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This presentation requires the use of speaker notes to summarize what would be said to a supervisor. The speaker notes should use complete sentences, proper grammar, and punctuation. All sources must be cited using APA style whether directly quoted or paraphrased.

Education

Full instructions are attached
Discipline: Human resources
In this presentation, you are required to use speaker notes. In
the speaker notes, you will provide what you would say if you
were actually giving the presentation to your supervisor. Please
write your notes in complete sentences and adhere to typical
grammar and punctuation rules.
All sources used must be referenced; paraphrased and quoted
material must have accompanying citations. Be sure to use APA
style for citations and references.

The document provides an assessment rubric for an early childhood professional identity assignment. The rubric evaluates 10 topics related to developing a professional online presence, defining core beliefs and interests, setting goals, and using technology appropriately. For each topic, candidates will be rated on a scale of 0 to 2, with 2 being the highest. The rubric also provides learning outcomes to help guide candidates' work.

 Print, complete, and score the following scales. .docx

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 Print, complete, and score the following scales. Do not read how to score a scale until after you have completed it. 1. Stressed Out 2. Susceptibility to Stress (SUS) 3. Response to Stress Scale 4. Are you a Type A or Type B? 5. Coping with Stress 6. Multidimensional Health Locus of Control 7. Locus of Control 8. Life Orientation Test  Identify at Least 5 of Your Personal Stressors and 5 Daily Hassles  Using the information gathered in A and B, write a 3-5 page self-reflection paper that includes the following sections: . Discuss your scores on each of the above scales and write a couple of brief statements about what that score means for you. Were you surprised by the score(s)? Did the results of the scales resonate with your perception of your stress level? Incorporating information from your text and other academic sources, provide a summary of your stressors and life hassles. 3. Incorporating information from your text and other academic sources, provide a summary of what you might do to reduce your stress. 4. Discuss the issue of personal stress as it relates to psychological well-being. Relate your own results and thoughts about your experience with these scales to the information provided in the text and other academic sources (journal articles, books, .gov, .edu, or .org websites) PERSPECTIVE published: 25 February 2022 doi: 10.3389/fpsyt.2022.846244 Frontiers in Psychiatry | www.frontiersin.org 1 February 2022 | Volume 13 | Article 846244 Edited by: Kairi Kõlves, Griffith University, Australia Reviewed by: Jacinta Hawgood, Griffith University, Australia Jennifer Muehlenkamp, University of Wisconsin–Eau Claire, United States *Correspondence: M. David Rudd [email protected] Specialty section: This article was submitted to Psychopathology, a section of the journal Frontiers in Psychiatry Received: 30 December 2021 Accepted: 02 February 2022 Published: 25 February 2022 Citation: Rudd MD and Bryan CJ (2022) Finding Effective and Efficient Ways to Integrate Research Advances Into the Clinical Suicide Risk Assessment Interview. Front. Psychiatry 13:846244. doi: 10.3389/fpsyt.2022.846244 Finding Effective and Efficient Ways to Integrate Research Advances Into the Clinical Suicide Risk Assessment Interview M. David Rudd 1* and Craig J. Bryan 2 1Department of Psychology, University of Memphis, Memphis, TN, United States, 2Department of Psychiatry and Behavioral Science, The Ohio State University Wexner Medical Center, Columbus, OH, United States Research in clinical suicidology continues to rapidly expand, much of it with implications for day-to-day clinical practice. Clinicians routinely wrestle with how best to integrate recent advances into practice and how to do so in efficient and effective fashion. This article identifies five critical domains of recent research findings and offers examples of simple questions that can easily be integ.

 Consequentialist theory  Focuses on consequences of a.docx

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 Consequentialist theory  Focuses on consequences of actions  Hard Universalist/Absolutist theory  The theory that one ought to maximize happiness and minimize the unhappiness of as many people as possible  Epicurus (341-270 B.C.E.) Greek philosopher who advocated a life free of pain  Coined the term utilitarianism  Believed that it is good for an action to have a utility (to make people happy)  Developed Hume’s theory of utility into a moral theory to reform the British legal system  Believed that all humans are hedonists  Developed Hedonistic Calculus  Calculates probable consequences of actions  Produces a rational solution to any problem  Rediscovered the paradox of hedonism  The more you search for pleasure, the more it will elude you  Refined Bentham’s theory  Higher and lower pleasures  Harm Principle  The only purpose of interfering with the life of someone is to prevent harm to others Act Utilitarianism  Always do whatever act that will create the greatest happiness for the greatest number of people  Only focuses on consequences of present decision  Always do whatever type of act (based on a rule) that will create the greatest happiness for the greatest number of people  Focuses on consequences of others applying that same rule Rule Utilitarianism CemeteryAnalysis Massachusetts has a unique archaeological resource in its many colonial graveyards. These contain a large number of precisely dated “artifacts” in the form of headstones and provide an opportunity for studies of the ways in which different aspects of British colonial and Euro- American culture have changed over time. For this assignment, you will visit a local cemetery of your choosing and use the headstones and other associated material culture to address questions aimed at understanding demographic, social, symbolic, or technological issues in the past. This assignment does not require any archaeological excavation, and your instructor and federal, state, and local laws expressly forbid you from doing any! The project also does not require you to do any additional background research, although you are welcome to do so. Please respect these cemeteries, the individuals buried therein, and any visitors you may encounter during your study. You must follow these steps: 1) Chooseagraveyardwithheadstonesdatingtothe1600s,1700s,or1800s. There are several good graveyards in downtown Boston and many more scattered around the city and suburbs. The downtown locations have been studied at length as they are all regularly served by the MBTA. Several “off-the-beaten-track” locations, such as the Tollgate Cemetery in Forest Hills, is also served by transit and has not been visited by my students in the past. While everyone has their own time pressures, I encourage to think .

 The theory that states that people look after their .docx

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 The theory that states that people look after their own self interest  An absolutist theory  Does not consider other options  A descriptive theory  Does not make a judgment  A British philosopher (1588-1679)  Agreed with Glaucon that:  Humans choose to live in a society with rules because it benefits us  Any show of concern for others only hides a true concern for ourselves  It is foolish to not look after ourselves  Believed that humans feel pity for others because we fear something similar happening to us  A theory that says people ought to act in their own self interest  An absolutist theory  A normative theory  Makes a judgment or prescription about behavior  A consequentialist theory  Focuses on consequences of actions  Russian-born American (1905-1982)  Believed that egoism benefits society  People should not feel guilty for seeking their own happiness  People should not feel obligated to help those who are “moochers and leeches.”  Everyone should give up his or her own self-interest for others  Normative theory  Consequentialist theory .

 This is a graded discussion 30 points possibledue -.docx

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 This is a graded discussion: 30 points possible due - Discussion 2 (Complete by Sunday, Nov. 6) 20 20 This discussion aligns with Learning Outcomes 1, 2, and 4 Democracy, at its core, is centered on the idea that individuals can, in fact, rule themselves. This concept is enshrined in the U.S. Constitution as we know it today. However, early on the American Constitution was not a sound, democratic document. In particular, the idea of popular sovereignty; that is, the will of the people, was not extended to everyone. For example, as you read this week, the framers, for a time, chose to retain slavery in the new Republic. In addition to slavery, in what other areas was the Constitution of 1788 less than democratic? In what ways has the Constitution, since then, become more democratic? Be sure to provide examples to support your claims. Submission Our discussions are a valuable opportunity to have thoughtful conversations regarding a specific topic. You are required to provide a comprehensive initial post with 3-4 well-developed paragraphs that include a topic sentence and at least 3-5 supporting sentences with additional details, 11/4/22, 1:30 AM Page 1 of 29 Search entries or author  Reply explanations, and examples. In addition, you are required to respond substantively to the initial posts of at least two other classmates on two different days. All posts should be reflective and well written, meaning free of errors in grammar, sentence structure, and other mechanics. Grading This discussion is worth 30 points toward your final grade and will be graded using the Discussion Rubric. Please use it as a guide toward successful completion of this discussion. For information on how to view the rubric, refer to this Canvas Community Guide (https://community.canvaslms.com/docs/DOC-10577-4212540120) . Unread    Subscribe (https://canvas.fscj.edu/courses/65283/users/135004) Sarkis Boyajian (https://canvas.fscj.edu/courses/65283/users/135004) Tuesday  11/4/22, 1:30 AM Page 2 of 29  Reply The Constitution of 1788 lacked democracy because it did not protect the people’s beliefs. Religion influences people’s morality. And morality is a key component of personal convictions. People’s convictions influence how they want to be governed and how they vote. The first amendment to the Constitution provided protection to the people’s beliefs by restricting Congress from making laws respective to an establishment of religion or prohibiting the free exercise thereof. The Constitution of 1788 lacked democracy because it did not protect the people’s expression. Speech is the cornerstone of sharing thoughts and ideas. The sharing of thoughts and ideas influences people’s opinions. People’s opinions influence how they want to be governed and how they vote. The first amendment to the Constitution provided protection to people’s expression by restricting Congress from making laws respective to ab.

· Please include the following to create your Argumentative Essay .docx

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· Please include the following to create your Argumentative Essay Presentation Plan: · Presentation author and title of the presentation (Essay) · Purpose: What do you want your audience to obtain or support after the discussion? · Audience: What phrases will you adapt-without diverting from the purpose of the essay- as you select a medium to include on the slides? · Keywords: As you break down your essay into keywords, which themes and concepts arise? · Introduction: What does the outline of the presentation include? · Body: Think about the body of your essay. Which specific details are necessary to get your points across? · Conclusion: Why is your essay and analysis important? · How did you get to that conclusion? · Since you will communicate with the audience through more than one sense, what media do you intend to use? · Which presentation software program do you intend to use to prepare the presentation? · As you prepare your presentation and deepen your understanding, what do you notice that you hadn’t seen before? · You must present your writing double-spaced, in a Times New Roman, Arial or Courier New font, with a font size of 12. · Pay attention to grammar rules (spelling and syntax). · Your work must be original and must not contain material copied from books or the internet. · When citing the work of other authors, include citations and references using APA style to respect their intellectual property and avoid plagiarism. · Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date. .

• FINISH IVF• NATURAL FAMILY PLANNING• Preimplanta.docx

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• FINISH IVF • NATURAL FAMILY PLANNING • Preimplantation Genetic Diagnosis (PGD) • Surrogate motherhood • “snowflake babies” • Artificial Insemination (AI) Preimplantation Genetic Diagnosis (PGD) ZYGOTE M O RU LA COMPACTION BLASTOMERES MALE & FEMALE PRONUCLEI Surrogate motherhood https://en.wikipedia.org/wiki/2014_Thai_surrogacy_controversy INTRINSIC BIOETHICAL EVIL/WRONG: NATURAL RIGHT TO BE GESTATED BY BIOLOGICAL MOTHER “snowflake babies” = ivf embryo transfer http://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfaith_doc_20081208_dignitas-personae_en.html Artificial Insemination (AI) NATURAL FAMILY PLANNING (NFP) 1.OVULATION SYMPTOMS 2.BIOETHICAL EVALUATION NATURAL FAMILY PLANNING (NFP) 1.OVULATION SYMPTOMS a) 3 PRIMARY b) 7 SECONDARY PRIMARY OVULATION SYMPTOMS: 1) BASAL BODY TEMPERATURE (BBT) 2) CERVIX ACTIVITY 3) CERVICAL MUCUS SECONDARY OVULATION SYMPTOMS: 1) MITTELSCHMERZ 2) SPOTTING 3) SWOLLEN VAGINA AND/OR VULVA 4) INCREASED LIBIDO 5) BREAST TENDERNESS 6) GENERAL BLOATING 7) FERNING SOME MAJOR PROTOCOLS AND METHODS: • CREIGHTON MODEL (NaPro Technology) • COUPLE TO COUPLE (CCL) • SYMPTO-THERMAL METHOD • BILLINGS METHOD • FAMILY OF THE AMERICAS (BASED ON BILLINGS) ACTIVITY OF THE CERVIX AND CERIVCAL OS DURING MENSTRUAL CYCLE INFERTILEFERTILE 1 DAY BEFORE OVULATION: OS OPEN, CERVIX HIGH, SOFT AND CENTRAL, EGGWHITE FLUID INFERTILE PHASE: OS CLOSED, CERVIX FIRM, ANGLED SLIGHTLY, TACKY FLUID Examples of cervical mucus during various days of the menstrual cycle. Transparent and elastic is fertile. Opaque and tacky is infertile. WHAT ABOUT THE HUSBAND? • DISCIPLINE, RESPECT, COMMUNICATION, SACRIFICIAL LOVE • OPENNESS TO THE PRESENCE OF GOD IN THEIR DAILY LIFE 2. BIOETHICAL EVALUATION OF NFP: a) AS A MEANS b) AS AN END / GOAL / OBJECTIVE a) AS A MEANS: • NO SEPARATION ÷ UNITIVE / PROCREATIVE DIMENSIONS • RESPECTFUL OF HUMAN NATURE • MARRITAL INTIMACY = UNION OF BODY AND SOUL b) AS AN END: HUMANAE VITAE 16b: “If therefore there are well-grounded reasons for spacing births, arising from the physical or psychological condition of husband or wife, or from external circumstances… then take advantage of the natural cycles immanent in the reproductive system…” b) AS AN END: THEREFORE, TO BE AVOIDED IS A CONTRACEPTIVE MENTALITY, WHEREBY PREGNANCY / CHILDREN ARE SEEN AS AN EVIL, TO BE AVOIDED BY ANY MEANS. INSTEAD, A FUNDAMENTAL OPENNESS TO LIFE, COLLABORATING WITH GOD’S PLAN TO BE CO-CREATORS OF A UNIQUE HUMAN LIFE. Slide Number 1Slide Number 2Slide Number 3Slide Number 4Slide Number 5Slide Number 6Slide Number 7Slide Number 8Slide Number 9Slide Number 10Slide Number 11Slide Number 12Slide Number 13Slide Number 14Slide Number 15Slide Number 16Slide Number 17Slide Number 18Slide Number 19 See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/220672617 .

 Use the information presented in the module folder along with your.docx

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 Use the information presented in the module folder along with your readings from the textbook to answer thefollowing questions.1. Differentiate between bacterial infection and bacterial intoxication. 2. Discuss the importance of E. coli as part of our intestinal flora. 3. Describe three (3) different types of gastrointestinal diseases caused by bacteria. Besure to give the name of the specific organism that causes each, describe somecommon signs and symptoms and discuss treatment for each disease: 4. Define meningitis. Compare and contrast between bacterial and viral meningitisincluding treatment for each. 5. What is a prion? Describe the impact prions have on the human brain and discuss twoprion-associated diseases in humans: 6. What is a vector-borne (vector transmitted) disease? Give an example of a vectorborne disease and the vector responsible for causing it. .

• Ryanair's operations have been consistently plagued with employee discontent and protests (Temming, 2017). Communication between Line Managers and employees has been tensed, and performance has suffered as a result. The Company would benefit from the strategic positioning and interpersonal skills of the Human Resource Business Partner. • As an employee advocate, he or she would engage employees in dialogue and ensure that whatever findings are made are brought to the attention of the line manager promptly to be addressed. • Also, as a collaborative partner, he would assist in channeling the needs of the line manager in a way that will be understood and well received by subordinates. • Effective communication would eventually lead to mutual understanding and benefit for all parties. • It would go a long way in developing a strong company culture where individuals are not afraid to express their thoughts and ideas. and would shift focus away from conflict towards meeting Organizational goals. 01 CONSTRUCTIVE COMMUNICATION BETWEEN MANAGEMENT AND STAFF 02 EFFECTIVE CHANGE MANAGEMENT • The Greek Philosopher, Heraclitus stated that “Change is the only constant of life” (Rothwell et al., 2015). This statement is pertinent to the rapidly changing business climate (Lauer, 2019, p3) in which Ryanair finds itself. • A company’s readiness and reaction to change are important in determining success. From our current state analysis, we discovered that several tasks may be expedited and optimized with the introduction of new technology. • However, this must be introduced strategically to prevent resistance. The role of the Human Resources Business Partner is essential in this regard. • He or She would determine the need for change and ensure reception of the change by employing effective communication strategies (McCracken et al., 2017). • Apart from a change in technology, other elements that may undergo transformation include processes, policies, personnel, amongst others. It is important that these changes are taken in stride so that they do not forestall operations. 03 FOCUSED TRAINING AND CAPACITY BUILDING • The Business Partner would be instrumental in identifying areas requiring competency improvements (Onen, 2013) in Ryanair. • Through a series of activities such as performance reviews and data analysis, as well as knowledge of the business, and interactions with staff, the business partner would tailor training programmers to drive outcomes that matter and meet the company's needs and vision. • Doing so would be of benefit not only to employees but to Ryanair, who would see improved performances and save costs that would have gone into retraining because of an inefficient programme. EFFECTIVE STRATEGY DEVELOPMENT • Ryanair would benefit from the HRBP's skills and knowledge in developing strategic plans that create value for future business successes. • He or she would ensure that plans align with the needs and expectations .

· Your initial post should be at least 500 words, formatted and ci.docx

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· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points. · You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.) · All replies must be constructive and use literature where possible. #1 Lisa Wright St. Thomas University NUR 417: Aging and End of Life Yedelis Diaz November 01, 2022 Pathological Conditions in Older Adults As one goes through the natural aging process, the body's capacity to defend itself against infections diminishes. The immune system's ability to offer protection is reduced, and the individual becomes susceptible to conditions that affect them more than other age groups (Haynes, 2020). This population also experiences other symptoms impairing other aspects of their lives as time passes. For instance, their skin and bones lose their integrity and become more prone to abrasions and breakage. This assignment module will examine the pathological conditions that affect the sexual response in older adults and how and why nutritional and psychological factors, drugs, and other alternative and complementary medications affect the immune system of the populations. Pathological Conditions that Affect Sexual Response in Older Adults Sexuality is an essential aspect of life, irrespective of the age group one is in—the older population and the younger generation alike need to explore sexuality to maintain health and well-being. Exploring sexuality is also a mixture of biological, psychological, social, and religious factors, all of which have plenty to do with aging. Among the pathological conditions that affect sexual response in the elderly include Genitourinary Syndrome of Menopause These are the changes experienced in the genitourinary pathway as one age. The individual can feel a burning sensation, dryness, or irritation. This can lead to painful sexual encounters, which can, in turn, reduce their desire to engage and their response. Dementia This is a degenerative disorder of the mental faculties, predominantly among the elderly (National Institute on Aging, n.d.). Their judgment diminishes, making them disinterested or utterly unaware of their sexual experiences. Some forms of the condition have been shown to increase sex or closeness, but the individual may fail to recognize what is appropriate and what is not. Diabetes As a chronic condition experienced mainly by this population, it can lead to yeast generation, leading to itchiness around the sex organs, making sex unpalatable. The situation can, however, be addressed with medication. Incontinence This is a condition where one experiences bladder leakage caused by poor control (National Institute on Aging, n.d.). It is most prevalent among the population an.

• ALFRED CIOFFI• CATHOLIC PRIEST, ARCHDIOCESE OF MIAMI.docx

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• ALFRED CIOFFI • CATHOLIC PRIEST, ARCHDIOCESE OF MIAMI • DOCTORATE IN MORAL THEOLOGY, GREGORIAN UNIVERSITY, ROME, ITALY • DOCTORATE IN GENETICS, PURDUE UNIVERSITY, INDIANA • ASSOCIATE PROFESSOR, BIOLOGY AND BIOETHICS • DIRECTOR, INSTITUTE FOR BIOETHICS BIOMEDICAL ETHICS Introduction • PRESENTATIONS • THINK • RESPECT • HONOR CODE • ON TIME • QUIZZES • TAKE NOTES • AVERAGE CANVAS HUMAN BIO-ETHICS: evidence-based • BEGINNING OF LIFE • HEALTHCARE • END OF LIFE BIO-ETHICS PRINCIPLED UTILITARIAN or… • SEXUAL REPRODUCTION • EARLY EMBRYONIC DEVELOPMENT • ONTOLOGICAL STATUS OF HUMAN EMBRYO SEXUAL REPRODUCTION: INVOLVES FERTILIZATION FERTILIZATION: INVOLVES FUSION OF GAMETES AT FERTILIZATION THE DIPLOID NUMBER (2n) IS RESTORED GAMETES = SEX CELLS (SPERM & OVA), PRODUCED BY MEIOSIS FIRST, A REVIEW OF MITOSIS b d c a chromatin 2n 2n b d c a chromatin 2n 2n X X X X 2b 1a 1b 2a chromatin 2n 2n 2b1b 1a 2a 2b1b 1a 2a 1a 1b 2b 2a 2b1b 1a 2a 2a 2b 1b 1a DNA REPLICATION SISTER CHROMATIDS Temporary “4n” stage 2b1b 1a 2a CELL CYCLE G = GAP S = SYNTHESIS 2n 2n 2n MEIOSIS: DOUBLE CELLULAR SPLIT: ONE CELL -> -> 4 CELLS • RECOMBINATION (CROSSING OVER) • FROM DIPLOID NUMBER (2n) -> HAPLOID NUMBER (n) = CHROMATIC REDUCTION 2a 2b 1a 1b 2a 2b 1a 1b 2a2b 1a1b DNA RECOMBINATION = CROSSING OVER MEIOSIS = FORMATION OF GAMETES (SEX CELLS), HAPLOID SPERMATOGENESIS -> SPERM (n) GAMETOGENESIS OOGENESIS -> OVUM (n) Primary spermatocyte (2n) Primary oocyte (2n) Polar bodies H. sapiens # OF CHROMOSOMES = 46 = 23 "PAIRS" ONLY IDENTICAL IN FEMALE (XX) • 22 PAIRS = AUTOSOMES • 1 PAIR = SEX CHROMOSOMES THEREFORE, IN HUMANS: • n = 23 (gametes) • 2n = 46 (somatic cells) Seminiferous tubules Ovarian follicles VIDEOS OF HUMAN EMBRYONIC AND FETAL DEVELOPMENT From fertilization to birth 6 minutes https://www.youtube.com/watch?v=7kC6p1twkXk https://www.youtube.com/watch?v=7kC6p1twkXk EGG + SPERM = ZYGOTE ZYGON (GK) = YOKED OR LINKED ZYGOTE DNA: • 50% OF THE GENETIC MATERIAL COMES FROM THE MOTHER • 50% FROM THE FATHER 0.1 mm 0.005 mm 0.05 mm = SYNGAMY Ampulla DAY 1 DAY 7 Endometrium ZYGOTE M O RU LA COMPACTION BLASTOMERES MALE & FEMALE PRONUCLEI FIRST CELLULAR DIFFERENTIATION = 2 CELL LAYERS (INNER CELL MASS) 1 2 3 4 5 6 IMPLANTATION FURTHER CELLULAR DIFFERENTIATION: 3 GERM LAYERS ( ICM ) GASTRULATION THIRD WEEK OF EMBRYONIC DEVELOPMNET: GASTRULA LONGITUDINAL VIEW CROSS SECTION NEURAL GROOVE ~ 1 inch EIGHT WEEKS EMBRYO FETUS FETUS VIDEOS OF HUMAN EMBRYONIC AND FETAL DEVELOPMENT Conception to birth -- visualized | Alexander Tsiaras 10 minutes https://www.youtube.com/watch?v=fKyljukBE70 https://www.youtube.com/watch?v=fKyljukBE70 THEREFORE, REGARDING EMBRYONIC DEVELOPMENT: CONTINUOUS DEVELOPMENT OF TISSUES, ORGANS AND SYSTEMS FROM THE ZYGOTE, THROUGH 9 MONTHS, UP .

· Implementation of research projects is very challenging.docx

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· Implementation of research projects is very challenging · Replacement of traditional practice with Evidence-based practice takes average of 17 years. · Increasing access to quality care, provision of affordable prescription, and others will improve adherence to treatment of chronic diseases, reduce complications, economic burdens, and increase the quality of life of the minority populations in primary care setting, particularly Hemet CaliforniaCorrelation of Intermittent Fasting to Diabetes Mellitus ( Significance/Background I ntermittent fasting, in contrast to many other dietary approaches, emphasizes timing of meals. Increasing popularity of intermittent fasting as a means of losing weight and managing chronic diseases is evidence of the practice's widespread success. People with diabetes Mellitus often choose to control their condition by paying more attention to what they eat. How IF works Aims of the Study Using the available evidence, this review aims to provide suggestions for the safe monitoring of diabetic patients interested in IF. Animal experiments and religious fasting schedules are excluded. ) ( Design/Methods Articles from reputable academic journals were gathered for a comprehensive literature evaluation that was conducted with the use of online databases. Studies were selected for inclusion in the review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach. Proposed Interventions I ndividualized treatment plans . F requent blood glucose checks . P roper exercise and nutrition. ) ( Expected Results/ Outcomes Facilitates increased physical activity and reduced calorie consumption. Weight reduction that is manageable. Decreased levels of insulin. Triglyceride levels, decreasing your risk of heart disease. Reduced inflammation and free radical change. Graphs/Tables ) ( Anticipated Conclusions The purpose of this poster is to raise awareness about the significance of developing a personalized treatment plan, monitoring blood glucose levels regularly, and making healthy lifestyle choices for people with diabetes in order to reduce their risk of hypoglycemia. Patients with diabetes may benefit greatly from fasting in terms of health and quality of life if they get the necessary guidance and supervision from their healthcare professionals. Potential Implications to Practice Fasting may improve the health and well-being of people with diabetes, and this is especially true when individuals are supported by their healthcare professionals via education and monitoring. Acknowledgements Grajower M. M. & Horne B. D. (2019). Clinical management of intermittent fasting in patients with diabetes mellitus. Nutrients . https://doi.org/10.3390/nu11040873 ) TEMPLATE DESIGN © 2008 www.PosterPresentations.com image1.wmf image2.png Interview Checklist Sheet Name of Practitioner: __________________________________ Initials of Volun.

©McGraw-Hill Education. All rights reserved. Authorized only.docx

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©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Chapter 9 Regional Economic Integration * ©McGraw-Hill Education. What Is Regional Economic Integration? Regional economic integration - agreements between countries in a geographic region to reduce tariff and non-tariff barriers to the free flow of goods, services, and factors of production between each otherQuestion: Do regional trade agreements promote free trade?In theory, yes, but the world may be moving toward a situation in which a number of regional trade blocks compete against each other * While the move toward regional economic integration is generally seen as a good thing, some observers worry that it will lead to a world in which regional trade blocs compete against each other. In this possible future scenario, free trade will exist within each bloc, but each bloc will protect its market from outside competition with high tariffs. The specter of the EU and NAFTA turning into economic fortresses that shut out foreign producers with high tariff barriers is worrisome to those who believe in unrestricted free trade. If such a situation were to materialize, the resulting decline in trade between blocs could more than offset the gains from free trade within blocs. The Opening Case: Regional Trade Pacts Give the Mexican Auto Industry an Edge describes the growth of the Mexican auto industry due to a wave of foreign direct investment spurred by regional trade agreements. Beginning with the establishment of the North American Free Trade Agreement (NAFTA) in 1994, Mexico has established over 40 different free trade agreements that provide Mexican automakers duty-free access to markets throughout the world. These agreements, along with Mexico’s relatively low labors costs, have attracted investments from many of the world’s largest car companies and auto parts suppliers, making Mexico the sixth-largest car producer in the world. ©McGraw-Hill Education. What Are The Levels Of Regional Economic Integration? (1 of 4) A free trade area eliminates all barriers to the trade of goods and services among member countriesEuropean Free Trade Association (EFTA) - Norway, Iceland, Liechtenstein, and SwitzerlandNorth American Free Trade Agreement (NAFTA) - U.S., Canada, and Mexico * LO 9-1: Describe the different levels of regional economic integration. ©McGraw-Hill Education. What Are The Levels Of Regional Economic Integration? (2 of 4) A customs union eliminates trade barriers between member countries and adopts a common external trade policyAndean Community (Bolivia, Colombia, Ecuador, and Peru) A common market has no barriers to.

••••••.docx

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• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • chapter 8 Diversification Strategies Arthur A. Thompson The University of Alabama Copyright © 2020 by Arthur A. Thompson and Glo-Bus Software, Inc. All rights reserved. Not for distribution to non-registrants without permission. An e-book published and distributed by McGraw Hill Education Sixth Edition of Strategy: Core Concepts and Analytical Approaches (2020-2021). Arthur A. Thompson, The University of Alabama. Published and distributed by McGraw Hill Education. Image of globe comprised of puzzle pieces with several pieces dislodged and scattered below the globe. Chapter 5 The Five Generic Competitive Strategy Options: Which One to Employ 1 “I think our biggest achievement to date has been bringing back to life an inherent Disney synergy that enables each part of our business to draw from, build upon, and bolster the others.” 8–2 Copyright © 2020 by Arthur A. Thompson and Glo-Bus Software, Inc.. Michael Eisner, former CEO, Walt Disney Company 2 “Fit between a parent and its businesses is a two-edged sword: A good fit can create value; a bad one can destroy it.” 8–3 Copyright © 2020 by Arthur A. Thompson and Glo-Bus Software, Inc.. Andrew Campbell, Michael Gould, and Marcus Alexander 3 “Make winners out of every business in your company. Don’t carry losers.” 8–4 Copyright © 2020 by Arthur A. Thompson and Glo-Bus Software, Inc.. Jack Welch, former CEO, General Electric 4 Learning Objectives Understand when to diversify and how to test whether a move to diversify into a new business is sound. Learn the strategic difference between related and unrelated diversification strategies. Gain an understanding of the pros and cons of related diversification strategies. Gain an understanding of the pros and cons of unrelated diversification strategies. Gain command of the analytical approaches to evaluating a company’s diversification strategy. Become familiar with a diversified company’s principal strategic options after it has diversified. 8–5 Copyright © 2020 by Arthur A. Thompson and Glo-Bus Software, Inc.. 5 What Does Crafting a Diversification Strategy Entail? When and Why Diversification Makes Good Strategic Sense Choosing the Diversification Path: Related versus Unrelated Businesses The Case for Diversifying into Related Businesses The Case for Diversifying into Unrelated Businesses Evaluating a Diversified Company’s Strategy—The Six Analytical Steps 8–6 Copyright © 2020 by Arthur A. Thompson and Glo-Bus Software, Inc.. Chapter 8 Roadmap 6 8–7 Copyright © 2020 by Arthur A. Thompson and Glo-Bus Software, Inc.. What Is Meant by “Diversification”? A firm is diversified when it operates in two or more lines of business that are in distinctly different industries Diversification complicates the strategy-making task because it requires: Assessing the multiple industry .

· Epidemiology · Conceptual issues· Anxiety· Mood diso.docx

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· Reflect on the four peer-reviewed articles you critically apprai.docx

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· Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT. · Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection. · Consider the best method of disseminating the results of your presentation to an audience. The Assignment: (Evidence-Based Project) Part 4: Recommending an Evidence-Based Practice Change Create an 8- to 9-slide narrated PowerPoint presentation in which you do the following: · Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.) · Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general. · Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered. · Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation. · Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy. · Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change. · Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking. · Add a lessons learned section that includes the following: · A summary of the critical appraisal of the peer-reviewed articles you previously submitted · An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides) Zeinab Hazime Nurs 6052 10/16/2022 Evaluation Table Use this document to complete the evaluation table requirement of the Module 4 Assessment, Evidence-Based Project, Part 3A: Critical Appraisal of Research Full APA formatted citation of selected article. Article #1 Article #2 Article #3 Article #4 Abraham, J., Kitsiou, S., Meng, A., Burton, S., Vatani, H., & Kannampallil, T. (2020). Effects of CPOE-based medication ordering on outcomes: an overview of systematic reviews. BMJ Quality & Safety, 29(10), 1-2. Alanazi, A. (2020). The effect of computerized physician order entry on mortality rates in pediatric and neonatal care setting: Meta-analysis. Informatics in Medicine Unlocked, 19, 100308. https.

· Choose a B2B company of your choice (please note that your chose.docx

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· Choose a B2B company of your choice (please note that your chosen company will also be used for your final assignment). · Across your two assignment you will develop an Industrial marketing plan. · For assignment 1 you are required to develop the first part of the marketing plan and assignment 2 the final part. · Perform a situation analysis identifying the following: 1. Product mix: i. Current product mix, product lines and individual products 2. Market analysis: i. Who are their current competitors ii. PESTEL 3. Market segmentation i. Identify the segments that that they target (including the characteristics of each market segment). 4. Value proposition: i. Identify the value that the company aims to provide to each segment (which products are aimed at each segment and what the benefits are to that segment) 5. Positioning: i. How do they position themselves in the market (and if relevant to each segment). How do they differentiate themselves through this positioning from their competitors? · Your Marketing Plan Part 1 should be uploaded in PDF format. · Your table of contents should include: 1. Introduction/Background 2. Product Mix 3. Market analysis 4. Market segmentation 5. Value proposition 6. Positioning 7. References Formalities: · Wordcount: 1500 · Cover, Table of Contents, References and Appendix are excluded of the total wordcount. · Font: Arial 11 pts. · Text alignment: Left. · The in-text References and the Bibliography must be in Harvard’s citation style. Dido and Aeneas Music composed by Henry Purcell Libretto by Nahum Tate Date of composition: 1689 DIDO AND AENEAS An opera perform'd at Mr. Josias Priest's Boarding School at Chelsey by Young Gentlewomen. The words made by Mr. NAHUM TATE The music composed by Mr. HENRY PURCELL Dramatis Personae DIDO BELINDA TWO WOMEN AENEAS SORCERESS ENCHANTRESSES SPIRIT of the Sorceress (Mercury) Dido's train, Aeneas' train, Fairies, Sailors OVERTURE ACT THE FIRST Scene [I]: The Palace [enter Dido, Belinda and train] BELINDA Shake the cloud from off your brow, Fate your wishes does allow; Empire growing, Pleasures flowing, Fortune smiles and so should you. CHORUS Banish sorrow, banish care, Grief should ne'er approach the fair. DIDO Ah! Belinda, I am prest With torment not to be Confest, Peace and I are strangers grown. I languish till my grief is known, Yet would not have it guest. BELINDA Grief increases by concealing, DIDO Mine admits of no revealing. BELINDA Then let me speak; the Trojan guest Into your tender thoughts has prest; The greatest blessing Fate can give Our Carthage to secure and Troy revive. CHORUS When monarchs unite, how happy their state, They triumph at once o'er their foes and t.

© Strayer University. All Rights Reserved. This document conta.docx

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© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. JWI 550 (1208) Page 1 of 10 JWI 550: Operational Excellence Week Two Lecture Notes © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. JWI 550 (1208) Page 2 of 10 MAPPING AND ANALYZING VALUE STREAMS What It Means The mapping and analysis of value streams is an undertaking focused on gaining insight into the current state of workflow. It includes creating diagrams that show the various steps a product or service undergoes from request to delivery. The format of the maps should not be overly complex, and they do not require any specialized software to create. Their purpose is to help management and workers “see” the flow of work tasks that are often difficult to visualize, and to analyze that flow from a customer-centric perspective that is explicitly focused on adding value. Why It Matters • It aligns stakeholders around a common understanding of the starting point before any operational change initiatives are undertaken. • It focuses on value as the critical metric of operational excellence and competitive advantage, and it identifies steps where no value is added and/or waste occurs. • It requires the team to apply quantifiable performance metrics to the current state so that improvement efforts can be measured and validated. “Before you can lead your team to a better future, you must build consensus about the current state of affairs – what’s working and what isn’t working – and why the change is needed.” Jack Welch © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. JWI 550 (1208) Page 3 of 10 THE CHALLENGE AND OPPORTUNITY FOR MANAGERS Complete the following sentence: Change is _______________. A. Exciting B. Scary C. Difficult D. Never-ending E. All of the Above You likely picked “All of the Above.” You could have also added a bunch of other words to the list as well: Dangerous? Fun? Expensive? Confusing? Stressful? Uncertain? Necessary? Imagine you are a new manager, or a manager taking over a new team or a new set of responsibilities. What an exciting opportunity! If you have a good boss, you know what is expected of you and how the success of your team will be measured. Your transition may be smooth as you ta.

©2005-2009 by Alexander Chernev. Professor Alexander Che.docx

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©2005-2009 by Alexander Chernev. Professor Alexander Chernev (Kellogg School of Management, Northwestern University) prepared this case solely as the basis for class discussion. This case is not intended to serve as an endorsement, source of primary data, or an illustration of effective or ineffective management. To request permission to reproduce materials, e-mail [email protected] No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without a written permission of the author. Rev. 11/1/2009 Case 0804 ALEXANDER CHERNEV Datril: Pioneering the Acetaminophen Market Marvin Koslow, vice president for marketing services at Bristol-Myers, had just finished a strategic planning meeting with his staff. The meeting was supposed to delineate a strategy for Bristol-Myers’ newest offering: a non-prescription acetaminophen1 drug branded as Datril, which was to be launched later in the spring of 1975. Despite many hours of deliberation, a clear solution failed to emerge. The main unresolved issue was how to position Bristol-Myers’ new drug to the general public and, in particular, how to price and promote Datril. Bristol-Myers was one of the nation’s leading marketers of pharmaceutical and consumer products, with a portfolio of well-known brands such as Bufferin, Excedrin, Windex, Drano, Vitalis, Be- hold, and Clairol. Bristol-Myers was comprised of three major product groups: the Consumer Prod- ucts Group, which accounted for 25.8% of the company’s total sales in 1974; the Clairol Group; and the Pharmaceutical, Health Care, and International Group, which accounted for 51.8% of the company’s total sales in 1974. In 1974, Bristol-Myers reported net earnings exceeding $120 million on $1.6 billion in net sales. The cost of goods sold accounted for more than $600 million of the expenditures: marketing, sales, and administration expenses were in excess of $420 million, advertising and pro- motion expenses were nearly $300 million, and research and development expenses were close to $50 million. The $680 million analgesic market was divided into two types of pain-relievers: aspirin and acetaminophen. Aspirin-based products, such as the market leader Bayer Aspirin, distributed by Sterling Drug Company, and Bufferin and Excedrin, both distributed by Bristol-Myers, comprised 90% of the analgesic market. Most of the aspirin-based products were proprietary drugs and were typically mar- keted with heavy consumer advertising and extensive point-of-purchase displays. Bristol-Myers spent more than $30 million advertising Bufferin and Excedrin in 1974 (see Exhibits 1, 2 for examples of print advertisements). In contrast, acetaminophen-based analgesics, initially available only by prescription, were advertised primarily to medical professionals. Acetaminophen products were rapidl.

©2014 by the Kellogg School of Management at Northwestern .docx

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- The document discusses quantitative easing (QE) policies enacted by the US Federal Reserve during the Great Recession. - It describes the Federal Reserve's first quantitative easing program (QE1) from November 2008 to March 2010, where it purchased $1.75 trillion in mortgage-backed securities and Treasury bonds. - An event study analysis provides evidence that QE1 lowered yields on Treasuries, mortgage-backed securities, and other bonds, suggesting it eased financial conditions.

Tool for Analyzing and Adapting Curriculum Materia.docx

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Tool for Analyzing and Adapting Curriculum Materials Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things: 1. Identify the academic focus of the materials; 2. Analyze the materials for demand, coherence, and cultural relevance; 3. Consider student thinking in relation to the core content and activities; 4. Adapt the materials and create a more complete plan to use in the classroom. Section 1: Identify the academic focus of the materials Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials: 1. What are the primary and secondary learning goals? · What are the 1-2 most important concepts or practices that students are supposed to learn? · What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks? 2. What are the core tasks and activities: · What needs to be mastered or completed before the next lesson? · Where is the teacher’s delivery of new information, guidance, or support most important? · Where is discussion or opportunities for collaboration with others important? · Are there activities or tasks that could be moved to homework if necessary? Section 2: Analyze the materials for demand, coherence, and cultural relevance: Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart. Consideration Yes or no? Notes about possible adaptations 1. Analyze for grade-level appropriateness and intellectual demand: 1a. Do the learning goals and instructional activities align with relevant local, state, or national standards? 1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work? 2. Analyze for instructional and academic coherence (if analyzing a unit): 2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals. 2b. Is progress against those goals measured in a well-designed assessment? 2c. Does each lesson build on the previous one? 2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons? 3. Analyze for cultural relevance/orientation to social justice: 3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.

To prepareConsider factors that influence your advocacy topic, in.docx

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To Prepare· Refer to the Population-Focused Nurse Practitioner .docx

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To Prepare · Refer to the “Population-Focused Nurse Practitioner Competencies” found in the Week 1 Learning Resources and consider the quality measures or indicators advanced nursing practice nurses must possess in your specialty of interest. · Refer to your “Clinical Skills Self-Assessment Form” you submitted in Week 1 and consider your strengths and opportunities for improvement. · Refer to your Patient Log in Meditrek and consider the patient activities you have experienced in your practicum experience and reflect on your observations and experiences. In 450–500 words, address the following: Learning From Experiences · Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience. · Reflect on the three most challenging patients you encountered during the practicum experience. What was most challenging about each? · What did you learn from this experience? · What resources were available? · What evidence-based practice did you use for the patients? · What would you do differently? · How are you managing patient flow and volume? Communicating and Feedback · Reflect on how you might improve your skills and knowledge and how to communicate those efforts to your Preceptor. · Answer the questions: How am I doing? What is missing? · Reflect on the formal and informal feedback you received from your Preceptor. C H A P T E R T H I R T E E N ORGANIZATIONAL EFFECTIVENESS Criminal Justice Organizations: Administration and Management Learning Objectives  Be able to define organizational effectiveness  Understand the issues underpinning measuring organizational effectiveness  Discuss the difficulties of the goal model  Be able to briefly discuss the three significant elements of the process approach  Understand variable analysis  Understand why ethical problems arise out of attempts to measure effectiveness What is Organizational Effectiveness?  Effectiveness – the degree of congruence between organizational goals and some observed outcome.  Alternative views of organizational effectiveness, is it: o Organizational survival, o Environmental adaptability, o Based on multiple indicators, or o Based on multiple perspectives? What is Organizational Effectiveness? Cameron (1981) Reasons for confusion o There are important differences in the way scholars conceptualize organizations. o Goals are often complex, multiple, and conflicting. o Researchers often use multiple and overlapping measurement criteria.  Effectiveness cannot be measured as a single phenomenon. What is Organizational Effectiveness?  Why assess organizational effectiveness? o Scholars • Account for the growth or decline of an organization • Investigate interactions between organizations and their environments • Seek to understand the antecedents of effectiveness o Practitioners • Effectiveness influences how organizations ar.

Title page. This page usually contains the title, name of the stud.docx

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Thumbnailsthumbnail.pngPage ()00000000, 0000.docx

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Thumbnails/thumbnail.png ??? Page ??? (???) 00/00/0000, 00:00:00 Page / IPADs(X) F FX CF RF X-M (X-M)^2 F(X-M)^2 1 7 7 0.12 0 0 2 9 16 0.15 0 0 3 16 32 0.27 0 0 4 14 46 0.24 0 0 5 51 0.08 0 0 6 8 59 0.14 0 0 59 0 1.00 0 Mean ∑FX/∑F 0.00 Median 3 Mode 3 CF RF Variance ∑f(X-M)^2/∑f 0.00 SD 0.00 IPADs(X) F IPADs(X) CF 1. Construct a pie chart for each table 0 5 0 5 2. Cnstruct a line labeled graph for each 1 8 1 13 3. Construct a bar chart for each table 2 14 2 27 3 13 3 40 4 6 4 46 5 4 5 50 X 12 mean 13 median 15 mode 14 Variance 14 SD 14 Range 17 MIN 18 MAX 19 Q1 12 Q2 13 Q3 14 P20 14 P70 P50 Class FREQ RF A 6 BINOMIAL B 3 p 60% 0.6 C 6 n 3 D 13 q 0.4 E 10 x 3 F 2 40 0.00 3C3 1 P(A) P^3 0.216 P(B) q^0 1 P(AnB) 0.216 P(AnBnC) P(BnE) Mean µ np 1.8 P(CuDuEuF) SD √npq 0.72 0.85 P(EnF)I P(DI) X F P(X) X*P(X) 0 10 0.00 1 13 0.00 2 18 0.00 3 13 0.00 4 8 0.00 5 14 0.00 76 0.00 Expected Value X*P(X) 0.00 sumproduct 0.00 P(X≤4) P(X=5) P(X<1) P(X>3) P(0≤X≤5) Binomial Dist P 0.55 Mean np n (Trials) 8 Var npq x (numbers) 5 Sd √npq P(x=5) P(x<5) p(x<1) POISSON ƛ 5 x 4 e 2.718 ƛx e-ƛ x! P(4) #DIV/0! Excel 0.1755 Z score Find: P(Z>1.23) P(Z<1.23) P(Z<-1.23) P(Z>-1.23) .

To respond to all 3 of the questions and its attached sections.docx

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To respond to all 3 of the questions and its attached sections · 1. Explain the components of a nutritional assessment. What important subjective and objective assessment findings will assist a nurse in developing a nutritional plan? · Explain the importance of macronutrients in maintaining nutritional health. Describe the pathophysiology of one disorder that affects the normal metabolism of a macronutrient. Use evidence from one scholarly source Use APA Style to cite your source. · 2. Discuss the importance of micronutrients and their function in the body. Choose two micronutrients and discuss the signs and symptoms of toxicity and deficiency for each nutrient. · What is the role of these nutrients in the prevention of disease? Provide examples. Use evidence from one scholarly source Use APA Style to cite your source. · 3. Locate an article on the nutritional beliefs of a culture or religion. Provide a summary of the article and include a link to the article. · What interventions should nurses implement to ensure cultural competence is met through their diet/nutrition recommendations? Use evidence from one scholarly source Use APA Style to cite your source. .

Topic What parents can do with their Autistic children at home to .docx

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Title of Assignment Comprehensive Health History P.docx

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Title of Assignment: Comprehensive Health History Purpose of Assignment: The first part of a health assessment is the history. It is contains critical information about the client. It is important for the nurse to feel comfortable asking all types of questions and to be able to identify the pertinent information for that client. This assignment is a comprehensive health history which would normally be done for a new client to a practice or admission. Course Competency(s): Identify the foundations of health assessment. Instructions: Using the provided form to guide the interview, collect as much information as the client is willing to divulge. In a combination of bulleted and narrative formatting, document the information gathered. Try not to be too wordy but, at the same time, be comprehensive in your documentation. Remember this is subjective information and should only be what the client tells you. Avoid making judgments until you determine what the strengths and weaknesses are. Submit this as a word document Grading Rubric: See history form. FIN 336 Final Project Guidelines and Rubric Overview The final project for this course is the creation of a multinational performance report. The report will investigate the motivation behind expanding business internationally, whether revenue-related, cost-related, or a combination of both. You will gain a better understanding of international business and the factors that make multinational business complex (e.g., risk management, ethical and legal compliance). As you work though this project, you will explore how the 2007–2008 financial crisis affected multinational corporations (MNCs), with both additional opportunities and potential risks. The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two and Five. The final product will be submitted in Module Seven. In order to successfully complete this project, you will choose a multinational company from the Final Project Company List document and access the following financial reports:  Balance sheet  Income statement  Statement of cash flows  Current annual report  2007–2008 annual report  Statement of retained earnings In order to access this information, follow the steps in the Mergent Online Instructions document to access the Mergent Online database. P lease ensure that you select forms based on the company’s most recent tax submission. The annual report is also available on the U.S. Securities and Exchange Commission website. In this assignment, you will demonstrate your mastery of the following course outcomes:  FIN-336-01: Analyze the impact of legal and ethical challenges on stakeholders for supporting an organization’s conduct and decision making in global m.

THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...

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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.

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