Student NameDescribe the barrierhealth care administration issue.docx
•Download as DOCX, PDF•
0 likes•8 views
Student Name: Describe the barrier/health care administration issue addressed in your Business Research Paper (two or three sentences): Criteria Article 1 Article 2 Article 3 Article 4 Article 5 Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article Article Title and Year Published Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study Design (Quantitative, Qualitative, or Other) Setting/Sample Methods: Intervention/Instruments Analysis Key Findings Recommendations Explanation of How the Article Supports Your Identified Barrier or Issue in Health Care Criteria Article 6 Article 7 Article 8 Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article Article Title and Year Published Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study Design (Quantitative, Qualitative, or other) Setting/Sample Methods: Intervention/Instruments Analysis Key Findings Recommendations Explanation of How the Article Supports Your Identified Barrier or Issue in Health Care .
Report
Share
Report
Share
Recommended
Literature Review Table of EvidenceStudent NameDescrib.docx
Literature Review: Table of Evidence
Student Name:
Describe the barrier/health care administration issue addressed in your Business Research Paper (two or three sentences):
Criteria
Article 1
Article 2
Article 3
Article 4
Article 5
Author, Journal (Peer-Reviewed), and
Permalink or Working Link to Access Article
Article Title and Year Published
Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study
Design (Quantitative, Qualitative, or Other)
Setting/Sample
Methods: Intervention/Instruments
Analysis
Key Findings
Recommendations
Explanation of How the Article Supports Your Identified Barrier or Issue in Health Care
Criteria
Article 6
Article 7
Article 8
Author, Journal (Peer-Reviewed), and
Permalink or Working Link to Access Article
Article Title and Year Published
Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study
Design (Quantitative, Qualitative, or other)
Setting/Sample
Methods: Intervention/Instruments
Analysis
Key Findings
Recommendations
Explanation of How the Article Supports Your Identified Barrier or Issue in Health Care
© 2016. Grand Canyon University. All Rights Reserved.
2
...
Take a moment to review the details of this assignment below and g
Take a moment to review the details of this assignment below and g
Literature Evaluation TableStudent Name Change Topic (2.docx
Literature Evaluation Table
Student Name:
Change Topic (2-3 sentences):
Criteria
Article 1
Article 2
Article 3
Article 4
Author, Journal (Peer-Reviewed), and
Permalink or Working Link to Access Article
Article Title and Year Published
Research Questions (Qualitative)/Hypothesis (Quantitative)
Purposes/Aim of Study
Design (Type of Quantitative, or Type of Qualitative)
Setting/Sample
Methods: Intervention/Instruments
Analysis
Key Findings
Recommendations
Explanation of How the Article Supports EBP/Capstone Project
Criteria
Article 5
Article 6
Article 7
Article 8
Author, Journal (Peer-Reviewed), and
Permalink or Working Link to Access Article
Article Title and Year Published
Research Questions (Qualitative)/Hypothesis (Quantitative)
Purposes/Aim of Study
Design (Type of Quantitative, or Type of Qualitative)
Setting/Sample
Methods: Intervention/Instruments
Analysis
Key Findings
Recommendations
Explanation of How the Article Supports EBP/Capstone
© 2015. Grand Canyon University. All Rights Reserved.
© 2017. Grand Canyon University. All Rights Reserved.
.
Literature Evaluation TableStudent Name Change Topic (2.docx
Literature Evaluation Table
Student Name:
Change Topic (2-3 sentences):
Criteria
Article 1
Article 2
Article 3
Article 4
Author, Journal (Peer-Reviewed), and
Permalink or Working Link to Access Article
Article Title and Year Published
Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study
Design (Type of Quantitative, or Type of Qualitative)
Setting/Sample
Methods: Intervention/Instruments
Analysis
Key Findings
Recommendations
Explanation of How the Article Supports EBP/Capstone Project
Criteria
Article 5
Article 6
Article 7
Article 8
Author, Journal (Peer-Reviewed), and
Permalink or Working Link to Access Article
Article Title and Year Published
Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study
Design (Type of Quantitative, or Type of Qualitative)
Setting/Sample
Methods: Intervention/Instruments
Analysis
Key Findings
Recommendations
Explanation of How the Article Supports EBP/Capstone
© 2015. Grand Canyon University. All Rights Reserved.
© 2017. Grand Canyon University. All Rights Reserved.
.
EBP Journal ArticleLeadership Team What kind o
EBP Journal Article
Leadership Team
What kind of Article do I pick?
First review the group project problem and title.
Use key words from your problem for your lookup inquiry. i.e. infection control, nurse, retention, etc.
Use EBP articles no more than 5 years old.
Make sure you put your name at the top and include your article citation in 7th ed. APA format of your assignment - see exemplar.
EBP Journal Article in APA Format
Example:
Student Name: XXXXXXXX
EPB Journal Article in APA format:
Sánchez, M., Suárez, M., Asenjo, M., & Bragulat, E. (2018). Improvement of emergency department patient flow using lean thinking. International Journal For Quality In Health Care: Journal Of The International Society For Quality In Health Care, 30(4), 250–256. https://doi.org/10.1093/intqhc/mzy017
(- Authors – Last name, first initial. Followed by Date in ( parenthesis); Followed by a period. Journal article starts with a capital letter and all other words are lowercase except for words following a colon, semicolon or period within the title. Journal title each letter at the beginning od the word is a capital. This is followed by the volume, chapter and pages. https://www.scribbr.com/apa-style/in-text-citation/ )
2 points - EBP
thE Problem and The Goal
SWOT – “S” is for strengths
Strength - Example: Did they have support of the peers, manager, CEO. Did this project improve patient satisfaction, quality, efficiency? Usually found in the literature review and results
7
SWOT – “W” is for Weakness
Weakness - Example: This is the opposite. Why was this weak? Not enough education, no support, not enough money because of the expense? Usually found in the problem of the literature review, results and limitations.
8
Swot – “O” is for Opportunity
Opportunity - Example: If there wasn't enough education, is this an opportunity? A better survey or tool? Usually found in results or limitation and future implications.
9
Swot – “t” is for Threats
Threat - Example: Increased infection, possible death, etc. Usually found in the literature review.
10
Title:
Documentation of problem based assessment of the gastrointestinal system.
Purpose of Assignment:
Learning the required components of documenting a problem based subjective and objective assessment of gastrointestinal system. Identify abnormal findings.
Course Competency:
Prioritize appropriate assessment techniques for the gastrointestinal, breasts, and genitourinary systems.
Instructions:
Content: Use of three sections:
· Subjective
· Objective
· Actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them.
Format:
· Standard American English (correct grammar, punctuation, etc.)
Documentation Grading Rubric- 10 possible points
Levels of Achievement
Criteria
Emerging
Competence
Proficiency
Mastery
Subjective
(4 Pts)
Missing components such as biographic data, medications, or aller ...
DHA Prospectus FormStudents Complete your doctoral prospectus
DHA Prospectus Form
Students | Complete your doctoral prospectus within this form. Write your responses in the white spaces using a scholarly tone and include in-text citations and APA reference entries where appropriate. You can click on underlined terms and headings for descriptions, resource links, and examples located in the Appendix. For additional prospectus information and resources, refer to the Doctoral Research Coach. Complete the Research Design Alignment Table within this form using the information from earlier sections and self-assess your research design alignment. Submit this completed form into MyDR for formal evaluation and feedback when your committee chair indicates that you are ready to do so.
Student’s Name | Click or tap here to enter text. Student ID | Click or tap here to enter text.
Program and Specialization* | Click or tap here to enter text. Submission Date |Click arrow to select a date.
*Remember that your study focus must be within the realm of your program and specialization area.
Evaluators Only | Complete this section and provide feedback on responses and rubric scores in the form where noted.
Committee Chairperson Name: Click or tap here to enter text. Overall Assessment: Choose score.
Second Committee Member Name: Click or tap here to enter text. Overall Assessment: Choose score.
PhD Program Director: Click or tap here to enter text. Overall Assessment: Choose score.
Title
In 12 words or less, what is the working title for this study? Include the topic, variables and relationship between them, and the most critical key words.
Replace this text with your title.
Supporting Literature
The first step in developing your prospectus is to search the literature related to the general area related to healthcare administration you want to investigate (see social problem below).In your review of recent, empirical literature, what keywords did you search and in what databases?
The keywords and databases searched included Replace this text with your response.
Search Log
Database
Search Terms
Results
Notes
Provide at maximum of 10brief summaries of recent, scholarly (peer-reviewed) articles and empirical literature. The summaries should include: a) 3 – 5 brief summaries within the last 5 years that justify a current and relevant problem in your discipline or professional field; b) article(s) that support your theoretical/conceptual framework; c) article that supports your Nature of the Study section; d) additional articles that support that your problem is current and relevant to your discipline or professional field for a total of 10 brief summaries.
Include the complete, APA reference entry and(a) an in-text citation; (b) what was studied; (c) what was found; and (d) why this research is important in relation to your study. This evidence provides the justification for your research problem.
HSO Justification Literature
(minimum of 3 sources within last 5 years ju ...
Introduction to Systematic Reviews
This workshop is meant to be an introduction to the systematic review process. Further information about systematic reviews was available through a research guide. http://libguides.ucalgary.ca/content.php?pid=593664
Recommended
Literature Review Table of EvidenceStudent NameDescrib.docx
Literature Review: Table of Evidence
Student Name:
Describe the barrier/health care administration issue addressed in your Business Research Paper (two or three sentences):
Criteria
Article 1
Article 2
Article 3
Article 4
Article 5
Author, Journal (Peer-Reviewed), and
Permalink or Working Link to Access Article
Article Title and Year Published
Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study
Design (Quantitative, Qualitative, or Other)
Setting/Sample
Methods: Intervention/Instruments
Analysis
Key Findings
Recommendations
Explanation of How the Article Supports Your Identified Barrier or Issue in Health Care
Criteria
Article 6
Article 7
Article 8
Author, Journal (Peer-Reviewed), and
Permalink or Working Link to Access Article
Article Title and Year Published
Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study
Design (Quantitative, Qualitative, or other)
Setting/Sample
Methods: Intervention/Instruments
Analysis
Key Findings
Recommendations
Explanation of How the Article Supports Your Identified Barrier or Issue in Health Care
© 2016. Grand Canyon University. All Rights Reserved.
2
...
Take a moment to review the details of this assignment below and g
Take a moment to review the details of this assignment below and g
Literature Evaluation TableStudent Name Change Topic (2.docx
Literature Evaluation Table
Student Name:
Change Topic (2-3 sentences):
Criteria
Article 1
Article 2
Article 3
Article 4
Author, Journal (Peer-Reviewed), and
Permalink or Working Link to Access Article
Article Title and Year Published
Research Questions (Qualitative)/Hypothesis (Quantitative)
Purposes/Aim of Study
Design (Type of Quantitative, or Type of Qualitative)
Setting/Sample
Methods: Intervention/Instruments
Analysis
Key Findings
Recommendations
Explanation of How the Article Supports EBP/Capstone Project
Criteria
Article 5
Article 6
Article 7
Article 8
Author, Journal (Peer-Reviewed), and
Permalink or Working Link to Access Article
Article Title and Year Published
Research Questions (Qualitative)/Hypothesis (Quantitative)
Purposes/Aim of Study
Design (Type of Quantitative, or Type of Qualitative)
Setting/Sample
Methods: Intervention/Instruments
Analysis
Key Findings
Recommendations
Explanation of How the Article Supports EBP/Capstone
© 2015. Grand Canyon University. All Rights Reserved.
© 2017. Grand Canyon University. All Rights Reserved.
.
Literature Evaluation TableStudent Name Change Topic (2.docx
Literature Evaluation Table
Student Name:
Change Topic (2-3 sentences):
Criteria
Article 1
Article 2
Article 3
Article 4
Author, Journal (Peer-Reviewed), and
Permalink or Working Link to Access Article
Article Title and Year Published
Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study
Design (Type of Quantitative, or Type of Qualitative)
Setting/Sample
Methods: Intervention/Instruments
Analysis
Key Findings
Recommendations
Explanation of How the Article Supports EBP/Capstone Project
Criteria
Article 5
Article 6
Article 7
Article 8
Author, Journal (Peer-Reviewed), and
Permalink or Working Link to Access Article
Article Title and Year Published
Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study
Design (Type of Quantitative, or Type of Qualitative)
Setting/Sample
Methods: Intervention/Instruments
Analysis
Key Findings
Recommendations
Explanation of How the Article Supports EBP/Capstone
© 2015. Grand Canyon University. All Rights Reserved.
© 2017. Grand Canyon University. All Rights Reserved.
.
EBP Journal ArticleLeadership Team What kind o
EBP Journal Article
Leadership Team
What kind of Article do I pick?
First review the group project problem and title.
Use key words from your problem for your lookup inquiry. i.e. infection control, nurse, retention, etc.
Use EBP articles no more than 5 years old.
Make sure you put your name at the top and include your article citation in 7th ed. APA format of your assignment - see exemplar.
EBP Journal Article in APA Format
Example:
Student Name: XXXXXXXX
EPB Journal Article in APA format:
Sánchez, M., Suárez, M., Asenjo, M., & Bragulat, E. (2018). Improvement of emergency department patient flow using lean thinking. International Journal For Quality In Health Care: Journal Of The International Society For Quality In Health Care, 30(4), 250–256. https://doi.org/10.1093/intqhc/mzy017
(- Authors – Last name, first initial. Followed by Date in ( parenthesis); Followed by a period. Journal article starts with a capital letter and all other words are lowercase except for words following a colon, semicolon or period within the title. Journal title each letter at the beginning od the word is a capital. This is followed by the volume, chapter and pages. https://www.scribbr.com/apa-style/in-text-citation/ )
2 points - EBP
thE Problem and The Goal
SWOT – “S” is for strengths
Strength - Example: Did they have support of the peers, manager, CEO. Did this project improve patient satisfaction, quality, efficiency? Usually found in the literature review and results
7
SWOT – “W” is for Weakness
Weakness - Example: This is the opposite. Why was this weak? Not enough education, no support, not enough money because of the expense? Usually found in the problem of the literature review, results and limitations.
8
Swot – “O” is for Opportunity
Opportunity - Example: If there wasn't enough education, is this an opportunity? A better survey or tool? Usually found in results or limitation and future implications.
9
Swot – “t” is for Threats
Threat - Example: Increased infection, possible death, etc. Usually found in the literature review.
10
Title:
Documentation of problem based assessment of the gastrointestinal system.
Purpose of Assignment:
Learning the required components of documenting a problem based subjective and objective assessment of gastrointestinal system. Identify abnormal findings.
Course Competency:
Prioritize appropriate assessment techniques for the gastrointestinal, breasts, and genitourinary systems.
Instructions:
Content: Use of three sections:
· Subjective
· Objective
· Actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them.
Format:
· Standard American English (correct grammar, punctuation, etc.)
Documentation Grading Rubric- 10 possible points
Levels of Achievement
Criteria
Emerging
Competence
Proficiency
Mastery
Subjective
(4 Pts)
Missing components such as biographic data, medications, or aller ...
DHA Prospectus FormStudents Complete your doctoral prospectus
DHA Prospectus Form
Students | Complete your doctoral prospectus within this form. Write your responses in the white spaces using a scholarly tone and include in-text citations and APA reference entries where appropriate. You can click on underlined terms and headings for descriptions, resource links, and examples located in the Appendix. For additional prospectus information and resources, refer to the Doctoral Research Coach. Complete the Research Design Alignment Table within this form using the information from earlier sections and self-assess your research design alignment. Submit this completed form into MyDR for formal evaluation and feedback when your committee chair indicates that you are ready to do so.
Student’s Name | Click or tap here to enter text. Student ID | Click or tap here to enter text.
Program and Specialization* | Click or tap here to enter text. Submission Date |Click arrow to select a date.
*Remember that your study focus must be within the realm of your program and specialization area.
Evaluators Only | Complete this section and provide feedback on responses and rubric scores in the form where noted.
Committee Chairperson Name: Click or tap here to enter text. Overall Assessment: Choose score.
Second Committee Member Name: Click or tap here to enter text. Overall Assessment: Choose score.
PhD Program Director: Click or tap here to enter text. Overall Assessment: Choose score.
Title
In 12 words or less, what is the working title for this study? Include the topic, variables and relationship between them, and the most critical key words.
Replace this text with your title.
Supporting Literature
The first step in developing your prospectus is to search the literature related to the general area related to healthcare administration you want to investigate (see social problem below).In your review of recent, empirical literature, what keywords did you search and in what databases?
The keywords and databases searched included Replace this text with your response.
Search Log
Database
Search Terms
Results
Notes
Provide at maximum of 10brief summaries of recent, scholarly (peer-reviewed) articles and empirical literature. The summaries should include: a) 3 – 5 brief summaries within the last 5 years that justify a current and relevant problem in your discipline or professional field; b) article(s) that support your theoretical/conceptual framework; c) article that supports your Nature of the Study section; d) additional articles that support that your problem is current and relevant to your discipline or professional field for a total of 10 brief summaries.
Include the complete, APA reference entry and(a) an in-text citation; (b) what was studied; (c) what was found; and (d) why this research is important in relation to your study. This evidence provides the justification for your research problem.
HSO Justification Literature
(minimum of 3 sources within last 5 years ju ...
Introduction to Systematic Reviews
This workshop is meant to be an introduction to the systematic review process. Further information about systematic reviews was available through a research guide. http://libguides.ucalgary.ca/content.php?pid=593664
Running head RESEARCH TYPES .docx
Running head: RESEARCH TYPES
1
Title of PaperStudent NameWalden University
Class Number, Section Number, Class Name
Date of Submission
SEE PAGE 5
Title of Paper
Introduction to topic that gives the audience and idea of what you will be discussing in the paper. This should be a brief paragraph that provides an overview of the key points that will be addressed. This section should be concluded with a purpose statement. The purpose of this paper is …consider the intent of the application and list all requirements.
Research Methodologies
Discuss the attributes of quantitative and qualitative research methods and compare/contrast the type of information you can obtain from both types of research. Make sure you are referencing the course learning materials as well as some external references. You should have a minimum of three course learning resource references and two credible external references. Remember that web sites are only considered credible if they end in .gov, .edu, or .org.
Advantages and Disadvantages
Discuss the reality that there are advantages and disadvantages to both types of research.
Quantitative Research
Evaluate the advantages and disadvantages of quantitative research. When is it helpful and when is it not helpful. Consider things like type of information that you are seeking, ethics, time needed to complete, etc.
Qualitative Research
Evaluate the advantages and disadvantages of quantitative research. When is it helpful and when is it not helpful. Consider things like type of information that you are seeking, ethics, time needed to complete, etc. Also, make sure you address the argument that qualitative research is not real science. Is this true? Why or why not? What value does qualitative research have in nursing practice?
Summary
Write a one paragraph summary of the main points of the paper. This is not an area for adding new information. That should be in the body of your paper. Do not forget to appropriately cite in references in this section too. This is a good place to pull in your course learning resources again.
References
Last name, X. (Year of publication). Name of online article. Source. Retrieved from http:// www.nameofwebsite.com
Last name, X. X. (Year of publication). Name of book here. City, State Initial: Publisher.
Last name, X. X. (Year of publication). Name of journal article: Capitalize only letters after punctuation marks. The Journal of Whatever, Volume (Number), Page-Page. doi: number if available.
Last name, X. X. (Year of publication). Name of journal article: Capitalize only letters after punctuation marks. The Journal of Whatever, Volume (Number), Page-Page. doi: number if available.
Last name, X. X. (Year of publication). Name of journal article: Capitalize only letters after punctuation marks. The Journal of Whatever, Volume (Number), Page-Page. doi: number if available.
Last name, X. X. (Year of publication) ...
Methods: Searching & Systematic Reviews
A session for the Dent 610 course at the University of Michigan, on research methods and processes. Specific focus of this session on systematic review methods and processes, especially through database searching.
Developing a Systematic Review Protocol
A systematic review (SR) is a rigorous and organized method to synthesize
the evidence from multiple studies on a particular research question or topic.
The purpose of a systematic review is to identify, appraise, and summarize all
available evidence relevant to a specific research question in a transparent
and replicable manner.
It aims to provide a comprehensive overview of academic literature
concerning a particular research question of topic.
This presentation explores the steps nee
PhD Prospectus ChecklistThe following checklist, like the PhD Pr.docx
PhD Prospectus Checklist
The following checklist, like the PhD Prospectus Guide, provides guidance to support prospectus development. Included are the basic expectations for the content of the prospectus from the annotated outline in the Guide. Please refer to the Guide for additional information on how the prospectus will be submitted and evaluated. The PhD Prospectus Rubric standards and a Site-Naming Self-Check are included at the end of this checklist. Not all checklist items may be relevant to your particular study; please consult with your chair for guidance.
· Instructions for students:
· Indicate on the checklist the page number where each heading is located.
· Respond to comments from the committee in each comment history box. Do not delete previous comments—just add your response in the appropriate space.
· Upload this checklist into Taskstream with your prospectus document for each prospectus review.
· Instructions for the chair, second committee member, and Program Director Designee:
· Provide specific feedback in the comment history column. Do not delete previous comments—just add your response in the appropriate space.
· If you made detailed comments are included on the prospectus draft (using track changes and comments), you can refer to the draft rather than restate comments in the checklist; upload both documents into Taskstream during rubric completion.
· Committee chairs should indicate their acceptance of each item by checking the appropriate checkbox by each checklist item.
Date: (click here and type today’s date )
Student’s Name:
Student ID:
School: (click here and pull down to select school name )
Committee Chairperson:
Second Committee Member:
PhD Program Director/Designee:
Prospectus Checklist
Checklist Items
Page #
Comment History
Title Page
Present your Title –12 words or fewer; include topic, variables and relationship between them, and most critical key words.
Chair comments: (click here)
Second Member comments: (click here)
Student comments: (click here)
☐Chair accepts items as complete.
Include your name, program of study (specialization if applicable) and Student ID. Use the PhD Prospectus Template.
Problem Statement
State the problem by presenting a logical argument for the need to address an identified gap in the research literature. Must be relevant to your discipline (program of study).
Chair comments: (click here)
Second Member comments: (click here)
Student comments: (click here)
☐Chair accepts items as complete.
Provide evidence from scholarly sources that the problem is current, relevant, and significant to your discipline (3-5 key citations).
Purpose
Present a concise statement that serves as the connection between the problem being addressed and the focus of your study (1 paragraph).
Chair comments: (click here)
Second Member comments: (click here)
Student comments: (click here)
☐Chair accepts items as complete.
Clarify the metho ...
NR 505 Invent Yourself/newtonhelp.com
For more course tutorials visit
www.newtonhelp.com
NR 505 Analysis and Application of Clinical Practice
Analysis and Application of Clinical
Practice Guidelines & Scoring Rubric
Purpose
Running head QUANTITATIVE DESIGNS1Quantitative DesignsStu.docx
Running head: QUANTITATIVE DESIGNS
1
Quantitative Designs
Student Name Here
Walden University
Quantitative Designs
Provide a brief introduction to your paper here. The title serves as your introductory heading no need for a heading titled “Introduction.”
Two Designs
Select two peer reviewed journal articles that utilized different types of quantitative research designs. Briefly describe each of the designs that you selected. Remember to focus on how the research was done not what was studied. Always provide credit for your sources.
Sampling
Include the types of sampling used in each study to conduct the chosen research methods. Sampling is “how” the researchers recruited participants. What type of sampling method was used? Where and how did the recruitment occur? Who needed to give permission?
Comparison of Designs
Similarities and Differences
Explain two similarities and two differences between the designs you selected. Described the similarities and then discuss the differences.
Strengths and Weaknesses
Describe at least one strength and one limitation of each design. Clearly identify which design has what strength or weakness. Support your points.
Comparison Insights
Describe an insight or conclusion you can draw from the comparison. For example, how might you use the designs? What populations, interventions, or research problems might be better suited for one or the other design?
Ethical, Legal and Socio-Cultural Considerations
Explain any ethical, legal, and socio-cultural considerations that may be relevant for the designs you selected. Remember this section is ethical, legal, and sociocultural so you need to discuss all three. In addition, you need to support your points with scholarly support, such as the ethical code, laws, etc.
Conclusion
Your conclusion section should recap the major points you have made in your work. However, perhaps more importantly, you should interpret what you have written and what the bigger picture is. Remember your paper should be 2 - 3 pages not counting your title page and reference page. Please do not exceed three pages of content.
Save your Application as a ".doc" or ".rtf" file with the filename APP4+your first initial+last name. For example, Sally Ride’s assignment filename would be "APP4SRide". Use the "Submit an Assignment" link, choose the Week 4: Application basket, and then add your Application as an attachment.
References
Always include references. Be sure every reference is in APA format with a hanging indent. Also, every citation should have a reference and vice versa. Use the APA manual, the Citation Guide or some source to verify your format. APA is very specific about punctuation and how elements of the reference are presented.
Running head: QUANTITATIVE DESIGNS
1
Quantitative Designs
Cynthia Morris
Walden University
Quantitative Designs
The two most common sources of information using qualitative research are interviews and sampling methods
. Int.
IHP 525 Final Project Article Review Guidelines and Rubric
IHP 525 Final Project Article Review Guidelines and Rubric
Overview
There are two final projects in this course. One is an article review and the other is a data analysis.
Regardless of their field of interest, health professionals across disciplines need to be able to analyze and use biostatistical data to address health concerns
among the populations they serve. They need to be able to identify trends, draw conclusions, and make recommendations for improving health outcomes based
on solid evidence. It is also important that they are able to communicate that information effectively to those directly or indirectly impacted. They also need to
understand what others are doing in their field, the strengths and limitations of that work, and how it affects their own organization, even if they do not intend
to become statisticians.
The two summative assessments for this course lay the foundation for these critical skills. Final Project Article Review asks you to evaluate the strengths and
limitations of existing biostatistical articles and to identify the selection process of appropriate methodologies in different contexts (Final Project Article Review).
You will present your analysis through a written executive summary geared toward an audience of fellow health professionals. In the Final Project Data Analysis,
you will calculate descriptive and inferential statistics of a small data set. You will explain the basic parameters of the data, graph it, and run simple hypothesis
tests. You will present your analysis in a statistical report geared toward a non-technical audience, draw conclusions, and make recommendations for further
research.
For your Final Project Article Review, you will review and analyze published research that you might encounter as a health professional. You will select two
journal articles from the provided list on a topic of interest. You will create an article review that identifies the articles and their relevance to your field;
summarizes the articles, including their findings; compares and contrasts the statistical methods used in the articles; explains why the methods used were
appropriate; discusses their limitations; and concludes with recommendations for future work.
Final Project Article Review is divided into three journals, which will be submitted at various points throughout the course to scaffold learning and ensure quality
final submissions. These article journals will be submitted in Modules Two, Five, and Six. The completed article review will be submitted in Module Eight.
In this assignment, you will demonstrate your mastery of the following course outcomes:
● Analyze the role of biostatistics for its impact on professional decision making in the public health, nursing, or health science fields
● Interpret key biostatistical metrics, methods, and data for addressing population-based health problems
● Evaluate the quality and limitations of published public health, nurs ...
Chamberlain College of NursingNR 451 RN Capstone CourseCap.docx
Chamberlain College of Nursing NR 451 RN Capstone Course
Capstone Project Milestone #1:
PICO and Evidence Appraisal Worksheets
PICO Worksheet
Your Name:
Date:
Your Instructor’s Name:
Purpose: To identify a problem or concern that nursing can change and develop a PICO question to guide the change project.
Directions: Use the form below to complete the PICO assignment in Milestone #1. This includes filling in the table with information about your research question and your PICO elements.
Step 1: Identify the problem. What have you noticed in your work or school environment that isn’t achieving the desired patient or learning outcomes? What needs to change in nursing, what can you change with the support of evidence in the literature? Briefly describe the problem or practice issue that you want to research. What is your practice area; clinical, education, or administration?
Step 2: How was the practice issues identified? How did you come to know this was a problem in your clinical practice? Review the listed concerns and check all that apply.
Step 3: What is the scope of the problem? Does this problem affect an individual, population, or an entire institution?
Step 4: Select the key PICO terms for searching the evidence. Clearly define your PICO question. List each element P (problem, population, or problem), I (intervention), C (Comparison with other treatment/current practice), and O (Desired outcome). Is the potential solution something for which you (as nurse or student) can find a solution through evidence research? Look in your book for guidelines to developing your PICO question.
Step 5: What evidence must be gathered? Everyone should have a literature search. However, what other sources of reliable information will be helpful for your particular question?
Step 6: State the search question in narrow, manageable terms. What terms will you use in order to make sure that your search is wide enough to obtain required information but narrow enough to keep it focused? How will you narrow your search if needed?
PICO Worksheet
What is the practice issue/problem?
What is the practice area?
___ Clinical
___ Education
___ Administration
___ Other
How was the practice issue identified? (check all that apply)
___ Safety/risk management concerns
___ Unsatisfactory patient outcomes
___ Wide variations in practice
___ Significant financial concerns
___ Difference between hospital and community practice
___ Clinical practice issue is a concern
___ Procedure or process is a time waster
___ Clinical practice issue has no scientific base
___ Other
What is the scope of the problem?
___ Individual
___ Population
___ Institution/system
What is the PICO question?
___ P- (Patient, population, or problem):
___ I- (Intervention):
___ C- (Comparison with other treatment/current practice):
___ O- (Desired outcome):
What evidence must be gathered? (check all that apply)
___ Literature search
___ Guidelines
___ Expert Opinion
___ Patient Preferences
___ ...
Follow attachment. Students below. Corey WillisAll 3.docx
Follow attachment.
Students below.
Corey Willis
All 3 items have their own representation to the people of their time. I found that the Minoan Snake Goddess and the Totem Pole both have common similarities as they both can interpret a strong spiritual meaning. With the Totem Pole, it's comprised of an actual totem which can symbolize a spirit, tribe, family, or an individual. I find it interesting that the average person would think that when someone dies or they elect to create a Totem Pole remembering someone, that you actually pick the animal to place at the top of the pole, but theoretically the animal has already picked you based off a persons past and present. The animal itself acts as the main guardian spirit throughout their lives and after. Each animal can depict different characteristics or beliefs as well as far as the cultural considerations.
In contrast to the Totem Pole, the Minoan Snake Goddess also interprets a spiritual belief. The Minoan Snake Goddess is picture of a woman in power holding two snakes. Each serpent represents two different worlds; one the access to spiritual wisdom, and her ultimate power of transformation. She stands in between them to create a bridge of the two worlds in an attempt to bring them together. In the Minoan culture, women were predominately in charge since there was a lack in temples or places of worship. The Minoan Snake Goddess was found in c. 1600 BCE. As mentioned previously, the Snake Goddess to me, was in close comparison with the Totem Pole being that they both had a spiritual common theme.
The Giotto Crucifix of Santa Maria Novella has it's own interpretation and definitely differs from the other two. This painting gives off a sense of suffrage and pain. The crucifix, which stands nineteen feet high, depicts Christ's body strung on a cross with Virgin Mary and St. John facing him on each side. I believe this symbolizes the final moments of Christ's death as you can see the blood flowing down from his limbs, muscles in distress, and head down showing a sign of execution. In this piece, it's amazing how the artist managed to make everything look so real, from the hair to the bones helping the viewer dive deeper into the meaning of this painting. Giotto's Crucifix of Santa Maria Novella was made roughly between 1288-1289, then later on reconstructed in 2000. This piece was inspired by the School of Franciscan, which has a Roman Catholic religious belief. In conclusion, all three of these pieces have an interesting story as to how they're similar and also how they differ.
Brandon White
From the research that I performed, I've learned that each object has it's own representation to the civilizations that created it during it's time. With the Giotto Crucifix of Santa Maria Novella, it comes with it's own interpretation, style, and art as compared to the other two. However, it mostly appears to be the style and material that puts the three apart so differently. With the Giotto Cr.
Follow all directions below using original work with full detail. .docx
Follow all directions below using original work with full detail. This assignment should have 1750 word or more. Please be sure to cite all sources and respond with knowledge.
This assignment will consist of two parts: an executive summary of the completed capstone project, as well as a leadership portfolio.
Executive Summary
Write a 500 word executive summary of the capstone project. Include your approach to the capstone project, including design, purpose, goals, and results of your pre- and post-assessment evaluations. The executive summary should be the first entry in your Leadership Portfolio.
Leadership Portfolio
The portfolio should contain components from at least four previous courses in the Master of Science in Leadership program, such as MGT-605, LDR-600, LDR-630, LDR-640, LDR-612, or LDR-615. Each of the four components should include a 250 word summary of how you approached the assignment, the lessons you learned from completing your work, and how these lessons helped shape you as a leader.
Please note that it is not required to submit the four course artifacts you are referencing; a well-written synopsis that clearly identifies the course and includes the required elements will be sufficient for the purposes of this portfolio. You may also include an artifact that is not course-related, but may be an additional level of support for the portfolio.
Conclude the portfolio with a brief personal call to action. In 250 words, describe your professional development plan after you graduate. How will you continue to grow as a leader? Also, identify specific resources, such as professional organizations, mentors, and professional development opportunities that will help you accomplish your plan.
While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide.
Assignment 2 and Submission Guidelines
School School of Information Technology and Engineering
Course Name Master of Engineering (Telecommunications)
Unit Code ME606
Unit Title Digital Signal Processing
Assessment Author Dr. Reza Berangi
Assessment Type Assignment 2 (Individual)
Assessment Title Review and experimenting some popular signal-processing tasks
Unit Learning
Outcomes covered
in this assessment
a. Development and implementation of signal processing algorithms in MATLAB or
Scilab
b. In-depth design of digital filters
c. Understand the design of multirate signal processing and their applications
d. Implementation and applications of FFT
e. Develop skills in spectral estimation for deterministic and non-deterministic signals
Weight 25%
Total Marks 100
Word/page limit N/A
Release Date Week 7
Due Date Week 11 (Sat. 6 June. 2020, 11:55 pm)
Submission
Guidelines
• Submit on Moodle by the due date along with a completed Assignment Cover
Page.
.
Folic acid and vitamin B-12 are examples of water-soluble vitami.docx
Folic acid and vitamin B-12 are examples of water-soluble vitamins which cannot be produced in sufficient quantities within the body.
Discuss the function of folic acid and vitamin B-12
Include key dietary sources to increase these vitamins in the body through nutrition
Explain what might result from a prolonged deficiency of these water-soluble vitamins
.
Focus on two Web 2.0 applications that you feel you would use in.docx
Focus on two Web 2.0 applications that you feel you would use in your classroom.
Create a PowerPoint presentation including the characteristics of the application, the rational (reason) for using the application, and how you will use the applications in your teaching.
The PowerPoint should include a title page and resource page along with the body of slides.
The presentation should be no longer than 15 slides (20 at the most).
References will be done in the APA format.
No plagiarism
.
Folic Acid and vitamin B-12 are examples of water-soluble vitamins w.docx
Folic Acid and vitamin B-12 are examples of water-soluble vitamins which cannot be produced in sufficient quantities within the body.
Discuss the funtion of folic acid and vitamin B-12
Include key dietary sources to increase these vitamins in the body through nutrition
Explain what might result from a prolonged deficiency oh these water-soluble vitamins
.
Focus System - HEENT NECKReflect on the focus area or syste.docx
Focus System - HEENT /NECK
Reflect on the focus area or system(s) for the week.
What challenges might you anticipate in completing this assessment?
What differences might you anticipate when assessing patients across the lifespan?
Share findings from scholarly resources that help in the performance of this assessment.
Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Note:
The value of each of the criterion on this rubric represents a point range.
(example: 17-0 points)
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a minimum of one scholarly reference per each peer post.
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly reference sup.
More Related Content
Similar to Student NameDescribe the barrierhealth care administration issue.docx
Running head RESEARCH TYPES .docx
Running head: RESEARCH TYPES
1
Title of PaperStudent NameWalden University
Class Number, Section Number, Class Name
Date of Submission
SEE PAGE 5
Title of Paper
Introduction to topic that gives the audience and idea of what you will be discussing in the paper. This should be a brief paragraph that provides an overview of the key points that will be addressed. This section should be concluded with a purpose statement. The purpose of this paper is …consider the intent of the application and list all requirements.
Research Methodologies
Discuss the attributes of quantitative and qualitative research methods and compare/contrast the type of information you can obtain from both types of research. Make sure you are referencing the course learning materials as well as some external references. You should have a minimum of three course learning resource references and two credible external references. Remember that web sites are only considered credible if they end in .gov, .edu, or .org.
Advantages and Disadvantages
Discuss the reality that there are advantages and disadvantages to both types of research.
Quantitative Research
Evaluate the advantages and disadvantages of quantitative research. When is it helpful and when is it not helpful. Consider things like type of information that you are seeking, ethics, time needed to complete, etc.
Qualitative Research
Evaluate the advantages and disadvantages of quantitative research. When is it helpful and when is it not helpful. Consider things like type of information that you are seeking, ethics, time needed to complete, etc. Also, make sure you address the argument that qualitative research is not real science. Is this true? Why or why not? What value does qualitative research have in nursing practice?
Summary
Write a one paragraph summary of the main points of the paper. This is not an area for adding new information. That should be in the body of your paper. Do not forget to appropriately cite in references in this section too. This is a good place to pull in your course learning resources again.
References
Last name, X. (Year of publication). Name of online article. Source. Retrieved from http:// www.nameofwebsite.com
Last name, X. X. (Year of publication). Name of book here. City, State Initial: Publisher.
Last name, X. X. (Year of publication). Name of journal article: Capitalize only letters after punctuation marks. The Journal of Whatever, Volume (Number), Page-Page. doi: number if available.
Last name, X. X. (Year of publication). Name of journal article: Capitalize only letters after punctuation marks. The Journal of Whatever, Volume (Number), Page-Page. doi: number if available.
Last name, X. X. (Year of publication). Name of journal article: Capitalize only letters after punctuation marks. The Journal of Whatever, Volume (Number), Page-Page. doi: number if available.
Last name, X. X. (Year of publication) ...
Methods: Searching & Systematic Reviews
A session for the Dent 610 course at the University of Michigan, on research methods and processes. Specific focus of this session on systematic review methods and processes, especially through database searching.
Developing a Systematic Review Protocol
A systematic review (SR) is a rigorous and organized method to synthesize
the evidence from multiple studies on a particular research question or topic.
The purpose of a systematic review is to identify, appraise, and summarize all
available evidence relevant to a specific research question in a transparent
and replicable manner.
It aims to provide a comprehensive overview of academic literature
concerning a particular research question of topic.
This presentation explores the steps nee
PhD Prospectus ChecklistThe following checklist, like the PhD Pr.docx
PhD Prospectus Checklist
The following checklist, like the PhD Prospectus Guide, provides guidance to support prospectus development. Included are the basic expectations for the content of the prospectus from the annotated outline in the Guide. Please refer to the Guide for additional information on how the prospectus will be submitted and evaluated. The PhD Prospectus Rubric standards and a Site-Naming Self-Check are included at the end of this checklist. Not all checklist items may be relevant to your particular study; please consult with your chair for guidance.
· Instructions for students:
· Indicate on the checklist the page number where each heading is located.
· Respond to comments from the committee in each comment history box. Do not delete previous comments—just add your response in the appropriate space.
· Upload this checklist into Taskstream with your prospectus document for each prospectus review.
· Instructions for the chair, second committee member, and Program Director Designee:
· Provide specific feedback in the comment history column. Do not delete previous comments—just add your response in the appropriate space.
· If you made detailed comments are included on the prospectus draft (using track changes and comments), you can refer to the draft rather than restate comments in the checklist; upload both documents into Taskstream during rubric completion.
· Committee chairs should indicate their acceptance of each item by checking the appropriate checkbox by each checklist item.
Date: (click here and type today’s date )
Student’s Name:
Student ID:
School: (click here and pull down to select school name )
Committee Chairperson:
Second Committee Member:
PhD Program Director/Designee:
Prospectus Checklist
Checklist Items
Page #
Comment History
Title Page
Present your Title –12 words or fewer; include topic, variables and relationship between them, and most critical key words.
Chair comments: (click here)
Second Member comments: (click here)
Student comments: (click here)
☐Chair accepts items as complete.
Include your name, program of study (specialization if applicable) and Student ID. Use the PhD Prospectus Template.
Problem Statement
State the problem by presenting a logical argument for the need to address an identified gap in the research literature. Must be relevant to your discipline (program of study).
Chair comments: (click here)
Second Member comments: (click here)
Student comments: (click here)
☐Chair accepts items as complete.
Provide evidence from scholarly sources that the problem is current, relevant, and significant to your discipline (3-5 key citations).
Purpose
Present a concise statement that serves as the connection between the problem being addressed and the focus of your study (1 paragraph).
Chair comments: (click here)
Second Member comments: (click here)
Student comments: (click here)
☐Chair accepts items as complete.
Clarify the metho ...
NR 505 Invent Yourself/newtonhelp.com
For more course tutorials visit
www.newtonhelp.com
NR 505 Analysis and Application of Clinical Practice
Analysis and Application of Clinical
Practice Guidelines & Scoring Rubric
Purpose
Running head QUANTITATIVE DESIGNS1Quantitative DesignsStu.docx
Running head: QUANTITATIVE DESIGNS
1
Quantitative Designs
Student Name Here
Walden University
Quantitative Designs
Provide a brief introduction to your paper here. The title serves as your introductory heading no need for a heading titled “Introduction.”
Two Designs
Select two peer reviewed journal articles that utilized different types of quantitative research designs. Briefly describe each of the designs that you selected. Remember to focus on how the research was done not what was studied. Always provide credit for your sources.
Sampling
Include the types of sampling used in each study to conduct the chosen research methods. Sampling is “how” the researchers recruited participants. What type of sampling method was used? Where and how did the recruitment occur? Who needed to give permission?
Comparison of Designs
Similarities and Differences
Explain two similarities and two differences between the designs you selected. Described the similarities and then discuss the differences.
Strengths and Weaknesses
Describe at least one strength and one limitation of each design. Clearly identify which design has what strength or weakness. Support your points.
Comparison Insights
Describe an insight or conclusion you can draw from the comparison. For example, how might you use the designs? What populations, interventions, or research problems might be better suited for one or the other design?
Ethical, Legal and Socio-Cultural Considerations
Explain any ethical, legal, and socio-cultural considerations that may be relevant for the designs you selected. Remember this section is ethical, legal, and sociocultural so you need to discuss all three. In addition, you need to support your points with scholarly support, such as the ethical code, laws, etc.
Conclusion
Your conclusion section should recap the major points you have made in your work. However, perhaps more importantly, you should interpret what you have written and what the bigger picture is. Remember your paper should be 2 - 3 pages not counting your title page and reference page. Please do not exceed three pages of content.
Save your Application as a ".doc" or ".rtf" file with the filename APP4+your first initial+last name. For example, Sally Ride’s assignment filename would be "APP4SRide". Use the "Submit an Assignment" link, choose the Week 4: Application basket, and then add your Application as an attachment.
References
Always include references. Be sure every reference is in APA format with a hanging indent. Also, every citation should have a reference and vice versa. Use the APA manual, the Citation Guide or some source to verify your format. APA is very specific about punctuation and how elements of the reference are presented.
Running head: QUANTITATIVE DESIGNS
1
Quantitative Designs
Cynthia Morris
Walden University
Quantitative Designs
The two most common sources of information using qualitative research are interviews and sampling methods
. Int.
IHP 525 Final Project Article Review Guidelines and Rubric
IHP 525 Final Project Article Review Guidelines and Rubric
Overview
There are two final projects in this course. One is an article review and the other is a data analysis.
Regardless of their field of interest, health professionals across disciplines need to be able to analyze and use biostatistical data to address health concerns
among the populations they serve. They need to be able to identify trends, draw conclusions, and make recommendations for improving health outcomes based
on solid evidence. It is also important that they are able to communicate that information effectively to those directly or indirectly impacted. They also need to
understand what others are doing in their field, the strengths and limitations of that work, and how it affects their own organization, even if they do not intend
to become statisticians.
The two summative assessments for this course lay the foundation for these critical skills. Final Project Article Review asks you to evaluate the strengths and
limitations of existing biostatistical articles and to identify the selection process of appropriate methodologies in different contexts (Final Project Article Review).
You will present your analysis through a written executive summary geared toward an audience of fellow health professionals. In the Final Project Data Analysis,
you will calculate descriptive and inferential statistics of a small data set. You will explain the basic parameters of the data, graph it, and run simple hypothesis
tests. You will present your analysis in a statistical report geared toward a non-technical audience, draw conclusions, and make recommendations for further
research.
For your Final Project Article Review, you will review and analyze published research that you might encounter as a health professional. You will select two
journal articles from the provided list on a topic of interest. You will create an article review that identifies the articles and their relevance to your field;
summarizes the articles, including their findings; compares and contrasts the statistical methods used in the articles; explains why the methods used were
appropriate; discusses their limitations; and concludes with recommendations for future work.
Final Project Article Review is divided into three journals, which will be submitted at various points throughout the course to scaffold learning and ensure quality
final submissions. These article journals will be submitted in Modules Two, Five, and Six. The completed article review will be submitted in Module Eight.
In this assignment, you will demonstrate your mastery of the following course outcomes:
● Analyze the role of biostatistics for its impact on professional decision making in the public health, nursing, or health science fields
● Interpret key biostatistical metrics, methods, and data for addressing population-based health problems
● Evaluate the quality and limitations of published public health, nurs ...
Chamberlain College of NursingNR 451 RN Capstone CourseCap.docx
Chamberlain College of Nursing NR 451 RN Capstone Course
Capstone Project Milestone #1:
PICO and Evidence Appraisal Worksheets
PICO Worksheet
Your Name:
Date:
Your Instructor’s Name:
Purpose: To identify a problem or concern that nursing can change and develop a PICO question to guide the change project.
Directions: Use the form below to complete the PICO assignment in Milestone #1. This includes filling in the table with information about your research question and your PICO elements.
Step 1: Identify the problem. What have you noticed in your work or school environment that isn’t achieving the desired patient or learning outcomes? What needs to change in nursing, what can you change with the support of evidence in the literature? Briefly describe the problem or practice issue that you want to research. What is your practice area; clinical, education, or administration?
Step 2: How was the practice issues identified? How did you come to know this was a problem in your clinical practice? Review the listed concerns and check all that apply.
Step 3: What is the scope of the problem? Does this problem affect an individual, population, or an entire institution?
Step 4: Select the key PICO terms for searching the evidence. Clearly define your PICO question. List each element P (problem, population, or problem), I (intervention), C (Comparison with other treatment/current practice), and O (Desired outcome). Is the potential solution something for which you (as nurse or student) can find a solution through evidence research? Look in your book for guidelines to developing your PICO question.
Step 5: What evidence must be gathered? Everyone should have a literature search. However, what other sources of reliable information will be helpful for your particular question?
Step 6: State the search question in narrow, manageable terms. What terms will you use in order to make sure that your search is wide enough to obtain required information but narrow enough to keep it focused? How will you narrow your search if needed?
PICO Worksheet
What is the practice issue/problem?
What is the practice area?
___ Clinical
___ Education
___ Administration
___ Other
How was the practice issue identified? (check all that apply)
___ Safety/risk management concerns
___ Unsatisfactory patient outcomes
___ Wide variations in practice
___ Significant financial concerns
___ Difference between hospital and community practice
___ Clinical practice issue is a concern
___ Procedure or process is a time waster
___ Clinical practice issue has no scientific base
___ Other
What is the scope of the problem?
___ Individual
___ Population
___ Institution/system
What is the PICO question?
___ P- (Patient, population, or problem):
___ I- (Intervention):
___ C- (Comparison with other treatment/current practice):
___ O- (Desired outcome):
What evidence must be gathered? (check all that apply)
___ Literature search
___ Guidelines
___ Expert Opinion
___ Patient Preferences
___ ...
Similar to Student NameDescribe the barrierhealth care administration issue.docx (16)
Assessment 2 Instructions_ Interview and Interdisciplinary .._.pdf
Assessment 2 Instructions_ Interview and Interdisciplinary .._.pdf
PhD Prospectus ChecklistThe following checklist, like the PhD Pr.docx
PhD Prospectus ChecklistThe following checklist, like the PhD Pr.docx
Analyze a Current Health Care Problem or Issue.docx
Analyze a Current Health Care Problem or Issue.docx
Running head QUANTITATIVE DESIGNS1Quantitative DesignsStu.docx
Running head QUANTITATIVE DESIGNS1Quantitative DesignsStu.docx
IHP 525 Final Project Article Review Guidelines and Rubric
IHP 525 Final Project Article Review Guidelines and Rubric
Chamberlain College of NursingNR 451 RN Capstone CourseCap.docx
Chamberlain College of NursingNR 451 RN Capstone CourseCap.docx
Pulmonology Techniques Breakthrough by Slidesgo.pptx
Pulmonology Techniques Breakthrough by Slidesgo.pptx
More from bryanwest16882
Follow attachment. Students below. Corey WillisAll 3.docx
Follow attachment.
Students below.
Corey Willis
All 3 items have their own representation to the people of their time. I found that the Minoan Snake Goddess and the Totem Pole both have common similarities as they both can interpret a strong spiritual meaning. With the Totem Pole, it's comprised of an actual totem which can symbolize a spirit, tribe, family, or an individual. I find it interesting that the average person would think that when someone dies or they elect to create a Totem Pole remembering someone, that you actually pick the animal to place at the top of the pole, but theoretically the animal has already picked you based off a persons past and present. The animal itself acts as the main guardian spirit throughout their lives and after. Each animal can depict different characteristics or beliefs as well as far as the cultural considerations.
In contrast to the Totem Pole, the Minoan Snake Goddess also interprets a spiritual belief. The Minoan Snake Goddess is picture of a woman in power holding two snakes. Each serpent represents two different worlds; one the access to spiritual wisdom, and her ultimate power of transformation. She stands in between them to create a bridge of the two worlds in an attempt to bring them together. In the Minoan culture, women were predominately in charge since there was a lack in temples or places of worship. The Minoan Snake Goddess was found in c. 1600 BCE. As mentioned previously, the Snake Goddess to me, was in close comparison with the Totem Pole being that they both had a spiritual common theme.
The Giotto Crucifix of Santa Maria Novella has it's own interpretation and definitely differs from the other two. This painting gives off a sense of suffrage and pain. The crucifix, which stands nineteen feet high, depicts Christ's body strung on a cross with Virgin Mary and St. John facing him on each side. I believe this symbolizes the final moments of Christ's death as you can see the blood flowing down from his limbs, muscles in distress, and head down showing a sign of execution. In this piece, it's amazing how the artist managed to make everything look so real, from the hair to the bones helping the viewer dive deeper into the meaning of this painting. Giotto's Crucifix of Santa Maria Novella was made roughly between 1288-1289, then later on reconstructed in 2000. This piece was inspired by the School of Franciscan, which has a Roman Catholic religious belief. In conclusion, all three of these pieces have an interesting story as to how they're similar and also how they differ.
Brandon White
From the research that I performed, I've learned that each object has it's own representation to the civilizations that created it during it's time. With the Giotto Crucifix of Santa Maria Novella, it comes with it's own interpretation, style, and art as compared to the other two. However, it mostly appears to be the style and material that puts the three apart so differently. With the Giotto Cr.
Follow all directions below using original work with full detail. .docx
Follow all directions below using original work with full detail. This assignment should have 1750 word or more. Please be sure to cite all sources and respond with knowledge.
This assignment will consist of two parts: an executive summary of the completed capstone project, as well as a leadership portfolio.
Executive Summary
Write a 500 word executive summary of the capstone project. Include your approach to the capstone project, including design, purpose, goals, and results of your pre- and post-assessment evaluations. The executive summary should be the first entry in your Leadership Portfolio.
Leadership Portfolio
The portfolio should contain components from at least four previous courses in the Master of Science in Leadership program, such as MGT-605, LDR-600, LDR-630, LDR-640, LDR-612, or LDR-615. Each of the four components should include a 250 word summary of how you approached the assignment, the lessons you learned from completing your work, and how these lessons helped shape you as a leader.
Please note that it is not required to submit the four course artifacts you are referencing; a well-written synopsis that clearly identifies the course and includes the required elements will be sufficient for the purposes of this portfolio. You may also include an artifact that is not course-related, but may be an additional level of support for the portfolio.
Conclude the portfolio with a brief personal call to action. In 250 words, describe your professional development plan after you graduate. How will you continue to grow as a leader? Also, identify specific resources, such as professional organizations, mentors, and professional development opportunities that will help you accomplish your plan.
While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide.
Assignment 2 and Submission Guidelines
School School of Information Technology and Engineering
Course Name Master of Engineering (Telecommunications)
Unit Code ME606
Unit Title Digital Signal Processing
Assessment Author Dr. Reza Berangi
Assessment Type Assignment 2 (Individual)
Assessment Title Review and experimenting some popular signal-processing tasks
Unit Learning
Outcomes covered
in this assessment
a. Development and implementation of signal processing algorithms in MATLAB or
Scilab
b. In-depth design of digital filters
c. Understand the design of multirate signal processing and their applications
d. Implementation and applications of FFT
e. Develop skills in spectral estimation for deterministic and non-deterministic signals
Weight 25%
Total Marks 100
Word/page limit N/A
Release Date Week 7
Due Date Week 11 (Sat. 6 June. 2020, 11:55 pm)
Submission
Guidelines
• Submit on Moodle by the due date along with a completed Assignment Cover
Page.
.
Folic acid and vitamin B-12 are examples of water-soluble vitami.docx
Folic acid and vitamin B-12 are examples of water-soluble vitamins which cannot be produced in sufficient quantities within the body.
Discuss the function of folic acid and vitamin B-12
Include key dietary sources to increase these vitamins in the body through nutrition
Explain what might result from a prolonged deficiency of these water-soluble vitamins
.
Focus on two Web 2.0 applications that you feel you would use in.docx
Focus on two Web 2.0 applications that you feel you would use in your classroom.
Create a PowerPoint presentation including the characteristics of the application, the rational (reason) for using the application, and how you will use the applications in your teaching.
The PowerPoint should include a title page and resource page along with the body of slides.
The presentation should be no longer than 15 slides (20 at the most).
References will be done in the APA format.
No plagiarism
.
Folic Acid and vitamin B-12 are examples of water-soluble vitamins w.docx
Folic Acid and vitamin B-12 are examples of water-soluble vitamins which cannot be produced in sufficient quantities within the body.
Discuss the funtion of folic acid and vitamin B-12
Include key dietary sources to increase these vitamins in the body through nutrition
Explain what might result from a prolonged deficiency oh these water-soluble vitamins
.
Focus System - HEENT NECKReflect on the focus area or syste.docx
Focus System - HEENT /NECK
Reflect on the focus area or system(s) for the week.
What challenges might you anticipate in completing this assessment?
What differences might you anticipate when assessing patients across the lifespan?
Share findings from scholarly resources that help in the performance of this assessment.
Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Note:
The value of each of the criterion on this rubric represents a point range.
(example: 17-0 points)
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a minimum of one scholarly reference per each peer post.
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly reference sup.
Focus on Chapter 2, but do review the prior chapters if you are .docx
Focus on Chapter 2, but do review the prior chapters if you are unfamiliar with Highland Park and Eagle Rock. Please do not use quotes - put everything in your own words.
1. In Chapter 2, Lin situates the gentrification of Northeast Los Angeles in a longer history of neighborhood change, organized into four distinct phases. Discuss the shift from revitalization to gentrification; which factors seem most important to you in explaining this change?
2. What is the stage model of gentrification, according to Lin? How can we see these stages reflected in the changing commercial corridors of York Ave or Figueroa Street? Include examples in your response.
3. What do the data on race, ethnicity and household size show about the changes in Northeast LA from 2000 to 2010? Include a few of the key statistics in your response.
.
Fluid Mechanics Project Assignment (Total 15) Due Dates .docx
Fluid Mechanics Project Assignment (Total 15%)
Due Dates:
Report: to D2L Assignment Dropbox by 4pm, 5/01/2020 Friday
Problem: Steady flows pass a cylinder (see ‘Problem Specification’ in the Tutorial).
Requirements: Report should include Introduction, Theory (Potential Flow), Computational Model, Results, and Conclusions, Discussion and References. Use 1” margin on top, bottom, left, and right. Use Times New Roman 12 font and 1.5 line spacing. In Results session, present and compare the velocity field, streamlines, and drag forces on the cylinder from both the model and theoretical results. In Discussion, discuss why these results from two approaches are similar or different.
Tutorial 1. Flow over a Cylinder – Two Dimensional Case
Using ANSYS Workbench
Simple Mesh
The primary objective of this Tutorial is to guide the student using Fluent for first time through the very basics of CFD simulation using ANSYS Workbench.
The objective of this simulation is to determine the velocity and pressure fields produced when a fluid flows over a cylinder. In addition, the drag force exerted by the fluid over the cylinder is computed. Streamline plots are also available.
Summary: In this exercise, the flow over a cylinder is modeled. The flow is assumed to be two dimensional therefore the cylinder can be represented by a circle. A flow domain surrounding the cylinder is created and meshed. Boundary conditions are applied to the simulation to obtain plots of static pressure, velocity magnitude, and streamlines. The drag coefficient can be calculated using the forces exerted by the fluid on the cylinder as computed by the software.
1. Starting ANSYS Workbench • Click on the Start Menu, and then select Workbench 14.0. • Close Getting Started window. • Left click on the tab corresponding to FluidFlow (FLUENT) and without releasing the mouse button drag the icon to the Project Schematic window (central big window). • Click twice on the lower tab and rename the project to Cylinder1
• Now right click on the Geometry tab and select the properties option, a Properties of Schematic window will open. Change the Analysis Type under the Advanced Geometry Options from 3D to 2D. • Back to the Project Schematic Window, click twice on the Geometry tab. This action will launch ANSYS Design Modeler (green logo DM).
2. Create Geometry • Set units to centimeters (cm) and click ok. • Right click on icon corresponding to XYPlane and select look at. • Down below the Tree Outline window you will see the Sketching and Modeling tabs. Select the Sketching tab. • A Sketching Toolboxes window will replace the Tree Outline window with a new set of tabs, select the Settings tab. • Select Grid and activate the buttons Show in 2D and Snap. • Make sure that Major Grid Spacing is set to 5 cm, Minor–Steps per Major is 5, and Snaps per Minor is 1.
• Click on the icon corresponding to New Sketch to c.
Focus on one of the three waves of IT innovation discussed in Chapte.docx
Focus on one of the three waves of IT innovation discussed in Chapter 9. Select one that you think may be most impactful, discuss why you believe that, and give a couple of examples of how you see it playing out in one or more industries.
1. transcending the boundary between the physical world and the digital world
2. overlaying a digital mask on the existing physical world
3. transforming the scale of familiar things into gigantic or tiny
.
Florida National University .docx
Florida National University NUR4286
NUR4286 Course Reflection Guidelines.docx 08/21/19 1
Course Reflection
Guidelines
PURPOSE
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN
competencies acquired through the NUR4286 course.
COURSE OUTCOMES
This assignment provides documentation of student ability to meet the following course outcomes:
- The students will identify the physiological process of aging.
- The students will be able to differentiate the adaptative human response to the aging process.
- The student will be able to manage and care older adults and their families.
POINTS
This assignment is worth a total of 100 points (10%).
DUE DATE
Submit your completed assignment under the Assignment tab by Friday 11:59 p.m. EST of Week 15 as
directed.
REQUIREMENTS
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-
assessment, use of citations, use of Standard English grammar, sentence structure, and overall
organization based on the required components as summarized in the directions and grading
criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted
under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and
reference pages.
4. APA format is required with both a title page and reference page. Use the required components
of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with
the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. Conclusion
PREPARING YOUR REFLECTION
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for
the BSN-prepared nurse. Reflect on the NUR4286 course readings, discussion threads, and applications
you have completed across this course and write a reflective essay regarding the extent to which you feel
you are now prepared to:
1. “Conduct comprehensive and focused physical, behavioral, psychological, spiritual,
socioeconomic, and environmental assessments of health and illness parameters in patients,
using developmentally and culturally appropriate approaches.
2. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics,
prognostics, selection of treatment, and monitoring of treatment effectiveness,
using a constructed pedigree from collected family history information as well as standardized symbols
and terminology.
Florida National University NUR4286
NUR4286 Course Reflection Guidelines.docx .
flhis speech was delivered by Willie Lynch on the bank of the .docx
flhis speech was delivered by Willie Lynch on the bank of the James River in
the colony of
Virginia in t71:2. Lynch was a British slave owner in the West Indies. He was invited to the
colony of Virginia in 1712 to teach his methods to slave owners there. The telm "lynchingf is
derived from his last name,l
Greetings,
{Gentleman. I greet you here on.the bank of the James River in the year of the Lord one thousand
seven
hundred and twelve.)
{l caught the whiff of a dead slave hanginb from a tree, a couple of miles baclc You are only losing
valuable stock by. hangings)
{ln my bag here, I HAVE A FUIL PROOF METHOD FOR CONTROIUNG YOUR BLACK SLAVES. I
guarantee
everyone of you tha! if installed correctly, lT WILL CONTROLTHE STAVES FOR AT 1IAST 3O0 HUNDREDS
YEARS. My method is simple-l
{t HAVE OUTSNED A NUMBER OF DIFFERENCES AMONGTHESIAVES; AND I TAKETHESE DTFFERENCES
AND MAKE THEM BIGGER. I USE FEA& DISTRUST AND ENVY FOR CONTROL PURPOSES.)
{l Shall ensure you that DISTRUST lS STRONGER THAN TRUST AND ENVY STRONGER THAN ADUIATION,
RESPECT OR ADMIRATION. The Blac* slaves after receiving this indoctrination shall cilrry on and will
become self+efueting and self-generating for HUNDREDS of years, maybeTHOUSANDS. Don'tforget
you must pitch the OlD btack male vs. the YOUNG black male, and the YOUNG black male against the
OLD black male. You must use the DARK skin slaves vs. the IIGHT skin slaves, and the IIGHT skin slaves
vs. the DARK skin slaves. You must use the FEMAI"E vs. the MAII, and the MAI"E vs. the FEMAll. You
must also have white servants and overseers [who] distrust all blacks. But it is NECESSARY THAT YOUR
SLAVES TRUST AND DEPEND ON US. THEY MUST IOVE, RESPECT AND TRUST ONIY US.}
{tF usED tNTENSEty FOR ONEYEA& THE SIAVES THEMSEwES WlLt REMAIN PERPETUATLY
DISTRUSTFUL Thank you gentlemen.l
{Both horse and niggers [are] no good to the economy in the wild or natural state. Both must be
BROKEN and TIED togetherfor orderly production.)
{KEEP THE BODY, TAKE THE MIND! In other words, break the will to resist.}
tyou MusT KEEP youR EyE AND THOUGHTS ON THE FEMATE AND THE OFFSPRING of the horse and
the nigger.)
TCONCENTRATE ON FUTURE GENERATIONS. Therefore, if you break the FEMALE mother, she will
BREAK the offspring in its earty years of development; and when the offspring is old enough to work, she
will deliver it up to you, far her normal female protective tendencies will have been lost in the original
breaking process.]
{When it comes to breaking the uncivilized nigger, use the same process, but vary the degree and step
up the pressure, so as to do a complete reversal of the mind. Take the meanest and most restless
nigger, strip him of his clothes in front of the remaining male niggers, the female, and the nigger infant
tar and feather him, tie each leg to a different horse faced opposite directions, set him a fire anci beat
both horses to putl him apart in front of the remaining niggers. The next step is to take.
Florida National University .docx
Florida National University NUR3826
Course Reflection
GuidelinesPurpose
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR3826 course. Course Outcomes
This assignment provides documentation of student ability to meet the following course outcomes:
· Identify the different legal and ethical aspects in the nursing practice (ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration).
· Analyze the legal impact of the different ethical decisions in the nursing practice (ACCN Essential V; QSEN: patient- centered care, teamwork and collaboration).
· Understand the essential of the nursing law and ethics (ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration).
Points
This assignment is worth a total of 100 points (10%).
Due Date
Submit your completed assignment under the Assignment tab by Sunday 11:59 p.m. EST of Week 15 as directed.Requirements
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. ConclusionPreparing Your Reflection
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR3826 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Demonstrate the professional standards of moral, ethical, and legal conduct.
2. Assume accountability for personal and professional behaviors.
3. Promote the image of nursing by modeling the values and articulating the knowledge, skills, and attitudes of the nursing profession.
4. Demonstrate professionalism, including attention to appearance, demeanor, respect for self and others, and attention to professional boundaries with patients and families as well as among caregivers.
5. Demonstrate an appreciation of the history of and contemporary issues in nursing and their impact on current nursing practice.
6. Reflect on one’s o.
Flanders 579Framed Paintings,” page 578) reinforce this .docx
Flanders 579
“Framed Paintings,” page 578) reinforce this identi!cation. Across
the top, Jan wrote “As I can” in Flemish using Greek letters. One
suggestion is that this portrait was a demonstration piece intended
for prospective clients, who could compare the painting with the
painter and judge what he “could do” in terms of recording a faith-
ful likeness. Across the bottom appear the date and a statement in
Latin: “Jan van Eyck made me.” "e use of both Greek and Latin
suggests that the artist viewed himself as both a learned man and a
worthy successor to the fabled painters of antiquity.
Rogier van der Weyden
When Jan van Eyck began work on the
Ghent Altarpiece, Rogier van der Weyden
(#$%. 20-1) was an assistant in the work-
shop of Robert Campin (#$%. 20-8), but the
younger Tournai painter’s fame soon eclipsed
Campin’s and eventually rivaled Jan’s. Rogier’s
renown rested on his skill in recording indi-
vidual features and character in his portraits
(#$%. 20-12A) and especially on the dynamic
compositions of his narrative works, which
stress human action and drama. He concen-
trated on Christian themes, especially those
episodes in the life of Jesus that elicited pow-
erful emotions—for example, the Cruci!xion and Pietà (the Vir-
gin Mary cradling the dead body of her son)—moving observers
deeply by vividly portraying the su&erings of Christ.
Deposition. One of Rogier’s early masterworks is Deposition
(#$%. 20-13), the center panel of a triptych commissioned by the
archers’ guild of Louvain for the church of Notre-Dame hors-les-
murs (Church of Our Lady—the Virgin—outside the [town] walls).
Rogier acknowledged the patrons of this large painting by incorpo-
rating the crossbow (the guild’s symbol) into the decorative trac-
ery in the corners. Instead of creating
a deep landscape setting, as Jan van
Eyck might have, Rogier compressed
the !gures and action onto a shallow
stage with a golden back wall, imitat-
ing the large sculptured shrines so
popular in the 15th century, of which
Jacques de Baerze’s Retable de Champ-
mol (#$%. 20-3) is one of many Nether -
landish examples (compare #$%'. 20-21
and 20-22). "e device admirably
served his purpose of expressing max-
imum action within a limited space
patrons became interested in the reality (both physical and psycho-
logical) that portraits could reveal.
In the 15th century, Flemish patrons eagerly embraced the
opportunity to have their likenesses painted. "e elite wanted to
memorialize themselves in their dynastic lines and to establish their
identities, ranks, and stations with images far more concrete than
heraldic coats of arms. Portraits also served to represent state o(-
cials at events they could not attend. Royalty, nobility, and the very
rich would sometimes send artists to paint the likeness of a pro-
spective bride or groom. For example, when young King Charles
VI (r. 1380–1422) of France sought a bride, he dispatched a painter
to three d.
Flooding in places like New Orleans, the U.S. Gulf coast, and Venice.docx
Flooding in places like New Orleans, the U.S. Gulf coast, and Venice, Italy are largely self-inflicted unnatural disasters. Explain.
Should a sinking city like New Orleans be rebuilt and protected with higher levees, or should the lower parts of the city be allowed to revert back to wetlands that would help to protect nearby coastal areas? Explain.
Must be 450 words minimum , APA style with 2 resources
.
Flashbulb MemoriesFlashbulb memories can be very vivid and often.docx
Flashbulb Memories
Flashbulb memories can be very vivid and often involve shocking historical events. An example would be the terrorist attacks in New York on 9/11.
Discuss a flashbulb memory that has significance to you and describe specific details.
What senses are involved in this memory?
What strong emotions did you experience during the original event?
Why would you characterize this memory as a flashbulb memory?
How does thinking about it now affect you?
.
Five pages reseachTopic HumanFactors inAirTraffic.docx
Five pages reseach
Topic: Human
Factors in
Air
Traffic
Control
Systems
Thesis:
Human factors in aviation, especially in air traffic control systems, are crucial and cannot be dispensed. (You can change the thesis format)
.
Five paragraphs and work cited page. Look up 2 articles from pe.docx
Five paragraphs and work cited page.
Look up 2 articles from peer reviewed journals to talk about how changing something that has different means to different groups of people can either help or hurt progress for change in society in regards to diversity. Think about recent events over the past 3 years in regards to race relations that have made nationwide news.
.
Five Life Skills for Graduates Aims and Summary This mod.docx
Five Life Skills for Graduates
Aims and Summary
This module aims to support the student in their move from Coventry University to the “outside world” of employee or self–employment, Certain key skills are required in order to make the transition successful. By now you will have gained such skills as Time Management, Project Management and Team Building , as part of the process of successfully passing through your stages at University.
Amongst the most important skills that the successful graduate needs are:
· Managing and taking part in Meetings
· Communicating complex and difficult information
· Conflict resolution
· Negotiation
· Decision Making
This module will replicate a “tough day at the office” – how will you come through it? This is a hands-on course – you will be expected to utilise the skills gained with immediate effect, and to be able to reflect upon their impact upon your working day. Whether or not you have already taken part in a Five Life Skills module in the past years, this module offers you new insights into yourself and your potential colleagues.
1
Module Induction and Managing Meetings
• State the basic components of effective meetings
• Explain best practice for managing meetings
• Identify the different problem people and situations that may be encountered in meetings
• Develop a range of approaches to deal with meeting difficulties
2
Managing Meetings - Simulated Activity/Exercise
3
Influencing Decision Making
• To examine different decision making models
• To maximise creativity and logic in decision making
• To acquire decision making tips and techniques that accelerate and improve results
•To provide a variety of perspectives for the decision making process
4
Influencing Decision Making – Simulated Activity/Exercise
5
Negotiation and Persuasion
• Define negotiation and persuausion
• State the different types of negotiation
• Explain the basic components of negotiation
• State the approach for successful influencing
6
Negotiation and Persuasion– Simulated Activity/Exercise
7
Conflict Resolution
• Explain the different views on conflict
• State the indicators to conflict
• Understand the different strategies for dealing with conflict
•Reflect on skills required for resolving conflict
8
Conflict Resolution – Simulated Activity/Exercise
9
Communicating Complex Information
• Explain the preparation required to deliver a professional presentation
• Demonstrate effective verbal and non verbal communication
• Apply a range of strategies to control nerves
• Deliver an excellent presentation
10
Practical Assessment - Presentation
.
Fiscal Policy.Identify who controls German fiscal policy.D.docx
Fiscal Policy.
Identify who controls German fiscal policy.
Describe German fiscal policy from 1989-1992; be sure to identify the components you think are relatively important.
What were the effects of German fiscal policy on both the West and East German economies
Monetary Policy.
Identify who controls German monetary policy.
Describe German monetary policy from 1989-1992—i.e., the main features of monetary policy surrounding reunification.
What were the effects German monetary policy on both the West and East German economies?
Was monetary policy affected by fiscal policy? If so, how?
In July 1992, what were the problems facing the German government and what policies were available to the German government to solve them? Were these alternatives viable?
What was the effect of German monetary policy on other EMS nations?
.
First, summarize the definition of a gang used by the U.S. Depar.docx
First, summarize the definition of a
gang
used by the U.S. Department of Justice, and then invent a fictional character and explain at least 3 specific elements, known or unknown to him or her, that influenced his or her decision to join a gang. Consider their parental influences, community, home environment, school performance, and so on. Once these elements have been explained, address at least 1 myth related to gang activity.
.
More from bryanwest16882 (20)
Follow attachment. Students below. Corey WillisAll 3.docx
Follow attachment. Students below. Corey WillisAll 3.docx
Follow all directions below using original work with full detail. .docx
Follow all directions below using original work with full detail. .docx
Folic acid and vitamin B-12 are examples of water-soluble vitami.docx
Folic acid and vitamin B-12 are examples of water-soluble vitami.docx
Focus on two Web 2.0 applications that you feel you would use in.docx
Focus on two Web 2.0 applications that you feel you would use in.docx
Folic Acid and vitamin B-12 are examples of water-soluble vitamins w.docx
Folic Acid and vitamin B-12 are examples of water-soluble vitamins w.docx
Focus System - HEENT NECKReflect on the focus area or syste.docx
Focus System - HEENT NECKReflect on the focus area or syste.docx
Focus on Chapter 2, but do review the prior chapters if you are .docx
Focus on Chapter 2, but do review the prior chapters if you are .docx
Fluid Mechanics Project Assignment (Total 15) Due Dates .docx
Fluid Mechanics Project Assignment (Total 15) Due Dates .docx
Focus on one of the three waves of IT innovation discussed in Chapte.docx
Focus on one of the three waves of IT innovation discussed in Chapte.docx
flhis speech was delivered by Willie Lynch on the bank of the .docx
flhis speech was delivered by Willie Lynch on the bank of the .docx
Flanders 579Framed Paintings,” page 578) reinforce this .docx
Flanders 579Framed Paintings,” page 578) reinforce this .docx
Flooding in places like New Orleans, the U.S. Gulf coast, and Venice.docx
Flooding in places like New Orleans, the U.S. Gulf coast, and Venice.docx
Flashbulb MemoriesFlashbulb memories can be very vivid and often.docx
Flashbulb MemoriesFlashbulb memories can be very vivid and often.docx
Five pages reseachTopic HumanFactors inAirTraffic.docx
Five pages reseachTopic HumanFactors inAirTraffic.docx
Five paragraphs and work cited page. Look up 2 articles from pe.docx
Five paragraphs and work cited page. Look up 2 articles from pe.docx
Five Life Skills for Graduates Aims and Summary This mod.docx
Five Life Skills for Graduates Aims and Summary This mod.docx
Fiscal Policy.Identify who controls German fiscal policy.D.docx
Fiscal Policy.Identify who controls German fiscal policy.D.docx
First, summarize the definition of a gang used by the U.S. Depar.docx
First, summarize the definition of a gang used by the U.S. Depar.docx
Recently uploaded
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
special B.ed 2nd year old paper_20240531.pdf
Instagram:-
https://instagram.com/special_education_needs_01?igshid=YmMyMTA2M2Y=
WhatsApp:-
https://chat.whatsapp.com/JVakNIYlSV94x7bwunO3Dc
YouTube:-
https://youtube.com/@special_education_needs
Teligram :- https://t.me/special_education_needs
Slide Shere :-
https://www.slideshare.net/shabnambano20?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview
Honest Reviews of Tim Han LMA Course Program.pptx
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
678020731-Sumas-y-Restas-Para-Colorear.pdf
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
Embracing GenAI - A Strategic Imperative
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1.4 modern child centered education - mahatma gandhi-2.pptx
Child centred education is an educational approach that priorities the interest, needs and abilities of the child in the learning process.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The geography of Taylor Swift - some ideas
Geographical themes connected with Taylor Swift's ERAS tour - coming to the UK in June 2024
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Protectable subject matters, Protection in biotechnology, Protection of other biological materials, Ownership and period of protection
2024.06.01 Introducing a competency framework for languag learning materials ...
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation Blue Star - Saka Neela Tara
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Class 11 CBSE Business Studies Project ( AIDS TO TRADE - INSURANCE)
Palestine last event orientationfvgnh .pptx
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Recently uploaded (20)
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...
1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Student NameDescribe the barrierhealth care administration issue.docx
- 1. Student Name: Describe the barrier/health care administration issue addressed in your Business Research Paper (two or three sentences): Criteria Article 1 Article 2 Article 3 Article 4 Article 5 Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article Article Title and Year Published Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study
- 2. Design (Quantitative, Qualitative, or Other) Setting/Sample Methods: Intervention/Instruments Analysis Key Findings Recommendations
- 3. Explanation of How the Article Supports Your Identified Barrier or Issue in Health Care Criteria Article 6 Article 7 Article 8 Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article Article Title and Year Published Research Questions (Qualitative)/Hypothesis (Quantitative), and
- 4. Purposes/Aim of Study Design (Quantitative, Qualitative, or other) Setting/Sample Methods: Intervention/Instruments Analysis Key Findings
- 5. Recommendations Explanation of How the Article Supports Your Identified Barrier or Issue in Health Care