EXAMS: PLAN AHEAD
-I am unable to accept emailed exams or late exams. No exceptions.
-For technical issues you would need to go through tech support.
-Turn in work early to avoid technical issues. Technical issues are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a week or more ahead.
-Make sure to read all announcements and most importantly around exam times.
-The Professor has 2-3 days to grade the exam and once graded you need to check your grade book. I do not release exam grades via email.
-For any directions only contact your Professor, DO NOT use “all student” email to email other students because this only confuses them and points will be deducted as well as violations of the course policies
--Most exams you are given a FULL WEEK to complete. I also indicate day one of the course what the exam will cover and include. Do not email me the last minute to turn in work or ask any questions. I may not be available the hour before an exam so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and structured, apply APA format and go in depth. It is not too rough but points are deducted for failing to following the samples.
-Please do BOTH (1) copy and paste your work into the dropbox comment are or area provided, PLUS (2) attach the file. PLEASE DO BOTH. For attachments it must be in word. If it is any other format, or I am unable to open the file (such as word perfect) a 0 (zero) will be granted and no re-submissions will be allowed)
-See your course due dates for any dates as well as announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past one, do not work with anyone and do not plagiarize. This will result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to respond to “confirm” if it is submitted or not, you can do so with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS 7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the reading ...
-I am unable to accept emailed exams or late exams. No exception.docxgertrudebellgrove
-I am unable to accept emailed exams or late exams. No exceptions.
-For technical issues you would need to go through tech support.
-Turn in work early to avoid technical issues. Technical issues are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a week or more ahead.
-Make sure to read all announcements and most importantly around exam times.
-The Professor has 2-3 days to grade the exam and once graded you need to check your grade book. I do not release exam grades via email.
-For any directions only contact your Professor, DO NOT use “all student” email to email other students because this only confuses them and points will be deducted as well as violations of the course policies
--Most exams you are given a FULL WEEK to complete. I also indicate day one of the course what the exam will cover and include. Do not email me the last minute to turn in work or ask any questions. I may not be available the hour before an exam so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and structured, apply APA format and go in depth. It is not too rough but points are deducted for failing to following the samples.
-Please do BOTH (1) copy and paste your work into the dropbox comment are or area provided, PLUS (2) attach the file. PLEASE DO BOTH. For attachments it must be in word. If it is any other format, or I am unable to open the file (such as word perfect) a 0 (zero) will be granted and no re-submissions will be allowed)
-See your course due dates for any dates as well as announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past one, do not work with anyone and do not plagiarize. This will result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to respond to “confirm” if it is submitted or not, you can do so with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS 7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the readings, the discussion .
Assignment InstructionsCounselors have the responsibility of knsimisterchristen
Assignment Instructions:
Counselors have the responsibility of knowing and understanding their profession’s codes of ethics. Codes of ethics are viewed as the minimum standards for a given profession (and professional identity) which are based off best practices. These codes serve as guidelines for practice but do not tell counselors what to do in a given situation; counselors are given the autonomy to make decisions based on the circumstances. Depending on the individual counselor’s professional license, professional memberships, and specialty area(s), this may include one or more codes of ethics. For example, members of the of the American Counseling Association and Licensed Professional Counselors (or state of practice equivalent) follow the ACA (2014) Code of Ethics and members of the American Association for Marriage and Family Therapists and Licensed Marriage and Family Therapist are expected to follow the AAMFT (2015) Code of Ethics.
Students will evaluate the license they are pursuing and then proceed accordingly. Students who would like to pursue licensure as a Licensed Professional Counselor will evaluate the
ACA (2014) Code of Ethics along with their state of practices’ current rules and regulations for Licensed Professional Counselors (for example, in Texas this would be the
Texas State Board of Examiners of Professional Counselors [TSEBPC]).
This assignment includes two parts:
Part 1:
For this assignment and to ensure understanding of best practices in counseling individuals, couples, and families, students are to rewrite their professional code(s) of ethics (section by section) in their own words. Please note, in the ACA (2014) Code of ethics Section A: The Counseling Relationship includes subsections A.1.-A.12, therefore the student will write one to four paragraphs per section. Students must provide an applicable example to further indicate understanding for each section.
Part 2:
The students will clearly identify the specific license they are pursuing and their state of practice.
Additionally, students will evaluate how their current state of practice’s licensing standards and ethical codes (rules and regulations) compare to the national code (ACA, 2014). Student should utilize the national code(s) used in Part 1 of the assignment and explore at least three specific similarities and three specific difference with the current state of practice’s standards and national standards. In discussing the similarities and differences students should make note of how the differences may impact their professional behaviors, interactions, and their license(s).
I am pursuing LPC so this paper should be based on that.
Copy of the questionnaire used in survey.sav
On the pages that follow, I have included a portion of the actual questionnaire used to
collect the data included in the survey.sav file. The first page includes the demographic
questions, followed by the Life Orientation Test (6 i ...
Thinking through the material covered in these 8 weeks.docxrhetttrevannion
Thinking through the material covered in these 8 weeks, respond to the following for your final exam:
1. What is your biggest takeaway with regard to the material on women and girls as
victims of crime? Why?
2. What is your biggest takeaway with regard to women and girls as
perpetrators of crime? Why?
3. What is your biggest takeaway with regard to women as
professionals in the criminal legal system? Why?
Each of these three questions should be answered in essay format, and material from your modules should be used and cited in your answers. Each essay should be 2-3 pages, double spaced, with no extraneous spacing (so a total of 6 to 9 pages). Please cite the information you use for your answers within and at the end of the text. Late submissions will receive a grade of zero.
View Rubric
Informative Rubric (1) (1)
Informative Rubric (1) (1)
Criteria
Ratings
Pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
The main idea is easy to find. All the ideas are connected to the topic through explanation.
4 pts
Mastery
The main idea is easy to find. The examples and details are linked to the topic, but not well explained.
3 pts
Good Job
The main idea is easy to find. Most of the ideas are connected to the topic.
2 pts
Needs Improvement
The main idea may be hard to find. The examples and details are not connected.
1 pts
Needs Help
The writing is difficult to understand.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
The tone is academic, nothing is written in a personal manner.
4 pts
Mastery
The tone is objective but not academic, missing the precise academic vocabulary.
3 pts
Good Job
The writer used personal pronouns and or did not stay objective.
2 pts
Needs Improvement
There are many personal pronouns, it is informal.
1 pts
Needs Help
It is unclear what kind of style the writer used. It is personal.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
There are full introduction and concluding paragraphs. The ideas build on each other in an order that makes sense.
4 pts
Mastery
There are introductory and concluding paragraphs. The order of ideas makes sense.
3 pts
Good Job
The introduction and or conclusion may be missing information.
2 pts
Needs Improvement
Missing either the introduction or conclusion.
1 pts
Needs Help
The essay was written as one paragraph. No clear organization of ideas.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
Transition words and phrases are used between paragraphs and in the paragraphs to move from one idea to the next smoothly.
4 pts
Mastery
Transition words and phrases are used, but may be repeated, or simple
3 pts
Good Job
The essay may be missing transitions, and/ or the ideas sound more like a list than a paragraph.
2 pts
Needs Improvement
There are few to no transitions, and the ideas are listed.
1 pts
Needs Help
It is difficu.
-I am unable to accept emailed exams or late exams. No exception.docxgertrudebellgrove
-I am unable to accept emailed exams or late exams. No exceptions.
-For technical issues you would need to go through tech support.
-Turn in work early to avoid technical issues. Technical issues are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a week or more ahead.
-Make sure to read all announcements and most importantly around exam times.
-The Professor has 2-3 days to grade the exam and once graded you need to check your grade book. I do not release exam grades via email.
-For any directions only contact your Professor, DO NOT use “all student” email to email other students because this only confuses them and points will be deducted as well as violations of the course policies
--Most exams you are given a FULL WEEK to complete. I also indicate day one of the course what the exam will cover and include. Do not email me the last minute to turn in work or ask any questions. I may not be available the hour before an exam so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and structured, apply APA format and go in depth. It is not too rough but points are deducted for failing to following the samples.
-Please do BOTH (1) copy and paste your work into the dropbox comment are or area provided, PLUS (2) attach the file. PLEASE DO BOTH. For attachments it must be in word. If it is any other format, or I am unable to open the file (such as word perfect) a 0 (zero) will be granted and no re-submissions will be allowed)
-See your course due dates for any dates as well as announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past one, do not work with anyone and do not plagiarize. This will result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to respond to “confirm” if it is submitted or not, you can do so with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS 7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the readings, the discussion .
Assignment InstructionsCounselors have the responsibility of knsimisterchristen
Assignment Instructions:
Counselors have the responsibility of knowing and understanding their profession’s codes of ethics. Codes of ethics are viewed as the minimum standards for a given profession (and professional identity) which are based off best practices. These codes serve as guidelines for practice but do not tell counselors what to do in a given situation; counselors are given the autonomy to make decisions based on the circumstances. Depending on the individual counselor’s professional license, professional memberships, and specialty area(s), this may include one or more codes of ethics. For example, members of the of the American Counseling Association and Licensed Professional Counselors (or state of practice equivalent) follow the ACA (2014) Code of Ethics and members of the American Association for Marriage and Family Therapists and Licensed Marriage and Family Therapist are expected to follow the AAMFT (2015) Code of Ethics.
Students will evaluate the license they are pursuing and then proceed accordingly. Students who would like to pursue licensure as a Licensed Professional Counselor will evaluate the
ACA (2014) Code of Ethics along with their state of practices’ current rules and regulations for Licensed Professional Counselors (for example, in Texas this would be the
Texas State Board of Examiners of Professional Counselors [TSEBPC]).
This assignment includes two parts:
Part 1:
For this assignment and to ensure understanding of best practices in counseling individuals, couples, and families, students are to rewrite their professional code(s) of ethics (section by section) in their own words. Please note, in the ACA (2014) Code of ethics Section A: The Counseling Relationship includes subsections A.1.-A.12, therefore the student will write one to four paragraphs per section. Students must provide an applicable example to further indicate understanding for each section.
Part 2:
The students will clearly identify the specific license they are pursuing and their state of practice.
Additionally, students will evaluate how their current state of practice’s licensing standards and ethical codes (rules and regulations) compare to the national code (ACA, 2014). Student should utilize the national code(s) used in Part 1 of the assignment and explore at least three specific similarities and three specific difference with the current state of practice’s standards and national standards. In discussing the similarities and differences students should make note of how the differences may impact their professional behaviors, interactions, and their license(s).
I am pursuing LPC so this paper should be based on that.
Copy of the questionnaire used in survey.sav
On the pages that follow, I have included a portion of the actual questionnaire used to
collect the data included in the survey.sav file. The first page includes the demographic
questions, followed by the Life Orientation Test (6 i ...
Thinking through the material covered in these 8 weeks.docxrhetttrevannion
Thinking through the material covered in these 8 weeks, respond to the following for your final exam:
1. What is your biggest takeaway with regard to the material on women and girls as
victims of crime? Why?
2. What is your biggest takeaway with regard to women and girls as
perpetrators of crime? Why?
3. What is your biggest takeaway with regard to women as
professionals in the criminal legal system? Why?
Each of these three questions should be answered in essay format, and material from your modules should be used and cited in your answers. Each essay should be 2-3 pages, double spaced, with no extraneous spacing (so a total of 6 to 9 pages). Please cite the information you use for your answers within and at the end of the text. Late submissions will receive a grade of zero.
View Rubric
Informative Rubric (1) (1)
Informative Rubric (1) (1)
Criteria
Ratings
Pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
The main idea is easy to find. All the ideas are connected to the topic through explanation.
4 pts
Mastery
The main idea is easy to find. The examples and details are linked to the topic, but not well explained.
3 pts
Good Job
The main idea is easy to find. Most of the ideas are connected to the topic.
2 pts
Needs Improvement
The main idea may be hard to find. The examples and details are not connected.
1 pts
Needs Help
The writing is difficult to understand.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
The tone is academic, nothing is written in a personal manner.
4 pts
Mastery
The tone is objective but not academic, missing the precise academic vocabulary.
3 pts
Good Job
The writer used personal pronouns and or did not stay objective.
2 pts
Needs Improvement
There are many personal pronouns, it is informal.
1 pts
Needs Help
It is unclear what kind of style the writer used. It is personal.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
There are full introduction and concluding paragraphs. The ideas build on each other in an order that makes sense.
4 pts
Mastery
There are introductory and concluding paragraphs. The order of ideas makes sense.
3 pts
Good Job
The introduction and or conclusion may be missing information.
2 pts
Needs Improvement
Missing either the introduction or conclusion.
1 pts
Needs Help
The essay was written as one paragraph. No clear organization of ideas.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
Transition words and phrases are used between paragraphs and in the paragraphs to move from one idea to the next smoothly.
4 pts
Mastery
Transition words and phrases are used, but may be repeated, or simple
3 pts
Good Job
The essay may be missing transitions, and/ or the ideas sound more like a list than a paragraph.
2 pts
Needs Improvement
There are few to no transitions, and the ideas are listed.
1 pts
Needs Help
It is difficu.
College of Doctoral Studies
RES-866 Qualitative Analysis Assignment Directions
In this assignment, you will analyze interview and focus group transcripts (three in total) by inductively coding the data and developing themes. This will mimic the process and feeling of coding a large study though on a much smaller scale. Read the following key points before completing this assignment.
· Coding is a step in a thematic analysis approach to data. Different qualitative designs may require different coding procedures. For example, coding in a case study is not the same as in phenomenological or narrative designs.
· Coding is conducted based on identifying similar topics that recur in the document regardless of frequency of occurrence. Something that recurs may not be significant, but simply common. Keep focus on the meaningof statements, not in their frequency.
· For the purposes of this assignment, you will use three generic steps in the coding process: (a) open coding, (b) collapsing the dozens of codes into a manageable number of codes, and (c) development of themes.
· Coding generally follows this progression: codes>categories>themes. Codes are the smallest unit of meaning and are then subsumed into categories, which are then subsumed into themes.
· Note: Analysis of the interview and focus group transcripts should be done separately, as each had different questions. Once the transcripts for the two data sets are coded separately, then they can be combined and reconciled.
Directions:
Perform the following tasks to conduct the analysis.
Task 1:Open Coding.
Hand code the data. To analyze the data, you must first identify codes and themes that appear in the data. To accomplish this, do the following:
· Make sure all transcripts are in a Word document. Do the interview transcripts first and then the focus group transcripts (see note above).
· Read each transcript several times and identify “chunks” of data (phrases, sentences, or paragraphs) that strike you as important. Mark the words in some fashion (highlight, circle, bold, underline). One idea is to highlight the transcripts, using a color for each code.
· When you recognize statements on the same topic that recur, make note of them. That is, circle or highlight them in the text.
· After reading all transcripts several times, review the recurring “chunks” of text you marked or wrote down and identify a list of useful codes.
· Create a code book that lists your codes, definitions and examples from the transcripts. See Table 1 below.
· Create a table that shows the recurring chunks of data with notes. This will help you collapse or group those numerous codes into a more manageable set.
Table 1
Code Book
Code
Definition of the Code
Example From Transcript
Table 2
Chunks of Data that Appear Frequently
Chunk of data (phrases, sentences, or paragraphs)
Notes on the Words/Phrases
Notes on Emerging Categories
Write down the word(s) or phrase(s) here.
For example, do they appear in .
An explanation of the Doing Ethics Technique Graham R Seach .docxnettletondevon
An explanation of the Doing Ethics Technique
Graham R Seach
Simpson, C. R., Nevile, L., & Burmeister, O. K. (2003). Doing ethics: A universal technique in an
accessibility context. Australian Journal of Information Systems, 10(2), 127-133.
The 'Doing Ethics' technique (DET) is a process for analysing ethical issues in any scenario. It doesn't
guarantee that what you come up with will be the best solution, but it does help you to think
ethically. That said, I understand that the technique may seem a little vague and perhaps lacking
guidance. To that end, the following might help you to understand how to apply the technique in
order to better understand ethical analysis.
To gain the most from the technique, you must explore and answer all eight questions in the order
in which they are posed. Each question stands alone and you cannot take the view that because you
have given information in response to one question that you can omit the same information from
subsequent questions.
Q1. What's going on?
This is a synopsis of what the case is all about. It is written in your own words, and can be taken from
a variety of perspectives, for example, from the perspective of a person raising a complaint, in which
case, it is a synopsis of the complaint. It can be taken from the perspective of an uninvolved
observer, in which case, it is an outline of what was observed, without going into too much detail.
Where you see multiple perspectives, you should describe them here. This question should target a
reader who has no knowledge of the case at hand, and is a brief outline of the case.
Q2. What are the facts?
This is a descriptive list of all the facts of the case. It doesn't just describe the case, but lists all the
facts as they are known (from all sources and perspectives), and also what one might reasonably
consider to be possibilities. For example, if a person was raising a complaint, Question 1 would
outline their complaint, and Question 2 would provide the detailed facts and the evidence to both
support and refute the claims (facts). All facts listed here must be supported by credible evidence, of
which the case itself is one source. If you choose, you may optionally assign a credibility weighting to
each fact, to help with later analysis.
Q3. What are the ethical and non-ethical issues?
This is a list of ALL the issues that are involved in the case, whether they be ethical, legal, social or
otherwise. In Question 5 we extract only the ethical issues for further analysis, but for now, simply
list and describe every relevant issue you can think of. This is probably the most difficult and
important question to get right, because Question 5 can only include the ethical that you have raised
here in Question 3. Therefore, this question must be a complete and comprehensive list of ALL the
issues.
Q4. Who is affected?
This is a list of all the stakeholders (people and entities) invo.
Explore the Issue PapersYou will choose a topic from the Complet.docxelbanglis
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence ...
Experimental and Quasi-Experimental DesignsChapter 5.docxelbanglis
Experimental and Quasi-Experimental Designs
Chapter 5
*
Introduction
Experiments are best suited for explanation and evaluation research
Experiments involve:
Taking action
Observing the consequences of that action
Especially suited for hypothesis testing
Often occur in the field
The Classical Experiment Classical experiment: a specific way of structuring researchInvolves three major components:
Independent variable and dependent variable
Pretesting and posttesting
Experimental group and control group
Independent and Dependent Variables
The independent variable takes the form of a dichotomous stimulus that is either present or absent
It varies (i.e., is independent) in our experimental process
The dependent variable is the outcome, the effect we expect to see
Might be physical conditions, social behavior, attitudes, feelings, or beliefs
Pretesting and Posttesting
Subjects are initially measured in terms of the DV prior to association with the IV (pretested)
Then, they are exposed to the IV
Then, they are remeasured in terms of the DV (posttested)
Differences noted between the measurements on the DV are attributed to influence of IV
Experimental and Control Groups
Experimental group: exposed to whatever treatment, policy, initiative we are testing
Control group: very similar to experimental group, except that they are NOT exposed
Can involve more than one experimental or control group
If we see a difference, we want to make sure it is due to the IV, and not to a difference between the two groups
Placebo
We often don’t want people to know if they are receiving treatment or not
We expose our control group to a “dummy” independent variable just so we are treating everyone the same
Medical research: participants don’t know what they are taking
Ensures that changes in DV actually result from IV and are not psychologically based
Double-Blind Experiment
Experimenters may be more likely to “observe” improvements among those who received drug
In a double-blind experiment, neither the subjects nor the experimenters know which is the experimental group and which is the control group
Selecting Subjects
First, must decide on target population – the group to which the results of your experiment will apply
Second, must decide how to select particular members from that group for your experiment
Cardinal rule – ensure that experimental and control groups are as similar as possible
RandomizationRandomization: produces an experimental and control group that are statistically equivalentEssential feature of experimentsEliminates systematic bias
Experiments and Causal Inference
Experimental design ensures:
Cause precedes effect via taking posttest
Empirical correlation exists via comparing pretest to posttest
No spurious 3rd variable influencing correlation via posttest comparison between experimental and control groups, and via randomization
Example of Research Using an Experimental Design
Researchers at the University of Marylan ...
Explain the role of the community health nurse in partnership with.docxelbanglis
Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.
...
Explain how building partner capacity is the greatest challenge in.docxelbanglis
Explain how building partner capacity is the greatest challenge in Operation INHERENT RESOLVE (OIR) in Iraq with these points:
· Explain how the Department of Defense (DoD) can overcome that challenge through Security Cooperation.
· Explain how the DoD can overcome that challenge through Enhancing U.S. Military Logistics
Summation of how the DoD ought to consider how it could transition to teaching our partners to fish, rather than simply fishing for them.
· APA format.
· 1150 words.
· Six work citations
· must include:
· a Cover Page,
· Abstract,
· Body of the paper, and
· Endnotes
Last name_First_Course(ex AP5510)_Assignment_Title
Assignment Title
By
Name
Course Name
DD MMM YYYY
Instructor: (Instructor’s Name)
College
Distance Learning
JBSA
Effective, purposeful communication is essential in the military profession. Following these instructions will help you properly complete your writing assignment and will improve your chances for success.
This template exemplifies the format for essays. Each essay must include a properly formatted cover page (see above), double-spaced text, Times New Roman 12pt font, 1-inch margins, as well as full endnote-style citations for paraphrasing and quotations in accordance with the Author Guide, Section 5.5. Endnotes are not counted as part of your total word count. The, Appendix A provides examples of endnote formats. Do not include a bibliography in these short essay assignments; however, ensure your full endnotes contain all source information.
Use quotation marks when you quote directly from the work of other writers. This is a relatively short assignment, so use block quotations sparingly to allow your own original thoughts to shine through.
You may notice minor variations between your consolidated lesson readers, which require different endnote formats. Some bundle the readings into a single document with continuous pagination (see example endnote 1 at the end of this document).
Other lesson readers retain each author’s original pagination (see example note 2).
You should use the author’s original pagination wherever it is possible to do so. Remember, cite any material used from the instructional narrative portion of the consolidated lesson reading file with “as the author (see example endnote 3).
The midterm and final essay exams are academic papers; write each in a narrative style, not a bullet/point paper. Refer to the assignment rubric located in your Grade Center for grading criteria. If you have any questions, contact your course instructor.
Much like your next level of leadership, the program requires effective writing founded on critical thinking and communication skills. Each essay you write as you progress toward graduation provides an opportunity for you to hone these abilities. Additionally, these assignments comprise a large portion of your final grade in each course. Therefore, successful course completion is contingent on your writing performance. The most ...
Experience as a Computer ScientistFor this report, the pro.docxelbanglis
Experience as a Computer Scientist
For this report, the professional interviewed is a computer Engineer/ Web Developer who works for Omnivision Technologies Inc., a corporation that designs and develops advanced digital technologies to use in mobile phones, notebooks, security cameras etc. across the United States. Mr. Nagarik Sharma is the technical manager of the organization and works at its headquarter in Santa Clara, California, and has been working in this position for the last five years. He provided very useful information about the computer science profession and highlighted a number of challenges common in the career. Further, he provided some recommendations on how the challenges can be dealt with. From the information provided by the him, it is clear that the computer science profession is full of challenges particularly regarding the fast changing technology. The interview revealed several important topics which require further research.
Methodology
The interview was conducted on a skype video call and lasted for slightly above 30 minutes. Before the interview, the interviewee was made clear to understand that the questions which were to be asked during the interview regards the profession, its concerns and challenges. The phone call was recorded during the entire conversation and the information later transcribed and key points extracted. This report is based only on important points and not everything that the interviewee said.
Essential Background
Computer science is a field of technology that deals with studying processes that interact with data and which can be depicted as data in program form. An expert in computer science has knowledge in computation theory as well as the practice of software systems design. Computer scientists are also popularly known as computer and information scientists and can work in a range of environments. For instance, these professionals work in private software publishers, government agencies, academic institutions, and engineering firms (Page & Smart, 2013). Wherever they work, computer scientists’ general roles include solving computing problems as well as developing new products.
The professional interviewed for this report has in-depth knowledge in computer systems and management. Through his leadership skill, he organizes the successful delivery of effective and efficient technical solutions within the company. He is responsible for planning, designing, developing, production, and testing communication systems.
He is also responsible for supervising:
· Technical and Operations teams
· Landline and Cellular network
· IT Infrastructure
· Service platforms
He works with the chief technical officer (who is an expert in telecommunications engineering) to design and develop software that facilitates landline and cellular networks.
Challenges
· Education: According to the interviewee, the challenges in the field of computer science starts right from education and training. He says that ...
Expansion and Isolationism in Eurasia How did approaches t.docxelbanglis
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
Introduction
In 1279, under the leadership of Kublai Khan, the Mongols ousted the Song dynasty
and completed their conquest of China. As they
took control, they established the Yuan dynasty,
with Kublai Khan serving as emperor. However,
Mongol rule over China was relatively short lived.
Within 100 years, the Yuan dynasty would be
forced out by Chinese rebels.
Under Mongol rule, the Chinese became
increasingly angered by policies that favored
Mongols and foreigners. This anger and resentment
eventually resulted in unrest. Around 1350, small
states in China began to emerge to fight the
Mongols. Chinese leaders turned to military force to
advance their interests and establish regional
power. Some leaders were members of the upper class, and others were religious
leaders or bandits supported by peasants. By the middle of the 1350s, these Chinese
powers were united in their campaign to get rid of Mongol rule.
The years of ongoing warfare spurred military innovation among the Chinese.
Although the Mongols had access to gunpowder weapons, they did not develop new
technologies. In contrast, the first large cannons in China were manufactured by the
Chinese rebels. While the term “Gunpowder Empire” is often associated with the
Ottoman Empire, the Safavid Empire, and the Mughal Empire, the Chinese
advancements in gunpowder weaponry has led some historians to regard Ming China
as the world’s first gunpowder empire.
1
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
In this lesson, you will learn about three countries in Eurasia that used gunpowder
to expand and maintain their control: China, Japan, and Russia. You will consider the
rise and fall of the Ming and Qing dynasties in China. You will examine the unification of
Japan under the Tokugawa. Finally, you will explore the growth of the Russian Empire
during the Romanov dynasty.
Section 1. China Under the Ming and Qing
Between the 14th and the early 20th centuries,
two dynasties governed China: the Ming and the Qing.
Both dynasties took power during times of upheaval.
To restore order, they established strong, centralized
rule and revived traditional Chinese values, including
Confucian ideals.
The Ming Revival By the mid-1300s, China was in
turmoil. The Mongols’ hold on power had became
unstable. Disease and natural disasters had weakened
the Mongol grip. Additionally, feuds broke out within the government, leaving the
countryside unprotected against bandits and rebels.
As life became more dangerous and difficult, Chinese peasants grew increasingly
frustrated with the incompetence of their rulers. Led by Zhu Yuanzhang, a peasant
uprising successfully invaded the city of Nanjing. In 1368, aided by gunpowder
weapons, Zhu and his army capt ...
Experimental PsychologyWriting and PresentingPaper Secti.docxelbanglis
Experimental Psychology
Writing and Presenting
Paper Sections
Title
Introduction
Method
Tables and figures (if applicable)
Results
Tables and figures (if applicable)
Discussion
References
Presentation
Simplify, limit number of words, use color and formatting to highlight important points. Check spelling.
Include slides with the following
Title
Introduction
Method
Results
Tables and figures
Discussion
References (provide as a separate slide, but there is no need to discuss or ensure visibility of individual items on this slide.)
...
EXPEDIA VS. PRICELINE -- WHOSE MEDIA PLAN TO BOOK Optim.docxelbanglis
EXPEDIA VS. PRICELINE -- WHOSE
MEDIA PLAN TO BOOK?
Optimedia's Antony Young Analyzes the Media Strategies
Behind Rival Travel Sites
By Antony Young
Published: June 30, 2010
As schools break for summer, some families -- like mine -- are still planning their vacations. So I
took a look at two prominent travel sites, Expedia and Priceline, to see which one's media strategy
is likely to attract more trip planners.
Their media plans are especially important as the travel industry picks up after a tough 2009.
Demand for flights and hotels are rebounding and so, too, are airfares and room rates. With
slimmer margins on airline tickets, hotels have very much become the major battleground for
Expedia and Priceline and this is reflected in the focus of their advertising. Online Travel Agencies
(OTA's) accounted for 34.7% of all U.S. hotel bookings in the first quarter of 2010, up from 27.8% in
2009, Priceline CMO Brett Keller said in a recent speech.
Creative executions
Expedia launched a new branding campaign for 2010. Its tagline, "Where you book matters,"
accompanied a new logo incorporated into its creative messaging. The campaign, which targets
frequent leisure travelers, launched Dec. 26 with commercials featuring a visual metaphor of
building blocks as a way to demonstrate how consumers interact with Expedia. The first spot starts
with upbeat soft-rock music narrated by an unseen woman dictating her specifications for the
perfect "girls' weekend." She talks about having multiple hotel options and the ability to compare
dates for the best savings. Expedia's signature "dot coooom" jingle ends the spot. A spot with a
man's voice and trip goals was launched in February.
http://adage.com/
Priceline has built its position in the market on the opportunity for customers to name their own
price, brought to life through some hilarious spots fronted by pitchman William Shatner. This year,
Shatner introduced his new sidekick "Big Deal," a 520 lb 6'5" character who helps persuade hotels
to take a deal. In February, the Big Deal ads were joined by new creative that featured the
Negotiator's "Evil Twin" (played, of course, by Shatner). Priceline takes a karate chop at
Expedia.com (and Hotels.com), claiming that Priceline can get prices 50% lower.
The strategies of the two companies differed noticeably. Expedia.com attracted 16.7 million unique
visitors in May, 59% more than the 10.5 million who visited Priceline.com, according to ComScore.
And Expedia media seems to reflect this, promoting the site as the generic travel brand for a broad
audience and highlighting its full range of services and travel destinations. Priceline is more single-
mindedly focused on price, and its media appears to target lower down the purchase funnel with an
emphasis on converting transactions.
RATINGS
Outstanding
Highly effective
Good
Disappointing
A disaster
Television strategy
Expedia. ...
More Related Content
Similar to EXAMS PLAN AHEAD-I am unable to accept emailed exams or late ex.docx
College of Doctoral Studies
RES-866 Qualitative Analysis Assignment Directions
In this assignment, you will analyze interview and focus group transcripts (three in total) by inductively coding the data and developing themes. This will mimic the process and feeling of coding a large study though on a much smaller scale. Read the following key points before completing this assignment.
· Coding is a step in a thematic analysis approach to data. Different qualitative designs may require different coding procedures. For example, coding in a case study is not the same as in phenomenological or narrative designs.
· Coding is conducted based on identifying similar topics that recur in the document regardless of frequency of occurrence. Something that recurs may not be significant, but simply common. Keep focus on the meaningof statements, not in their frequency.
· For the purposes of this assignment, you will use three generic steps in the coding process: (a) open coding, (b) collapsing the dozens of codes into a manageable number of codes, and (c) development of themes.
· Coding generally follows this progression: codes>categories>themes. Codes are the smallest unit of meaning and are then subsumed into categories, which are then subsumed into themes.
· Note: Analysis of the interview and focus group transcripts should be done separately, as each had different questions. Once the transcripts for the two data sets are coded separately, then they can be combined and reconciled.
Directions:
Perform the following tasks to conduct the analysis.
Task 1:Open Coding.
Hand code the data. To analyze the data, you must first identify codes and themes that appear in the data. To accomplish this, do the following:
· Make sure all transcripts are in a Word document. Do the interview transcripts first and then the focus group transcripts (see note above).
· Read each transcript several times and identify “chunks” of data (phrases, sentences, or paragraphs) that strike you as important. Mark the words in some fashion (highlight, circle, bold, underline). One idea is to highlight the transcripts, using a color for each code.
· When you recognize statements on the same topic that recur, make note of them. That is, circle or highlight them in the text.
· After reading all transcripts several times, review the recurring “chunks” of text you marked or wrote down and identify a list of useful codes.
· Create a code book that lists your codes, definitions and examples from the transcripts. See Table 1 below.
· Create a table that shows the recurring chunks of data with notes. This will help you collapse or group those numerous codes into a more manageable set.
Table 1
Code Book
Code
Definition of the Code
Example From Transcript
Table 2
Chunks of Data that Appear Frequently
Chunk of data (phrases, sentences, or paragraphs)
Notes on the Words/Phrases
Notes on Emerging Categories
Write down the word(s) or phrase(s) here.
For example, do they appear in .
An explanation of the Doing Ethics Technique Graham R Seach .docxnettletondevon
An explanation of the Doing Ethics Technique
Graham R Seach
Simpson, C. R., Nevile, L., & Burmeister, O. K. (2003). Doing ethics: A universal technique in an
accessibility context. Australian Journal of Information Systems, 10(2), 127-133.
The 'Doing Ethics' technique (DET) is a process for analysing ethical issues in any scenario. It doesn't
guarantee that what you come up with will be the best solution, but it does help you to think
ethically. That said, I understand that the technique may seem a little vague and perhaps lacking
guidance. To that end, the following might help you to understand how to apply the technique in
order to better understand ethical analysis.
To gain the most from the technique, you must explore and answer all eight questions in the order
in which they are posed. Each question stands alone and you cannot take the view that because you
have given information in response to one question that you can omit the same information from
subsequent questions.
Q1. What's going on?
This is a synopsis of what the case is all about. It is written in your own words, and can be taken from
a variety of perspectives, for example, from the perspective of a person raising a complaint, in which
case, it is a synopsis of the complaint. It can be taken from the perspective of an uninvolved
observer, in which case, it is an outline of what was observed, without going into too much detail.
Where you see multiple perspectives, you should describe them here. This question should target a
reader who has no knowledge of the case at hand, and is a brief outline of the case.
Q2. What are the facts?
This is a descriptive list of all the facts of the case. It doesn't just describe the case, but lists all the
facts as they are known (from all sources and perspectives), and also what one might reasonably
consider to be possibilities. For example, if a person was raising a complaint, Question 1 would
outline their complaint, and Question 2 would provide the detailed facts and the evidence to both
support and refute the claims (facts). All facts listed here must be supported by credible evidence, of
which the case itself is one source. If you choose, you may optionally assign a credibility weighting to
each fact, to help with later analysis.
Q3. What are the ethical and non-ethical issues?
This is a list of ALL the issues that are involved in the case, whether they be ethical, legal, social or
otherwise. In Question 5 we extract only the ethical issues for further analysis, but for now, simply
list and describe every relevant issue you can think of. This is probably the most difficult and
important question to get right, because Question 5 can only include the ethical that you have raised
here in Question 3. Therefore, this question must be a complete and comprehensive list of ALL the
issues.
Q4. Who is affected?
This is a list of all the stakeholders (people and entities) invo.
Explore the Issue PapersYou will choose a topic from the Complet.docxelbanglis
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence ...
Experimental and Quasi-Experimental DesignsChapter 5.docxelbanglis
Experimental and Quasi-Experimental Designs
Chapter 5
*
Introduction
Experiments are best suited for explanation and evaluation research
Experiments involve:
Taking action
Observing the consequences of that action
Especially suited for hypothesis testing
Often occur in the field
The Classical Experiment Classical experiment: a specific way of structuring researchInvolves three major components:
Independent variable and dependent variable
Pretesting and posttesting
Experimental group and control group
Independent and Dependent Variables
The independent variable takes the form of a dichotomous stimulus that is either present or absent
It varies (i.e., is independent) in our experimental process
The dependent variable is the outcome, the effect we expect to see
Might be physical conditions, social behavior, attitudes, feelings, or beliefs
Pretesting and Posttesting
Subjects are initially measured in terms of the DV prior to association with the IV (pretested)
Then, they are exposed to the IV
Then, they are remeasured in terms of the DV (posttested)
Differences noted between the measurements on the DV are attributed to influence of IV
Experimental and Control Groups
Experimental group: exposed to whatever treatment, policy, initiative we are testing
Control group: very similar to experimental group, except that they are NOT exposed
Can involve more than one experimental or control group
If we see a difference, we want to make sure it is due to the IV, and not to a difference between the two groups
Placebo
We often don’t want people to know if they are receiving treatment or not
We expose our control group to a “dummy” independent variable just so we are treating everyone the same
Medical research: participants don’t know what they are taking
Ensures that changes in DV actually result from IV and are not psychologically based
Double-Blind Experiment
Experimenters may be more likely to “observe” improvements among those who received drug
In a double-blind experiment, neither the subjects nor the experimenters know which is the experimental group and which is the control group
Selecting Subjects
First, must decide on target population – the group to which the results of your experiment will apply
Second, must decide how to select particular members from that group for your experiment
Cardinal rule – ensure that experimental and control groups are as similar as possible
RandomizationRandomization: produces an experimental and control group that are statistically equivalentEssential feature of experimentsEliminates systematic bias
Experiments and Causal Inference
Experimental design ensures:
Cause precedes effect via taking posttest
Empirical correlation exists via comparing pretest to posttest
No spurious 3rd variable influencing correlation via posttest comparison between experimental and control groups, and via randomization
Example of Research Using an Experimental Design
Researchers at the University of Marylan ...
Explain the role of the community health nurse in partnership with.docxelbanglis
Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.
...
Explain how building partner capacity is the greatest challenge in.docxelbanglis
Explain how building partner capacity is the greatest challenge in Operation INHERENT RESOLVE (OIR) in Iraq with these points:
· Explain how the Department of Defense (DoD) can overcome that challenge through Security Cooperation.
· Explain how the DoD can overcome that challenge through Enhancing U.S. Military Logistics
Summation of how the DoD ought to consider how it could transition to teaching our partners to fish, rather than simply fishing for them.
· APA format.
· 1150 words.
· Six work citations
· must include:
· a Cover Page,
· Abstract,
· Body of the paper, and
· Endnotes
Last name_First_Course(ex AP5510)_Assignment_Title
Assignment Title
By
Name
Course Name
DD MMM YYYY
Instructor: (Instructor’s Name)
College
Distance Learning
JBSA
Effective, purposeful communication is essential in the military profession. Following these instructions will help you properly complete your writing assignment and will improve your chances for success.
This template exemplifies the format for essays. Each essay must include a properly formatted cover page (see above), double-spaced text, Times New Roman 12pt font, 1-inch margins, as well as full endnote-style citations for paraphrasing and quotations in accordance with the Author Guide, Section 5.5. Endnotes are not counted as part of your total word count. The, Appendix A provides examples of endnote formats. Do not include a bibliography in these short essay assignments; however, ensure your full endnotes contain all source information.
Use quotation marks when you quote directly from the work of other writers. This is a relatively short assignment, so use block quotations sparingly to allow your own original thoughts to shine through.
You may notice minor variations between your consolidated lesson readers, which require different endnote formats. Some bundle the readings into a single document with continuous pagination (see example endnote 1 at the end of this document).
Other lesson readers retain each author’s original pagination (see example note 2).
You should use the author’s original pagination wherever it is possible to do so. Remember, cite any material used from the instructional narrative portion of the consolidated lesson reading file with “as the author (see example endnote 3).
The midterm and final essay exams are academic papers; write each in a narrative style, not a bullet/point paper. Refer to the assignment rubric located in your Grade Center for grading criteria. If you have any questions, contact your course instructor.
Much like your next level of leadership, the program requires effective writing founded on critical thinking and communication skills. Each essay you write as you progress toward graduation provides an opportunity for you to hone these abilities. Additionally, these assignments comprise a large portion of your final grade in each course. Therefore, successful course completion is contingent on your writing performance. The most ...
Experience as a Computer ScientistFor this report, the pro.docxelbanglis
Experience as a Computer Scientist
For this report, the professional interviewed is a computer Engineer/ Web Developer who works for Omnivision Technologies Inc., a corporation that designs and develops advanced digital technologies to use in mobile phones, notebooks, security cameras etc. across the United States. Mr. Nagarik Sharma is the technical manager of the organization and works at its headquarter in Santa Clara, California, and has been working in this position for the last five years. He provided very useful information about the computer science profession and highlighted a number of challenges common in the career. Further, he provided some recommendations on how the challenges can be dealt with. From the information provided by the him, it is clear that the computer science profession is full of challenges particularly regarding the fast changing technology. The interview revealed several important topics which require further research.
Methodology
The interview was conducted on a skype video call and lasted for slightly above 30 minutes. Before the interview, the interviewee was made clear to understand that the questions which were to be asked during the interview regards the profession, its concerns and challenges. The phone call was recorded during the entire conversation and the information later transcribed and key points extracted. This report is based only on important points and not everything that the interviewee said.
Essential Background
Computer science is a field of technology that deals with studying processes that interact with data and which can be depicted as data in program form. An expert in computer science has knowledge in computation theory as well as the practice of software systems design. Computer scientists are also popularly known as computer and information scientists and can work in a range of environments. For instance, these professionals work in private software publishers, government agencies, academic institutions, and engineering firms (Page & Smart, 2013). Wherever they work, computer scientists’ general roles include solving computing problems as well as developing new products.
The professional interviewed for this report has in-depth knowledge in computer systems and management. Through his leadership skill, he organizes the successful delivery of effective and efficient technical solutions within the company. He is responsible for planning, designing, developing, production, and testing communication systems.
He is also responsible for supervising:
· Technical and Operations teams
· Landline and Cellular network
· IT Infrastructure
· Service platforms
He works with the chief technical officer (who is an expert in telecommunications engineering) to design and develop software that facilitates landline and cellular networks.
Challenges
· Education: According to the interviewee, the challenges in the field of computer science starts right from education and training. He says that ...
Expansion and Isolationism in Eurasia How did approaches t.docxelbanglis
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
Introduction
In 1279, under the leadership of Kublai Khan, the Mongols ousted the Song dynasty
and completed their conquest of China. As they
took control, they established the Yuan dynasty,
with Kublai Khan serving as emperor. However,
Mongol rule over China was relatively short lived.
Within 100 years, the Yuan dynasty would be
forced out by Chinese rebels.
Under Mongol rule, the Chinese became
increasingly angered by policies that favored
Mongols and foreigners. This anger and resentment
eventually resulted in unrest. Around 1350, small
states in China began to emerge to fight the
Mongols. Chinese leaders turned to military force to
advance their interests and establish regional
power. Some leaders were members of the upper class, and others were religious
leaders or bandits supported by peasants. By the middle of the 1350s, these Chinese
powers were united in their campaign to get rid of Mongol rule.
The years of ongoing warfare spurred military innovation among the Chinese.
Although the Mongols had access to gunpowder weapons, they did not develop new
technologies. In contrast, the first large cannons in China were manufactured by the
Chinese rebels. While the term “Gunpowder Empire” is often associated with the
Ottoman Empire, the Safavid Empire, and the Mughal Empire, the Chinese
advancements in gunpowder weaponry has led some historians to regard Ming China
as the world’s first gunpowder empire.
1
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
In this lesson, you will learn about three countries in Eurasia that used gunpowder
to expand and maintain their control: China, Japan, and Russia. You will consider the
rise and fall of the Ming and Qing dynasties in China. You will examine the unification of
Japan under the Tokugawa. Finally, you will explore the growth of the Russian Empire
during the Romanov dynasty.
Section 1. China Under the Ming and Qing
Between the 14th and the early 20th centuries,
two dynasties governed China: the Ming and the Qing.
Both dynasties took power during times of upheaval.
To restore order, they established strong, centralized
rule and revived traditional Chinese values, including
Confucian ideals.
The Ming Revival By the mid-1300s, China was in
turmoil. The Mongols’ hold on power had became
unstable. Disease and natural disasters had weakened
the Mongol grip. Additionally, feuds broke out within the government, leaving the
countryside unprotected against bandits and rebels.
As life became more dangerous and difficult, Chinese peasants grew increasingly
frustrated with the incompetence of their rulers. Led by Zhu Yuanzhang, a peasant
uprising successfully invaded the city of Nanjing. In 1368, aided by gunpowder
weapons, Zhu and his army capt ...
Experimental PsychologyWriting and PresentingPaper Secti.docxelbanglis
Experimental Psychology
Writing and Presenting
Paper Sections
Title
Introduction
Method
Tables and figures (if applicable)
Results
Tables and figures (if applicable)
Discussion
References
Presentation
Simplify, limit number of words, use color and formatting to highlight important points. Check spelling.
Include slides with the following
Title
Introduction
Method
Results
Tables and figures
Discussion
References (provide as a separate slide, but there is no need to discuss or ensure visibility of individual items on this slide.)
...
EXPEDIA VS. PRICELINE -- WHOSE MEDIA PLAN TO BOOK Optim.docxelbanglis
EXPEDIA VS. PRICELINE -- WHOSE
MEDIA PLAN TO BOOK?
Optimedia's Antony Young Analyzes the Media Strategies
Behind Rival Travel Sites
By Antony Young
Published: June 30, 2010
As schools break for summer, some families -- like mine -- are still planning their vacations. So I
took a look at two prominent travel sites, Expedia and Priceline, to see which one's media strategy
is likely to attract more trip planners.
Their media plans are especially important as the travel industry picks up after a tough 2009.
Demand for flights and hotels are rebounding and so, too, are airfares and room rates. With
slimmer margins on airline tickets, hotels have very much become the major battleground for
Expedia and Priceline and this is reflected in the focus of their advertising. Online Travel Agencies
(OTA's) accounted for 34.7% of all U.S. hotel bookings in the first quarter of 2010, up from 27.8% in
2009, Priceline CMO Brett Keller said in a recent speech.
Creative executions
Expedia launched a new branding campaign for 2010. Its tagline, "Where you book matters,"
accompanied a new logo incorporated into its creative messaging. The campaign, which targets
frequent leisure travelers, launched Dec. 26 with commercials featuring a visual metaphor of
building blocks as a way to demonstrate how consumers interact with Expedia. The first spot starts
with upbeat soft-rock music narrated by an unseen woman dictating her specifications for the
perfect "girls' weekend." She talks about having multiple hotel options and the ability to compare
dates for the best savings. Expedia's signature "dot coooom" jingle ends the spot. A spot with a
man's voice and trip goals was launched in February.
http://adage.com/
Priceline has built its position in the market on the opportunity for customers to name their own
price, brought to life through some hilarious spots fronted by pitchman William Shatner. This year,
Shatner introduced his new sidekick "Big Deal," a 520 lb 6'5" character who helps persuade hotels
to take a deal. In February, the Big Deal ads were joined by new creative that featured the
Negotiator's "Evil Twin" (played, of course, by Shatner). Priceline takes a karate chop at
Expedia.com (and Hotels.com), claiming that Priceline can get prices 50% lower.
The strategies of the two companies differed noticeably. Expedia.com attracted 16.7 million unique
visitors in May, 59% more than the 10.5 million who visited Priceline.com, according to ComScore.
And Expedia media seems to reflect this, promoting the site as the generic travel brand for a broad
audience and highlighting its full range of services and travel destinations. Priceline is more single-
mindedly focused on price, and its media appears to target lower down the purchase funnel with an
emphasis on converting transactions.
RATINGS
Outstanding
Highly effective
Good
Disappointing
A disaster
Television strategy
Expedia. ...
Experiments with duckweed–moth systems suggest thatglobal wa.docxelbanglis
Experiments with duckweed–moth systems suggest that
global warming may reduce rather than promote
herbivory
TJISSE VAN DER HEIDE, RUDI M. M. ROIJACKERS, EDWIN T. H. M. PEETERS AND
EGBERT H. VAN NES
Department of Environmental Sciences, Aquatic Ecology and Water Quality Management group, Wageningen University,
Wageningen, The Netherlands
SUMMARY
1. Wilf & Labandeira (1999) suggested that increased temperatures because of global
warming will cause an increase in herbivory by insects. This conclusion was based on the
supposed effect of temperature on herbivores but did not consider an effect of temperature
on plant growth.
2. We studied the effect of temperature on grazing pressure by the small China-mark moth
(Cataclysta lemnata L.) on Lemna minor L. in laboratory experiments.
3. Between temperatures of 15 and 24 �C we found a sigmoidal increase in C. lemnata
grazing rates, and an approximately linear increase in L. minor growth rates. Therefore, an
increase in temperature did not always result in higher grazing pressure by this insect as
the regrowth of Lemna changes also.
4. At temperatures below 18.7 �C, Lemna benefited more than Cataclysta from an increase in
temperature, causing a decrease in grazing pressure.
5. In the context of global warming, we conclude that rising temperatures will not
necessarily increase grazing pressure by herbivorous insects.
Keywords: Cataclysta, grazing, herbivory, Lemna, temperature
Introduction
Duckweeds (Lemnaceae) are often abundant in dit-
ches and ponds (Landolt, 1986). Especially when
nitrogen and phosphorus concentrations in the water
column are high, the surface area can become covered
with dense floating mats of duckweed (Lüönd, 1980,
1983; Portielje & Roijackers, 1995). These mats have
large impacts on freshwater ecosystems, restricting
oxygen supply (Pokorny & Rejmánková, 1983), light
availability of algae and submerged macrophytes
(Wolek, 1974) and temperature fluxes (Dale &
Gillespie, 1976; Landolt, 1986; Goldsborough, 1993).
These changed conditions often have a negative effect
on the biodiversity of the ecosystem (Janse & van
Puijenbroek, 1998). Other free-floating plants such as
red water fern (Azolla filiculoides), water hyacinth
(Eichhornia crassipes) and water lettuce (Pistia stratiotes)
often cause serious problems in tropical and sub-
tropical regions (Mehra et al., 1999; Hill, 2003).
Various species of herbivorous insects consume
free-floating macrophytes. Several species of weevils
(Coleoptera: Curculionidae) are able to consume large
amounts of red water fern, water hyacinth and water
lettuce (Cilliers, 1991; Hill & Cilliers, 1999; Aguilar
et al., 2003), while the larvae of the semi-aquatic Small
China-mark moth (Cataclysta lemnata) are capable of
removing large parts of floating cover of Lemnaceae
covers (Wesenberg-Lund, 1943). Duckweed is not
only used as food source, but also as building material
Correspondence: Rudi M. M. Roijacker ...
EXP4304.521F19: Motivation 1
EXP4304.521F19: Motivation: Further Study Summaries (FSS); Version 1; Last modified August 22, 2019
Overview: Reeve’s textbook provides “readings for further study” at the end of most chapters. Choose readings of
interest throughout the course; then, for five select readings, compose a 1-3 page “further study summary” (FSS). FSS
instructions are posted under “Files” on CANVAS.
Deadline: Each FSS is worth up to 25 points. Final drafts of FSS #1-5 due by Monday, December 9.
Relation of FSS to DRP: Students may choose any “readings for further study” from the textbook for their FSS. Some
students find it helpful to select readings that are relevant to the directed research proposal (DRP; details below).
Questions and Feedback: Please email with any requests for developmental feedback, requests for help with the USF
library, and/or questions about academic honesty. Working drafts of FSS #1-5 may be submitted in advance of the
deadline for developmental feedback and/or for early-grading; working drafts of FSSs are to be emailed to
[email protected] with Request for Feedback in Subject Line.
Instructions/Rubric:
• Please number each summary (FSS #1, #2, #3, #4, and #5) – thank you!
• Please number your responses so that answers directly correspond to the questions provided below
• Per #7 below, FSS must follow the “APA citation basics” from Paiz et al. (2013) – see pages 2-3
• Review (i.e., non-empirical) articles are acceptable for summaries; please adjust instructions as needed
• Sample FSS available – see pages 4-7
1. Article: What is the article? (+2)
a) Title of article
b) Name of journal
c) Name of author(s)
2. Source: What is the source of the article? (+2) This will either be a chapter and page from the textbook (e.g.,
Grand Theories Era of Ch. 2, p. 45) or it will be chapter and slide from my lecture (e.g., Self-Determination
Theory, Ch. 5, slide 2)
3. Summary: What is the study about? (See a-d below) (+4)
a) What are the main research questions?
b) What is the design of the study?
c) What are its results?
d) Were there any ethical concerns?
4. Analysis of Theory and Results: Is the study well-done? (+3) How well does the method test its hypotheses? Is
there something that could be done in the future to improve the study?
5. Motivation and Emotion: What does the study have to do with motivation and emotion? (+3) Why do you
think this reading was identified as worthy of further investigation?
6. Value Added: What are TWO things that you learned from the further reading, relative to the textbook
chapter? (+8) What is the value of the article “above and beyond the chapter” if any?
7. In-text Citations and Reference Page: Follow APA citation-basics (+2) (Paiz et al., 2013;
https://owl.english.purdue.edu/owl/resource/560/02/ -- see next two pages) (+3)
mailto:[email protected]
https://owl.english.purdue.edu/owl/resource/560/ ...
Exercise Package 2 Systems and its properties (Tip Alwa.docxelbanglis
Exercise Package 2:
Systems and its properties: (Tip: Always use the components symbols, C, RS, KT, etc., in the derivation of
transfer function and only plug in component values at the last step. Show your steps and tell me a complete
story.)
1) Consider a 100mH inductor with v-i relationship in passive device labeling convention:
a. Find transfer function H(s) with current flowing through the inductor as the input, i(t),
and voltage across the inductor as the output, v(t), (in the unit of Ohms).
b. Find the same input-output relationship in the expression of differential equation.
c. Find v1(t) with input i1(t)=2sin(100t) (mA) and v2(t) with input i2(t)=0.4cos(500t) (mA)
respectively.
d. Show time invariant such that v(t)=v1(t−τ) as i(t)=i1(t−τ)=2sin(100t−0.9) (mA).
e. Show linearity using superposition such that v(t)=v1(t)+v2(t) as i(t)=i1(t)+i2(t).
2) Given following, a practical integrator, circuit, where Rf=100KΩ, R1=9.1KΩ, RS=100Ω, C=0.1µF,
and the OpAmp is an ideal operational amplifier:
a. Find the transfer function in between the output VO(t) and input VS(t), VO(t)=H(s){VS(t)}.
b. Find the same input-output relationship in the expression of differential equation.
c. Find VO1(t) (sinusoidal steady state response) with input VS1(t)=0.2sin(100t) (V) and VO2(t)
with input VS2(t)=0.4cos(5000t) (V) respectively.
d. Show time invariant such that VO(t)= VO1(t−τ) as VS(t)= VS1(t−τ)=0.2sin(100t−0.9) (V).
e. Show linearity using superposition such that VO(t)= VO1(t)+VO2(t) with VS(t)=VS1(t)+ VS2(t).
3) Here is a typical coupling network in electronics where coupling capacitor, selected, C=0.022µF,
input impedance, Zi=5.7KΩ, and input source resistor, RS=520Ω:
a. Find the transfer function, H(s), Vout(t)=H(s){Vin(t)}.
b. Find the same input-output relationship in the expression of differential equation.
c. Find VOut(t) (sinusoidal steady state response) with input Vin1(t)=2sin(50t+0.4) (V) and
Vin2(t) with input Vin2(t)=4cos(10000t) (V) respectively.
4) Here is a typical bypass network in electronics where bypass capacitor, selected, C=10µF, and
the equivalent (Thevenin) resistor of circuit to be bypassed, Req=376Ω:
Vcc+
Vcc-
Vo
Vs
Rf
R1Rs
C
Vin Vout
CRs
Zi
a. Find the transfer function, H(s), VS(t)=H(s){IS(t)} (note: the unit is ohm).
b. Find the same input-output relationship in the expression of differential equation.
c. Find VS1(t) (sinusoidal steady state response) with input Is1(t)=0.2cos(10t+0.3) (A) and
VS2(t) with input IS2(t)=0.5cos(10000t) (A) respectively.
5) The following circuit is an active filter (2nd order Butterworth low-pass filter), with the selected
values: R=10KΩ, C=8200pF, Rf=68KΩ, and R1=120KΩ.
a. Derive the transfer function, H(s), Vout(t)=H(s){Vin(t)}. (Tip: the selected R is much greater
than RS such that RS can be ignored in the derivation. Label extraordinary nodes and use
node voltage method. OpAmp is considered ideal.)
b. Show that th ...
Exercises for Chapter 8 Exercises III Reflective ListeningRef.docxelbanglis
Exercises for Chapter 8
Exercises III: Reflective Listening
Reflective Listening I
Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.
Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.”
1. “When I was in court, the defense attorney really pounded me. You know, like he thought I was lying or didn’t believe me or thought I was exaggerating.”
FEELING:
EMPATHIC RESPONSE:
2. “Those dirty, lousy creeps! Everything was fine in my life, and they really, really ruined everything! I don’t care if I go on or not. Why live if someone can just take everything away from you in one night?”
FEELING:
EMPATHIC RESPONSE:
3. “I know you said this is temporary housing and all, but I never had a place like this place. I can’t stand to think I have to move again sometime, and God knows where I’ll go.”
FEELING:
EMPATHIC RESPONSE:
4. “This whole setup is the pits. He gets to stay in the house after beating me half to death, and I have to go to this cramped little room. Does that make sense?”
FEELING:
EMPATHIC RESPONSE:
Instructions Part II: Now go back and respond to the content in each of these vignettes.
Reflective Listening II
Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.
Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.”
1. “Sometimes it kind of makes me sick to think of all the stuff I did when I was drinking. I’d like to go and take it all back, but how do you ever do that?”
FEELING:
EMPATHIC RESPONSE:
2. “I just can’t go out in the car. All I hear is the screech of tires and the awful thud and scrape of metal. I thought I was dying. I can see it all before me as if it was yesterday.”
FEELING:
EMPATHIC RESPONSE:
3. “We have a neighborhood problem here! Yes we do! A real big idiot lives in that house. A real nut! He trimmed my own yard with a string trimmer and threw stones all over my car. Ruined the paint!”
FEELING:
EMPATHIC RESPONSE:
4. “I never meant to get pregnant. I know everyone says that, but I didn’t! I can’t think straight. What about my job and school and all ...
Exercise 9-08On July 1, 2019, Sheridan Company purchased new equ.docxelbanglis
Exercise 9-08
On July 1, 2019, Sheridan Company purchased new equipment for $80,000. Its estimated useful life was 8 years with a $12,000 salvage value. On December 31, 2022, the company estimated that the equipment’s remaining useful life was 10 years, with a revised salvage value of $5,000.
Prepare the journal entry to record depreciation on December 31, 2019. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Prepare the journal entry to record depreciation on December 31, 2020. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Compute the revised annual depreciation on December 31, 2022.
Revised annual depreciation
$
Prepare the journal entry to record depreciation on December 31, 2022. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Compute the balance in Accumulated Depreciation—Equipment for this equipment after depreciation expense has been recorded on December 31, 2022.
Accumulated Depreciation—Equipment
$
Problem 9-03A
Ivanhoe Company had the following assets on January 1, 2022.
Item
Cost
Purchase Date
Useful Life
(in years)
Salvage Value
Machinery
$73,000
Jan. 1, 2012
10
$ 0
Forklift
32,000
Jan. 1, 2019
5
0
Truck
38,400
Jan. 1, 2017
8
3,000
During 2022, each of the assets was removed from service. The machinery was retired on January 1. The forklift was sold on June 30 for $12,200. The truck was discarded on December 31.
Journalize all entries required on the above dates, including entries to update depreciation, where applicable, on disposed assets. The company uses straight-line depreciation. All depreciation was up to date as of December 31, 2021. (Credit account titles are automatically indented when the amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Date
Account Titles and Explanation
Debit
Credit
choose a transaction date
enter an account title
enter a debit amount
enter a credit amount
enter an ac ...
ExemplaryVery GoodProficientOpportunity for ImprovementU.docxelbanglis
Exemplary
Very Good
Proficient
Opportunity for Improvement
Unacceptable
Element 1a: Content of Executive Summary: Responding to the Questions
6.5 (5%)
Student presents a thorough and complete Executive Summary with rich, articulate, and well-reasoned responses to all of the questions posed in the assignment and eloquently embeds them into a cohesive and compelling Executive Summary, with direct and relevant references to the Course and Program Outcomes.
6.04 (4.65%)
Student presents an Executive Summary with well-reasoned responses to all of the questions posed in the assignment and embeds them into an Executive Summary with references to the Course and Program Outcomes.
5.53 (4.25%)
Student presents an Executive Summary of the course that addresses the questions posed in the assignment and makes some connections to the Course and Program Outcomes. Some examples and resources support thinking.
4.88 (3.75%)
Student provides cursory coverage of some or all the questions posed as part of the requirements for the Executive Summary or does not address all of the questions, although he/she does provide a summary of one or two.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1b: Content of Executive Summary: Impact of Lessons Learned In Course
6.5 (5%)
Student provides a comprehensive summary of his/her main lessons from the course and how those support his/her achievement of at least two course outcomes providing a rich assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
6.04 (4.65%)
Student provides a summary of his/her main lessons from the course and how those support his/her achievement of one or two course outcomes providing an assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
5.53 (4.25%)
Student provides a description of the main lessons of the course and how those relate to his/her achievement of course and program outcomes as well as how these will affect his/her practices now and in the future.
4.88 (3.75%)
Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as outlined in the document provided in the classroom.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1c: Format of Executive Summary: Beginning
6.5 (5%)
Student begins the Executive Summary with a compelling statement of its purpose and presents a succinct and cohesive summary that focuses on the main outcomes he/she ascertained from the course and his/her experience in engaging in the assignments and discussions. Relevant examples and resources support thinking.
6.04 (4.65%)
Student begins the Executive Summary with a statement of its purpose and presents a succinct summary that focuses on ...
Exercise Question #1 Highlight your table in Excel. Copy the ta.docxelbanglis
Exercise Question #1
Highlight your table in Excel. Copy the table. In Word, place cursor where you want to Paste the Table. Right click and under Paste Options click Picture. This will paste the Table into your Word document as a Picture.
Discussion: Your Discussion should be double spaced and fill the rest of the page.
Exercise Question #2
Discussion:
1064
435
323
243
134
Project A
Project B
Project C
Project D
Weighted
& Total
Score
Project\
Criteria &
Weight
Criteria 1Criteria 2Criteria 3
1073
134
353
543
231
Project D
Project\
Criteria &
Weight
Project B
Criteria 2Criteria 3
Weighted
& Total
Score
Project A
Criteria 1
Project C
C9-1
CASE STUDY 9
ST. LUKE'S HEALTH CARE SYSTEM
Hospitals have been some of the earliest adopters of wireless local area
networks (WLANs). The clinician user population is typically mobile and
spread out across a number of buildings, with a need to enter and access
data in real time. St. Luke's Episcopal Health System in Houston, Texas
(www.stlukestexas.com) is a good example of a hospital that has made
effective use wireless technologies to streamline clinical work processes.
Their wireless network is distributed throughout several hospital buildings
and is used in many different applications. The majority of the St. Luke’s
staff uses wireless devices to access data in real-time, 24 hours a day.
Examples include the following:
• Diagnosing patients and charting their progress: Doctors and
nurses use wireless laptops and tablet PCs to track and chart patient
care data.
• Prescriptions: Medications are dispensed from a cart that is wheeled
from room to room. Clinician uses a wireless scanner to scan the
patient's ID bracelet. If a prescription order has been changed or
cancelled, the clinician will know immediately because the mobile device
displays current patient data.
http://www.stlukestexas.com/
C9-2
• Critical care units: These areas use the WLAN because running hard
wires would mean moving ceiling panels. The dust and microbes that
such work stirs up would pose a threat to patients.
• Case management: The case managers in the Utilization Management
Department use the WLAN to document patient reviews, insurance
calls/authorization information, and denial information. The wireless
session enables real time access to information that ensures the correct
level of care for a patient and/or timely discharge.
• Blood management: Blood management is a complex process that
involves monitoring both patients and blood products during all stages of
a treatment process. To ensure that blood products and patients are
matched correctly, St. Luke’s uses a wireless bar code scanning process
that involves scanning both patient and blood product bar codes during
the infusion process. This enables clinicians to confirm patient and blood
product identification before proceeding with t ...
Executive SummaryXYZ Development, LLC has requested ASU Geotechn.docxelbanglis
Executive Summary
XYZ Development, LLC has requested ASU Geotechnical, Inc. to organize a geotechnical evaluation with recommendations regarding foundation for three planned structures. XYZ Development, LLC has planned to construct a three-story medical tower, a one-story office building, and a multi-story parking garage on a 10-acre property that is in West Memphis, AR. In addition, an 18-feet high retaining wall is planned to be constructed on the north side of the parking garage.
ASU Geotechnical, Inc. was provided with soil data included a log of a borehole that extended to a depth of 100 feet. Has recommended a 6’ x 6’ shallow foundation for the one- story building at depth of 5 feet. The expected settlement under the foundation for the parking garage was calculated to be 1.09 inches, and the expected settlement for the medical tower was calculated to be 0.78 inch. Also, ASU Geotechnical, Inc. has recommended a drilled shaft deep foundation design to be used for the three-story medical tower. Furthermore, for the 3-story medical tower the pile should have a diameter of 48 inches and reach a depth of 40 feet below the ground surface with a total of 2 piles required per column. For the multi-story parking garage, a drilled shaft should have a diameter of 48 inches and reach a depth of 70 feet below the ground surface with a total of 2 piles required per column.
The expected total differential settlement for the parking garage was calculated to be 0.31 inches, and the total differential settlement for the tower was calculated to be 0.23 inch. The recommended dimensions for the retaining wall include a 12-foot-wide footing base with 1.5-foot thickness. The entire retaining wall should have a total height of 20 feet, with only 18 feet above the ground surface. The 0.5 foot of soil above the toe was placed to adjust the effects of sliding of the wall. The base of the stem wall should have a thickness of 1.5-foot, and the top of the stem wall should have a thickness of 8 inches. Also, the factor of safety for sliding was calculated to be 1.59, the factor of safety for the bearing capacity was calculated to be 2.78
Introduction
XYZ Development, LLC in planning to construct residential and commercial facilities on a 10-acre property that is in West Memphis, AR the largest city in Crittenden County. The property will include a one-story office building, a three-story medical tower, and a multi-story parking garage with an 18-feet high retaining wall on the north side of the parking garage. The expected maximum column load for the one- story office building would be 50 kips, 350 kips for the three-story medical tower, and 900 kips for the parking garage. The dead load was expected to be 65 % of the maximum column load with column spacing at 35 feet. ABC Engineering, Inc. has requested ASU geotechnical Inc. to submit a geotechnical report that included: shallow foundation recommendations, total and different settlements under the maximum column ...
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings.
7–8 points
Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
4–6 points
Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
0–3 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
9 points (28%)
Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.
9 points
Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.
7–8 points
Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.
4–6 points
Posts demonstrate a lack of ability to apply, reflect, or synthesize c ...
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
EXAMS PLAN AHEAD-I am unable to accept emailed exams or late ex.docx
1. EXAMS: PLAN AHEAD
-I am unable to accept emailed exams or late exams. No
exceptions.
-For technical issues you would need to go through tech
support.
-Turn in work early to avoid technical issues. Technical issues
are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a
week or more ahead.
-Make sure to read all announcements and most importantly
around exam times.
-The Professor has 2-3 days to grade the exam and once graded
you need to check your grade book. I do not release exam
grades via email.
-For any directions only contact your Professor, DO NOT use
“all student” email to email other students because this only
confuses them and points will be deducted as well as violations
of the course policies
--Most exams you are given a FULL WEEK to complete. I also
indicate day one of the course what the exam will cover and
include. Do not email me the last minute to turn in work or ask
any questions. I may not be available the hour before an exam
so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and
structured, apply APA format and go in depth. It is not too
rough but points are deducted for failing to following the
samples.
2. -Please do BOTH (1) copy and paste your work into the dropbox
comment are or area provided, PLUS (2) attach the file.
PLEASE DO BOTH. For attachments it must be in word. If it is
any other format, or I am unable to open the file (such as word
perfect) a 0 (zero) will be granted and no re-submissions will be
allowed)
-See your course due dates for any dates as well as
announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past
one, do not work with anyone and do not plagiarize. This will
result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to
respond to “confirm” if it is submitted or not, you can do so
with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF
CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH
CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS
7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE
DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the
3. provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN
AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back
to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH
ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the readings, the
discussion board posts, real life experiences and what we have
discussed this term. Work hard and you will excel! I am looking
forward to seeing your work! Remember to cite the textbook, go
in depth. The more you put into it the better you will do. 1-4
sentences will not due and your grade will reflect the work you
put in. Cite the book, articles, and any other means such as
experiences to expand on your thoughts. I gave you samples of
the in depth and citing I am looking for below. DO NOT DO A
QUESTION YOU HAVE ALREADY DONE THIS TERM OR IT
WILL NOT COUNT.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF
CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH
CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS
1,2,3,4, 5 and 6
Good Luck!
COVERS CHAPTERS 1,2,3,4,5, and 6
GRADE
4. To calculate your grade, divide the number I gave you by the
total Amount of points possible (25) That will be your score.
HERE ARE SOME EXCELLENT SAMPLE EXAM
RESPONSES:
YOU MUST COMPLETE ALL 6 QUESTIONS, NOT ONLY 1
SAMPLE RESPONSE 1
In Chapter 7, I would like to go over the 2nd question on page
377. Abrams asks us if were to represent Reid, would we have
been willing to sign the requested affirmation as talked about in
the case. Personally I would not have signed the affirmation
either. Under the Special Administration Measures, (SAMs) ass
it applies to this case would have made it possible for the Co-
council or the other lawyers and attorneys to speak with Reid
without Reid’s attorneys being present. Why would you as
Reid’s defense allow this to happen willingly?
This break in communication due to the SAMs between client
and Attorney goes against the 6th Amendments right to council
in a criminal case. So I believe they made the right choice by
not signing and I would have done the same. To not allow Reid
to consult with his attorneys truly is a violation on the proper
way we perform defense for council. The attorneys are
subordinate to the laws of the court in every aspect and must
abide by them. They cannot begin to utilize procedure twisting
it to compliment their agenda.
In chapter 8, Abrams asks the reader what the implications were
to Judge Robertson’s conclusion on the issue of defendant’s
access to classified information as affirmed in the Court of
Appeals or the Supreme Court. Basically Judge Robertson
concluded that excluding the defendant from a hearing room
when classified information or evidence that is being presented
is a major flaw for the military commission because the
defendant would not be informed of that information properly.
5. The mere fact that Detailed Defense Council who did have
security clearances that were eligible to be present and hear the
information would not be enough to protect the defendant’s
rights. Ultimately the government has a choice to make. If the
Preceding military judge determines that alternatives may not
be used and the government objects to disclosure of
information, then by that time the conflict created by the need
of the government to protect classified information and the
defendant’s right to be present has no resolve. The only options
left are to strike the testimony of a witness or declare a mistrial.
If the evidence has no revalance or meaning to the defense then
the charges must be dismissed. I honestly believe that this is a
fair and honest approach to such a dilemma.
References
Moscowitz, J., Tedlie, E., Elissa S. & Acree, M. (2008).
Positive affect uniquely predicts
lower risk of mortality in people with diabetes. Health
Psychology, 27(1, Suppl),S73-S82.
Nunner-Winkler, G. (2007). Development of Moral Motivation
from Childhood to Early
Adulthood. Journal of Moral Education,36(4), 399-414.
Newsom, J. & Mahan, T.L. (2008). Stable negative social
exchanges and health. Health
Psychology, 27(1), 78-86.
O'Brien, G. (n.d.). What are the principles of adult learning?
Retrieved January
21, 2007, from
http://southernhealth.org.au/cpme/articles/adult_learning.htm
6. Santesso, D. & Segalowitz, S. (2008). Developmental
differences in error-related
ERPs in middle- to late-adolescent males. Developmental
Psychology, 44(1), 205-217.
Weingart, L. & Brett, J. (2007). Conflicting social motives in
negotiating groups.
Journal of Personality and Social Psychology, 93(6), 994-1010.
Wilson, D.K. (2008). Commentary for Health Psychology
special issue: Theoretical
advances in diet and physical activity interventions. Health
Psychology,27(1, Suppl), S1-S2.
SAMPLE RESPONSE 2
In the second edition of Anti-Terrorism and Criminal
Enforcement, intelligence Reform and Terrorism Prevention
Act, begins in Chapter 2. Chapter 1 mainly focuses on the
introductory of this book. Also he gives us so it gives us
significant places and examples that are found in the book.
Chapter 1 includes that the main emphasis is placed on this
book is to tell us about domestic laws in the United States.
We examine legal definitions laws and bylaws that have
made terrorism laws what it is today. Identify with the USA
Patriot Act, it examines the different languages, it also shows us
the world after 9/11. Chapter 1 is divided into parts,
Introduction, Overview, introduction gives us US war on
terrorism and I how it came about, and all those who are
involved, overview shows us just how America is going about
fighting this new war.
7. In this book as Chapter one indicates we will examine the
legal category of terrorism's and the definition of terrorism,
terrorist, and related terms and phrases. Foreign policies that
will interpret just what happens in other countries because a
terrorist. Also it will discuss what American agents rules are in
foreign countries, and also this book will focus on the Pentagon,
Congress, Commander-in-Chief of United States in their roles in
this war.
Intelligence Reform and Terrorism Prevention Act added a
new section 222 (5301) to the Immigration and Nationality Act.
The Intelligence Reform and Terrorism Prevention Act sets out
detailed statutory requirements for persons interviewing for visa
application for the first time. This new provision is interpreting
advisory with respect to foreign diplomats and officials. In
other words the department’s regulations permitting exemptions
from interviews for certain diplomats and officials remain in
effect. This act is mainly centered on keeping terror style of his
country
Section 5301 also under this particular act a person must be
an interview if they are between the ages of 14 and 79 unless
they are eligible for a waiver. Also under 5301 section 222 give
the Secretary of State waive their rights. In the signing
statement President George W. Bush made it clear that his
administration would treat 5301 as advisory.
Therefore the department regulations permitting exemptions
from interviews for persons in certain categories and
classifications. This act does not give one person authority to
make decisions on their own. President Bush indicated that this
would be and advisory. The classifications that are exempt from
interviews under 5301 section 222 are as followed: A-1, A-2, C-
2, C-3 and so on. My understanding is that section 222 is just
advisory, to give diplomatic people special privileges. I don't
see where it affects the war on terrorism; it looks like
8. bureaucracy, someone trying. President Bush signed a bill that
is very iffy; it has no control over the outcome of the war on
terrorism. If we are to win this war we must put forth a better
effort, wasting vital energy and time doing nothing. 9/11
triggered the US attack on terrorism, it started several decades
ago, but it is now on the move. Following the attack on the
Pentagon the twin Towers in New York the war on terrorism
took a new turn. I believe that Congress, United States
government, Commander-in-Chief Bush must share the power to
reach a common goal, that goal is destroying terrorism domestic
a worldwide.
References
Moscowitz, J., Tedlie, E., Elissa S. & Acree, M. (2008).
Positive affect uniquely predicts
lower risk of mortality in people with diabetes. Health
Psychology, 27(1, Suppl),S73-S82.
Nunner-Winkler, G. (2007). Development of Moral Motivation
from Childhood to Early
Adulthood. Journal of Moral Education,36(4), 399-414.
Newsom, J. & Mahan, T.L. (2008). Stable negative social
exchanges and health. Health
Psychology, 27(1), 78-86.
O'Brien, G. (n.d.). What are the principles of adult learning?
Retrieved January
21, 2007, from
http://southernhealth.org.au/cpme/articles/adult_learning.htm
9. Santesso, D. & Segalowitz, S. (2008). Developmental
differences in error-related
ERPs in middle- to late-adolescent males. Developmental
Psychology, 44(1), 205-217.
Weingart, L. & Brett, J. (2007). Conflicting social motives in
negotiating groups.
Journal of Personality and Social Psychology, 93(6), 994-1010.
Wilson, D.K. (2008). Commentary for Health Psychology
special issue: Theoretical
advances in diet and physical activity interventions. Health
Psychology,27(1, Suppl), S1-S2.
SAMPLE RESPONSE 3
On the 25th day of November 2002 President Bush signed into
law Homeland Security Act, which established a new
Department of Homeland Security. Initially it looked as though
the department created by new legislation would easily make
the Congress; it was a political fight to the end. The Senate
fought from July to November 2002 to exempt the new
employees from federal protection. Homeland Security Act
altogether had 170,000 employees and a budget 30 billion
dollars.
In addition to adding the Coast Guard, and Secret Service, it
also added federal immigrations bureaucracy and transferred it
into the new Department. After 9/11 many in Congress
criticized the Immigration and Naturalization Services for
allowing the hijackers to enter the country and use the planes to
attack the twin Towers.
After the birth of Homeland Security Act there came several
10. more, legislation to help improve our safety. America began
increasing in its border protection, developed plans to help
patrol and improve patrolling Mexico- US borders. It also
tightened patrol between Canada-US borders. On March 1,
2003 the Department of Homeland Security through the
Directorate of Boarder and Transportation Security, took
responsibility for securing our nation's borders and
transportation system, which straddle 350 official ports of entry
and connect our homeland to the rest of the world.
On December 17, 2004, President Bush signed into effect a
600 page Intelligence Reform and Terrorism prevention Act
which had passed overwhelmingly by Congress and the House.
This legislation was introduced into Congress in response to a
report from the National Commission on Terrorist Attacks on
the United States during 9/11. The recommendation by this
committee have 41 parts, each to create a national intelligence
director to oversee the government is 15 intelligence agencies.
This legislation stalled and there are many concerns about this
portion of the National Commission on Terrorist Attacks.
Especially the one where they wanted one person to be over the
whole intelligence field.
Judge Posner criticize the idea of a national intelligence czar
mainly on the ground that it would not solve the problems of
our intelligence apparatus, but he omitted one possible big
concern about the creation of this new position. In August
before the IRTPA was passed, Judge Richard Posner of the
United States Court of Appeals for the Seventh Circuit
commented on the 9/11 Commission’s Report and
recommendations and specific criticism the commission's
recommendation to centralize authority over federal
governments multiple intelligence operation in a single person.
Judge Posner expressed his views that the absence of a single
head of intelligence was not the reason that information was a
put together. Judge Posner argued that the reason why the
11. information relating to the terrorist 9/11 plans were not
together, because all the dots are not connected.
Judge Posner indicated that centralization would probably
extend the time it takes for intelligence analysts to reach the
president, reduce the diversity and help competition in
assembling and analyzing intelligence information and deprive
the president of alternative interpretations of ambiguous and
incomplete data. The seventh circuit court judge also predicted
conflict between the new national head of intelligence at the
cabinet officials concerned with intelligence. Judge Posner
realize that this new head would be in major conflict with, the
United States Attorney General, United States Secretary of
Defense, the chairman of the Joint Chiefs of Staff's, and
Homeland Security, and the National Security Adviser. Judge
Posner had a very legitimate criticism, of putting so one else
over this new office. In my view I believe it would cause major
conflicts, intelligence would be compromise is and on national
security would be threatened.
References
Moscowitz, J., Tedlie, E., Elissa S. & Acree, M. (2008).
Positive affect uniquely predicts
lower risk of mortality in people with diabetes. Health
Psychology, 27(1, Suppl),S73-S82.
Nunner-Winkler, G. (2007). Development of Moral Motivation
from Childhood to Early
Adulthood. Journal of Moral Education,36(4), 399-414.
Newsom, J. & Mahan, T.L. (2008). Stable negative social
exchanges and health. Health
12. Psychology, 27(1), 78-86.
O'Brien, G. (n.d.). What are the principles of adult learning?
Retrieved January
21, 2007, from
http://southernhealth.org.au/cpme/articles/adult_learning.htm
Santesso, D. & Segalowitz, S. (2008). Developmental
differences in error-related
ERPs in middle- to late-adolescent males. Developmental
Psychology, 44(1), 205-217.
Weingart, L. & Brett, J. (2007). Conflicting social motives in
negotiating groups.
Journal of Personality and Social Psychology, 93(6), 994-1010.
Wilson, D.K. (2008). Commentary for Health Psychology
special issue: Theoretical
advances in diet and physical activity interventions. Health
Psychology,27(1, Suppl), S1-S2.
SAMPLE RESPONSE 4
Question 7 Page 380
Yes I would proceed. But I would review all the conditions of
501.3 to ensure my client’s status as defined is correct. First, I
would review the evidence that categorize my client as a
substantial risk and how his communication or contact with
others could result in death or serious bodily injury to others. I
would review the procedures for monitoring and stated in 501.3
“to the extent determined to be reasonable necessary for the
purpose of deterring future acts of violence or terrorism”. This
13. is very important in that excessive monitoring if not justified
could destroy attorney-client privilege. I would review any
special restrictions to insure they are necessary and require
justifications. Lastly, insure that the 501.3 conditions will
allow a fair trail for my client. The protections of the Sixth and
Fourth Amendments must be insured to a level that would
provide a fair trail. All these conditions must be review before
I would proceed.
Question 2 Page 436
As a result of Supreme Court decisions in June 2004 (Hamdan
v. Rumsfeld), the U.S. Government on July 7, 2004, established
the Combatant Status Review Tribunal (CSRT) process at U.S.
Naval Base Guantanamo Bay, Cuba. The CSRT process
supplements the Department of Defense’s already existing
screening procedures and provides an opportunity for detainees
to contest their designation as enemy combatants, and thereby
the basis for their detention. This decision is consistent with the
Supreme Court guidance applicable to situations involving U.S.
citizens. The Supreme Court has held that the habeas review
traditionally allowed in the context of military tribunals does
not determine the guilt or innocence of the defendant, nor does
it examine the adequacy of the evidence. The implications are
clear that detainees are allowed to some extent of due process
and this can directly affect how detainees are processed, and
how long detainees are detained with habeas corpus.
Question 2 Page 511
The issue of security clearance for council is not a bad idea and
has been used United State v. Smith, 899 F.2d 564 (6th Cir.
1990). The problem is that the Justice Department becomes
both the judge and the jury. The same department that is
determining if council is acceptable for security clearance is the
department that is building the case against the defendant. The
answer to this is simple. An independent committee, contractor,
14. or agency should have the ability to check security clearances
for legal council. The Justice Department doe not have to
perform the security checks. A private contractor or an agency
not associated with the Justice Department can perform these
security clearances without comprising national security. This
will allow fair and impartial review of legal council for security
clearances and insure that there is not even an appearance of
conflict of interest in the process. This would protect a client’s
right to council as stated in the Sixth Amendment. Every effort
should be made to protect national security, but also allow a fair
and impartial trial for a defendant.
References
Moscowitz, J., Tedlie, E., Elissa S. & Acree, M. (2008).
Positive affect uniquely predicts
lower risk of mortality in people with diabetes. Health
Psychology, 27(1, Suppl),S73-S82.
Nunner-Winkler, G. (2007). Development of Moral Motivation
from Childhood to Early
Adulthood. Journal of Moral Education,36(4), 399-414.
Newsom, J. & Mahan, T.L. (2008). Stable negative social
exchanges and health. Health
Psychology, 27(1), 78-86.
O'Brien, G. (n.d.). What are the principles of adult learning?
Retrieved January
21, 2007, from
http://southernhealth.org.au/cpme/articles/adult_learning.htm
Santesso, D. & Segalowitz, S. (2008). Developmental
15. differences in error-related
ERPs in middle- to late-adolescent males. Developmental
Psychology, 44(1), 205-217.
Weingart, L. & Brett, J. (2007). Conflicting social motives in
negotiating groups.
Journal of Personality and Social Psychology, 93(6), 994-1010.
Wilson, D.K. (2008). Commentary for Health Psychology
special issue: Theoretical
advances in diet and physical activity interventions. Health
Psychology,27(1, Suppl), S1-S2.
SAMPLE RESPONSE 5
Question 2-1
Two parties which are involved in an arbitration, “in which an
arbitrator (a neutral third party or panel of experts) hears a
dispute and renders a decision,” can decide if this decision will
be legally binding or nonbinding (Clarkson, Miller, Jentz, &
Cross, 2006, p.43). These two parties give the arbitrator the
agreed upon power. If they agree upon a legally binding
contract, then the arbitrator’s decision will be final. The book
states that “usually, the parties in arbitration agree that the third
party’s decision will be legally binding” (Clarkson, Miller,
Jentz, & Cross, 2006, p.43). As a result, a party cannot
complain if the decision is not in its favor because both parties
have given the arbitrator’s decision “the force of law and [this
decision is] binding on the parties involved” (Clarkson, Miller,
Jentz, & Cross, 2006, p.49).
The book also states that “in some respects, formal arbitration
resembles a trial” and the arbitrator’s decision is called an
16. award (Clarkson, Miller, Jentz, & Cross, 2006, p.43). In such a
formal arbitration, “the parties may appeal an arbitrator’s
decision” (Clarkson, Miller, Jentz, & Cross, 2006, p.43).
However, the book clearly states that such an “award, will be
set aside only if the arbitrator’s conduct of ‘bad faith’
substantially prejudiced the rights of one of the parties, or if the
arbitrator exceeded her or his powers” (Clarkson, Miller, Jentz,
& Cross, 2006, p.43). Thus such an appeal is seldom successful.
I think everyone who agrees to a legally binding decision will
know that once the decision is made, it is final. Therefore, it is
important that the two parties write the agreement, whether it is
legally binding or nonbinding, on paper so that none of them
can try to reverse the agreement by saying it was different.
Reference
Clarkson, K. W., Miller R.L., Jentz, G. A., & Cross, F. B.
(2006). West’s Business Law Text and Cases: Legal, Ethical,
International, and E-Commerce Environment (10th ed.). Mason,
Ohio: Thomson.
Question 3-5
In my opinion, federal law, which “prohibits discrimination
against an otherwise qualified person with a disability when that
person could be accommodated without too much difficulty,”
should not apply to the jury selection process (Clarkson, Miller,
Jentz, & Cross, 2006, p.74). I think parties should not be
prohibited during voir dire to exclude blind persons from
serving as jurors, because these blind persons will not be able to
see important evidence, which will be used to reach a verdict.
No matter how many or how difficult accommodations will be
made for a blind person, he or she will still not be able to see
any evidence or non verbal language, such as facial expressions.
Therefore, there are no “reasonable accommodations” that can
17. be made to allow a blind person to serve as a juror (Clarkson,
Miller, Jentz, & Cross, 2006, p.74). This leads to the conclusion
that the exclusion of people with physical or mental disabilities,
such as blind people, is not discriminatory, because these
people are not qualified to be jurors. Hence, even if federal law
would apply to the jury selection process, the exclusion of blind
people would not violate it.
It would be something different if a party challenges a juror
“for cause – that is, provide a reason why an individual should
not be sworn in as juror,” such as for discriminatory challenges
based on racial criteria or gender (Clarkson, Miller, Jentz, &
Cross, 2006, p.64). This is forbidden because it is truly
discriminatory. It would be the same for peremptory challenges.
However, it would be more difficult to prove that these
challenges are discriminatory because a party does not have to
provide “any reason for excluding” prospective jurors
(Clarkson, Miller, Jentz, & Cross, 2006, p.64).
If I would be a blind person, I would not even want to be a
juror, because I know that the disability to see will hinder me to
reach a fair decision. As a result, I would ask the judge to be
excused. I think that many people feel the same way and do not
want to be a reason for an unfair verdict.
References
Moscowitz, J., Tedlie, E., Elissa S. & Acree, M. (2008).
Positive affect uniquely predicts
lower risk of mortality in people with diabetes. Health
Psychology, 27(1, Suppl),S73-S82.
Nunner-Winkler, G. (2007). Development of Moral Motivation
from Childhood to Early
18. Adulthood. Journal of Moral Education,36(4), 399-414.
Newsom, J. & Mahan, T.L. (2008). Stable negative social
exchanges and health. Health
Psychology, 27(1), 78-86.
O'Brien, G. (n.d.). What are the principles of adult learning?
Retrieved January
21, 2007, from
http://southernhealth.org.au/cpme/articles/adult_learning.htm
Santesso, D. & Segalowitz, S. (2008). Developmental
differences in error-related
ERPs in middle- to late-adolescent males. Developmental
Psychology, 44(1), 205-217.
Weingart, L. & Brett, J. (2007). Conflicting social motives in
negotiating groups.
Journal of Personality and Social Psychology, 93(6), 994-1010.
Wilson, D.K. (2008). Commentary for Health Psychology
special issue: Theoretical
advances in diet and physical activity interventions. Health
Psychology,27(1, Suppl), S1-S2.
SAMPLE 6 RESPONSE
PLEASE SELECT 1 (ONE) END OF CHAPTER QUESTION
FROM CHAPTER 7. RESPOND TO THE QUESTION IN
DEPTH. Choose a question that you did not choose throughout
the term for the discussion Board questions. Apply them to your
real life experiences, society or how you may act in that case.
Please go in depth with responses.
19. Case 7-5
I feel Baldwin would be in the class of persons protected by the
regulation. And I also feel GTE South, Inc. placement of the
telephone booth constitutes negligence per se. Baldwin will be
able to “prove that (1) the statute clearly sets out what standard
of conduct is expected, when and where it is expected, and of
whom it is expected; (2) that he or she is in the class of
intended to be protected by the statute; and (3) that the statute
was designed to prevent they type of injury that he or she
suffered.” (Clarkson, Miller Jentz, & Cross p. 148) GTE’s
negligence per se occurred because it violated a safety
regulation “set forth by the North Carolina Department of
Transportation about placement of telephone booths within
public rights-of-way.” (Clarkson, Miller, Jentz, & Cross p. 151)
“Despite this regulation GTE South placed a booth in the right-
of-way near the intersection of Hillsborough and Sparger Roads
in Durham County.” (Clarkson, Miller, Jentz, & Cross p. 151)
The Department of Transportation gets a tremendous amount of
information on accidents and where they are more likely to
occur and I feel this was one of the reasons they instituted the
regulation not to place telephone booths within public rights-of-
way. “The accident occurred in 1988 on Hillsborough Road in
Durham. The phone booth the caller was using was 25 feet from
the edge of road - well within the 50-feet right-of-way required
by the Department of Transportation.” (Lawyers Weekly, 1994)
GTE South tried to argue that Baldwin was not in the protected
class so the suit should not proceed but the Supreme Court felt
differently. “By expressly prohibiting phone booths in highway
rights-of-way, the regulation impliedly protected pedestrians,
Justice Whichard said.” (Lawyers Weekly, 1994)
"The DOT's concerns in enacting this regulation, however,
necessarily included more than the safety of motorists because
the regulation controls the placement of phone booths within
rights-of-way which often encompass more than the area
occupied by the road used by motorists. Logic dictates that the
20. purpose of this regulation was to protect the safety of the
motorist who might leave the road and strike the booth while
simultaneously protecting the pedestrian who might be using the
booth." (Lawyers Weekly, 1994)
References
Moscowitz, J., Tedlie, E., Elissa S. & Acree, M. (2008).
Positive affect uniquely predicts
lower risk of mortality in people with diabetes. Health
Psychology, 27(1, Suppl),S73-S82.
Nunner-Winkler, G. (2007). Development of Moral Motivation
from Childhood to Early
Adulthood. Journal of Moral Education,36(4), 399-414.
Newsom, J. & Mahan, T.L. (2008). Stable negative social
exchanges and health. Health
Psychology, 27(1), 78-86.
O'Brien, G. (n.d.). What are the principles of adult learning?
Retrieved January
21, 2007, from
http://southernhealth.org.au/cpme/articles/adult_learning.htm
Santesso, D. & Segalowitz, S. (2008). Developmental
differences in error-related
ERPs in middle- to late-adolescent males. Developmental
Psychology, 44(1), 205-217.
Weingart, L. & Brett, J. (2007). Conflicting social motives in
negotiating groups.
21. Journal of Personality and Social Psychology, 93(6), 994-1010.
Wilson, D.K. (2008). Commentary for Health Psychology
special issue: Theoretical
advances in diet and physical activity interventions. Health
Psychology,27(1, Suppl), S1-S2.
MEMORANDUM
To: English 202D Students
From: Dr. Sara Luttfring
Date: February 11, 2020
Subject: Organization/Position Research Memo
The company I have chosen to find a job is Nestle. There are
many different reasons to why I chose Nestle as the company
responsible for my wage and work life. The position that I
applied for was the Area Sales Manager in New York City. It is
a full-time position with a monthly wage of about a thousand
dollars. I initially considered it to be a low wage as compared to
my skill set, but the job position and the authority attracted me
more than the wage. Moreover, what attracted me most was the
name of the company that was hiring.
Nestle is the biggest food company in the world. It is a Swiss
multinational food and drink processing conglomerate
corporation headquartered in Vevey, Vaud, Switzerland. The
company has international links in one hundred and eighty-nine
countries. It has four hundred and forty-seven factories installed
around the world that have hired around four hundred thousand
employees. The company is responsible for many different
products like; baby food, medical food, bottled water, breakfast
cereals, coffee and tea, confectionery, dairy products, ice
cream, frozen food, pet foods, and snacks. The company is also
the leading share holder of the biggest cosmetics company in
the world, L’Oréal. It would be understatement to say that the
Nestle company is one of the most influential and biggest
22. companies in the world. Working for it would be a dream come
true for me.
As the company is a global phenomenon and the products are
used in many different countries, sales managers are responsible
for each region where the company provides its services and
products. The position I have applied for a job in Nestle is the
Area Sales Manager. The manager would be responsible for
monitoring, analyzing and evaluation the trends of sales in the
market. He would also be responsible to come up with back up
plans to keep the demand, price and availability of the products
stable. The sales manager is also responsible for many other
things, like monitoring, tracking and recording the data of the
sales team in the certain region. I also chose this job because it
is not a regular desk and paperwork job, which I consider to be
very inactive and boring. The area sales manager will also be
able to travel across different sites of the company to meet
different sales teams and other company personals. It would be
the job of a person at this position to recruit and train new
members of the team. The job is offered for New York City,
which is the largest city in the world, so it means that I would
have an excellent authority in one of the biggest outlets and
regions for the company. In hind sight, this job is a leadership
opportunity, because not only does the area sales manager have
the control, he is also responsible in guiding his team members
with him while facing challenges. In my opinion, I would be
suitable for the job because I have the temperament and
personality of a leader. Nor do I hide behind my inferiors when
it’s time for accountability.
Moreover, there are many certain things that I would bring for
the company if I was granted this position. There has been a
stereotypical belief that the management personal is not friendly
or empathetic towards other employees. This causes poor
relations between the leaders and the authorities which in return
turns to be counterproductive for everyone, whether it’s the
performance of the employees or the decisions of the
authorities. I would like to break this stereotype and be more
23. emphatic towards the employees. So that they can feel protected
and safe by the company they are working for and this would
bring more efficiency and effectivity in their performance. I
would also take the authority of taking decisions, after I have
consulted not only with my deputies, but also any personal of
the company who wants to add something. As the Area Sales
Manager, nor will I only be responsible for the sales of Nestle
products in New York City, but also for the offices and
personals in the city. A healthy and friendly work environment
would be given a priority over constant, and relentless work,
that would create mediocre results.
This application is meant to be submitted through the email
address of the Employee Recruitment Office of Nestle situated
in New York City.
Sources
Nestlé: The unrepentant chocolatier" Archived 6 April 2012 at
24. the Wayback Machine, The Economist, 29 October 2009.
Retrieved 17 May 2012
"Nestlé's Brabeck: We have a "huge advantage" over big pharma
in creating medical foods" Archived 10 April 2014 at the
Wayback Machine, CNN Money, 1 April 2011
Area Sales Manager Job Description. (n.d.). Retrieved from
https://www.glassdoor.com/Job-Descriptions/Area-Sales-
Manager.htm
The job advertisement
FINAL EXAM
Course Name:
________________________________
School Name:
________________________________
Any words, works, or statement are solely my own,
and I shall not cheat, take another words, plagiarize or commit
any violations of this course, this Professor’s rules, or the
University’s Polices,
otherwise seek the consequences of a failure and possible
suspension or expulsion.
_____________________________________________________
___
25. Date
_____________________________________________________
_
Student Name (Print)
_____________________________________________________
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Student Name (Signature)
25 Possible Points
Answer each question in entirety of you will lose points.
The lines provided are for essay type responses. YOU DO NOT
NEED TO USE LINES YOU CAN DELETE THEM
The essays are about QUALITY not QUANTITY!
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the
provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN
AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
26. Work alone.
APA FORMAT REQUIRED, 1 PAGE RESPONSE FOR EACH
QUESTION 6 PAGES TOTAL, YOU MAY GO OVER
You can use a blank page, this is just a sample
CHAPTERS 7 through 12
EXAMS: PLAN AHEAD
-I am unable to accept emailed exams or late exams. No
exceptions.
-For technical issues you would need to go through tech
support.
-Turn in work early to avoid technical issues. Technical issues
are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a
week or more ahead.
-Make sure to read all announcements and most importantly
around exam times.
-The Professor has 2-3 days to grade the exam and once graded
you need to check your grade book. I do not release exam
grades via email.
-For any directions only contact your Professor, DO NOT use
“all student” email to email other students because this only
confuses them and points will be deducted as well as violations
of the course policies
--Most exams you are given a FULL WEEK to complete. I also
indicate day one of the course what the exam will cover and
include. Do not email me the last minute to turn in work or ask
any questions. I may not be available the hour before an exam
27. so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and
structured, apply APA format and go in depth. It is not too
rough but points are deducted for failing to following the
samples.
-For attachments it must be in word. If it is any other format, or
I am unable to open the file (such as word perfect) a 0 (zero)
will be granted and no re0-submissions will be allowed)
-See your course due dates for any dates as well as
announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past
one, do not work with anyone and do not plagiarize. This will
result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
Keep an eye on your gradebook for grades. I am unable to
respond to “confirm” if it is submitted or not, you can do so
with tech support if needed.
1) PLEASE SELECT 1 (ONE) END OF CHAPTER QUESTION
FROM CHAPTER 7. RESPOND TO THE QUESTION IN
DEPTH OR YOU CAN SUMMARIZE THE CHAPTER. Choose
a question that you did not choose throughout the term for the
discussion Board questions. Apply them to your real life
experiences, society or how you may act in that case. Please go
in depth with responses.
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31. _____________________________________________________
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2) PLEASE SELECT 1 (ONE) END OF CHAPTER QUESTION
FROM CHAPTER 8. RESPOND TO THE QUESTION IN
DEPTH OR YOU CAN SUMMARIZE THE CHAPTER. Choose
a question that you did not choose throughout the term for the
discussion Board questions. Apply them to your real life
experiences, society or how you may act in that case. Please go
in depth with responses.
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38. FROM CHAPTER 10. RESPOND TO THE QUESTION IN
DEPTH OR YOU CAN SUMMARIZE THE CHAPTER. Choose
a question that you did not choose throughout the term for the
discussion Board questions. Apply them to your real life
experiences, society or how you may act in that case. Please go
in depth with responses.
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45. a question that you did not choose throughout the term for the
discussion Board questions. Apply them to your real life
experiences, society or how you may act in that case. Please go
in depth with responses.
_____________________________________________________
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