Driving Change Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Describe a
problem and how
it impacts an
organization,
patients, or the
nursing
profession.
Does not describe
a problem and
how it impacts an
organization,
patients, or the
nursing
profession.
Identifies a
problem but does
not describe how it
impacts an
organization,
patients, or the
nursing
profession.
Describes a
problem and how
it impacts an
organization,
patients, or the
nursing
profession.
Analyzes a
problem and how it
impacts an
organization,
patients, or the
nursing profession.
Describe
evidence-based
solutions to a
problem.
Does not describe
evidence-based
solutions to a
problem.
Describes
solutions to a
problem but does
not provide
evidence to
support the
solutions.
Describes
evidence-based
solutions to a
problem.
Describes
evidence-based
solutions to a
problem and
examines the pros
and cons of the
solutions.
Analyze barriers
and resistance to
change from an
organization,
patients, or
colleagues.
Does not analyze
barriers and
resistance to
change from an
organization,
patients, or
colleagues.
Describes barriers
and resistance to
change from an
organization,
patients, or
colleagues.
Analyzes barriers
and resistance to
change from an
organization,
patients, or
colleagues.
Analyzes barriers
and resistance to
change from an
organization,
patients, or
colleagues and
explores the
consequences of
not solving a
problem.
Describe
strategies to
overcome
barriers and
resistance to
change.
Does not describe
strategies to
overcome barriers
and resistance to
change.
Lists strategies to
overcome barriers
and resistance to
change.
Describes
strategies to
overcome barriers
and resistance to
change.
Analyzes
strategies to
overcome barriers
and resistance to
change.
Develop a plan to
implement
evidence-based
solutions to a
problem.
Does not develop
a plan to
implement
evidence-based
solutions to a
problem.
Develops a plan to
implement
solutions to a
problem, but the
solutions are not
supported by
evidence.
Develops a plan
to implement
evidence-based
solutions to a
problem.
Develops a plan to
implement
evidence-based
solutions to a
problem and
includes methods
to evaluate how
well the solutions
are working.
Identify other
health care
professionals to
enlist as
members of an
Does not identify
other health care
professionals to
enlist as members
of an
Identifies other
health care
professionals to
enlist as members
of an
Identifies other
health care
professionals to
enlist as members
of an
Identifies other
health care
professionals to
enlist as members
of an
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
interprofessional
team to drive
change in an
organization.
interprofessional
team to drive
change in an
organization.
interprofessional
team, but it is not
clear how th.
Score Week 5 Correlation and RegressionCorrelation and Regres.docxkenjordan97598
Score: Week 5 Correlation and RegressionCorrelation and RegressionCorrelation and Regression
<1 point> 1. Create a correlation table for the variables in our data set. (Use analysis ToolPak or StatPlus:mac LE function Correlation.)Create a correlation table for the variables in our data set. (Use analysis ToolPak or StatPlus:mac LE function Correlation.)Create a correlation table for the variables in our data set. (Use analysis ToolPak or StatPlus:mac LE function Correlation.)Create a correlation table for the variables in our data set. (Use analysis ToolPak or StatPlus:mac LE function Correlation.)Create a correlation table for the variables in our data set. (Use analysis ToolPak or StatPlus:mac LE function Correlation.)Create a correlation table for the variables in our data set. (Use analysis ToolPak or StatPlus:mac LE function Correlation.)Create a correlation table for the variables in our data set. (Use analysis ToolPak or StatPlus:mac LE function Correlation.)Create a correlation table for the variables in our data set. (Use analysis ToolPak or StatPlus:mac LE function Correlation.)Create a correlation table for the variables in our data set. (Use analysis ToolPak or StatPlus:mac LE function Correlation.)
a. Reviewing the data levels from week 1, what variables can be used in a Pearson's Correlation table (which is what Excel produces)?Reviewing the data levels from week 1, what variables can be used in a Pearson's Correlation table (which is what Excel produces)?Reviewing the data levels from week 1, what variables can be used in a Pearson's Correlation table (which is what Excel produces)?Reviewing the data levels from week 1, what variables can be used in a Pearson's Correlation table (which is what Excel produces)?Reviewing the data levels from week 1, what variables can be used in a Pearson's Correlation table (which is what Excel produces)?Reviewing the data levels from week 1, what variables can be used in a Pearson's Correlation table (which is what Excel produces)?Reviewing the data levels from week 1, what variables can be used in a Pearson's Correlation table (which is what Excel produces)?Reviewing the data levels from week 1, what variables can be used in a Pearson's Correlation table (which is what Excel produces)?Reviewing the data levels from week 1, what variables can be used in a Pearson's Correlation table (which is what Excel produces)?
b. Place table here (C8):b. Place table here (C8):b. Place table here (C8):
c. Using r = approximately .28 as the signicant r value (at p = 0.05) for a correlation between 50 values, what variables areUsing r = approximately .28 as the signicant r value (at p = 0.05) for a correlation between 50 values, what variables areUsing r = approximately .28 as the signicant r value (at p = 0.05) for a correlation between 50 values, what variables areUsing r = approximately .28 as the signicant r value (at p = 0.05) for a correlation between 50 values, what variables areUsing r = approxi.
Histograms and Descriptive Statistics Scoring GuideCRITERIANON.docxpooleavelina
Histograms and Descriptive Statistics Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Apply the appropriate SPSS procedures for creating histograms to generate relevant output.
Does not provide SPSS output.
Provides SPSS output with errors.
Applies the appropriate SPSS procedures for creating histograms to generate relevant output.
Analyzes the histogram output, demonstrating insight and understanding of relevant data.
Interpret histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.
Does not provide an interpretation of histogram results.
Provides an interpretation of histogram results.
Interprets histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.
Evaluates histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.
Analyze the strengths and limitations of examining a distribution of scores with a histogram.
Does not identify the strengths and limitations of examining a distribution of scores with a histogram.
Identifies the strengths and limitations of examining a distribution of scores with a histogram.
Analyzes the strengths and limitations of examining a distribution of scores with a histogram.
Evaluates the strengths and limitations of examining a distribution of scores with a histogram. Demonstrates insight and understanding of relevant data.
Apply the appropriate SPSS procedure for generating descriptive statistics to generate relevant output.
Does not provide SPSS output.
Includes some, but not all, of the required output. Numerous errors in SPSS output.
Applies the appropriate SPSS procedure for generating descriptive statistics to generate relevant output.
Applies the appropriate SPSS procedure for generating descriptive statistics to generate relevant output. Includes all relevant output; no irrelevant output is included. No errors in SPSS output.
Analyze meaningful versus meaningless variables reported in descriptive statistics.
Does not identify meaningful versus meaningless variables reported in descriptive statistics.
Identifies meaningful versus meaningless variables reported in descriptive statistics.
Analyzes meaningful versus meaningless variables reported in descriptive statistics.
Evaluates meaningful versus meaningless variables reported in descriptive statistics.
Interpret descriptive statistics for meaningful variables.
Does not identify meaningful variables.
Identifies meaningful variables.
Interprets descriptive statistics for meaningful variables.
Evaluates descriptive statistics for meaningful variables.
Apply the appropriate SPSS procedures for creating z scores and descriptive statistics to generate relevant output.
Does not provide SPSS output.
Provides SPSS output with errors.
Applies the appropriate SPSS procedures for creating z scores and descriptive statistics to generate relevant output.
Analyzes the z scores and descriptive statistics output, demonstrating insight and understand ...
Le développement du Web et des réseaux sociaux ou les numérisations massives de documents contribuent à un renouvellement des Sciences Humaines et Sociales, des études des patrimoines littéraires ou culturels, ou encore de la façon dont est exploitée la littérature scientifique en général.
Les humanités numériques, qui croisent diverses disciplines avec l’informatique, posent comme centrales les questions du volume des données, de leur diversité, de leur origine, de leur véracité ou de leur représentativité. Les informations sont véhiculées au sein de « documents » textuels (livres, pages Web, tweets...), audio, vidéo ou multimédia. Ils peuvent comporter des illustrations ou des graphiques.
Appréhender de telles ressources nécessite le développement d'approches informatiques robustes, capables de passer à l’échelle et adaptées à la nature fondamentalement ambiguë et variée des informations manipulées (langage naturel ou images à interpréter, points de vue multiples…).
Si les approches d’apprentissage statistique sont monnaie courante pour des tâches de classification ou d’extraction d’information, elles doivent faire face à des espaces vectoriels creux et de dimension très élevées (plusieurs millions), être en mesure d’exploiter des ressources (par exemple des lexiques ou des thesaurus) et tenir compte ou produire des annotations sémantiques qui devront pouvoir être réutilisées.
Pour faire face à ces enjeux, des infrastructures ont été créées telle HumaNum à l’échelle nationale, DARIAH ou CLARIN à l’échelle européenne et des recommandations établies à l’échelle mondiale telle que la TEI (Text Encoding Initiative). Des plateformes au service de l’information scientifique comme l’équipement d’excellence OpenEdition.org sont une autre brique essentielle pour la préservation et l’accès aux « Big Digital Humanities » mais aussi pour favoriser la reproductibilité et la compréhension des expérimentations et des résultats obtenus.
ECO 430– Applied EconometricsIn the article, Tattoos, Employmen.docxbudabrooks46239
ECO 430– Applied Econometrics
In the article, “Tattoos, Employment, and Labor Market Earnings: Is There a Link in the Ink?” Michael French and coauthors attempt to empirically verify the notion that individuals with one or more tattoos have lower earnings than those who are tattoo-less. Their empirical model is lnearningsi = β0 + β1DTattoo,i + β2Agei + βxxi + βeei + βzzi + βooi + εi, (1) where lnearningsi is the logarithm of annual earnings for individual i, DTattoo,i is a dummy variable whose value is 1 for individuals with a tattoo and 0 otherwise, Agei is the age of the individual, x is a set of demographic variables, e is a set of human capital controls, z is a set of lifestyle controls, and o is a set of occupational variables.
The main estimates for the model in (2) appear in Table 1. Note that the estimate for the intercept is not reported and the standard error for each coefficient estimate appears underneath in parentheses.
Table 1. Estimates of Earnings Determination
x
Dependent variable:
lnearnings
No
Yes
Yes
Yes
Yes
e
No
No
Yes
Yes
Yes
z
No
No
No
Yes
Yes
o
No
No
No
No
Yes
Observations
3554
3554
3554
3554
3554
R¯2
0.003
0.056
0.167
0.265
0.303
2
Q.1. (10) Please interpret the coefficient estimates for β1 and β2 in column (2) of Table 1.
Q.2. (10) Based exclusively on R¯2 going from column (2) to (3), is there evidence e in the earnings model should belong in the model ? What is the interpretation of R¯2 in column (3)?.
Q.3. (10) What would the estimate for β1 be in column (1) if the base group were to switch from not having a tattoo, to having a tattoo? Interpret this new estimate.
Q.4. (10) Assuming that the alternative hypothesis is that tattoos have a detrimental effect on earnings. Write out the appropriate null and alternative hypotheses for this and describe in detail how you would test this null hypothesis for the model estimates appearing in column (1) at the 1% level.
Q.5. (5) Now, if instead we use the p-value approach for the test in the previous question, we get a p-value of 0.001. What is the conclusion of your test in this setting at the 1% significance level?
Q.6. (10) Now, suppose we change the hypothesis to tattoos having an effect on wages. Write out the appropriate null and alternative hypotheses for this and describe in detail how you would test this null hypothesis for the model estimates appearing in column (1) at the 1% level.
Q.7. (10) Explain what would happen if I were to include ln(GDP) and ln(GDP2) in the model.
Q.8. (5) Explain why it would be useful to include age2 in the model .
Q.9. (15) If we want to analyse the effect of having a tattoo on being employed or unemployed, a possible model would be:
employedi = β0 + β1DTattoo,i + β2experi + β3DTattoo,i ∗ experi + β4other + εi, (2) where employedi is a dummy variable which takes the value of 1 if the individual is employed and 0 if the individual is unemployed, DTattoo,i is a dummy variable whose value is 1 for individuals with a tattoo and 0 otherwis.
I am Robert M. I am a Quantitative Analysis Homework Expert at excelhomeworkhelp.com. I hold a Master's in Statistics, from Birmingham, United States. I have been helping students with their homework for the past 7 years. I solved homework related to Quantitative Analysis.
Visit excelhomeworkhelp.com or email info@excelhomeworkhelp.com. You can also call on +1 678 648 4277 for any assistance with Quantitative Analysis Homework.
This deck is from a presentation I gave on endogeneity and entrepreneurship research at the University of Nebraska. The presentation focuses mostly on dealing with endogeneity using latent variable structural equation modeling, but the content broadly applies to observed variable models.
Score Week 5 Correlation and RegressionCorrelation and Regres.docxkenjordan97598
Score: Week 5 Correlation and RegressionCorrelation and RegressionCorrelation and Regression
<1 point> 1. Create a correlation table for the variables in our data set. (Use analysis ToolPak or StatPlus:mac LE function Correlation.)Create a correlation table for the variables in our data set. (Use analysis ToolPak or StatPlus:mac LE function Correlation.)Create a correlation table for the variables in our data set. (Use analysis ToolPak or StatPlus:mac LE function Correlation.)Create a correlation table for the variables in our data set. (Use analysis ToolPak or StatPlus:mac LE function Correlation.)Create a correlation table for the variables in our data set. (Use analysis ToolPak or StatPlus:mac LE function Correlation.)Create a correlation table for the variables in our data set. (Use analysis ToolPak or StatPlus:mac LE function Correlation.)Create a correlation table for the variables in our data set. (Use analysis ToolPak or StatPlus:mac LE function Correlation.)Create a correlation table for the variables in our data set. (Use analysis ToolPak or StatPlus:mac LE function Correlation.)Create a correlation table for the variables in our data set. (Use analysis ToolPak or StatPlus:mac LE function Correlation.)
a. Reviewing the data levels from week 1, what variables can be used in a Pearson's Correlation table (which is what Excel produces)?Reviewing the data levels from week 1, what variables can be used in a Pearson's Correlation table (which is what Excel produces)?Reviewing the data levels from week 1, what variables can be used in a Pearson's Correlation table (which is what Excel produces)?Reviewing the data levels from week 1, what variables can be used in a Pearson's Correlation table (which is what Excel produces)?Reviewing the data levels from week 1, what variables can be used in a Pearson's Correlation table (which is what Excel produces)?Reviewing the data levels from week 1, what variables can be used in a Pearson's Correlation table (which is what Excel produces)?Reviewing the data levels from week 1, what variables can be used in a Pearson's Correlation table (which is what Excel produces)?Reviewing the data levels from week 1, what variables can be used in a Pearson's Correlation table (which is what Excel produces)?Reviewing the data levels from week 1, what variables can be used in a Pearson's Correlation table (which is what Excel produces)?
b. Place table here (C8):b. Place table here (C8):b. Place table here (C8):
c. Using r = approximately .28 as the signicant r value (at p = 0.05) for a correlation between 50 values, what variables areUsing r = approximately .28 as the signicant r value (at p = 0.05) for a correlation between 50 values, what variables areUsing r = approximately .28 as the signicant r value (at p = 0.05) for a correlation between 50 values, what variables areUsing r = approximately .28 as the signicant r value (at p = 0.05) for a correlation between 50 values, what variables areUsing r = approxi.
Histograms and Descriptive Statistics Scoring GuideCRITERIANON.docxpooleavelina
Histograms and Descriptive Statistics Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Apply the appropriate SPSS procedures for creating histograms to generate relevant output.
Does not provide SPSS output.
Provides SPSS output with errors.
Applies the appropriate SPSS procedures for creating histograms to generate relevant output.
Analyzes the histogram output, demonstrating insight and understanding of relevant data.
Interpret histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.
Does not provide an interpretation of histogram results.
Provides an interpretation of histogram results.
Interprets histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.
Evaluates histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.
Analyze the strengths and limitations of examining a distribution of scores with a histogram.
Does not identify the strengths and limitations of examining a distribution of scores with a histogram.
Identifies the strengths and limitations of examining a distribution of scores with a histogram.
Analyzes the strengths and limitations of examining a distribution of scores with a histogram.
Evaluates the strengths and limitations of examining a distribution of scores with a histogram. Demonstrates insight and understanding of relevant data.
Apply the appropriate SPSS procedure for generating descriptive statistics to generate relevant output.
Does not provide SPSS output.
Includes some, but not all, of the required output. Numerous errors in SPSS output.
Applies the appropriate SPSS procedure for generating descriptive statistics to generate relevant output.
Applies the appropriate SPSS procedure for generating descriptive statistics to generate relevant output. Includes all relevant output; no irrelevant output is included. No errors in SPSS output.
Analyze meaningful versus meaningless variables reported in descriptive statistics.
Does not identify meaningful versus meaningless variables reported in descriptive statistics.
Identifies meaningful versus meaningless variables reported in descriptive statistics.
Analyzes meaningful versus meaningless variables reported in descriptive statistics.
Evaluates meaningful versus meaningless variables reported in descriptive statistics.
Interpret descriptive statistics for meaningful variables.
Does not identify meaningful variables.
Identifies meaningful variables.
Interprets descriptive statistics for meaningful variables.
Evaluates descriptive statistics for meaningful variables.
Apply the appropriate SPSS procedures for creating z scores and descriptive statistics to generate relevant output.
Does not provide SPSS output.
Provides SPSS output with errors.
Applies the appropriate SPSS procedures for creating z scores and descriptive statistics to generate relevant output.
Analyzes the z scores and descriptive statistics output, demonstrating insight and understand ...
Le développement du Web et des réseaux sociaux ou les numérisations massives de documents contribuent à un renouvellement des Sciences Humaines et Sociales, des études des patrimoines littéraires ou culturels, ou encore de la façon dont est exploitée la littérature scientifique en général.
Les humanités numériques, qui croisent diverses disciplines avec l’informatique, posent comme centrales les questions du volume des données, de leur diversité, de leur origine, de leur véracité ou de leur représentativité. Les informations sont véhiculées au sein de « documents » textuels (livres, pages Web, tweets...), audio, vidéo ou multimédia. Ils peuvent comporter des illustrations ou des graphiques.
Appréhender de telles ressources nécessite le développement d'approches informatiques robustes, capables de passer à l’échelle et adaptées à la nature fondamentalement ambiguë et variée des informations manipulées (langage naturel ou images à interpréter, points de vue multiples…).
Si les approches d’apprentissage statistique sont monnaie courante pour des tâches de classification ou d’extraction d’information, elles doivent faire face à des espaces vectoriels creux et de dimension très élevées (plusieurs millions), être en mesure d’exploiter des ressources (par exemple des lexiques ou des thesaurus) et tenir compte ou produire des annotations sémantiques qui devront pouvoir être réutilisées.
Pour faire face à ces enjeux, des infrastructures ont été créées telle HumaNum à l’échelle nationale, DARIAH ou CLARIN à l’échelle européenne et des recommandations établies à l’échelle mondiale telle que la TEI (Text Encoding Initiative). Des plateformes au service de l’information scientifique comme l’équipement d’excellence OpenEdition.org sont une autre brique essentielle pour la préservation et l’accès aux « Big Digital Humanities » mais aussi pour favoriser la reproductibilité et la compréhension des expérimentations et des résultats obtenus.
ECO 430– Applied EconometricsIn the article, Tattoos, Employmen.docxbudabrooks46239
ECO 430– Applied Econometrics
In the article, “Tattoos, Employment, and Labor Market Earnings: Is There a Link in the Ink?” Michael French and coauthors attempt to empirically verify the notion that individuals with one or more tattoos have lower earnings than those who are tattoo-less. Their empirical model is lnearningsi = β0 + β1DTattoo,i + β2Agei + βxxi + βeei + βzzi + βooi + εi, (1) where lnearningsi is the logarithm of annual earnings for individual i, DTattoo,i is a dummy variable whose value is 1 for individuals with a tattoo and 0 otherwise, Agei is the age of the individual, x is a set of demographic variables, e is a set of human capital controls, z is a set of lifestyle controls, and o is a set of occupational variables.
The main estimates for the model in (2) appear in Table 1. Note that the estimate for the intercept is not reported and the standard error for each coefficient estimate appears underneath in parentheses.
Table 1. Estimates of Earnings Determination
x
Dependent variable:
lnearnings
No
Yes
Yes
Yes
Yes
e
No
No
Yes
Yes
Yes
z
No
No
No
Yes
Yes
o
No
No
No
No
Yes
Observations
3554
3554
3554
3554
3554
R¯2
0.003
0.056
0.167
0.265
0.303
2
Q.1. (10) Please interpret the coefficient estimates for β1 and β2 in column (2) of Table 1.
Q.2. (10) Based exclusively on R¯2 going from column (2) to (3), is there evidence e in the earnings model should belong in the model ? What is the interpretation of R¯2 in column (3)?.
Q.3. (10) What would the estimate for β1 be in column (1) if the base group were to switch from not having a tattoo, to having a tattoo? Interpret this new estimate.
Q.4. (10) Assuming that the alternative hypothesis is that tattoos have a detrimental effect on earnings. Write out the appropriate null and alternative hypotheses for this and describe in detail how you would test this null hypothesis for the model estimates appearing in column (1) at the 1% level.
Q.5. (5) Now, if instead we use the p-value approach for the test in the previous question, we get a p-value of 0.001. What is the conclusion of your test in this setting at the 1% significance level?
Q.6. (10) Now, suppose we change the hypothesis to tattoos having an effect on wages. Write out the appropriate null and alternative hypotheses for this and describe in detail how you would test this null hypothesis for the model estimates appearing in column (1) at the 1% level.
Q.7. (10) Explain what would happen if I were to include ln(GDP) and ln(GDP2) in the model.
Q.8. (5) Explain why it would be useful to include age2 in the model .
Q.9. (15) If we want to analyse the effect of having a tattoo on being employed or unemployed, a possible model would be:
employedi = β0 + β1DTattoo,i + β2experi + β3DTattoo,i ∗ experi + β4other + εi, (2) where employedi is a dummy variable which takes the value of 1 if the individual is employed and 0 if the individual is unemployed, DTattoo,i is a dummy variable whose value is 1 for individuals with a tattoo and 0 otherwis.
I am Robert M. I am a Quantitative Analysis Homework Expert at excelhomeworkhelp.com. I hold a Master's in Statistics, from Birmingham, United States. I have been helping students with their homework for the past 7 years. I solved homework related to Quantitative Analysis.
Visit excelhomeworkhelp.com or email info@excelhomeworkhelp.com. You can also call on +1 678 648 4277 for any assistance with Quantitative Analysis Homework.
This deck is from a presentation I gave on endogeneity and entrepreneurship research at the University of Nebraska. The presentation focuses mostly on dealing with endogeneity using latent variable structural equation modeling, but the content broadly applies to observed variable models.
QCA’s home base is comparative sociology/comparative politics, where there is
a strong tradition of case-oriented work alongside an extensive and growing body
of quantitative cross-national research.
QCA is a method that bridges qualitative and quantitative analysis
Combined 2 Bank Compiled Post: ADA Date: 25.09.2021 Taker: AUST
Stack IT Job Solution বই থেকে যেই প্রশ্নগুলো হুবুহু কমন পড়েছে সেগুলো পেজ নাম্বারসহ দেওয়া ছে।
ধন্যবাদ সবাইকে Stack IT এর সাথে থাকার জন্য ।
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
help.mbaassignments@gmail.com
or
call us at : 08263069601
Most of us started with patterns by Eric Evans and others. This helped us build models using Object Orientated Design and we have grown to appreciate the value of patterns such as Aggregate and Value Object. This talk looks forward and consists of various attempts to push our boundaries towards a more declarative way of domain modelling. We will look at a functional and logic based approach to design, where the statement of the requirement is the model itself. Apart from the variable choices in programming languages, the thinking tools that arise from this helps reduces the impedance between programmers and domain experts. The intention of this talk is to share, generate conversation so that we move forward as a community.
Each group will write a research paper on an organization of their.docxkanepbyrne80830
Each group will write a research paper on an organization of their choice 10-12 pages minimum (not including title and reference sheet). The organizational analysis will utilize a minimum of 10-12 external, peer-reviewed academic sources and contain the following sections
:
Topic:
How do you determine whether an organization is ethical or not?
(250 -300 WORDS MINIMUM)
Groups can add more ethical information about their chosen company to substantiate your paper.
List of companies( My topic should be related to facebook)
Dell
Google
Amazon
Apple
Facebook
Ford
Tesla
SouthWest Airlines
Capitol One
Uber
.
E-Poster The students will complete an E-Poster, The purpose of th.docxkanepbyrne80830
E-Poster: The students will complete an E-Poster, The purpose of the poster is to serve as a summary and an advertisement of the work that supplements the researcher's presentation. The poster could be thought of as an illustrated version of the abstract with visual displays of data and small blocks of text that explain the project and support the data. Base on Chapters 2.
.
More Related Content
Similar to Driving Change Scoring GuideCRITERIA NON-PERFORMANCE BASIC.docx
QCA’s home base is comparative sociology/comparative politics, where there is
a strong tradition of case-oriented work alongside an extensive and growing body
of quantitative cross-national research.
QCA is a method that bridges qualitative and quantitative analysis
Combined 2 Bank Compiled Post: ADA Date: 25.09.2021 Taker: AUST
Stack IT Job Solution বই থেকে যেই প্রশ্নগুলো হুবুহু কমন পড়েছে সেগুলো পেজ নাম্বারসহ দেওয়া ছে।
ধন্যবাদ সবাইকে Stack IT এর সাথে থাকার জন্য ।
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
help.mbaassignments@gmail.com
or
call us at : 08263069601
Most of us started with patterns by Eric Evans and others. This helped us build models using Object Orientated Design and we have grown to appreciate the value of patterns such as Aggregate and Value Object. This talk looks forward and consists of various attempts to push our boundaries towards a more declarative way of domain modelling. We will look at a functional and logic based approach to design, where the statement of the requirement is the model itself. Apart from the variable choices in programming languages, the thinking tools that arise from this helps reduces the impedance between programmers and domain experts. The intention of this talk is to share, generate conversation so that we move forward as a community.
Similar to Driving Change Scoring GuideCRITERIA NON-PERFORMANCE BASIC.docx (20)
Each group will write a research paper on an organization of their.docxkanepbyrne80830
Each group will write a research paper on an organization of their choice 10-12 pages minimum (not including title and reference sheet). The organizational analysis will utilize a minimum of 10-12 external, peer-reviewed academic sources and contain the following sections
:
Topic:
How do you determine whether an organization is ethical or not?
(250 -300 WORDS MINIMUM)
Groups can add more ethical information about their chosen company to substantiate your paper.
List of companies( My topic should be related to facebook)
Dell
Google
Amazon
Apple
Facebook
Ford
Tesla
SouthWest Airlines
Capitol One
Uber
.
E-Poster The students will complete an E-Poster, The purpose of th.docxkanepbyrne80830
E-Poster: The students will complete an E-Poster, The purpose of the poster is to serve as a summary and an advertisement of the work that supplements the researcher's presentation. The poster could be thought of as an illustrated version of the abstract with visual displays of data and small blocks of text that explain the project and support the data. Base on Chapters 2.
.
e-mail [email protected]Effect of Heat Treatment on Some M.docxkanepbyrne80830
*e-mail: [email protected]
Effect of Heat Treatment on Some Mechanical Properties of 7075 Aluminium Alloy
Adeyemi Dayo Isadarea, Bolaji Aremob, Mosobalaje Oyebamiji Adeoyec,
Oluyemi John Olawalec*, Moshood Dehinde Shittuc
aPrototype Engineering Development Institute Ilesa, Nigeria
bCentre for Energy Research and Development, Obafemi Awolowo University, Ile-Ife, Nigeria
cDepartment of Materials Science and Engineering, Obafemi Awolowo University, Ile-Ife, Nigeria
Received: April 14, 2012; Revised: September 3, 2012
This paper reports the effects of annealing and age hardening heat treatments on the microstructural
morphology and mechanical properties of 7075 Al alloy. The material was cast in the form of round
cylindrical rods inside green sand mould from where some samples were rapidly cooled by early
knockout and others gradually cooled to room temperature. From the samples that were gradually
cooled some were annealed while others were age hardened. Both the as-cast in each category and
heat treated samples were subjected to some mechanical tests and the morphology of the resulting
microstructures were characterised by optical microscopy. From the results obtained there is formation
of microsegregations of MgZn
2
during gradual solidification which was not present during rapid
cooling. It was also found out that age hardening and annealing heat treatment operation eliminated
these microsegregations and improve mechanical properties of 7075 Al alloy. It is concluded that
microsegregation can be eliminated by rapid solidification and appropriate heat treatment process.
Keywords: 7075 aluminium, microsegregation, precipitation hardening, annealing, magnesium alloy,
strength
1. Introduction
Aluminium and its alloys are used in a variety of cast and
wrought forms and conditions of heat treatment. For over
70 years, it ranks next to iron and steel in the metal market.
The demand for aluminium grows rapidly because of its
unique combination of properties which makes it becomes
one of the most versatile of engineering and construction
material1-3.
The optimum properties of aluminium are achieved by
alloying additions and heat treatments. This promotes the
formation of small hard precipitates which interfere with
the motion of dislocations and improve its mechanical
properties4-7. One of the most commonly used aluminium
alloy for structural applications is 7075 Al alloy due to its
attractive comprehensive properties such as low density, high
strength, ductility, toughness and resistance to fatigue8-11. It
has been extensively utilized in aircraft structural parts and
other highly stressed structural applications12-16.
But aluminium-zinc alloy as it is in 7075 Al alloy is
susceptible to embrittlement because of microsegregation
of MgZn
2
precipitates which may lead to catastrophic
failure of components produced from it17,18. The alloy is also
susceptibility to stress corrosion cracking19,20. This is .
e-mail is a major area of focus for information governance (IG) .docxkanepbyrne80830
e-mail is a major area of focus for information governance (IG) efforts, and has become the most common business software application and the backbone of business communications today. In addition, the authors provided details to support their position by providing 2013 survey results from 2,400 corporate e-mail users from a global perspective. The results indicated that two-thirds of the respondents stated that e-mail was their favorite form of business communication which surpassed not only social media but also telephone and in-person contact.
Q1: With this detail in mind,
briefly
state why the e-Mail has become a critical component for IG implementation?
.
Dysfunctional Behaviors and Related Facilitation Strategies Twelv.docxkanepbyrne80830
Dysfunctional Behaviors and Related Facilitation Strategies: Twelve Angry Men
Behavior
Actor/Evidence
Strategy Used or Suggested
Whisperer—periodically engages team member(s) in side conversations
Silent member—withdrawn; doesn’t participate
“Eager beaver” (talker/ monopolizer)—always has something to say
Heckler/complainer— combative; tells team members why what they’re working on will never work
Sidetracker—dicusses items not on the agenda
Fighter—picks a “fight” and/or argues with another team member
“Stand pat”—won’t budge; hostile; unwilling to look at situation from others’ perspective; often prejudiced
Verbal stumbler—unable to express self clearly
Early leaver—announces they must leave for another activity
Five Stages of Negotiating
All negotiations are different. Simple negotiations, such as choosing which movie to rent, need not require an extensive negotiation process. However, when negotiations involve significant or complex issues, you should consider using the five-stage process model
Negotiating consists of five stages: (1) preparation and planning, (2) defining ground rules, (3) clarifying and justifying your case, (4) bargaining and problem solving, and (5) closure and implementation.
These stages are described below. 1. Preparation and planning. Without question, preparation and planning are the keys to successful deal making. While some may think they can negotiate effectively “on the fly,” all negotiators benefit from thorough advance thought and preparation. Be clear about what you want and why. Gather data to support your position. Consider ways to present your arguments persuasively. Consider what the other party wants and why.
2. Definition of ground rules. Determining your own guidelines or rules for the negotiation helps you plan a strategy that can be successful. Establish who will or should be present and at what part of the negotiation. Decide where the meeting will be held and offer a possible agenda for how the time will be allocated and for which issues. The location has implications in terms of who’s in charge. While there may be a benefit to having the negotiation at your office—the home court advantage—agreeing to have the negotiation at the other party’s office might show flexibility and willingness to negotiate on your part. When the topic covered is potentially divisive or difficult, a neutral location might help level the playing field for both parties—an important consideration when an integrative solution is desired.
3. Clarification and justification. As the negotiation begins, state what you want and why. A key issue here is the difference between positions and interests. A position is a stance—typically a firm one—taken by a negotiator. “I’ll give you $4,500 and that’s my final offer.” An interest is the explanation behind the position, need, or desire that expresses why a negotiator wants what he or she wants. “I’m asking for $5,000 because the car has low miles, an u.
Dylan Rodríguez ends his essay with the following questionsHo.docxkanepbyrne80830
Dylan Rodríguez ends his essay with the following questions:
How has the state-structured influx of Asian and Pacific Rim migrant populations, and the subsequent emergence of contemporary Asian American communities, helped to further displace criminalized Black and Brown populations and amplify what Marable calls the ‘‘subtle apocalypse’’ of mass-based civic death?
How might the 1965 Immigration Act be re-narrated such that it is understood less as an ambivalent emblem of opportunity, liberal democracy, and freedom, and more as a fundamental facet of an American movement toward new forms of mass-based captivity and bodily immobilization, that is, as the harbinger of new forms of ‘‘unfreedom’’ as primary modes of social organization under the logic of white supremacist global capital?
Will it be possible to muster the intellectual creativity and political will to articulate a rupturing critique of the field’s operative structural, political, and theoretical assumptions, in order to develop a radical critique of the prison industrial complex that may fundamentally alter Asian American Studies (and Ethnic Studies) as attempted practices of social transformation?
Choose one of these questions, and give a preliminary answer. Do not worry if your answer is incomplete. It will be. That is fine. Do your best.
.
E D U C AT I O NStudy Theology, Even If You Dont Believe .docxkanepbyrne80830
E D U C AT I O N
Study Theology, Even If You Don't Believe in
God
The Evangelist St. Matthew with his symbol, the angel (THE NATIONAL LIBRARY OF THE NETHERLANDS / WIKIMEDIA
COMMONS)
When I first told my mother—a liberal, secular New Yorker—that I wanted to cross
an ocean to study for a bachelor’s degree in theology, she was equal parts aghast
and concerned. Was I going to become a nun, she asked in horror, or else one of
“those” wingnuts who picketed outside abortion clinics? Was I going to spend
hours in the Bodleian Library agonizing over the number of angels that could fit on
the head of a pin? Theology, she insisted, was a subject by the devout, for the
devout; it had no place in a typical liberal arts education.
Her view of the study of theology is far from uncommon. While elite universities
like Harvard and Yale offer vocational courses at their divinity schools, and nearly
all universities offer undergraduate majors in the comparative study of religions,
few schools (with the exceptions of historically Catholic institutions like
This lost liberal art encourages scholars to understand history from the inside
out.
TA R A I SA B E L L A B U RTO N OCT 30, 2013
https://www.theatlantic.com/education/
https://www.theatlantic.com/author/tara-isabella-burton/
Georgetown and Boston College) offer theology as a major, let alone mandate
courses in theology alongside other “core” liberal arts subjects like English or
history. Indeed, the study of theology has often run afoul of the legal separation of
church and state. Thirty-seven U.S. states have laws limiting the spending of public
funds on religious training. In 2006, the Supreme Court case Locke v. Davey upheld
the decision of a Washington State scholarship program to withhold promised
funding from an otherwise qualified student after learning that he had decided to
major in theology at a local Bible College.
Even in the United Kingdom, where secular bachelor's programs in theology are
more common, prominent New Atheists like Richard Dawkins have questioned
their validity in the university sphere. In a 2007 letter to the editor of The
Independent, Dawkins argues for the abolishment of theology in academia,
insisting that “a positive case now needs to be made that [theology] has any real
content at all, or that it has any place whatsoever in today's university culture.”
Such a shift, of course, is relatively recent in the history of secondary education.
Several of the great Medieval universities, among them Oxford, Bologna, and
Paris, developed in large part as training grounds for men of the Church. Theology,
far from being anathema to the academic life, was indeed its central purpose: It
was the “Queen of the Sciences” the field of inquiry which gave meaning to all
others. So, too, several of the great American universities. Harvard, Yale, and
Princeton alike were founded with the express purpose of teaching theology—one
early anonymous account of Harvard's founding speaks of Joh.
E V I D E N C E S Y N T H E S I SModels of care in nursing.docxkanepbyrne80830
E V I D E N C E S Y N T H E S I S
Models of care in nursing: a systematic reviewjbr_287 324..337
Ritin Fernandez RN MN (Critical Care) PhD,1,2 Maree Johnson RN BAppSci MAppSci PhD,3,4
Duong Thuy Tran BMed (Vietnam) MIPH (USyd)5 and Charmaine Miranda BPsycholgy6
1School of Nursing, Midwifery and Indigenous Health, University of Wollongong, Wollongong, 2Centre for Research in Nursing and
Health, St George Hospital, Kogarah, 3Centre for Applied Nursing Research, Sydney South West Area Health Service, 4School of Nursing
and Midwifery, University of Western Sydney, Sydney, 5School of Medicine, University of Western Sydney, Sydney, and 6Centre for Positive
Psychology and Education, School of Education, University of Western Sydney, Sydney, New South Wales, Australia
Abstract
Objective This review investigated the effect of the various models of nursing care delivery using the diverse levels
of nurses on patient and nursing outcomes.
Methods All published studies that investigated patient and nursing outcomes were considered. Studies were
included if the nursing delivery models only included nurses with varying skill levels. A literature search was
performed using the following databases: Medline (1985–2011), CINAHL (1985–2011), EMBASE (1985 to current)
and the Cochrane Controlled Studies Register (Issue 3, 2011 of Cochrane Library). In addition, the reference lists of
relevant studies and conference proceedings were also scrutinised. Two reviewers independently assessed the
eligibility of the studies for inclusion in the review, the methodological quality and extracted details of eligible studies.
Data were analysed using the RevMan software (Nordic Cochrane Centre, Copenhagen, Denmark).
Results Fourteen studies were included in this review. The results reveal that implementation of the team nursing
model of care resulted in significantly decreased incidence of medication errors and adverse intravenous outcomes,
as well as lower pain scores among patients; however, there was no effect of this model of care on the incidence of
falls. Wards that used a hybrid model demonstrated significant improvement in quality of patient care, but no
difference in incidence of pressure areas or infection rates. There were no significant differences in nursing outcomes
relating to role clarity, job satisfaction and nurse absenteeism rates between any of the models of care.
Conclusions Based on the available evidence, a predominance of team nursing within the comparisons is
suggestive of its popularity. Patient outcomes, nurse satisfaction, absenteeism and role clarity/confusion did not differ
across model comparisons. Little benefit was found within primary nursing comparisons and the cost effectiveness
of team nursing over other models remains debatable. Nonetheless, team nursing does present a better model for
inexperienced staff to develop, a key aspect in units where skill mix or experience is diverse.
Key words: evidence-based practice, nursing, systemat.
DuringWeek 5, we studied social stratification and how it influe.docxkanepbyrne80830
During
Week 5, we studied social stratification and how it influences what goes on in many social interactions among people. After you have read the reading assignment and lecture for this week, please respond to all parts of the discussion by the due date assigned:
What are some of the factors that affect social mobility? Can these be overcome?
Do you believe the structural-functionalist or the social conflict approach best explains social stratification? Why?
How does the media reflect attitudes on gender as far as depicting women and men in very traditional roles? Provide two detailed examples that substantiate your points—these can be an advertisement, television show, website, or magazine.
When you think of various groups (race, class, and gender) in society, which ones have the most power and which ones have the least? Using Intersection Theory, identify two groups that have unequal amounts of power and resources, being specific and using the text and outside resources. For each group, has the power dynamic changed over time? Do you think it will change in the future? Why or why not?
.
During Week Two the focus is on strategic leadership and managing th.docxkanepbyrne80830
During Week Two the focus is on strategic leadership and managing the strategy process. Use the concepts from Chapter 2 to respond to the discussion question below.
1) Post your initial respond to the discussion question by January 27, 2021.
Discussion question:
Read the Facebook scenario (ChapterCase 2) at the end of Chapter 2. Discuss whether the CEO and COO of Facebook are effective strategic leaders. Why or why not? What implications might this have on stakeholders?
Your response to the discussion question should be at least 250 words in length and contain at least one citation (not Wikipedia or dictionaries) from the course textbook, supplemental reading or video sources, or peer reviewed sources using the ADP library or Google (ADP Library, Google Scholar). Citations of 40 or more words are not acceptable as they represent a significant amount of an author's thoughts and/or perspectives rather than your own originality.
.
During Week 2, much focus is placed on various strategic thinking mo.docxkanepbyrne80830
During Week 2, much focus is placed on various strategic thinking models and the impact upon the overall organizational strategic process. Now that you have a broad knowledge of your chosen organization, it is time to dig a bit deeper into the structure and the process by which decisions are made within the company. Define the specific organizational design and the governance structure of the chosen company. Support your choices with specific examples and research.
During Week 1, you researched and identified a specific problem or challenge the organization is experiencing. Describe the challenge and explain why it is a problem for the organization. Include how the problem is or has the potential to affect the strategies of the company. Be specific and support your findings.
Section 2 of the paper must have at a minimum two full pages of content (excluding the cover and reference pages). You must include at a minimum two scholarly resources (in addition to the text) that support specific strategies used to prepare the paper. Wikipedia is not a qualified resource.
\
document for additional guidance. Include the text as a scholarly resource to support theory and concepts related to strategy. During the construction of Section 2, be specific and refrain from assumption.
.
During this time when the Internet provides essential communicat.docxkanepbyrne80830
During this time when the Internet provides essential communication between literally billions of people and is used as a tool for commerce, social interaction, and the exchange of an increasing amount of personal information, security has become a tremendously important issue for every user to deal with.
There are many aspects to security and many applications, ranging from secure commerce and payments to private communications and protecting health care information. One essential aspect for secure communications is that of cryptography. But it is important to note that while cryptography is necessary for secure communications, it is not by itself sufficient.
please
describe the hashing security mechanism
and its relationship to the encryption mechanism. Kindly write 350 words and add references at the end.
.
During this second week, you explored the knowledge base and his.docxkanepbyrne80830
During this second week, you explored the knowledge base and history of social work. We have examined specific social work professions as well as the great strides social workers have made in the U.S. with helping individuals, thus making a difference nationally.
For your assignment this week, identify three influential figures in social work – one person of color, one female, and one of your choice. Briefly, describe their accomplishments and their contributions to the social work knowledge base.
Next, select one of the three and discuss how this individual might approach the social issue/problem you identified in Week 1. If possible or appropriate, include an example that illustrates how this individual might address the problem.
Support your assignment with at least three scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including seminal articles, may be included.
Length: 2-3 pages, not including title and reference pages
.
during the period from 1492 to 1700 french activity in the amer4ica.docxkanepbyrne80830
during the period from 1492 to 1700 french activity in the amer4ica was primarly directed toward a establishing trade with american indians b. using american indian settlmens for gold And silver c. conquering spanish and english colonies d encouraging the growth of permanent settlements e. discovering a new route to aasia
.
During the previous 30 years, the airline industry has experienced m.docxkanepbyrne80830
During the previous 30 years, the airline industry has experienced many mergers and bankruptcies.
For this discussion, provide at least one specific example of an operational change that occurred as the result on an airline merger or acquisition. Possible sources include
Securities and Exchange Commission (Links to an external site.)
filings, airline websites, biographies, NTSB reports, etc.
APA format applies to references and citations (Approximately 250 words)
.
During the semester you should record environmental events weather .docxkanepbyrne80830
During the semester you should record environmental events: weather events (heavy rain, drought, winds, freezes), earthquakes, volcanic eruptions, floods and coastal inundation, tsunami events (seismic waves), biodiversity issues and species extinctions, landslides, record icebergs, Antarctic ice-shelf disintegration, stratospheric ozone updates, air pollution occurrences, or other significant events related to the physical elements of the environment.
Your event log must include at least twelve events. Your log must include the date the event happened, the source from which you found the information, the type of event it is, and a brief paragraph about the event. Your list of events must be typed and put in chronological order.
You can use print media (newspapers, magazines, newsletters) or the internet as a source of information for learning about the latest occurrences. If you choose to use internet sources they
must
be legitimate news sources, not somebody’s blog.
The purpose of this exercise to show you how much of physical geography is actually occurring out there in the “real world”. Only record events that occurred this year – do not record events that happened in prior years.
Example
Date: September 24th
Source: Los Angeles Times
Event: Air Pollution
San Pedro is one of the busiest ports in the United States. Environmental justice activists are gaining influence, taking on the San Pedro Bay ports over contamination of the neighborhoods along transportation corridors. Soot and nitrogen oxides from ships, trains, and trucks are linked to asthma, cancer, and heart disease. Last year, 5,339 ships docked at the two ports. The new rules are forcing ships to switch to low-sulfur fuel within 24 miles of the coast and to plug into electrical outlets while they are docked. The ports pledge to cut pollution by 45% by 2012.
.
During the period 1350 to 1607, numerous changes in thought were occ.docxkanepbyrne80830
During the period 1350 to 1607, numerous changes in thought were occurring across Europe.
Your context should describe the philosophies that were most popular in Europe prior to 1350.
● Your thesis statement should provide a list of three new ways of thinking that developed between 1350
to 1607.
● The skill you are using is still causation , so you will be explaining how the new way of thinking caused a
change in Europe (or in places where Europeans were living and interacting).
● The end result of your essay will still be a five-paragraph essay.
● The final paragraph will still describe the effect that these new ways of thinking had on Europe.
.
During the mid 18th Century, English colonists appealed to the met.docxkanepbyrne80830
During the mid 18th Century, English colonists appealed to the metropole for redress of various grievances. In this essay, I want you to consider the ethics and civics of those seeking change (later known to us as the Patriots). Who were these Patriots? What methods did they use to further their goals through civic engagement? What ethical considerations did they take into account in seeking redress of their grievances? Did the new United States (under either the Articles or Constitution) address their grievances?
.
During the 1930s, much of the world seemed to give up on their h.docxkanepbyrne80830
During the 1930s, much of the world seemed to give up on their hope for a democratic solution to their problems and instead turned to totalitarianism, both in Europe and in select and address
one
of the following:
Address one of the following
USSR/Stalin
Japan/Tojo
Address the following questions for your selection:
What effects did the history, politics, and economies of those areas play in their decisions to turn to totalitarianism?
What role did the Great Depression in the United States play in their plight?
include in-text citation and apa format
.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Driving Change Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT
DISTINGUISHED
Describe a
problem and how
it impacts an
organization,
patients, or the
nursing
profession.
Does not describe
a problem and
how it impacts an
organization,
patients, or the
nursing
profession.
Identifies a
problem but does
not describe how it
impacts an
organization,
patients, or the
nursing
profession.
Describes a
problem and how
2. it impacts an
organization,
patients, or the
nursing
profession.
Analyzes a
problem and how it
impacts an
organization,
patients, or the
nursing profession.
Describe
evidence-based
solutions to a
problem.
Does not describe
evidence-based
solutions to a
problem.
Describes
solutions to a
problem but does
not provide
evidence to
support the
solutions.
Describes
evidence-based
solutions to a
problem.
3. Describes
evidence-based
solutions to a
problem and
examines the pros
and cons of the
solutions.
Analyze barriers
and resistance to
change from an
organization,
patients, or
colleagues.
Does not analyze
barriers and
resistance to
change from an
organization,
patients, or
colleagues.
Describes barriers
and resistance to
change from an
organization,
patients, or
colleagues.
Analyzes barriers
and resistance to
change from an
organization,
patients, or
colleagues.
4. Analyzes barriers
and resistance to
change from an
organization,
patients, or
colleagues and
explores the
consequences of
not solving a
problem.
Describe
strategies to
overcome
barriers and
resistance to
change.
Does not describe
strategies to
overcome barriers
and resistance to
change.
Lists strategies to
overcome barriers
and resistance to
change.
Describes
strategies to
overcome barriers
and resistance to
change.
5. Analyzes
strategies to
overcome barriers
and resistance to
change.
Develop a plan to
implement
evidence-based
solutions to a
problem.
Does not develop
a plan to
implement
evidence-based
solutions to a
problem.
Develops a plan to
implement
solutions to a
problem, but the
solutions are not
supported by
evidence.
Develops a plan
to implement
evidence-based
solutions to a
problem.
Develops a plan to
implement
evidence-based
6. solutions to a
problem and
includes methods
to evaluate how
well the solutions
are working.
Identify other
health care
professionals to
enlist as
members of an
Does not identify
other health care
professionals to
enlist as members
of an
Identifies other
health care
professionals to
enlist as members
of an
Identifies other
health care
professionals to
enlist as members
of an
Identifies other
health care
professionals to
enlist as members
of an
7. CRITERIA NON-PERFORMANCE BASIC PROFICIENT
DISTINGUISHED
interprofessional
team to drive
change in an
organization.
interprofessional
team to drive
change in an
organization.
interprofessional
team, but it is not
clear how the
team will drive
change in an
organization.
interprofessional
team to drive
change in an
organization.
interprofessional
team to drive
change in an
organization and
outlines how the
team will drive
change in an
organization.
8. Write content
clearly and
logically, with
correct use of
grammar,
punctuation, and
mechanics.
Does not write
content clearly,
logically, or with
correct use of
grammar,
punctuation, and
mechanics.
Writes with errors
in clarity, logic,
grammar,
punctuation,
and/or mechanics.
Writes content
clearly and
logically with
correct use of
grammar,
punctuation, and
mechanics.
Writes clearly and
logically with
correct use of
spelling, grammar,
punctuation, and
9. mechanics; uses
relevant evidence
to support a
central idea.
Correctly format
citations and
references using
current APA
style.
Does not correctly
format citations
and references
using current APA
style.
Uses current APA
to format citations
and references but
with numerous
errors.
Correctly formats
citations and
references using
current APA style
with few errors.
Correctly formats
citations and
references with no
errors.
11. a sample size of n = 5 were analyzed using R and produced the
following output.
Observations x y Residual
1 0.0 0.9 0.027
2 4.1 5.9 0.188
3 5.1 6.2 -0.692
4 6.1 8.7 0.628
5 ∗ 9.1 ∗
Fill in the two missing values (denoted by “∗ ”) in the table
above.
Problem 2. In fitting a SLR model, ten of the residuals for the
regression of weight on age for eleven
children are:
0.02,−0.02, 0.01,−0.01,−0.04, 0.03, 0.01, 0.02, 0.01, 0.05
What is the eleventh residual?
Problem 3. Consider the multiple regression model:
Yi = β1Xi1 + β2Xi2 + �i, i = 1. . . . ,n,
where the �i are uncorrelated, with E(�i) = 0 and Var(�i) = σ
2. Let X =
(
X11 X21 . . . Xn1
X12 X22 . . . Xn2
)T
and
XT X is invertible (i.e., full rank).
12. (a) Write the normal equations using the least square criterion.
(b) What are the least square estimators of β1 and β2?
(c) Let ei denote the residual and Ŷi the fitted value for i = 1, . .
. ,n. Which of the following statements
are true?
(c1)
∑n
i=1 ei = 0 always.
(c2)
∑n
i=1 Ŷi = 0 always.
(c3)
∑n
i=1 Xij = 0 always for j = 1, 2.
(c4)
∑n
i=1 Yi = 0 always.
#
===============================================
==============================
# Service Calls Data
13. #
===============================================
==============================
# In R, using windows() on a PC, or quartz() on a Mac will
allow you to
# use a new graphics window (so your graphs will not be
overwritten).
# If you are using RStudio, you need not include these
functions.
# I will use windows() only in this file.
repair = read.csv("repair.csv",header=TRUE)
head(repair)
attach(repair)
#Y = Length of Computer Service Calls
#X = Number of Units Repaired
windows() #mac users: quartz()
# Histograms
hist(Y, col="cyan", xlab="Y")
hist(X, col="cyan", xlab="X")
windows()
#Scatterplot of Y versus X
plot(X,Y, main="Scatterplot of Y vs X", ylab="Length of
Service Call (in
Min)",xlab="Number of Repaired Units",pch=1)
# Pearson product-moment correlation of X and Y
cor(X,Y)
cor.test(X,Y)
14. #
===============================================
==============================
# SLR model of Y on X
#
===============================================
==============================
# Fit an SLR model of Y on X
mod1 = lm(Y~X)
summary(mod1) # coefficients, std errors, df, p,
R^2
anova(mod1) # SS, MS, F test
yhat<-mod1$fitted.values # fitted or predicted values
e <-mod1$residuals # residuals
CIbs<- confint(mod1) # CI for regression
coefficients
windows()
# Scatterplot with fitted line
plot(X,Y, main="Scatterplot with SLR Fit", ylab="Length of
Call", xlab="Number
of Units")
abline(coef(mod1))
windows()
# Plots of Y vs Yhat
plot(Y,yhat)
abline(0,1,col=2)
windows()
par(mfrow=c(2,3))
15. # Some diagnostic plots of residuals
hist(e, col="cyan", xlab="e")
qqnorm(e, main="Normal Q-Q Plot for Residuals")
qqline(e,col=2)
boxplot(e,ylab="Residuals", col="lightblue", main="Boxplot of
Residuals")
points(1, mean(e),pch="+",col=2,cex=2)
plot(yhat, e, xlab="Fitted Length of Service Call (in Min)",
ylab="Residuals",
main="Residual vs. Fit Plot")
plot(X, e, xlab="Number of Repaired Units", ylab="Residuals",
main="Residual vs. X Plot")
#
===============================================
==============================
# Standardized residuals
#
===============================================
==============================
e <- resid(mod1)
estand <- rstandard(mod1)
head(cbind(e,estand))
#
===============================================
==============================
# CI and PI
#
16. ===============================================
==============================
# CI ("fit") & 95% CI (mean)
CI<-predict(mod1, se.fit=TRUE, interval = c("confidence"))
CI$fit
CI$se.fit # std error mean predict
cbind(Y,CI$fit,CI$se.fit) # binds obs, fit and CIs
head(cbind(Y,CI$fit,CI$se.fit)) # shows first few values
# predicted values ("fit") and 95% PI
PI<-predict(mod1, interval = c("prediction"))
head(PI)
#
===============================================
==============================
# MLR model using X and X^2 as predictors
#
===============================================
==============================
# include X^2:
X2 = X^2
mod2 = lm(Y~X + X2)
anova(mod2)
summary(mod2)
yhat<-mod2$fitted.values # fitted or predicted values
e <-mod2$residuals # residuals
CI<-predict(mod2, se.fit=TRUE, interval = c("confidence"))
CI$fit
17. CI$se.fit # std error mean predict
cbind(Y,CI$fit,CI$se.fit)
head(cbind(Y,CI$fit,CI$se.fit))
# predicted values ("fit") and 95% PI
PI<-predict(mod2, interval = c("prediction"))
head(PI)
windows()
par(mfrow=c(2,3))
# Some diagnostic plots
hist(e, col="cyan", xlab="e")
qqnorm(e, main="Normal Q-Q Plot for Residuals")
boxplot(e, ylab="Residuals", col="lightblue", main="Boxplot
of Residuals")
points(1, mean(e),pch="+")
plot(yhat, e, xlab="Fitted Length of Service Call (in Min)",
ylab="Residuals",
main="Residual vs. Fit Plot")
# End of Code
#
===============================================
==============================
Statistical Inference II: J. Lee Assignment 8
Problem 1. Good forecasting and control of reconstruction
activities leads to more efficient use of time
18. and resources in highway construction projects. Data on
construction costs (in $1,000s) and person-hours
of labor required on several projects are presented in the
following table and are taken from the article,
“Forecasting Engineering Manpower Requirements for Highway
Reconstruction Activities” (Persad et al.,
Journal of Management Engineering, 1995). Each value
represents an average of several projects, and two
outliers have been deleted.
Person-Hours (X) Cost (Y )
939 251
5796 4690
289 124
283 294
138 138
2698 1385
663 345
1069 355
6945 5253
4159 1177
1266 802
1481 945
4716 2327
(a) Make a scatterplot (with a regression line) of cost versus
person-hours. Present the least-squares line
for predicting cost (y) from person-hours (x).
(b) Plot the residuals versus the fitted values. Does the model
seem appropriate?
(c) Compute the least-squares line for predicting ln y from ln x,
together with a new set of regression plots.
(d) Plot the residuals versus the fitted values. Does the model
19. seem appropriate?
(e) Using the more appropriate model, construct a 95%
prediction interval for the cost of a project that
requires 1000 person-hours of labor.
Problem 2. The file “bodytemp.csv” contains normal body
temperature readings (degrees Fahrenheit) and
heart rates (beats per minute) of 65 males (coded by 1) and 65
females (coded by 2).
(a) For both males and females, make scatterplots of heart rate
versus body temperature. Comment on
the relationship or lack thereof.
(b) Does the relationship for males appear to be the same as that
for females? Examine this question
graphically, by making a scatterplot showing both females and
males and identifying females and
males by different plotting symbols.
(c) For the males, fit a linear regression to predict heart rate
from temperature. Plot the residuals versus
temperature and comment on whether the relationship is linear.
Find the estimated slope and its
standard error.
(d) Repeat the above for females.
Problem 3. A company which markets and repairs small
computers needs to forecast the number of
service engineers required over the next few years. This
requires consideration of the length of service calls,
which in turn depends on the number of components that need
20. to be repaired or replaced. The data given
(“repair.csv”) consists of the number of components repaired
and the length of the service call (in minutes)
for a random sample of 24 calls. We will use a simple
regression model to explain the relationship between
the length of service call (response variable, Y ) and the number
of repaired units (predictor variable, X).
(a) Make a scatterplot (with a regression line) of Y versus X.
Present the least-squares line for predicting
Y from X.
(b) Plot the residuals versus the fitted values. Does the model
seem appropriate?
(c) Now, consider a multiple linear regression model to fit the
data with X and X2 as predictors. Compare
R2’s from SLR and MLR.
(d) Plot the residuals versus the fitted values. Which model
seems more appropriate?
Overview
Develop a 4 page proposal for executive leadership that
addresses changes you would like to see within your
organization that would advance the field of nursing.
Nursing is in the midst of many changes. In this assessment you
will consider how you can be a driving force to bring about
needed change within the field of nursing.
By successfully completing this assessment, you will
demonstrate your proficiency in the following course
competencies and assessment criteria:
Competency 1: Explain strategies for effective interprofessional
teamwork and collaboration in health care delivery.
Identify other health care professionals to enlist as members of
21. an interprofessional team to drive change in an organization.
Competency 2: Analyze the implications of working with
interprofessional teams in multifaceted health care settings.
Describe a problem and how it impacts an organization,
patients, or the nursing profession.
Analyze barriers and resistance to change from an organization,
patients, or colleagues.
Competency 3: Develop evidence-based nursing interventions to
address specific problems and enable systemic change.
Describe evidence-based solutions to a problem.
Describe strategies to overcome barriers and resistance to
change.
Develop a plan to implement evidence-based solutions to a
problem.
Competency 4: Communicate in a manner that is scholarly,
professional, and consistent with expectations of a nursing
professional.
Write content clearly and logically, with correct use of
grammar, punctuation, and mechanics.
Correctly format citations and references using current APA
style.
Context
Collaborative interprofessional groups are at the heart of
resolving contemporary nursing issues. The work of groups and
teams is based on strong decision-making and problem-solving
skills, led by effective and engaged leaders. Nurses leading
collaborative teams are critical for resolving a number of issues
such as errors in medications, accidents involving patients, and
unsafe shortcuts.
Nurses truly are expert problem-solvers. Tucker and Edmondson
(2002) found that nurses utilized problem-solving skills so often
that it had become a routine aspect of a nurse's day. However,
nurses must be able to maximize their problem-solving skills in
order to lead health care teams in addressing challenges,
identifying evidence-based solutions, and implementing those
solutions.
22. Questions to Consider
To deepen your understanding, you are encouraged to consider
the questions below and discuss them with a fellow learner, a
work associate, an interested friend, or a member of the
business community.
What are the most critical issues nurses in your organization are
facing?
How can you be a force for change?
Suggested Resources
The following optional resources are provided to support you in
completing the assessment or to provide a helpful context.
Library Resources
The following e-books or articles from the Capella University
Library are linked directly in this course:
Negley, K., Ness, S., Fee-Schroeder, K., Kokal, J., & Voll, J.
(2009). Building a collaborative nursing practice to promote
patient education: An inpatient and outpatient partnership.
Oncology Nursing Forum, 36(1),19–23.
Clarke, J. R. (2013). The use of collaboration to implement
evidence-based safe practices. Journal of Public Health
Research, 2(3), 150–153.
McCrae, N. (2012). Whither nursing models? The value of
nursing theory in the context of evidence-based practice and
multidisciplinary health care. Journal of Advanced Nursing,
68(1), 222–229.
Dolan, V. J., & Cornish, N. E. (2013). Urine specimen
collection: How a multidisciplinary team improved patient
outcomes using best practices. Urologic Nursing, 33(5), 249–
256.
Palos, G. R., Tortorella, F. R., Stepen, K., & Rodriguez, M. A.
(2013). A multidisciplinary team approach to improving
psychosocial care in patients with cancer. Clinical Journal of
Oncology Nursing, 17(5), 556–558.
Boehler, M., & Schwind, C. (2012). Power and conflict and the
performance of medical action teams: A commentary. Medical
23. Education, 46(9), 833–835.
MacCallam, J., & Higgins, L. (2014). Multidisciplinary
meetings as an effective clinical intervention. Nursing Children
and Young People, 26(5), 16–20.
Macphee, M., Wardrop, A., & Campbell, C. (2010).
Transforming work place relationships through shared decision
making. Journal of Nursing Management, 18(8), 1016–1026.
Bookstore Resources
The resources listed below are relevant to the topics and
assessments in this course and are not required.
Levi, D. (2017). Group dynamics for teams (5th ed.). Thousand
Oaks, CA: Sage.
Chapters 9 and 11.
Assessment Instructions
Preparation
To prepare for this assessment, you will need to think about
changes you feel are needed to address a problem either within
nursing as a professional field or within the organization where
you work. Narrow down your options by considering which
change would best be undertaken by an interprofessional team.
Some examples for you to consider might include:
The use of mobile and portable technology to support patients.
Using evidence-based practice (EBP) to improve patient care.
Increasing patient safety and quality of care.
The use of medical technology such as genes and stem cells, or
robots in the OR.
Addressing the nursing shortage now and into the future.
Improving the work environment (providing calm, supportive
spaces for nurses; improved dialog between health care
professionals).
Better safety for nurses at work (violence, spreading diseases,
physical injury).
Substance abuse by health care professionals.
Or you can narrow the scope to an issue within your own
organization:
Developing a mobility program for an inpatient unit.
24. Implementing "smart" technology to assist in patient
monitoring.
Creating a mentoring program to attract and retain nurses.
Implementing protocols for infection control and/or treatment of
an epidemic.
Developing a plan to eliminate physical violence and verbal
abuse in the workplace.
Other.
Once you have selected an issue to address, look for scholarly
and professional articles that focus on the problem, the needed
change, and how interprofessional teams can work together to
drive change.
Requirements
Lately you have noticed the need for changes within your
organization that would advance the field of nursing. You have
decided to develop a proposal and submit it to executive
leadership. Format this assessment as a professional proposal.
You may want to look at how proposals are drafted within your
organization and follow that format. You will still need a
references page; follow APA guidelines for in-text citations and
references.
Address the following in your proposal:
Briefly describe the problem and how it impacts the
organization, patients, and/or the nursing profession.
Describe possible evidence-based interventions for the problem.
Analyze potential barriers and resistance to change that might
come from the organization, patients, and/or colleagues.
Describe strategies to overcome barriers and resistance to
change.
Develop a plan to implement evidence-based interventions.
What steps would you take? What resources might you need?
Identify other health care professionals to enlist as team
members to help drive change in the organization.
Your completed assessment should be 4–6 pages in length, not
including title page and references page. Support your
statements and intervention plan with references to and citations
25. for at least four scholarly or professional resources.
Additional Requirements
Include a title page and references page.
Reference at least four current scholarly or professional
resources.
Use APA format for citations and references.
Use Times New Roman font, 12 point.
Double space.
