Category: Biology homework help

 
If you need how much is an extra bag on Delta, understanding how much you will pay for extra luggage can help you plan your trip and avoid unnecessary expenses. Whether you’re flying domestically or internationally, Delta charges a variety of fees for extra bags based on several factors, including your route, ticket type, and the number of bags you plan to check.
Standard Baggage Allowances
For most Delta domestic and international flights, each passenger is allowed to check one or two bags, depending on the ticket class.
Extra Bag Fees on Delta
For travelers bringing more than the standard allowance, Delta charges for extra checked bags. The fees depend on whether you are traveling domestically or internationally.
Oversize and Overweight Baggage Fees
In addition to fees for extra bags, Delta charges for oversize and overweight luggage. If your checked bag exceeds weight and size limits, you will be subject to additional fees
Check Delta’s size and weight limits 
Avoid surprises at the airport by measuring and weighing your luggage at home. Make sure your bags meet Delta’s requirements to prevent additional overweight or oversized fees.
Conclusion
Delta Airlines charges for extra baggage based on the route, number of bags, and whether they are overweight or oversized. Fees can quickly add up, especially for travelers with more than two checked bags or those flying internationally. However, by prepaying for bags, leveraging Delta’s frequent flier program, and using Delta-branded credit cards, you can reduce or even eliminate these extra charges. 

 
How much does frontier airlines charge for baggage, understanding their baggage policies can help you plan and save money. Frontier operates as a low-cost carrier, so both carry-on and checked bags come with fees, which vary depending on when you pay and your flight destination.
1. Carry-On Baggage
Frontier charges for carry-on bags unless you purchase a special fare that includes it. The cost for a carry-on typically ranges if purchased before your flight, depending on when you pay and your flight’s route.
2. Checked Baggage
The fee for the first checked bag ranges if bought in advance, and for a second bag, fees are higher. Buying baggage at the airport or closer to departure can result in higher costs, so pre-paying online is recommended.
3. Oversized and Overweight Bags
If your bag exceeds Frontier’s size or weight limits (50 pounds or larger than 62 linear inches), expect to pay an additional fee. Oversized baggage fees are separate from standard checked bag fees, so they can add up quickly.
4. Baggage Bundles
Frontier offers “The Works” and “The Perks” bundles, which include checked and carry-on bags, priority boarding, and seat selection. These bundles can offer better value for travelers with multiple bags or those wanting extra services.
By understanding these baggage fees and planning ahead, you can make your Frontier Airlines experience smoother and more affordable!
Read more :- https://www.airfareblogs.com/frontier-airlines-baggage-charges-2024/

 
Submit a 1-page paper analyzing the relationship between study design and statistical analysis used in the case study. 
Explain why you think that the agency created a plan to evaluate the program.
Explain why the social work agency chose to use a chi-square statistic to evaluate whether there is a difference between those who participated in the program and those who did not. (Hint: Think about the level of measurement of the variables.)
Describe the research design in terms of observations (O) and interventions (X) for each group.
Interpret the chi-square output data and provide support for your interpretation. (Hint: Review the value.) What do the data say about the program?
Use the Learning Resources to support your paper. Make sure to include appropriate APA citations and a reference list. 
 
Flannelly, K. J., Flannelly, L. T., & Jankowski, K. R. B. (2018). Threats to the internal validity of experimental and quasi-experimental research in healthcareLinks to an external site.. Journal of Health Care Chaplaincy, 24(3), 107–130. https://doi.org/10.1080/08854726.2017.1421019

 
submit a 1-page paper analyzing the child intervention you have chosen: 
Why did you select the intervention? {Cognitive behavioral therapy} 
Why might it be especially helpful for use with children? 
What challenges or limitations might there be for this intervention? 
 Make sure to provide APA citations and a reference list. 

 Respond to at least two colleagues by explaining how that colleague might rule out one of the confounding variables that they identified.  APA CITATION 
1-maria- 
Outline of the Case Study
Objective: To evaluate the effectiveness of a vocational rehabilitation intervention program aimed at promoting full-time employment for individuals facing barriers. (Dudley,2020)
Program Components:
Skills training
Job placement assistance
Ongoing support
Methodology:
Sample selection with demographic data
Pre- and post-intervention employment outcome analysis
Statistical comparisons between intervention and control groups
Findings:
Significant increase in full-time employment rates post-intervention. (Flannelly et.,2018)
Statistical analyses (p-values, confidence intervals) indicate positive outcomes, though further research is warranted.
Statistical Information on Program Effectiveness
To assess the effectiveness of the program, the study likely utilized:
Employment Rate Comparison: Pre- and post-intervention employment rates between intervention and control groups.
P-values: Indicating the statistical significance of observed changes.
Confidence Intervals: To understand the reliability of the estimates regarding employment outcomes.
Limitations to Internal Validity

History: External events occurring simultaneously with the intervention could affect employment outcomes.

Maturation: Participants might find employment due to natural progression rather than the program.

Testing: Repeated measures could influence participant responses.

Instrumentation: Changes in data collection methods may affect outcome measurements.

Statistical Regression: Extreme scores may skew results if they regress toward the mean.

Selection Bias: Non-random assignment may lead to systematic differences between participants and non-participants.

Attrition: Loss of participants can result in biased samples.
Key Factors Limiting Cause-and-Effect Conclusions
Selection Bias and Attrition are the primary factors limiting the ability to draw clear cause-and-effect conclusions:

Selection Bias: If participants are not randomly selected, their characteristics (motivation, prior experience) may influence outcomes, complicating the attribution of employment success solely to the intervention.

Attrition: If participants who drop out differ significantly from those who remain, the final sample may not accurately represent the initial population. This can distort the assessment of the program’s effectiveness and lead to incorrect conclusions about its impact.
These factors underscore the importance of cautious interpretation of results and highlight the need for robust research designs to enhance internal validity.
References
Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.
Flannelly, K. J., Flannelly, L. T., & Jankowski, K. R. B. (2018). Threats to the internal validity of experimental and quasi-experimental research in healthcare. Journal of Health Care Chaplaincy, 24(3), 107–
     130. https://doi.org/10.1080/08854726.2017.1421019
2-MY- 
Vocational Rehabilitation Program: Chi-Square Case Study
Case Study Overview
     The vocational rehabilitation program was created to assist individuals in securing full-time employment by offering job training, job placement support, and counseling. To evaluate the program’s effectiveness, researchers compared two groups: (1) one that participated in the program and (2) a control group that was on the waiting list. The study gathered and tracked employment outcomes, specifically whether participants attained full-time jobs after completing the program. A Chi-Square test was used to determine if there was a significant relationship amongst program participation and full-time employment (Dudley, 2020; Rubin & Babbie, 2017).
Program Effectiveness
     The results of the Chi-Square test helped provide insight into whether the program was able to make a meaningful difference in participants’ job outcomes. An important indicator is the p-value that was generated by the assessment. If the p-value is less than or equal to 0.05, it suggests that the program significantly impacted participants’ ability to find full-time employment. For instance, a p-value of 0.001 would indicate that the program likely played a critical role in helping participants secure full-time jobs (Flannelly, Flannelly, & Jankowski, 2018). On the other hand, a p-value above 0.05 would propose that the program did not make a significant difference in employment outcomes.
Factors Limiting Internal Validity
     There are several influences that can limit the study’s internal validity, making it challenging to draw certain conclusions about the program’s effectiveness. One key concern is selection bias, where the individuals in the program may have been more motivated or had stronger job skills than those that were found in the control group. These differences found could explain why program participants were more successful in finding jobs, independent of the program’s effect (Flannelly, Flannelly, & Jankowski, 2018).
     Other confusing variables, might be things such as the participants’ education levels or previous work experience, that might also have influenced the results. If these factors were not evenly dispersed between the program and control groups, they could have contributed to the differences in job outcomes (Dudley, 2020; Rubin & Babbie, 2017).
Additional Threats to Validity
     Another important threat to the study’s internal validity is attrition. If a significant number of participants were to have dropped out of the study, specifically from just one of the groups, it could skew the results and make the findings less reliable (Rubin & Babbie, 2017). Additionally, external events like changes in the local economy or job market during the study period could have impacted employment outcomes for both of the groups. An example would be, if a major employer shut down, it could affect everyone’s chances of finding a job, regardless of their participation in the program (Flannelly, Flannelly, & Jankowski, 2018).
     While the Chi-Square test is able to show a relationship between the vocational rehabilitation program and participants’ success in finding full-time jobs, there could also be other influences that limit the capacity to draw strong cause-and-effect conclusions. Selection bias, external factors, and attrition can all influence the results. In order to improve future studies, researchers could consider using random assignment or controlling for additional variables to better understand the program’s true influence (Dudley, 2020; Rubin & Babbie, 2017).

 
Respond to at least two colleagues by assessing and building on their strategies for addressing transference and countertransference in the identified scenario.
 Make sure to provide APA citations and a reference list.
1-Chrisma- 
Managing Transference in Child Therapy
 Transference and countertransference are always anticipated when dealing with children since it involves so many emotions. Children unconsciously transfer feelings they possess towards significant members of their lives, like parents or caretakers, to the therapist. This is referred to as transference; it enables the child to act out the feelings in a safer environment (Brandell, 2020). Countertransference is the situation when the therapist responds to the child’s behavior or situation emotionally. This may cause the therapist to become overprotective of the child or recall their childhood, which can be counterproductive in clinical work. It is important to notice such dynamics in order to maintain a proper therapeutic relationship without boundaries.
One situation which transcends and countertransference might be observed in a session is with a neglected child. The child may feel the therapist is an authority figure and become abandoned with the therapist. In response the therapist might become over protective and see the child as abused or neglected using the therapist’s experience. This may become problematic as it allows an emotional connection with a child that may hinder the therapist in fulfilling the set objectives; the therapist may find themselves unconsciously trying to ‘rescue’ the child, rather than helping the child self-care (Keenan, 2018). In such circumstances, vigilance and sensible parameters need to be set.
In this scenario, the therapist has to be aware of transference and countertransference, which mean that the therapist has to do reflection and supervision often. Reporting child-therapist’s feelings to peers or managers may assist the therapist in identifying countertransference (Brandell, 2020). Moreover, there should be an attempt to identify transference feelings with the help of the child and make the child understand that the therapist is not sponsored by the caregiver but is there to help. These open communication leads to creating of a safe therapeutic context for both parties.
2-SHAY- 
Explain why transference and countertransference are so common when working with children.
Transference and countertransference are particularly common when working with children due to developmental stages. Children often project feelings and experiences from their early attachment relationships on therapist, which aligns with the contemporary understanding that transference involves current manifestations of self/other constructions originally drawn from early life experiences (Brandell, 2020). Children’s formative relationships with caregivers strongly shape their interactions with others, these dynamics often emerge in therapy.
Countertransference is prevalent because therapists, as adults, may unconsciously project their own emotional responses and unresolved issues onto the child client. Therapist may feel protective, nurturing, or frustrated depending on their own experiences and the child’s behavior. As noted in Keenan (2018), subjective countertransference can emerge when therapists’ own issues are active, while objective countertransference may arise as therapists pick up on the child’s interpersonal strategies, such as acting out or withdrawal.
Describe a specific scenario in which transference and countertransference might arise while intervening with a child. How would you address both transference and countertransference in your work with the child client in the scenario? Explain your strategies.
Scenario: 8-year-old child who has been placed in foster care due to neglect. He has been exhibiting signs of transference, becoming increasingly attached to the therapist and viewing them as a parental figure. At the same time, the therapist feels an intense protective urge towards the child, which is subjective countertransference stemming from the therapist’s unresolved issues with childhood neglect.
Addressing Transference: To address the child’s transference, the therapist must acknowledge the therapeutic relationship as a safe space where the child can express his feelings but also guide him in understanding that the therapist is not a replacement parent.  The therapist should be sure to set clear boundaries while validating the child’s emotions and helping him to explore the unmet needs from their current relationships. The therapist would use transference as a tool to understand the child’s unmet emotional needs from past relationships (Brandell, 2020).
Addressing Countertransference: Recognizing the protective feeling as subjective countertransference, the therapist should reflect on their own emotional responses and consider how these feelings might influence the therapeutic process. As Kennan (2018) suggests, therapists should differentiate between their own unresolved issues and the feelings evoked by the client. In this scenario the therapist could seek supervision or consult with a colleague to process their feelings.

 Compliance is a comprehensive program that help institutions and their employees conduct operations and activities ethically; with the highest level of integrity, and in compliance with legal and regulatory requirements.  

 
Part A – Learning Journal
As you complete the assignment, keep track of the resources that you used and list all of them as part of your assignment submission. For this part of the assignment, list the resources you used and how you used them. If you would prefer to complete the Alternative Learning Journey (Fact-Check) option, you can find those details in Assignment 5.
Assignment – Part B
Part B – Blood Flow
Core Goal
Outline the flow of blood starting from the alveolar capillaries through the body and ending back at the lungs.  Highlight or underline each of these terms in your explanation and include a description of each item in the list:
Aorta
Vena cava
Left atrium
Right atrium
Left ventricle
Right ventricle
Body capillaries
Pulmonary veins
Pulmonary arteries
Alveoli and the capillaries around them
Level-Up
Add these terms to the blood flow you’ve outlined above
Semilunar valves (there are 2 of these)
Atrioventricular valves (there are 2 of these)
Add this information to the blood flow you’ve outlined above
Indicate which structures are part of the pulmonary circuit and which are part of the systemic circuit.
Identify where blood is oxygenated and where it is deoxygenated. You can do this using different colors or fonts (or in any other way that makes sense to you).
Assignment – Part C
Assignment – Part C – Components of Blood
Core Goal
Identify the function and relative percentage in the blood for each term below:
Platelets
Basophil
Monocyte
Eosinophil
Neutrophil
Lymphocyte
Red Blood Cells
Level-Up
Blood transfusions have saved countless lives, but it is essential that the blood type given to an individual is not rejected. Blood will be rejected if the recipient’s immune system marks the blood as “other” and mounts an immune response. We will learn more about the immune system in the next unit. For now, the essential component is that the immune system makes antibodies that recognize foreign molecules. If an antibody binds to something, that triggers the immune system to destroy what the antibody bound to.
Answer the questions below for each blood type (A, B, AB, and O). Note that we are not including the +/- portions to keep the list shorter.
What antigen do the blood cells have on their surface?
What antibodies are found in the blood?
Who can a person with this blood type get blood from?
Who can a person with this blood type give blood to?

 APA FORMAT, CITATION AND REFERANCE. 
Post a brief outline of the case study and consider the conclusion that “the vocational rehabilitation intervention program may be effective at promoting full-time employment.” 
What statistical information shows whether the program was effective (or not)? 
Review the factors that limit the internal validity of a study (history, maturation, testing, instrumentation, statistical regression, selection bias, and attrition).
Select and explain which of these factors might limit the ability to draw conclusions regarding cause-and-effect relationships.
 
Flannelly, K. J., Flannelly, L. T., & Jankowski, K. R. B. (2018). Threats to the internal validity of experimental and quasi-experimental research in healthcareLinks to an external site.. Journal of Health Care Chaplaincy, 24(3), 107–130. https://doi.org/10.1080/08854726.2017.1421019

 Review Chapter 9 of the Jansson text. Focus on “Combative Persuasion in Step 5 and Step 6.” 
Develop a list of strategies you can use to persuade others who might not share the same concerns about your issues or your policy proposals.  
Develop a list of talking points for defending your Social Advocacy Proposal. Consider the following areas of your proposal: 

Identification of the problem 
Overview of existing policy 
History of existing policy 
Policy impacts on populations 
Plan for social advocacy, or goals for change 

Consider the audience for your Social Advocacy Proposal.  

Through which group or legislative process did the original policy receive approval? 
How has the group or process changed since the original policy was approved? 

Watch the video in the Required Media this week. Use this video to inform your own strategies for presenting to your audience.

 
write a transcript  in which you communicate the needs of vulnerable populations to policymakers who may not share your views about the need for services. Include: 

Hook: Introduce yourself using professional disclosure LCSW. How do any personal facts about you or your audience relate to the policy and impact? This can help grab your audience’s attention. 

Describe the Problem: Present the problem and issues with the current policy that attempts to address the problem. Explain the impact on specific populations. You might even recount a specific story of someone adversely impacted by the problem, and explain how the policy as it exists does not help them. 

Call to Action: Inspire your audience to support your goals for change. Why should they care?
Then, in writing, address the following: 
Which strategies did you use to communicate the problem and needs of the population to your audience? 
Why did you select the specific strategies over others? Was your selection informed by the details of your audience? Explain. 
How did you use the following format to present your goals for change? 

Hook 
Describe the Problem 
Call to Action 

There is no required response post for this Discussion; however, it is highly recommended that you review each other’s posts to learn from your respective approaches to advocacy.