Review the reading materials about the different approaches .pdf

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abhinavnarvekar1978

Review the reading materials about the different approaches in this weeks Learning Resources. Conduct your own literature search to find a published study that represents one of the Week 3 approaches. Remember, you may have to broaden your search terms to find an appropriate study. Review the documents linked in the Resources section above before proceeding with your own article review. Contribute a 3-paragraph Discussion post in which you respond to the following: Summarize the characteristics of the approach of the research article you chose during your literature search. Summarize the research article, including the citation and sufficient information for your classmates and Instructor to locate the article. Present a short critique of that article based on the R8360 Guidelines for Reading and Evaluating Qualitative Research Articles document. resources Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Thousand Oaks, CA: SAGE. Chapter 3, Variety of Qualitative Inquiry Frameworks: Paradigmatic, Philosophical, and Theoretical Orientations (pp. 85168) Chapter 4, Practical and Actionable Qualitative Applications (pp. 169242) Bronfenbrenner, U. (1981). The ecology of human development: Experiments by nature and designLinks to an external site.. Cambridge, MA: Harvard University Press. Narrative Inquiry Blustein, D. L., Kozan, S., & Connors-Kellgren, A. (2013). Unemployment and underemployment: A narrative analysis about lossLinks to an external site.. Journal of Vocational Behavior,82(3), 256-265. Systems Theory Pallan, M., Parry, J., & Adab, P. (2012). Contextual influences on the development of obesity in children: a case study of UK South Asian communitiesLinks to an external site.. Preventive Medicine, 54(3), 205-211. Ethnography/Autoethnography Hernandez, K. A. C., Ngunjiri, F. W., & Chang, H. (2015). Exploiting the margins in higher education: A collaborative autoethnography of three foreign-born female faculty of colorLinks to an external site.. International Journal of Qualitative Studies in Education, 28(5), 533-551. McCormack, M. (2014). 'The intersection of class, youth masculinities and decreasing homophobia : an ethnography'Links to an external site.. British Journal of Sociology, 65(1). pp. 130-149. Participatory Community Approaches Hutchinson, S. L., & Gallant, K. A. (2016). Can senior centres be contexts for aging in third places?Links to an external site. Journal of Leisure Research, 48(1), 5068. doi:10.18666/JLR- 2016-V48-I1-6263.

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Finding Sources of Evidence An important step in the EBP process is reviewing the current body of literature to better understand the subject or topic in which you are interested. By conducting a review of the literature, you are building foundational knowledge about the topic; later, you can use this background to build new insights. Developing a strong grasp of a topic can only be garnered by taking the time to thoroughly search for relevant information and resources. For this Discussion, you will practice searching the literature to find evidence on a specific topic. To prepare: Choose a simple search term(s) relating to a topic of your PICOT question. Review the information on the evidence hierarchy discussed in Chapter 2 of the course text, in the article, “Facilitating Access to Pre-Processed Research Evidence in Public Health,” and in the multimedia presentation “Hierarchy of Evidence Pyramid,” found in this week’s Learning Resources. Review the information on the Walden Library’s website, “Levels of evidence.” Take a few minutes to explore the different types of databases available for each level of evidence and focus on the meaning of filtered and non-filtered resources. Conduct a literature search in the Walden Library on your selected topic using the databases that you reviewed. Use at least one database for each of the three levels of filtered information and at least one unfiltered database. Record the number of hits that you find at each level of the hierarchy of evidence. Select one article from the results at each level of the hierarchy. Compare the articles based on the quality and depth of information. What would be the value of each resource if you were determining an evidence-based practice? Post a summary of your search. Describe what topic you selected, the search term(s) that you used, and the number of results found at each level of the hierarchy. Compare the types of information found in the articles from different levels and the value of the information from each level. Highlight a useful tip that you could share with your colleagues about conducting an effective literature search. Read a selection of your colleagues’ responses. Respond to at least two of your colleagues on two different days using one or more of the following approaches: Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. Validate an idea with your own experience and additional sources. Make a suggestion based on additional evidence drawn from readings, or after synthesizing multiple postings. Required Readings Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 14–31) Chapter 5, “Literature Reviews: Finding and Critiquing Evidence” In this chapter, you focus on conducting a liter ...

Finding Sources of EvidenceAn important step in the EBP process .docx

RAJU852744

Article Critiques 1 Fall 2017

Elizabeth Johns

Discussion: Qualitative Research Designs For the past 2 weeks, you have focused on the features and considerations of quantitative research designs. However, quantitative designs are not appropriate for all research questions. Perhaps you are concerned with how patients react when confronted with negative test results, or you wish to study how views on a certain health topic change over time. In each of these cases, the emphasis is more on understanding the thinking and experiences of an individual or group than on numerical measurements. For these types of questions, a qualitative or mixed methods research design is the most appropriate. For this Discussion, you focus on the different types of qualitative research designs, when they are used, and why they are important. To prepare: Reflect on the comments made by Dr. Mauk in this week’s media presentation on the value of qualitative research in nursing. Locate the journal Qualitative Health Research in the Sage Premier database in the Walden Library. From this journal, select an article of interest to you that was published within the last 3 years. Review the information on different qualitative research designs in Chapter 21 of your course text. Determine what qualitative research design was used in your selected article and evaluate whether it was the best choice. Consider ethical issues involved in the study and how the researchers addressed them. Think about how using a quantitative design would have affected the type of data gathered. Post an APA citation for the article that you selected and provide a brief summary of the content and the qualitative research design used. Evaluate the appropriateness of the design, and explain how ethical issues in the study were addressed. Analyze how the study would have been different if a quantitative design had been used. Read a selection of your colleagues’ responses. Respond to at least two of your colleagues on two different days using one or more of the following approaches: Ask a probing question, substantiated with additional background information, and evidence. Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings. Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence. Required Readings Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 21, “Qualitative Research Design and Approaches” This chapter introduces qualitative research designs. It provides an overview of the different types of qualitative research and then describes each one in greater detail, outlining how and when they should be used. Houghton, C. E., Casey, D., Shaw, D., & Murphy, K. (2010). Ethical challenges in qualitative research: Examples from practice. Nurse Researcher, 18(1), 15–25. Retrieved from the Walden Library databases. .

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Introduction In life, there are universal laws that govern everything we do. These laws are so perfect that if you were to align yourself with them, you could have so much prosperity that it would be coming out of your ears. This is because God created the universe in the image and likeness of him. It is failure to follow the universal laws that causes one to fail. The laws that were created consisted of the following: · Law of Gratitude: The Law of Gratitude states that you must show gratitude for what you have. By having gratitude, you speed your growth and success faster than you normally would. This is because if you appreciate the things you have, even if they are small things, you are open to receiving more. Law of Attraction: The Law of Attraction states that if you focus your attention on something long enough you will get it. It all starts in the mind. You think of something and when you think of it, you manifest that in your life. This could be a mental picture of a check or actual cash, but you think about it with an image. Law of Karma: the Law of Karma states that if you go out and do something bad, it will come back to you with something bad. If you do well for others, good things happen to you. The principle here is to know you can create good or bad through your actions. There will always be an effect no matter what. Law of Love: the Law of Love states that love is more than emotion or feeling; it is energy. It has substance and can be felt. Love is also considered acceptance of oneself or others. This means that no matter what you do in life if you do not approach or leave the situation out of love, it won't work. Law of Allowing: The Law of Allowing states that for us to get what we want, we must be receptive to it. We can't merely say to the Universe that we want something if we don't allow ourselves to receive it. This will defeat our purpose for wanting it in the first place. Law of Vibration: the Law of Vibration states that if you wish on something and use your thoughts to visualize it, you are halfway there to get it. To complete the cycle you must use the Law of Vibration to feel part of what you want. Do this and you'll have anything you want in life. For everything to function properly there has to be structure. Without structure, our world, or universe, would be in utter chaos. Successful people understand universal laws and apply them daily. They may not acknowledge that to you, but they do follow the laws. There is a higher power and this higher power controls the universe and what we get out of it. People who know this, but wish to direct their own lives, follow the reasons. Successful people don't sit around and say "I'll try," they say yes and act on it. Chapter - 1 The Law of Attraction The law of attraction is the most powerful force in the universe. If you work against it, it can only bring you pain and misery. Successful people know this but have kept it hidden from the lower class for centuries because th

Chapter session 2.3 litrature review.pptx

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Details: Before beginning the synthesis process, it is important to become acquainted with the analysis and comparison of empirical articles. In the previous assignment, you engaged with the Comparison Matrix, a tool for analysis and comparison of empirical articles. In this assignment, you will take the next step toward synthesis and write about your observations of the articles you compared using the Comparison Matrix. General Requirements: Use the following information to ensure successful completion of the assignment: · Refer to the Comparison Matrix you completed · Review: Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656. · Review: Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827. · Review: Visser, L., Visser, Y. L., & Schlosser, C. (2003). Critical thinking distance education and traditional education. Quarterly Review of Distance Education, 4(4), 401-407. · Doctoral learners are required to use APA style for their writing assignments. Directions: Locate the Comparison Matrix you completed in the Module 2 assignment. Using the outline you developed, the information from the Comparison Matrix. Write a paper (1,000 words) that compares all three of the articles. Do that by including the following: 1. A statement of common elements and themes addressed in each of the three articles. 2. A statement of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles? WRITING ASSIGNMENT The paper should include the following: WORD COUNT: 1500 words max. Introduction. The introduction should engage the reader with a strong opening statement. It should also provide context for the paper, introduce the researchers and their studies (including the purpose of the studies), and include a thesis statement that serves as a roadmap for the reader. Comparison of Research Questions. Open the section with a sentence that engages the reader and gives a peak into your analysis. Please discuss the main ideas behind the research questions, as well as the researcher’s approach to exploring these questions. Did they use mixed methods, quantitative, or qualitative methods? Mention the number of hypotheses (quantitative) or research questions (qualitative), but do not list the research questions. Remember to compare the approaches and discuss similarities and differences. Comparison of Literature Reviews. This section should analyze the research the authors use to support their studies. Do not take this section lightly. You want to point out the theory and/or main research the author’s used to set up their study, and if possible mention why. Did all the studies take the same approach, such as using similar authors for support? Do they al.

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The research team met again to consider data sources. A research consultant facilitated the discussion and identified issues to be addressed in order for the results to be credible. Three key areas needed further study before they went into the field. These areas included: 1. How is the program positioned in the community, particularly regarding trust, diversity, and access? (Or as one team member said, “How do we see ‘them’? And, how do we think they ‘see’ us?”) This issue initiated an action plan for an organizational self-study to produce reflexive data before, during, and after field data collection. 2. What data sources would best answer the research questions? Multiple sources , including families who had used program services as well as those that did not; field observations (going out into neighborhoods to become acquainted with local, non-professional resources); and the materials collected from the self-study. 3. How many participants should be included in the sample? The consultant clarified that the purpose of the sample was not to generalize to the target population—so bigger is not better. Rather, the team was encouraged to focus on selecting typical cases —homogenous, sub-groups—in order to efficiently saturate and develop a “solid understanding” (Guest, Bunce & Johnson, 2006, p. 77) of the phenomenon of the childcare experience in this community. The saturation goal means that the sample process is emergent and may change as the data become available. As you can see in the ongoing scenario, before venturing out into the field, researchers must consider how they will manage credibility of the data. As a qualitative researcher, you too will have to address the sources of data as well as your credibility. For this week, you will examine research questions, explore qualitative research design, and consider purposeful sampling and saturation as a qualitative researcher. The answer lies in how clearly you articulate the criteria for selecting data sources; (b) your ability to purposefully select cases; and (c) the extent to which those cases are “information-rich… for in-depth study” (Patton, 2015, p. 264) with respect to the purpose of the study. As you prepare for this week’s Discussion, consider turning your attention to the variety of purposeful sampling strategies you may consider in developing your research plan. Also consider that qualitative researchers seek a threshold or cut-off point for when to stop collecting data. There is no magic number (although there are guidelines). Rather, saturation occurs as an interface between the researcher and the data and (b) between data collection and data analysis to determine when enough is enough. For this Discussion, you will critique a sampling strategy used in a research article. To prepare for this Discussion: · Review the Guest, Bunce, and Johnson article; the Yob and Brewer article; and the Learning Resources related to sampling and saturation for this .

The research team met again to consider data sources. A research.docx

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Discussion: Validity in Quantitative Research Designs Validity in research refers to the extent researchers can be confident that the cause and effect they identify in their research are in fact causal relationships. If there is low validity in a study, it usually means that the research design is flawed and the results will be of little or no value. Four different aspects of validity should be considered when reviewing a research design: statistical conclusion validity, internal validity, construct validity, and external validity. In this Discussion, you consider the importance of each of these aspects in judging the validity of quantitative research. To prepare: Review the information in Chapter 10 of the course text on rigor and validity. Read the method section of one of the following quasi-experimental studies (also located in this week’s Learning Resources). Identify at least one potential concern that could be raised about the study’s internal validity. Metheny, N. A., Davis-Jackson, J., & Stewart, B. J. (2010). Effectiveness of an aspiration risk-reduction protocol. Nursing Research, 59(1), 18–25. Padula, C. A., Hughes, C., & Baumhover, L. (2009). Impact of a nurse-driven mobility protocol on functional decline in hospitalized older adults. Journal of Nursing Care Quality, 24(4), 325–331. Yuan, S., Chou, M., Hwu, L., Chang, Y., Hsu, W., & Kuo, H. (2009). An intervention program to promote health-related physical fitness in nurses. Journal of Clinical Nursing, 18(10), 1,404–1,411. Consider strategies that could be used to strengthen the study’s internal validity and how this would impact the three other types of validity. Think about the consequences of an advanced practice nurse neglecting to consider the validity of a research study when reviewing the research for potential use in developing an evidence-based practice. Post the title of the study that you selected and your analysis of the potential concerns that could be raised about the study’s internal validity. Propose recommendations to strengthen the internal validity and assess the effect your changes could have with regard to the other three types of validity. Discuss the dangers of failing to consider the validity of a research study. Read a selection of your colleagues’ responses. Respond to at least two of your colleagues in one or more of the following ways: Ask a probing question, substantiated with additional background information, and evidence. Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. Offer and support an alternative perspective using readings from the classroom or from your own review of the literature in the Walden Library. Validate an idea with your own experience and additional sources. Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings. Expand on your colleagues’ postings by providing additional insights or contrasting perspec.

Discussion Validity in Quantitative Research DesignsValidity in.docx

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4. Do you know how to develop your research design and methodology?

DoctoralNet Limited

Sample Annotated Bibliography Some of your courses at Ashford University will require you to write an annotated bibliography. An annotated bibliography is a working list of references—books, journal articles, online documents, etc.—that you will use for an essay, research paper, or project. Although there are no strict formatting guidelines for the annotated bibliography itself, each reference should be cited in APA format. After each citation, provide a summary of the source, indicating how it will inform your essay, research paper, or project. Many pertinent ideas and supporting details come from analyzing and summarizing your sources. An annotated bibliography helps you get a head start on your assignment, and it encourages you to focus your topic as you assess each source, choosing the key ideas and sources that are most valuable for your assignment. Also, you can keep track of your sources as well as the correct formatting for each reference. Note: Many of the references listed here are older sources. Please be aware that some Ashford classes may require that students use sources that were published within the last five years. Provided below is a sample annotated bibliography. Annotated Bibliography Aslanian, C. B. (2001). Adult students today. New York, NY: The College Board. Exceptional resource for statistics on adult learners and their motivation for returning to school. The author presents a study spanning 20 years that illustrates extensive demographics including average age, income, travel distance, cost, ethnicity, gender, religion, and field of study. Brookfield, S. (n.d.). Adult learning: An overview. Retrieved from http://www.nl.edu/ace/Resources/Documents/AdultLearning.html Excellent and thorough article covering four major research areas: self-directed learning, critical reflection, experiential learning, and learning to learn. The author refutes current definitions of adult learning and motivation and proposes instead that culture, ethnicity, and personality have greater significance than are espoused in current descriptions of adult learners. This article is interesting to consider because it diametrically opposes the existing and widely accepted views on the subject. Donaldson, J. F., Graham, S. W., Martindill, W., & Bradley, S. (2000). Adult undergraduate students: How do they define their experiences and their success? Journal of Continuing Higher Education, 48(2), 2–11. Retrieved from the ERIC database. A small study confirming current thinking that adults return to school for primarily external reasons, e.g., a major life event or career advancement. The research further illustrates that actual success in learning comes from an internal locus of control that includes life experience, maturity, motivation, and self-monitoring. Marienau, C. (1999). Self-assessment at work: Outcome of adult learners’ reflections on pract ...

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Literature review niroj dahal-2017

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Research in the Wild

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For this Assignment you articulate how you will use research to improve the lives of students with exceptionalities. To prepare: · Read, review, and reflect on your work in this course and your work in all of the courses that you have taken to date. By now, you should have a general idea of a topic in the field of special education that interests you—a topic or gap in practice about which you may wish to conduct a research study. · Consider the course Learning Resources and those listed for this module. Reflect on your examination of research methodologies and how each can be applied specifically within the field of special education. · Ask yourself: What would I like to contribute to the field as a leader in special education? Then, identify a specific problem focusing on a gap in practice in the field of special education related to improving the lives of students with exceptionalities. In selecting your problem, consider the relationship between the identified problem of practice and social change. Develop a 3–5 page paper utilizing the following section headings: 1. Problem Statement a. Provide a 1- to 2-paragraph statement that is the result of a review of current literature and practice that contains the following information: i. A logical argument for the need to address an identified gap in special education practice. Make sure to clarify why you believe that this is problem of practice in SPED. ii. Preliminary evidence that provides justification that this problem is meaningful. Provide a minimum of 3–5 key citations that support the relevance and currency of the problem. These references need not all be from peer reviewed journals but should be from reputable sources, such as national agency databases or scholarly books, and should ideally be from the past 5 years. 2. Significance a. Provide 1 or 2 paragraphs informed by the topic outlined in the problem statement that describe the following: i. How this study will contribute to filling the gap in SPED practice identified in the problem statement: What original contribution will this study make? ii. How this research will support professional practice or allow practical application: Answer the “So what?” question. 3. Questions a. List the question or a series of related questions that are informed by the purpose, which will lead to the development of what needs to be done to research the identified gap in practice. A research question informs the research design by providing a foundation for i. generation of hypotheses in quantitative studies, ii. questions necessary to build the design structure for qualitative studies, and a iii. process by which different methods will work together in mixed-methods studies. 4. Nature of the Study a. Using one of the following terms as a subheading, provide a concise paragraph that discusses the approach that will be used to address the research question(s) and how this approach aligns with the problem statement. i. Th.

For this Assignment you articulate how you will use research to .docx

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Research Paper.docx

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College of Doctoral Studies RES-811 Topic 7 Synthesis Resources Learners will be asked to select two articles from the list below to strengthen the synthesis for the Topic 7 Enhanced Synthesis Paper. Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827. Beauchamp, C., Jazvac-Martek, M., & McAlpine, L. (2009). Studying doctoral education: Using Activity Theory to shape methodological tools. Innovations in Education & Teaching International, 46(3), 265-277. Bieber, J. P. (2006). Conceptualizing the academic life: Graduate student's perspectives. The Journal of Higher Education, 77(6), 1009-1035. Colbeck, C. L. (2008). Professional identity development theory and doctoral education. New Directions for Teaching & Learning, 2008 (113), 9-16. Foot, R., Crowe, A., Tollafield, K., & Allan, C. (2014). Exploring doctoral student identity development using a self-study approach. Teaching & Learning Inquiry The ISSOTLJournal Teaching & Learning Inquiry,2(1), 103-118. Gardner, S., Jansujwicz, J., Hutchins, K., Cline, B., & Levesque, V. (2014). Socialization to interdisciplinary: faculty and student perspectives. Higher Education, 67(3), 255-271. Malfroy, J., & Yates, L. (2003). Knowledge in action: Doctoral programmes forging new identities. Journal of Higher Education Policy & Management, 25(2), 119-129. doi:10.1080/1360080032000122606 Noonan, S. J. (2015). Doctoral pedagogy in stage one: Forming a scholarly identity. International Journal of Educational Leadership Preparation, 10(1), 2-28. Switzer, V. (2009) Towards a theory of doctoral student professional identity development: A developmental networks approach. The Journal of Higher Education, 80(1), 1-33. Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656. © 2013. Grand Canyon University. All Rights Reserved. Running head: ENHANCED SYNTHESIS PAPER 1 2 ENHANCED SYNTHSIS PAPER Enhanced Synthesis Paper Student A. Sample Grand Canyon University: RES-811 <Date> <Note: Even though APA does not require the date on a title page, it is a requirement for GCU papers.> Reflection This assignment requires a Reflection Section (250-300 words) addressing your revision process and how you incorporated your instructor’s feedback into the revised version. This section will receive its own page (similar to the format of an abstract). It will be located after the title page and before the Introduction. Title The title does not receive bold font, but the rest of the headings do. Provide an introduction that includes a brief description of each article and its purpose. Identify the three themes that emerged from your reading and how they will be discussed in the paper. Conclude the introduction with your thesis statement. Theme One Support your identified theme wi.

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Water Budget Tables and Graphs 1. On the following three pages are water budget tables for three contrasting climates: - Halifax, Nova Scotia - Syracuse, New York - Nairobi, Kenya 2. Complete the water budget tables and plot the graphs using the resulting data. Interpretation Questions 3. Why are the Year total value for TS and TS not calculated in each water budget table? 4. Why is there no month with deficit conditions at Halifax? 5. Potential evapotranspiration is representative of temperature, so each water budget table is in fact a summary of the mean monthly climate for a location. Compare the climates of Halifax, Syracuse, and Perth, with particular attention to seasonality (variation during the year in broad seasonal periods). Location: Halifax, Nova Scotia Latitude: 44N All values are in mm Maximum TS: 100mm TS at end of previous year: 100mmMillimetres of WaterMillimetres of WaterMillimetres of Water.

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abhinavnarvekar1978

Twenty people apply for three jobs. Eight of them are women, 12 of them are men. 1. If three people selected at random, what is a probability that all three are woman?(Give your answer as a fraction, you do not need to simplify) 2.If three people selected at random, what is a probability that only one is woman?(Give your answer as a fraction, you do not need to simplify) 3. If three people selected at random, what is a probability that all three are men?(Give your answer as a fraction, you do not need to simplify).

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Question #4 30 marks To get cash to purchase operating assets, Ballard Company, with a December 31 fiscal year-end, issued bonds with the following characteristics: (i) Date of bonds: January 1,2011 (ii) Maturity amount and date: $100,000 due in 10 years (December 31, 2020). (iii) Interest: 11% per year payable each December 31 . (iv) Date issued: January 1, 2011. Required: a. Construct the amortization table for the first 2 years for each bond. See (b). 2 b. Give the journal entries to record the issuance and the first 2 interest payments under each of 3 different independent cases: Case A - The bonds sold at par. Case B - The bonds sold to yield 12%. Case C - The bonds sold to yield 10% c. Provide the following amounts to be reported on the 2011 financial statements:.

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Quality assessment is a regulatory requirement for all laboratory testing. Which of the following reflects a correct statement for quality assessment as it relates to POCT? Please select the single best answer All phases of POCT must be assessed periodically (ie, preanalytic, analytic, and postanalytic phases). Staff and administration communication is never a part of POCT quality assessment. Due to the nature of POCT, specimen quality and labeling is not assessed as part of quality assessment Quality assessment is not required for POCT because it is not performed in the laboratory.

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It was a busy week for the Grievance Chairperson. Another Shop Steward, Ravi, made an appointment to discuss a grievance he couldnt resolve with the employees supervisor, Paul Hawkman. GC: Hi, Ravi. I saw the grievance form for Barbara Stone. Isnt she the woman who held the picket sign in the County Couriers front page coverage of the strike? Ravi: Yes, she is. Nice photo. The paper used a fair shot this time. GC: Well, what about this? In the first step, what did they tell you? Ravi: Hawkman took over from Rick Fleming when he retired. I dont know why they appointed him. He hasnt been with the company very long; he has no experience working with unions is what I hear. When I talked to him, he was arrogantsaid he was fully within his rights to dismiss her. GC: So what happened? What does Barbara say? Ravi: Barbara had borrowed a company moving dolly. She said Rick had given her permission to use it. She was relocating across town and needed it to move some boxes to her new house. The dolly was in the back of her Chevy truck in the parking lot. It was covered up, for protection, but the handle, with the company tag, was sticking out. Hawkman saw it when he came to work. He couldnt find any written permission slip on file for her to have it. Barbara said Rick didnt ask for one this time. She had used it before to help with a community food drive that both she and Rick had volunteered to assist. She was bringing it back but just hadnt unloaded it yet. Hawkman said she was stealing it and fired her. The GC pulled out the contractual provisions for termination again. He also flipped to the section about company property. It read: Article 17 - Section 8 Employees in good standing may occasionally borrow non-essential company equipment, provided they complete the authorization form and have it signed by their supervisor. A specific timeframe must be stipulated and failure to return the property in good condition by that deadline will be grounds for reprimand. GC: How long has she been here? What does her performance record look like? Ravi: About 2 years. Rick wasnt one to record an issue unless it was something really serious. So, there isnt anything during his time. Hawkman has marked her for being late twice in the last month, but there isnt any formal warning. 10. In the meantime, Paul Hawkman has come to see the HR Director about the matter. He hands over the paperwork for her termination. By addressing Hawkman and the GC separately, explain how the Director should handle this case and why. PLEASE USE A DIFFERENT ANSWER a. Hawkman b. GC (Grievance Chairperson).

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Provided is a data set that shows the number of arrests from a group of male juveniles in DYS custody, and group of male adults in DOC custody. Calculate the values below provide evidence of the steps you used (writing/typing out): Juveniles: 05 05 06 07 08 10 06 06 08 08 07 03 Mean = Range = Variance = Standard Deviation = Adults: 12 09 08 03 02 06 10 07 11 14 04 05 10 09 05 02 Mean = Range = Variance = Standard Deviation =.

Provided is a data set that shows the number of arrests from.pdf

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S4 (A) (a) kesit verilerinin, (b) zaman serisi verilerinin ve (c) panel verilerinin zellikleri nelerdir? S4 (B) Sabit etkiler modeli (FEM) ile ne kastedilmektedir? Panel verileri hem zaman hem de alan boyutlarna sahip olduundan, FEM her iki boyuta nasl izin verir? S4 (A) (a) kesit verilerinin, (b) zaman serisi verilerinin ve (c) panel verilerinin zellikleri nelerdir? S4 (B) Sabit etkiler modeli (FEM) ile ne kastedilmektedir? Panel verileri hem zaman hem de alan boyutlarna sahip olduundan, FEM her iki boyuta nasl izin verir?.

S4 A a kesit verilerinin b zaman serisi verilerinin v.pdf

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Don acaba de recibir un regalo en efectivo de 65000 de su .pdf

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e next questions watch the video Pathogenicity vs Virulence.pdf

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If A and B are mutually excluslve events with PA035 and .pdf

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Ford Motor Company ha estado en el negocio por ms de 100 aos y cuando se trata de una mentalidad global, Ford est por delante de la mayora de sus competidores, aunque no siempre fue as. Al principio de su historia, Ford era como muchas grandes empresas, que a menudo enviaban personas a otros pases importantes para establecer empresas como la que tenan en casa. El primer Henry Ford, el fundador de Ford Motor Company, fue en muchos sentidos un internacionalista, porque a los pocos aos de establecer su empresa en los EE. UU., estaba abriendo plantas de fabricacin y ensamblaje en todo el mundo, la primera de las cuales fue una Planta de ensamblaje del Modelo T en Trafford Park, Inglaterra, en 1911, que eran esencialmente versiones ms pequeas de la planta original en Detroit. A lo largo de los aos, Ford se convirti en una coleccin de feudos locales y regionales. Pero a mediados de la dcada de 1920 (incluso antes en algunos pases), se haba desarrollado un sentido de orgullo local en las plantas de Ford en muchos pases del mundo. Todos estos pases comenzaron a desarrollar sus propias empresas automotrices. De repente, haba empresas automotrices locales en el Reino Unido, en Francia, Alemania, Australia, todas fabricando sus propios vehculos. Las naciones queran afirmar su independencia y vieron la industria automotriz como un medio para invertir en sus propias economas. De hecho, algunos pioneros de la automocin en otros pases incluso comenzaron a exportar sus propios automviles a otros pases, as como a desarrollar sus propias plantas en otros lugares. Los europeos exportaron, los estadounidenses exportaron, los japoneses exportaron: as se jugaba el juego competitivo. Este fue el comienzo de la estructura multidomstica para las grandes corporaciones multinacionales, como se describe en este captulo. Sin embargo, en la dcada de 1960, el regionalismo comenz a desarrollarse con el surgimiento del Mercado Comn Europeo, el TLCAN, la ASEAN y otros grupos comerciales regionales. Los pases mantuvieron sus propios sistemas polticos y valores sociales, pero formaron bloques comerciales econmicos. Entonces... las grandes empresas establecieron sedes regionales dentro de los principales bloques comerciales. Ford Europa, Ford Asia-Pacfico y Ford Sudamrica se establecieron en este perodo. Fue entonces cuando la mayora de los feudos regionales y funcionales (con cada regin volvindose muy independiente) se atrincheraron firmemente en Ford. (Esto es a lo que se hace referencia en el texto como la estructura corporativa "regional", una extensin de la estructura "multidomstica"). Los feudos fueron excelentes en lo que hicieron: exprimieron hasta la ltima gota de eficiencia de la estructura regional. modelo. Por ejemplo, en el perodo del nacionalismo, Ford tena mltiples actividades contables en todo el mundo: haba 15 solo en Europa. El modelo regional lo redujo a cuatro: uno en Europa, uno en los EE. UU., uno en Asia-Pacfico y uno en Amrica del Sur. Pero incluso con es.

Ford Motor Company ha estado en el negocio por ms de 100 a.pdf

abhinavnarvekar1978

Please write a C++ Code that does the following task; using simple techniques; we are not too deep into the class so make it simple and understandable. Please make sure it does the right task and it does all of it. Thank you! that decodes the the inning information string and updates the scores for each team. at bat (trying to hit the ball thrown by the other team). The playing field consists of four bases arranged in a diamond: to second base, it's a "double". To third, it's a "triple". To Home, it's a "home run". An inning information string is a string consisting of the following letters that represent a player taking a turn at bat: 5 : single d: double t : triple I : inning change (other team is up to bat) So, an example inninglnfo string might look like Each time a player arrives home their team gets a point. So, in that top half, we have s: batter is on first s : runner moves from first to second and batter is on first d : runner on second goes home (+1 run), runner of first goes to third, batter is on second s : runner on third goes home (+1 run), runner on second goes to third, batter is on first t: runner on third makes it home (+1 run), runner on second makes it home ( +1 run), batter is on third So, at the end of that half, the score is Away: 4 , Home: 0. Then home is up s : batter is on first s: runner is on second, batter is on first. s: runner is on third, runner is on second, batter is on first. That's the end of the first inning and the score is still Away: 4 , Home: 0 .Then home is up s : batter is on first s : runner is on second, batter is on first. s : runner is on third, runner is on second, batter is on first That's the end of the first inning and the score is still Away: 4, Home: 0. And so on. (for example, "sstd" would be just the top half of the first inning whereas "sstlddslhht" would be the entire first inning and the top of the second.) Enter the inning information: ssdstisssitdtssidhts The end scores is Away: 7, Home: 3. Hint: Accessing Individual Characters in a String characters starting with 0 . So, string s= "fred" cout s s.at(e) < end 1 ; would output whereas string s= "fred" cout s s.at (2) endl; would output Special Grading Criteria If your code doesn't compile, the best you can get is a C. The use of global variables will result in an automatic F..

Please write a C++ Code that does the following task using .pdf

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El asiento de diario para registrar una nota recibida de un .pdf

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por favor responda a todos ellos respondiendo solo una pregunta no es til. a travs de la evolucin! 6. Dado lo que sabe sobre la evolucin biolgica, presente un argumento slido y bien fundamentado sobre por qu deberamos o no ensear la evolucin en las escuelas secundarias, los programas de pregrado y/o las escuelas profesionales, como la escuela de medicina. 8. La resistencia a los antibiticos es un ejemplo de evolucin en el transcurso de la vida humana. Explique desde una perspectiva evolutiva cmo ha ocurrido esto a travs de prcticas mdicas y agrcolas. Qu recomendaciones tiene para el futuro uso de antibiticos? ? 13. Proporcione una hiptesis adaptativa y no adaptativa para la prdida evolutiva de rganos intiles, como los ojos en muchos animales caverncolas. Cmo podran probarse estas hiptesis? ? 14. En su conferencia " Formas infinitas ms bellas", Sean Carroll relata el desarrollo de la teora de la evolucin de Darwin. Describa algunas de las influencias (por ejemplo, decisiones de vida, intereses, libros, otras personas con las que se encontr) que ayudaron a Darwin a llegar a su teora de la evolucin. Cules fueron algunas de las observaciones clave que hizo? Qu inferencias hizo? Cules fueron las dos ideas principales establecidas en El origen de las especies? Explique cada una de estas ideas. Segn Carroll, cules fueron los hechos clave derivados del registro fsil? Finalmente, cules fueron los tres ingredientes principales para la evolucin, segn Carroll? ? 15. Los ratones de bolsillo Rock pueden venir en dos colores de pelaje, arena y negro. Explique la lgica matemtica de cmo una poblacin de ratones color arena podra evolucionar a una poblacin de ratones negros. ? 16. La seleccin direccional es uno de los modelos de la seleccin natural. Describa este tipo de seleccin en trminos de las frecuencias de los alelos ventajosos a lo largo del tiempo. Cul es la tendencia en el tiempo? Cul es el resultado final para este alelo mientras no intervengan otros factores evolutivos? Describa al menos un buen ejemplo de seleccin direccional. ? 17. Considere la primera copia de un alelo para resistencia a insecticidas que surge por mutacin en una poblacin de insectos expuestos a un insecticida. Es esta mutacin una adaptacin? Si, despus de algunas generaciones, encontramos que la mayora de la poblacin es resistente, es la resistencia una adaptacin? Si descubrimos una variacin gentica para la resistencia a los insecticidas en una poblacin que no ha tenido experiencia con los insecticidas, es esa variacin una adaptacin? Si una poblacin de insectos es polimrfica para dos alelos, cada uno de los cuales confiere resistencia contra uno de los dos pesticidas que se aplican alternativamente, es esa variacin una adaptacin? O cada uno de los dos rasgos de resistencia es una adaptacin? Explique detalladamente su razonamiento. ? 18. Los fsiles proporcionan informacin valiosa sobre tendencias evolutivas y estados de carcter ancestral. Desafortunadamente, por su propia naturaleza.

por favor responda a todos ellos respondiendo solo una pregu.pdf

abhinavnarvekar1978

nsanlk inanlmaz ilerleme kaydetmi olsa da, Dnya'y sorgulamadan kabul ettik ve hayatta kalmak iin gvendiimiz sistemleri istikrarszlatrdk. Covid-19, gezegenimizdeki basknn toplumlarn kar karya olduu basky yanstt geleceimize bir bak sunuyor. Covid-19'un sosyal, ekonomik ve politik sistemlerdeki rten eitsizliklerin yan sra zayflklar ortaya karmas ve istismar etmesi ve insani gelimede tersine dnme tehdidi oluturmas ok az zaman ald. Covid-19'un ykc etkileri tm dnyann dikkatini ekerken, iklim deiikliinden artan eitsizliklere kadar dier krizler etkisini gstermeye devam ediyor Rakip ekonomik sistemleri karlatrarak ve karlatrarak yukardaki kritik ifadeleri yorumlayn.

nsanlk inanlmaz ilerleme kaydetmi olsa da Dnyay sorgula.pdf

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A longrange regulatory element that plays a role in the for.pdf

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Cul de los siguientes es un mineral a b C d a.pdf

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