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As you discussed in this units discussion board, survey research
As you discussed in this units discussion board, survey research
Benjamin Sommers, "Health Care Reform: Medicaid"
Benjamin Sommers, "Health Care Reform: Medicaid"The Petrie-Flom Center for Health Law Policy, Biotechnology, and Bioethics
December 12, 2017
The Sixth Annual Health Law Year in P/Review symposium featured leading experts discussing major developments during 2017 and what to watch out for in 2018. The discussion at this day-long event covered hot topics in such areas as health policy under the new administration, regulatory issues in clinical research, law at the end-of-life, patient rights and advocacy, pharmaceutical policy, reproductive health, and public health law.
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The world of health care is full of policy interventions: a state expands eligibility rules for its Medicaid program, a medical society changes its recommendations for screening frequency, a hospital implements a new care coordination program. After a policy change, we often want to know, “Did it work?” This is a causal question; we want to know whether the policy CAUSED outcomes to change. One popular way of estimating causal effects of policy interventions is a difference-in-differences study. In this controlled pre-post design, we measure the change in outcomes of people who are exposed to the new policy, comparing average outcomes before and after the policy is implemented. We contrast that change to the change over the same time period in people who were not exposed to the new policy. The differential change in the treated group’s outcomes, compared to the change in the comparison group’s outcomes, may be interpreted as the causal effect of the policy. To do so, we must assume that the comparison group’s outcome change is a good proxy for the treated group’s (counterfactual) outcome change in the absence of the policy. This conceptual simplicity and wide applicability in policy settings makes difference-in-differences an appealing study design. However, the apparent simplicity belies a thicket of conceptual, causal, and statistical complexity. In this talk, I will introduce the fundamentals of difference-in-differences studies and discuss recent innovations including key assumptions and ways to assess their plausibility, estimation, inference, and robustness checks.Recommended
As you discussed in this units discussion board, survey research
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Benjamin Sommers, "Health Care Reform: Medicaid"
Benjamin Sommers, "Health Care Reform: Medicaid"The Petrie-Flom Center for Health Law Policy, Biotechnology, and Bioethics
December 12, 2017
The Sixth Annual Health Law Year in P/Review symposium featured leading experts discussing major developments during 2017 and what to watch out for in 2018. The discussion at this day-long event covered hot topics in such areas as health policy under the new administration, regulatory issues in clinical research, law at the end-of-life, patient rights and advocacy, pharmaceutical policy, reproductive health, and public health law.
For more information, visit our website at: http://petrieflom.law.harvard.edu/events/details/sixth-annual-health-law-year-in-p-reviewCausal Inference Opening Workshop - Bridging the Gap Between Causal Literatur...
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The world of health care is full of policy interventions: a state expands eligibility rules for its Medicaid program, a medical society changes its recommendations for screening frequency, a hospital implements a new care coordination program. After a policy change, we often want to know, “Did it work?” This is a causal question; we want to know whether the policy CAUSED outcomes to change. One popular way of estimating causal effects of policy interventions is a difference-in-differences study. In this controlled pre-post design, we measure the change in outcomes of people who are exposed to the new policy, comparing average outcomes before and after the policy is implemented. We contrast that change to the change over the same time period in people who were not exposed to the new policy. The differential change in the treated group’s outcomes, compared to the change in the comparison group’s outcomes, may be interpreted as the causal effect of the policy. To do so, we must assume that the comparison group’s outcome change is a good proxy for the treated group’s (counterfactual) outcome change in the absence of the policy. This conceptual simplicity and wide applicability in policy settings makes difference-in-differences an appealing study design. However, the apparent simplicity belies a thicket of conceptual, causal, and statistical complexity. In this talk, I will introduce the fundamentals of difference-in-differences studies and discuss recent innovations including key assumptions and ways to assess their plausibility, estimation, inference, and robustness checks.What Should Patient-Centered Care Mean in the Welfare States of Europe? The U...
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Author(s) and affiliation(s): Margherita Neri, the Office of Health Economics, Grace Hampson, the Office of Health Economics and Adrian Towse, the Office of Health Economics
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MSN Capstone Project Proposal Form This is a building a.docx
MSN Capstone Project Proposal Form
This is a building assignment that you will be completing over Week 1 through Week 9. This is a stepwise project proposal assignment in which you will complete one (1) section each week for your MSN Capstone Project Proposal. By the end of the Week 9, this form will have been filled in completely and your MSN Capstone Project Proposal will be completed. It is important that you keep up with the Weekly Assigned Section. Each
section is graded separately on a weekly basis while the final completed form will be graded with an overall grade. Each week the student will receive feedback from the instructor and the student is expected to incorporate the instructor feedback to edit and improve the weekly sections. The Week 9 final Capstone Project Proposal with be based on students incorporating the instructor’s weekly feedback.
How to use this form.· Must use the same form for all sections. The purpose is to have a completed the entire form by the end of the course.· Complete the week’s section with the requested information.· There are suggested word counts for each weekly section to provide you with an idea of what is expected. · You are to write in full sentences, paragraphs, correct grammar, and spelling.· Use APA formatting with citations and references list.· Refer to the
MSN Capstone Project Proposal Form Example found in Week 1 and in the Course Resources tab.
· Do not delete or edit the week section instructions.
· Do not lock the form because that will stop you from editing and revising within the form.
· Leave NO blank sections. All sections are graded separately.
· You may work ahead; however, the instructor will only grade the week’s section due for the assigned week and the form
must be submitted each week.
· Read the item descriptions carefully. Items request very specific information. Be sure you understand what is requested.
· Use primary sources for any references. Textbooks are not acceptable as references.
Late Assignments: Students will receive a 10-point grade reduction for each day the assignment is submitted past the due date. After three (3) days past the due date, students will receive a zero (0) for that weekly section but must complete for the final Week 9 grading.
MSN Capstone Project Proposal Form
Student Name
Ralph Marrero
MSN Program
Family Nurse Practitioner
Project Title
Depression in adolescent
Week 1
State Your Clinical Question Comment by Renita: Changes not made as suggested by Professor
[100 to 150 words]
· State your clinical question or topic for your capstone project proposal.
· What issue is the question/topic addressing?
· What are the reasons you selected this question/topic? Comment by Renita: Must list 3 reasons for choosing the topic
My topic of interest will be focus on the adolescent depression and how to identify risk factors to prevent suicide. Adolescen.
1 Unit 5 Assignment Local, National, and G.docx
1
Unit 5 Assignment:
Local, National, and Global Public Health Approaches
Unit Outcomes addressed in this Assignment:
• Design strategies for continuous quality improvement in public health.
• Identify strategies for promoting health equity.
Course Outcomes assessed in this Assignment:
PU500-4: Describe how public health practice addresses health concerns locally,
nationally, and globally.
Introduction:
This Assignment builds upon your work started in the Unit 3 Looking Ahead. In the Unit 5
Assignment, you will:
● Describe how public health practice addresses health concerns locally, nationally,
and globally.
● Leverage policies and laws to address public health issues.
● Apply the strategic planning process to resolve a health problem.
To reach these learning goals, this Assignment guides you through the completion of two
critical parts of this project:
● Part 1 - SWOT Analysis
● Part 2 - Evaluation of strategic planning process and related policies/laws
You will finalize both sections of your Unit 5 Assignment and submit as one document to the
Dropbox for grading.
2
Instructions:
Part 1 - SWOT Analysis:
Using the table below, you will apply strategic planning techniques to evaluate selected
local, national, and global health issues. You identified these issues in the Unit 3 Looking
Ahead. You will expand your analysis of the policies and laws by conducting a SWOT
analysis.
● First column: Please use the “Level & Issue” column to note a brief overview of the
issue at the particular level.
● Second column: This column does not need editing, as it organizes the rest of the
chart by SWOT element.
● Third column: You should list at least three items per SWOT component for each
level--one sentence per item will suffice.
● Fourth column: You will integrate the Unit 3 Looking Ahead coursework into this
column.
● Fifth column: Notate your sources in this column.
Level & Issue SWOT SWOT
Components
Related
Health
Policy/Law
Citation(s)
Local Level: [Insert 1-
2 sentence summary of
health issue here]
Strengths ● Item 1
● Item 2
● Item 3
Weaknesses ● Item 1
● Item 2
● Item 3
Opportunities ● Item 1
● Item 2
● Item 3
3
Threats ● Item 1
● Item 2
● Item 3
National Level: [Insert
1-2 sentence summary
of health issue here]
Strengths ● Item 1
● Item 2
● Item 3
Weaknesses ● Item 1
● Item 2
● Item 3
Opportunities ● Item 1
● Item 2
● Item 3
Threats ● Item 1
● Item 2
● Item 3
Global Level: [Insert 1-
2 sentence summary of
health issue here]
Strengths ● Item 1
● Item 2
● Item 3
Weaknesses ● Item 1
● Item 2
● Item 3
Opportunities ● Item 1
● Item 2
● Item 3
Threats ● Item 1
● Item 2
● Item 3
4
Part 2 - Strategic Planning:
You will gather your notes for each SWOT analysis and present a “Discussion” section in
which you describe how public health practi ...
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This project explored whether an aligned, forward-looking health technology assessment (HTA) process exists, or can be established. The areas of interest for modern HTA systems were identified and explored in terms of ‘future directions’, namely the HTA good practice principles that are debated or that pose implementation challenges. Based on conversations with HTA experts from high- and middle-income countries, we concluded that an aligned, modern, forward-looking HTA is not feasible but further research initiatives would be valuable to stimulate debate and provide clarity in these topic areas.
Author(s) and affiliation(s): Margherita Neri, the Office of Health Economics, Grace Hampson, the Office of Health Economics and Adrian Towse, the Office of Health Economics
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Predictive Analytics is already being leveraged in several sectors and has helped businesses gain efficiency. In the field of healthcare, Predictive Analytics promises to improve healthcare by forecasting the likelihood of an event enabling healthcare providers to take pre-emptive action where possible.
Predictive Analytics uses statistical analysis and other techniques to search through reams of patient data and analyses it to predict outcomes for individual patients.
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Similar to According to the center for disease control and prevention, card
MSN Capstone Project Proposal Form This is a building a.docx
MSN Capstone Project Proposal Form
This is a building assignment that you will be completing over Week 1 through Week 9. This is a stepwise project proposal assignment in which you will complete one (1) section each week for your MSN Capstone Project Proposal. By the end of the Week 9, this form will have been filled in completely and your MSN Capstone Project Proposal will be completed. It is important that you keep up with the Weekly Assigned Section. Each
section is graded separately on a weekly basis while the final completed form will be graded with an overall grade. Each week the student will receive feedback from the instructor and the student is expected to incorporate the instructor feedback to edit and improve the weekly sections. The Week 9 final Capstone Project Proposal with be based on students incorporating the instructor’s weekly feedback.
How to use this form.· Must use the same form for all sections. The purpose is to have a completed the entire form by the end of the course.· Complete the week’s section with the requested information.· There are suggested word counts for each weekly section to provide you with an idea of what is expected. · You are to write in full sentences, paragraphs, correct grammar, and spelling.· Use APA formatting with citations and references list.· Refer to the
MSN Capstone Project Proposal Form Example found in Week 1 and in the Course Resources tab.
· Do not delete or edit the week section instructions.
· Do not lock the form because that will stop you from editing and revising within the form.
· Leave NO blank sections. All sections are graded separately.
· You may work ahead; however, the instructor will only grade the week’s section due for the assigned week and the form
must be submitted each week.
· Read the item descriptions carefully. Items request very specific information. Be sure you understand what is requested.
· Use primary sources for any references. Textbooks are not acceptable as references.
Late Assignments: Students will receive a 10-point grade reduction for each day the assignment is submitted past the due date. After three (3) days past the due date, students will receive a zero (0) for that weekly section but must complete for the final Week 9 grading.
MSN Capstone Project Proposal Form
Student Name
Ralph Marrero
MSN Program
Family Nurse Practitioner
Project Title
Depression in adolescent
Week 1
State Your Clinical Question Comment by Renita: Changes not made as suggested by Professor
[100 to 150 words]
· State your clinical question or topic for your capstone project proposal.
· What issue is the question/topic addressing?
· What are the reasons you selected this question/topic? Comment by Renita: Must list 3 reasons for choosing the topic
My topic of interest will be focus on the adolescent depression and how to identify risk factors to prevent suicide. Adolescen.
1 Unit 5 Assignment Local, National, and G.docx
1
Unit 5 Assignment:
Local, National, and Global Public Health Approaches
Unit Outcomes addressed in this Assignment:
• Design strategies for continuous quality improvement in public health.
• Identify strategies for promoting health equity.
Course Outcomes assessed in this Assignment:
PU500-4: Describe how public health practice addresses health concerns locally,
nationally, and globally.
Introduction:
This Assignment builds upon your work started in the Unit 3 Looking Ahead. In the Unit 5
Assignment, you will:
● Describe how public health practice addresses health concerns locally, nationally,
and globally.
● Leverage policies and laws to address public health issues.
● Apply the strategic planning process to resolve a health problem.
To reach these learning goals, this Assignment guides you through the completion of two
critical parts of this project:
● Part 1 - SWOT Analysis
● Part 2 - Evaluation of strategic planning process and related policies/laws
You will finalize both sections of your Unit 5 Assignment and submit as one document to the
Dropbox for grading.
2
Instructions:
Part 1 - SWOT Analysis:
Using the table below, you will apply strategic planning techniques to evaluate selected
local, national, and global health issues. You identified these issues in the Unit 3 Looking
Ahead. You will expand your analysis of the policies and laws by conducting a SWOT
analysis.
● First column: Please use the “Level & Issue” column to note a brief overview of the
issue at the particular level.
● Second column: This column does not need editing, as it organizes the rest of the
chart by SWOT element.
● Third column: You should list at least three items per SWOT component for each
level--one sentence per item will suffice.
● Fourth column: You will integrate the Unit 3 Looking Ahead coursework into this
column.
● Fifth column: Notate your sources in this column.
Level & Issue SWOT SWOT
Components
Related
Health
Policy/Law
Citation(s)
Local Level: [Insert 1-
2 sentence summary of
health issue here]
Strengths ● Item 1
● Item 2
● Item 3
Weaknesses ● Item 1
● Item 2
● Item 3
Opportunities ● Item 1
● Item 2
● Item 3
3
Threats ● Item 1
● Item 2
● Item 3
National Level: [Insert
1-2 sentence summary
of health issue here]
Strengths ● Item 1
● Item 2
● Item 3
Weaknesses ● Item 1
● Item 2
● Item 3
Opportunities ● Item 1
● Item 2
● Item 3
Threats ● Item 1
● Item 2
● Item 3
Global Level: [Insert 1-
2 sentence summary of
health issue here]
Strengths ● Item 1
● Item 2
● Item 3
Weaknesses ● Item 1
● Item 2
● Item 3
Opportunities ● Item 1
● Item 2
● Item 3
Threats ● Item 1
● Item 2
● Item 3
4
Part 2 - Strategic Planning:
You will gather your notes for each SWOT analysis and present a “Discussion” section in
which you describe how public health practi ...
HIS-144 ONL America after World War II Scoring Guid
HIS-144 ONL
America after World War II
Scoring Guide
REQUIREMENTS: Using resources from the Topic 5 Readings, including your textbook, materials provided by your instructor through class discussion, and materials from the GCU Library Guide for HIS-144 US History Themes, complete the assignment worksheet. Each answer to the questions should be a minimum of 100-200 words; and, include citations for each question formatted using the APA Style Guide. The overall assignment must include three to five relevant scholarly sources in support of your content. Each response should show good writing mechanics, grammar, formatting, and proper citations at the end of each question/response. Wikipedia, Ask.com, ehow.com and other online information sites, encyclopedias, or dictionaries are not considered university academic sources and are NOT TO BE USED.
POSSIBLE
ACTUAL
Explained the G.I. Bill and ways it changed America.
15
Explained why suburbanization occurred after WWII and the changes suburbia brings to American society.
15
Described why the automobile is so important to post war America.
15
Explained gendered spheres in American society before WWII and how they changed after the war.
15
Explained the role of religion in post-WWII American society.
10
Explained the development of youth culture in post war America.
10
Each section is 100-200 words.
5
A minimum of three - five relevant scholarly resources.
5
TOTAL
90
Instructor Comments:
© 2015. Grand Canyon University. All Rights Reserved.
MSN Capstone Project Proposal FormThis is a building assignment that you will be completing over Week 1 through Week 9. This is a stepwise project proposal assignment in which you will complete one (1) section each week for your MSN Capstone Project Proposal. By the end of the Week 9, this form will have been filled in completely and your MSN Capstone Project Proposal will be completed. It is important that you keep up with the Weekly Assigned Section. Each section is graded separately on a weekly basis while the final completed form will be graded with an overall grade. Each week the student will receive feedback from the instructor and the student is expected to incorporate the instructor feedback to edit and improve the weekly sections. The Week 9 final Capstone Project Proposal with be based on students incorporating the instructor’s weekly feedback.How to use this form.· Must use the same form for all sections. The purpose is to have a completed the entire form by the end of the course.· Complete the week’s section with the requested information.· There are suggested word counts for each weekly section to provide you with an idea of what is expected. · You are to write in full sentences, paragraphs, correct grammar, and spelling.· Use APA formatting with citations and references list.· Refer to the MSN Capstone Project Proposal Form Example found in Week 1 and in the Course Resources tab.
· Do not delete or edit the week secti ...
The purpose of this paper is to apply information gathered from th.docx
The purpose of this paper is to apply information gathered from the Family Genetic History and Milestone 1 assignments to identify one modifiable risk factor and develop an evidence-based teaching plan that promotes health as well as improves patient outcomes.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes.
· CO4: Identify teaching/learning needs from the health history of an individual. (PO2)
Points
This assignment is worth a total of 225 points.
General Directions & Project Guidelines
· This paper is expected to be no more than four pages in length (not including the title page and reference list).
· Please use the categories listed below as the first level headings for each section of your paper (Exception: Instead of "Introduction" please use the title of your paper).
Content Guidelines
Using the information gathered in your Genetic Family History and Milestone 1 assignments, you will identify and research one modifiable risk factor. You will develop an evidence-based teaching plan that promotes health, with the aim of improving patient outcomes related to this modifiable risk factor.
A. Introduction (1 paragraph): The introduction should be interesting and capture the reader's attention.
· State one preventable disease your adult participant is at risk for developing (obesity, Type 2 Diabetes, etc.), based on the information you have gathered during this course.
· Introduce onemodifiable risk factor (diet, smoking, sedentary lifestyle, etc.) associated with the preventable disease you described.
· Clearly state the purpose of your paper. The purpose statement should relate to developing a patient teaching plan.
B. Preventable Disease Overview (1-2 paragraphs): Please use course materials and scholarly sources to complete this section. Be sure to paraphrase and include citations as needed!
· Describe briefly the preventable disease you identified in the introduction.
· What are the signs and symptoms associated with this disease?
· How is it diagnosed? Notable information from Health History and General Survey? Signs and symptoms? Risk assessments? Lab values?
· What physical assessment findings would be associated with this disease?
· How did you identify your adult participant's risk for this disease?
· Specific information gathered in the Genetic Family History?
· Specific information gathered in the Milestone 1 assignment?
C. Evidence Based Intervention (1-2 paragraphs):
· Choose and describe one evidence based interventionrelated to the modifiable risk factor you have chosen. (One that has been shown to be effective at reducing an individual's risk for developing the preventable disease.)
· Describe this intervention in detail, and provide rationale for your intervention utilizing:
· At least one scholarly peer-reviewed journal article. Go to the Chamberlain library at http:/library.chamberlain.edu (Links to an external site.)Links to an external site.. Search peer reviewed journals to find ...
InstructionsPart 8 Stakeholder Engagement Monitor and Control P
Instructions
Part 8: Stakeholder Engagement Monitor and Control Plan
For the project selected in Unit I, create a simple stakeholder engagement monitor and control plan. Your plan should follow the process for managing and monitoring stakeholder engagement, as referred to in Figures 9.1 and 9.2 in the textbook. Your plan should include an introduction, and should answer the following questions:
· What specific soft skills will you employ in managing project stakeholders?
· What ground rules will you establish for managing project stakeholders?
· What types of meetings do you plan to have with project stakeholders? How often do you plan to hold them?
· How will you manage change requests from stakeholders?
· How will you monitor stakeholders and levels of stakeholder engagement?
· How will you manage changes to stakeholder requirements?
· What historical documents will you update in the process of managing and monitoring stakeholders?
Create the stakeholder management and control plan that addresses the questions above. Feel free to use tables, graphics, or document template examples to summarize your policy and approach. As a guide to depth, your stakeholder management and control plan should be a minimum of two pages in length. If you use tables, you may either create your table in Word and include it at the end of the document, or submit it as a separate Excel file.
Adhere to APA Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed.
Instructions
Course Project, Executive Summary
For the project selected in Unit I, prepare a PowerPoint presentation of a minimum of 10 slides to provide an executive summary briefing. The minimum number of slides does not count the title slide or the references slide. The presentation should summarize each part of the course project that you developed throughout this course. The goal of the briefing PowerPoint presentation is to offer a succinct yet comprehensive view of your project stakeholder and communication plan. This includes the following elements:
· Part 1: Project Selection, Stakeholder Identification, And Stakeholder Analysis
· Part 2: Resource Management Plan and RACI (responsible, accountable, consulted, and informed) Chart
· Part 3: Communication Plan
· Part 4: Stakeholder Plan
· Part 5: Resource Acquisition Plan
· Part 6: Team Development Plan
· Part 7: Team Performance Reporting
· Part 8: Stakeholder Engagement Monitor and Control Plan (from the assignment also in this unit)
Adhere to APA Style when constructing this assignment, including in-text citations and references for all sources that are used.
Establishing an Integrated Care Practice in a Community Health Center
Andrea Auxier and Tillman Farley
Salud Family Health Centers, Fort Lupton, Colorado and
University of Colorado, Denver
Katrin Seifert
Salud Family Health Centers, Fort Lupton, Colorado
In a progressiv ...
How To Write Essay Letter. Online assignment writing service.
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32Dissertation ProspectusFactors Influenci.docx
32
Dissertation Prospectus
Factors Influencing Individuals' Decision to Utilize Mental Health in South Texas
Submitted by:
James Dada
April 5, 2020
The Prospectus Overview and Instructions
Prospectus Instructions:
1. Read the entire Prospectus Template to understand the requirements for writing your prospectus. Each section contains a narrative overview of what should be included in the section and a table with required criteria for each section. WRITE TO THE CRITERIA, as they will be used to assess the prospectus for overall quality and feasibility of your proposed research study.
2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criterion table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criterion table as this is used by you and your committee to evaluate your prospectus.
3. Prior to submitting your prospectus for review by your chair or methodologist, use the criteria table for each section to complete a realistic self-evaluation, inserting what you believe is your score for each listed criterion into the Learner Self-Evaluation column. This is an exercise in self-evaluation and critical reflection, and to ensure that you completed all sections, addressing all required criteria for that section.
4. The scoring for the criteria ranges from a 0-3 as defined below. Complete a realistic and thoughtful evaluation of your work. Your chair and methodologist will also use the criterion tables to evaluate your work.
5. Your Prospectus should be no longer than 6-10 pages when the tables are deleted.
Score
Assessment
0
Item Not Present
1
Item is Present. Does Not Meet Expectations. Revisions are Required: Not all components are present. Large gaps are present in the components that leave the reader with significant questions. All items scored at 1 must be addressed by learner per reviewer comments.
2
Item is Acceptable. Meets Expectations.Some Revisions May Be Required Now or in the Future. Component is present and adequate. Small gaps are present that leave the reader with questions. Any item scored at 2 must be addressed by the learner per the reviewer comments.
3
Item Exceeds Expectations. No Revisions Required. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. No changes required.
Dissertation Prospectus
Introduction
This research study will examine the factors according to mental health providers that influence an individuals' decision to utilize mental health services in South Texas. This research will help us understand why individuals choose to utilize or reject mental health services in the state. Researchers (AUTH YEAR) have expressed a need for further research on the reasons why people decide to utilize or reject mental health services. In South Texas this research is needed because XXXXXXX. There is a ...
32Dissertation ProspectusFactors Influenci
32
Dissertation Prospectus
Factors Influencing Individuals' Decision to Utilize Mental Health in South Texas
Submitted by:
James Dada
April 5, 2020
The Prospectus Overview and Instructions
Prospectus Instructions:
1. Read the entire Prospectus Template to understand the requirements for writing your prospectus. Each section contains a narrative overview of what should be included in the section and a table with required criteria for each section. WRITE TO THE CRITERIA, as they will be used to assess the prospectus for overall quality and feasibility of your proposed research study.
2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criterion table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criterion table as this is used by you and your committee to evaluate your prospectus.
3. Prior to submitting your prospectus for review by your chair or methodologist, use the criteria table for each section to complete a realistic self-evaluation, inserting what you believe is your score for each listed criterion into the Learner Self-Evaluation column. This is an exercise in self-evaluation and critical reflection, and to ensure that you completed all sections, addressing all required criteria for that section.
4. The scoring for the criteria ranges from a 0-3 as defined below. Complete a realistic and thoughtful evaluation of your work. Your chair and methodologist will also use the criterion tables to evaluate your work.
5. Your Prospectus should be no longer than 6-10 pages when the tables are deleted.
Score
Assessment
0
Item Not Present
1
Item is Present. Does Not Meet Expectations. Revisions are Required: Not all components are present. Large gaps are present in the components that leave the reader with significant questions. All items scored at 1 must be addressed by learner per reviewer comments.
2
Item is Acceptable. Meets Expectations.Some Revisions May Be Required Now or in the Future. Component is present and adequate. Small gaps are present that leave the reader with questions. Any item scored at 2 must be addressed by the learner per the reviewer comments.
3
Item Exceeds Expectations. No Revisions Required. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. No changes required.
Dissertation Prospectus
Introduction
This research study will examine the factors according to mental health providers that influence an individuals' decision to utilize mental health services in South Texas. This research will help us understand why individuals choose to utilize or reject mental health services in the state. Researchers (AUTH YEAR) have expressed a need for further research on the reasons why people decide to utilize or reject mental health services. In South Texas this research is needed because XXXXXXX. There is a ...
REQUIREMENTS- University level -Bachelor’s in nursing.Plagiari.docx
REQUIREMENTS-
University level -Bachelor’s in nursing.
Plagiarism “Zero” tolerance.
Write a reflective essay about “Crisis Intervention Strategies” learned for 16 weeks.
Topic learned and read from the book are:
· Approaching Crisis Intervention Culturally Effective Helping
· The Intervention and Assessment Models. The Tools of the Trade
· Crisis Case Handling Telephone and Online Crisis Counseling
· Posttraumatic Stress Disorder Read
· Crisis of Lethality
· Sexual Assault
· Partner Violence Chemical Dependency: The Crisis of Addiction
· Bereavement and Grief
· Crises in Schools
· Violent Behavior in Institutions
· Hostage Negotiation
· Human Services Workers in Crisis: Burnout, Vicarious Traumatization, and Compassion Fatigue
· Follow the directions and criteria for writing closely as indicate below (Introductions, Course Reflection and Conclusion).
· 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.
· Clarity of writing. Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers. Writing should demonstrate original thought without an over-reliance on the works of others.
· Minimum three pages (3) excluding title page and reference pages (1000 words).
· APA format is required with both a title page and reference page. Time New Roman 12 Font. Double space.
· All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6th ed.) format:
1. Document setup
2. Title and reference pages
3. Citations in the text and references
General Guidelines
I. Write a Course Reflection Essay about Crisis Intervention course and the topic mentioned above.
II. Follow the requirements directions.
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).
· Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy.
Course Reflection.
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse.
Reflected on the Nursing and The Aging Family course readings, discussion threads, and applications you have completed across this course.Write a reflective essay regarding the extent to which you feel you are now prepared to:
Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course.
Be sure to use examples from sele ...
Write a 4-6 page evidence-based patient-centered care report on .docx
Write a 4-6 page evidence-based patient-centered care report on the patient scenario presented in the Evidence-Based Health Evaluation and Application media piece. Base your report on the information provided by the traumatic brain injury expert from the population health improvement initiative (PHII) described in the media activity and your own evidence-based research on this population health issue.
In this assessment, you will apply evidence-based practice in patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach for a personalized patient care plan, and determine which aspects of the approach could be applied to similar situations and patients.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Evaluate the outcomes of a population health improvement initiative.
Develop a personalized patient care plan that incorporates lessons learned from a population health improvement initiative.
Competency 2: Apply evidence-based practice to design interventions to improve population health.
Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose an evaluation strategy for the outcomes of personalized patient care plan and determine what aspects of the approach could be applied to similar situations and patients.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Identify the level of evidence and describe the value and relevance it brings to personalized care for your patient.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Write clearly and logically, with correct grammar and mechanics.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Scenario
The charge nurse in your clinic has contacted you to assume primary care for a patient and develop a plan for follow-up care. The plan should be personalized for him based on evidence-based research provided by a community expert as well as your own research on the condition. You will also be challenged to determine which aspects of the traumatic brain injury (TBI) approach could be applied to similar situations and patients.
Your Role
You are a nurse who has been requested to provide primary patient care, including a follow-up care plan. You will revisit the interview with the community TBI expert and prepare a personalized health pl.
Final Paper Philosophy 2520 – 01 and 61S Business Et
Final Paper
Philosophy 2520 – 01 and 61S
Business Ethics
Please Note: This course will have a writing component. The final exam will consist of a 7–10-
page research paper focusing on ethical dilemmas in organizations. Your paper will be
due on May 6th, 2022, at 11:59pm.
Instructions
1. Choose one of the organizations listed in the case studies in Part 5 (case studies) of your
textbook or may select one of your choosing.
2. You are required to write your research paper utilizing APA (American Psychological
Association) format.
3. Your paper should contain the following information
a. Cover Page
b. Abstract
c. Content - Body of your paper
d. Conclusion
e. Reference Page
Scenario:
You are the new Compliance Officer at your organization. It is your responsibility to review the
current compliance policies, procedures, and practices of your organization. While reviewing and
auditing your organization, you discover there are several ethical dilemmas within the
organization. You are to write a proposal to your Board of Directors and the Executive Leadership
team within your organization. Your proposal should in include the following:
(1) Identify 2-3 ethical dilemmas within the organization.
(2) Discuss the dilemmas buy providing background information relating to each
dilemma.
(3) Describe what actions, processes, or compliant components that the organization used
to address the dilemma in the past
(4) Discuss rather the dilemma was rectified or is the organization still struggling with the
issue.
(5) As the new Compliance Officer, you are to create a compliance plan to address the
issues/behaviors. Discuss what techniques or tools you would implement to ensure
that these issues are addressed.
(6) Listed below are compliance models that you can use to assist you.
Sample Resources for your compliance plan.
Compliance Model
Elements of an effective compliance program
Compliance programs are not one-size-fits-all. Although you can follow the guidelines on how to
create a compliance program and what to include, you’ll need to develop a plan that meets your
company’s specific needs.
When it comes to building a compliance program, there’s no need to recreate the wheel.
The Affordable Care Act outlines seven key elements of an effective compliance program.
1. Establish and adopt written policies, procedures, and standards of conduct.
Having clear written policies and procedures in place that describe compliance
expectations fosters uniformity within your company.
2. Create program oversight. Determine who will oversee, monitor, and enforce the
compliance program and serve as your go-to company “watchdog” with questions and
concerns.
3. Provide staff training and education. Employees at every level need to understand
your compliance program expectations and standards to be able to comply with them.
Implement a training program that clearly communicates ...
Test Bank for Planning Implementing And Evaluating Health Promotion Programs ...
Full download : https://goo.gl/hJcCVj Test Bank for Planning Implementing And Evaluating Health Promotion Programs A Primer 6th Edition by Mckenzie
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MSN Capstone Project Proposal Form This is a building a.docx
MSN Capstone Project Proposal Form This is a building a.docx
HIS-144 ONL America after World War II Scoring Guid
HIS-144 ONL America after World War II Scoring Guid
The purpose of this paper is to apply information gathered from th.docx
The purpose of this paper is to apply information gathered from th.docx
InstructionsPart 8 Stakeholder Engagement Monitor and Control P
InstructionsPart 8 Stakeholder Engagement Monitor and Control P
How To Write Essay Letter. Online assignment writing service.
How To Write Essay Letter. Online assignment writing service.
REQUIREMENTS- University level -Bachelor’s in nursing.Plagiari.docx
REQUIREMENTS- University level -Bachelor’s in nursing.Plagiari.docx
Write a 4-6 page evidence-based patient-centered care report on .docx
Write a 4-6 page evidence-based patient-centered care report on .docx
Final Paper Philosophy 2520 – 01 and 61S Business Et
Final Paper Philosophy 2520 – 01 and 61S Business Et
Test Bank for Planning Implementing And Evaluating Health Promotion Programs ...
Test Bank for Planning Implementing And Evaluating Health Promotion Programs ...
More from AASTHA76
(APA 6th Edition Formatting and St.docx
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docx
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docx
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docx
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docx
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docx
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docx
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docx
(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It's no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for
desirable jobs. It may be shocking, however, to learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-
graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole
schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon's main
audience is professional educators, so you may find her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of
Education at Rutgers University, Newark; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our
own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and
Gintis1 for example, have argued that students in different social-class backgrounds are rewarded for classroom behaviors that correspond to
personality traits allegedly rewarded in the different occupational strata--the working classes for docility and obedience, the managerial classes
for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued
that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but
are withheld from the working classes to whom a more "practical" curriculum is offered (manual skills, clerical knowledge). While there has
been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt
to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.3
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in
student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical4 study of
curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and
assesses student work in the light of a theoretical approach to social-class analysis.. . It will be suggested that there is a "hidden.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docx
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docx
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docx
(1) How does quantum cryptography eliminate the problem of eavesdropping in traditional cryptography?
(2) What are the limitations or problems associated with quantum cryptography?
(3) What features or activities will affect both the current and future developments of cryptography?
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
References
.
#transformation10EventTrendsfor 201910 Event.docx
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docx
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#MicroXplorer Configuration settings - do not modifyFile.Versio.docx
#MicroXplorer Configuration settings - do not modify
File.Version=6
KeepUserPlacement=false
Mcu.Family=STM32L4
Mcu.IP0=NVIC
Mcu.IP1=RCC
Mcu.IP2=SYS
Mcu.IP3=USART2
Mcu.IPNb=4
Mcu.Name=STM32L476V(C-E-G)Tx
Mcu.Package=LQFP100
Mcu.Pin0=PA0
Mcu.Pin1=PA1
Mcu.Pin2=PA2
Mcu.Pin3=PA3
Mcu.Pin4=PA5
Mcu.Pin5=PB2
Mcu.Pin6=PE8
Mcu.Pin7=PD5
Mcu.Pin8=PD6
Mcu.Pin9=VP_SYS_VS_Systick
Mcu.PinsNb=10
Mcu.ThirdPartyNb=0
Mcu.UserConstants=
Mcu.UserName=STM32L476VGTx
MxCube.Version=5.0.1
MxDb.Version=DB.5.0.1
NVIC.BusFault_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.DebugMonitor_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.HardFault_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.MemoryManagement_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.NonMaskableInt_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.PendSV_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.PriorityGroup=NVIC_PRIORITYGROUP_4
NVIC.SVCall_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.SysTick_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.UsageFault_IRQn=true\:0\:0\:false\:false\:true\:false
PA0.GPIOParameters=GPIO_PuPd,GPIO_Label
PA0.GPIO_Label=JOY_C
PA0.GPIO_PuPd=GPIO_PULLDOWN
PA0.Locked=true
PA0.Signal=GPIO_Input
PA1.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA1.GPIO_Label=JOY_L
PA1.GPIO_Mode=GPIO_MODE_INPUT
PA1.GPIO_PuPd=GPIO_PULLDOWN
PA1.Locked=true
PA1.Signal=GPIO_Input
PA2.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA2.GPIO_Label=JOY_R
PA2.GPIO_Mode=GPIO_MODE_INPUT
PA2.GPIO_PuPd=GPIO_PULLDOWN
PA2.Locked=true
PA2.Signal=GPIO_Input
PA3.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA3.GPIO_Label=JOY_U
PA3.GPIO_Mode=GPIO_MODE_INPUT
PA3.GPIO_PuPd=GPIO_PULLDOWN
PA3.Locked=true
PA3.Signal=GPIO_Input
PA5.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA5.GPIO_Label=JOY_D
PA5.GPIO_Mode=GPIO_MODE_INPUT
PA5.GPIO_PuPd=GPIO_PULLDOWN
PA5.Locked=true
PA5.Signal=GPIO_Input
PB2.GPIOParameters=GPIO_Speed,PinState,GPIO_PuPd,GPIO_Label,GPIO_ModeDefaultOutputPP
PB2.GPIO_Label=LD_R
PB2.GPIO_ModeDefaultOutputPP=GPIO_MODE_OUTPUT_PP
PB2.GPIO_PuPd=GPIO_PULLDOWN
PB2.GPIO_Speed=GPIO_SPEED_FREQ_LOW
PB2.Locked=true
PB2.PinState=GPIO_PIN_RESET
PB2.Signal=GPIO_Output
PCC.Checker=true
PCC.Line=STM32L4x6
PCC.MCU=STM32L476V(C-E-G)Tx
PCC.PartNumber=STM32L476VGTx
PCC.Seq0=0
PCC.Series=STM32L4
PCC.Temperature=25
PCC.Vdd=null
PD5.GPIOParameters=GPIO_PuPd
PD5.GPIO_PuPd=GPIO_PULLUP
PD5.Locked=true
PD5.Mode=Asynchronous
PD5.Signal=USART2_TX
PD6.Locked=true
PD6.Mode=Asynchronous
PD6.Signal=USART2_RX
PE8.GPIOParameters=GPIO_Speed,PinState,GPIO_PuPd,GPIO_Label,GPIO_ModeDefaultOutputPP
PE8.GPIO_Label=LD_G
PE8.GPIO_ModeDefaultOutputPP=GPIO_MODE_OUTPUT_PP
PE8.GPIO_PuPd=GPIO_PULLDOWN
PE8.GPIO_Speed=GPIO_SPEED_FREQ_LOW
PE8.Locked=true
PE8.PinState=GPIO_PIN_RESET
PE8.Signal=GPIO_Output
PinOutPanel.RotationAngle=0
ProjectManager.AskForMigrate=true
ProjectManager.BackupPrevious=true
ProjectManager.CompilerOptimize=6
ProjectManager.
#include string.h#include stdlib.h#include systypes.h.docx
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docx
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include stdio.h#include stdlib.h#include pthread.h#in.docx
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#include customer.h#include heap.h#include iostream.docx
#include "customer.h"
#include "heap.h"
#include <iostream>
using namespace std;
int comparisonWay = 0; // 0 for arrival time, 1 for processing time
bool Customer::operator>(const Customer& c) {
return comparisonWay ? processing_time < c.processing_time : arrival_time < c.arrival_time; // a customer is "greater" if his time is shorter
};
void customerQueueTest(int n_cust) {
int current_time = 0;
int totalWaitingTime = 0;
int i;
int WT = 0; // waiting time for each customer
Heap<Customer> queue;
Customer* custList = new Customer[n_cust];
cout << endl << endl << "Setup" << endl;
cout << "List of customers and their arrival and processing times" << endl;
for (i = 0; i<n_cust; i++)
{
custList[i].setAT(i);
custList[i].setPT((n_cust - i) % (n_cust / 2) + 1 + (i % 2)*(n_cust / 2));
cout << "Customer " << i << " will arrive at time " << custList[i].AT() << " with PT=" << custList[i].PT() << endl;
}
cout << endl;
for (int round = 0; round<2; round++) {
// you may need a big modification within this for-loop
cout << endl << endl;
cout << "Test Round " << round + 1 << endl;
cout << (round == 0 ? "First come first serve" : "Customer with the least PT served first") << endl;
comparisonWay = round;
current_time = 0;
totalWaitingTime = 0;
queue.insert(custList[0]);
cout << "Customer arrives at time " << custList[0].AT() << " with PT=" << custList[0].PT() << endl;
while (!queue.empty()) {
// you should change all of the code here inside
Customer c = queue.extractMax();
cout << "Customer arrives when no one is waiting" << endl;
cout << "Customer is served at time " << current_time << " with AT=" << c.AT() << " and PT=" << c.PT() << " after waiting for "
<< WT << " min." << endl;
}
cout << "Total Waiting Time: " << totalWaitingTime << endl;
cout << "Average Waiting Time: " << totalWaitingTime / (float)n_cust << endl;
}
delete[] custList;
}
#pragma once
#include <math.h>
#include <iostream>
using namespace std;
#ifndef HEAPHPP
#define HEAPHPP
template <class T>
void Heap<T>::_bubbleUp(int index) {
}
template <class T>
void Heap<T>::_bubbleDown(int index) {
}
template <class T>
void Heap<T>::insert(T item) {
}
template <class T>
T Heap<T>::extractMax() {
return T();
}
template <class T>
void Heap<T>::printHeapArray() {
for (int i = 0; i < _n; i++)
cout << _heap[i] << " ";
cout << endl;
}
template <class T>
int Heap<T>::_lookFor(T x){ // not a very good implementation, but just use this for now.
int i;
for(i=0;i<_n;i++)
if (_heap[i] == x)
return i;
return -1;
}
template <class T>
void Heap<T>::decreaseKey(T from, T to)
{
}
template <class T>
void Heap<T>::increaseKey(T from, T to)
{
}
template <class T>
void Heap<T>::deleteItem(T x)
{
}
template <class T>
void Heap<T>::printTree() {
int parity .
#Assessment BriefDiploma of Business Eco.docx
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include stdio.h#include stdint.h#include stdbool.h.docx
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
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