens, dating, inappropriate, and/or risk-taking behaviorMental health issues (e.g. depression, anxiety, psychotic disorders)Behavioral issues in younger childrenBehavioral issues in teensParental conflict and argumentMilitary deploymentGrandparents raising grandchildrenAdoption/foster parentingRacial and cultural issues in parenting -Tiger moms, immigrant children, LGBTQ, biracial identity, religionOlder child parenting and emerging adulthood (age 18-21)Use of media-cellphones, tablets, etc.Impact of domestic violenceBullying, cyberbullyingStepfamiliesImpact of divorceChoosing daycare, preschoolHealthy diet, eating disordersCollege/postsecondary readinessStep 2: Select an age group to which the scenario applies.After picking your scenario, select an age group (see planning table below) that you would be interested in learning more about. For example, if you are interested in “choosing daycare” as a topic, are you interested in daycare for infants, toddlers, or school-aged children? Note that your scenario may not make sense for some age groups. For example, you probably would not be interested in learning about daycare options for an 18-year-old.Step 3: Select a socioeconomic status for your scenario.Determine whether your scenario will apply to a family of lower, middle or upper socioeconomic status (SES) (see planning table below). SES can profoundly impact access to resources which, in turn, can impact outcomes. It is important to know what services are available and who can access them. Step 4: Family composition.Using the planning table below, identify at least two details about the composition of the family. Who is living in the home? How many generations live in the home? What is the marital status of the parents? Are there siblings? Family composition can be a source of strength as well as a source of stress. Use this section to flesh out the details of the family in your scenario. Step 5: Identify the type of issue in your scenario.Use the planning table to identify the type of issue(s) present in your scenario. Check all that you think could apply. This will help you to figure out where you can find information on your topic. For example, if you are dealing with a topic like behavioral issues that emerge in a child after military deployment of a parent, you might start looking for research in psychology journals that deal with military families, like “Military Family Therapy.”Step 6: Identify possible sites of impact for addressing your scenario.Using the planning table, identify possible sites of impact for your scenario. For example, if you are interested in “choosing daycare,” you would probably select “daycare” as a site of impact, but you might also select “home” if you are interested in how daycare impacts behavior in the home. You might also select “school,” if you think the quality of daycare has an impact on academic performance.Step 7: Identify potential solutions to address your scenario.Using the planning table, check off the potential solution(s) that could form the basis of your parenting action plan.Instructions: Choose and write down your topic and ideas about: The topic/title, why you think it is important, and where you think you will look for resources. Use the Planning Table below to create your chosen topic. Each section of the table below may be used to narrow down the specifics of your research paper. Each section will help to get you thinking about the aspects of your action plan. In the example below, the sections of the table appear in parenthesis to exemplify how these sections relate to your topic choice. Please note that these sections form a part of the final paper write up, and as such can be used while writing up your final paper. AFP Part 1: Planning TableSTEP 1: SCENARIO(write your chosenscenario below)STEP 2: AGE GROUP OF INTERESTBirth-3 yrs3-10 yrs10-13 yrs14-18 yrs18-21 yrsSTEP 3: SOCIOECONOMIC STATUSlowermiddleupperSTEP 4: FAMILY COMPOSITION(include at least 2 of these details)Parental involvement?Single, married, divorced?Siblings?Who is living in the home?Employment status of parents?Other?STEP 5: TYPE OF PROBLEMSchoolwork or Homework IssueBehavioral IssueSocial IssuePhysical/Emotional IssueOther:________STEP 6: SITES OF IMPACTHomeSchoolDaycareParent WorkplacePublic Spaces (e.g. playground, retail, grocery store, etc.)Other:__________STEP 7: POTENTIAL SOLUTIONSHome PlanSchool StrategyCommunity Support GroupsBehavioral Health PlanMedical/Health PlanSpecial Programs/SupportsOther:_______STEP 8: Crafting your parenting case study.Write a parenting case study that incorporates all of the information in the planning table (Steps 1-6). Your case study should be 1-2 paragraphs in length. You may want to add details now or as your research progresses to make your case study more interesting.Example:The current case study involves a child with significant learning disabilities who is 8 years old and from a middle-class socioeconomic status background. The child has a 10-year-old sister with no known learning disabilities or behavioral issues. Parents recently separated, but both parents are actively involved with the children. A parenting action plan will be developed to address the child’s problems with schoolwork. I will discuss the case in the context of home and school (i.e. sites of impact), providing solutions that may include a home plan to address the parental separation as well as special programs in school and community supports (i.e. potential solutions).Your Parenting Case Study will be evaluated according to the following rubric: Criteria MetCriteria Partially MetCriteria Not MetScenario Selected1-0Age group1-0SES1-0Family composition (>2 details identified)210Type of Problem1-0Site of Impact1-0Potential Solution(s) Selected1-0Well-written and interesting case scenario210

solved I’m working on a writing question and need an explanation

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I’m working on a writing question and need an explanation to help me learn.

Two species of reason
In order to think about the place of reason in ethics, we need to make a distinction. A Holy Grail in practical philosophy would be a reason that everyone must acknowledge to be a reason, independently of their sympathies and inclinations. I shall call that a Reason, with a capital letter. It would armlock everyone. You could not ignore it or discount it just because you feel differently. It would have a necessary influence, or what philosophers sometimes call ‘apodictic’ force. It would bind all rational agents, insofar as they are rational. If you offer someone a reason (no capital letter) and they shrug it off, you might say they are insensitive or inhuman, callous or selfish, obsessive or weird, imprudent or sentimental. These are defects of the heart. You may regret them, but if the audience feels differently you may not be able to prove to them that they are defects at all. But if you offer someone a capital-letter Reason and they shrug it off, then something different is wrong. Their very rationality is in jeopardy. There is something wrong with their heads.
Philosophers, of course, are professionally wedded to reasoning, so it is natural to them to hope that we can find Reasons.
Before the 18th century, many moral philosophers thought that we could. They thought that fundamental principles of ethics could be seen to be true by the ‘natural light of reason’. They were ‘a priori’, having the same kind of certainty as logic, arithmetic, or geometry; you could see from your armchair that they had to be true. If you couldn’t see it, then your understanding must be at fault, just as if you can’t understand that there is no biggest natural number, or no such thing as a round square. For many such principles were innate, inscribed for us by a benevolent deity, so that ignoring them would be a kind of impiety.
By the end of the 17th century, this theory had lost a lot of ground, especially among philosophers more ready to trust empirical sense experience as a source of knowledge, rather than allegedly divine revelations. If we want provability, it began to be felt, we cannot rely on God to have put it there. But even the great empiricist John Locke (1632–1704) subscribed to a rational foundation for the basic principles of morals:
…The idea of a supreme Being, infinite in power, goodness, and wisdom, whose workmanship we are, and on whom we depend; and the idea of ourselves, as understanding, rational creatures, being such as are clear in us, would, I suppose, if duly considered and pursued, afford such foundations of our duty and rules of action as might place morality amongst the sciences capable of demonstration: wherein I doubt not but from self-evident propositions, by necessary consequences, as incontestable as those in mathematics, the measures of right and wrong might be made out, to any one that will apply himself with the same indifferency and attention to the one as he does to the other of these sciences.
As this shows however, Locke thought this was something that could in principle be done, rather than something that had already been done. And he thought it had to be done with an excursus through theology, which scarcely inspires confidence.
This view was first challenged in the 18th century by the ‘sentimentalists’ the Earl of Shaftesbury and Frances Hutcheson, but then with much greater force by David Hume (1711–76), who took a dim view about the power of reason anywhere, but especially here. For Hume, reason’s proper sphere is confined to mathematics and logic, while knowledge about the way things are is due solely to sense experience. Neither affords us any substantive principles of conduct. Hence there are no Reasons. Hume drives the message home flamboyantly:
Reason is and ought only to be the slave of the passions, and can never pretend to any other office than to serve and obey them…Tis not contrary to reason to prefer the destruction of the whole world to the scratching of my finger. ’Tis not contrary to reason for me to choose my total ruin, to prevent the least uneasiness of an Indian or person wholly unknown to me. ’Tis as little contrary to reason to prefer even my own acknowledged lesser good to my greater…
There is evidence that Hume came to regret the rhetoric in such passages, and he plays it down when he returns to the issue in later works that he came to prefer, notably his Enquiry Concerning the Principles of Morals. But he continued to think that human reason has a limited reach. It includes mathematics and logic, for if we try to disobey their laws, understanding gives out and thought itself becomes impossible. We are left with no ideas at all. And we can talk of the reasonable, or scientific, approach to understanding the world, which often speaks with one voice, leaving no room for dissent. But when it comes to ethics we are in the domain of what Hume called passion or sentiment, general terms covering desires, attitudes, emotions, and preferences: the practical dispositions that direct our wills. And it sounds as though in this domain the heart rules everything.
That might be misleading. Our passions and sentiments need to operate in the world that we learn about. Mistakes about where we are and what is what is a prelude to acting disastrously, both for ourselves and others. As we shall see in Part 3, an inability to reason properly is as great a recipe for human disasters as actual vice and malevolence. Stupidity is at least as dangerous as sin. But what we incline towards and are motivated to pursue, after reason and experience have done their work, is another thing. Even basic, unambitious concerns, such as self-interest or sympathy, are not mandated by reason alone. If we choose to neglect our own interests we may be feckless and imprudent, but we are not contradicting ourselves. The plight of others gives us reasons to act, certainly, but not Reasons. There may indeed be some formal limits on our preferences: there is something ‘irrational’ about preferring A to B, and also at the same time preferring B to A. But there are no substantive restrictions on our passions imposed by reason alone.
This could be put in terms of a contrast between description and prescription. Calculation and basic consistency is involved in getting our descriptions of the world right. What we then prescribe is beyond their jurisdiction. This is what Hume meant by saying that reason is in fact wholly at the service of the passions. The passions, preferences, desires, and attitudes that we have are supremely important, for it is only in order to direct them towards effective action that we need to know anything about the world in the first place.

Summarize in your own words.Â