#includestdio.h#include string.h Function prototype
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#include<stdio.h> #include <string.h> // Function prototypes void fillPassword(size_t , char[]); void showResults(char); // should have void listed void showMenu(); // Define a variable to hold a password // and the copy char password[15]; char cpassword[15]; int main(void) { // Welcome the User printf("Welcome to the C Array Program!\n"); // Variables char cont = 'y'; // To continue with loop int cVar = 0; // process variable // Display menu and Get Selection while (cont != 'E' && cont != 'e') { // Diaply the Menu showMenu(); // Get the user selection cont = getchar(); // Display the menu response showResults(cont); } // Call the Copy routine fillPassword(sizeof(password),password); // Display variable values printf("password is %s\n", password); printf("cVar is %d\n", cVar); // Copy password memcpy(cpassword, password,sizeof(password)); // Pause before exiting char confirm; printf("Confirm your exit!"); confirm = getchar(); return 0; } // Make a String of '1's void fillPassword(size_t n, char dest[]) { // Should be n-1 for (size_t j = 0; j < n; j++) { dest[j] = '1'; } // Add null terminator for string dest[n] = '\0'; } /* Display the Results*/ void showResults(char value) { switch (value){ case 'F': case 'f': printf("Welcome to the Football season!\n"); case 'S': case 's': printf("Welcome to the Soccer season!\n"); break; case 'B': case 'b': printf("Welcome to the Baseball season!\n"); break; case 'E': case 'e': printf("Exiting the Menu system!\n"); break; default: printf("Please enter a valid selection\n"); } } /* Display the Menu*/ void showMenu(void) { printf("Enter a selection from the following menu.\n"); printf("B. Baseball season.\n"); printf("F. Football season.\n"); printf("S. Soccer season.\n"); printf("E. Exit the system.\n"); } ...
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![#include<stdio.h>
#include <string.h>
// Function prototypes
void fillPassword(size_t , char[]);
void showResults(char);
// should have void listed
void showMenu();
// Define a variable to hold a password
// and the copy
char password[15];
char cpassword[15];
int main(void)
{
// Welcome the User](https://image.slidesharecdn.com/includestdio-220920010226-842c0e75/85/includestdio-h-include-string-h-Function-prototype-1-320.jpg)
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Hi,Please fidn the Answer.Sorting,h is Header .pdf
Hi,
Please fidn the Answer.
//////////////////Sorting,h is Header file which contians all Function decalartion
#include
#include // std::cout
#include // std::shuffle
#include // std::array
#include // std::default_random_engine
#include
using namespace std;
class Sorting
{
private:
int num;
public:
Sorting::Sorting() {
};
///Buble Sort Input array and n Number of Elemnets
void BubbleSorting(int array[], int n);
void SelectionSorting(int array[], int n);
void ShuffleArray(int array[], int n);
void DisplayArray(int array[], int n);
void displayMenu();
int choice;
};
//////////////////////////Sorting.cpp is class fuction Which Implemnets the Function
#include \"Sorting.h\"
#include
using namespace std;
///Sorting the Array Using Bubble Sort...
void Sorting::BubbleSorting(int Array[],int n)
{
int temp = 0;
cout << \"\ ------------ BUBBLE SORT ------------ \ \ \";
for (int i = 1; iArray[j + 1])
{
temp = Array[j];
Array[j] = Array[j + 1];
Array[j + 1] = temp;
}
}
cout << \"\ ------------ RESULTS BUBBLE SORT ------------ \ \ \";
DisplayArray(Array, n);
}
//////SelectionSorting input Array and n is number of Elemnets//////////////////////
void Sorting::SelectionSorting(int Array[], int n)
{
int i, n, p, k, min, loc, temp;
for (p = 1; p <= n - 1; p++) // Loop for Pass
{
min = Array[p]; // Element Selection
loc = p;
for (k = p + 1; k <= n; k++) // Finding Min Value
{
if (min > Array[k])
{
min = Array[k];
loc = k;
}
}
temp = Array[p]; // Swap Selected Element and Min Value
Array[p] = Array[loc];
Array[loc] = temp;
}
cout << \"\ ------------ RESULTS SELECTION SORT ------------ \ \ \";
DisplayArray(Array, n);
}
//////SelectionSorting input Array and n is number of Elemnets//////////////////////
///exchange each element with a randomly chosen element. It\'s possible that an element will be
exchanged with itself, but there is no problem with that
void Sorting::ShuffleArray(int Array[], int n)
{
cout << \"\ ------------ ShuffleArray SORT ------------ \ \ \";
for (int i = 0; i
#include \"Sorting.h\"
using namespace std;
int main()
{
bool SelectionOn = true;
Sorting Sorting;
int choice;
int n = 10;
int *Arry;
while (SelectionOn != false) {
cout << \"*******************************\ \";
cout << \" 1 - Enter User Input Array of Elements.\ \";
cout << \" 2 - Display User Input.\ \";
cout << \" 3 - Shuffle User Input the Elements i.\ \";
cout << \" 4 - Bubble Sorting.\ \";
cout << \" 5 - Selection Sorting.\ \";
cout << \" 6 - Exit.\ \";
cout << \" 7 - Display Menu Again. \ \";
cout << \" Enter your choice and press return: \";
cin >> choice;
switch (choice)
{
case 1:
cout << \"Enter User Input Array of Elements\ \";
cout << \"Enter No. of Elements=\";
cin >> n;
Arry = new int[n];
cout << \"\ Enter Elements=\ \";
for (int i = 1; i <= n; i++)
{
cin >> Arry[i];
}
break;
case 2:
cout << \"DISPLAY OF ARRAY\ \";
if (Arry != NULL)
{
Sorting.DisplayArray(Arry, n);
}
else
{
cout << \"ENTER ELEMENTS TO ARRAY BY SELCTING CHOICE 1\ \";
}
break;
case 3:
cout << \"SHUFFLE OF A.
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User/User/Admin.cpp
#include "Admin.h"
#include "User.h"
#include<iostream>
#include<fstream>
#include<iomanip>
#include<cstdlib>
using namespace std;
Admin::Admin(int u, int p)
{
setUsername(u);
setPassword(p);
}
void Admin::setUsername(int u)
{ username = u;}
int Admin::getUsername() const
{ return username;}
void Admin::setPassword(int pass)
{
password = pass;}
int Admin::getPassword() const
{
return password;}
void Admin::add(fstream add)
{
string ln;
string fn;
float b;
int pin;
int accountNum;
User user;
add.seekg(0);
for(int i = 0; i < 200; i++)
{
add.read(reinterpret_cast< char * >(&user),sizeof(User));
if(user.getaccountNb() == 0)
{
accountNum = i;//the account number for the user to put if he wants to ddo any task
break;
}
}
cout<<"Please Enter your Informattion"<<endl;
cout<<"Enter your First Name "<<endl;
cin>>setw(10)>>fn;
cout<<"Enter your Last Name "<<endl;
cin>>setw(15)>>ln;
cout<<"Enter your pin "<<endl;
cin>>pin;
cout<<"Enter your Balance "<<endl;
cin>>b;
user.setLastName(ln);
user.setFirstName(fn);
user.setBalance(b);
user.setPin(pin);
add.seekp((accountNum - 1) * sizeof(User));
add.write(reinterpret_cast<char *>(&user), sizeof(User));
cout<<"You Acoount is created Now "<<endl;
cout<<"your account number is: "<<accountNum<<endl;
}
int Admin::login(fstream log)
{
int usern, pass;
cout<<"The Username is : "<<endl;
cin>>usern;
cout<<"The Password is : "<<endl;
cin>>pass;
Admin a1;
log.seekg(0);
while(!log.eof())
{
log.read(reinterpret_cast< char * >(&a1), sizeof(Admin));
if(username == a1.getUsername() && password == a1.getPassword())
{
cout<<"You are logged in"<<endl;
return 1;
break;
}
}
return 0;
}
void Admin::delet(fstream d)
{
int accountNumber = AccountNb();
User user;
d.seekg((accountNumber - 1) * sizeof(User));
d.read(reinterpret_cast< char * >(&user), sizeof(User));
if(user.getaccountNb() == 0)
cout<<"Account number "<<accountNumber<<" didn't match"<<endl;
else
{
char deside;
cout<<"Your Account is there .Do you want to delete it? Press Y to yes, N to No ";
cin>>deside;
if(deside == 'Y' || deside == 'y')
{
User emptyUser;
d.seekp((accountNumber - 1) * sizeof(User));
d.write(reinterpret_cast< const char * >(&emptyUser), sizeof(User));//to go inside the file and put an empty account
cout<<"Your Acoount has been deleted "<<endl;
}
}
}
void Admin::display(fstream show)
{
int accountNumber = AccountNb();
User user;
show.seekg((accountNumber - 1) * sizeof(User));
show.read(reinterpret_cast< char * >(&user), sizeof(User));
if(user.getaccountNb() == 0)
cout<<"Account number "<<accountNumber<<" ...
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Hi,Please fidn the Answer.Sorting,h is Header .pdf
Hi,
Please fidn the Answer.
//////////////////Sorting,h is Header file which contians all Function decalartion
#include
#include // std::cout
#include // std::shuffle
#include // std::array
#include // std::default_random_engine
#include
using namespace std;
class Sorting
{
private:
int num;
public:
Sorting::Sorting() {
};
///Buble Sort Input array and n Number of Elemnets
void BubbleSorting(int array[], int n);
void SelectionSorting(int array[], int n);
void ShuffleArray(int array[], int n);
void DisplayArray(int array[], int n);
void displayMenu();
int choice;
};
//////////////////////////Sorting.cpp is class fuction Which Implemnets the Function
#include \"Sorting.h\"
#include
using namespace std;
///Sorting the Array Using Bubble Sort...
void Sorting::BubbleSorting(int Array[],int n)
{
int temp = 0;
cout << \"\ ------------ BUBBLE SORT ------------ \ \ \";
for (int i = 1; iArray[j + 1])
{
temp = Array[j];
Array[j] = Array[j + 1];
Array[j + 1] = temp;
}
}
cout << \"\ ------------ RESULTS BUBBLE SORT ------------ \ \ \";
DisplayArray(Array, n);
}
//////SelectionSorting input Array and n is number of Elemnets//////////////////////
void Sorting::SelectionSorting(int Array[], int n)
{
int i, n, p, k, min, loc, temp;
for (p = 1; p <= n - 1; p++) // Loop for Pass
{
min = Array[p]; // Element Selection
loc = p;
for (k = p + 1; k <= n; k++) // Finding Min Value
{
if (min > Array[k])
{
min = Array[k];
loc = k;
}
}
temp = Array[p]; // Swap Selected Element and Min Value
Array[p] = Array[loc];
Array[loc] = temp;
}
cout << \"\ ------------ RESULTS SELECTION SORT ------------ \ \ \";
DisplayArray(Array, n);
}
//////SelectionSorting input Array and n is number of Elemnets//////////////////////
///exchange each element with a randomly chosen element. It\'s possible that an element will be
exchanged with itself, but there is no problem with that
void Sorting::ShuffleArray(int Array[], int n)
{
cout << \"\ ------------ ShuffleArray SORT ------------ \ \ \";
for (int i = 0; i
#include \"Sorting.h\"
using namespace std;
int main()
{
bool SelectionOn = true;
Sorting Sorting;
int choice;
int n = 10;
int *Arry;
while (SelectionOn != false) {
cout << \"*******************************\ \";
cout << \" 1 - Enter User Input Array of Elements.\ \";
cout << \" 2 - Display User Input.\ \";
cout << \" 3 - Shuffle User Input the Elements i.\ \";
cout << \" 4 - Bubble Sorting.\ \";
cout << \" 5 - Selection Sorting.\ \";
cout << \" 6 - Exit.\ \";
cout << \" 7 - Display Menu Again. \ \";
cout << \" Enter your choice and press return: \";
cin >> choice;
switch (choice)
{
case 1:
cout << \"Enter User Input Array of Elements\ \";
cout << \"Enter No. of Elements=\";
cin >> n;
Arry = new int[n];
cout << \"\ Enter Elements=\ \";
for (int i = 1; i <= n; i++)
{
cin >> Arry[i];
}
break;
case 2:
cout << \"DISPLAY OF ARRAY\ \";
if (Arry != NULL)
{
Sorting.DisplayArray(Arry, n);
}
else
{
cout << \"ENTER ELEMENTS TO ARRAY BY SELCTING CHOICE 1\ \";
}
break;
case 3:
cout << \"SHUFFLE OF A.
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1) Structures, if statements, switch statements, while loops, do-while loops, functions for sorting numbers in ascending order, matrix multiplication, pointers, and error handling.
2) It includes examples of basic syntax for these concepts like defining a structure, if/else conditions, looping, passing arguments to functions, and accessing memory addresses with pointers.
3) The error handling section shows how to check for errors with errno values after operations like opening files that do not exist.
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The document contains code for a restaurant ratings application. It defines classes like User, Restaurant, and Rating. It includes functions for initializing data, displaying menus, prompting user actions, and implementing those actions like displaying restaurant lists, adding/editing ratings. However, the code does not include logic for login/authentication before showing menus.
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User/User/Admin.cpp
#include "Admin.h"
#include "User.h"
#include<iostream>
#include<fstream>
#include<iomanip>
#include<cstdlib>
using namespace std;
Admin::Admin(int u, int p)
{
setUsername(u);
setPassword(p);
}
void Admin::setUsername(int u)
{ username = u;}
int Admin::getUsername() const
{ return username;}
void Admin::setPassword(int pass)
{
password = pass;}
int Admin::getPassword() const
{
return password;}
void Admin::add(fstream add)
{
string ln;
string fn;
float b;
int pin;
int accountNum;
User user;
add.seekg(0);
for(int i = 0; i < 200; i++)
{
add.read(reinterpret_cast< char * >(&user),sizeof(User));
if(user.getaccountNb() == 0)
{
accountNum = i;//the account number for the user to put if he wants to ddo any task
break;
}
}
cout<<"Please Enter your Informattion"<<endl;
cout<<"Enter your First Name "<<endl;
cin>>setw(10)>>fn;
cout<<"Enter your Last Name "<<endl;
cin>>setw(15)>>ln;
cout<<"Enter your pin "<<endl;
cin>>pin;
cout<<"Enter your Balance "<<endl;
cin>>b;
user.setLastName(ln);
user.setFirstName(fn);
user.setBalance(b);
user.setPin(pin);
add.seekp((accountNum - 1) * sizeof(User));
add.write(reinterpret_cast<char *>(&user), sizeof(User));
cout<<"You Acoount is created Now "<<endl;
cout<<"your account number is: "<<accountNum<<endl;
}
int Admin::login(fstream log)
{
int usern, pass;
cout<<"The Username is : "<<endl;
cin>>usern;
cout<<"The Password is : "<<endl;
cin>>pass;
Admin a1;
log.seekg(0);
while(!log.eof())
{
log.read(reinterpret_cast< char * >(&a1), sizeof(Admin));
if(username == a1.getUsername() && password == a1.getPassword())
{
cout<<"You are logged in"<<endl;
return 1;
break;
}
}
return 0;
}
void Admin::delet(fstream d)
{
int accountNumber = AccountNb();
User user;
d.seekg((accountNumber - 1) * sizeof(User));
d.read(reinterpret_cast< char * >(&user), sizeof(User));
if(user.getaccountNb() == 0)
cout<<"Account number "<<accountNumber<<" didn't match"<<endl;
else
{
char deside;
cout<<"Your Account is there .Do you want to delete it? Press Y to yes, N to No ";
cin>>deside;
if(deside == 'Y' || deside == 'y')
{
User emptyUser;
d.seekp((accountNumber - 1) * sizeof(User));
d.write(reinterpret_cast< const char * >(&emptyUser), sizeof(User));//to go inside the file and put an empty account
cout<<"Your Acoount has been deleted "<<endl;
}
}
}
void Admin::display(fstream show)
{
int accountNumber = AccountNb();
User user;
show.seekg((accountNumber - 1) * sizeof(User));
show.read(reinterpret_cast< char * >(&user), sizeof(User));
if(user.getaccountNb() == 0)
cout<<"Account number "<<accountNumber<<" ...
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The document discusses input and output functions in C programming such as printf() and scanf(). It provides examples of how to use format specifiers in printf() and scanf() to output and input different data types like integers, characters, strings and floating point numbers. It also discusses other input/output functions like getchar(), putchar(), gets() and puts() that can be used to read and write single characters and strings. Finally, it demonstrates how to use field widths and flags in output formatting to control the alignment and padding of printed values.
Csphtp1 13
The document discusses various graphical user interface controls in C#, including menus, link labels, list boxes, combo boxes, tree views, and tab controls. It provides code examples to demonstrate how to implement menus with options to change font colors and styles, as well as link labels that link to other programs or files when clicked. Event handlers are used to handle user interactions with the controls.
This project calls for the modification of the DollarFormat clas.pdf
The document describes modifying the TruncatedDollarFormat class to truncate amounts to two decimal places when output. It provides the code for the TruncatedDollarFormat and TruncatedBankAccount classes, with the latter using the former to output balances compounded annually, monthly, and daily over 10 years. The output is shown as a sample run at the end.
(U) WHAT INSIGHTS ARE DERIVED FROM OPERATION ANACONDA IN REGARDS T
(U) WHAT INSIGHTS ARE DERIVED FROM OPERATION ANACONDA IN REGARDS TO THE NCO COMMON CORE COMPENTENCY (NCOCCC) OF OPERATIONS?
The NCOCCC of Operations is a combination of operational skill sets that, when mastered by senior leaders can save lives and ensure effective unified action. Some of its key tenets include: Large-scale combat operations; understanding operational and mission variables; resolving complex, ill-structured problems with the use of Mission Command; and understanding how to integrate the different branches of the military into successful joint operations (Department of the Army [DA], 2020, pp. 2-3). This final principle of conducting joint operations becomes increasingly important as contemporary conflicts continue to venture further into the realm of multi-domain warfare (Marr, 2018, pp. 10-11). In order to execute such a complex task, Joint Force Commanders (JFC) must “integrate, synchronize, and direct joint operations” through the use of seven Joint Functions (Joint Chiefs of Staff [JCS], 2017, p. III-1). One of these functions, Command and Control, is how the JFC directs the forces toward accomplishment of the mission, and its essential task is to “Communicate and ensure the flow of information across the staff and joint force” (JCS, 2017, p. III-2). This task is critical to the creation of a shared understanding, which allows the separate branches to work seamlessly together toward a common goal. The absence of this unifying component hinders missions and increases casualties. In Operation ANACONDA, JFC Major General (MG) Hagenbeck failed to create such a shared understanding with his subordinate Air Force assets, which contributed to increasing the amount of casualties his forces incurred. Although the warning order was published on 6 January, MG Hagenbeck did not notify the Combined Force Air Component Commander of Operation ANACONDA until 23 February, just days before the operation began (Fleri et al., 2003). This failure to ensure the flow of information across the joint force, caused downstream effects in planning and preparation that led to diminished air support during the initial stages of the operation. As noted by Lambeth (2005) in his comprehensive analysis, “because so little air support had been requested…coalition troops entered the fight virtually unprotected by any preparatory and suppressive fire” (pp. 204-205). Operation Anaconda provides a clear case of how proficiency in the realm of Operations can result in fewer U.S. casualties.
M451: Decisive Action
Case Study Defense Support of Civil Authorities
1. Scenario
Good morning, welcome to VNN -- local officials are celebrating this morning as a new industrial
park is being christened in our community, there’s a ribbon-cutting scheduled for 10am this
morning. Officials say the new Hampton Industrial Park will bring millions of dollars of new tax
revenues and thousands of new jobs to state and local communities. But a group of activi ...
(Remarks)Please keep in mind that the assi
(Remarks)
Please keep in mind that the assignment states, "Each of your sections’ content must be at least one full page in length, in Times New Roman 12-pt. font, double-spaced, with 1” margins." When you turn something in that is about half of the required length, you take a bit of a double hit. The first hit is for not meeting minimum expectations for the assignment. The second hit is for not going into as much detail as needed to get a high grade. I can see that you are ahead on the sections. That is not a problem as those have not been graded yet. However, understand that as is, they will also have significant point deductions.
1
4
A Pollution Prevention Plan (P3) Pre-Assessment Study
[Student name here…remove brackets]
Columbia Southern University
ENV 4301: Pollution Prevention
[Instructor name here…remove brackets]
[Date here…remove brackets]
Abstract
Block one full paragraph (no indenting the first line or any subsequent lines). Provide one full sentence here for each unit as you complete a level 1 heading section, describing what material or calculations were presented in that section. By the time the Unit VII material is complete, you will have six or seven sentences in this abstract (one for each unit, for Units II–VII).
Pollution Prevention Plan (P3) Pre-Assessment Study
General Operational Characteristics
Start typing here for Unit II in non-italicized font (despite the different font types and sizes allowed with APA 7th edition, please stay in Times New Roman 12-pt. font for this document, since this template is already in that font and size), citing with
CSU APA Citation Guide p. 6 styled citations to defend what you state as fact.
Potential Ecological Health Impacts
Fill this in for Unit II. Remove each blank section before submittal in each unit.
Potential Human Health Impacts
Fill this in for Unit III.
Potential Societal Health Impacts
Fill this in for Unit IV.
Risk Assessment and Regulatory Requirements
Fill this in for Unit V.
Pollution Prevention Technologies
Fill this in for Unit VI.
Engineering Opportunities for Pollution Prevention
Fill this in for Unit VII.
References
Brusseau, M. L., Pepper, I. L., & Gerba, C. P. (2019).
Environmental and pollution science (3rd ed.). Academic Press. https://online.vitalsource.com/#/books/9780128147207
List additional references here alphabetically (you may need to list some before the textbook reference). Be sure to double-space and use a hanging indent for each subsequent line in each reference entry, formatting according to CSU APA Citation Guide pp. 8–11.
1
4
A Pollution Prevention Plan (P4) Pre-Assessment Study
Abstract
This undertaking essentially entails a Pre-Assessment study on behalf of the board of directors at ABC Agriculture Production Inc; it explores the general operational characteristics, potential ecological health effects, potential human health impacts, potential societal health impacts, risk ...
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(U) WHAT INSIGHTS ARE DERIVED FROM OPERATION ANACONDA IN REGARDS T
(U) WHAT INSIGHTS ARE DERIVED FROM OPERATION ANACONDA IN REGARDS TO THE NCO COMMON CORE COMPENTENCY (NCOCCC) OF OPERATIONS?
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1. Scenario
Good morning, welcome to VNN -- local officials are celebrating this morning as a new industrial
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morning. Officials say the new Hampton Industrial Park will bring millions of dollars of new tax
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(Remarks)Please keep in mind that the assi
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Please keep in mind that the assignment states, "Each of your sections’ content must be at least one full page in length, in Times New Roman 12-pt. font, double-spaced, with 1” margins." When you turn something in that is about half of the required length, you take a bit of a double hit. The first hit is for not meeting minimum expectations for the assignment. The second hit is for not going into as much detail as needed to get a high grade. I can see that you are ahead on the sections. That is not a problem as those have not been graded yet. However, understand that as is, they will also have significant point deductions.
1
4
A Pollution Prevention Plan (P3) Pre-Assessment Study
[Student name here…remove brackets]
Columbia Southern University
ENV 4301: Pollution Prevention
[Instructor name here…remove brackets]
[Date here…remove brackets]
Abstract
Block one full paragraph (no indenting the first line or any subsequent lines). Provide one full sentence here for each unit as you complete a level 1 heading section, describing what material or calculations were presented in that section. By the time the Unit VII material is complete, you will have six or seven sentences in this abstract (one for each unit, for Units II–VII).
Pollution Prevention Plan (P3) Pre-Assessment Study
General Operational Characteristics
Start typing here for Unit II in non-italicized font (despite the different font types and sizes allowed with APA 7th edition, please stay in Times New Roman 12-pt. font for this document, since this template is already in that font and size), citing with
CSU APA Citation Guide p. 6 styled citations to defend what you state as fact.
Potential Ecological Health Impacts
Fill this in for Unit II. Remove each blank section before submittal in each unit.
Potential Human Health Impacts
Fill this in for Unit III.
Potential Societal Health Impacts
Fill this in for Unit IV.
Risk Assessment and Regulatory Requirements
Fill this in for Unit V.
Pollution Prevention Technologies
Fill this in for Unit VI.
Engineering Opportunities for Pollution Prevention
Fill this in for Unit VII.
References
Brusseau, M. L., Pepper, I. L., & Gerba, C. P. (2019).
Environmental and pollution science (3rd ed.). Academic Press. https://online.vitalsource.com/#/books/9780128147207
List additional references here alphabetically (you may need to list some before the textbook reference). Be sure to double-space and use a hanging indent for each subsequent line in each reference entry, formatting according to CSU APA Citation Guide pp. 8–11.
1
4
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(Student Name)Date of EncounterPreceptorClinical SiteCl
(Student Name)
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Grivel J. Hera Gomez APRN, FNP-C
Soap Note # ____ Main Diagnosis ______________
PATIENT INFORMATION
Name:
Age:
Gender at Birth:
Gender Identity:
Source:
Allergies:
Current Medications:
·
PMH:
Immunizations:
Preventive Care:
Surgical History:
Family History:
Social History:
Sexual Orientation:
Nutrition History:
Subjective Data:
Chief Complaint:
Symptom analysis/HPI:
The patient is …
Review of Systems (ROS)
CONSTITUTIONAL:
NEUROLOGIC:
HEENT:
RESPIRATORY:
CARDIOVASCULAR:
GASTROINTESTINAL:
GENITOURINARY:
MUSCULOSKELETAL:
SKIN:
Objective Data:
VITAL SIGNS:
GENERAL APPREARANCE:
NEUROLOGIC:
HEENT:
CARDIOVASCULAR:
RESPIRATORY:
GASTROINTESTINAL:
MUSKULOSKELETAL:
INTEGUMENTARY:
ASSESSMENT:
Main Diagnosis
(Include the name of your Main Diagnosis along with its ICD10 I10. (Look at PDF example provided) Include the in-text reference/s as per APA style 6th or 7th Edition.
Differential diagnosis (minimum 3)
-
-
-
PLAN:
Labs and Diagnostic Test to be ordered (if applicable)
· -
· -
Pharmacological treatment:
-
Non-Pharmacologic treatment:
Education (provide the most relevant ones tailored to your patient)
Follow-ups/Referrals
References (in APA Style)
Examples
Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.).
ISBN 978-0-8261-3424-0
Domino, F., Baldor, R., Golding, J., Stephens, M. (2010). The 5-Minute Clinical Consult 2010
(25th ed.). Print (The 5-Minute Consult Series).
(Student Name)
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Dr. David Trabanco DNP, APRN, AGNP-C, FNP-C
Soap Note # Main Diagnosis ( Exp: Soap Note #3 DX: Hypertension)
PATIENT INFORMATION
Name: Mr. DT
Age: 68-year-old
Gender at Birth: Male
Gender Identity: Male
Source: Patient
Allergies: PCN, Iodine
Current Medications:
· Atorvastatin tab 20 mg, 1-tab PO at bedtime
· ASA 81mg po daily
· Multi-Vitamin Centrum Silver
PMH: Hypercholesterolemia
Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.
Preventive Care: Coloscopy 5 years ago (Negative)
Surgical History: Appendectomy 47 years ago.
Family History: Father- died 81 does not report information
Mother-alive, 88 years old, Diabetes Mellitus, HTN
Daughter-alive, 34 years old, healthy
Social History: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone.
Sexual Orientation: Straight
Nutrition History: Diets off and on, Does not each seafood
Subjective Data:
Chief Complaint: “headaches” that started two weeks ago
Symptom analysis/HPI:
The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and somet ...
(TITLE)Sung Woo ParkInternational American UniversityFIN
(TITLE)
Sung Woo Park
International American University
FIN 500: Financial management
Vahick Yedgarian, Ph.D., J.D., M.B.A., M.S.
April 15th, 2021
TITLE
According to the market analysis of Walmart, the retail firm is considered an unstoppable retail force. It is ranked as the first or number retail firm and the largest business organization in revenue and employee size. The company's total number of employees is estimated to be 2.2 million employees across its different stores. Apart from the retail business line, it also undertakes wholesale business activities (Tan, 2017). It provides all types of assortment merchandise as well as services for affordable costs. In this research paper, the main objective is to undertake a cash flow analysis statement of Walmart and its Relevance to its investors (Tan, 2017).
A cash flow statement is an important financial statement. A cash flow statement is understood as the financial statement that summarizes the financial or cash amounts. It is a summary of the amount in cash and cash equivalents (Murphy, 2021). In other words, it reflects the amount of cash entering and leaving an organization. The cash flow statement provides measures of a company’s financial strength and reflects its position in terms of revenue (Murphy, 2021). Besides, it helps investors to make the right financial decision.
The cash flow statement is an important financial document to investors. Investors always have a trait of looking at how a company is performing by evaluating the progress, the trends among other issues, and deciding whether to invest in the company. Investment decision-making in an in-depth analysis is usually achieved by looking at the cash flow performance based on an analysis of different elements of the statement.
The cash flow statement for Walmart is an important document to its investors. The cash flow statement of Walmart is an important measure of the profitability of the company. Besides, it provides investors with a clear picture and future projection outlook of how the company will be. Based on the analysis of the company’s cash flow statement company has been recording high levels of revenue over the past few years. As a result, it has been ranked as the largest company in terms of revenue collected. Such a specific entity of the company is a clear reflection that Walmart is indeed a profitable firm in profitability (Tan, 2017). Hence, it is a clear reflection to the investors that the company is making money instead of losses. For instance, over the past few years, the company has recorded a revenue increment and stability. The economic analysis measures the company revenue growth in terms of net sales changes to be 7.2% (WMT | Walmart Inc. Annual Cash Flow Statement | Market Watch. Market Watch, 2021). Such a growth rate is indeed admirable and attractive to investors searching for companies to invest in. The company's revenue level is a general overview and clear or direct instant and r ...
(Student Name) UniversityDate of EncounterPreceptorClini
(Student Name)
University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor:
Soap Note # Main Diagnosis ( Exp: Soap Note #3 DX: Hypertension)
PATIENT INFORMATION
Name: Mr. DT
Age: 68-year-old
Gender at Birth: Male
Gender Identity: Male
Source: Patient
Allergies: PCN, Iodine
Current Medications:
· Atorvastatin tab 20 mg, 1-tab PO at bedtime
· ASA 81mg po daily
· Multi-Vitamin Centrum Silver
PMH: Hypercholesterolemia
Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.
Preventive Care: Coloscopy 5 years ago (Negative)
Surgical History: Appendectomy 47 years ago.
Family History: Father- died 81 does not report information
Mother-alive, 88 years old, Diabetes Mellitus, HTN
Daughter-alive, 34 years old, healthy
Social History: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone.
Sexual Orientation: Straight
Nutrition History: Diets off and on, Does not each seafood
Subjective Data:
Chief Complaint: “headaches” that started two weeks ago
Symptom analysis/HPI:
The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and sometimes it is accompanied by dizziness. He states that he has been under stress in his workplace for the last month. Patient denies chest pain, palpitation, shortness of breath, nausea or vomiting.
Review of Systems (ROS)
CONSTITUTIONAL: Denies fever or chills. Denies weakness or weight loss. NEUROLOGIC: Headache and dizziness as describe above. Denies changes in LOC. Denies history of tremors or seizures.
HEENT: HEAD: Denies any head injury, or change in LOC. Eyes: Denies any changes in vision, diplopia or blurred vision. Ear: Denies pain in the ears. Denies loss of hearing or drainage. Nose: Denies nasal drainage, congestion. THROAT: Denies throat or neck pain, hoarseness, difficulty swallowing.
RESPIRATORY: Patient denies shortness of breath, cough or hemoptysis.
CARDIOVASCULAR: No chest pain, tachycardia. No orthopnea or paroxysmal nocturnal
dyspnea.
GASTROINTESTINAL: Denies abdominal pain or discomfort. Denies flatulence, nausea, vomiting or
diarrhea.
GENITOURINARY: Denies hematuria, dysuria or change in urinary frequency. Denies difficulty starting/stopping stream of urine or incontinence.
MUSCULOSKELETAL: Denies falls or pain. Denies hearing a clicking or snapping sound.
SKIN: No change of coloration such as cyanosis or jaundice, no rashes or pruritus.
Objective Data:
VITAL SIGNS: Temperature: 98.5 °F, Pulse: 87, BP: 159/92 mmhg, RR 20, PO2-98% on room air, Ht- 6’4”, Wt 200 lb, BMI 25. Report pain 2/10.
GENERAL APPREARANCE: The patient is alert and oriented x 3. No acute distress noted. NEUROLOGIC: Alert, CNII-XII grossly intact, oriented to person, ...
(Student Name)Miami Regional UniversityDate of Encounter
(Student Name)
Miami Regional University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Patricio Bidart MSN, APRN, FNP-C
Soap Note # ____ Main Diagnosis ______________
PATIENT INFORMATION
Name:
Age:
Gender at Birth:
Gender Identity:
Source:
Allergies:
Current Medications:
·
PMH:
Immunizations:
Preventive Care:
Surgical History:
Family History:
Social History:
Sexual Orientation:
Nutrition History:
Subjective Data:
Chief Complaint:
Symptom analysis/HPI:
The patient is …
Review of Systems (ROS) (This section is what the patient says, therefore should state Pt denies, or Pt states….. )
CONSTITUTIONAL:
NEUROLOGIC:
HEENT:
RESPIRATORY:
CARDIOVASCULAR:
GASTROINTESTINAL:
GENITOURINARY:
MUSCULOSKELETAL:
SKIN:
Objective Data:
VITAL SIGNS:
GENERAL APPREARANCE:
NEUROLOGIC:
HEENT:
CARDIOVASCULAR:
RESPIRATORY:
GASTROINTESTINAL:
MUSKULOSKELETAL:
INTEGUMENTARY:
ASSESSMENT:
(In a paragraph please state “your encounter with your patient and your findings ( including subjective and objective data)
Example : “Pt came in to our clinic c/o of ear pain. Pt states that the pain started 3 days ago after swimming. Pt denies discharge etc… on examination I noted this and that etc.)
Main Diagnosis
(Include the name of your Main Diagnosis along with its ICD10 I10. (Look at PDF example provided) Include the in-text reference/s as per APA style 6th or 7th Edition.
Differential diagnosis (minimum 3)
-
-
-
PLAN:
Labs and Diagnostic Test to be ordered (if applicable)
· -
· -
Pharmacological treatment:
-
Non-Pharmacologic treatment:
Education (provide the most relevant ones tailored to your patient)
Follow-ups/Referrals
References (in APA Style)
Examples
Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.).
ISBN 978-0-8261-3424-0
Domino, F., Baldor, R., Golding, J., Stephens, M. (2010). The 5-Minute Clinical Consult 2010
(25th ed.). Print (The 5-Minute Consult Series).
Nutrition and Diet.
Semester:
Spring
Course:
MSN6150C Advanced Practice Pediatrics
Preceptor:
REYES-CHOUZA, CARLOS
Clinical Site:
IDEAL MEDICAL CENTER
Setting Type:
Patient Demographics
Age:
12 years
Race:
Black or African American
Gender:
Male
Insurance:
Medicaid
Referral:
No referral
Clinical Information
Time with Patient:
25 minutes
Consult with Preceptor:
15 minutes
Type of Decision-Making:
Moderate complexity
Reason for Visit:
New Consult
Chief Complaint:
Felling pressure behaving my eyes
Type of HP:
Detailed
Social Problems Addressed:
Sanitation/Hygiene
Emotional
Prevention
Procedures/Skills (Observed/Assisted/Performed)
Physical Assessment - Physical Assessment (Perf)
General Skills - Vital Signs (Perf)
ICD-10 Diagnosis Codes
#1 -
J01.10 - ACUTE FRONTAL SINUSITIS, UNSPECIFIED
CPT Billing Codes
#1 -
99214 - OFFICE/OP VISIT, EST PT, MEDICALLY APPROPRIATE HX/EXAM; MODERATE LEVEL MED DECISION; 30-39 MIN
Birth & Delivery
Medications
# OTC Drugs taken regularly:
0
# Prescriptions currently pre ...
(Student Name)Miami Regional UniversityDate of EncounterP
(Student Name)
Miami Regional University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor: Dr. David Trabanco DNP, APRN, AGNP-C, FNP-C
Soap Note #1 DX: Allergic Rhinitis
PATIENT INFORMATION
Name: Ms. JD
Age: 23-year-old
Gender at Birth: Female
Gender Identity: Female
Source: Patient
Allergies: NKDA
Current Medications:
· Cetirizine 10mg/d
· Mucinex-D
PMH:
Immunizations: Tetanus.
Preventive Care: No history.
Surgical History: No history of surgery.
Family History: Father- alive, 60 years old, healthy.
Mother-alive, 54 years old, HTN, hyperlipidemia.
Sister-alive, 20 years old, Asthma.
Social History: Denies alcohol, tobacco or illicit drugs use. College student, lives alone in campus hostels. Physically active and occasionally does exercise.
Sexual Orientation: Active
Nutrition History: Eats balance diet but avoids excessive junk food.
Subjective Data:
Chief Complaint: “stuffy nose” that has lasted for two weeks.
Symptom analysis/HPI:
Ms. JD is a 23-year-old patient who presents with complaints of a stuffy nose, rhinorrhea, congestion and sneezing. She reports a spontaneous start of the symptoms that have remained consistent. Indicates no particular aggravating symptoms but reports higher severity of the symptoms in the morning. She complains of a sore throat and itchy eyes. She reports an all-day clear runny nose. She indicates consistent outdoor handball practice routine. She reports using Cetirizine and Mucinex-D which do not help. She denies vision or taste changes. She denies fever or chills. Denies diagnosis with allergies.
Review of Systems (ROS)
CONSTITUTIONAL: Denies change in weight, fatigue, fever, night sweats or chills. NEUROLOGIC: Denies seizure, numbness or blackout.
HEENT: HEAD: Denies headache. Eyes: Reports itchy eyes. Denies vision change. Ear: Denies hearing loss, pain or discharge. Nose: Admits stuffiness, nasal congestion and clear discharge. Denies nose bleeds. THROAT: Reports a sore throat.
RESPIRATORY: Patient denies breathing difficulties, cough, wheezing, TB, pneumonia.
CARDIOVASCULAR: No palpitations or chest pain. No edema, PND or orthopnea.
GASTROINTESTINAL: Denies nausea, abdominal pains, vomiting and diarrhea. Denies ulcers hx.
GENITOURINARY: Denies change in urine color, urgency and frequency. Regular menses cycle. Denies ovulation pain. Denies hematuria and dysuria.
MUSCULOSKELETAL: Denies back and joint pains or stiffness.
SKIN: No skin rashes or lesions.
Objective Data:
VITAL SIGNS: Temperature: 36.7 °C, Pulse: 78, BP: 119/87 mmHg, RR 20, PO2-97% on room air, Ht- 1.60m, Wt 67kg, BMI 26.
GENERAL APPREARANCE: Healthy appearing. Alert and oriented x 3. No acute distress. Well-groomed and responds appropriately.
NEUROLOGIC: Alert, oriented, posture erect, clear speech. gait. to person, place, and time.
HEENT: Head: Normocephalic, atraumatic, symmetric, non-tender. Maxillary sinuses mild tenderness. Eyes: Bilateral conjunctival inject ...
(Monica)Gender rarely shapes individual experience in isolation bu
(Monica)Gender rarely shapes individual experience in isolation but is instead linked to other social statuses in the effects it has on our lives. The gender distinction reflects what we see as appropriate “masculine” or “feminine.” For example, some societies expect men to be more aggressive and competitive and women to be emotionally nurturing. I was playing with dolls one day and was playing with two dolls: a female doll and a male doll. Upon passing by, an uncle of mine saw me playing with my toys and frowned. When I asked what was wrong, he seemed uncomfortable. In this statement, he suggested that girls should act like girls and play with girlie things, while boys should play with boy things, including boy dolls. The family experiences that taught me about gender and gender roles are vividly in my memory. Throughout my childhood, my mother and father stressed how essential it is for me to understand and know that I am a girl, and I should always act and carry myself accordingly.
I found conversations like that to be overly exaggerated at the time, but I subsequently understood why my parents did what they did. We were a family of six, with five girls and one boy. As a child, my parents, specifically my mother, stressed what clothing the girls wore. Our mother was always careful not to let us wear anything provocative, and we were to get married and have our own families. Girls are often told that it's alright to cry because girls cry, and if I was a boy, I'd be made to suck it up and deal with it. In addition, my mother taught me that women nurture and that we take care of the home, including cooking, cleaning, and taking care of the children. As girls, we could not play any sports that were deemed "too rough" or to be performed by boys. From a young age, we chose professional careers. All these careers involved female dominating industries, such as nursing, teaching, caretaking, and hairdressing. They all contributed to the construction of my gender.
Multiple ways are available to conceptualize gender; essentialists see it as a binary division, which classifies you as male or female at birth. In contrast, mainstream social scientists take a constructionist approach to gender. Page 242 argues that gender is a constructed concept that has been shaped through culture and history. Finally, people internalize the social expectations they are introduced to.(Ferris & Stein, 2020) (Links to an external site.)
Resources
Ferris, T., & Stein, J. (2020). Chapter 9/ Page 242. In The Real World: An Introduction to Sociology (7th ed., pp. 236–242). essay, W.W. Norton.
...
(Monica) A summary of my decision-making process starts with flipp
(Monica) A summary of my decision-making process starts with flipping through ads to find a job, I was concerned with what companies offered for pay, the type of work I would be doing, and how long would the job last. There were a few companies that were only looking to hire temporarily and again not an ideal situation if I am already concerned with having a steady income. Between the three ads, Office temp, a server at a restaurant making $2.13hr plus tips with hours varying, and a warehouse position, starting at $14Hr with hours from 12 pm to 7 pm. I chose to pick the warehouse position since it offers the most money and a set schedule. Continuing with the simulation, my monthly take-home pay after taxes is $1,224, making my weekly pay only $306. Ideally $1,224 is not enough funds to help sustain a family, barely one person. During this time, I have to pick my insurance, which is a requirement through the Affordable Care Act. Luckily my child is covered and I picked the cheapest plan that I could afford, the bronze plan and it costs $303 a month, which averages to almost $76 a paycheck. I have to ensure I have a place to live, paying rent over $720 and traveling puts my monthly rental and traveling costs at more than 800 dollars a month. The results of me living further away from my job, so that my rent is lower also increased gas costs. According to the simulation, every working household that saves a dollar spends 77 cents on transportation. My balance jumps from $1000 to $192 after paying rent only to find out my apartment is too small for my things, so I chose to have a yard sale. I only made $150 from the yard sale and made the decision to get paid by the piece, since I am barely making a living wage on an hourly paycheck, and in doing so my paycheck decreased by 25cents. I skipped my grandfather’s memorial service because I can not afford to travel, I paid $25 to replace a broken item I fixed, even though considered hiding the evidence. Grocery shopping is next on my to-do list, spending only 30 for things I needed, I felt was hardly enough food, but could not really afford to splurge and spend on extra things. During this time my stress levels are at an all-time high, but I turn the offer for a cigarette down because I do not want to get addicted. As a result, the simulation states there is a misconception that smoking relieves stress during difficult situations in life.
Now that I have come to payday, I decided to start my fitness journey by asking a friend to be my running partner. On the way to work, something blew in the car and needed to get fixed, and asking a friend to look at the issue saved money. The landlord decided to raise rent and $150 had to be paid or I could spend more on legal fees fighting it in court. On the way out to work, someone stole my gas from my car, so I had to make the decision to take the bus and the result where it took me three buses and fives times longer to get there, making me miss a few hours of p ...
(Note This case study is based on many actual cases. All the name
Marci is a 22-year-old college student who was arrested five months ago for a DUI. She has a history of regular alcohol and marijuana use since high school. Her family has a history of substance use disorders and mental health issues. While Marci's grades have declined due to her substance use, she does not feel she has a problem with alcohol or marijuana. She is concerned about legal and academic consequences but does not want to change her substance use behaviors.
(Minimum 175 words)In your own words, explain class conflict the
(Minimum 175 words)
In your own words, explain class conflict theory and femenist theory. Then give an example of how class conflict theory and femenist theory could be used to explain or understand a social issue.
Which sociological theory was most challenging for you, either to understand or to consider as it might apply to a social problem?
Personality Theory MatrixPSYC 6220/5220/8221: Psychology of PersonalityPersonality Theory MatrixInstructions: Based on your Module 1 readings for Weeks 2–6, complete the requested matrix information below for each of the 8 personality theory orientations. You will complete the spreadsheet during Weeks 2–6, according to the Assignment instructions each week. PsychoanalyticTraitNeo-PsychoanalyticBehavioralHumanistic and ExistentialBiological and EvolutionaryIntegrativeCognitive and Social-CognitiveName of theorist(s):How does this theory explain personality?What does the theory say about past experiences of the individual, including cultural considerations?What are the assessments and/or interventions recommended from this theoretical perspective?What are the strengths of this theoretical perspective?.What are the limitations of this theoretical perspective?What are the unique aspects of this theoretical perspective?© 2020 Walden University
PSYC 6220/5220/8221: Psychology of Personality
CREDIT LINE: SYSTEMS OF PYSCHOTHERAPY: A Transtheoretical Analysis, 9th Edition, by James O. Prochaska
and John C. Norcross. Copyright 2018 by Oxford University Press. Reprinted by permission of Oxford University
Press via the Copyright Clearance Center.
“The Case of Mrs. C” is excerpted from Systems of Psycotherapy: A Transtheoretical Analysis, 9th Edition,
by James O. Prochaska and John C. Norcross, and does not reflect a clinical assessment of the client and
the family members’ experiences.
THE CASE OF MRS. C
Psychotherapy systems are not merely static combinations of change processes, theoretical contents,
and research studies. The systems are, first and foremost, concerned with serious disorders afflicting
fellow humans. In comparing systems, it is essential to picture how the psychotherapies conceptualize
and treat the presenting problems of an actual client. The client selected for comparative purposes is
Mrs. C.
Mrs. C is a 47-year-old mother of six children: Arlene, 17; Barry, 15; Charles, 13; Debra, 11; Ellen, 9; and
Frederick, 7. Without reading further, and astute observer might discern Mrs. C‘s personality
configuration. The orderliness of children named alphabetically and of childbirths every 2 years are
consistent with obsessive-compulsive disorder (OCD).
For the past 10 years, Mrs. C has been plagued by compulsive washing. Her baseline charts, in which she
recorded her behavior each day before treatment began, indicated that she washed her hands 25 to 30
times a day, 5 to 10 minutes at a time. Her daily morning shower lasted about 2 hours with rituals
involving ...
(Individuals With Disabilities Act Transformation Over the Years)D
(Individuals With Disabilities Act Transformation Over the Years)
Discussion Forum Instructions:
1. You must post at least three times each week.
2. Your initial post is due Tuesday of each week and the following two post are due before Sunday.
3. All post must be on separate days of the week.
4. Post must be at least 150 words and cite all of your references even it its the book.
Discussion Topic:
Describe how the lives of students with disabilities from culturally and/or linguistically diverse backgrounds have changed since the advent of IDEA. What do you feel are some things that can or should be implemented to better assist with students that have disabilities? Tell me about these ideas and how would you integrate them?
ANOVA
ANOVA
• Analysis of Variance
• Statistical method to analyzes variances to determine if the means from more than
two populations are the same
• compare the between-sample-variation to the within-sample-variation
• If the between-sample-variation is sufficiently large compared to the within-sample-
variation it is likely that the population means are statistically different
• Compares means (group differences) among levels of factors. No
assumptions are made regarding how the factors are related
• Residual related assumptions are the same as with simple regression
• Explanatory variables can be qualitative or quantitative but are categorized
for group investigations. These variables are often referred to as factors
with levels (category levels)
ANOVA Assumptions
• Assume populations , from which the response values for the groups
are drawn, are normally distributed
• Assumes populations have equal variances
• Can compare the ratio of smallest and largest sample standard deviations.
Between .05 and 2 are typically not considered evidence of a violation
assumption
• Assumes the response data are independent
• For large sample sizes, or for factor level sample sizes that are equal,
the ANOVA test is robust to assumption violations of normality and
unequal variances
ANOVA and Variance
Fixed or Random Factors
• A factor is fixed if its levels are chosen before the ANOVA investigation
begins
• Difference in groups are only investigated for the specific pre-selected factors
and levels
• A factor is random if its levels are choosen randomly from the
population before the ANOVA investigation begins
Randomization
• Assigning subjects to treatment groups or treatments to subjects
randomly reduces the chance of bias selecting results
ANOVA hypotheses statements
One-way ANOVA
One-Way ANOVA
Hypotheses statements
Test statistic
=
𝐵𝑒𝑡𝑤𝑒𝑒𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
𝑊𝑖𝑡ℎ𝑖𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
Under the null hypothesis both the between and within group variances estimate the
variance of the random error so the ratio is assumed to be close to 1.
Null Hypothesis
Alternate Hypothesis
One-Way ANOVA
One-Way ANOVA
One-Way ANOVA Excel Output
Treatme
(Kaitlyn)To be very honest I know next to nothing about mythology,
(Kaitlyn)To be very honest I know next to nothing about mythology, it has never been something that I have had around me or taught in school, I guess it was one of those subjects that got kind of, overlooked. But history is history and in my opinion, it’s important to know what happened in the past to prevent future mishaps or wrongdoings. Therefore I don't know anything about mythology to start, but I am eager to learn more about all these different gods, goddesses, etc., and am surprised to find out that entire towns or civilizations would support the myths or people I am reading about.
The gods and goddesses seem to all have their sanction of what was claimed as their own, one wraps his arms around the earth floating the continents with his aqua arms, and another is essentially the undertaker and decides whose soul belongs where. The people are peasants and they are unequal to those that are considered the higher power, they are the protected and shall not reach out to become a protector. From what I have read it doesn't seem like the gods step on each other’s territory or have competitions to push each other out, it seems as though all that made it up there are respected and get to look down on those that are less than them.
While reading I noticed that there is a bit of a divide between men and women the same as we have today. A big part of societal issues today is gender equality and the general outlook on how each gender is portrayed without any prior information. Men are supposed to be large, strong, and tall, to protect and conquer for the interest of mankind. Women are supposed to be dainty and spread love, make a house a home, and show endearing qualities. I can see the reverse argument for Cupid who is the God of Love being that Eros is a male, being portrayed as the, "fairest of the deathless gods," (Hamilton, 36) but that is one instance in an array of different people. It seems that even though we have come a long way to today with working on gender-specific stereotypes, for these "myths" to be ancient and long ago, it doesn't seem like we have come that far. Yes women are seen as loving and they can be attractive to people around them, but in the man’s brain, they are simply there to be of service to the man, and to man the home when they are not present. It's interesting because even though the language of the reading may be hard for me to get used to, being that it is not in modern English, I can still very well understand one thing. Women like Aphrodite would "...[laugh] sweetly or mockingly at those her wiles had conquered, the irresistible goddess who stole away even the wits of the wise" (Hamilton, 32). Being a woman I translated this to essentially smiling in the faces of those who either are factually in the wrong, or have done wrong to you, and that is something that is still very much alive today. From history, we know that women were seen as property or disposable at the discretion of the man that homed her, and f ...
(Harry)Dante’s Inferno is the first of the three-part epic poem, D
(Harry)Dante’s Inferno is the first of the three-part epic poem, Divine Comedy, written by Dante Alighieri. The Inferno depicts Dante’s journey through Hell, accompanied and guided by the ancient Roman poet Virgil. In his poem, Dante describes Hell’s topography consisting of nine circles, each representing the seriousness of the sin committed by its offenders, these sins are categorized (by the Catholic Church), grouped, and commonly known as the nine deadly sins. Each level of Hell represent places of torment where the first level is home to less serious offenders, and increase in severity in each circle. As they go deeper into each level, our characters, Dante and Virgil encounter offenders within each ring of hell who have committed more serious offenses and the sins are more egregious. We find that the lowest part of hell houses the betrayers, and punishment here is more severe. Punishment in the poem is handed out in a poetic justice fashion Dante calls contrapasso. In this last (deepest) level or ring of Hell the betrayers of Julius Caesar: Brutus and Cassius are prime tenants, along with Judas, who had betrayed Jesus.
As I read this poem, I can agree with how Hell was organized, and as it sits currently, those guilty of child sexual abuse could reside along with those who are being tortured in the second circle: Lust. But Dante seemed to portray these sins as less severe. But personally, I think that those guilty of committing child sexual abuse should be in the ninth circle of Hell, along with those committing treachery because what is child sexual abuse if not treachery! It is treacherous against the innocent children, who fall betrayed by those who they must respect and obey (adults or those older then they), it is an act of treason to the victim who may have trusted the person committing such a heinous act. But after much contemplation, I still cannot agree with this placement. Child sexual abuse and child sexual assault is, in a very real way, equal to those types of betrayals. The innocence of a child makes those crimes so bad that I feel so uncomfortable writing about. As defined on their website, child sexual abuse includes: any sexual act between an adult and a minor, or between two minors, when one exerts power over the other, forcing, coercing or persuading a child to engage in any type of sexual act, non-contact acts such as exhibitionism, exposure to pornography, voyeurism, and communicating in a sexual manner by phone or Internet. In Dante’s world, those guilty of child sexual assault are far more wicked than those guilty of other sexual sins, and even worse than those guilty of aberrant sexual behavior (as it was understood at the time). Therefore, these sinners would have their very own special place below the ninth circle.
For sinners tormented in the tenth circle, the torture must be as gruesome as the act committed by the sinners. For someone who has committed such a abominable act as is child sexual abuse, assault, ...
(Lucious)Many steps in the systems development process may cause a
(Lucious)Many steps in the systems development process may cause a project to balloon out of control, affecting the scope's size, where the budget and timeline remain the same. Unfortunately, this is a widespread problem known as scope creep during an IS development. Scope creep is an unexpected demand that moves a project past its predetermined limits. Projects are always documented with a planning outline, which covers in-depth details on boundaries, schedules, major deliverables, time, and budget. Unfortunately, individuals involved in the project may intentionally or unintentionally cause a project to not meet its goals due to the unpredictable nature of adding tasks to a project in progress. Project managers can ensure that the scope is clear by referring to the project planning outline, where all the boundaries and parameters of the project stipulate all deliverables. Spending extra time finalizing the plan can dial in a clear and detailed scope for everyone involved in the project. A project manager needs to engage directly with the clients by speaking with them and thoroughly walking them through all the parameters and deliverables. Closely collaborating with clients throughout the various stages of the project can prevent hiccups that may occur. If issues arise during project development, it is always best to be transparent with the client about every problem. Being able to work through solutions with clients will ease the anxieties as strategies are planned. To ensure deliverables are to the client's expectations, necessary features should be identified as critical for delivering a usable end product. For example, managing a scope creep can be difficult if not handled correctly. However, managing change in a project development does not have to be a battle of wills. Knowing how to address change can be beneficial. It can be outlined in the project planning document with parameters that will deliver the best product for the client without derailing the project. (Joseph S. Valacich, 2015)
REFERENCES
Joseph S. Valacich, J. F. (2015). Essentials of Systems Analysis and Design Sixth Edition. Pearson Education, Inc.
i1v2e5y5pubs
W21153
NEDBANK GROUP: LEADERSHIP AND ADAPTIVE SPACE FOR
DIGITAL INNOVATION
Caren Scheepers, Jill Bogie, and Michael Arena wrote this case solely to provide material for class discussion. The authors do not
intend to illustrate either effective or ineffective handling of a managerial situation. The authors may have disguised certain names
and other identifying information to protect confidentiality.
This publication may not be transmitted, photocopied, digitized, or otherwise reproduced in any form or by any means without the
permission of the copyright holder. Reproduction of this material is not covered under authorization by any reproduction rights
organization. To order copies or request permission to reproduce materials, contact Ivey Publishing, Ivey Business Sch ...
(Eric)Technology always seems simple when it works and it is when
The document summarizes the history of Versare, a company that manufactures portable room partitions. It describes how Versare was initially dependent on a large distributor for 95% of its sales. Over time, the relationship with the distributor became increasingly contentious as the distributor demanded price cuts and changes to Versare's products. By 2005, Versare's profitability had declined significantly due to its reliance on the problematic distributor relationship.
(ELI)At the time when I first had to take a sociology class in hig
(ELI)At the time when I first had to take a sociology class in high school, I was staunchly anti-feminism, as I felt it was unnecessary in first world countries and primarily focused on encouraging immodesty and considering women to be worth more than men. At that time, my only education on feminism or feminist issues had come from my parents during homeschooling. I clearly remember getting into a heated debate with a classmate whom I considered "the feminist equivalent of a vegan," (referring to the stereotypical joke, "How do you know if someone is a vegan? Don't worry, they'll tell you,") and I told her I simply could not see any situations in real life where women aren't being represented without a real reason. She introduced me to the term Bechdel Test, and encouraged me to spend a few weeks watching my usual shows, but counting how many times the female characters spoke to each other about anything other than men.
As my understanding of feminism and of the world around me has evolved, I have seen an increase in media that passes the Bechdel Test, but have also been surprised to find it is significantly less common than I expected. Additionally, the Bechdel Test only looks at named female characters who discuss something other than men. It does not look at factors of race, sexuality, topics of conversation, or visual presentation. Some argue that although media increasingly passes the test, the quality of that media is lacking and therefore the value of the Bechdel Test does not hold up (How does the Bechdel Test measure up in evaluating film representations of women, 2021). More detailed studies show that women remain underrepresented in media, both behind and before the camera (Smith et. al, 2016). The female characters that are portrayed in trend towards being young and traditionally attractive, reinforcing the "ideal" image as the standard and further raising the standard for the average woman. Additionally, women of color and women belonging to other racial or social minority groups are even less visible, impacting the expectations that society has of women based on how they are shown, and influencing what women consider "normal" in themselves.
How does the Bechdel Test measure up in evaluating film representations of women? (2021, April 19). UWIRE Text, 1.
Smith, S., Choueiti, M., & Pieper, K. (2016). Inclusion or invisibility? Comprehensive Annenberg Report on diversity in entertainment. Media, Diversity & Social Change Initiative. USC Annenberg School for Communication and Journalism.
...
(Click icon for citation) Theme Approaches to History
(Click icon for citation)
Theme: Approaches to History
Overview
How can thinking like a historian be useful even if you're not looking to become a historian yourself?
This course will show you how applying historical thinking skills can benefit you, no matter what you're
looking to learn at SNHU. In this course, we'll show you the value of historical thinking across
disciplines.
To start, we'll explore the ways in which
historians typically approach understanding
historical events in the eight learning blocks that
make up Theme: Approaches to History. In order
to understand how historians think, we'll first
establish why historians look at historical events:
they identify historically significant events of
interest to them and choose a specific historical
lens they will use to analyze those events. Next,
we'll establish what historians do to analyze
historical events: they develop and refine a
research question to focus their analysis, develop
search terms based on their research question, and
locate primary and secondary sources to
determine the context of their historical event.
Finally, we'll close Theme: Approaches to History by walking you through the process of drafting a
writing plan. Even if they don't write a formal writing plan like you will be doing, all historians begin to
write a historical event analysis with some kind of strategy in mind—a plan for finding information in
primary and secondary sources that will help them answer their research questions and enhance their
understanding of the topic at hand.
This approach is actually pretty similar to approaches used in different fields, if you think about it. In
drafting a proposal for a business plan, an entrepreneur would identify a gap in the market for a new
good or service, research what evidence could help make a case for this gap, and develop an argument to
a potential investor in order to secure funding. This approach might also remind you of the scientific
method used in the physical sciences in which a natural phenomenon is observed, investigated, and
tested in order to draw a conclusion.
Although we're looking at history in this course, keep in mind that the skills you are refining here are
also relevant in other, sometimes unexpected, fields of study at the university.
Course Outcomes
After completing this theme, you should be able to:
Apply key approaches to studying history in addressing critical questions related to historical
narratives and perspectives
Select appropriate and relevant primary and secondary sources in investigating foundational historic
events
Copyright © 2017 MindEdge Inc. All rights reserved. Duplication prohibited.
https://commons.wikimedia.org/wiki/File:Areopagus6.JPG
Theme: Approaches to History | Learning Block 1-1: The Rights of
Immigrants
Over the centuries, millions of immigrants have journeyed to America. Most sought to fit into American
society, yet mo ...
(Executive Summary)MedStar Health Inc, a leader in the healthc
(Executive Summary)
MedStar Health Inc, a leader in the healthcare industry regionally and nation-wide, is a constant target of the malicious attempts of cyber criminals. Over the past 6 years MedStar Health Inc. has faced several instances of data breach most notably, the 2016 breach that compromised 370 computer systems and halted its operations. As the organization continues to digitize and broaden the use of electronic medical records across its facilities, the threat of cyber-attack remains even more pervasive. The purpose of this report is to provide an overview of MedStar Health Inc cybersecurity vulnerabilities, examine the overall causes and impact of the breaches and explore solutions to meet the organization’s cybersecurity challenges.
With a focal point on MedStar Health breaches, a literature-based study was conducted, and various news articles, academic journals and company publications were analyzed. It was found that the 2016 and 2020 data breaches were attacks on the organization’s internet servers. The 2020 hack compromised the records of 668 patients, whereas the 2016 hack was a result of a ransomware infection that compromised 7500 individuals’ records and halted the organizations’ operations. The cost of the virus infection was greater than the $19,000 ransom requested due to additional recovery and remediation costs. It was also revealed that the 2019 breach was due to human error.
To best combat the efforts of cyber criminals, it is recommended that MedStar Health Inc. place greater emphasis on cyber awareness training for employees/professionals, implementing multiple factor authentications and a strong password and identity management system to reinforce its IT infrastructure against future hacks. Failure to effectuate these measures pose significant risk to MedStar Health Inc., its affiliates and patients that extend beyond ransom payments, fines, imprisonment, lawsuits and costs incurred for subsequent identity theft protection services. The damage caused by data security breaches may prove fatal for patients, the company’s most valued asset, compromising public perception and the company’s mission to provide the highest quality of medical care and build long-term relationships with the patients they serve.)
Actual Technical Report
MedStar Medical Vs. Cybercrime
In the health sector, experts "see persistent cyber-attacks as the single greatest threat to the protection of healthcare data" (Moffith & Steffen, 2017). To the world at large, this is not the most absurd news or revelation. Healthcare data embodies some of the most marketable information, and for the black market this is Eldorado – the fictional tale of the city of gold. Healthcare organizations are tasked with fighting the uphill battle of providing quality medical care to their number one stakeholder – patients – while also ensuring that their valuable information is kept safe and secure. Despite their efforts, healthcare organizations sometimes fail in ...
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