Group 2 WG is a 41-year-old female brought herself into the ER la.docx
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Group 2: WG is a 41-year-old female brought herself into the ER last night asking to "detox from vodka." She tells you she has a long-standing history of alcohol dependence with multiple relapses. She also reports that she has experienced alcohol withdrawal seizures before. Current CIWA-Ar is 17. She denies any past medical history but lab work indicates hepatic insufficiency (LFTs x3 ULN). All other lab work is normal. She denies taking any medications. How will you manage this patient’s withdrawal syndrome? Responses must be a minimum of 200 words, scholarly written, APA7 formatted, and referenced. A minimum of 2 references are required (other than your text). Plagiarism and grammatical errors free. .
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Group Presentation Once during the quarter, each student will.docx
Group Presentation
: Once during the quarter, each student will prepare a brief presentation on a specific neighborhood, a racial or cultural group, or a historical event, migration or shift in the urban landscape,
related to the themes for that week
. Students will select preferred weeks in advance and be scheduled by Week 2 as best as your professor can allow. The presentation is open in form and format but should be 20 minutes in duration, consist mostly of your own original words and discussion, but involve some form of visual, quotes, or data, and represent some amount of additional research beyond the readings for that week, and include 5 or more questions for discussion to be presented to the class. Your group grade will reflect an average of 4 grades in content, delivery, relevance and engagement with the class in discussion.
.
Group Presentation Outline•Slide 1 Title slide•.docx
Group Presentation Outline
•
Slide 1: Title slide
•
This contains your topic title, your names, and the course.
•
Slide 2: Introduction slide
•
Remember that you are presenting this information to others. Acknowledge the audience, and mention the purpose of the
presentation.
•
This slide should contain at least 50–100 words of speaker notes.
•
Slides 3–10 (or more): Content slides
•
Describe the topic and structure
•
Outline and discuss the issues/components each separately
•
Discuss theories, laws, policies, and other labor relations related topics
•
Provide support for your perspective and analysis
•
Lessons learned documented, what you have learned
•
Conclusion
•
The slides should each contain at least
50–100 words of speaker notes.
•
Final slide(s): Reference slide(s)
•
List your references according to the APA sty
.
Group PortionAs a group, discuss and develop a paper of 10 p.docx
Group Portion
As a group, discuss and develop a paper of 10 pages that addresses the following questions. Work together to determine who will complete each section:
Who will comprise your planning committee? Explain.
Identify public- and private-sector partner agencies and elected officials (if any) that should serve on the planning committee.
What are the component parts of the plan (be specific and detailed)? Explain.
What participating agencies may be more or less involved in which parts of the plan development? Explain.
Are there subject matter experts (SMEs) or other entities that should be involved in any one specific area of the plan development? Explain.
Based upon the emergency management concept of incident management that includes the phases of preparedness and mitigation, response, and recovery, identify the actions that will need to be taken in each phase as they relate to the hazard you have selected.
Identify the major challenges that the community and responders will encounter when responding to the hazard.
What solutions exist (e.g., mutual aid, contract services) to overcome those challenges? Explain in detail.
What should be the short- and long-term recovery goals of the community following this event’s occurrence?
Be sure to reference all sources using APA style.
Please add your file.
Individual Portion
Develop a PowerPoint presentation of 6–7 slides that provides details about your plan.
Include speaker notes of 200–300 words that will be used when presenting the plan to your superiors.
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Group Behavior in OrganizationsAt an organizational level,.docx
Group Behavior in Organizations
At an organizational level, group behavior is necessary for continued functioning of the
organization. Within an organization, there are established rules, procedures, and processes
developed that define how an organization operates. In addition, there are systems in place
to reward behaviors of those who effectively participate in the organization's operations.
Besides, there are also systems that define consequences that can take place in case
individuals behave outside the accepted practices of the organization. What develops out of
this is an employee's attachment to the organization based on common beliefs, values, and
traditions. The shared attachment and even the commitment to common beliefs, values, and
traditions make up an organization's culture (Helms & Stern, 2001; Lok & Crawford, 2001).
What Is Organization Culture?
Sheard and Kakabadse (2002) explained organizational culture in terms of solidarity and
sociability. Solidarity, in this case, referred to a group's willingness to pursue and maintain
conformity in shared objectives, processes, and systems. Sociability referred to a group's
sense of belongingness by its members and level of camaraderie.
They also mentioned there might be differences between hierarchies or levels within an
organization's culture. Based on the solidarity and sociability of each, upper management
might differ from the decisions made by middle management and line staff. These differences
might also occur between functional departments and, in larger organizations, between
geographically distinct sections of the organization.
What Sheard and Kakabadse wanted to emphasize through this discussion was there might
be distinct subcultures within an organization's culture.
According to De Long and Fahey (2000), "Subcultures consist of distinct sets of values,
norms, and practices exhibited by specific groups or units in an organization." Subcultures
may be readily observed in larger, more bureaucratic organizations or organizations having
well-established departments with employees that have highly specialized or possessing
unique skills.
De Long, D., & Fahey, L. (2000). Diagnosing cultural barriers to knowledge management. The
Academy of Management Executive, 14(4), 113–127.
Helms, M., & Stern, R. (2001). Exploring the factors that influence employees 'perceptions of
their organization's culture. Journal of Management in Medicine, 15(6), 415–429.
Lok, P., & Crawford, J. (2001). Antecedents of organizational commitment and the mediating
role of job satisfaction. Journal of Managerial Psychology, 16(8), 594–613.
Sheard, A., & Kakabadse, A. (2002). Key roles of the leadership landscape. Journal of
Managerial Psychology, 17(1/2), 129–144.
3-17 Kenneth Brown is the principal owner of Brown Oil, Inc. After quitting his university teaching job,
Ken has been able to increase his annual salary by a factor of over 100. At the present time, Ken is
f.
Group assignment Only responsible for writing 275 words on the foll.docx
Group assignment: Only responsible for writing 275 words on the following
Explain immigration and how that is connected.
Identify current and future issues in serving diverse clients and legally protected classes.
GroupgrAssignment content:
Access
the
Prison Rape Elimination Act
website.
Write
a 1,000- to 1,400-word report for an audience of potential new employees in human services in a correctional setting in which you:
Summarize current and future civil rights issues that affect the criminal justice system.
Identify why PREA affects the future of corrections.
Explain immigration and how that is connected.
Identify current and future issues in serving diverse clients and legally protected classes.
Explain options for advocacy.
Identify
boundaries in advocacy for human service workers.
Format
your resources consistent with APA guidelines.
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Group 2 Discuss the limitations of treatment for borderline and.docx
Group 2: Discuss the limitations of treatment for borderline and histrionic PD and what can be done from a psychopharmacological perspective.
Post must be a minimum of 200 words, scholarly written, APA formatted, and referenced. A minimum of 2
scholarly
references are required
(other than your text
).
.
Group 3 Discuss the limitations of treatment for antisocial and.docx
Group 3: Discuss the limitations of treatment for antisocial and narcissistic PD and what can be done from a psychopharmacological perspective.
Post your initial response by Wednesday at midnight. Respond to at least one student
with a different assigned DB question
by Sunday at midnight. Both responses must be a minimum of 200 words, scholarly written, APA formatted, and referenced. A minimum of 2
scholarly
references are required
(other than your text
). attached lecture for the theme.
.
Group 1 Describe the differences between Naloxone, Naltrexone, .docx
Group 1: Describe the differences between Naloxone, Naltrexone, and Buprenorphine/Naloxone. Include the properties of each, their classification, mechanism of actions, onset, half-life, and formulations (routes of delivery). Please discuss the implications of differences in the clinical setting (including pre-hospital)
Responses must be a minimum of 200 words, scholarly written, APA7 formatted, and referenced. A minimum of 2 references is required (other than your text). Plagiarism and grammatical errors free.
.
Recommended
Group Presentation Once during the quarter, each student will.docx
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: Once during the quarter, each student will prepare a brief presentation on a specific neighborhood, a racial or cultural group, or a historical event, migration or shift in the urban landscape,
related to the themes for that week
. Students will select preferred weeks in advance and be scheduled by Week 2 as best as your professor can allow. The presentation is open in form and format but should be 20 minutes in duration, consist mostly of your own original words and discussion, but involve some form of visual, quotes, or data, and represent some amount of additional research beyond the readings for that week, and include 5 or more questions for discussion to be presented to the class. Your group grade will reflect an average of 4 grades in content, delivery, relevance and engagement with the class in discussion.
.
Group Presentation Outline•Slide 1 Title slide•.docx
Group Presentation Outline
•
Slide 1: Title slide
•
This contains your topic title, your names, and the course.
•
Slide 2: Introduction slide
•
Remember that you are presenting this information to others. Acknowledge the audience, and mention the purpose of the
presentation.
•
This slide should contain at least 50–100 words of speaker notes.
•
Slides 3–10 (or more): Content slides
•
Describe the topic and structure
•
Outline and discuss the issues/components each separately
•
Discuss theories, laws, policies, and other labor relations related topics
•
Provide support for your perspective and analysis
•
Lessons learned documented, what you have learned
•
Conclusion
•
The slides should each contain at least
50–100 words of speaker notes.
•
Final slide(s): Reference slide(s)
•
List your references according to the APA sty
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Group PortionAs a group, discuss and develop a paper of 10 p.docx
Group Portion
As a group, discuss and develop a paper of 10 pages that addresses the following questions. Work together to determine who will complete each section:
Who will comprise your planning committee? Explain.
Identify public- and private-sector partner agencies and elected officials (if any) that should serve on the planning committee.
What are the component parts of the plan (be specific and detailed)? Explain.
What participating agencies may be more or less involved in which parts of the plan development? Explain.
Are there subject matter experts (SMEs) or other entities that should be involved in any one specific area of the plan development? Explain.
Based upon the emergency management concept of incident management that includes the phases of preparedness and mitigation, response, and recovery, identify the actions that will need to be taken in each phase as they relate to the hazard you have selected.
Identify the major challenges that the community and responders will encounter when responding to the hazard.
What solutions exist (e.g., mutual aid, contract services) to overcome those challenges? Explain in detail.
What should be the short- and long-term recovery goals of the community following this event’s occurrence?
Be sure to reference all sources using APA style.
Please add your file.
Individual Portion
Develop a PowerPoint presentation of 6–7 slides that provides details about your plan.
Include speaker notes of 200–300 words that will be used when presenting the plan to your superiors.
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Group Behavior in OrganizationsAt an organizational level,.docx
Group Behavior in Organizations
At an organizational level, group behavior is necessary for continued functioning of the
organization. Within an organization, there are established rules, procedures, and processes
developed that define how an organization operates. In addition, there are systems in place
to reward behaviors of those who effectively participate in the organization's operations.
Besides, there are also systems that define consequences that can take place in case
individuals behave outside the accepted practices of the organization. What develops out of
this is an employee's attachment to the organization based on common beliefs, values, and
traditions. The shared attachment and even the commitment to common beliefs, values, and
traditions make up an organization's culture (Helms & Stern, 2001; Lok & Crawford, 2001).
What Is Organization Culture?
Sheard and Kakabadse (2002) explained organizational culture in terms of solidarity and
sociability. Solidarity, in this case, referred to a group's willingness to pursue and maintain
conformity in shared objectives, processes, and systems. Sociability referred to a group's
sense of belongingness by its members and level of camaraderie.
They also mentioned there might be differences between hierarchies or levels within an
organization's culture. Based on the solidarity and sociability of each, upper management
might differ from the decisions made by middle management and line staff. These differences
might also occur between functional departments and, in larger organizations, between
geographically distinct sections of the organization.
What Sheard and Kakabadse wanted to emphasize through this discussion was there might
be distinct subcultures within an organization's culture.
According to De Long and Fahey (2000), "Subcultures consist of distinct sets of values,
norms, and practices exhibited by specific groups or units in an organization." Subcultures
may be readily observed in larger, more bureaucratic organizations or organizations having
well-established departments with employees that have highly specialized or possessing
unique skills.
De Long, D., & Fahey, L. (2000). Diagnosing cultural barriers to knowledge management. The
Academy of Management Executive, 14(4), 113–127.
Helms, M., & Stern, R. (2001). Exploring the factors that influence employees 'perceptions of
their organization's culture. Journal of Management in Medicine, 15(6), 415–429.
Lok, P., & Crawford, J. (2001). Antecedents of organizational commitment and the mediating
role of job satisfaction. Journal of Managerial Psychology, 16(8), 594–613.
Sheard, A., & Kakabadse, A. (2002). Key roles of the leadership landscape. Journal of
Managerial Psychology, 17(1/2), 129–144.
3-17 Kenneth Brown is the principal owner of Brown Oil, Inc. After quitting his university teaching job,
Ken has been able to increase his annual salary by a factor of over 100. At the present time, Ken is
f.
Group assignment Only responsible for writing 275 words on the foll.docx
Group assignment: Only responsible for writing 275 words on the following
Explain immigration and how that is connected.
Identify current and future issues in serving diverse clients and legally protected classes.
GroupgrAssignment content:
Access
the
Prison Rape Elimination Act
website.
Write
a 1,000- to 1,400-word report for an audience of potential new employees in human services in a correctional setting in which you:
Summarize current and future civil rights issues that affect the criminal justice system.
Identify why PREA affects the future of corrections.
Explain immigration and how that is connected.
Identify current and future issues in serving diverse clients and legally protected classes.
Explain options for advocacy.
Identify
boundaries in advocacy for human service workers.
Format
your resources consistent with APA guidelines.
.
Group 2 Discuss the limitations of treatment for borderline and.docx
Group 2: Discuss the limitations of treatment for borderline and histrionic PD and what can be done from a psychopharmacological perspective.
Post must be a minimum of 200 words, scholarly written, APA formatted, and referenced. A minimum of 2
scholarly
references are required
(other than your text
).
.
Group 3 Discuss the limitations of treatment for antisocial and.docx
Group 3: Discuss the limitations of treatment for antisocial and narcissistic PD and what can be done from a psychopharmacological perspective.
Post your initial response by Wednesday at midnight. Respond to at least one student
with a different assigned DB question
by Sunday at midnight. Both responses must be a minimum of 200 words, scholarly written, APA formatted, and referenced. A minimum of 2
scholarly
references are required
(other than your text
). attached lecture for the theme.
.
Group 1 Describe the differences between Naloxone, Naltrexone, .docx
Group 1: Describe the differences between Naloxone, Naltrexone, and Buprenorphine/Naloxone. Include the properties of each, their classification, mechanism of actions, onset, half-life, and formulations (routes of delivery). Please discuss the implications of differences in the clinical setting (including pre-hospital)
Responses must be a minimum of 200 words, scholarly written, APA7 formatted, and referenced. A minimum of 2 references is required (other than your text). Plagiarism and grammatical errors free.
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Grotius, HobbesDevelopment of INR – Week 3HobbesRelati.docx
Grotius, Hobbes
Development of INR – Week 3
Hobbes
Relationship between Natural Law and Law of Nations?
Mediated by the idea of the state of nature as the predicament of insecurity:
Natural right: self-preservation.
Natural law: the observation of promises and contracts.
For states: minimum observation of natural law in the form of consenting to agreements.
Written agreement: treaty-making
Unwritten agreements: customary law
Hobbes
State of Nature: the condition in which individuals find themselves in a perpetual condition of war.
Natural right to self-preservation:
We each have the right to judge what is in our interest for self-preservation.
Conflict occurs because of:
Competition
Diffidence
Glory
Different meanings for words in the State of Nature; no ability in the State of Nature to determine whose judgment is valid (Wolin).
Life in the state of nature: “Solitary, poor, nasty, brutish, and short”
Commonwealth
Commonwealth by institution:
Social contract: it is the collective agreement among all individuals in the state of nature to establish:
Sovereign power
Able to speak and act for a multiplicity of people (which becomes a unified group).
State
The unity of sovereign power and the unified people.
Sovereign is the man or assembly that carries the person of the State.
State is the Leviathan: the mortal God on earth.
Sovereigns come and go but the State remains.
Consequences
The implication: fear is displaced from the condition of the state of nature to the relation between individual and state.
What continues to bind the state is fear of a return to the State of Nature:
the relation between individual and state is one of protection in exchange for obedience.
Private vs. public conscious: does one need to truly believe (i.e. like a Christian) or does the appearance of belief suffice?
“belief and unbelief never follow men’s commands.”
Loyalty only to those that are in power?
Historical context: The Norman Yoke and the English Civil Wars
Stability should not sacrificed as a result of ‘injustice’.
The rise of the ‘mechanical’ centralized administrative state.
Grotius
Dutch legal theorist 16th century;
Along with Vitoria and Gentili laid the foundation for the Law of Nations (Public European Law) on Natural Law.
Moves away from a theological conceptualization of Natural Law to a secular one.
Develops the notion of Natural Rights which becomes key for understanding human morality and law.
Notion of natural right emerged out of the massacre of St. Bartholomew (25 August 1572).
Attempted to establish limitation on the Sovereign’s power:
notion of individual right that the state cannot transgress.
Grotius: “a RIGHT is a moral quality annexed to the person, justly entitling him to possess some privilege, or to perform some particular act”
Four Fundamental Rights
1) the right for others not to take my possessions.
2) the right of restoration of property in case of injury.
3) honoring promises.
4) punish wrongdoing.
Natural.
GROUP 1 Case 967-- A Teenage Female with an Ovarian MassCLI.docx
GROUP 1: Case 967-- A Teenage Female with an Ovarian Mass
CLINICAL HISTORY
A teenage female presented with secondary amenorrhea (https://www.healthline.com/health/secondary-amenorrhea#causes). The patient had 1 menstrual cycle 3 years ago and has had no menses since. Laboratory work-up was negative for pregnancy test, mildly increased calcium level (11.7 mg/dL, normal range: 8.5-10.2 mg/dL) and CA 125 (43 Units/ml, normal range: 0-20 Units/ml). Prolactin, TSH, AFP, Inhibin A, Inhibin B and CEA were normal. Imaging revealed a 13 x 11.8 x 8.6 cm, predominately cystic left pelvis mass, with multiple internal septations. Her past medical history was not contributory. Patient underwent left salpingo-oophorectomy (https://www.healthline.com/health/salpingo-oophorectomy), omentectomy (https://moffitt.org/cancers/ovarian-cancer/omentectomy/) and tumor debulking (https://en.wikipedia.org/wiki/Debulking) with intraoperative frozen section consultation.
GROSS EXAMINATION
The 930.9 g tubo-ovarian complex consisted of a 20.0 x 16.0 x 8.0 cm large mass, with no recognizable normal ovarian parenchyma grossly and an unremarkable fallopian tube. The cut surface was gray, "fish-flesh", soft with foci of hemorrhage and necrosis.
MICROSCOPIC EXAMINATION
Microscopically, the majority of main tumor was growing in large nests, sheets and cords with focal follicle-like structures and geographic areas of necrosis. It was predominantly composed of small cells with hyperchromatic nuclei, round to oval nucleus with irregular nuclear contour, inconspicuous to occasional conspicuous nucleoli and minimal cytoplasm. This component was variably admixed with a population of larger cells, which as the name implies composed of cells with abundant eosinophilic cytoplasm, with central or eccentric round to oval nuclei, pale chromatin and prominent nuclei. Both, the small and large cell components demonstrated brisk mitotic activity. All staging biopsies and omentectomy were composed of large cell component.
An extensive panel of immunohistochemical stains was performed. Overall, the staining pattern was strong and diffuse in small cell component compared to patchy weak staining pattern in the large cell component.
FINAL DIAGNOSIS
Small cell carcinoma (https://en.wikipedia.org/wiki/Small-cell_carcinoma) of the ovary, hypercalcemic type (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4939673/)
DISCUSSION
Small cell carcinoma of the ovary, hypercalcemic type (SCCOHT) is an aggressive and highly malignant tumor affecting the women under 40. It was first described as a distinct entity by Dickersin et al in 1982 (1). Fewer than 500 cases have been described in the literature and it accounts for less than 1% of all ovarian cancer diagnoses. Due to the initial consideration of epithelial origin, the term of SCCOHT has been used to distinguish this entity from its mimicker, the neuroendocrine or pulmonary type (2). In fact epithelial origin of SCCOHT was recently challenged as new imm.
Greek Drama Further Readings and Short Report GuidelinesOur s.docx
Greek Drama: Further Readings and Short Report Guidelines
Our study of Greek drama will begin with an overview of Greek theater in general and focus on Aeschylus’ Agamemnon (Norton rental text, Vol. A). You will be completing a quiz/worksheet on Agamemnon (open book) and that play will be the focus of our class from March 26 through April 2. After that, each of you will have the opportunity to focus more intensively on one of three other Greek plays, Sophocles’ Philoctetes, Euripides’ Medea, or Aristophanes’ Lysistrata.
I will be asking you to submit a short report that focuses primarily on the play you chose to study in more depth. Your first task, though, is to choose which of the three plays you want to work on. Here are brief overviews of the three plays.
Sophocles’ Philoctetes(available in the Sophocles II purchase text). Philoctetes, an outstanding Greek warrior, was abandoned by Odysseus, Agamemnon and Menelaos on the way to fight in Troy because they could not bear the agonies of his suffering from a poisonous snake bite. The hero, an exceptional archer who wields the bow of Heracles, has been living in isolation on the wild island of Lemnos for nine years. Now the Greek forces have received a prophecy that they cannot conquer Troy without Philoctetes’ help. Odysseus, whom Philoctetes hates, and Neoptolemus, the son of Achilles, are sent to lure Philoctetes back to the war, by persuasion, treachery or force.
Euripides’ Medea (available in Norton rental text, Vol. A. Medea, the sorceress who helped the hero Jason find the Golden Fleece and also helped save his life, is living with Jason in exile from her homeland with their two children. She has learned that, in order to advance his fortune and social standing, Jason wants to jilt Medea and marry a younger woman. Out of despair and rage, Medea contrives to take revenge against Jason in the most horrific way she can.
Aristophanes’ Lysistrata (available in Norton rental text, Vol. A). Fed up with the emotional and economic hardships caused by the Peloponnesian War (431-404 BC), the Athenian and Spartan women, under the leadership of Lysistrata, unite to undertake two group actions: first, to refuse to have sex with their men until the men agree to stop fighting and, second, to cut off funding for the war by occupying the Athenian treasury. Aristophanes’ comedy still raises questions today about who should wield political power and why, as well as about how much humans really value peace.
NOTE: While I am requiring you to focus on only one of the three plays, I strongly encourage you to read all three. I will be saying something about each of the three plays before the short report is due, after we spend some time with Aeschylus’ Agamemnon.
Guidelines for Short Report on Greek Drama
For the short report on Greek drama, please write complete, incisiveresponses to each of the following five topics or questions concerning the play—Philoctetes,Medea or Lysistrata—that you h.
Graph 4 (You must select a different graph than one that you hav.docx
Graph 4 (You must select a different graph than one that you have previously discussed)
Select a data presentation from chapter 6 of the text (Grey Section).
Answer the following:
What is the visual that you selected?
What is the purpose of the visual?
What kind of data should be compiled in the selected visual?
What kinds of data should not be compiled in the selected visual?
How can you avoid making the visual misleading?
.
Graphs (Help! Really challenging assignment. Would appreciate any bi.docx
Graphs (Help! Really challenging assignment. Would appreciate any bit of help!)
Family tree's and genealogy software has become more and more prevalent in recent years. From the name you might expect that a family tree would be easily represented by a tree structure, but that is not the case! A more appropriate data structure to represent a family tree would be a type of graph. Using the description of the family that accompanies this assignment, you must represent this family using a graph structure. The graph needs to be a weighted graph. The weights will constitute the types of relationships, I recommend using some kind mapping between numbers and strings to represent the relationships. When adding family members to the graph, this can be done programmatically for the provided family members within the description file. Additionally, I also want there to be an interface in which a user can create a new family member and add them to the tree. This can be a simple CLI where the user provides a name, gender, and age to create a person. Then another simple CLI where they select which member of the family they want the original relationship to be with and what kind of relationship it should be. Finally, they can edit the family member using another CLI and selecting the family member they wish to edit, the operation they wish to perform (edit name, edit age, edit relationship), and then add new relationship between family members which can call a function that you create in order to add the original relationship. Remember the DRY philosophy, where code can be modularized or made into a function, it should be if you plan on using the logic again.
Finally, I want you to make data assertions within the
FamilyTree
class that enforce certain "rules" that exist in a typical human family. An example would be a person should not have any kind of relationship to itself (a person can not marry themselves, a person can not be their own brother, sister, father, mother, etc.). There should be at least 3 data assertions. These should exists as part of the family tree, not as part of the graph.
As a hint, for a successful design: I would recommend using layers of abstraction. Your graph class is the backing structure to the family tree class. Your family tree should implement methods that interface with the graph class, i.e. add_family_member() should call the constructor to create a node and then call a function within the graph class to add a node to the graph. Then using the relationships function parameter, you can add edges to the graph between the new nodes and the existing nodes. The family tree should be what enforces what relationships can exist through the data assertions, the graph does not care about what relationships are made between family members. Your functions that the user would interface with would be greatly reduced compared to the total number of methods within the classes themselves. The user should be able to add, remove, and modi.
Grandparenting can be highly rewarding. Many grandparents, though, u.docx
Grandparenting can be highly rewarding. Many grandparents, though, unexpectedly become guardians and raise small children. How might this responsibility affect their normal course of adult development? What components might require transitions? How would a professional counselor encourage these older guardians in their new roles? Just need 135 words (ASAP)!
.
Great Marketing Moves The evolving art of getting noticed Ov.docx
Great Marketing Moves The evolving art of getting noticed
Over three decades,
Inc.
has seen entrepreneurs, often with little cash but lots of creativity)', produce clever marketing campaigns time and again. Here are 3U classic examples from the archives. —
Kelly Fairdoth
Make a article summary from 2-3 paragraphs.
.
GREAT MIGRATION”Dr. G. J. Giddings.docx
“GREAT MIGRATION”
Dr. G. J. Giddings
Characteristics
Human
Propelled – push-pull (E. Lee, 1966)
Impactful – consequential … cause/effect
Dynamic – leaderless …democratic …
Demographics
Demographics
1.2 million, 1915-’30
6.4 million, 1980
(Caribbean:
140,000,1899-1937)
Precursors
Post-Reconstruction, 1877-1914
Rural - Urban
Westward – “Black Exodus”
Henry Adams (LA)
89,000 migrants/interest
Benjamin “Pap” Singleton (TN)
“Advantage of Living in a Free State”
Thousands migrated
Emigration
Bishop Henry M. Turner,
Mary Ann Shadd Cary
Precursors …
U.S. Empire
Berlin Conf.,1884
Philippines, 1898
Puerto Rico, Guam
Hawaii,
(Cuba)
Haiti, (1915-’34)
U.S. Virgin Isl.,1916
Guyana, 1941
Atkinson Airstrip
6
Great Migration
Caribbean
140,000,1899-1937
M. M. Garvey
C. Powel
DJ Kool Herc
S. Chisholm
G. J. Giddings
Great Migration
“PUSH”
-Boll weevil, 1915/6
-Mississippi flood, 1927
-Racist Terroism
-Racist laws: Jim Crow
Great Migration
“PULL”
E. World War I, 1914-1919
(367,000 AAs served)
European immigration desisted
Chicago Defender
“To die from the bite of frost is more glorious than by the hands of a lynch mob”
“Every Black man for the sake of his wife and daughter should lave even at a financial sacrifice every spot in the south where his worth is not appreciated enough to give him the standing of a man and a citizen in the community.”
Great Migration
IMPACT
Detroit, MI
611 % increase
Urban League, 1911
National League of Urban Conditions among Negroes, NY
Rep. Oscar DePriest (R)
Chicago Alderman, 1915; U.S. Rep, 1929-’35
1970s: Chicago had more Blacks than Mississippi!
Harlem Renaissance, 1919-1932
L. Hughes, “Negro Artist …”
Some pastors followed migrants.
Return Migration/RE-PATRIATION
Post-Industrial
“Reverse migration”
1980-present
Service economy
“Sun Belt” industrial service areas
Destinations
Atlanta, GA; Charlotte, NC, Houston, TX, …
(F&H, chap. 23)
GREAT MIGRATION
Franklin & Higginbotham (F&H)
1, (12),13, 14, 15, 16, 17, 19, 23 …
Great Migration
The Warmth of Other Suns, 2010
Isabel Wilkerson, Pulitzer laureate
National Book Critics Circle award
“best non-fiction ...” NY Times
1,200 interviews
I.M. Gladney
G. Starling
R. P. Foster
Wilkerson …
Ida Mae Gladney
1934
MS – Chicago, IL
Wilkerson …
George Starling
1945
Florida–New York
(.
Grand theory and Middle-range theoryHow are Nursing Theories c.docx
Grand theory and Middle-range theory
How are Nursing Theories classified?
What are the differences between grand theory and middle-range Theory?
Examples of grand Theory and Middle range Theory?
Write an Essay.
Use the APA style 7
Avoid plagiarism by submitting your work to SafeAssign.
.
Grand Rounds Hi, and thanks for attending this case presen.docx
Grand Rounds
Hi, and thanks for attending this case presentation. My name is Dr. Stephen Brewer and I am a licensed
clinical psychologist in San Diego, California and Assistant Professor of Psychology and Applied
Behavioral Sciences at Ashford University. Today, I will be sharing with you the story of Bob.
Presenting problem
Bob Smith is a 36-year-old man who came to me approximately six months ago with concerns about his
career choice and life direction. He did not have any significant psychiatric symptoms, besides some
understandable existential anxiety regarding his future. Bob was cooperative, friendly, open, and
knowledgeable about psychology during our first few sessions together. I noticed that he seemed
guarded only when talking about his family and childhood experiences. To confirm his identity, I checked
his driver’s license to ensure his name was indeed Bob Smith and that he lived close by in a mobile home
in Spring Valley. Given his relatively mild symptoms, we decided to meet once a week for supportive
psychotherapy so he could work through his anxieties. I gave him a diagnosis of adjustment disorder
with anxiety.
History
Here’s some background on Bob to give you a sense of who he is.
Family
Bob grew up as an only child in Edmonton, Canada, in a low-income, conservative, and very religious
household.
He shared that his father was largely absent during his childhood, as he spent most of the week residing
north of Edmonton, where he worked as a mechanic in the oil fields near Fort McMurray. On weekends,
Bob’s father would return home and spend as much time as possible with his family. Bob described his
father as warm, caring, and a hard worker. His father reportedly died one year ago.
Bob’s mother was described as a strict, rule-based woman who had a short temper and was prone to
furious outbursts over trivial matters. She worked in Bob’s junior high as a janitor, which meant that Bob
often crossed paths with his mother at school, where she would often check up on him. During Bob’s
high school years, Bob’s mother got a new job as a high school librarian.
At 18, Bob moved to San Diego to study psychology at San Diego State University. He lived in the dorms
for his first few years, where he easily made friends and joined a fraternity. Bob maintained contact with
his parents, but ceased all contact when his mother suggested she would move to San Diego to be closer
to him. He graduated with a 3.2 GPA and began working for the county as a psychiatric technician. He
worked as a psych tech for 14 years and described it as “fun at first, but it got boring and predictable
after a while.”
Treatment
Bob shared that he has a medical doctor that he visits once every few years for his routine physical. He
denied having any significant medical problems. Additionally, he denied using any illicit substances and
reported drinking only on occasion with friends from his fratern.
Graduate Level Writing Required.DUEFriday, February 1.docx
Graduate Level Writing Required.
DUE:
Friday, February 14, 2020 by 5pm Eastern Standard Time.
Resources: U.S. Department of Labor, Bureau of Labor Statistics, U.S. Department of Labor Wages, U.S. Department of Education, U.S. Census Bureau
Based
on
Dallas, Texas
Write a 900- to 1,050-word paper in which you analyze the criminal profile of Dallas, Texas.
Include the following information in your analysis:
-Characterization of the city in terms of social and intellectual context
-Identity of social factors that contribute to crime
-Linking of events or attitudes to a description of beliefs people living there would accept for explaining criminal behavior
-Consideration of changes in land use, property values, transportation, and retail as one moves away from the city center
-If there are changes, what distance do you estimate exist between these areas?
-How noticeable are the changes?
-Discussion of whether or not zones of transition apply to this city
-Identification of criminal hot spots
-Relevant data to support answers
-How your findings relate to the role of socioeconomic status and values in criminological theory
-Identification and rationale for the choice of one sociologic theory that best explains the crime in your chosen city
-Format your paper consistent with APA guidelines
.
-Provide at least 4 Academic / Scholarly references
.
-100% Original Work. ZERO Plagiarism.
-Must Be Graduate Level Writing.
.
Graduate Level Writing Required.DUEWednesday, February .docx
Graduate Level Writing Required.
DUE:
Wednesday, February 12, 2020 by 5pm Eastern Standard Time.
Provide a 200-250 word response answering the following questions:
Are there everyday behaviors that might be useful or functional in lower classes, but would not serve the same purpose for those of higher socioeconomic standing?
What about interactions with peers, teachers, or other authorities?
-Provide at least 1 Academic / Scholarly reference
.
-100% Original Work. ZERO PLAGARISM
-Must Be Graduate Level Writing.
.
Graduate Level Writing Required.DUEMonday, February 20,.docx
Graduate Level Writing Required.
DUE:
Monday, February 20, 2020 by 5pm Eastern Standard Time.
Write
a 800- to 1,050-word paper examining the relationship between restorative justice programs and crime reduction.
In your opinion
, is it better to assist the justice-involved reintegrate into society towards becoming productive members or stigmatize them as "criminals" who cannot be changed or be rehabilitated?
Address the following:
-A brief summary of the restorative justice approach to include the relationship between the labeling theory and re-intergrative shaming.
-An overview of the restoration process and the desired outcomes of this strategy.
-
Compare and contrast
ways restorative justice is used in the criminal justice system, schools and in the community.
-An explanation for why restorative justice programs should be used or not with specific examples which support your findings.
-Format your paper consistent with APA guidelines
.
-Provide at least 4 Academic / Scholarly references
.
-100% Original Work.
-Must Be Graduate Level Writing.
.
Graduate Level Writing Required.DUEFriday, February.docx
Graduate Level Writing Required.
DUE:
Friday, February 28, 2020 by 5pm Eastern Standard Time.
Write
a 900- to 1,050-word analysis.
Address the following:
-Provide a brief description as to what specific factors serve as the basis for victimization; for example, race, religion, or sexual orientation
-Identify applicable specific case examples.
-Discuss the prevalence of state laws which criminalize various types of hate crimes
-Describe
how
you
would collect
data measure the victimization of your chosen group.
Provide rationale for your choice.
-Identify which of the criminological theories explain the victimization of this individual, group, or population.
Provide rationale for the selection.
-Format your paper consistent with APA guidelines
.
-Provide at least 4 Academic / Scholarly references
.
-100% Original Work.
-Must Be Graduate Level Writing.
.
Graduate level 1. 5 source annotated bibliography2. slide pr.docx
Graduate level
1. 5 source annotated bibliography
2. slide presentation with 12 slides
3. Summary or Abstract containing at least 750 words.
Use academically appropriate resources
.
Use the
Research Databases available from the Danforth Library
, not Google.
.
Grading RubricF F C B A0 1 2 3 4Did notSu.docx
/
Grading Rubric
F F C B A
0 1 2 3 4
Did not
Submit
No Pass Competence Pro�ciency Mastery
Not
Submitted
Did not provide a
mid or high-level
Excel spreadsheet
that includes a
thoroughly
completed 3-year
forecast; did not
use income
statement format
for the forecast.
Provided a
su�cient high-
level 3-year
forecast; used
income
statement
format.
Provided a
well-
developed
high-level 3-
year forecast;
used income
statement
format.
Provided a
detailed high-
level 3-year
forecast; used
income
statement
format.
Not
Submitted
Did not include a
summary of 5
years of data and
assumptions from
income
statements.
Included a
basic summary
of 5 years of
data and
assumptions
from income
statements.
Included an
expanded
summary of 5
years of data
and
assumptions
from income
statements.
Included a
detailed
summary of 5
years of data
and
assumptions
from income
statements.
Not
Submitted
Did not provide
economic data for
key economic
indicators in the
forecast.
Provided basic
economic data
for the key
economic
indicators
included in the
forecast.
Provided
expanded
economic
data for key
economic
indicators
included in
the forecast.
Provided
comprehensive
economic data
for key
economic
indicators
included in
forecast.
1
Design Document
Unit 3 Group Project
Design Document
Charles Kirk Jr
American Intercontinental University
MGMT465
With ABC Shoe company awarding my team the honors of creating design document for their new up and coming running shoes; my team has diligently review multiple ways in ensuring we prepare the best design document to we satisfy not only ABC, but the consumers of the running shoe as well.
In this document we’ve reviewed multiple methods in which we could use to gather effective information for use in designing the new running shoe. With so many options available, the team and I decided to gather information using workshops, focus groups, and questionnaires.
These three made the most sense when it comes to gathering information regarding customers needs and wants.
After all three phases are completed in regards to a good information gathering; then, the plan for meeting the design requirements will be established using two steps which I feel will exceed the expectations set by our consumers.
Once requirements are successfully established the plan will be set out and placed into effect to ensure everyone knows the progress and process in which will be needed from start to finish.
While things may not go 100 percent according to plan; a detailed comparing of the product and service design will be established and further reviewed.
The two methods which we’ve decided to use in order to gather information with the most detail to better equip and suit our design team are; Questionnaires, workshops, and focus groups.
Questionnaires or also known as survey’s are by far one of the most used and credible ways to receive customer fe.
Grading for this assignment will be based on answer quality, logic.docx
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Points: 200
Assignment 3: Leadership Personal Issues and the Rules of Law
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Examine the change in requirements that police hiring agencies have had for potential candidates over the last 50 years and discuss the effects on law enforcement organizations. Support or critique the current requirements.
Weight: 25%
Did not submit or incompletely examined the requirements that police hiring agencies have had for potential candidates. Did not submit or incompletely supported or critiqued the requirements.
Insufficiently examined the requirements that police hiring agencies have had for potential candidates. Insufficiently supported or critiqued the requirements.
Partially examined the requirements that police hiring agencies have had for potential candidates. Partially supported or critiqued the requirements.
Satisfactorily examined the requirements that police hiring agencies have had for potential candidates. Satisfactorily supported or critiqued the requirements.
Thoroughly examined the requirements that police hiring agencies have had for potential candidates. Thoroughly supported or critiqued the requirements.
2. Examine two areas in which federal courts have placed limits on officers' constitutional rights due to the nature of their work and explain the reasoning.
Weight: 20%
Did not submit or incompletely examined two areas in which federal courts have placed limits on officers' constitutional rights due to the nature of their work. Did not submit or incompletely explained the reasoning.
Insufficiently examined two areas in which federal courts have placed limits on officers' constitutional rights due to the nature of their work. Insufficiently examined the reasoning.
Partially examined two areas in which federal courts have placed limits on officers' constitutional rights due to the nature of their work. Partially examined the reasoning.
Satisfactorily examined two areas in which federal courts have placed limits on officers' constitutional rights due to the nature of their work. Satisfactorily explained the reasoning.
Thoroughly examined two areas in which federal courts have placed limits on officers' constitutional rights due to the nature of their work. Thoroughly explained the reasoning
3. Identify three constraints placed on law enforcement and examine how these constraints affect how law enforcement conducts their operations.
Weight: 20%
Did not submit or incompletely identified three constraints placed on law enforcement and examined how these constraints affect how law enforcement conducts their operations.
Insufficiently identified three constraints placed on law enforcement and examined how these constraints affect how law enforcement conducts their oper.
Graded ProjectIce Cream Systems© PENN FOSTER, INC..docx
Graded Project
Ice Cream Systems
© PENN FOSTER, INC. 2017 PAGE 1ICE CREAM SYSTEMS
Graded Project
CONTENTS
PROJECT GOAL 2
PROJECT INFORMATION 3
PROJECT INSTRUCTIONS 15
SUBMITTING YOUR PROJECT 26
GRADING CRITERIA 26
PLAGIARISM 27
© PENN FOSTER, INC. 2017 PAGE 2ICE CREAM SYSTEMS
Graded Project
ICE CREAM SYSTEMS
PROJECT GOAL
The goal of this graded project is to create the following financial statements for Ice
Cream Systems (ICS):
n Balance sheet
n Income statement
n Post-closing trial balance
The financial statements must be created in one Word document (.doc or .docx file).
Alternatively, an Excel workbook may be used (.xls or .xlsx file). A Rich Text Format
(.rtf file) may be used by Mac users. The Word, Excel, or Rich Text Format file will be
uploaded for grading.
PROJECT INFORMATION
Read the following information thoroughly before beginning your work. This will help you
become familiar with the project. The material you need to know to complete the project
has been covered in the textbook and in the assigned exercises and problems. If you
understood the chapters and completed the assigned homework problems, you should
have no problem with the project.
The project is to be done by hand with a pencil and paper. Use the blank forms provided.
(Make as many copies as needed.) At the end of the project, you’ll be given instructions
for creating and uploading the financial statements in a Word, Excel, or Rich Text Format
file for grading.
Note: It’s important to format financial statements properly. They must follow Generally
Accepted Accounting Principles (GAAP), which create a uniformity of financial statements
for analyzing. This allows for an easier comparison, as all businesses follow GAAP.
Therefore, the financial statements you create should replicate those in the textbook.
Failure to do so will result in a loss of points.
© PENN FOSTER, INC. 2017 PAGE 3ICE CREAM SYSTEMS
Graded Project
This project references “debits equaling credits.” This is a fundamental principle of
accounting, and violation of this principle is not acceptable under any circumstance.
If debits don’t equal credits, it suggests that someone has “cooked the books” or pre-
sented false information. It also allows for embezzlement. If debits don’t equal credits,
the cause may be a lack of understanding of accounting principles or carelessness when
making journal entries, posting to the general ledger accounts, or completing the math.
Remember that instructors are available to help you! If your mistakes are careless, go
back over the work slowly until the error is found.
The accounting equation must balance on the balance sheet. This is another fundamen-
tal principle of accounting that can’t be violated. Unbalanced equations are completely
unacceptable. When the equation doesn’t balance, it’s easily detectable by someone who
knows accounting, and it suggests the numbers have been “fudged.” If your debits equal
your .
Grading Rubric Page 1 of 5 .docx
Grading Rubric Page 1 of 5 NURS4344
Management and Leadership: Bedside to Boardroom
4344 Leadership Self-Assessment Grading Rubric
Criteria
Exemplary Proficient Competent Substantial
Areas for
Improvement
Unsatisfactory
Introductory
Paragraph
Identify what three
theories (from the
Northouse text) you
decided to use to
evaluate yourself.
Explain why you
chose these three
theories.
Introduction
section exceeds
meeting stated
objectives as
evidenced by:
- three theories
identified
- explanation of
why these
theories were
chosen
(5 points)
Introduction
section meets
stated objectives
with accurate and
relevant
information
related to:
- three theories
identified
- explanation of
why these three
theories were
chosen
(4 points)
Introduction
section minimally
meets objectives
as evidenced by
three theories
identified, but no
explanation given
for selecting
theories.
(3 points)
Introduction
section meets
objectives with
only one or two
theories
identified and
explanation for
choosing the
selected theories.
(2 points)
No introductory
paragraph
found in paper.
(0 points)
Theory 1
Primary Concepts
Explain the primary
concepts of your
first selected
theory.
Primary concepts
of the first
selected theory
exceeds
objectives with
clear and concise
explanation and
description of the
primary
concepts.
(5 points)
Primary concepts
of the first
selected theory
meet stated
objectives.
(4 points)
Primary concepts
of the first
selected theory
minimally meet
objectives.
Concepts are
partially defined
and explained.
(3 points)
Primary concepts
of the first
selected theory
do not meet
objectives.
(2 points)
Primary
concepts of the
first selected
theory are not
found in paper.
(0 points)
Theory 1
Discussion of
Results Describe
your results (be
specific) from taking
the
test/questionnaire
associated with your
first selected
theory. Share what
the score
interpretation
reflects about your
scores.
Discussion of
results exceeds
objectives with
clear and concise
description of:
- the theory
measurement
tool
- results of
theory
questionnaire
- the score
interpretation of
your answers
(7 points)
Discussion of
results meets
objectives with
description of:
- the theory
measurement tool
- results of
theory
questionnaire
- the score
interpretation of
your answers
(6 points)
Discussion of
results meets
objectives with
minimal or
absent
description of:
- the theory
measurement
tool
- results of
theory
questionnaire
- the score
interpretation of
yo.
Grade 4 Writing Expository PromptREAD the information in.docx
Grade 4 Writing
Expository Prompt
READ the information in the box below.
Thomas Edison is famous for inventing many things, including
the lightbulb.
THINK about inventions that you believe are useful.
WRITE about one invention that is important in your life. Tell what the invention
is and explain what makes it important.
Be sure to —
●
●
●
●
●
● clearly state your central idea
● organize your writing
● develop your writing in detail
● choose your words carefully
● use correct spelling, capitalization, punctuation, grammar, and sentences
STAAR Grade 4 Expository
Texas Education Agency
Student Assessment Division
April 2019
Score Point 1
The essay represents a very limited writing performance.
Organization/Progression
●
●
●
q The organizing structure of the essay is inappropriate to the purpose or the specific
demands of the prompt. The writer uses organizational strategies that are only
marginally suited to the explanatory task, or they are inappropriate or not evident
at all. The absence of a functional organizational structure causes the essay to lack
clarity and direction.
q Most ideas are generally related to the topic specified in the prompt, but the central
idea is missing, unclear, or illogical. The writer may fail to maintain focus on the
topic, may include extraneous information, or may shift abruptly from idea to idea,
weakening the coherence of the essay.
q The writer’s progression of ideas is weak. Repetition or wordiness sometimes causes
serious disruptions in the flow of the essay. At other times the lack of transitions and
sentence-to-sentence connections causes the writer to present ideas in a random or
illogical way, making one or more parts of the essay unclear or difficult to follow.
Development of Ideas
●
●
q The development of ideas is weak. The essay is ineffective because the writer uses
details and examples that are inappropriate, vague, or insufficient.
q The essay is insubstantial because the writer’s response to the prompt is vague or
confused. In some cases, the essay as a whole is only weakly linked to the prompt.
In other cases, the writer develops the essay in a manner that demonstrates a lack of
understanding of the expository writing task.
Use of Language/Conventions
●
●
●
q The writer’s word choice may be vague or limited. It reflects little or no awareness
of the expository purpose and does not establish a tone appropriate to the task. The
word choice may impede the quality and clarity of the essay.
q Sentences are simplistic, awkward, or uncontrolled, significantly limiting the
effectiveness of the essay.
q The writer has little or no command of sentence boundaries and age-appropriate
spelling, capitalization, punctuation, grammar, and usage conventions. Serious and
persistent errors create disruptions in the fluency of the writing and sometimes
interfere with meaning.
STAAR Grade 4 Expository
Texas Education Agency
Student Assessment Division
.
The Challenger.pdf DNHS Official Publication
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Create Map Views in the Odoo 17 ERP
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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Grotius, HobbesDevelopment of INR – Week 3HobbesRelati.docx
Grotius, Hobbes
Development of INR – Week 3
Hobbes
Relationship between Natural Law and Law of Nations?
Mediated by the idea of the state of nature as the predicament of insecurity:
Natural right: self-preservation.
Natural law: the observation of promises and contracts.
For states: minimum observation of natural law in the form of consenting to agreements.
Written agreement: treaty-making
Unwritten agreements: customary law
Hobbes
State of Nature: the condition in which individuals find themselves in a perpetual condition of war.
Natural right to self-preservation:
We each have the right to judge what is in our interest for self-preservation.
Conflict occurs because of:
Competition
Diffidence
Glory
Different meanings for words in the State of Nature; no ability in the State of Nature to determine whose judgment is valid (Wolin).
Life in the state of nature: “Solitary, poor, nasty, brutish, and short”
Commonwealth
Commonwealth by institution:
Social contract: it is the collective agreement among all individuals in the state of nature to establish:
Sovereign power
Able to speak and act for a multiplicity of people (which becomes a unified group).
State
The unity of sovereign power and the unified people.
Sovereign is the man or assembly that carries the person of the State.
State is the Leviathan: the mortal God on earth.
Sovereigns come and go but the State remains.
Consequences
The implication: fear is displaced from the condition of the state of nature to the relation between individual and state.
What continues to bind the state is fear of a return to the State of Nature:
the relation between individual and state is one of protection in exchange for obedience.
Private vs. public conscious: does one need to truly believe (i.e. like a Christian) or does the appearance of belief suffice?
“belief and unbelief never follow men’s commands.”
Loyalty only to those that are in power?
Historical context: The Norman Yoke and the English Civil Wars
Stability should not sacrificed as a result of ‘injustice’.
The rise of the ‘mechanical’ centralized administrative state.
Grotius
Dutch legal theorist 16th century;
Along with Vitoria and Gentili laid the foundation for the Law of Nations (Public European Law) on Natural Law.
Moves away from a theological conceptualization of Natural Law to a secular one.
Develops the notion of Natural Rights which becomes key for understanding human morality and law.
Notion of natural right emerged out of the massacre of St. Bartholomew (25 August 1572).
Attempted to establish limitation on the Sovereign’s power:
notion of individual right that the state cannot transgress.
Grotius: “a RIGHT is a moral quality annexed to the person, justly entitling him to possess some privilege, or to perform some particular act”
Four Fundamental Rights
1) the right for others not to take my possessions.
2) the right of restoration of property in case of injury.
3) honoring promises.
4) punish wrongdoing.
Natural.
GROUP 1 Case 967-- A Teenage Female with an Ovarian MassCLI.docx
GROUP 1: Case 967-- A Teenage Female with an Ovarian Mass
CLINICAL HISTORY
A teenage female presented with secondary amenorrhea (https://www.healthline.com/health/secondary-amenorrhea#causes). The patient had 1 menstrual cycle 3 years ago and has had no menses since. Laboratory work-up was negative for pregnancy test, mildly increased calcium level (11.7 mg/dL, normal range: 8.5-10.2 mg/dL) and CA 125 (43 Units/ml, normal range: 0-20 Units/ml). Prolactin, TSH, AFP, Inhibin A, Inhibin B and CEA were normal. Imaging revealed a 13 x 11.8 x 8.6 cm, predominately cystic left pelvis mass, with multiple internal septations. Her past medical history was not contributory. Patient underwent left salpingo-oophorectomy (https://www.healthline.com/health/salpingo-oophorectomy), omentectomy (https://moffitt.org/cancers/ovarian-cancer/omentectomy/) and tumor debulking (https://en.wikipedia.org/wiki/Debulking) with intraoperative frozen section consultation.
GROSS EXAMINATION
The 930.9 g tubo-ovarian complex consisted of a 20.0 x 16.0 x 8.0 cm large mass, with no recognizable normal ovarian parenchyma grossly and an unremarkable fallopian tube. The cut surface was gray, "fish-flesh", soft with foci of hemorrhage and necrosis.
MICROSCOPIC EXAMINATION
Microscopically, the majority of main tumor was growing in large nests, sheets and cords with focal follicle-like structures and geographic areas of necrosis. It was predominantly composed of small cells with hyperchromatic nuclei, round to oval nucleus with irregular nuclear contour, inconspicuous to occasional conspicuous nucleoli and minimal cytoplasm. This component was variably admixed with a population of larger cells, which as the name implies composed of cells with abundant eosinophilic cytoplasm, with central or eccentric round to oval nuclei, pale chromatin and prominent nuclei. Both, the small and large cell components demonstrated brisk mitotic activity. All staging biopsies and omentectomy were composed of large cell component.
An extensive panel of immunohistochemical stains was performed. Overall, the staining pattern was strong and diffuse in small cell component compared to patchy weak staining pattern in the large cell component.
FINAL DIAGNOSIS
Small cell carcinoma (https://en.wikipedia.org/wiki/Small-cell_carcinoma) of the ovary, hypercalcemic type (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4939673/)
DISCUSSION
Small cell carcinoma of the ovary, hypercalcemic type (SCCOHT) is an aggressive and highly malignant tumor affecting the women under 40. It was first described as a distinct entity by Dickersin et al in 1982 (1). Fewer than 500 cases have been described in the literature and it accounts for less than 1% of all ovarian cancer diagnoses. Due to the initial consideration of epithelial origin, the term of SCCOHT has been used to distinguish this entity from its mimicker, the neuroendocrine or pulmonary type (2). In fact epithelial origin of SCCOHT was recently challenged as new imm.
Greek Drama Further Readings and Short Report GuidelinesOur s.docx
Greek Drama: Further Readings and Short Report Guidelines
Our study of Greek drama will begin with an overview of Greek theater in general and focus on Aeschylus’ Agamemnon (Norton rental text, Vol. A). You will be completing a quiz/worksheet on Agamemnon (open book) and that play will be the focus of our class from March 26 through April 2. After that, each of you will have the opportunity to focus more intensively on one of three other Greek plays, Sophocles’ Philoctetes, Euripides’ Medea, or Aristophanes’ Lysistrata.
I will be asking you to submit a short report that focuses primarily on the play you chose to study in more depth. Your first task, though, is to choose which of the three plays you want to work on. Here are brief overviews of the three plays.
Sophocles’ Philoctetes(available in the Sophocles II purchase text). Philoctetes, an outstanding Greek warrior, was abandoned by Odysseus, Agamemnon and Menelaos on the way to fight in Troy because they could not bear the agonies of his suffering from a poisonous snake bite. The hero, an exceptional archer who wields the bow of Heracles, has been living in isolation on the wild island of Lemnos for nine years. Now the Greek forces have received a prophecy that they cannot conquer Troy without Philoctetes’ help. Odysseus, whom Philoctetes hates, and Neoptolemus, the son of Achilles, are sent to lure Philoctetes back to the war, by persuasion, treachery or force.
Euripides’ Medea (available in Norton rental text, Vol. A. Medea, the sorceress who helped the hero Jason find the Golden Fleece and also helped save his life, is living with Jason in exile from her homeland with their two children. She has learned that, in order to advance his fortune and social standing, Jason wants to jilt Medea and marry a younger woman. Out of despair and rage, Medea contrives to take revenge against Jason in the most horrific way she can.
Aristophanes’ Lysistrata (available in Norton rental text, Vol. A). Fed up with the emotional and economic hardships caused by the Peloponnesian War (431-404 BC), the Athenian and Spartan women, under the leadership of Lysistrata, unite to undertake two group actions: first, to refuse to have sex with their men until the men agree to stop fighting and, second, to cut off funding for the war by occupying the Athenian treasury. Aristophanes’ comedy still raises questions today about who should wield political power and why, as well as about how much humans really value peace.
NOTE: While I am requiring you to focus on only one of the three plays, I strongly encourage you to read all three. I will be saying something about each of the three plays before the short report is due, after we spend some time with Aeschylus’ Agamemnon.
Guidelines for Short Report on Greek Drama
For the short report on Greek drama, please write complete, incisiveresponses to each of the following five topics or questions concerning the play—Philoctetes,Medea or Lysistrata—that you h.
Graph 4 (You must select a different graph than one that you hav.docx
Graph 4 (You must select a different graph than one that you have previously discussed)
Select a data presentation from chapter 6 of the text (Grey Section).
Answer the following:
What is the visual that you selected?
What is the purpose of the visual?
What kind of data should be compiled in the selected visual?
What kinds of data should not be compiled in the selected visual?
How can you avoid making the visual misleading?
.
Graphs (Help! Really challenging assignment. Would appreciate any bi.docx
Graphs (Help! Really challenging assignment. Would appreciate any bit of help!)
Family tree's and genealogy software has become more and more prevalent in recent years. From the name you might expect that a family tree would be easily represented by a tree structure, but that is not the case! A more appropriate data structure to represent a family tree would be a type of graph. Using the description of the family that accompanies this assignment, you must represent this family using a graph structure. The graph needs to be a weighted graph. The weights will constitute the types of relationships, I recommend using some kind mapping between numbers and strings to represent the relationships. When adding family members to the graph, this can be done programmatically for the provided family members within the description file. Additionally, I also want there to be an interface in which a user can create a new family member and add them to the tree. This can be a simple CLI where the user provides a name, gender, and age to create a person. Then another simple CLI where they select which member of the family they want the original relationship to be with and what kind of relationship it should be. Finally, they can edit the family member using another CLI and selecting the family member they wish to edit, the operation they wish to perform (edit name, edit age, edit relationship), and then add new relationship between family members which can call a function that you create in order to add the original relationship. Remember the DRY philosophy, where code can be modularized or made into a function, it should be if you plan on using the logic again.
Finally, I want you to make data assertions within the
FamilyTree
class that enforce certain "rules" that exist in a typical human family. An example would be a person should not have any kind of relationship to itself (a person can not marry themselves, a person can not be their own brother, sister, father, mother, etc.). There should be at least 3 data assertions. These should exists as part of the family tree, not as part of the graph.
As a hint, for a successful design: I would recommend using layers of abstraction. Your graph class is the backing structure to the family tree class. Your family tree should implement methods that interface with the graph class, i.e. add_family_member() should call the constructor to create a node and then call a function within the graph class to add a node to the graph. Then using the relationships function parameter, you can add edges to the graph between the new nodes and the existing nodes. The family tree should be what enforces what relationships can exist through the data assertions, the graph does not care about what relationships are made between family members. Your functions that the user would interface with would be greatly reduced compared to the total number of methods within the classes themselves. The user should be able to add, remove, and modi.
Grandparenting can be highly rewarding. Many grandparents, though, u.docx
Grandparenting can be highly rewarding. Many grandparents, though, unexpectedly become guardians and raise small children. How might this responsibility affect their normal course of adult development? What components might require transitions? How would a professional counselor encourage these older guardians in their new roles? Just need 135 words (ASAP)!
.
Great Marketing Moves The evolving art of getting noticed Ov.docx
Great Marketing Moves The evolving art of getting noticed
Over three decades,
Inc.
has seen entrepreneurs, often with little cash but lots of creativity)', produce clever marketing campaigns time and again. Here are 3U classic examples from the archives. —
Kelly Fairdoth
Make a article summary from 2-3 paragraphs.
.
GREAT MIGRATION”Dr. G. J. Giddings.docx
“GREAT MIGRATION”
Dr. G. J. Giddings
Characteristics
Human
Propelled – push-pull (E. Lee, 1966)
Impactful – consequential … cause/effect
Dynamic – leaderless …democratic …
Demographics
Demographics
1.2 million, 1915-’30
6.4 million, 1980
(Caribbean:
140,000,1899-1937)
Precursors
Post-Reconstruction, 1877-1914
Rural - Urban
Westward – “Black Exodus”
Henry Adams (LA)
89,000 migrants/interest
Benjamin “Pap” Singleton (TN)
“Advantage of Living in a Free State”
Thousands migrated
Emigration
Bishop Henry M. Turner,
Mary Ann Shadd Cary
Precursors …
U.S. Empire
Berlin Conf.,1884
Philippines, 1898
Puerto Rico, Guam
Hawaii,
(Cuba)
Haiti, (1915-’34)
U.S. Virgin Isl.,1916
Guyana, 1941
Atkinson Airstrip
6
Great Migration
Caribbean
140,000,1899-1937
M. M. Garvey
C. Powel
DJ Kool Herc
S. Chisholm
G. J. Giddings
Great Migration
“PUSH”
-Boll weevil, 1915/6
-Mississippi flood, 1927
-Racist Terroism
-Racist laws: Jim Crow
Great Migration
“PULL”
E. World War I, 1914-1919
(367,000 AAs served)
European immigration desisted
Chicago Defender
“To die from the bite of frost is more glorious than by the hands of a lynch mob”
“Every Black man for the sake of his wife and daughter should lave even at a financial sacrifice every spot in the south where his worth is not appreciated enough to give him the standing of a man and a citizen in the community.”
Great Migration
IMPACT
Detroit, MI
611 % increase
Urban League, 1911
National League of Urban Conditions among Negroes, NY
Rep. Oscar DePriest (R)
Chicago Alderman, 1915; U.S. Rep, 1929-’35
1970s: Chicago had more Blacks than Mississippi!
Harlem Renaissance, 1919-1932
L. Hughes, “Negro Artist …”
Some pastors followed migrants.
Return Migration/RE-PATRIATION
Post-Industrial
“Reverse migration”
1980-present
Service economy
“Sun Belt” industrial service areas
Destinations
Atlanta, GA; Charlotte, NC, Houston, TX, …
(F&H, chap. 23)
GREAT MIGRATION
Franklin & Higginbotham (F&H)
1, (12),13, 14, 15, 16, 17, 19, 23 …
Great Migration
The Warmth of Other Suns, 2010
Isabel Wilkerson, Pulitzer laureate
National Book Critics Circle award
“best non-fiction ...” NY Times
1,200 interviews
I.M. Gladney
G. Starling
R. P. Foster
Wilkerson …
Ida Mae Gladney
1934
MS – Chicago, IL
Wilkerson …
George Starling
1945
Florida–New York
(.
Grand theory and Middle-range theoryHow are Nursing Theories c.docx
Grand theory and Middle-range theory
How are Nursing Theories classified?
What are the differences between grand theory and middle-range Theory?
Examples of grand Theory and Middle range Theory?
Write an Essay.
Use the APA style 7
Avoid plagiarism by submitting your work to SafeAssign.
.
Grand Rounds Hi, and thanks for attending this case presen.docx
Grand Rounds
Hi, and thanks for attending this case presentation. My name is Dr. Stephen Brewer and I am a licensed
clinical psychologist in San Diego, California and Assistant Professor of Psychology and Applied
Behavioral Sciences at Ashford University. Today, I will be sharing with you the story of Bob.
Presenting problem
Bob Smith is a 36-year-old man who came to me approximately six months ago with concerns about his
career choice and life direction. He did not have any significant psychiatric symptoms, besides some
understandable existential anxiety regarding his future. Bob was cooperative, friendly, open, and
knowledgeable about psychology during our first few sessions together. I noticed that he seemed
guarded only when talking about his family and childhood experiences. To confirm his identity, I checked
his driver’s license to ensure his name was indeed Bob Smith and that he lived close by in a mobile home
in Spring Valley. Given his relatively mild symptoms, we decided to meet once a week for supportive
psychotherapy so he could work through his anxieties. I gave him a diagnosis of adjustment disorder
with anxiety.
History
Here’s some background on Bob to give you a sense of who he is.
Family
Bob grew up as an only child in Edmonton, Canada, in a low-income, conservative, and very religious
household.
He shared that his father was largely absent during his childhood, as he spent most of the week residing
north of Edmonton, where he worked as a mechanic in the oil fields near Fort McMurray. On weekends,
Bob’s father would return home and spend as much time as possible with his family. Bob described his
father as warm, caring, and a hard worker. His father reportedly died one year ago.
Bob’s mother was described as a strict, rule-based woman who had a short temper and was prone to
furious outbursts over trivial matters. She worked in Bob’s junior high as a janitor, which meant that Bob
often crossed paths with his mother at school, where she would often check up on him. During Bob’s
high school years, Bob’s mother got a new job as a high school librarian.
At 18, Bob moved to San Diego to study psychology at San Diego State University. He lived in the dorms
for his first few years, where he easily made friends and joined a fraternity. Bob maintained contact with
his parents, but ceased all contact when his mother suggested she would move to San Diego to be closer
to him. He graduated with a 3.2 GPA and began working for the county as a psychiatric technician. He
worked as a psych tech for 14 years and described it as “fun at first, but it got boring and predictable
after a while.”
Treatment
Bob shared that he has a medical doctor that he visits once every few years for his routine physical. He
denied having any significant medical problems. Additionally, he denied using any illicit substances and
reported drinking only on occasion with friends from his fratern.
Graduate Level Writing Required.DUEFriday, February 1.docx
Graduate Level Writing Required.
DUE:
Friday, February 14, 2020 by 5pm Eastern Standard Time.
Resources: U.S. Department of Labor, Bureau of Labor Statistics, U.S. Department of Labor Wages, U.S. Department of Education, U.S. Census Bureau
Based
on
Dallas, Texas
Write a 900- to 1,050-word paper in which you analyze the criminal profile of Dallas, Texas.
Include the following information in your analysis:
-Characterization of the city in terms of social and intellectual context
-Identity of social factors that contribute to crime
-Linking of events or attitudes to a description of beliefs people living there would accept for explaining criminal behavior
-Consideration of changes in land use, property values, transportation, and retail as one moves away from the city center
-If there are changes, what distance do you estimate exist between these areas?
-How noticeable are the changes?
-Discussion of whether or not zones of transition apply to this city
-Identification of criminal hot spots
-Relevant data to support answers
-How your findings relate to the role of socioeconomic status and values in criminological theory
-Identification and rationale for the choice of one sociologic theory that best explains the crime in your chosen city
-Format your paper consistent with APA guidelines
.
-Provide at least 4 Academic / Scholarly references
.
-100% Original Work. ZERO Plagiarism.
-Must Be Graduate Level Writing.
.
Graduate Level Writing Required.DUEWednesday, February .docx
Graduate Level Writing Required.
DUE:
Wednesday, February 12, 2020 by 5pm Eastern Standard Time.
Provide a 200-250 word response answering the following questions:
Are there everyday behaviors that might be useful or functional in lower classes, but would not serve the same purpose for those of higher socioeconomic standing?
What about interactions with peers, teachers, or other authorities?
-Provide at least 1 Academic / Scholarly reference
.
-100% Original Work. ZERO PLAGARISM
-Must Be Graduate Level Writing.
.
Graduate Level Writing Required.DUEMonday, February 20,.docx
Graduate Level Writing Required.
DUE:
Monday, February 20, 2020 by 5pm Eastern Standard Time.
Write
a 800- to 1,050-word paper examining the relationship between restorative justice programs and crime reduction.
In your opinion
, is it better to assist the justice-involved reintegrate into society towards becoming productive members or stigmatize them as "criminals" who cannot be changed or be rehabilitated?
Address the following:
-A brief summary of the restorative justice approach to include the relationship between the labeling theory and re-intergrative shaming.
-An overview of the restoration process and the desired outcomes of this strategy.
-
Compare and contrast
ways restorative justice is used in the criminal justice system, schools and in the community.
-An explanation for why restorative justice programs should be used or not with specific examples which support your findings.
-Format your paper consistent with APA guidelines
.
-Provide at least 4 Academic / Scholarly references
.
-100% Original Work.
-Must Be Graduate Level Writing.
.
Graduate Level Writing Required.DUEFriday, February.docx
Graduate Level Writing Required.
DUE:
Friday, February 28, 2020 by 5pm Eastern Standard Time.
Write
a 900- to 1,050-word analysis.
Address the following:
-Provide a brief description as to what specific factors serve as the basis for victimization; for example, race, religion, or sexual orientation
-Identify applicable specific case examples.
-Discuss the prevalence of state laws which criminalize various types of hate crimes
-Describe
how
you
would collect
data measure the victimization of your chosen group.
Provide rationale for your choice.
-Identify which of the criminological theories explain the victimization of this individual, group, or population.
Provide rationale for the selection.
-Format your paper consistent with APA guidelines
.
-Provide at least 4 Academic / Scholarly references
.
-100% Original Work.
-Must Be Graduate Level Writing.
.
Graduate level 1. 5 source annotated bibliography2. slide pr.docx
Graduate level
1. 5 source annotated bibliography
2. slide presentation with 12 slides
3. Summary or Abstract containing at least 750 words.
Use academically appropriate resources
.
Use the
Research Databases available from the Danforth Library
, not Google.
.
Grading RubricF F C B A0 1 2 3 4Did notSu.docx
/
Grading Rubric
F F C B A
0 1 2 3 4
Did not
Submit
No Pass Competence Pro�ciency Mastery
Not
Submitted
Did not provide a
mid or high-level
Excel spreadsheet
that includes a
thoroughly
completed 3-year
forecast; did not
use income
statement format
for the forecast.
Provided a
su�cient high-
level 3-year
forecast; used
income
statement
format.
Provided a
well-
developed
high-level 3-
year forecast;
used income
statement
format.
Provided a
detailed high-
level 3-year
forecast; used
income
statement
format.
Not
Submitted
Did not include a
summary of 5
years of data and
assumptions from
income
statements.
Included a
basic summary
of 5 years of
data and
assumptions
from income
statements.
Included an
expanded
summary of 5
years of data
and
assumptions
from income
statements.
Included a
detailed
summary of 5
years of data
and
assumptions
from income
statements.
Not
Submitted
Did not provide
economic data for
key economic
indicators in the
forecast.
Provided basic
economic data
for the key
economic
indicators
included in the
forecast.
Provided
expanded
economic
data for key
economic
indicators
included in
the forecast.
Provided
comprehensive
economic data
for key
economic
indicators
included in
forecast.
1
Design Document
Unit 3 Group Project
Design Document
Charles Kirk Jr
American Intercontinental University
MGMT465
With ABC Shoe company awarding my team the honors of creating design document for their new up and coming running shoes; my team has diligently review multiple ways in ensuring we prepare the best design document to we satisfy not only ABC, but the consumers of the running shoe as well.
In this document we’ve reviewed multiple methods in which we could use to gather effective information for use in designing the new running shoe. With so many options available, the team and I decided to gather information using workshops, focus groups, and questionnaires.
These three made the most sense when it comes to gathering information regarding customers needs and wants.
After all three phases are completed in regards to a good information gathering; then, the plan for meeting the design requirements will be established using two steps which I feel will exceed the expectations set by our consumers.
Once requirements are successfully established the plan will be set out and placed into effect to ensure everyone knows the progress and process in which will be needed from start to finish.
While things may not go 100 percent according to plan; a detailed comparing of the product and service design will be established and further reviewed.
The two methods which we’ve decided to use in order to gather information with the most detail to better equip and suit our design team are; Questionnaires, workshops, and focus groups.
Questionnaires or also known as survey’s are by far one of the most used and credible ways to receive customer fe.
Grading for this assignment will be based on answer quality, logic.docx
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Points: 200
Assignment 3: Leadership Personal Issues and the Rules of Law
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Examine the change in requirements that police hiring agencies have had for potential candidates over the last 50 years and discuss the effects on law enforcement organizations. Support or critique the current requirements.
Weight: 25%
Did not submit or incompletely examined the requirements that police hiring agencies have had for potential candidates. Did not submit or incompletely supported or critiqued the requirements.
Insufficiently examined the requirements that police hiring agencies have had for potential candidates. Insufficiently supported or critiqued the requirements.
Partially examined the requirements that police hiring agencies have had for potential candidates. Partially supported or critiqued the requirements.
Satisfactorily examined the requirements that police hiring agencies have had for potential candidates. Satisfactorily supported or critiqued the requirements.
Thoroughly examined the requirements that police hiring agencies have had for potential candidates. Thoroughly supported or critiqued the requirements.
2. Examine two areas in which federal courts have placed limits on officers' constitutional rights due to the nature of their work and explain the reasoning.
Weight: 20%
Did not submit or incompletely examined two areas in which federal courts have placed limits on officers' constitutional rights due to the nature of their work. Did not submit or incompletely explained the reasoning.
Insufficiently examined two areas in which federal courts have placed limits on officers' constitutional rights due to the nature of their work. Insufficiently examined the reasoning.
Partially examined two areas in which federal courts have placed limits on officers' constitutional rights due to the nature of their work. Partially examined the reasoning.
Satisfactorily examined two areas in which federal courts have placed limits on officers' constitutional rights due to the nature of their work. Satisfactorily explained the reasoning.
Thoroughly examined two areas in which federal courts have placed limits on officers' constitutional rights due to the nature of their work. Thoroughly explained the reasoning
3. Identify three constraints placed on law enforcement and examine how these constraints affect how law enforcement conducts their operations.
Weight: 20%
Did not submit or incompletely identified three constraints placed on law enforcement and examined how these constraints affect how law enforcement conducts their operations.
Insufficiently identified three constraints placed on law enforcement and examined how these constraints affect how law enforcement conducts their oper.
Graded ProjectIce Cream Systems© PENN FOSTER, INC..docx
Graded Project
Ice Cream Systems
© PENN FOSTER, INC. 2017 PAGE 1ICE CREAM SYSTEMS
Graded Project
CONTENTS
PROJECT GOAL 2
PROJECT INFORMATION 3
PROJECT INSTRUCTIONS 15
SUBMITTING YOUR PROJECT 26
GRADING CRITERIA 26
PLAGIARISM 27
© PENN FOSTER, INC. 2017 PAGE 2ICE CREAM SYSTEMS
Graded Project
ICE CREAM SYSTEMS
PROJECT GOAL
The goal of this graded project is to create the following financial statements for Ice
Cream Systems (ICS):
n Balance sheet
n Income statement
n Post-closing trial balance
The financial statements must be created in one Word document (.doc or .docx file).
Alternatively, an Excel workbook may be used (.xls or .xlsx file). A Rich Text Format
(.rtf file) may be used by Mac users. The Word, Excel, or Rich Text Format file will be
uploaded for grading.
PROJECT INFORMATION
Read the following information thoroughly before beginning your work. This will help you
become familiar with the project. The material you need to know to complete the project
has been covered in the textbook and in the assigned exercises and problems. If you
understood the chapters and completed the assigned homework problems, you should
have no problem with the project.
The project is to be done by hand with a pencil and paper. Use the blank forms provided.
(Make as many copies as needed.) At the end of the project, you’ll be given instructions
for creating and uploading the financial statements in a Word, Excel, or Rich Text Format
file for grading.
Note: It’s important to format financial statements properly. They must follow Generally
Accepted Accounting Principles (GAAP), which create a uniformity of financial statements
for analyzing. This allows for an easier comparison, as all businesses follow GAAP.
Therefore, the financial statements you create should replicate those in the textbook.
Failure to do so will result in a loss of points.
© PENN FOSTER, INC. 2017 PAGE 3ICE CREAM SYSTEMS
Graded Project
This project references “debits equaling credits.” This is a fundamental principle of
accounting, and violation of this principle is not acceptable under any circumstance.
If debits don’t equal credits, it suggests that someone has “cooked the books” or pre-
sented false information. It also allows for embezzlement. If debits don’t equal credits,
the cause may be a lack of understanding of accounting principles or carelessness when
making journal entries, posting to the general ledger accounts, or completing the math.
Remember that instructors are available to help you! If your mistakes are careless, go
back over the work slowly until the error is found.
The accounting equation must balance on the balance sheet. This is another fundamen-
tal principle of accounting that can’t be violated. Unbalanced equations are completely
unacceptable. When the equation doesn’t balance, it’s easily detectable by someone who
knows accounting, and it suggests the numbers have been “fudged.” If your debits equal
your .
Grading Rubric Page 1 of 5 .docx
Grading Rubric Page 1 of 5 NURS4344
Management and Leadership: Bedside to Boardroom
4344 Leadership Self-Assessment Grading Rubric
Criteria
Exemplary Proficient Competent Substantial
Areas for
Improvement
Unsatisfactory
Introductory
Paragraph
Identify what three
theories (from the
Northouse text) you
decided to use to
evaluate yourself.
Explain why you
chose these three
theories.
Introduction
section exceeds
meeting stated
objectives as
evidenced by:
- three theories
identified
- explanation of
why these
theories were
chosen
(5 points)
Introduction
section meets
stated objectives
with accurate and
relevant
information
related to:
- three theories
identified
- explanation of
why these three
theories were
chosen
(4 points)
Introduction
section minimally
meets objectives
as evidenced by
three theories
identified, but no
explanation given
for selecting
theories.
(3 points)
Introduction
section meets
objectives with
only one or two
theories
identified and
explanation for
choosing the
selected theories.
(2 points)
No introductory
paragraph
found in paper.
(0 points)
Theory 1
Primary Concepts
Explain the primary
concepts of your
first selected
theory.
Primary concepts
of the first
selected theory
exceeds
objectives with
clear and concise
explanation and
description of the
primary
concepts.
(5 points)
Primary concepts
of the first
selected theory
meet stated
objectives.
(4 points)
Primary concepts
of the first
selected theory
minimally meet
objectives.
Concepts are
partially defined
and explained.
(3 points)
Primary concepts
of the first
selected theory
do not meet
objectives.
(2 points)
Primary
concepts of the
first selected
theory are not
found in paper.
(0 points)
Theory 1
Discussion of
Results Describe
your results (be
specific) from taking
the
test/questionnaire
associated with your
first selected
theory. Share what
the score
interpretation
reflects about your
scores.
Discussion of
results exceeds
objectives with
clear and concise
description of:
- the theory
measurement
tool
- results of
theory
questionnaire
- the score
interpretation of
your answers
(7 points)
Discussion of
results meets
objectives with
description of:
- the theory
measurement tool
- results of
theory
questionnaire
- the score
interpretation of
your answers
(6 points)
Discussion of
results meets
objectives with
minimal or
absent
description of:
- the theory
measurement
tool
- results of
theory
questionnaire
- the score
interpretation of
yo.
Grade 4 Writing Expository PromptREAD the information in.docx
Grade 4 Writing
Expository Prompt
READ the information in the box below.
Thomas Edison is famous for inventing many things, including
the lightbulb.
THINK about inventions that you believe are useful.
WRITE about one invention that is important in your life. Tell what the invention
is and explain what makes it important.
Be sure to —
●
●
●
●
●
● clearly state your central idea
● organize your writing
● develop your writing in detail
● choose your words carefully
● use correct spelling, capitalization, punctuation, grammar, and sentences
STAAR Grade 4 Expository
Texas Education Agency
Student Assessment Division
April 2019
Score Point 1
The essay represents a very limited writing performance.
Organization/Progression
●
●
●
q The organizing structure of the essay is inappropriate to the purpose or the specific
demands of the prompt. The writer uses organizational strategies that are only
marginally suited to the explanatory task, or they are inappropriate or not evident
at all. The absence of a functional organizational structure causes the essay to lack
clarity and direction.
q Most ideas are generally related to the topic specified in the prompt, but the central
idea is missing, unclear, or illogical. The writer may fail to maintain focus on the
topic, may include extraneous information, or may shift abruptly from idea to idea,
weakening the coherence of the essay.
q The writer’s progression of ideas is weak. Repetition or wordiness sometimes causes
serious disruptions in the flow of the essay. At other times the lack of transitions and
sentence-to-sentence connections causes the writer to present ideas in a random or
illogical way, making one or more parts of the essay unclear or difficult to follow.
Development of Ideas
●
●
q The development of ideas is weak. The essay is ineffective because the writer uses
details and examples that are inappropriate, vague, or insufficient.
q The essay is insubstantial because the writer’s response to the prompt is vague or
confused. In some cases, the essay as a whole is only weakly linked to the prompt.
In other cases, the writer develops the essay in a manner that demonstrates a lack of
understanding of the expository writing task.
Use of Language/Conventions
●
●
●
q The writer’s word choice may be vague or limited. It reflects little or no awareness
of the expository purpose and does not establish a tone appropriate to the task. The
word choice may impede the quality and clarity of the essay.
q Sentences are simplistic, awkward, or uncontrolled, significantly limiting the
effectiveness of the essay.
q The writer has little or no command of sentence boundaries and age-appropriate
spelling, capitalization, punctuation, grammar, and usage conventions. Serious and
persistent errors create disruptions in the fluency of the writing and sometimes
interfere with meaning.
STAAR Grade 4 Expository
Texas Education Agency
Student Assessment Division
.
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