Dangers can come from Mt. Rainier even without an eruption. B.docx
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Dangers can come from Mt. Rainier even without an eruption. By looking at the map you can see that this volcano has caused many lahars over time. Today the volcano is showing signs of activity. Acid water has turned the upper slopes of the volcano into clay making them as risk for slope failure and causing a lahare as the glaciers melt. The city you are concerned with is Orting. Orting is in danger from both small and large lahars. The blue lines are rivers and streams. To determine the distance you must measure the actual length of the stream. Start at the red star in the center of Mt. Rainier and measure to the star at Orting 1. What is the distance from the top of Mt. Rainier to Orting along the Payallup river (starting at the center of the cone marked by a red star burst and measuring the branch marked by the arrows)? 2. If a lahar travels at 20 miles/ hour how much time does Orting have to evacuate? (Divide the distance from 13 by 20 miles/hour = number of hours). 3. If a pyroclastic flow can travel at speeds of 100 mph how many minutes do the people at Paradise have to escape from danger? 4. How many minutes do the people at Sunset have to escape from danger? .
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3. Understand how shoreline transport of sediment occurs and how it is affected by human activities.
Tides
Tides are actually waves that move through the oceans and large lakes. In the oceans, they have periods of several hours and wavelengths of 1000s of kilometers. Depending on the wave period that dominates in different parts of the world, some places have only one high and one low tide a day (diurnal tides), whereas others have two high (about equal to each other) and two low tides (also about equal to each other) known as semidiurnal. A third type is mixed tides with two highs and two lows a day with different heights, (a high high, a low high, a high low and a low low). California, as the rest of the west coast has mixed tides.
The gravitational pull of the Sun and the Moon causes tides on Earth. The gravitational influence of an object is directly related to its mass and its distance from another object. So even though the Sun has much more mass than the Moon, it is over 380 times farther away from the Earth than the Moon. Therefore, our little Moon wins out and has the most influence on the tides on Earth.
As the Earth spins about its axis, centrifugal force keeps water balanced on all sides of the planet. However, the Moon's gravitational forces disrupt this balance by pulling the water towards the Moon. A double "bulge" is formed—one side pulling toward the Moon and the opposite side pulling away from it, just like swinging a water balloon causes it to stretch both toward AND away from your hand. The areas where the bulging occurs experience high tides.
Tides are predictable, but their periods do not coincide with the 24 hour Earth day. The Moon takes about 24 hours and 50 minutes to line up again exactly with the same point on the Earth. Therefore, the timing of the tides shifts almost an hour a day. Because the relative positions of the Sun, Earth and Moon change over the course a day, a month and a year, the absolute heights of diurnal, semidiurnal and mixed tides vary over these periods. For example, even within the same ~25 hour period, the heights of the semidiurnal tides are not exactly the same, although they are close. Even more significant changes are seen over a monthly cycle, with higher-than-normalspring tides (not named for the season but because the water "springs" higher than normal) and the lower-than-normalneap tides.
Exercise 1.
Let's investigate the causes of spring and neap tides. Go to this websitehttp://aspire.cosmic-ray.org/Labs/Tides/tides_simulator.html . Pick the student version because the teacher version has an annoying note in the middle of the simulation screen—the teacher version will not give you any more information than the student version to answer these questions. Click on the tide simulator. Click the box to turn on spring/neap ...
Nj
This document summarizes Neil Jensen's final water project. It covers various topics about water including its properties, ocean sediments, ocean ooze, the water cycle, ocean topography, tides and currents, and how humans affect water. The water cycle replenishes water through evaporation, condensation, precipitation, and runoff. Ocean sediments come from eroded land rocks, volcanoes, and space dust. Ooze covers 30% of the ocean surface and is made of organic remains and liquids mixed with other materials. Humans negatively affect water through waste dumping and oil spills.
Montecito Debris Flows - Professor Ed Keller, UCSB
Professor Ed Keller's presentation on the Montecito debris flows. Given at the Santa Barbara Central Library on Thursday, January 25.
Lecture 1 flood
This document provides an overview of flooding in Bangladesh. It discusses the major river systems in Bangladesh and defines different types of floods. It then summarizes the causes of flooding in Bangladesh, which include its low topography, high monsoon flows, siltation of rivers, and effects of tides. Impacts of flooding are extensive and include loss of lives, crops, infrastructure, and economic losses. Several major floods are described, including the devastating 1988 flood that affected over 60% of the country. In summary, Bangladesh's geographic features and location make it highly vulnerable to flooding.
Discovering Diamonds - Select topics
Published by Mining Matters this secondary school thematic resources uses the topic of diamonds to explore Earth's structure and process, the mining cycle as well a careers in the minerals industry.
The 21 activities in Discovering Diamonds bring in elements from every area of Earth Science – from earthquakes to environment, cratons to chemicals. Activities are presented in sequence in five topics, starting with the large-scale structure of the earth, moving into tectonic and surficial processes, and finishing with a look at the mining industry, including exploration, mining, processing, and mining’s importance to Canadians.
Students will learn about Canada’s world-class diamond-bearing deposits, diamond formation, and the modern technology being applied to the discovery, extraction, and processing of diamonds. The diamond industry uses cutting-edge technology; current information about this industry makes a valuable addition to the school Earth Science curriculum.
Marine hydrodynamics
This document contains information about a 20-lecture course on marine hydrodynamics. It includes the course schedule, student assessment criteria, course overview, and lecture content for the first 3 lectures. Lecture 1 covers course fundamentals and assignments. Lecture 2 discusses tides, what causes them, tidal bulges and classifications. Lecture 3 derives the tide generating potential due to the moon's gravity and expands it using Legendre polynomials.
SITE B ANALYSIS
This document provides an analysis of a site located near a beach and mangrove area. It examines existing structures, landscape features, climate studies including sunlight, wind, and tide patterns. It also evaluates strengths, weaknesses, opportunities and threats. Circulation patterns are mapped for vehicles, boats and humans. Views and vistas are documented, as well as potential activities. A case study of a similar observation deck is included. The analysis provides comprehensive information to inform planning and development decisions for the site.
Crowded Coasts
Introduction to AS Edexcel crowded coasts with lots of info on things like mangroves, salt marshes, reefs, population amonst other stuff with some extras in it, I have altered this from one I got from the NING site
earthquakes and landslides
This document discusses earthquakes and landslides. It begins by explaining what causes earthquakes, how they are measured, and how scientists locate their epicenters. Large earthquakes can trigger landslides and rock avalanches. The document then examines case studies of the consequences of the 2015 Nepal earthquake, including damage to buildings, loss of life, and landslides that blocked roads and swept away villages. It describes the effects in India as well, with dozens of deaths. The second case study focuses on landslides in Gangtok, India triggered by heavy rainfall in 1997 that killed over 50 people and displaced thousands. Geological and rainfall data are presented relating to landslide risks in the area.
Disaster Management Earthquake by ujjwal patel
This document provides information about earthquakes and disaster management. It defines an earthquake as the sudden release of energy in the earth's crust that creates seismic waves. Earthquakes are caused by movements in tectonic plates and faults in the earth's surface. Disaster management involves preparing for disasters, emergency response during disasters, and recovery after disasters. The effects of earthquakes can include loss of life, property damage, and disruption to infrastructure and economic activities. Proper safety measures during and after earthquakes can help reduce risks to people.
Rivers - George Mather, Chris Hancox, Alex Owen and Michael Soley
This document discusses rivers and fluvial landforms, processes, and human interactions. It begins by describing key features of river systems like meanders, waterfalls, and floodplains. It then explains the geomorphic processes of erosion, transportation, and deposition that shape river landscapes. Finally, it discusses human impacts on flooding and river management, providing case studies on the Rhone Delta, Tees River, and Mississippi River floods.
earthquake tornado and volcano
This document provides information about earthquakes, volcanoes, and tornadoes. It begins with an introduction to earthquakes, including their causes, measurement on the Richter scale, effects, and safety precautions. Key details about major earthquakes in India are also given. The document then discusses volcanoes, including the different types (shield, dormant, extinct), causes, and effects. Finally, it covers tornadoes with definitions and descriptions, typical locations, causes, examples of significant tornadoes, and their consequences. Maps and images are included to illustrate concepts.
Earth-and-Life-Science-Q1-Week-8.pdf
This document provides an overview of natural hazards from earthquakes, volcanic eruptions, landslides, tropical cyclones, monsoons, floods, and ipo-ipo. It describes various hazards from each such as ground shaking, liquefaction, and fires from earthquakes; pyroclastic flows, lahars, and volcanic gases from eruptions; rockfalls, debris flows, and toppling from landslides. Tropical cyclone hazards include storm surges, floods from heavy rainfall. The document aims to increase awareness of these hazards and promote preparedness.
Hazards and Disasters,earthquake ,landslide,cloud burst
So this ppt mainly based on hazards occur in Arunachal Pradesh ,Earthquake,Landslide,Cloud burst, etc...
Variations in Landforms III - TVC
The document summarizes key landforms and geological features found in Tongariro Volcanic Centre (TVC) in New Zealand, including where they are located and how they are formed:
1) Craters and crater lakes are mainly found in the mountain peaks region as this is the area of volcanic vents and fissures. Individual volcanoes like Tongariro have multiple craters formed by separate eruptions.
2) Lava flows originate from volcanic vents and are found on mountain peaks and eastern/western slopes but not in western foothills lacking vents. Ngauruhoe has recent lava flows from its active eruptions.
3) Lahars are common on
Similar to Dangers can come from Mt. Rainier even without an eruption. B.docx (20)
Desert Lab(1).PDF7 6 P a r t O n e G e o l o g y.docx
Desert Lab(1).PDF7 6 P a r t O n e G e o l o g y.docx
FucueE 1013 Pattern of tcour and deposition within canyons .pdf
FucueE 1013 Pattern of tcour and deposition within canyons .pdf
Lab 6 Tides and Coastal processes Goals1. Understand wha.docx
Lab 6 Tides and Coastal processes Goals1. Understand wha.docx
Montecito Debris Flows - Professor Ed Keller, UCSB
Montecito Debris Flows - Professor Ed Keller, UCSB
Rivers - George Mather, Chris Hancox, Alex Owen and Michael Soley
Rivers - George Mather, Chris Hancox, Alex Owen and Michael Soley
Hazards and Disasters,earthquake ,landslide,cloud burst
Hazards and Disasters,earthquake ,landslide,cloud burst
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Exam Questions:
1. (Mandatory) Assess the strengths and weaknesses of Divine Command Theory. Give a strong, well-supported argument in favor of (or opposed to) DCT for ethical decision-making.
1. (Mandatory) Explain the ethical theory of Thomas Hobbes, David Hume,
or
Immanuel Kant, primarily concerning morality and justice. Include contextual/background factors that shaped the theory. Also, tell why you agree or disagree with it, providing a present-day illustration to support your position.
Choose
either
3 or 4:
1. Analyze the strengths and weaknesses of Utilitarianism and Ethical Egoism. Provide an argument in favor of (or opposed to) either Utilitarianism or Ethical Egoism, using an illustration from history or personal experience.
2. Compare and contrast rationalism and empiricism, including one or more key figures representing each perspective. Focus primarily on the impact of these knowledge theories on ethical thinking (Christian or otherwise), both in the liberal arts and Western culture.
Each question must be answered with 250-300 words. Make sure to write as clearly and specifically as possible. Use your own words and include in-text citation, and provide references
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Evolving Leadership roles in HIM
1. Increased adoption of health information technology is opening innovative leadership pathways for HIM professionals. Four areas of opportunity based on the HIT roadmap created by the Office of the National Coordinator for Health Information Technology include privacy and security, adoption of information technology, interoperability, and collaborative governance. Choose one of these to explore, listing the challenges and opportunities for HIM professionals.
2. Take one of the challenges you presented and address it by using the 3 I’s Leadership Model for e-HIM that AHIMA adapted.
3. Postulate how earning an AHIMA credential can prepare you for leadership opportunity.
AHIMA. 2016a. e-HIM Overview and Instructions. AHIMA Leadership Model. http://library.ahima. org/xpedio/groups/public/documents/ahima/bok1_042565.pdf
AHIMA. 2016b. Why Get Certified. Certification. http://www.ahima.org/certification/whycertify Zeng, X., Reynolds, R., and Sharp, M. 2009. Redefining the Roles of Health Information Management Professionals in Health Information Technology. Perspectives in Health Information Management. (6). http://perspectives.ahima.org/redefining-the-roles-of-health-information-managementprofessionals-in-health-information-technology/#.VfWxFNJVhBc
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Full Theme Descriptions
�
Copyright © 2000, 2005-2007 The Gallup Organization, Princeton, NJ. All rights reserved.
Gallup®, StrengthsFinder®, Clifton StrengthsFinder®, and the 34 Clifton StrengthsFinder theme names are trademarks of The Gallup Organization.
Achiever
Your Achiever theme helps explain your drive. Achiever describes a constant need for
achievement. You feel as if every day starts at zero. By the end of the day you must achieve
something tangible in order to feel good about yourself. And by “every day” you mean every
single day—workdays, weekends, vacations. No matter how much you may feel you deserve
a day of rest, if the day passes without some form of achievement, no matter how small, you
will feel dissatisfied. You have an internal fire burning inside you. It pushes you to do more,
to achieve more. After each accomplishment is reached, the fire dwindles for a moment, but
very soon it rekindles itself, forcing you toward the next accomplishment. Your relentless
need for achievement might not be logical. It might not even be focused. But it will always be
with you. As an Achiever you must learn to live with this whisper of discontent. It does have
its benefits. It brings you the energy you need to work long hours without burning out. It is
the jolt you can always count on to get you started on new tasks, new challenges. It is the
power supply that causes you to set the pace and define the levels of productivity for your
work group. It is the theme that keeps you moving.
Activator
“When can we start?” This is a recurring question in your life. You are impatient for action.
You may concede that analysis has its uses or that debate and discussion can occasionally
yield some valuable insights, but deep down you know that only action is real. Only action
can make things happen. Only action leads to performance. Once a decision is made, you
cannot not act. Others may worry that “there are still some things we don’t know,” but this
doesn’t seem to slow you. If the decision has been made to go across town, you know that
the fastest way to get there is to go stoplight to stoplight. You are not going to sit around
waiting until all the lights have turned green. Besides, in your view, action and thinking are
not opposites. In fact, guided by your Activator theme, you believe that action is the best de-
vice for learning. You make a decision, you take action, you look at the result, and you learn.
This learning informs your next action and your next. How can you grow if you have nothing
to react to? Well, you believe you can’t. You must put yourself out t.
Evolution of Terrorism300wrdDo you think terrorism has bee.docx
Evolution of Terrorism
300wrd
Do you think terrorism has been on the rise over the past few years?
Why do you think so?
Analyze and explain how contemporary terrorism is different from historical terrorism. Explain this with a focus on how terrorist groups have adapted their methods to take advantage of modern advancements, such as the Internet and modern modes of transportation.
Can you think of any other modern developments that have been utilized by terrorists?
Analyze and explain why people become and remain involved in a terrorist movement?
What do they hope to achieve?
Define terrorism and explain in your own words how it is practiced. Elucidate if you think terrorism is a criminal act or an act of war. Support your answers with appropriate research and reasoning.
Briefly describe a terrorist incident (Orlando Florida night club shooting jun12 2016) from the past five years (from anywhere in the world). Describe the act and explain how those responsible for this act were identified. Analyze if the goal of the terrorist or the terrorist group was achieved.
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Evidence-based practice is an approach to health care where health c.docx
Evidence-based practice is an approach to health care where health care professionals use the best evidence possible or the most appropriate information available to make their clinical decisions. Research studies are gathered from the literature and assessed so that decisions about application can be done so with as much insight as possible. Not all research is able to be taken into the clinical practice that is why assessing the literature and determining if it is possible to carry out in a safe and effective manner is important. The steps that make up the evidence-based practice is first to ask a question which pertains to your clinical practice, then search for research and literature that will help solve your question. Third step is to evaluate the evidence and determine if it can be used safely and effectively in your clinical practice, then you must apply the information to your clinical experience and with your patient’s values. Finally, you must evaluate the outcome and determine if the desired effect is being reached. (LoBiondo-Wood, 2014)
The nursing process is drilled into our education as nurses and with good reason. The nursing process is used countless times throughout our practice. I was taught the acronym ADPIE which stands for assessment, diagnosis, planning, implementation, and evaluation. When assessing it is important to gather as much information on the patient whether it be subjective or objective findings. After we make a nursing diagnosis based on our assessment and then we plan on how to best care for our patient, and what our goals and their goals are for their care. Once the plan is made and the patient consents to the care plan then we can implement the plan. After we implement, we evaluate whether our goals and the patient’s goals are being reached. If not, we begin the nursing process all over again. (LoBiondo-Wood, 2014) In my own practice I use the nursing practice on every patient and even do it multiple times. When a patient enters the emergency room they are immediately being assessed and then once the physical and interview assessments are done the nurse creates a nursing diagnosis. The nurse creates a care plan that is based on evidence-based practice and goes over it with patient to gain consent.
The difference between these two processes is how they begin. The nursing process begins by gathering as much information as possible to then give a nursing diagnosis. While evidence-based practice begins by posing a question first and then gathering as much information as possible. They do have similarities especially when it comes to the end of the processes. Evaluating whether the care plan is working in the nursing process or whether the research and literature brought out a successful new take on the clinical practice. They both need to make the outcomes are as expected and if they are not it is back to the beginning of the process.
References
LoBiondo-Wood, G., & Harber, J. (2014). Nursing Research. St.
Evidence-Based EvaluationEvidence-based practice is importan.docx
Evidence-Based Evaluation
Evidence-based practice is important in the field of public health. Discuss the connection between evidence-based practice and program evaluation. Using the Capella Library, find two articles using
evidence-based
as key words. Use the two articles you found and discuss evidence-based practices in public health, explaining how the evidence was obtained. Discuss the population that benefited from the program or project mentioned in the articles.
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Evidence TableStudy CitationDesignMethodSampleData C.docx
Evidence Table
Study Citation
Design
Method
Sample
Data Collection
Data Analysis
Validity
Reliability
TECHEDGE CASE STUDY WRITE-UP - OUTLINE 1
DESIGN AND IMPLEMENTATION OF PERFORMANCE MANAGEMENT SYSTEMS,
KPIs AND RESPONSIBILITY CENTRES
CASE WRITE-UP – OUTLINE
LAURA MATTOS | SHRUTI KODANDARAMU | ASHA BORA
Ottawa University EMBA | Organizational Behavior Theory
TECHEDGE CASE STUDY WRITE-UP - OUTLINE 2
Our consulting team, RAL Consulting, was hired by TechEdge to evaluate its current
organization structure and behavior, identify areas of needed improvement, point out a list of
actionable items for the company to improve its performance and how to implement those. This
case outlines our team’s consulting process to produce a final case write-up.
CASE OUTLINE
1. Introduction (at least 1 but no more than 2 pages)
Overview and history of TechEdge (one or two paragraphs)
TechEdge offered technology consulting service to other business, in a B2B business model.
According to Prabhu & Hedgei, the company structure was divided into sales, consulting,
support and services, back office operations, finance and software. All these departments were
led by vice presidents who reported to the CEO. The VPs assisted the managers, who led their
teams independently in their departments.
TechEdge: Main Organizational Behavior issues (half - 1 page)
The case presented a summarized list of challenges faced by TechEdge. (For next assignment,
List 5 major reasons listed on the case on page 5). Our consulting team identified a few
behaviors that might be driving these 5 major issues. These are:
§ HR v. VP responsibilities
o HRs responsibilities limited to recruiting while VPs were managing, training and
evaluating performance of the employees.
o HR not assisting with people management issues.
§ Team leader v. VP responsibilities
o Team leaders were responsible for team performance, but each team member
reported to their respective VP.
TECHEDGE CASE STUDY WRITE-UP - OUTLINE 3
o Lack of unity and shared objectives
§ Group v. Team structure.
o Different departments working together as temporary teams without a clear
common objective. Each department was more focused on their own tasks.
§ General sense of unaccountability between teams:
o All teams felt they didn’t receive adequate support from the operations
department
o Dissatisfaction from Operations VP: Complaints about overload of work,
dependency on external factors, and not enough time to fulfil other teams’
expectations
o Finance team complained about not having enough funds due to bad performance
of the sales team
§ General feeling that the company was understaffed
§ HR team couldn’t hire the best employees offering low wages
Among all items listed, our consulting team considers the following the m.
Evidence SynthesisCritique the below evidence synthesis ex.docx
Evidence Synthesis
Critique the below evidence synthesis exemplar to address the following.
Patient falls with injury and fall prevention remain complex phenomena in the acute care setting as well as a major challenge for healthcare professionals (Gygax Spicer, 2017). Patient falls are considered one of the leading adverse events occurring in acute care settings such as hospitals and nursing homes, with the detrimental impact to the patient ranging from mild to severe bruising, fractures, trauma, and even death (de Medeiros Araújo et al., 2017). Falls are common phenomena in older adults, with roughly one out of three people age 65 years and older who suffers from at least one fall per year due to multiple factors including environmental, social, and physiological factors either alone or in conjunction (Gygax Spicer, 2017). The etiology is that patients are attempting to get out of bed without assistance from nursing staff. Several of the causative factors include illness, impulsiveness, urgency, medications, or being in an unfamiliar environment. Lastly, there has been an increase in the amount of turnover in staffing, thus reducing the amount of available nursing staff in the practice setting.
Does the author clearly identify the scope of the evidence synthesis? Explain your rationale.
Are strong paraphrased sentences included that are supported by contemporary sources of research evidence? Explain your rationale.
Are the facts related to the practice problem presented in an objective manner? Explain your rationale.
Does the author use sources to support ideas and claims, and not the other way around? Explain your rationale.
Based on your appraisal, is this exemplar a true synthesis of the evidence? Or is it a summary of the evidence? Explain your rationale.
Instructions:
Use an
APA 7 style and a minimum of 250 words
. Provide
support from a minimum of at least three (3) scholarly sources.
The scholarly source needs to be: 1) evidence-based, 2) scholarly in nature, 3) Sources should be no more than five years old (
published within the last 5 years), and 4) an in-text citation.
citations and references are included when information is summarized/synthesized and/or direct quotes are used, in which
APA style
standards apply.
• Textbooks are not considered scholarly sources.
• Wikipedia, Wikis, .com website or blogs should not be used.
.
Evidence Collection PolicyScenarioAfter the recent secur.docx
Evidence Collection Policy
Scenario
After the recent security breach, Always Fresh decided to form a computer security incident response team (CSIRT). As a security administrator, you have been assigned the responsibility of developing a CSIRT policy that addresses incident evidence collection and handling. The goal is to ensure all evidence collected during investigations is valid and admissible in court.
Consider the following questions for collecting and handling evidence:
1. What are the main concerns when collecting evidence?
2. What precautions are necessary to preserve evidence state?
3. How do you ensure evidence remains in its initial state?
4. What information and procedures are necessary to ensure evidence is admissible in court?
Tasks
Create a policy that ensures all evidence is collected and handled in a secure and efficient manner. Remember, you are writing a policy, not procedures. Focus on the high-level tasks, not the individual steps.
Address the following in your policy:
§ Description of information required for items of evidence
§ Documentation required in addition to item details (personnel, description of circumstances, and so on)
§ Description of measures required to preserve initial evidence integrity
§ Description of measures required to preserve ongoing evidence integrity
§ Controls necessary to maintain evidence integrity in storage
§ Documentation required to demonstrate evidence integrity
Required Resources
§ Internet access
§ Course textbook
Submission Requirements
§ Format: Microsoft Word (or compatible)
§ Font: Times New Roman, size 12, double-space
§ Citation Style: APA
§ Length: 2 to 4 pages
Self-Assessment Checklist
§ I created a policy that addressed all issues.
§ I followed the submission guidelines.
.
Everyone Why would companies have quality programs even though they.docx
Everyone: Why would companies have quality programs even though they cost money to implement?
Everyone: Define and explain three of the iPhone features in measurable terms.
Everyone: Referring to the leading causes of death, explain how you would develop an action plan.
#2. Explain how you would measure quality when buying a car wash.
.
Even though technology has shifted HRM to strategic partner, has thi.docx
Even though technology has shifted HRM to strategic partner, has this change resulted in HRM losing sight of its role towards employee resource and support? While companies are seeing the value in moving to a technological based business, how might HRM technology impact the "human" side of "human resource"?
.
Even though people are aware that earthquakes and volcanoes typi.docx
Even though people are aware that earthquakes and volcanoes typically occur in consistent regions, many make their homes in these locations. Unfortunately, history shows that it is only a matter of time before the next occurrence.
Perform some research on earthquake and volcano incidents that had a negative effect on people in a region. Select a disaster event where, despite the loss of life and property, the residents choose to rebuild rather than abandon the region.
For your initial post:
In your initial post, address the following:
Describe the event you selected, including:
the type and magnitude of the event
where it occurred
when it occurred
the various ways in which people were affected
whether that type of disaster affects the region repeatedly
State your opinion regarding the following questions:
Why do you think people continue to make the known dangerous area their home?
Should governments allow people to live in known risk areas?
Should insurance companies allow claims for damages incurred in known risk areas?
.
Evaluative Essay 2 Grading RubricCriteriaLevels of Achievement.docx
Evaluative Essay 2 Grading Rubric
Criteria Levels of Achievement
Content 70% Advanced 90-100% (A) Proficient 70-89% (B-C) Developing 1-69% (< D) Not present
Analysis
30 points 30 to27 points
o Thesis statement provides a clear, strong analysis, responding to the topic prompt.
o Paper demonstrates exceptional critical thinking skills.
o Logical presentation of information, body supports the thesis statement.
26 to 21 points
o Thesis statement is clear but could be stronger.
o Paper demonstrates good critical thinking skills.
o Logical presentation with good connections, but could be stronger.
OR
o Thesis statement does not provide a clear analysis.
o OR Thesis statement is evident but misplaced (located somewhere other than the end of the introduction).
o Evidence of critical thinking skills, but analysis could be stronger or more evident.
o Weak logic, or missing connections.
20 to 1 points
o Missing thesis statement.
o Focus of paper is more informative than analytical, with details focusing on the what rather than the why or how.
0 points
o Does not meet minimum requirements for the assignment.
**See instructor feedback for specifics.
Support
30 points 30 to 27 points
o Draws from assigned sources for supporting details.
o Provides specific, detailed support.
o Clear connections are made throughout the writing to show how supporting documents prove the main argument.
o No outside sources were consulted or used.
26 to 21 points
o Draws from assigned sources for supporting details, but support could be more specific.
o Connections are made between supporting details and main argument, but these could be more clear.
OR
o Supporting details are provided but connections are largely missing between the supporting details and the main argument.
20 to 1 points
o To include any of the following:
o Supporting details drawn primarily from textbook/lectures, instead of assigned sources.
o OR
o Supporting details merely informative and do not show clear connection to the thesis.
o OR
o Outside sources used in support.
0 points
o Does not meet minimum requirements for the assignment.
**See instructor feedback for specifics.
Biblical Evaluation
10 points 10 to 9 points
o Clear, Biblical evaluation provided, drawing from specific Scripture for support.
8 to 7 points
o Biblical evaluation is evident, and some use of Scripture is given for support.
OR
o Attempt at Biblical evaluation is provided, but support could be stronger.
6 to 1 points
o Christian worldview is evident in the writing, and some examples or details may be given, but a specific Biblical evaluation is not evident/clear.
o No Scriptural support
o OR
o Scripture included but connections to evaluation are not evident.
o 0 points
o Does not meet minimum requirements for the assignment.
**See instructor feedback for specifics.
Structure 30% Advanced 90-100% (A) Proficient 70-89% (B-C) Developing 1-69% (< D) Not present
.
Evaluation Title Research DesignFor this first assignment, .docx
Evaluation Title: Research Design
For this first assignment, you will analyze different types of research. To begin, please read and view the following materials:
Rice University. (2017).
2.2 Approaches to research (Links to an external site.)Links to an external site.
. in,
Psychology
. OpenStax. [Electronic version]
University of Minnesota Libraries Publishing. (2010).
2.2 Psychologists use descriptive, correlational, and experimental research designs to understand behavior (Links to an external site.)Links to an external site.
. In Introduction to Psychology. [Electronic version]
Select one research design from column A
and
column B.
Describe the design.
Discuss the strengths and weaknesses of the design.
Give an example of a study completed using this design.
This information is all available in the Unit 1 Learning Content. There are also resources available online to further your understanding.
Your assignment should be typed into a Word or other word processing document, formatted in APA style. The assignment must include:
Running head
A title page with Assignment name
Your name
Professor’s name
Course
.
Evaluation is the set of processes and methods that managers and sta.docx
Evaluation is the set of processes and methods that managers and stakeholders use to determine whether the program is successful. Success is determined by multiple parameters such as financial viability of the program as well as the administrative and clinical impact of the program on the community’s or organization’s mission. Today’s programs are also expected to proactively address healthcare disparities and inequities in all levels of communities and demonstrate measureable reductions in inequities in diverse patient/client populations.
For this milestone, you will create an evaluation plan that will include the financial aspects of your proposed program as well as your evaluation methods. In your submission, be sure to include the following:
Proposed Program :to establish a department in IGM to facilitate holistic care of pediatric patients. This holistic care will require patients to be monitored before, during, and after a clinical procedure. The program will be flexible to ensure that each patient receives customized care at a subsidized fee.
Financial Aspects
o What specific resources would you suggest for use in your program? For example, what staffing and equipment suggestions would you make?
Be sure to explain your rationale.
o What is the impact on the community’s or organization’s current budget? In other words, will the program fit into the existing budget, or willconcessions need to be made?
o What recommendations would you make for ensuring the program is financially sustainable? Are there measurable expense reductions for the community/organization that cover the costs of the program? Does the program create new sources of revenue for the community or organization to offset the costs of the program?
Evaluation
o What will you measure (such as benchmarks, patient outcomes, or other measurable data) in order to evaluate the effectiveness of the program implementation? Focus on both administrative and clinical measures. Include multiple levels of measurement, including the patients/clients served, populations of patients/clients served, and community environmental measures.
o What tools will you use to measure the effect of your program on reducing the incidence of healthcare disparities?
o How will these evaluation tools tell you whether the program is successful?
o To what extent will the program help ensure healthcare equity across diverse populations? Be sure to justify your reasoning.
Guidelines for Submission: Your paper for this milestone must be submitted as a 2- to 3-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and proper APA formatting. Include at least three peer-reviewed, scholarly resources.
.
Evaluation Plan with Policy RecommendationAfter a program ha.docx
Evaluation Plan with Policy Recommendation
After a program has been created, it must be evaluated in order to determine its success. For this assignment, complete the following:
Incorporate the changes to address the feedback received.
Use the feedback from your instructor to address pertinent sections for errors or insufficiencies. Implementing this feedback will help you draft this assignment and your course project.
Discuss the program to be introduced to the selected population to address the specific public health problem or issue.
Assess population needs, assets, and capacities that affect communities' health through epidemiological records and literature reviews. Explain activities and resources to be introduced and used for this program to change behaviors and health outcomes and why they are selected.
Describe the projected goals for the program.
Based on past studies and available data, analyze the projected expected effects of the program.
Identify the engaged stakeholders.
Describe those involved, those affected, and the primary intended users.
Gather credible evidence to substantiate the need for the program.
Identify past programs similar to the proposed program and the outcomes for those past programs.
Explain past study results and epidemiological data for similar programs implemented.
Justify conclusions on the past programs and provide lessons learned for implementing this program.
Analyze how data will be collected from program participants and other relevant stakeholders to determine program effectiveness.
Identify what instruments will be used to collect data, such as surveys, focus group interviews, or key informant interviews.
Determine who will analyze the data and how the data will be analyzed.
Propose policy recommendations.
Evaluate policies for their impact on public health and health equity. Discuss multiple dimensions of the policy-making process, including the roles of ethics and evidence.
Discuss dissemination and communication suggestions for the evaluation results both in writing and through oral presentation.
Explain how the results will be shared with key stakeholders and the community.
Identify how the results will inform future programs and how they can improve health outcomes.
View the scoring guide to ensure you fulfill all grading criteria.
Additional Requirements
Length:
A minimum of 10–12 double-spaced pages, not including title and reference pages.
Font:
Arial, 12 point.
References:
Cite at least eight references from peer-reviewed journals.
Format:
Use current APA style and formatting.
Resources
Evaluation Plan with Policy Recommendation Scoring Guide
.
APA Style Paper Tutorial [DOCX]
.
APA Style Paper Template [DOCX]
.
Capella Writing Center
.
Public Health Intervention Plan.
Capella University Library.
State Policy Guide: Using Research in Public Health Policymaking
.
Public Health Masters Research Guide
.
Pub.
Evaluating 19-Channel Z-score Neurofeedback Addressi.docx
Evaluating 19-Channel Z-score Neurofeedback:
Addressing Efficacy in a Clinical Setting
Submitted by
Nancy L. Wigton
A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctorate of Philosophy
Grand Canyon University
Phoenix, Arizona
May 15, 2014
All rights reserved
INFORMATION TO ALL USERS
The quality of this reproduction is dependent upon the quality of the copy submitted.
In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.
Microform Edition © ProQuest LLC.
All rights reserved. This work is protected against
unauthorized copying under Title 17, United States Code
ProQuest LLC.
789 East Eisenhower Parkway
P.O. Box 1346
Ann Arbor, MI 48106 - 1346
UMI 3625170
Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author.
UMI Number: 3625170
© by Nancy L. Wigton, 2014
All rights reserved.
Abstract
Neurofeedback (NF) is gaining recognition as an evidence-based intervention grounded
in learning theory, and 19-channel z-score neurofeedback (19ZNF) is a new NF model.
Peer-reviewed literature is lacking regarding empirical-based evaluation of 19ZNF. The
purpose of this quantitative research study was to evaluate the efficacy of 19ZNF, in a
clinical setting, using archival data from a Southwest NF practice, with a retrospective
one-group pretest-posttest design. Each of the outcome measures framed a group such
that 19ZNF was evaluated, as it relates to the particular neuropsychological constructs of
attention (n = 10), behavior (n = 14), executive function (n = 12), as well as
electrocortical functioning (n = 21). The research questions asked if 19ZNF improves
these constructs. One-tailed t tests performed, compared pre-post scores for included
clinical assessment scales, and selected quantitative electroencephalographic (QEEG)
metrics. For all pre-post comparisons, the direction of change was in the predicted
direction. Moreover, for all outcome measures, the group means were beyond the
clinically significant threshold before 19ZNF, and no longer clinically significant after
19ZNF. All differences were statistically significant, with results ranging from p = .000
to p = .008; and effect sizes ranging from 1.29 to 3.42. Results suggest 19ZNF improved
attention, behavior, executive function, and electrocortical function. This study provides
beginning evidence of 19ZNF’s efficacy, adds to what is known about 19ZNF, and offers
an innovative approach for using QEEG metrics as outcome measures. These results may
lead to a greater acceptance of 19ZNF, as well as foster needed additional scientific
research.
Keywords: Neurofeedback, QEEG, z-score neurofeedback, 19ZNF, EEG biofeedback
v
Dedication
This dissertation is dedicated to .
Evaluate the history of the Data Encryption Standard (DES) and then .docx
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Evaluate the Health History and Medical Information for Mrs. J.,.docx
Evaluate the Health History and Medical Information for Mrs. J., presented below.
Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below.
Health History and Medical Information
Health History
Mrs. J. is a 63-year-old married woman who has a history of hypertension, chronic heart failure, and chronic obstructive pulmonary disease (COPD). Despite requiring 2L of oxygen/nasal cannula at home during activity, she continues to smoke two packs of cigarettes a day and has done so for 40 years. Three days ago, she had sudden onset of flu-like symptoms including fever, productive cough, nausea, and malaise. Over the past 3 days, she has been unable to perform ADLs and has required assistance in walking short distances. She has not taken her antihypertensive medications or medications to control her heart failure for 3 days. Today, she has been admitted to the hospital ICU with acute decompensated heart failure and acute exacerbation of COPD.
Subjective Data
1. Is very anxious and asks whether she is going to die.
2. Denies pain but says she feels like she cannot get enough air.
3. Says her heart feels like it is "running away."
4. Reports that she is exhausted and cannot eat or drink by herself.
Objective Data
1. Height 175 cm; Weight 95.5kg.
2. Vital signs: T 37.6C, HR 118 and irregular, RR 34, BP 90/58.
3. Cardiovascular: Distant S1, S2, S3 present; PMI at sixth ICS and faint: all peripheral pulses are 1+; bilateral jugular vein distention; initial cardiac monitoring indicates a ventricular rate of 132 and atrial fibrillation.
4. Respiratory: Pulmonary crackles; decreased breath sounds right lower lobe; coughing frothy blood-tinged sputum; SpO2 82%.
5. Gastrointestinal: BS present: hepatomegaly 4cm below costal margin.
Intervention
The following medications administered through drug therapy control her symptoms:
1. IV furosemide (Lasix)
2. Enalapril (Vasotec)
3. Metoprolol (Lopressor)
4. IV morphine sulphate (Morphine)
5. Inhaled short-acting bronchodilator (ProAir HFA)
6. Inhaled corticosteroid (Flovent HFA)
7. Oxygen delivered at 2L/ NC
Critical Thinking Essay
In 750-1,000 words, critically evaluate Mrs. J.'s situation. Include the following:
1. Describe the clinical manifestations present in Mrs. J.
2. Discuss whether the nursing interventions at the time of her admissions were appropriate for Mrs. J. and explain the rationale for each of the medications listed.
3. Describe four cardiovascular conditions that may lead to heart failure and what can be done in the form of medical/nursing interventions to prevent the development of heart failure in each condition.
4. Taking into consideration the fact that most mature adults take at least six prescription medications, discuss four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients. Provide a rationale for each of the inte.
Evaluate the environmental factors that contribute to corporate mana.docx
Evaluate the environmental factors that contribute to corporate management’s need to manage corporate earnings to align with market expectations, indicating the potential long-term risks to financial performance and sustainability. Why are these factors important in evaluating the financial performance of an organization?
Please provide one citation or reference for your initial posting that is not your textbook.
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