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Explain the role of health education in health promotion. How is the nursing process used in developing health education? Describe a contemporary issue, local or global, that a family may experience today. What steps would the nurse take to address these as part of a health education plan? ...
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Explore the Issue PapersYou will choose a topic from the Complet.docx
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 ...
Experiencing Intercultural CommunicationAn Introduction6th e.docx
Experiencing Intercultural Communication
An Introduction
6th edition
Judith N. Martin & Thomas K. Nakayama
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
1
Chapter 4
Identity and Intercultural Communication
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
A Uniform Shop in Venice, Italy - M. Brimo, 2010
2
Identity
Identity plays a key role in intercultural communication, serving as a bridge between culture and communication.
©McGraw-Hill Education.
Identity
Identity plays a key role in intercultural communication, serving as a bridge between culture and communication.
Who you are both reflects and affects communication with others.
Through communication people express or hide some of their identities from others.
©McGraw-Hill Education.
Identity
Self- what you are born with
Identity is created by the development of the “self” (self-concept is created)
©McGraw-Hill Education.
Identities
Created through communication
Created in spurts
Multiple
Influenced by society
Dynamic
Developed in different ways in different cultures
©McGraw-Hill Education.
Identities Are Created through Communication
Self-concept: the relatively stable set of perceptions you hold of yourself
©McGraw-Hill Education.
Identities Are Created through Communication
Self-concept: the relatively stable set of perceptions you hold of yourself
Biological and social roots of the self
Biology and the self
Personality
©McGraw-Hill Education.
Identities Are Created through Communication
Self-concept: the relatively stable set of perceptions you hold of yourself
Biological and social roots of the self
Biology and the self
Personality
Socialization and self-concept
Reflected appraisal
Significant others
Social comparison
©McGraw-Hill Education.
Identities Are Created through Communication
Identities
Emerge when messages are exchanged between persons
Negotiated, co-created, reinforced, and challenged through communication
Different identities are emphasized depending on whom we are communicating with and what the conversation is about
©McGraw-Hill Education.
Identities Are Created in Spurts
It’s not a smooth, orderly process
©McGraw-Hill Education.
Identities Are Created in Spurts
It’s not a smooth, orderly process
Certain events help create it (coming to college, major events in life)
©McGraw-Hill Education.
Identities Are Created in Spurts
It’s not a smooth, orderly process
Certain events help create it (coming to college, major events in life)
Interactions with others are crucial to the development of our identity
©McGraw-Hill Education.
Identities Are Multiple
We belong to various groups
We develop mul ...
Experimental and Quasi-Experimental DesignsChapter 5.docx
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.docx
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.docx
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.docx
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.docx
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.docx
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.)
...
Recommended
Explore the Issue PapersYou will choose a topic from the Complet.docx
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 ...
Experiencing Intercultural CommunicationAn Introduction6th e.docx
Experiencing Intercultural Communication
An Introduction
6th edition
Judith N. Martin & Thomas K. Nakayama
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
1
Chapter 4
Identity and Intercultural Communication
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
A Uniform Shop in Venice, Italy - M. Brimo, 2010
2
Identity
Identity plays a key role in intercultural communication, serving as a bridge between culture and communication.
©McGraw-Hill Education.
Identity
Identity plays a key role in intercultural communication, serving as a bridge between culture and communication.
Who you are both reflects and affects communication with others.
Through communication people express or hide some of their identities from others.
©McGraw-Hill Education.
Identity
Self- what you are born with
Identity is created by the development of the “self” (self-concept is created)
©McGraw-Hill Education.
Identities
Created through communication
Created in spurts
Multiple
Influenced by society
Dynamic
Developed in different ways in different cultures
©McGraw-Hill Education.
Identities Are Created through Communication
Self-concept: the relatively stable set of perceptions you hold of yourself
©McGraw-Hill Education.
Identities Are Created through Communication
Self-concept: the relatively stable set of perceptions you hold of yourself
Biological and social roots of the self
Biology and the self
Personality
©McGraw-Hill Education.
Identities Are Created through Communication
Self-concept: the relatively stable set of perceptions you hold of yourself
Biological and social roots of the self
Biology and the self
Personality
Socialization and self-concept
Reflected appraisal
Significant others
Social comparison
©McGraw-Hill Education.
Identities Are Created through Communication
Identities
Emerge when messages are exchanged between persons
Negotiated, co-created, reinforced, and challenged through communication
Different identities are emphasized depending on whom we are communicating with and what the conversation is about
©McGraw-Hill Education.
Identities Are Created in Spurts
It’s not a smooth, orderly process
©McGraw-Hill Education.
Identities Are Created in Spurts
It’s not a smooth, orderly process
Certain events help create it (coming to college, major events in life)
©McGraw-Hill Education.
Identities Are Created in Spurts
It’s not a smooth, orderly process
Certain events help create it (coming to college, major events in life)
Interactions with others are crucial to the development of our identity
©McGraw-Hill Education.
Identities Are Multiple
We belong to various groups
We develop mul ...
Experimental and Quasi-Experimental DesignsChapter 5.docx
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.docx
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.docx
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.docx
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.docx
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.docx
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.docx
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.docx
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 Motivatio.docx
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/ ...
EXPERIMENT 1 OBSERVATION OF MITOSIS IN A PLANT CELLData Table.docx
This document summarizes a journal article that examines the concept of self-forgiveness. It begins by noting that while research on interpersonal forgiveness has increased greatly, self-forgiveness has received little attention. The document then provides definitions of self-forgiveness from philosophy and psychology literature. It distinguishes self-forgiveness from interpersonal forgiveness and pseudo self-forgiveness. A theoretical model of the processes involved in self-forgiveness after wrongdoing is outlined. The document discusses emotional, cognitive, and offense-related determinants of self-forgiveness and calls for more research on this important topic.
Exercise Package 2 Systems and its properties (Tip Alwa.docx
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.docx
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.docx
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 ...
Exercise 1 – Three-Phase, Variable-Frequency Induction-Motor D.docx
Exercise 1 – Three-Phase, Variable-Frequency Induction-Motor Drive Procedure Outline
© Festo Didactic 86368-00 11
Figure 9. Voltage waveform at the output of a PWM inverter with and without overmodulation
(after filtering).
The Procedure is divided into the following sections:
Setup and connections
Measurement of the rms value of the fundamental-frequency component
in the voltage (unfiltered) at the output of a three-phase PWM inverter
Overmodulation
Effect of the frequency on the induction motor speed and magnetizing
current
Operation at motor nominal frequency. Operation at 4/3 the motor
nominal frequency. Operation at 1/2 the motor nominal frequency.
Saturation curves
High voltages are present in this laboratory exercise. Do not make or modify any
banana jack connections with the power on unless otherwise specified.
Setup and connections
In this part of the exercise, you will set up and connect the equipment.
1. Refer to the Equipment Utilization Chart in Appendix A to obtain the list of
equipment required to perform the exercise.
Install the equipment in the Workstation.
Mechanically couple the Four-Pole Squirrel Cage Induction Motor to the
Four-Quadrant Dynamometer/Power Supply using a timing belt.
PROCEDURE OUTLINE
PROCEDURE
Voltage waveform without overmodulation
Voltage waveform with overmodulation
Sine wave modulating the duty
cycle (with overmodulation)
/2
duty cycle = 100%
/2
duty cycle = 0%
Time
V
o
lta
g
e
a
t
th
e
o
u
tp
u
t
o
f
a
t
h
re
e
-p
h
a
se
P
W
M
in
ve
rt
e
r
Exercise 1 – Three-Phase, Variable-Frequency Induction-Motor Drive Procedure
12 © Festo Didactic 86368-00
2. Make sure that the ac and dc power switches on the Power Supply are set to
the O (off) position, then connect the Power Supply to a three-phase
ac power outlet.
Make sure that the main power switch on the Four-Quadrant Dynamometer/
Power Supply is set to the O (off) position, then connect its Power Input to an
ac power outlet.
3. Connect the Power Input of the Data Acquisition and Control Interface to
a 24 V ac power supply.
Connect the Low Power Input of the Chopper/Inverter to the Power Input of
the Data Acquisition and Control Interface. Turn the 24 V ac power supply
on.
4. Connect the USB port of the Data Acquisition and Control Interface to a
USB port of the host computer.
Connect the USB port of the Four-Quadrant Dynamometer/Power Supply to
a USB port of the host computer.
5. Turn the Four-Quadrant Dynamometer/Power Supply on, then set the
Operating Mode switch to Dynamometer.
6. Turn the host computer on, then start the LVDAC-EMS software.
In the LVDAC-EMS Start-Up window, make sure that the Data Acquisition
and Control Interface and the Four-Quadrant Dynamometer/Power Supply
are detected. Make sure that the Computer-Based Instrumentation and
Chopper/Inverter Control functions for the Data Acquisition and Control
Inter ...
ExemplaryVery GoodProficientOpportunity for ImprovementU.docx
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.docx
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.docx
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 ...
ExemplaryProficientProgressingEmergingElement (1) Respo.docx
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 ...
Executive SummaryBuilding Information Modelling (BIM) is a modelli.docx
Executive Summary
Building Information Modelling (BIM) is a modelling software defined by its unique approach towards building and construction. It is designed to operate through modelling technology which is comprised of multiple processes for production, communication, and analysis of building information and data models. The use of BIM is aimed at improving the efficiency of designing, construction and operation of buildings and other structures through information retrieval, 3D visualization, and integrated automated drawing production. BIM also helps in automatic detection of conflicts in data and information continuity, intelligent documentation, and the automation of material take. Despite the fact that there are several benefits associated with the use and application of BIM in the construction industry, there is a wide perception among stakeholders that it is not fully implemented as it should be due to factors such as the initial cost of implementation which is quite high and lack of client demand in the design and construction of buildings. These barriers act as a major hindrance towards the implementation of BIM on a wider scale. For the process to be more effective, clients need to have adequate knowledge and understanding on the application and benefits of BIM and the processes involved in the implementation. This research includes a detailed literature review on building designs and various application models including 2D models which have been used in the construction industry. A detailed analysis of the limitations of visualization, cost estimation, as well as consistency in information and data retrieval is also outlined in the paper. In addition, the challenges faced in building design and have been addressed using 3D models have also been addressed.
Table of Contents
Executive Summary 1
Introduction 4
Literature Review 6
The Original Design Model 6
Initial 2D CAD Method 6
Current Design Tools 7
Building Information Modelling (BIM) 7
The Concept used in BIM 8
The Maturity and Capability BIM Models 9
Aim(s) and Scope of the Project 9
Significance of the Project 10
Methodology 10
Research Gaps 11
Resources Requirements for BIM 11
Application of Building Information Modelling In the Construction Industry 11
Structural Information 13
Structural Design Process 13
Structural Workflows 13
Construction Analysis 14
Benefits of Building Information Modelling 14
a. Proper Coordination 15
Collaboration 16
Visualisation 17
Cost Estimation 18
Conclusion 19
Reference 22
Introduction
BIM modelling is a digital representation of both the physical and functional features of a building structure. With the increasing adoption of Information Technology (IT) within the construction industry, BIM is slowly become a very popular concept. It is capable of sharing data and information on particular facilities thus providing a reliable platform for informed decision making (Ibrahim, & Komali, 2018, p. 13). These details are critic ...
Exploring how an area’scrime-to-cop ratios impactpatrol of.docx
Exploring how an area’s
crime-to-cop ratios impact
patrol officer productivity
Luke Bonkiewicz
Lincoln Police Department, Lincoln, Nebraska, USA
Abstract
Purpose – The purpose of this paper is to examine how the combined crime rate and staffing levels of
a patrol area affect patrol officers’ productivity. Specifically, the author identified and analyzed two
macro-level correlates of patrol officer productivity: reported violent crimes per officer and reported
property crimes per officer (a beat’s “crime-to-cop” ratios).
Design/methodology/approach – Using hierarchical linear modeling, the author estimated the
effects of a patrol area’s violent crimes per officer ratio and property crimes per officer ratio on
the annual number of traffic citations, warrants, misdemeanor arrests, and felony arrests generated by
patrol officers (n ¼ 302). The author also examined the effect of these crime-to-cop ratios on a more
advanced productivity metric.
Findings – The results suggest that a patrol area’s rate of property crimes per officer is associated
with a moderate decrease in an officer’s annual number of traffic citations, warrant arrests, and
misdemeanor arrests; a patrol area’s rate of violent crimes per officer is also associated with a moderate
decrease in an officer’s annual number of traffic citations; and a patrol area’s rate of violent crimes per
officer is associated with a moderate increase in an officer’s annual number of warrant and
misdemeanor arrests. Notably, the crime-to-cop ratios are not correlated with a more sophisticated
patrol productivity metric.
Research limitations/implications – The author analyzed data from a mid-sized US police
department that uses a generalists policing style. It is unknown if these results translate to smaller or
larger police departments, as well as those agencies practicing a specialized policing style.
Practical implications – The findings suggest that police scholars should not only recognize how
the crime-to-cop ratios of a patrol area might impact patrol officer productivity, but also incorporate
more sophisticated metrics of patrol officer activity in future studies. These findings likewise signal to
police practitioners that an area’s crime-to-cop ratios should be considered when allocating officers and
other resources across patrol areas.
Originality/value – To the authors knowledge, this is the first study to identify and examine the link
between a patrol area’s crime-to-cop ratios and patrol officer productivity.
Keywords Patrol, Productivity, Crime-to-cop ratio, VORC
Paper type Research paper
Introduction
Perhaps no civil servant undertakes the variety of tasks as a municipal police officer.
As not only law enforcement agents, but also community caretakers and
first-responders to every calamity great and small, patrol officers handle a broad
array of calls for service (CFS) during their daily tour of duty. The regular duties of a
patrol officer include reactive tasks, such as handling CFS, ...
Executive SummaryThe report explores Zam restaurant starting.docx
Executive Summary
The report explores Zam restaurant starting with an evaluation of the restaurant business sector in Khobar city/region. It highlights how crucial it is to have a defined targeted market, which in this case is eighteen to thirty-five-year-old young adults. Marketing such a restaurant to such a young age group could be done relatively inexpensively through the help of social media. Finally, excellent customer care is crucial if Zam restaurant wants to succeed in the industry.
Introduction
Zam restaurant is located in Khobar, Saudi Arabia. It specializes in serving local indigenous gulf meals in its menu. The restaurant will mainly target young people who attend universities within the city (Rhou, Singal & Koh, 2016). Zam restaurant has a sitting capacity of fifty guests during any given time in the day. The restaurant operates from 7 AM to 11.30 P.M every day of the week.
Industry Evaluation
There was an absence of restaurants that cater to students and young professionals in the area. With such a large population in this city, there is a mostly untapped market in the food and hospitality industry. I, therefore, viewed this as an opportunity to gain a foothold in the restaurant business. There are numerous other restaurants within the area that cater to different clientele; however, there is room for another restaurant.
Target Market
The restaurant will mainly target young customers between the ages of seventeen to thirty years old. It will prioritize good customer care to increase the likelihood of repeat customers (Grosul & Ivanova, 2017). The customers will mostly be students and young professionals that have just started working. The targeted clients do not have a lot of disposable income, but what makes them attractive is their sheer numbers and size. The menu will thus be priced accordingly to make the food items affordable.
Employees
Zam restaurant will start by having four full-time employees. This number will increase depending on how the restaurant performs during its initial months operating. Extra workers will be taken on a part-time basis to ensure service quality gets maintained while keeping our running costs low (DuRivage, 2016). The part-time employees will mostly be sourced from local institutions of higher learning (Kauhanen & Nätti, 2015). It will be a great way to connect with the restaurant’s core clientele and make the brand more attractive to them.
Marketing
As a young business that targets young people, Zam restaurant will initially rely on the power of social media to make sure the city’s residents are aware it is about to open (Felix, Rauschnabel & Hinsch, 2017). It will do this by paying for sponsored ad posts on Facebook to appear on the Facebook pages of anyone that logs in within the larger Khobar region (Stephen, 2016). Doing this is relatively inexpensive and could effectively create a buzz on the ground while pushing the establishment’s name (Menon, Bharadwaj, Adidam & Edison, 2015). A ...
Executive Program Practical Connection Assignment Component .docx
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) an ...
Existentialism From SartreIn our text, Sartre, in effect, provi.docx
Existentialism: From Sartre
In our text, Sartre, in effect, provides three ways to understand Existentialism:
“Existentialism is nothing else than an attempt to draw all the consequences of a coherent atheistic position.”
· Atheism is Sartre’s starting point.
“There is no human nature. . . . Man is nothing else but what he makes of himself. Such is the first principle of existentialism.” Again, Sartre says about this claim, that it is a “given that . . . there is no human nature for me to depend on.”
· Atheism generates the claims that no human nature exists.
“Existential philosophy is above all a philosophy that asserts that existence precedes essence.”
· This third claims is probably the most well-known, and the most fundamental to Existentialism. Thus, let’s add a few points:
For Sartre, both “essence” and “existence” mean what they have always meant in philosophy: by essence, Sartre refers to the qualities that enable one to “define” a given X: “the ensemble of . . . the properties which enable it [the given X] to be defined.” By “existence” Sartre means that which is actually present in the world: existence is “presence . . . in front of me.”
So, what is so unique about Sartre’s formula: the uniqueness derives from Sartre’s way of relating these two traditional concepts: traditionally the formula was: “Essence precedes existence.” Hence, this formula radically converts the traditional formula, the result of which, transforms the traditional, philosophic view of the world.
To explicate his claim, Sartre introduces the manufacturing of a paper cutter: the maker of the tool knows in advance what he or she plans to make; he or she is aware of “what” a paper cutter is; he or she knows the “essence” of a paper cutter, thus, the “essence” of the paper cutter precedes its “existence.” Hence, the one who designs the object is the one who knows best the essence or nature of the thing being made.
Now, let’s relate this to the first two formulas above: the traditional religious view of the world posits God as the designer of the human being and, because there is a designer, the thing being designed must possess an “essence,” one that precedes its “existence.” Thus, note the following three points:
· “What is meant here by saying that existence precedes essence? It means that, first, man exists and only afterwards, defines himself.”
· “Man . . . is indefinable.” Thus, the definition of the person “remains forever open.”
· “There is no human nature.” Hence, the claim that no human nature exists follows from the rejection of God’s existence: “There is no human nature, since there is no God to conceive it.”
So, let’s now ask: What, then, is the human being? Sartre: “At first, he is nothing.” And, later? Later, the person is “nothing else but what he makes himself.” Hence, human beings invent themselves without the benefit of any pre-given design. And, here, we encounter a key notion in Sartre: freedom. Yet, this freedom is not the sort associated wit ...
EXHIBIT – DETAILED POSITION DUTIESPosition DutiesPercentage o.docx
EXHIBIT – DETAILED POSITION DUTIES
Position Duties
Percentage of Time Spent on Duty
Specific Examples and Description of Specific Activities to be Performed by the Beneficiary
Required and Relevant Degree/Coursework Completed and Experience Gained by the Beneficiary
EXAMPLE
Determines operational objectives by studying business functions; gathering information; evaluating output requirements and formats.
EXAMPLE
10%
EXAMPLE
· Extract data structure and data types stored in current and proposed data base; create data dictionaries that specify data input/output formats; present the data dictionary to Project Tech Lead and Database Architect for approval
· Conduct interview sessions with stakeholders from various business function and Subject Matter Experts(SMEs) to understand current business practice and their interactions with the current system;
· Gather and document shareholders’ pain points and complaints about current processes along with other identified improvement opportunities, and present those to business function leaders for them to make final decision regarding operational objectives
EXAMPLE
These duties require a Bachelor degree in Computer Science or very closely related field because skills required for tasks such as extracting data structures can only be gained after completing courses such as data structures, database management systems, database design, computer system design, and similar.
A Bachelor’s degree in Computer Science or closely related is required in learning to manage the system study (analysis), design and prepare the data flow diagrams and prepare the decision tables which is important to understand the project requirements in the initial phases.
A Bachelor’s degree in Computer Science or closely related normally covers software engineering, advanced e-commerce, programming in Oracle, Relational Database Management System, Internet, Enterprise Resource Planning (ERP), Data Ware House and Data Mining. These are essential skills required for the successful performance of these job tasks which skills cannot be otherwise obtained.
[Must match H-1B petition duties. Please DO NOT change this column as it must match the H-1B petition duties.]
Develop and maintain XYZ Commercial Insurance Lending system for XYZ Insurance using Salesforce objects.
10%
· Develop XYZ Commercial Insurance Lending system for XYZ Insurance using Salesforce objects.
· Maintaining Lending system UI and customize existing visual force pages using lightning components and controllers.
· Experience in creating/troubleshooting/modifying apex code and visual force pages.
· Work on ANT Migration, Jenkins and GitHub for source code version control.
· Work directly with customers’ technical and business teams to devise and recommend solutions based on the understood requirements.
· Help design and implement various Cloud service architecture and configurations for customer.
· Think strategically about business, product, and technical ...
Executive Program Practical Connection Assignment .docx
This document outlines the requirements and scoring rubric for an executive program practical connection assignment. Students must write a 500-word reflection on how knowledge or theories from their course have been applied or could be applied in a practical manner to their current or desired work environment. They will be scored on completing all assignment requirements, writing skills and use of APA formatting, maintaining a clear focus, demonstrating an understanding of course content, and showing how course objectives can be practically applied in a work setting. Scores range from 1-20 points across several competency levels.
Exploring Intercultural Competence DiversityAs a college we have .docx
Exploring Intercultural Competence/ Diversity
As a college we have been asked to use the rubric that is attached to this assignment to reflect on issues of Global and Social Diversity. The list of questions is an attempt to have you think and write about your thoughts on personal culture/bias/social diversity/your world view etc. (Your answers will not be shared with anyone)
1. We all grow up experiencing the culture of our families and communities. List and explain 4 rules/customs that you, your family and/or your community follows. (Awareness)
2. On a scale of 1 to 5 (1 being not very aware to 5 being very aware) how aware would you say you are of your own culture? (Awareness)
3. When making new friends, do you find that you seek out people that are similar or different than you? (Awareness)
4. What other cultures are you familiar with? What have you learned about these cultures (for example their history, values, politics, communication styles, economy, beliefs and practices. (World View)
5. When you think about the world and different cultures/religions do you find yourself judging other views/lifestyles or beliefs? Or are you more likely to read, research and questions things you don’t know? (Empathy)
6. Has someone ever been biased toward you because of your beliefs? How did that make you feel? Did you find that you could still empathize with someone who was biased against you? (Empathy)
7. Communication is not limited to just words. We communicate through personal space, hand gestures and voice tone and body language. Have you experienced miscommunications with someone of another culture due to any of these factors? Or have you been misunderstood due to any of these factors? Give an example that describes what happened. (Verbal and Non-verbal Communication)
8. Are you curious about the world and people that act and believe differently than you do? What are five experiences (Cultural Bucket List) you would like to have to increase your cultural awareness? (Curiosity)
9. On a scale of 1-5 (1 indicates you are rather closed and 5 indicating that you are very open), how would you rate your attitude/openness to other cultures? (Openness)
Are you eager to learn about new cultures or are you more cautious when it comes to being around people who appear different? (Openness)
10. When you find yourself in a new situation where you are out of your comfort zone do you find that you make judgements or can you suspend your judgments at least until you have learned more about the new experience? (Openness)
Lyons et al. Substance Abuse Treatment, Prevention, and Policy (2015) 10:17
DOI 10.1186/s13011-015-0015-4
RESEARCH Open Access
A qualitative study of transgender individuals’
experiences in residential addiction treatment
settings: stigma and inclusivity
Tara Lyons1,2, Kate Shannon1,2,3, Leslie Pierre4, Will Small1,5, Andrea Krüsi1,2 and Thomas Kerr1,2*
Abstract
Background: While considerable research has been undertaken ...
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
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EXPEDIA VS. PRICELINE -- WHOSE MEDIA PLAN TO BOOK Optim.docx
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.docx
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 Motivatio.docx
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/ ...
EXPERIMENT 1 OBSERVATION OF MITOSIS IN A PLANT CELLData Table.docx
This document summarizes a journal article that examines the concept of self-forgiveness. It begins by noting that while research on interpersonal forgiveness has increased greatly, self-forgiveness has received little attention. The document then provides definitions of self-forgiveness from philosophy and psychology literature. It distinguishes self-forgiveness from interpersonal forgiveness and pseudo self-forgiveness. A theoretical model of the processes involved in self-forgiveness after wrongdoing is outlined. The document discusses emotional, cognitive, and offense-related determinants of self-forgiveness and calls for more research on this important topic.
Exercise Package 2 Systems and its properties (Tip Alwa.docx
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.docx
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.docx
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 ...
Exercise 1 – Three-Phase, Variable-Frequency Induction-Motor D.docx
Exercise 1 – Three-Phase, Variable-Frequency Induction-Motor Drive Procedure Outline
© Festo Didactic 86368-00 11
Figure 9. Voltage waveform at the output of a PWM inverter with and without overmodulation
(after filtering).
The Procedure is divided into the following sections:
Setup and connections
Measurement of the rms value of the fundamental-frequency component
in the voltage (unfiltered) at the output of a three-phase PWM inverter
Overmodulation
Effect of the frequency on the induction motor speed and magnetizing
current
Operation at motor nominal frequency. Operation at 4/3 the motor
nominal frequency. Operation at 1/2 the motor nominal frequency.
Saturation curves
High voltages are present in this laboratory exercise. Do not make or modify any
banana jack connections with the power on unless otherwise specified.
Setup and connections
In this part of the exercise, you will set up and connect the equipment.
1. Refer to the Equipment Utilization Chart in Appendix A to obtain the list of
equipment required to perform the exercise.
Install the equipment in the Workstation.
Mechanically couple the Four-Pole Squirrel Cage Induction Motor to the
Four-Quadrant Dynamometer/Power Supply using a timing belt.
PROCEDURE OUTLINE
PROCEDURE
Voltage waveform without overmodulation
Voltage waveform with overmodulation
Sine wave modulating the duty
cycle (with overmodulation)
/2
duty cycle = 100%
/2
duty cycle = 0%
Time
V
o
lta
g
e
a
t
th
e
o
u
tp
u
t
o
f
a
t
h
re
e
-p
h
a
se
P
W
M
in
ve
rt
e
r
Exercise 1 – Three-Phase, Variable-Frequency Induction-Motor Drive Procedure
12 © Festo Didactic 86368-00
2. Make sure that the ac and dc power switches on the Power Supply are set to
the O (off) position, then connect the Power Supply to a three-phase
ac power outlet.
Make sure that the main power switch on the Four-Quadrant Dynamometer/
Power Supply is set to the O (off) position, then connect its Power Input to an
ac power outlet.
3. Connect the Power Input of the Data Acquisition and Control Interface to
a 24 V ac power supply.
Connect the Low Power Input of the Chopper/Inverter to the Power Input of
the Data Acquisition and Control Interface. Turn the 24 V ac power supply
on.
4. Connect the USB port of the Data Acquisition and Control Interface to a
USB port of the host computer.
Connect the USB port of the Four-Quadrant Dynamometer/Power Supply to
a USB port of the host computer.
5. Turn the Four-Quadrant Dynamometer/Power Supply on, then set the
Operating Mode switch to Dynamometer.
6. Turn the host computer on, then start the LVDAC-EMS software.
In the LVDAC-EMS Start-Up window, make sure that the Data Acquisition
and Control Interface and the Four-Quadrant Dynamometer/Power Supply
are detected. Make sure that the Computer-Based Instrumentation and
Chopper/Inverter Control functions for the Data Acquisition and Control
Inter ...
ExemplaryVery GoodProficientOpportunity for ImprovementU.docx
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.docx
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.docx
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 ...
ExemplaryProficientProgressingEmergingElement (1) Respo.docx
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 ...
Executive SummaryBuilding Information Modelling (BIM) is a modelli.docx
Executive Summary
Building Information Modelling (BIM) is a modelling software defined by its unique approach towards building and construction. It is designed to operate through modelling technology which is comprised of multiple processes for production, communication, and analysis of building information and data models. The use of BIM is aimed at improving the efficiency of designing, construction and operation of buildings and other structures through information retrieval, 3D visualization, and integrated automated drawing production. BIM also helps in automatic detection of conflicts in data and information continuity, intelligent documentation, and the automation of material take. Despite the fact that there are several benefits associated with the use and application of BIM in the construction industry, there is a wide perception among stakeholders that it is not fully implemented as it should be due to factors such as the initial cost of implementation which is quite high and lack of client demand in the design and construction of buildings. These barriers act as a major hindrance towards the implementation of BIM on a wider scale. For the process to be more effective, clients need to have adequate knowledge and understanding on the application and benefits of BIM and the processes involved in the implementation. This research includes a detailed literature review on building designs and various application models including 2D models which have been used in the construction industry. A detailed analysis of the limitations of visualization, cost estimation, as well as consistency in information and data retrieval is also outlined in the paper. In addition, the challenges faced in building design and have been addressed using 3D models have also been addressed.
Table of Contents
Executive Summary 1
Introduction 4
Literature Review 6
The Original Design Model 6
Initial 2D CAD Method 6
Current Design Tools 7
Building Information Modelling (BIM) 7
The Concept used in BIM 8
The Maturity and Capability BIM Models 9
Aim(s) and Scope of the Project 9
Significance of the Project 10
Methodology 10
Research Gaps 11
Resources Requirements for BIM 11
Application of Building Information Modelling In the Construction Industry 11
Structural Information 13
Structural Design Process 13
Structural Workflows 13
Construction Analysis 14
Benefits of Building Information Modelling 14
a. Proper Coordination 15
Collaboration 16
Visualisation 17
Cost Estimation 18
Conclusion 19
Reference 22
Introduction
BIM modelling is a digital representation of both the physical and functional features of a building structure. With the increasing adoption of Information Technology (IT) within the construction industry, BIM is slowly become a very popular concept. It is capable of sharing data and information on particular facilities thus providing a reliable platform for informed decision making (Ibrahim, & Komali, 2018, p. 13). These details are critic ...
Exploring how an area’scrime-to-cop ratios impactpatrol of.docx
Exploring how an area’s
crime-to-cop ratios impact
patrol officer productivity
Luke Bonkiewicz
Lincoln Police Department, Lincoln, Nebraska, USA
Abstract
Purpose – The purpose of this paper is to examine how the combined crime rate and staffing levels of
a patrol area affect patrol officers’ productivity. Specifically, the author identified and analyzed two
macro-level correlates of patrol officer productivity: reported violent crimes per officer and reported
property crimes per officer (a beat’s “crime-to-cop” ratios).
Design/methodology/approach – Using hierarchical linear modeling, the author estimated the
effects of a patrol area’s violent crimes per officer ratio and property crimes per officer ratio on
the annual number of traffic citations, warrants, misdemeanor arrests, and felony arrests generated by
patrol officers (n ¼ 302). The author also examined the effect of these crime-to-cop ratios on a more
advanced productivity metric.
Findings – The results suggest that a patrol area’s rate of property crimes per officer is associated
with a moderate decrease in an officer’s annual number of traffic citations, warrant arrests, and
misdemeanor arrests; a patrol area’s rate of violent crimes per officer is also associated with a moderate
decrease in an officer’s annual number of traffic citations; and a patrol area’s rate of violent crimes per
officer is associated with a moderate increase in an officer’s annual number of warrant and
misdemeanor arrests. Notably, the crime-to-cop ratios are not correlated with a more sophisticated
patrol productivity metric.
Research limitations/implications – The author analyzed data from a mid-sized US police
department that uses a generalists policing style. It is unknown if these results translate to smaller or
larger police departments, as well as those agencies practicing a specialized policing style.
Practical implications – The findings suggest that police scholars should not only recognize how
the crime-to-cop ratios of a patrol area might impact patrol officer productivity, but also incorporate
more sophisticated metrics of patrol officer activity in future studies. These findings likewise signal to
police practitioners that an area’s crime-to-cop ratios should be considered when allocating officers and
other resources across patrol areas.
Originality/value – To the authors knowledge, this is the first study to identify and examine the link
between a patrol area’s crime-to-cop ratios and patrol officer productivity.
Keywords Patrol, Productivity, Crime-to-cop ratio, VORC
Paper type Research paper
Introduction
Perhaps no civil servant undertakes the variety of tasks as a municipal police officer.
As not only law enforcement agents, but also community caretakers and
first-responders to every calamity great and small, patrol officers handle a broad
array of calls for service (CFS) during their daily tour of duty. The regular duties of a
patrol officer include reactive tasks, such as handling CFS, ...
Executive SummaryThe report explores Zam restaurant starting.docx
Executive Summary
The report explores Zam restaurant starting with an evaluation of the restaurant business sector in Khobar city/region. It highlights how crucial it is to have a defined targeted market, which in this case is eighteen to thirty-five-year-old young adults. Marketing such a restaurant to such a young age group could be done relatively inexpensively through the help of social media. Finally, excellent customer care is crucial if Zam restaurant wants to succeed in the industry.
Introduction
Zam restaurant is located in Khobar, Saudi Arabia. It specializes in serving local indigenous gulf meals in its menu. The restaurant will mainly target young people who attend universities within the city (Rhou, Singal & Koh, 2016). Zam restaurant has a sitting capacity of fifty guests during any given time in the day. The restaurant operates from 7 AM to 11.30 P.M every day of the week.
Industry Evaluation
There was an absence of restaurants that cater to students and young professionals in the area. With such a large population in this city, there is a mostly untapped market in the food and hospitality industry. I, therefore, viewed this as an opportunity to gain a foothold in the restaurant business. There are numerous other restaurants within the area that cater to different clientele; however, there is room for another restaurant.
Target Market
The restaurant will mainly target young customers between the ages of seventeen to thirty years old. It will prioritize good customer care to increase the likelihood of repeat customers (Grosul & Ivanova, 2017). The customers will mostly be students and young professionals that have just started working. The targeted clients do not have a lot of disposable income, but what makes them attractive is their sheer numbers and size. The menu will thus be priced accordingly to make the food items affordable.
Employees
Zam restaurant will start by having four full-time employees. This number will increase depending on how the restaurant performs during its initial months operating. Extra workers will be taken on a part-time basis to ensure service quality gets maintained while keeping our running costs low (DuRivage, 2016). The part-time employees will mostly be sourced from local institutions of higher learning (Kauhanen & Nätti, 2015). It will be a great way to connect with the restaurant’s core clientele and make the brand more attractive to them.
Marketing
As a young business that targets young people, Zam restaurant will initially rely on the power of social media to make sure the city’s residents are aware it is about to open (Felix, Rauschnabel & Hinsch, 2017). It will do this by paying for sponsored ad posts on Facebook to appear on the Facebook pages of anyone that logs in within the larger Khobar region (Stephen, 2016). Doing this is relatively inexpensive and could effectively create a buzz on the ground while pushing the establishment’s name (Menon, Bharadwaj, Adidam & Edison, 2015). A ...
Executive Program Practical Connection Assignment Component .docx
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) an ...
Existentialism From SartreIn our text, Sartre, in effect, provi.docx
Existentialism: From Sartre
In our text, Sartre, in effect, provides three ways to understand Existentialism:
“Existentialism is nothing else than an attempt to draw all the consequences of a coherent atheistic position.”
· Atheism is Sartre’s starting point.
“There is no human nature. . . . Man is nothing else but what he makes of himself. Such is the first principle of existentialism.” Again, Sartre says about this claim, that it is a “given that . . . there is no human nature for me to depend on.”
· Atheism generates the claims that no human nature exists.
“Existential philosophy is above all a philosophy that asserts that existence precedes essence.”
· This third claims is probably the most well-known, and the most fundamental to Existentialism. Thus, let’s add a few points:
For Sartre, both “essence” and “existence” mean what they have always meant in philosophy: by essence, Sartre refers to the qualities that enable one to “define” a given X: “the ensemble of . . . the properties which enable it [the given X] to be defined.” By “existence” Sartre means that which is actually present in the world: existence is “presence . . . in front of me.”
So, what is so unique about Sartre’s formula: the uniqueness derives from Sartre’s way of relating these two traditional concepts: traditionally the formula was: “Essence precedes existence.” Hence, this formula radically converts the traditional formula, the result of which, transforms the traditional, philosophic view of the world.
To explicate his claim, Sartre introduces the manufacturing of a paper cutter: the maker of the tool knows in advance what he or she plans to make; he or she is aware of “what” a paper cutter is; he or she knows the “essence” of a paper cutter, thus, the “essence” of the paper cutter precedes its “existence.” Hence, the one who designs the object is the one who knows best the essence or nature of the thing being made.
Now, let’s relate this to the first two formulas above: the traditional religious view of the world posits God as the designer of the human being and, because there is a designer, the thing being designed must possess an “essence,” one that precedes its “existence.” Thus, note the following three points:
· “What is meant here by saying that existence precedes essence? It means that, first, man exists and only afterwards, defines himself.”
· “Man . . . is indefinable.” Thus, the definition of the person “remains forever open.”
· “There is no human nature.” Hence, the claim that no human nature exists follows from the rejection of God’s existence: “There is no human nature, since there is no God to conceive it.”
So, let’s now ask: What, then, is the human being? Sartre: “At first, he is nothing.” And, later? Later, the person is “nothing else but what he makes himself.” Hence, human beings invent themselves without the benefit of any pre-given design. And, here, we encounter a key notion in Sartre: freedom. Yet, this freedom is not the sort associated wit ...
EXHIBIT – DETAILED POSITION DUTIESPosition DutiesPercentage o.docx
EXHIBIT – DETAILED POSITION DUTIES
Position Duties
Percentage of Time Spent on Duty
Specific Examples and Description of Specific Activities to be Performed by the Beneficiary
Required and Relevant Degree/Coursework Completed and Experience Gained by the Beneficiary
EXAMPLE
Determines operational objectives by studying business functions; gathering information; evaluating output requirements and formats.
EXAMPLE
10%
EXAMPLE
· Extract data structure and data types stored in current and proposed data base; create data dictionaries that specify data input/output formats; present the data dictionary to Project Tech Lead and Database Architect for approval
· Conduct interview sessions with stakeholders from various business function and Subject Matter Experts(SMEs) to understand current business practice and their interactions with the current system;
· Gather and document shareholders’ pain points and complaints about current processes along with other identified improvement opportunities, and present those to business function leaders for them to make final decision regarding operational objectives
EXAMPLE
These duties require a Bachelor degree in Computer Science or very closely related field because skills required for tasks such as extracting data structures can only be gained after completing courses such as data structures, database management systems, database design, computer system design, and similar.
A Bachelor’s degree in Computer Science or closely related is required in learning to manage the system study (analysis), design and prepare the data flow diagrams and prepare the decision tables which is important to understand the project requirements in the initial phases.
A Bachelor’s degree in Computer Science or closely related normally covers software engineering, advanced e-commerce, programming in Oracle, Relational Database Management System, Internet, Enterprise Resource Planning (ERP), Data Ware House and Data Mining. These are essential skills required for the successful performance of these job tasks which skills cannot be otherwise obtained.
[Must match H-1B petition duties. Please DO NOT change this column as it must match the H-1B petition duties.]
Develop and maintain XYZ Commercial Insurance Lending system for XYZ Insurance using Salesforce objects.
10%
· Develop XYZ Commercial Insurance Lending system for XYZ Insurance using Salesforce objects.
· Maintaining Lending system UI and customize existing visual force pages using lightning components and controllers.
· Experience in creating/troubleshooting/modifying apex code and visual force pages.
· Work on ANT Migration, Jenkins and GitHub for source code version control.
· Work directly with customers’ technical and business teams to devise and recommend solutions based on the understood requirements.
· Help design and implement various Cloud service architecture and configurations for customer.
· Think strategically about business, product, and technical ...
Executive Program Practical Connection Assignment .docx
This document outlines the requirements and scoring rubric for an executive program practical connection assignment. Students must write a 500-word reflection on how knowledge or theories from their course have been applied or could be applied in a practical manner to their current or desired work environment. They will be scored on completing all assignment requirements, writing skills and use of APA formatting, maintaining a clear focus, demonstrating an understanding of course content, and showing how course objectives can be practically applied in a work setting. Scores range from 1-20 points across several competency levels.
Exploring Intercultural Competence DiversityAs a college we have .docx
Exploring Intercultural Competence/ Diversity
As a college we have been asked to use the rubric that is attached to this assignment to reflect on issues of Global and Social Diversity. The list of questions is an attempt to have you think and write about your thoughts on personal culture/bias/social diversity/your world view etc. (Your answers will not be shared with anyone)
1. We all grow up experiencing the culture of our families and communities. List and explain 4 rules/customs that you, your family and/or your community follows. (Awareness)
2. On a scale of 1 to 5 (1 being not very aware to 5 being very aware) how aware would you say you are of your own culture? (Awareness)
3. When making new friends, do you find that you seek out people that are similar or different than you? (Awareness)
4. What other cultures are you familiar with? What have you learned about these cultures (for example their history, values, politics, communication styles, economy, beliefs and practices. (World View)
5. When you think about the world and different cultures/religions do you find yourself judging other views/lifestyles or beliefs? Or are you more likely to read, research and questions things you don’t know? (Empathy)
6. Has someone ever been biased toward you because of your beliefs? How did that make you feel? Did you find that you could still empathize with someone who was biased against you? (Empathy)
7. Communication is not limited to just words. We communicate through personal space, hand gestures and voice tone and body language. Have you experienced miscommunications with someone of another culture due to any of these factors? Or have you been misunderstood due to any of these factors? Give an example that describes what happened. (Verbal and Non-verbal Communication)
8. Are you curious about the world and people that act and believe differently than you do? What are five experiences (Cultural Bucket List) you would like to have to increase your cultural awareness? (Curiosity)
9. On a scale of 1-5 (1 indicates you are rather closed and 5 indicating that you are very open), how would you rate your attitude/openness to other cultures? (Openness)
Are you eager to learn about new cultures or are you more cautious when it comes to being around people who appear different? (Openness)
10. When you find yourself in a new situation where you are out of your comfort zone do you find that you make judgements or can you suspend your judgments at least until you have learned more about the new experience? (Openness)
Lyons et al. Substance Abuse Treatment, Prevention, and Policy (2015) 10:17
DOI 10.1186/s13011-015-0015-4
RESEARCH Open Access
A qualitative study of transgender individuals’
experiences in residential addiction treatment
settings: stigma and inclusivity
Tara Lyons1,2, Kate Shannon1,2,3, Leslie Pierre4, Will Small1,5, Andrea Krüsi1,2 and Thomas Kerr1,2*
Abstract
Background: While considerable research has been undertaken ...
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