HEA 550 Module Six Short Paper Student Handbooks Guidelines.docx
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HEA 550 Module Six Short Paper: Student Handbooks Guidelines and Rubric Prompt: College and universities develop and publish student handbooks to establish expectations for student behavior and to provide a framework for a disciplinary process. Beyond this general purpose, student handbooks vary across institutions, and legal requirements differ between public and private institutions. Through a web search, locate the published code of conduct from a public university, as well as the the student handbook for SNHU. In a short paper, compare and contrast the code of conduct from the public university with the student handbook of SNHU, a private university. As you write, reference these sections that align with your short paper critical elements: (a) an overview of the institution, including specifying whether it is public or private; and (b) an evaluation of the similarities and differences between the SNHU Student Handbook and the selected public university's student handbook. Guidelines for Submission: Short papers should be formatted to be a double-spaced Word document, 12-point Times New Roman font, one-inch margins, APA format. Page length requirements: 1–2 pages, not including title page and references. Critical Elements Proficient (100%) Needs Improvement (70%) Not Evident (0%) Value Institution Overview Accurately and thoroughly provides an overview of the institution Does not sufficiently provide an overview of the institution Does not identify the institution 15 Student Handbook Overviews Accurately and thoroughly describes both institutions’ student handbooks Does not sufficiently describe one or both of the institutions’ student handbooks Does not describe either of the student handbooks 25 Student Handbook Comparison Provides an appropriate comparison of the two college student handbooks with support Provides comparison of the two college student handbooks, but without sufficient detail to support Does not include a comparison 35 Articulation of Response Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main idea Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas 25 Earned Total 100% Page 1 of 20 (18PR) Capstone Project Instructions Last Changed: 8/17/2018 This module includes the following four projects to be completed on your PC and Uploaded into your EagleOnline/Canvas course to be graded by your professor: • Part 1 - PPT Project: This project includes a PPT presentation based on the topic provided to you by your instructor. • Part 2 - WORD Project: This project is based on Word modules. • Part 3 - EXCEL Project: This project is ba ...
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i just need these revised
Week 7 Assignment 2.3 - Submit Here
Students
, please view the "Submit a Clickable Rubric Assignment" video in the Student Center.
Instructors
, training on how to grade is within the Instructor Center.
Assignment 2.3: Justification Report – Part 3 (Final)
Due Week 7 and worth 180 points
In Assignments 2.1 (Part 1) and 2.2 (Part 2) of the Justification Report, you built up the major parts of your formal, researched justification report (Problem Statement, Overview of Alternatives, Criteria, Methods, Evaluation of Alternatives, Findings and Analysis, and References). For Part 3 you will begin by inserting your revisions of Parts 1 and 2 based on your instructor’s suggestions. Then, you will include a few new sections.
Note:
Some sections presented below are out of order so pay attention to where the section should go (for instance, the Transmittal should be the second page of your report based on the provided template). It is essential that you present the final report in the correct section order.
Use the basic outline below to draft your paper. Organize your responses to each question under the following section headings:
·
Preliminary Parts (for Question 1)
·
Introduction (for Question 2)
·
o
Problem Statement (for Question 2b)
o
Terminology (for Question 2c)
o
Major Sections of the Report (for Question 2d)
o
Scope and Limitations of the Research (for Question 2e)
·
Recommendation (for Question 3)
·
References (for Question 4)
Using the provided template from Week 7, write Part 3 to complete a single-spaced report in which you:
6.
Create the preliminary parts of the report that precede the Introduction (after reading Chapter 11 in the textbook). Each element (1a to 1d) appears on a separate page (1a should be page 1, 1b should be page 2, etc.). The preliminary part includes:
.
Title Page
a.
Transmittal (stand-alone business letter)
b.
Table of Contents
c.
Executive Summary
7.
Create an introduction that tells what your report is about. The introduction includes:
.
Begin with a general introduction paragraph that gives the reader any needed background information on the company or problem.
a.
Include the Problem Statement that you already created and revised in Part 1.
b.
Include terms that readers will need to know in order to understand the report.
c.
Briefly summarize the major sections and findings of the report developed in Parts 1 and 2.
Note:
This is in addition to including the revised sections not instead of including the revised previous sections from Parts 1 and 2.
d.
Discuss what your report will cover and what it will not (including limitations such as research, time, information, or any other factors the reader should consider when reading the report).
8.
Create the Recommendation section of the Report.
.
Provide a one to two (1-2) sentence recommendation based on what your Evaluation of Alternatives and Findings and Analysis sections have .
HS2031 Human Computer Interaction Assignment 2 Page 1 of 5 .docx
HS2031 Human Computer Interaction Assignment 2 Page 1 of 5
Assessment Details and Submission Guidelines
Trimester T2 2019
Unit Code HS2031
Unit Title Human Computer Interaction (HCI)
Assessment
Type
Group Assignment
Assessment
Title
HCI - Heuristic evaluation plan for a university learning management system
Purpose of the
assessment
(with ULO
Mapping)
Students will be able to:
c. Demonstrate skills in designing and evaluating interactive systems and web- based
applications
d. Apply knowledge of theoretical foundations of HCI to practical situations
Weight 20% of the total assessments
Total Marks 100% scaled to 20%
Word limit 2000-2500 words
Due Date Week 10
Submission
Guidelines
All work must be submitted on Blackboard by the due date along with a completed
Assignment Cover Page.
The assignment must be in MS Word format, 1.5 spacing, 11-pt Calibri (Body) font and 2 cm
margins on all four sides of your page with appropriate section headings.
Reference sources must be cited in the text of the report, and listed appropriately at the
end in a reference list using Harvard or IEEE referencing style.
HOLMES
INSTITUTE
FACULTY OF
HIGHER
EDUCATION
UNDERGRADUATE
PROGRAM
HS2031 Human Computer Interaction Assignment 2 Page 2 of 5
Assignment 2 Specification
The purpose of the report is to provide a heuristic evaluation plan for university learning management
system. In this group assignment (maximum 5 students) you are required to produce a non-functioning
prototype, usability analysis and heuristic evaluation plan for an organisation, in the format of a report
(2000-2500 words) documenting your design rationale.
All members must contribute equally to the assignment and the walkthrough. Non-attendance at the
walkthrough will mean a mark of ZERO is awarded to the group member.
Many Universities in Australia and the world are using learning management systems (LMS) such as
Blackboard and Moodel. As an HCI specialist team you have been requested to propose the user interface
design modifications for the LMS Blackboard of our university HOLMES institute.
1. Perform a user analysis. You must have a clear view of the users of this system. Consider that not
everyone is comfortable with the technology. For example, you need to deal with user variation
such as age or language skills.
2. Perform a task analysis to identify the tasks the potential users will perform, and in what order.
3. Consolidate your findings from your user and task analysis and propose a design and specify
system requirements to realise the recommended interface. For example, the number of items to
display, the screen size, what colours, how many different screens to display, the devices to you,
the physical design.
4. Develop a low-fidelity (paper) prototype (a minimum of 4 screens). Based on the above
requirements, develop a preliminary design of the user inter ...
Him 435 Massive Success / snaptutorial.com
Assignment
View the Organizational Management Tutorial located in the Week 1 Lecture.
Write a short paper (1–2 pages) that describes the application of one of the four management principles to an HIM function or service. You will want to choose from either planning, organizing, controlling, or leading. Determine how to apply this principle to a function or service from the HIM department. Remember to present the information in the paper as if you are the HIM manager.
Him 435 Success Begins / snaptutorial.com
Assignment
View the Organizational Management Tutorial located in the Week 1 Lecture.
Write a short paper (1–2 pages) that describes the application of one of the four management principles to an HIM function or service. You will want to choose from either planning, organizing, controlling, or leading. Determine how to apply this principle to a function or service from the HIM department. Remember to present the information in the paper as if you are the HIM manager.
Include references and in-text citations in APA style. The cover page, title page, and reference pages do not count towards the 1–2 page range.
Here is the rubric for this assignment.
Quality of content – 70% of points
Organization and cohesiveness of work – 20
School of Business and Tourism Web Development I (IS.docx
School of Business and Tourism
Web Development I (ISY10209)
Session 1, 2016
Assignment 3 Develop an electronic Web portfolio, using a plain text editor (Notepad++)
Unit Objectives 1 ‐ 5
Due Dates Website: Week 13, Friday 27th May 2016.
Weight 30% of overall unit assessment
1. Task Description
Develop an electronic work portfolio for yourself, which demonstrates your skills in as many relevant areas (of your
degree) as possible. The portfolio should contain:
Homepage that introduces you to possible employers.
Resume – listing personal details, education, experience (work), qualifications, hobbies, other relevant
information (these could be shown on separate pages if desired)
Examples of your work/skills in four (4) different areas. Some examples:
o Design examples
o Graphics production and preparation
o Written and spoken communication skills
o The ability to work as part of a team and independently
o Project management
o Skills required by employers in your field of study.
Each skill area should include examples of your work which may be in the form of text, graphics, links to working
projects or screen shots of projects.
Deliverables:
Functioning web site (digital). Uploaded to your website on infotech (our Linux server).
o IBS / HKIT students check with your local tutor about this requirement (as it may not be
required).
The University marker must have access to the source code, so you will also be required to provide a zip
file containing the entire website (and design documentation as a single word document). For all
internal/external and SCBIT students this will be via MySCU (see the Submit Assignments folder ) site.
2. Length
There should be at least six (6) pages in the website. There should be ‐ at minimum ‐ a Home page
(index.html), a Resume page, and at least 4 pages with examples of your skills. One of these skills
pages must detail your Web Development skills page.
In addition to the six (6) pages already mentioned, topics 9, 10, 11 and 12 contain continuous assessments
that will add an additional two pages to your site. These additional pages should be linked to the Web
Development skills page only – as they are related to these skills. For your convenience I have included all of
the continuous assessments as an appendix of this document.
Remember that prospective employers have to read your portfolio, so keep it informative and intuitive. Typically
students lose marks as a result of a content poor site (including lack of information, bad spelling and grammar) –
don’t make this mistake!
3. Marking criteria
The following marking criteria should assist you in completing your assignment.
5% Interface design, navigation and organisation
Preliminary design (1%)
Interface design (1%)
Navigation design (1%)
Storyboards ‐ content (1%)
Organisation of Information ‐ Concept (1%)
5% Communications effectiveness ‐ developm.
HIM 435 help A Guide to career/Snaptutorial
HIM 435 This course provides a wide range of university students-centered service
HIM 435 help Successful Learning/Snaptutorial
HIM 435 This course provides a wide range of university students-centered service
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i just need these revisedWeek 7 Assignment 2.3 - Submit He.docx
i just need these revised
Week 7 Assignment 2.3 - Submit Here
Students
, please view the "Submit a Clickable Rubric Assignment" video in the Student Center.
Instructors
, training on how to grade is within the Instructor Center.
Assignment 2.3: Justification Report – Part 3 (Final)
Due Week 7 and worth 180 points
In Assignments 2.1 (Part 1) and 2.2 (Part 2) of the Justification Report, you built up the major parts of your formal, researched justification report (Problem Statement, Overview of Alternatives, Criteria, Methods, Evaluation of Alternatives, Findings and Analysis, and References). For Part 3 you will begin by inserting your revisions of Parts 1 and 2 based on your instructor’s suggestions. Then, you will include a few new sections.
Note:
Some sections presented below are out of order so pay attention to where the section should go (for instance, the Transmittal should be the second page of your report based on the provided template). It is essential that you present the final report in the correct section order.
Use the basic outline below to draft your paper. Organize your responses to each question under the following section headings:
·
Preliminary Parts (for Question 1)
·
Introduction (for Question 2)
·
o
Problem Statement (for Question 2b)
o
Terminology (for Question 2c)
o
Major Sections of the Report (for Question 2d)
o
Scope and Limitations of the Research (for Question 2e)
·
Recommendation (for Question 3)
·
References (for Question 4)
Using the provided template from Week 7, write Part 3 to complete a single-spaced report in which you:
6.
Create the preliminary parts of the report that precede the Introduction (after reading Chapter 11 in the textbook). Each element (1a to 1d) appears on a separate page (1a should be page 1, 1b should be page 2, etc.). The preliminary part includes:
.
Title Page
a.
Transmittal (stand-alone business letter)
b.
Table of Contents
c.
Executive Summary
7.
Create an introduction that tells what your report is about. The introduction includes:
.
Begin with a general introduction paragraph that gives the reader any needed background information on the company or problem.
a.
Include the Problem Statement that you already created and revised in Part 1.
b.
Include terms that readers will need to know in order to understand the report.
c.
Briefly summarize the major sections and findings of the report developed in Parts 1 and 2.
Note:
This is in addition to including the revised sections not instead of including the revised previous sections from Parts 1 and 2.
d.
Discuss what your report will cover and what it will not (including limitations such as research, time, information, or any other factors the reader should consider when reading the report).
8.
Create the Recommendation section of the Report.
.
Provide a one to two (1-2) sentence recommendation based on what your Evaluation of Alternatives and Findings and Analysis sections have .
HS2031 Human Computer Interaction Assignment 2 Page 1 of 5 .docx
HS2031 Human Computer Interaction Assignment 2 Page 1 of 5
Assessment Details and Submission Guidelines
Trimester T2 2019
Unit Code HS2031
Unit Title Human Computer Interaction (HCI)
Assessment
Type
Group Assignment
Assessment
Title
HCI - Heuristic evaluation plan for a university learning management system
Purpose of the
assessment
(with ULO
Mapping)
Students will be able to:
c. Demonstrate skills in designing and evaluating interactive systems and web- based
applications
d. Apply knowledge of theoretical foundations of HCI to practical situations
Weight 20% of the total assessments
Total Marks 100% scaled to 20%
Word limit 2000-2500 words
Due Date Week 10
Submission
Guidelines
All work must be submitted on Blackboard by the due date along with a completed
Assignment Cover Page.
The assignment must be in MS Word format, 1.5 spacing, 11-pt Calibri (Body) font and 2 cm
margins on all four sides of your page with appropriate section headings.
Reference sources must be cited in the text of the report, and listed appropriately at the
end in a reference list using Harvard or IEEE referencing style.
HOLMES
INSTITUTE
FACULTY OF
HIGHER
EDUCATION
UNDERGRADUATE
PROGRAM
HS2031 Human Computer Interaction Assignment 2 Page 2 of 5
Assignment 2 Specification
The purpose of the report is to provide a heuristic evaluation plan for university learning management
system. In this group assignment (maximum 5 students) you are required to produce a non-functioning
prototype, usability analysis and heuristic evaluation plan for an organisation, in the format of a report
(2000-2500 words) documenting your design rationale.
All members must contribute equally to the assignment and the walkthrough. Non-attendance at the
walkthrough will mean a mark of ZERO is awarded to the group member.
Many Universities in Australia and the world are using learning management systems (LMS) such as
Blackboard and Moodel. As an HCI specialist team you have been requested to propose the user interface
design modifications for the LMS Blackboard of our university HOLMES institute.
1. Perform a user analysis. You must have a clear view of the users of this system. Consider that not
everyone is comfortable with the technology. For example, you need to deal with user variation
such as age or language skills.
2. Perform a task analysis to identify the tasks the potential users will perform, and in what order.
3. Consolidate your findings from your user and task analysis and propose a design and specify
system requirements to realise the recommended interface. For example, the number of items to
display, the screen size, what colours, how many different screens to display, the devices to you,
the physical design.
4. Develop a low-fidelity (paper) prototype (a minimum of 4 screens). Based on the above
requirements, develop a preliminary design of the user inter ...
Him 435 Massive Success / snaptutorial.com
Assignment
View the Organizational Management Tutorial located in the Week 1 Lecture.
Write a short paper (1–2 pages) that describes the application of one of the four management principles to an HIM function or service. You will want to choose from either planning, organizing, controlling, or leading. Determine how to apply this principle to a function or service from the HIM department. Remember to present the information in the paper as if you are the HIM manager.
Him 435 Success Begins / snaptutorial.com
Assignment
View the Organizational Management Tutorial located in the Week 1 Lecture.
Write a short paper (1–2 pages) that describes the application of one of the four management principles to an HIM function or service. You will want to choose from either planning, organizing, controlling, or leading. Determine how to apply this principle to a function or service from the HIM department. Remember to present the information in the paper as if you are the HIM manager.
Include references and in-text citations in APA style. The cover page, title page, and reference pages do not count towards the 1–2 page range.
Here is the rubric for this assignment.
Quality of content – 70% of points
Organization and cohesiveness of work – 20
School of Business and Tourism Web Development I (IS.docx
School of Business and Tourism
Web Development I (ISY10209)
Session 1, 2016
Assignment 3 Develop an electronic Web portfolio, using a plain text editor (Notepad++)
Unit Objectives 1 ‐ 5
Due Dates Website: Week 13, Friday 27th May 2016.
Weight 30% of overall unit assessment
1. Task Description
Develop an electronic work portfolio for yourself, which demonstrates your skills in as many relevant areas (of your
degree) as possible. The portfolio should contain:
Homepage that introduces you to possible employers.
Resume – listing personal details, education, experience (work), qualifications, hobbies, other relevant
information (these could be shown on separate pages if desired)
Examples of your work/skills in four (4) different areas. Some examples:
o Design examples
o Graphics production and preparation
o Written and spoken communication skills
o The ability to work as part of a team and independently
o Project management
o Skills required by employers in your field of study.
Each skill area should include examples of your work which may be in the form of text, graphics, links to working
projects or screen shots of projects.
Deliverables:
Functioning web site (digital). Uploaded to your website on infotech (our Linux server).
o IBS / HKIT students check with your local tutor about this requirement (as it may not be
required).
The University marker must have access to the source code, so you will also be required to provide a zip
file containing the entire website (and design documentation as a single word document). For all
internal/external and SCBIT students this will be via MySCU (see the Submit Assignments folder ) site.
2. Length
There should be at least six (6) pages in the website. There should be ‐ at minimum ‐ a Home page
(index.html), a Resume page, and at least 4 pages with examples of your skills. One of these skills
pages must detail your Web Development skills page.
In addition to the six (6) pages already mentioned, topics 9, 10, 11 and 12 contain continuous assessments
that will add an additional two pages to your site. These additional pages should be linked to the Web
Development skills page only – as they are related to these skills. For your convenience I have included all of
the continuous assessments as an appendix of this document.
Remember that prospective employers have to read your portfolio, so keep it informative and intuitive. Typically
students lose marks as a result of a content poor site (including lack of information, bad spelling and grammar) –
don’t make this mistake!
3. Marking criteria
The following marking criteria should assist you in completing your assignment.
5% Interface design, navigation and organisation
Preliminary design (1%)
Interface design (1%)
Navigation design (1%)
Storyboards ‐ content (1%)
Organisation of Information ‐ Concept (1%)
5% Communications effectiveness ‐ developm.
HIM 435 help A Guide to career/Snaptutorial
HIM 435 This course provides a wide range of university students-centered service
HIM 435 help Successful Learning/Snaptutorial
HIM 435 This course provides a wide range of university students-centered service
Class Name PTADipMkt25 Module Professional Communicatio.docx
Class Name PTADipMkt25
Module Professional Communication
PTADipMgt/Mkt_PC Assignment Proposal
Assessment 1: Individual Assignment, 10% of Module Weighting
Short reflective essay with two questions, both to be answered in 500 words each.
Date Due: Session 4 for PT students
N.B: This assignment does not need to be submitted through Elearn LMS
Scenario
You have just joined a Multi-National Corporation (MNC) as a project manager,
whose tasks include managing global collaboration projects involving staff from
different departments all around the world. You have been informed that similar
previous projects have been difficult to manage due to cultural differences among
global team members, with ineffective and inefficient communication identified as the
main culprit. At the same time, the organization is undergoing major restructuring
and employee job rotation where project team members are shifting job roles.
Project deadlines and desired outcomes have thus suffered because of this
challenge. The Managing Director has tasked you to address and suggest ways to
resolve these challenges by answering the questions below. (You may assume
additional situations not mentioned in this scenario).
Question 1
Based on the scenario above, identify possible barriers to communication within your
project team and provide suggestions on how to improve cross cultural
communication within your project teams.
Question 2
Use the Three-Step-Writing Process to compose your answers in Question 1 and
communicate these answers to the Managing Director.
Assessment 2: Individual Essay Analysing 5 Business Documents
2,000 word analytical essay due in lesson 7 (PT) and 12 (FT), 30% of Module
Weighting
5-minute presentation, 10% of Module Weighting
Date Due: Refer to ELearn LMS
NB: The presentation does not need to be submitted through Elearn LMS
1.0) INSTRUCTIONS:
i) Please submit your final essay only to the Elearn LMS under the Professional
Communication Course “Assignment 2 Final Part 1” and do not include: the original
FIVE (5) business documents on which you are writing, your Reference list, or your
assignment cover sheet in this submission. These documents can be entered
separately under “Assignment 2 Final Part 2”.
NB: For the formatting of in-text citations and the Reference List, refer to the Kaplan
Singapore APA Guide pp.14-16:
http://kaplan-
diploma.s3.amazonaws.com/Kaplan_Singapore_Academic_Works_and_APA_Guide
_2013_v2.pdf
ii) Essay Brief (30%): You are going to choose FIVE (5) examples of Business
Documents/ communications from the following list:
Resume for a job (also include the job ad.)
Cover Letter for a job (also include the job ad.)
Company memo
One section of a company report (no more than 2 pages)
An email
A public blog or other social media message from a company leader
A company vision and values statement
PLEASE ...
Course Project Grading RubricCategoryFinal Project.docx
Course Project Grading Rubric
Category
Final
Project
Point Description
Estimated Percent Complete /
Comments
Cover Page ‐ Include your name, course number, and the date Completed
Table of Contents ‐ List the main ideas and section of your project and the pages in which they are
located. Any illustrations should be included separately.
Not included
Body of Your Report ‐ Use a header titled with the name of your project. Then proceed to break out the
main ideas. State the main ideas, state major points in each idea, and provide evidence. Break out each
main idea you will use in the body of your project. Show some type of division like separate sections that
are labeled; separate group of paragraphs; or headers. You would include the information you found
during your research and investigation.
Good use of headers to identify
different components/topics
Summary and Conclusion ‐ Summarizing is similar to paraphrasing but presents the gist of the material in
fewer words than the original. An effective summary identifies the main ideas and major support points
from the body of your report. Minor details are left out. Summarize the benefits of the ideas and how
they affect the staffing industry.
Not included
References ‐ Work Cited ‐ Use APA citation format as specified in the Syllabus. No more than 10% of the
total project can be from borrowed material and must be properly cited via APA. Review the APA
materials provided in the Syllabus and Student Resources, as needed. Your instructor may submit your
work to Turnitin. Any un‐cited material or excessive cited material (above the 10% minimum) can
seriously jeopardize points earned (beyond the Documenting and Formatting section of the
rubric).
Sources appear to be properly
acknowledged.
Organization &
Cohesiveness
30
The final project should make sense to the reader from start to finish. The organization of the project
should be logical and easy to follow without confusion to the reader.
Off to a great start
Editing 20
Proof read the final project and ensure that each sentence is complete, the correct grammar is used,
spelling is correct, etc.
No issues noted
The content of the project is the key deliverable and is mostly found in the body of the project. All
components of the project contribute to the final content.
A definition of strategic staffing that supports the requirements of the organization. Good
A description of the job analysis process and an example job analysis format. Completed
The approach to posting a position and the related rationale for taking that approach. Plus, a short
example job posting.
This section is not fully developed
An example application form and an explanation of how it should be implemented and related reasoning
for the approach recommended. Make sure your application form contains only legally permitted
inquiries. (The corrected application form from Week 5 cannot be used.)
This secti.
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stayer cis 518 week 10 term paper future research and development in software engineering,stayer cis 518 week 10,cis 518 week 10,stayer cis 518 week 10 tutorial,stayer cis 518 week 10 assignment,stayer cis 518 week 10 help
No format or word count requirementAlgebra Review Please res.docx
No format or word count requirement
"Algebra Review" Please respond to the following:
· Imagine you are tutoring a classmate in the four algebraic processes. Define each process and provide an example of each.
· FOIL is used to multiply binomials and factor trinomials. Provide an example of using the FOIL (first, outer, inner, last) method to multiply binomials and factor trinomials. Explain the relationship between simplifying expressions with parentheses and factoring.
IFSM 310 HW-SW Spring 2014Projects and Written Papers
Contents
General Paper and Writing Requirements1
Option 1 - Product Survey Project5
Option 2 - Paper on Computer Architecture6
Small System Design Project11
General Paper and Writing Requirements
This applies to all projects and papers except where noted.
File Names
The files submitted should be named as follows: Your name, project ID or project title. For example: "Schank, DraftPlan.docx" or "Karl Schank, Draft Small System Design Project.doc".
All assignments are to be submitted in each student's Assignments Folder.
Format
Format is APA style, which means and includes the following:
· Use Microsoft Word. If you do not have Microsoft Word, "Save As" a word document in Word .doc or .docx format.
· Use Page Setup to configure it.
· Use 1" margins top, bottom, left and right sides.
· Use Times New Roman size 12; or Arial, or Verdana size 10.
· Line spacing should be no more than double-spaced.
· Use appropriate paragraph and section headings and subheadings. Headings and subheadings should be placed at the left margin.
· The first word of each new paragraph should be indented.
· For documents that are longer than one page, number each page in the bottom right corner. The title page should never be numbered.
· Size limit: A page limit and number of words are specified in the instructions for each project or paper. The limit refers to the body of the paper excluding the "front matter" (title page, table of contents, executive summary) and "back matter" (reference bibliography of works cited). The body of the paper should be neither shorter than the lower limits not longer than the upper limits. Filibustering will get you nowhere.
Title Page
Use an un-numbered title page as the first page of the document. Use whatever font, color, and type size you prefer, and add optional graphics if you wish, as long as it is professional looking. In the center of the page, double spaced, put:
· Your name
· The name of the project itself (e.g., "Computer Architecture Paper" or "Small System Design DRAFT")
· IFSM 310-6380: Hardware/Software Infrastructure Architecture
· Your title for the paper, if you choose to title it (e.g., "The Architecture of the ENIAC")
· The date
· You may add optional clip art or graphics if desired. It is not required and will not earn any additional points.
Nothing else needs to be added to the title page. Remember, the title page is not a separate document. It is the first (unnum.
N4685 CapstoneModule 5 Capstone Project – Present.docx
N4685 Capstone
Module 5: Capstone Project – Presentation and Evaluation Instructions
NOTE: You will create two new electronic files for this assignment instead of typing directly into this document.
Overview: Capstone Project – Presentation and Evaluation
Your project should represent high-quality work – something you would expect to see in a professional setting. Perhaps your employer will be interested in facilitating its use in a real-life situation!
You will upload your PowerPoint for grading. You will also upload the forms or documents you would use for evaluation (two evaluation tools will be created) of your information dissemination. These might be in the form of informal observation records and/or formal tests or questionnaires. (This evaluation portion will be submitted as one Word document. See below for all that must be included). There is a separate portal for each portion of the assignment in Blackboard.
Objectives
Design evaluation tools to accompany your project.
Locate peer-reviewed articles discussing evidence-based nursing practice.
Design evaluation tools to accompany your project.
Rubric – Project Presentation
Criteria
Target
Acceptable
Unacceptable
Accurate (70 Points)
Accurate presentation of content with differentiation
between facts and opinions; well organized with in text citations for useful sources (at least 9). 10-15 content slides with comprehensive speaker notes.
(70 Points)
Essential information is included but speaker notes and/or slides lack depth and need additional content and/ or lacking in text citations for useful sources. Outside the required 10-15 content slides.
(40 Points)
Errors in content specific information or lack of references prohibit use in professional setting
(0 Points)
Required References
(10 Points)
All 9 references included
(10 points)
Less than 9 required references
(0 points)
Attractive (10 Points)
Professional, appropriate for setting with no spelling or grammar errors; designed with appropriate use of color, graphics, and fonts. Up to 5 points will be deducted if images used are not cited. No APA errors in references.
(10 Points)
One or more spelling or grammar errors; design missing graphics and/ or inappropriate fonts. Up to 5 points will be deducted if images used are not cited. 1-2 APA errors in references.
(5 Points)
Design or grammar/spelling errors prohibit reading or understanding content and if images used are not cited. 3 or more APA errors in references.
(0 Points)
Appropriate (10 Points)
Developmentally and age appropriate for audience; within the appropriate time frame (clock time 20-30 minutes)
(10 Points)
Not Developmentally and/ or age appropriate for entire target audience and/ or inappropriate time frame for content delivery
(5 Points)
Project inappropriate for profession use as not developmentally or age appropriate for audience; and / or project length is too short or too long
(0 Points)
Rubric – Project Evaluation
.
CHALLENGES IN THE GLOBAL BUSINESS ENVIRONMENT / TUTORIALOUTLET DOT COM
According to the textbook, ongoing challenges in the global business environment are mostly attributed to unethical business practices, failure to embrace technology advancements, and stiff competition among businesses.
httpswww.azed.govoelaselpsUse this to see the English Lang.docx
https://www.azed.gov/oelas/elps/
Use this to see the English Language Proficiency Standards of Arizona-Pick a grade level
https://cms.azed.gov/home/GetDocumentFile?id=54de1d88aadebe14a87070f0
http://www.corestandards.org/ELA-Literacy/introduction/how-to-read-the-standards/
how to read standards
Week 04
Acquisition and Customer Lifetime Value (CLV)
https://www.smh.com.au/politics/federal/nbn-customers-face-higher-prices-or-poorer-internet-connection-audit-warns-20190813-p52go7.html
Customer Relationship Management?
CRM is the process of carefully managing detailed information about individual
customers and all customer touch points to maximize customer loyalty.
Now closely associated with data warehousing and mining
Relationship
Relationship
Identifying good customers: RFM Model
Recency
Frequency
Monetary Value
Time/purchase occasions since the last purchase
Number of purchase occasions since first purchase
Amount spent since the first purchase
R
F
M
Total RFM Score: R Score + F score + M Score
CASE: Database for BookBinders Book Club
Predict response to a mailing for the book, Art History of Florence, based on the
following variables accumulated in the database and the responses to a test mailing:
Gender
Amount purchased
Months since first purchase
Months since last purchase
Frequency of purchase
Past purchases of art books
Past purchases of children’s books
Past purchases of cook books
Past purchases of DIY books
Past purchases of youth books
Recency
Frequency
Monetary
Example: RFM Model Scoring Criteria
R
Months from last
purchase
13-max 10-12 7-9 3-6 0-2
Score 5pts 10 15 20 25
F
Frequency > 30 21-30 16-20 11-15 0-10
Score 25pts 20 15 10 5
M
Amount
purchased
> 400 301-400 201-300 101- 200 100
Score 50 45 30 15 10
Implement using Nested If statements in Excel
Decile Classification
• Standard Assessment Method
• Apply the results of approach and
calculate the “score” of each individual
• Order the customers based on “score”
from the highest to the lowest
• Divide into deciles
• Calculate profits per deciles
Customer 1 Score 1.00
Customer 2 Score 0.99
….
Customer 230 Score 0.92
Customer 2300 Score 0.00
Decile1
Decile10
…
..
…
..
Output for Bookbinders club
Decile Score RFM No. of Mailings Cost of mailing RFM Units sold RFM Profit
10 17.6% 5000 $3,250 783 $4,733
20 34.8% 10000 $6,500 1,543 $9,243
30 46.1% 15000 $9,750 2,043 $11,093
40 53.4% 20000 $13,000 2,370 $11,170
50 65.2% 25000 $16,250 2,891 $13,241
60 77.9% 30000 $19,500 3,457 $15,757
70 83.3% 35000 $22,750 3,696 $14,946
80 91.7% 40000 $26,000 4,065 $15,465
90 97.5% 45000 $29,250 4,326 $14,876
100 100.0% 50000 $32,500 4,435 $12,735
Note: Market Potential = 4435 units and margin = $10.20
Leaky bucket
New customer
acquisition
Purchase increase by
current customers
Purchase decrease by
current customers
Lost customers
Lost customers
Credit Card Rewards Program ...
httpscdnapisec.kaltura.comindex.phpextwidgetpreviewpartner_.docx
https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/1700302/uiconf_id/25562362/entry_id/0_mrektf8l/embed/dynamic
Listen to the podcast, link is above and write a summary of the content of the podcast one page in length and a personal reflective commentary on the content of the podcast, one page in length. Credit is awarded on the basis of thoroughness, accuracy, originality, and writing quality. 2 total pages in length.
Lab 5 Nessus Vulnerability Scan Report
© 2012 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved.
www.jblearning.com
This handout is a printout of the results of a Nessus vulnerability scan. The scan was performed
on the mock IT infrastructure in the lab environment for the Jones & Bartlett Learning Managing
Risk in Information Systems course.
Source: Lab environment
URL Last Verified: 2013-1-3
List of hosts
172.16.20.1 Low Severity problem(s) found
172.17.20.1 High Severity problem(s) found
172.18.20.1 High Severity problem(s) found
172.19.20.1 Low Severity problem(s) found
172.20.20.1 High Severity problem(s) found
172.30.0.10 High Severity problem(s) found
172.30.0.66 High Severity problem(s) found
[^] Back
172.16.20.1
Scan Time
Start time : Thu Aug 05 11:34:38 2010
End time : Thu Aug 05 11:36:50 2010
Number of vulnerabilities
Open ports : 2
High : 0
Medium : 0
Low : 2
Remote host information
Operating System :
NetBIOS name :
DNS name :
[^] Back to 172.16.20.1
Port general (0/icmp) [-/+]
ICMP Timestamp Request Remote Date Disclosure
Synopsis:
It is possible to determine the exact time set on the remote host.
Description:
The remote host answers to an ICMP timestamp request. This allows an attacker to know the date
which is set on your machine. This may help him to defeat all your time based authentication protocols.
Risk factor:
None
Solution
:
Filter out the ICMP timestamp requests (13), and the outgoing ICMP timestamp replies (14).
Plugin output:
This host returns non-standard timestamps (high bit is set)
Plugin ID:
10114
Page 1 of 76Nessus Scan Report
8/5/2010mhtml:file://C:\Documents and Settings\acaballero\Desktop\nessus_MockITScan.mht
CVE:
CVE-1999-0524
Other references:
OSVDB:94
Nessus Scan Information
Information about this scan : Nessus version : 4.2.2 (Build 9129) Plugin feed version : 201007191034
Type of plugin feed : HomeFeed (Non-commercial use only) Scanner IP : 172.30.0.67 Port scanner(s) :
nessus_syn_scanner Port range : default Thorough tests : no Experimental tests : no Paranoia level : 1
Report Verbosity : 1 Safe checks : no Optimize the test : yes CGI scanning : disabled Web application
tests : disabled Max hosts : 80 Max checks : 5 Recv timeout : 5 Backports : None Scan Start Date :
2010/8/5 11:34 Scan duration : 132 sec
Plugin ID:
19506
[^] Back to 172.16.20.1
[^] Back
172.17.20.1
Scan Time
Start time : Thu Aug 05 11:34:38 2010
End time : ...
httpsifes.orgsitesdefaultfilesbrijuni18countryreport_fi.docx
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://www.venice.coe.int/webforms/documents?pdf=CDL%282008%29148-e
https://www.venice.coe.int/webforms/documents?pdf=CDL%282008%29148-e
https://www.idea.int/sites/default/files/publications/regulating-political-party-financing-insights-from-praxis.pdf
https://www.idea.int/sites/default/files/publications/regulating-political-party-financing-insights-from-praxis.pdf
https://www.idea.int/sites/default/files/publications/regulating-political-party-financing-insights-from-praxis.pdf
https://www.idea.int/sites/default/files/publications/regulating-political-party-financing-insights-from-praxis.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://www.venice.coe.int/webforms/documents/default.aspx?pdffile=CDL-AD%282010%29024-e
https://www.venice.coe.int/webforms/documents/default.aspx?pdffile=CDL-AD%282010%29024-e
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://www.venice.coe.int/webforms/documents/default.aspx?pdffile=CDL-AD%282010%29024-e
http://www.eods.eu/library/Financing%20political%20parties%20and%20election%20campaigns%20guidelines.Ingrid%20van%20Biezen.pdf
https://www.venice.coe.int/webforms/documents?pdf=CDL%282008%29148-e
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
http://www.eods.eu/library/Financing%20political%20parties%20and%20election%20campaigns%20guidelines.Ingrid%20van%20Biezen.pdf
http://www.eods.eu/library/Financing%20political%20parties%20and%20election%20campaigns%20guidelines.Ingrid%20van%20Biezen.pdf
https://link.springer.com/chapter/10.1057/9780333978061_1
https://www.cambridge.org/core/journals/british-journal-of-political-science/article/impact-of-campaign-finance-laws-on-party-competition/BAC344FE7C753C927E40BB07C362BDD1
https://doi.org/10.1002/bdrb.21106
http://www.eods.eu/library/Financing%20political%20parties%20and%20election%20campaigns%20guidelines.Ingrid%20van%20Biezen.pdf
http://www.eods.eu/library/Financing%20political%20parties%20and%20election%20campaigns%20guidelines.Ingrid%20van%20Biezen.pdf
https://www.venice.coe.int/webforms/documen ...
httpfmx.sagepub.comField Methods DOI 10.117715258.docx
http://fmx.sagepub.com
Field Methods
DOI: 10.1177/1525822X04269550
2005; 17; 30 Field Methods
Don A. Dillman and Leah Melani Christian
Survey Mode as a Source of Instability in Responses across Surveys
http://fmx.sagepub.com/cgi/content/abstract/17/1/30
The online version of this article can be found at:
Published by:
http://www.sagepublications.com
can be found at:Field Methods Additional services and information for
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at SAGE Publications on September 9, 2009 http://fmx.sagepub.comDownloaded from
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http://fmx.sagepub.com
10.1177/1525822X04269550FIELD METHODSDillman, Christian / SURVEY MODE AS SOURCE OF INSTABILITY
Survey Mode as a Source of Instability
in Responses across Surveys
DON A. DILLMAN
LEAH MELANI CHRISTIAN
Washington State University
Changes in survey mode for conducting panel surveys may contribute significantly to
survey error. This article explores the causes and consequences of such changes in
survey mode. The authors describe how and why the choice of survey mode often
causes changes to be made to the wording of questions, as well as the reasons that
identically worded questions often produce different answers when administered
through different modes. The authors provide evidence that answers may change as a
result of different visual layouts for otherwise identical questions and suggest ways
to keep measurement the same despite changes in survey mode.
Keywords: survey mode; questionnaire; panel survey; measurement; survey error
Most panel studies require measurement of the same variables at different
times. Often, participants are asked questions, several days, weeks, months,
or years apart to measure change in some characteristics of interest to the
investigation. These characteristics might include political attitudes, satis-
faction with a health care provider, frequency of a behavior, ownership of
financial resources, or level of educational attainment. Whatever the charac-
teristic of interest, it is important that the question used to ascertain it perform
the same across multiple data collections.
In addition, declining survey response rates, particularly for telephone
surveys, have encouraged researchers to use multiple modes of data collec-
tion during the administration of a single cross-sectional survey. Encouraged
by the availability of more survey modes than in the past and evidence that a
change in modes produces higher response rates (Dillman 2002), surveyors
This is a revision of a paper presented at t ...
httpsiexaminer.orgfake-news-personal-responsibility-must-trump.docx
https://iexaminer.org/fake-news-personal-responsibility-must-trump-intellectual-laziness/
Fake news: Personal responsibility must trump intellectual laziness
By Matt Chan January 4, 2017
Where do you get your news? That question has become incredibly important given the results of our Presidential Election. How many times have you heard, “I read a news story on Facebook and …” The problem: Facebook is not a news service; it’s a “social media” site whose purpose is to connect like-minded friends and family, to provide you with social connections, and online entertainment.
For Asian Americans social media provides an important and useful way of connecting socially and in some cases politically, but there is a downside. The downside is how social media actually works. These sites employ elaborate algorithms to track and analyze your posts, likes, and dislikes to provide you with a custom experience unique to you. The truth is you are being marketed to, not informed. What looks like news, is not really news, it’s personal validation. All in an attempt to keep you on the site longer, to click a few more things, to make you feel good about what you’re reading. It makes it seem like most people agree with you because you’re only fed information and stories that validate your worldview.
On the other hand, real news is hard work. Its fact-based information presented by people who have checked, researched, and documented what they are presenting as the truth. Real news can be verified.
“Fake News” is, well, fake, often times entirely made-up or containing a hint of truth. Social media was largely responsible for pushing “fake news” stories that were entirely made up to drive clicks on websites. These clicks in turn generated money for the people promoting the stories. The more outrageous the story, the more clicks, the more revenue. When you factor in the algorithms that feed you what you like, you can clearly see the more “fake news” you consume on social media, the more is pushed your way. There’s an abundance of pseudo news sites that merely re-post and curate existing stories, adding their bias to validate their audience’s beliefs, no matter how crazy or mainstream. It is curated solely for you. Now factor in that nearly 44% of Americans obtain some or most of their news from social media and you have a very toxic mix.
The mainstream news media has also fallen into this validation trap. You have one news network that solely reflects the right wing, others that take the view of the left-center leaning, and what is lost are the facts and context, the balance we need to evaluate, learn, and understand the world. People seeking fact-based journalism lose, because the more extreme the media becomes to entice consumers with provocative headlines and click-bait to earn more money, the less their news is fact-based and becomes more opinion driven.
There was a time when fact-based reporting was required of broadcast news. It was called “The Fairness Doctrin ...
http1500cms.comBECAUSE THIS FORM IS USED BY VARIOUS .docx
http://1500cms.com/
BECAUSE THIS FORM IS USED BY VARIOUS GOVERNMENT AND PRIVATE HEALTH PROGRAMS, SEE SEPARATE INSTRUCTIONS ISSUED BY
APPLICABLE PROGRAMS.
NOTICE: Any person who knowingly files a statement of claim containing any misrepresentation or any false, incomplete or misleading information may
be guilty of a criminal act punishable under law and may be subject to civil penalties.
REFERS TO GOVERNMENT PROGRAMS ONLY
MEDICARE AND CHAMPUS PAYMENTS: A patient’s signature requests that payment be made and authorizes release of any information necessary to process
the claim and certifies that the information provided in Blocks 1 through 12 is true, accurate and complete. In the case of a Medicare claim, the patient’s signature
authorizes any entity to release to Medicare medical and nonmedical information, including employment status, and whether the person has employer group health
insurance, liability, no-fault, worker’s compensation or other insurance which is responsible to pay for the services for which the Medicare claim is made. See 42
CFR 411.24(a). If item 9 is completed, the patient’s signature authorizes release of the information to the health plan or agency shown. In Medicare assigned or
CHAMPUS participation cases, the physician agrees to accept the charge determination of the Medicare carrier or CHAMPUS fiscal intermediary as the full charge,
and the patient is responsible only for the deductible, coinsurance and noncovered services. Coinsurance and the deductible are based upon the charge
determination of the Medicare carrier or CHAMPUS fiscal intermediary if this is less than the charge submitted. CHAMPUS is not a health insurance program but
makes payment for health benefits provided through certain affiliations with the Uniformed Services. Information on the patient’s sponsor should be provided in those
items captioned in “Insured”; i.e., items 1a, 4, 6, 7, 9, and 11.
BLACK LUNG AND FECA CLAIMS
The provider agrees to accept the amount paid by the Government as payment in full. See Black Lung and FECA instructions regarding required procedure and
diagnosis coding systems.
SIGNATURE OF PHYSICIAN OR SUPPLIER (MEDICARE, CHAMPUS, FECA AND BLACK LUNG)
I certify that the services shown on this form were medically indicated and necessary for the health of the patient and were personally furnished by me or were furnished
incident to my professional service by my employee under my immediate personal supervision, except as otherwise expressly permitted by Medicare or CHAMPUS
regulations.
For services to be considered as “incident” to a physician’s professional service, 1) they must be rendered under the physician’s immediate personal supervision
by his/her employee, 2) they must be an integral, although incidental part of a covered physician’s service, 3) they must be of kinds commonly furnished in physician’s
offices, and 4) the services of nonphysicians must be included on the physician’s bills.
For CHA ...
httpswww.medicalnewstoday.comarticles323444.phphttpsasco.docx
https://www.medicalnewstoday.com/articles/323444.php
https://ascopubs.org/doi/full/10.1200/JCO.2008.16.0333
https://journals.lww.com/co-hematology/Abstract/2007/03000/Influence_of_new_molecular_prognostic_markers_in.5.aspx
Influence of new molecular prognostic markers in patients with karyotypically normal acute myeloid leukemia: recent advances
Mrózek, Krzysztofa; Döhner, Hartmutb; Bloomfield, Clara Da
Current Opinion in Hematology: March 2007 - Volume 14 - Issue 2 - p 106–114
doi: 10.1097/MOH.0b013e32801684c7
Myeloid disease
Purpose of review Molecular study of cytogenetically normal acute myeloid leukemia is among the most active areas of leukemia research. Despite having the same normal karyotype, adults with de-novo cytogenetically normal acute myeloid leukemia who constitute the largest cytogenetic group of acute myeloid leukemia, are very diverse with respect to acquired gene mutations and gene expression changes. These genetic alterations affect clinical outcome and may assist in selection of proper treatment. Herein we critically summarize recent clinically relevant molecular genetic studies of cytogenetically normal acute myeloid leukemia.
Recent findings NPM1 gene mutations causing aberrant cytoplasmic localization of nucleophosmin have been demonstrated to be the most frequent submicroscopic alterations in cytogenetically normal acute myeloid leukemia and to confer improved prognosis, especially in patients without a concomitant FLT3 gene internal tandem duplication. Overexpressed BAALC, ERG and MN1 genes and expression of breast cancer resistance protein have been shown to confer poor prognosis. A gene-expression signature previously suggested to separate cytogenetically normal acute myeloid leukemia patients into prognostic subgroups has been validated on a different microarray platform, although gene-expression signature-based classifiers predicting outcome for individual patients with greater accuracy are still needed.
Summary The discovery of new prognostic markers has increased our understanding of leukemogenesis and may lead to improved prognostication and generation of novel risk-adapted therapies.
http://www.bloodjournal.org/content/127/1/53?sso-checked=true
An update of current treatments for adult acute myeloid leukemia
Hervé Dombret and Claude Gardin
Abstract
Recent advances in acute myeloid leukemia (AML) biology and its genetic landscape should ultimately lead to more subset-specific AML therapies, ideally tailored to each patient's disease. Although a growing number of distinct AML subsets have been increasingly characterized, patient management has remained disappointingly uniform. If one excludes acute promyelocytic leukemia, current AML management still relies largely on intensive chemotherapy and allogeneic hematopoietic stem cell transplantation (HSCT), at least in younger patients who can tolerate such intensive treatments. Nevertheless, progress has been made, notably in terms of standard drug dose in ...
httpstheater.nytimes.com mem theater treview.htmlres=9902e6.docx
https://theater.nytimes.com/ mem/ theater/ treview.html?res=9902e6db1639f931a25753c1a962948260
THEATER: WILSON'S 'MA RAINEY'S' OPENS
By FRANK RICH
Published: October 12, 1984, Friday
LATE in Act I of ''Ma Rainey's Black Bottom,'' a somber, aging band trombonist (Joe Seneca) tilts his head heavenward to sing the blues. The setting is a dilapidated Chicago recording studio of 1927, and the song sounds as old as time. ''If I had my way,'' goes the lyric, ''I would tear this old building down.''
Once the play has ended, that lyric has almost become a prophecy. In ''Ma Rainey's Black Bottom,'' the writer August Wilson sends the entire history of black America crashing down upon our heads. This play is a searing inside account of what white racism does to its victims - and it floats on the same authentic artistry as the blues music it celebrates. Harrowing as ''Ma Rainey's'' can be, it is also funny, salty, carnal and lyrical. Like his real-life heroine, the legendary singer Gertrude (Ma) Rainey, Mr. Wilson articulates a legacy of unspeakable agony and rage in a spellbinding voice.
The play is Mr. Wilson's first to arrive in New York, and it reached here, via the Yale Repertory Theater, under the sensitive hand of the man who was born to direct it, Lloyd Richards. On Broadway, Mr. Richards has honed ''Ma Rainey's'' to its finest form. What's more, the director brings us an exciting young actor - Charles S. Dutton - along with his extraordinary dramatist. One wonders if the electricity at the Cort is the same that audiences felt when Mr. Richards, Lorraine Hansberry and Sidney Poitier stormed into Broadway with ''A Raisin in the Sun'' a quarter-century ago.
As ''Ma Rainey's'' shares its director and Chicago setting with ''Raisin,'' so it builds on Hansberry's themes: Mr. Wilson's characters want to make it in white America. And, to a degree, they have. Ma Rainey (1886-1939) was among the first black singers to get a recording contract - albeit with a white company's ''race'' division. Mr. Wilson gives us Ma (Theresa Merritt) at the height of her fame. A mountain of glitter and feathers, she has become a despotic, temperamental star, complete with a retinue of flunkies, a fancy car and a kept young lesbian lover.
The evening's framework is a Paramount-label recording session that actually happened, but whose details and supporting players have been invented by the author. As the action swings between the studio and the band's warm-up room - designed by Charles Henry McClennahan as if they might be the festering last- chance saloon of ''The Iceman Cometh'' - Ma and her four accompanying musicians overcome various mishaps to record ''Ma Rainey's Black Bottom'' and other songs. During the delays, the band members smoke reefers, joke around and reminisce about past gigs on a well-traveled road stretching through whorehouses and church socials from New Orleans to Fat Back, Ark.
The musicians' speeches are like improvised band solos - variously fiz ...
httpsfitsmallbusiness.comemployee-compensation-planThe pu.docx
https://fitsmallbusiness.com/employee-compensation-plan/
The puzzle of motivation | Dan Pink [Video file]. Retrieved from https://www.youtube.com/watch?v=rrkrvAUbU9Y
Refining the total rewards package through employee input at MillerCoors [Video file]. Retrieved from https://www.youtube.com/watch?v=_I7nv0B4_NU&feature=youtu.be
How to design an employee compensation plan [SlideShare slides]. Retrieved from http://www.slideshare.net/FitSmallBusiness/how-to-design-a-compensation-plan-dave?ref=http://fitsmallbusiness.com/how-to-pay-employees/
Compensation strategies [Video file]. Retrieved from https://youtu.be/U2wjvBigs7w
· Expectations for Power Point Presentations in Units IV and V
I would like to provide information about what needs to be included in presentations. Please review the rubric prior to submitting any assignment. If you don't know where to find this, please contact me.
1. You need a title slide.
2. You need an overview of the presentation slide (slide after the title slide). This is how you would organize a presentation if you were presenting it at work.
3. You need a summary slide (before the reference slide); same reason as above.
4. Please do not forget to cite on slides where you are writing about something related to what you have read. Please consider each slide a paragraph. You can cite on the slides or in the notes. If you do not cite, you will not get credit for the slide.
- Direct quotes should not be used in this presentation as they are not analysis.
5. Remember, all I can evaluate is what you submit, so please consider using notes to explain what you are writing in further detail. Bullets are great and you can use these but then provide more detail in the notes.
6. Graphics - Please include graphics/charts/graphs as this is evaluated in the rubric (quality of the presentation).
7. References - For all references, you need citations. For all citations, you need references. They must match. All must be formatted using APA requirements. Please review the Quick Reference Guide that was posted in the announcements.
Please never hesitate to email me with any questions. If you need further clarification about feedback or if you do not agree with any of the feedback, please contact me. My door is always open.
Assignment 1
Positioning Statement and Motto
Use the provided information, as well as your own research, to assess one (1) of the stated brands (Tesla, SmoothieKing, Suave, or Nintendo) by completing the questions below with an ORIGINAL response to each. At the end of the worksheet, be sure to develop a new ORIGINAL positioning statement and motto for the brand you selected. Submit the completed template in the Week 4 assignment submission link.
Name:
Professor’s Name:
Course Title:
Date:
Company/Brand Selected (Tesla, SmoothieKing, Suave or Nintendo):
1. Target Customers/Users
Who are the target customers for the company/brand? Make sure you tell why you selected each item that you did. (NOTE: DO NO ...
httpsdoi.org10.11770002764219842624American Behaviora.docx
https://doi.org/10.1177/0002764219842624
American Behavioral Scientist
1 –19
© 2019 SAGE Publications
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DOI: 10.1177/0002764219842624
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Article
White Supremacy, Patriarchy,
and Global Capitalism in
Migration Studies
Tanya Golash-Boza1, Maria D. Duenas1,
and Chia Xiong1
Abstract
Ten years after sociologist Mary Romero lamented the “ideological and theoretical
gulf between immigration research and the sociology of race,” researchers have
begun to bridge this theoretical gulf by centering critical race theory in studies of
migration. Building on these analyses, this article argues that migration flows and
immigrant incorporation are shaped not only by White supremacy but also by
patriarchy and global capitalism. Insofar as migrants, predominantly from the Global
South, are usually racialized as non-White, and come to work in a labor market
shaped by exploitation, oppression, and patriarchy, it is critical to think of migrant
flows and settlement within the context of what bell hooks describes as a White
supremacist capitalist patriarchy. We draw from examples from our research with a
broad spectrum of migrants and their children to elucidate how these three systems
of oppression shape the experiences of migrants.
Keywords
White supremacy, intersectionality, immigration
Introduction
In her 2008 article in Contemporary Justice Review, Mary Romero wrote, “There is an
enormous ideological and theoretical gulf between immigration research and the soci-
ology of race” (p. 26). Ten years later, several publications have bridged this gulf,
incorporating a race analysis and moving away from assimilationist frameworks.
Sanchez and Romero (2010), for example, center race to illuminate illegality and
racialized citizenship. Sáenz and Douglas (2015) show the influence of racial hostility
1University of California, Merced, CA, USA
Corresponding Author:
Tanya Golash-Boza, University of California, 5200 North Lake Road, Merced, CA 95343, USA.
Email: [email protected]
842624ABSXXX10.1177/0002764219842624American Behavioral ScientistGolash-Boza et al.
research-article2019
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2 American Behavioral Scientist 00(0)
toward immigrants that assimilationist frameworks obscure. Treitler (2015) explains
how assimilationist perspectives support White supremacy by placing the onus of
incorporation on racialized immigrants and ignoring racial barriers.
Building on recent scholarship’s use of a critical race framework to study immi-
grants and their children, this article argues for including analyses of patriarchy and
global capitalism in addition to White supremacy in migration studies. We explore
how these systems of oppression affect i ...
httpsdoi.org10.11770896920516649418Critical Sociology.docx
https://doi.org/10.1177/0896920516649418
Critical Sociology
2017, Vol. 43(3) 429 –448
© The Author(s) 2016
Reprints and permissions:
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DOI: 10.1177/0896920516649418
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Neoliberal Education Reform and
the Perpetuation of Inequality
Jessica Brathwaite
Temple University, USA
Abstract
New York has some of the most segregated high schools in the country, and schools serving
low-income and minority students have the lowest graduation rates. This paper discusses
changes in inequality between New York City high schools during a period of neoliberal
education reform. Neoliberal education reforms are intended to improve schooling through
choice and accountability policies. I find that segregation has increased in the best performing
schools during this era of reform, and that race and class maintain a negative impact on
graduation rates despite the implementation of neoliberal policies. I argue that these policies
not only fail to reduce inequality, but exacerbate and reproduce existing class and race
inequalities in schooling.
Keywords
neoliberalism, education policy, New York City, high schools, inequality, high school graduation,
segregation, school choice, accountability, dissimilarity index, growth curve model
Introduction
Education has the potential to elevate the life chances and opportunities of those born into poverty
and disadvantage. Horace Mann created the first public education system on this principal, in
hopes that an equal availability of schooling for all would reduce social divisions. Mann (cited in
Cremin, 1957) states that ‘education, then, beyond all other divides of human origin, is a great
equalizer of conditions of men – the balance wheel of the social machinery’.
If education is to have its intended effect, all students must have access to an education that
prepares them for success. Unfortunately, poor, black, Hispanic and non-native English speakers
are least likely to have such access, and they are most likely to attend segregated low-quality
schools. Throughout the history of public schooling, reforms have been implemented to improve
access to educational opportunities. This research will provide an understanding of whether access
and equality has improved during a neoliberal reform era in New York City. In addition to
Corresponding author:
Jessica Brathwaite, Department of Sociology, Temple University, 713 Gladfelter Hall, 1115 West Polett Walk,
Philadelphia, PA 19122, USA.
Email: [email protected]
649418CRS0010.1177/0896920516649418Critical SociologyBrathwaite
research-article2016
Article
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430 Critical Sociology 43(3)
analyzing factors that impact graduation rates, this work examines the racial segregation of ...
httpsdoi.org10.11770894318420903495Nursing Science Qu.docx
https://doi.org/10.1177/0894318420903495
Nursing Science Quarterly
2020, Vol. 33(2) 178 –182
© The Author(s) 2020
Article reuse guidelines:
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DOI: 10.1177/0894318420903495
journals.sagepub.com/home/nsq
Special Feature
Some may question the role of nursing theory and related
paradigms in the age of sustainable development. True, what
is needed now is action—measurable change with a focus on
outcomes showing improved health and wellbeing and a
demonstrable commitment to equity, inclusion, universal
respect, and environmental thriving. The profession needs
leaders to advance nursing’s political voice and harness
mutually beneficial, long-term partnerships with stakehold-
ers in the economic, financial, agricultural, energy, and busi-
ness sectors. One tangible goal, being promoted through
campaigns such as Nursing Now (n.d.), is to have a nursing
presence at all decision-making tables related to health pol-
icy that addresses the myriad determinants of health. With
2020 claimed as the Nurse and the Midwife (World Health
Organization [WHO], 2019), we must not only honor our
skills to adapt, collaborate, and progress but also celebrate
our historical roots that establish nurses as sojourners with
society and lightkeepers in a chronically dehumanizing
healthcare system.
Why is talk of caring, integrality, and a humanistic nursing
lens essential in the context of the 17 United Nations (UN)
Sustainable Development Goals (SDGs) (United Nations,
2016) (see Figure)? Theory-guided practice continues to
inform discipline-specific care as well as agendas of
advocacy. Nurses across settings and in all nations worldwide
play pivotal roles in the global attainment of the SDGs
through acts of concerned citizenship and professional lead-
ership (Dossey, Rosa, & Beck, 2019; Rosa, 2017a; Rosa,
Sullivan-Marx et al., 2019). Theory breathes into the world
903495NSQXXX10.1177/0894318420903495Nursing Science QuarterlyRosa et al.
research-article2020
1RWJF Future of Nursing Scholar, University of Pennsylvania School of
Nursing, Philadelphia, PA, USA
2Co-Director, International Nurse Coach Association, North Miami, FL,
USA
3International Co-Director, Nightingale Initiative for Global Health, Santa
Fe, NM, USA
4Anne Furrow Professor and Associate Dean, University of Arizona
College of Nursing, Tucson, AZ, USA
5Director, Earl E. Bakken Center for Spirituality & Healing, Professor,
School of Nursing, University of Minnesota, Minneapolis, MN, USA
6Director of Nursing, P.D. Hinduja, National Hospital, Mumbai, India
7Dean Emerita and Professor of Nursing and Sociology, University of
Pennsylvania School of Nursing, Philadelphia, PA, USA
8Dean, University of Rwanda School of Nursing & Midwifery, Kigali,
Rwanda, East Africa
9Colonel (Ret.), Unites States Air Force, Nurse Corps, Partnership
Liaison, Caring-Based Academic Partnership in Excellence: Veteran RNs
in Primary Care (CAPE-V) Grant, Emeritus Professor ...
httpswww.youtube.comwatchtime_continue=8&v=rFV0aes0vYAN.docx
https://www.youtube.com/watch?time_continue=8&v=rFV0aes0vYA
Network Security Essentials: Applications and Standards
Sixth Edition
Chapter 2
Symmetric Encryption and
Message Confidentiality
Copyright © 2017 Pearson Education, Inc. All Rights Reserved
If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:
1) MathType Plugin
2) Math Player (free versions available)
3) NVDA Reader (free versions available)
This chapter provides a general overview of the subject matter that structures the material in the remainder of the book. We begin with a general discussion of network security services and mechanisms and of the types of attacks they are designed for. Then we develop a general overall model within which the security services and mechanisms can be viewed.
1
Figure 2-1: Simplified Model of Symmetric Encryption
Copyright © 2017 Pearson Education, Inc. All Rights Reserved
A symmetric encryption scheme has five ingredients (Figure 2.1):
• Plaintext: This is the original message or data that is fed into the algorithm
as input.
• Encryption algorithm: The encryption algorithm performs various substitutions
and transformations on the plaintext.
• Secret key: The secret key is also input to the algorithm. The exact substitutions
and transformations performed by the algorithm depend on the key.
• Ciphertext: This is the scrambled message produced as output. It depends on
the plaintext and the secret key. For a given message, two different keys will
produce two different ciphertexts.
• Decryption algorithm: This is essentially the encryption algorithm run in
reverse. It takes the ciphertext and the same secret key and produces the
original plaintext.
2
Requirements (1 of 2)
There are two requirements for secure use of symmetric encryption:
A strong encryption algorithm
Sender and receiver must have obtained copies of the secret key in a secure fashion and must keep the key secure
The security of symmetric encryption depends on the secrecy of the key, not the secrecy of the algorithm
This makes it feasible for widespread use
Copyright © 2017 Pearson Education, Inc. All Rights Reserved
There are two requirements for secure use of symmetric encryption:
1. We need a strong encryption algorithm. At a minimum, we would like the
algorithm to be such that an opponent who knows the algorithm and has
access to one or more ciphertexts would be unable to decipher the ciphertext
or figure out the key. This requirement is usually stated in a stronger form:
The opponent should be unable to decrypt ciphertext or discover the key even
if he or she is in possession of a number of ciphertexts together with the plaintext
that produced each ciphertext.
2. Sender and receiver must have obtained copies of the secret key in a secure
fashion and must keep the key secure. If someone can discover the key and
knows the algorithm, all communication using this key is reada ...
httphps.orgdocumentspregnancy_fact_sheet.pdfhttpswww.docx
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Data Science
and
Big Data Analytics
Chapter 12: The Endgame, or Putting It All Together
1
Chapter Contents
12.1 Communicating and Operationalizing an Analytics Project
12.2 Creating the Final Deliverables
Developing core material for multiple audiences, project goals, main findings, approach, model description, key points supported with data, model details, recommendations, tips on final presentation, providing technical specifications and code
12.3 Data Visualization Basics
Key points supported with data, evolution of a graph, common representation methods, how to clean up a graphic, additional considerations
Summary
2
12.1 Communicating and Operationalizing an Analytics Project
3
12.1 Communicating and Operationalizing an Analytics Project
Deliverables and Stakeholders
4
12.1 Communicating and Operationalizing an Analytics Project
Deliverables
General Deliverables – from Textbook
Presentation for Project Sponsors
Presentation for Analysts
Code
Technical Specifications
Deliverables For This Course
Presentation for Analysts – half hour per team, next week
Technical Paper for Research Day Conference
Submit CD – Presentation, Paper, Data or URL, Code
5
12.2 Creating the Final Deliverables
Case Study – Fictional Bank Churn Prediction
This section describes a scenario of a fictional bank and a churn prediction model of its customers
The analytic plan contains components that can be used as inputs for writing the final presentations
scope
underlying assumptions
modeling techniques
initial hypotheses
and key findings
6
12.2 Creating the Final Deliverables
Case Study – Fictional Bank Churn Prediction
7
12.2 Creating the Final Deliverables
Case Study – Fictional Bank Analytics Plan
8
12.2 Creating the Final Deliverables
12.2.1 Developing Core Material for Multiple Audiences
Some project components have dual use
Create core materials used for both analyst and business audiences
Three areas on the next slide used for both audiences
Sections after the following overview slide
12.2.2 – Project Goals
12.2.3 – Key Findings
12.2.4 – Approach
12.2.5 – Model Description
12.2.6 – Key Points Supported by Data
12.2.7 – Model Details
12.2.8 – Recommendations
12.2.9 – Additional Tips on the Final Presentation
12.2.10 – Providing Technical Specifications and Code
9
12.2 Creating the Final Deliverables
12.2.1 Developing Core Material for Multiple Audiences
10
12.2 Creating the Final Deliverables
12.2.2 Project Goals
The project goals portion of the final presentation is generally the same for sponsors and analysts
The project goals are described first to lay the groundwork for the solution and recommendations
Generally, the goals are agreed on earl ...
httpswww.worldbank.orgencountryvietnamoverview---------.docx
https://www.worldbank.org/en/country/vietnam/overview
-------------- Context ----------------
Vietnam’s development over the past 30 years has been remarkable. Economic and political reforms under Đổi Mới, launched in 1986, have spurred rapid economic growth, transforming what was then one of the world’s poorest nations into a lower middle-income country. Between 2002 and 2018, more than 45 million people were lifted out of poverty. Poverty rates declined sharply from over 70% to below 6% (US$3.2/day PPP), and GDP per capita increased by 2.5 times, standing over US$2,500 in 2018.
In the medium-term, Vietnam’s economic outlook is positive, despite signs of cyclical moderation in growth. After peaking at 7.1% in 2018, real GDP growth in 2019 is projected to slightly decelerate in 2019, led by weaker external demand and continued tightening of credit and fiscal policies. Real GDP growth is projected to remain robust at around 6.5% in 2020 and 2021. Annual headline inflation has been stable for the seven consecutive years – at single digits, trending towards 4% and below in recent years. The external balance remains under control and should continue to be financed by strong FDI inflows which reached almost US$18 billion in 2018 – accounting for almost 24% of total investment in the economy.
Vietnam is experiencing rapid demographic and social change. Its population reached 97 million in 2018 (up from about 60 million in 1986) and is expected to expand to 120 million before moderating around 2050. Today, 70% of the population is under 35 years of age, with a life expectancy of 76 years, the highest among countries in the region at similar income levels. But the population is rapidly aging. And an emerging middle class, currently accounting for 13% of the population, is expected to reach 26% by 2026.
Vietnam ranks 48 out of 157 countries on the human capital index (HCI), second in ASEAN behind Singapore. A Vietnamese child born today will be 67% as productive when she grows up as she could be if she enjoyed complete education and full health. Vietnam’s HCI is highest among middle-income countries, but there are some disparities within the country, especially for ethnic minorities. There would also be a need to upgrade the skill of the workforce to create productive jobs at a large scale in the future.
Over the last thirty years, the provision of basic services has significantly improved. Access of households to modern infrastructure services has increased dramatically. As of 2016, 99% of the population used electricity as their main source of lighting, up from 14 % in 1993. Access to clean water in rural areas has also improved, up from 17% in 1993 to 70% in 2016, while that figure for urban areas is above 95%.
Vietnam performs well on general education. Coverage and learning outcomes are high and equitably achieved in primary schools — evidenced by remarkably high scores in the Program for International Student Assessment (PISA) in 2012 and 2015, ...
HTML WEB Page solutionAbout.htmlQuantum PhysicsHomeServicesAbou.docx
HTML WEB Page solution/About.htmlQuantum PhysicsHomeServicesAboutContact Me
This website gives a detail inward look in quantam physics as it is a evolving field now-a-days and has many upcoming changes that is going to leave the world in shock. There has been a lot of confusion lately related to this topics in people so it is encourage that people visit this website and get to know more about this field and explore the horizons there is yet to come.
HTML WEB Page solution/FirstLastHomePage.htmlQuantum PhysicsHomeServicesAboutContact Me
Definition
Quantum mechanics is the part of material science identifying with the little.
It brings about what may have all the earmarks of being some extremely peculiar decisions about the physical world. At the size of particles and electrons, a significant number of the conditions of old style mechanics, which depict how things move at ordinary sizes and speeds, stop to be helpful. In traditional mechanics, objects exist in a particular spot at a particular time. Be that as it may, in quantum mechanics, protests rather exist in a fog of likelihood; they have a specific possibility of being at point An, another possibility of being at point B, etc.Three revolutionary principles
Quantum mechanics (QM) created over numerous decades, starting as a lot of questionable scientific clarifications of tests that the math of old style mechanics couldn't clarify. It started at the turn of the twentieth century, around a similar time that Albert Einstein distributed his hypothesis of relativity, a different numerical unrest in material science that portrays the movement of things at high speeds. In contrast to relativity, nonetheless, the sources of QM can't be credited to any one researcher. Or maybe, various researchers added to an establishment of three progressive rules that bit by bit picked up acknowledgment and exploratory confirmation somewhere in the range of 1900 and 1930. They are:
Quantized properties:
Certain properties, for example, position, speed and shading, can once in a while just happen in explicit, set sums, much like a dial that "clicks" from number to number. This tested a crucial presumption of old style mechanics, which said that such properties should exist on a smooth, ceaseless range. To portray the possibility that a few properties "clicked" like a dial with explicit settings, researchers begat the word "quantized".
Particles of light:
Light can now and again act as a molecule. This was at first met with unforgiving analysis, as it negated 200 years of trials indicating that light acted as a wave; much like waves on the outside of a quiet lake. Light acts comparatively in that it ricochets off dividers and twists around corners, and that the peaks and troughs of the wave can include or counteract. Included wave peaks bring about more splendid light, while waves that counterbalance produce obscurity. A light source can be thought of ...
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Class Name PTADipMkt25 Module Professional Communicatio.docx
Class Name PTADipMkt25
Module Professional Communication
PTADipMgt/Mkt_PC Assignment Proposal
Assessment 1: Individual Assignment, 10% of Module Weighting
Short reflective essay with two questions, both to be answered in 500 words each.
Date Due: Session 4 for PT students
N.B: This assignment does not need to be submitted through Elearn LMS
Scenario
You have just joined a Multi-National Corporation (MNC) as a project manager,
whose tasks include managing global collaboration projects involving staff from
different departments all around the world. You have been informed that similar
previous projects have been difficult to manage due to cultural differences among
global team members, with ineffective and inefficient communication identified as the
main culprit. At the same time, the organization is undergoing major restructuring
and employee job rotation where project team members are shifting job roles.
Project deadlines and desired outcomes have thus suffered because of this
challenge. The Managing Director has tasked you to address and suggest ways to
resolve these challenges by answering the questions below. (You may assume
additional situations not mentioned in this scenario).
Question 1
Based on the scenario above, identify possible barriers to communication within your
project team and provide suggestions on how to improve cross cultural
communication within your project teams.
Question 2
Use the Three-Step-Writing Process to compose your answers in Question 1 and
communicate these answers to the Managing Director.
Assessment 2: Individual Essay Analysing 5 Business Documents
2,000 word analytical essay due in lesson 7 (PT) and 12 (FT), 30% of Module
Weighting
5-minute presentation, 10% of Module Weighting
Date Due: Refer to ELearn LMS
NB: The presentation does not need to be submitted through Elearn LMS
1.0) INSTRUCTIONS:
i) Please submit your final essay only to the Elearn LMS under the Professional
Communication Course “Assignment 2 Final Part 1” and do not include: the original
FIVE (5) business documents on which you are writing, your Reference list, or your
assignment cover sheet in this submission. These documents can be entered
separately under “Assignment 2 Final Part 2”.
NB: For the formatting of in-text citations and the Reference List, refer to the Kaplan
Singapore APA Guide pp.14-16:
http://kaplan-
diploma.s3.amazonaws.com/Kaplan_Singapore_Academic_Works_and_APA_Guide
_2013_v2.pdf
ii) Essay Brief (30%): You are going to choose FIVE (5) examples of Business
Documents/ communications from the following list:
Resume for a job (also include the job ad.)
Cover Letter for a job (also include the job ad.)
Company memo
One section of a company report (no more than 2 pages)
An email
A public blog or other social media message from a company leader
A company vision and values statement
PLEASE ...
Course Project Grading RubricCategoryFinal Project.docx
Course Project Grading Rubric
Category
Final
Project
Point Description
Estimated Percent Complete /
Comments
Cover Page ‐ Include your name, course number, and the date Completed
Table of Contents ‐ List the main ideas and section of your project and the pages in which they are
located. Any illustrations should be included separately.
Not included
Body of Your Report ‐ Use a header titled with the name of your project. Then proceed to break out the
main ideas. State the main ideas, state major points in each idea, and provide evidence. Break out each
main idea you will use in the body of your project. Show some type of division like separate sections that
are labeled; separate group of paragraphs; or headers. You would include the information you found
during your research and investigation.
Good use of headers to identify
different components/topics
Summary and Conclusion ‐ Summarizing is similar to paraphrasing but presents the gist of the material in
fewer words than the original. An effective summary identifies the main ideas and major support points
from the body of your report. Minor details are left out. Summarize the benefits of the ideas and how
they affect the staffing industry.
Not included
References ‐ Work Cited ‐ Use APA citation format as specified in the Syllabus. No more than 10% of the
total project can be from borrowed material and must be properly cited via APA. Review the APA
materials provided in the Syllabus and Student Resources, as needed. Your instructor may submit your
work to Turnitin. Any un‐cited material or excessive cited material (above the 10% minimum) can
seriously jeopardize points earned (beyond the Documenting and Formatting section of the
rubric).
Sources appear to be properly
acknowledged.
Organization &
Cohesiveness
30
The final project should make sense to the reader from start to finish. The organization of the project
should be logical and easy to follow without confusion to the reader.
Off to a great start
Editing 20
Proof read the final project and ensure that each sentence is complete, the correct grammar is used,
spelling is correct, etc.
No issues noted
The content of the project is the key deliverable and is mostly found in the body of the project. All
components of the project contribute to the final content.
A definition of strategic staffing that supports the requirements of the organization. Good
A description of the job analysis process and an example job analysis format. Completed
The approach to posting a position and the related rationale for taking that approach. Plus, a short
example job posting.
This section is not fully developed
An example application form and an explanation of how it should be implemented and related reasoning
for the approach recommended. Make sure your application form contains only legally permitted
inquiries. (The corrected application form from Week 5 cannot be used.)
This secti.
Stayer cis-518-week-10-term-paper
stayer cis 518 week 10 term paper future research and development in software engineering,stayer cis 518 week 10,cis 518 week 10,stayer cis 518 week 10 tutorial,stayer cis 518 week 10 assignment,stayer cis 518 week 10 help
No format or word count requirementAlgebra Review Please res.docx
No format or word count requirement
"Algebra Review" Please respond to the following:
· Imagine you are tutoring a classmate in the four algebraic processes. Define each process and provide an example of each.
· FOIL is used to multiply binomials and factor trinomials. Provide an example of using the FOIL (first, outer, inner, last) method to multiply binomials and factor trinomials. Explain the relationship between simplifying expressions with parentheses and factoring.
IFSM 310 HW-SW Spring 2014Projects and Written Papers
Contents
General Paper and Writing Requirements1
Option 1 - Product Survey Project5
Option 2 - Paper on Computer Architecture6
Small System Design Project11
General Paper and Writing Requirements
This applies to all projects and papers except where noted.
File Names
The files submitted should be named as follows: Your name, project ID or project title. For example: "Schank, DraftPlan.docx" or "Karl Schank, Draft Small System Design Project.doc".
All assignments are to be submitted in each student's Assignments Folder.
Format
Format is APA style, which means and includes the following:
· Use Microsoft Word. If you do not have Microsoft Word, "Save As" a word document in Word .doc or .docx format.
· Use Page Setup to configure it.
· Use 1" margins top, bottom, left and right sides.
· Use Times New Roman size 12; or Arial, or Verdana size 10.
· Line spacing should be no more than double-spaced.
· Use appropriate paragraph and section headings and subheadings. Headings and subheadings should be placed at the left margin.
· The first word of each new paragraph should be indented.
· For documents that are longer than one page, number each page in the bottom right corner. The title page should never be numbered.
· Size limit: A page limit and number of words are specified in the instructions for each project or paper. The limit refers to the body of the paper excluding the "front matter" (title page, table of contents, executive summary) and "back matter" (reference bibliography of works cited). The body of the paper should be neither shorter than the lower limits not longer than the upper limits. Filibustering will get you nowhere.
Title Page
Use an un-numbered title page as the first page of the document. Use whatever font, color, and type size you prefer, and add optional graphics if you wish, as long as it is professional looking. In the center of the page, double spaced, put:
· Your name
· The name of the project itself (e.g., "Computer Architecture Paper" or "Small System Design DRAFT")
· IFSM 310-6380: Hardware/Software Infrastructure Architecture
· Your title for the paper, if you choose to title it (e.g., "The Architecture of the ENIAC")
· The date
· You may add optional clip art or graphics if desired. It is not required and will not earn any additional points.
Nothing else needs to be added to the title page. Remember, the title page is not a separate document. It is the first (unnum.
N4685 CapstoneModule 5 Capstone Project – Present.docx
N4685 Capstone
Module 5: Capstone Project – Presentation and Evaluation Instructions
NOTE: You will create two new electronic files for this assignment instead of typing directly into this document.
Overview: Capstone Project – Presentation and Evaluation
Your project should represent high-quality work – something you would expect to see in a professional setting. Perhaps your employer will be interested in facilitating its use in a real-life situation!
You will upload your PowerPoint for grading. You will also upload the forms or documents you would use for evaluation (two evaluation tools will be created) of your information dissemination. These might be in the form of informal observation records and/or formal tests or questionnaires. (This evaluation portion will be submitted as one Word document. See below for all that must be included). There is a separate portal for each portion of the assignment in Blackboard.
Objectives
Design evaluation tools to accompany your project.
Locate peer-reviewed articles discussing evidence-based nursing practice.
Design evaluation tools to accompany your project.
Rubric – Project Presentation
Criteria
Target
Acceptable
Unacceptable
Accurate (70 Points)
Accurate presentation of content with differentiation
between facts and opinions; well organized with in text citations for useful sources (at least 9). 10-15 content slides with comprehensive speaker notes.
(70 Points)
Essential information is included but speaker notes and/or slides lack depth and need additional content and/ or lacking in text citations for useful sources. Outside the required 10-15 content slides.
(40 Points)
Errors in content specific information or lack of references prohibit use in professional setting
(0 Points)
Required References
(10 Points)
All 9 references included
(10 points)
Less than 9 required references
(0 points)
Attractive (10 Points)
Professional, appropriate for setting with no spelling or grammar errors; designed with appropriate use of color, graphics, and fonts. Up to 5 points will be deducted if images used are not cited. No APA errors in references.
(10 Points)
One or more spelling or grammar errors; design missing graphics and/ or inappropriate fonts. Up to 5 points will be deducted if images used are not cited. 1-2 APA errors in references.
(5 Points)
Design or grammar/spelling errors prohibit reading or understanding content and if images used are not cited. 3 or more APA errors in references.
(0 Points)
Appropriate (10 Points)
Developmentally and age appropriate for audience; within the appropriate time frame (clock time 20-30 minutes)
(10 Points)
Not Developmentally and/ or age appropriate for entire target audience and/ or inappropriate time frame for content delivery
(5 Points)
Project inappropriate for profession use as not developmentally or age appropriate for audience; and / or project length is too short or too long
(0 Points)
Rubric – Project Evaluation
.
CHALLENGES IN THE GLOBAL BUSINESS ENVIRONMENT / TUTORIALOUTLET DOT COM
According to the textbook, ongoing challenges in the global business environment are mostly attributed to unethical business practices, failure to embrace technology advancements, and stiff competition among businesses.
Similar to HEA 550 Module Six Short Paper Student Handbooks Guidelines.docx (6)
Class Name PTADipMkt25 Module Professional Communicatio.docx
Class Name PTADipMkt25 Module Professional Communicatio.docx
Course Project Grading RubricCategoryFinal Project.docx
Course Project Grading RubricCategoryFinal Project.docx
No format or word count requirementAlgebra Review Please res.docx
No format or word count requirementAlgebra Review Please res.docx
N4685 CapstoneModule 5 Capstone Project – Present.docx
N4685 CapstoneModule 5 Capstone Project – Present.docx
CHALLENGES IN THE GLOBAL BUSINESS ENVIRONMENT / TUTORIALOUTLET DOT COM
CHALLENGES IN THE GLOBAL BUSINESS ENVIRONMENT / TUTORIALOUTLET DOT COM
More from pooleavelina
httpswww.azed.govoelaselpsUse this to see the English Lang.docx
https://www.azed.gov/oelas/elps/
Use this to see the English Language Proficiency Standards of Arizona-Pick a grade level
https://cms.azed.gov/home/GetDocumentFile?id=54de1d88aadebe14a87070f0
http://www.corestandards.org/ELA-Literacy/introduction/how-to-read-the-standards/
how to read standards
Week 04
Acquisition and Customer Lifetime Value (CLV)
https://www.smh.com.au/politics/federal/nbn-customers-face-higher-prices-or-poorer-internet-connection-audit-warns-20190813-p52go7.html
Customer Relationship Management?
CRM is the process of carefully managing detailed information about individual
customers and all customer touch points to maximize customer loyalty.
Now closely associated with data warehousing and mining
Relationship
Relationship
Identifying good customers: RFM Model
Recency
Frequency
Monetary Value
Time/purchase occasions since the last purchase
Number of purchase occasions since first purchase
Amount spent since the first purchase
R
F
M
Total RFM Score: R Score + F score + M Score
CASE: Database for BookBinders Book Club
Predict response to a mailing for the book, Art History of Florence, based on the
following variables accumulated in the database and the responses to a test mailing:
Gender
Amount purchased
Months since first purchase
Months since last purchase
Frequency of purchase
Past purchases of art books
Past purchases of children’s books
Past purchases of cook books
Past purchases of DIY books
Past purchases of youth books
Recency
Frequency
Monetary
Example: RFM Model Scoring Criteria
R
Months from last
purchase
13-max 10-12 7-9 3-6 0-2
Score 5pts 10 15 20 25
F
Frequency > 30 21-30 16-20 11-15 0-10
Score 25pts 20 15 10 5
M
Amount
purchased
> 400 301-400 201-300 101- 200 100
Score 50 45 30 15 10
Implement using Nested If statements in Excel
Decile Classification
• Standard Assessment Method
• Apply the results of approach and
calculate the “score” of each individual
• Order the customers based on “score”
from the highest to the lowest
• Divide into deciles
• Calculate profits per deciles
Customer 1 Score 1.00
Customer 2 Score 0.99
….
Customer 230 Score 0.92
Customer 2300 Score 0.00
Decile1
Decile10
…
..
…
..
Output for Bookbinders club
Decile Score RFM No. of Mailings Cost of mailing RFM Units sold RFM Profit
10 17.6% 5000 $3,250 783 $4,733
20 34.8% 10000 $6,500 1,543 $9,243
30 46.1% 15000 $9,750 2,043 $11,093
40 53.4% 20000 $13,000 2,370 $11,170
50 65.2% 25000 $16,250 2,891 $13,241
60 77.9% 30000 $19,500 3,457 $15,757
70 83.3% 35000 $22,750 3,696 $14,946
80 91.7% 40000 $26,000 4,065 $15,465
90 97.5% 45000 $29,250 4,326 $14,876
100 100.0% 50000 $32,500 4,435 $12,735
Note: Market Potential = 4435 units and margin = $10.20
Leaky bucket
New customer
acquisition
Purchase increase by
current customers
Purchase decrease by
current customers
Lost customers
Lost customers
Credit Card Rewards Program ...
httpscdnapisec.kaltura.comindex.phpextwidgetpreviewpartner_.docx
https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/1700302/uiconf_id/25562362/entry_id/0_mrektf8l/embed/dynamic
Listen to the podcast, link is above and write a summary of the content of the podcast one page in length and a personal reflective commentary on the content of the podcast, one page in length. Credit is awarded on the basis of thoroughness, accuracy, originality, and writing quality. 2 total pages in length.
Lab 5 Nessus Vulnerability Scan Report
© 2012 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved.
www.jblearning.com
This handout is a printout of the results of a Nessus vulnerability scan. The scan was performed
on the mock IT infrastructure in the lab environment for the Jones & Bartlett Learning Managing
Risk in Information Systems course.
Source: Lab environment
URL Last Verified: 2013-1-3
List of hosts
172.16.20.1 Low Severity problem(s) found
172.17.20.1 High Severity problem(s) found
172.18.20.1 High Severity problem(s) found
172.19.20.1 Low Severity problem(s) found
172.20.20.1 High Severity problem(s) found
172.30.0.10 High Severity problem(s) found
172.30.0.66 High Severity problem(s) found
[^] Back
172.16.20.1
Scan Time
Start time : Thu Aug 05 11:34:38 2010
End time : Thu Aug 05 11:36:50 2010
Number of vulnerabilities
Open ports : 2
High : 0
Medium : 0
Low : 2
Remote host information
Operating System :
NetBIOS name :
DNS name :
[^] Back to 172.16.20.1
Port general (0/icmp) [-/+]
ICMP Timestamp Request Remote Date Disclosure
Synopsis:
It is possible to determine the exact time set on the remote host.
Description:
The remote host answers to an ICMP timestamp request. This allows an attacker to know the date
which is set on your machine. This may help him to defeat all your time based authentication protocols.
Risk factor:
None
Solution
:
Filter out the ICMP timestamp requests (13), and the outgoing ICMP timestamp replies (14).
Plugin output:
This host returns non-standard timestamps (high bit is set)
Plugin ID:
10114
Page 1 of 76Nessus Scan Report
8/5/2010mhtml:file://C:\Documents and Settings\acaballero\Desktop\nessus_MockITScan.mht
CVE:
CVE-1999-0524
Other references:
OSVDB:94
Nessus Scan Information
Information about this scan : Nessus version : 4.2.2 (Build 9129) Plugin feed version : 201007191034
Type of plugin feed : HomeFeed (Non-commercial use only) Scanner IP : 172.30.0.67 Port scanner(s) :
nessus_syn_scanner Port range : default Thorough tests : no Experimental tests : no Paranoia level : 1
Report Verbosity : 1 Safe checks : no Optimize the test : yes CGI scanning : disabled Web application
tests : disabled Max hosts : 80 Max checks : 5 Recv timeout : 5 Backports : None Scan Start Date :
2010/8/5 11:34 Scan duration : 132 sec
Plugin ID:
19506
[^] Back to 172.16.20.1
[^] Back
172.17.20.1
Scan Time
Start time : Thu Aug 05 11:34:38 2010
End time : ...
httpsifes.orgsitesdefaultfilesbrijuni18countryreport_fi.docx
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://www.venice.coe.int/webforms/documents?pdf=CDL%282008%29148-e
https://www.venice.coe.int/webforms/documents?pdf=CDL%282008%29148-e
https://www.idea.int/sites/default/files/publications/regulating-political-party-financing-insights-from-praxis.pdf
https://www.idea.int/sites/default/files/publications/regulating-political-party-financing-insights-from-praxis.pdf
https://www.idea.int/sites/default/files/publications/regulating-political-party-financing-insights-from-praxis.pdf
https://www.idea.int/sites/default/files/publications/regulating-political-party-financing-insights-from-praxis.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://www.venice.coe.int/webforms/documents/default.aspx?pdffile=CDL-AD%282010%29024-e
https://www.venice.coe.int/webforms/documents/default.aspx?pdffile=CDL-AD%282010%29024-e
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
https://www.venice.coe.int/webforms/documents/default.aspx?pdffile=CDL-AD%282010%29024-e
http://www.eods.eu/library/Financing%20political%20parties%20and%20election%20campaigns%20guidelines.Ingrid%20van%20Biezen.pdf
https://www.venice.coe.int/webforms/documents?pdf=CDL%282008%29148-e
https://ifes.org/sites/default/files/brijuni18countryreport_finaledited1_0.pdf
http://www.eods.eu/library/Financing%20political%20parties%20and%20election%20campaigns%20guidelines.Ingrid%20van%20Biezen.pdf
http://www.eods.eu/library/Financing%20political%20parties%20and%20election%20campaigns%20guidelines.Ingrid%20van%20Biezen.pdf
https://link.springer.com/chapter/10.1057/9780333978061_1
https://www.cambridge.org/core/journals/british-journal-of-political-science/article/impact-of-campaign-finance-laws-on-party-competition/BAC344FE7C753C927E40BB07C362BDD1
https://doi.org/10.1002/bdrb.21106
http://www.eods.eu/library/Financing%20political%20parties%20and%20election%20campaigns%20guidelines.Ingrid%20van%20Biezen.pdf
http://www.eods.eu/library/Financing%20political%20parties%20and%20election%20campaigns%20guidelines.Ingrid%20van%20Biezen.pdf
https://www.venice.coe.int/webforms/documen ...
httpfmx.sagepub.comField Methods DOI 10.117715258.docx
http://fmx.sagepub.com
Field Methods
DOI: 10.1177/1525822X04269550
2005; 17; 30 Field Methods
Don A. Dillman and Leah Melani Christian
Survey Mode as a Source of Instability in Responses across Surveys
http://fmx.sagepub.com/cgi/content/abstract/17/1/30
The online version of this article can be found at:
Published by:
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10.1177/1525822X04269550FIELD METHODSDillman, Christian / SURVEY MODE AS SOURCE OF INSTABILITY
Survey Mode as a Source of Instability
in Responses across Surveys
DON A. DILLMAN
LEAH MELANI CHRISTIAN
Washington State University
Changes in survey mode for conducting panel surveys may contribute significantly to
survey error. This article explores the causes and consequences of such changes in
survey mode. The authors describe how and why the choice of survey mode often
causes changes to be made to the wording of questions, as well as the reasons that
identically worded questions often produce different answers when administered
through different modes. The authors provide evidence that answers may change as a
result of different visual layouts for otherwise identical questions and suggest ways
to keep measurement the same despite changes in survey mode.
Keywords: survey mode; questionnaire; panel survey; measurement; survey error
Most panel studies require measurement of the same variables at different
times. Often, participants are asked questions, several days, weeks, months,
or years apart to measure change in some characteristics of interest to the
investigation. These characteristics might include political attitudes, satis-
faction with a health care provider, frequency of a behavior, ownership of
financial resources, or level of educational attainment. Whatever the charac-
teristic of interest, it is important that the question used to ascertain it perform
the same across multiple data collections.
In addition, declining survey response rates, particularly for telephone
surveys, have encouraged researchers to use multiple modes of data collec-
tion during the administration of a single cross-sectional survey. Encouraged
by the availability of more survey modes than in the past and evidence that a
change in modes produces higher response rates (Dillman 2002), surveyors
This is a revision of a paper presented at t ...
httpsiexaminer.orgfake-news-personal-responsibility-must-trump.docx
https://iexaminer.org/fake-news-personal-responsibility-must-trump-intellectual-laziness/
Fake news: Personal responsibility must trump intellectual laziness
By Matt Chan January 4, 2017
Where do you get your news? That question has become incredibly important given the results of our Presidential Election. How many times have you heard, “I read a news story on Facebook and …” The problem: Facebook is not a news service; it’s a “social media” site whose purpose is to connect like-minded friends and family, to provide you with social connections, and online entertainment.
For Asian Americans social media provides an important and useful way of connecting socially and in some cases politically, but there is a downside. The downside is how social media actually works. These sites employ elaborate algorithms to track and analyze your posts, likes, and dislikes to provide you with a custom experience unique to you. The truth is you are being marketed to, not informed. What looks like news, is not really news, it’s personal validation. All in an attempt to keep you on the site longer, to click a few more things, to make you feel good about what you’re reading. It makes it seem like most people agree with you because you’re only fed information and stories that validate your worldview.
On the other hand, real news is hard work. Its fact-based information presented by people who have checked, researched, and documented what they are presenting as the truth. Real news can be verified.
“Fake News” is, well, fake, often times entirely made-up or containing a hint of truth. Social media was largely responsible for pushing “fake news” stories that were entirely made up to drive clicks on websites. These clicks in turn generated money for the people promoting the stories. The more outrageous the story, the more clicks, the more revenue. When you factor in the algorithms that feed you what you like, you can clearly see the more “fake news” you consume on social media, the more is pushed your way. There’s an abundance of pseudo news sites that merely re-post and curate existing stories, adding their bias to validate their audience’s beliefs, no matter how crazy or mainstream. It is curated solely for you. Now factor in that nearly 44% of Americans obtain some or most of their news from social media and you have a very toxic mix.
The mainstream news media has also fallen into this validation trap. You have one news network that solely reflects the right wing, others that take the view of the left-center leaning, and what is lost are the facts and context, the balance we need to evaluate, learn, and understand the world. People seeking fact-based journalism lose, because the more extreme the media becomes to entice consumers with provocative headlines and click-bait to earn more money, the less their news is fact-based and becomes more opinion driven.
There was a time when fact-based reporting was required of broadcast news. It was called “The Fairness Doctrin ...
http1500cms.comBECAUSE THIS FORM IS USED BY VARIOUS .docx
http://1500cms.com/
BECAUSE THIS FORM IS USED BY VARIOUS GOVERNMENT AND PRIVATE HEALTH PROGRAMS, SEE SEPARATE INSTRUCTIONS ISSUED BY
APPLICABLE PROGRAMS.
NOTICE: Any person who knowingly files a statement of claim containing any misrepresentation or any false, incomplete or misleading information may
be guilty of a criminal act punishable under law and may be subject to civil penalties.
REFERS TO GOVERNMENT PROGRAMS ONLY
MEDICARE AND CHAMPUS PAYMENTS: A patient’s signature requests that payment be made and authorizes release of any information necessary to process
the claim and certifies that the information provided in Blocks 1 through 12 is true, accurate and complete. In the case of a Medicare claim, the patient’s signature
authorizes any entity to release to Medicare medical and nonmedical information, including employment status, and whether the person has employer group health
insurance, liability, no-fault, worker’s compensation or other insurance which is responsible to pay for the services for which the Medicare claim is made. See 42
CFR 411.24(a). If item 9 is completed, the patient’s signature authorizes release of the information to the health plan or agency shown. In Medicare assigned or
CHAMPUS participation cases, the physician agrees to accept the charge determination of the Medicare carrier or CHAMPUS fiscal intermediary as the full charge,
and the patient is responsible only for the deductible, coinsurance and noncovered services. Coinsurance and the deductible are based upon the charge
determination of the Medicare carrier or CHAMPUS fiscal intermediary if this is less than the charge submitted. CHAMPUS is not a health insurance program but
makes payment for health benefits provided through certain affiliations with the Uniformed Services. Information on the patient’s sponsor should be provided in those
items captioned in “Insured”; i.e., items 1a, 4, 6, 7, 9, and 11.
BLACK LUNG AND FECA CLAIMS
The provider agrees to accept the amount paid by the Government as payment in full. See Black Lung and FECA instructions regarding required procedure and
diagnosis coding systems.
SIGNATURE OF PHYSICIAN OR SUPPLIER (MEDICARE, CHAMPUS, FECA AND BLACK LUNG)
I certify that the services shown on this form were medically indicated and necessary for the health of the patient and were personally furnished by me or were furnished
incident to my professional service by my employee under my immediate personal supervision, except as otherwise expressly permitted by Medicare or CHAMPUS
regulations.
For services to be considered as “incident” to a physician’s professional service, 1) they must be rendered under the physician’s immediate personal supervision
by his/her employee, 2) they must be an integral, although incidental part of a covered physician’s service, 3) they must be of kinds commonly furnished in physician’s
offices, and 4) the services of nonphysicians must be included on the physician’s bills.
For CHA ...
httpswww.medicalnewstoday.comarticles323444.phphttpsasco.docx
https://www.medicalnewstoday.com/articles/323444.php
https://ascopubs.org/doi/full/10.1200/JCO.2008.16.0333
https://journals.lww.com/co-hematology/Abstract/2007/03000/Influence_of_new_molecular_prognostic_markers_in.5.aspx
Influence of new molecular prognostic markers in patients with karyotypically normal acute myeloid leukemia: recent advances
Mrózek, Krzysztofa; Döhner, Hartmutb; Bloomfield, Clara Da
Current Opinion in Hematology: March 2007 - Volume 14 - Issue 2 - p 106–114
doi: 10.1097/MOH.0b013e32801684c7
Myeloid disease
Purpose of review Molecular study of cytogenetically normal acute myeloid leukemia is among the most active areas of leukemia research. Despite having the same normal karyotype, adults with de-novo cytogenetically normal acute myeloid leukemia who constitute the largest cytogenetic group of acute myeloid leukemia, are very diverse with respect to acquired gene mutations and gene expression changes. These genetic alterations affect clinical outcome and may assist in selection of proper treatment. Herein we critically summarize recent clinically relevant molecular genetic studies of cytogenetically normal acute myeloid leukemia.
Recent findings NPM1 gene mutations causing aberrant cytoplasmic localization of nucleophosmin have been demonstrated to be the most frequent submicroscopic alterations in cytogenetically normal acute myeloid leukemia and to confer improved prognosis, especially in patients without a concomitant FLT3 gene internal tandem duplication. Overexpressed BAALC, ERG and MN1 genes and expression of breast cancer resistance protein have been shown to confer poor prognosis. A gene-expression signature previously suggested to separate cytogenetically normal acute myeloid leukemia patients into prognostic subgroups has been validated on a different microarray platform, although gene-expression signature-based classifiers predicting outcome for individual patients with greater accuracy are still needed.
Summary The discovery of new prognostic markers has increased our understanding of leukemogenesis and may lead to improved prognostication and generation of novel risk-adapted therapies.
http://www.bloodjournal.org/content/127/1/53?sso-checked=true
An update of current treatments for adult acute myeloid leukemia
Hervé Dombret and Claude Gardin
Abstract
Recent advances in acute myeloid leukemia (AML) biology and its genetic landscape should ultimately lead to more subset-specific AML therapies, ideally tailored to each patient's disease. Although a growing number of distinct AML subsets have been increasingly characterized, patient management has remained disappointingly uniform. If one excludes acute promyelocytic leukemia, current AML management still relies largely on intensive chemotherapy and allogeneic hematopoietic stem cell transplantation (HSCT), at least in younger patients who can tolerate such intensive treatments. Nevertheless, progress has been made, notably in terms of standard drug dose in ...
httpstheater.nytimes.com mem theater treview.htmlres=9902e6.docx
https://theater.nytimes.com/ mem/ theater/ treview.html?res=9902e6db1639f931a25753c1a962948260
THEATER: WILSON'S 'MA RAINEY'S' OPENS
By FRANK RICH
Published: October 12, 1984, Friday
LATE in Act I of ''Ma Rainey's Black Bottom,'' a somber, aging band trombonist (Joe Seneca) tilts his head heavenward to sing the blues. The setting is a dilapidated Chicago recording studio of 1927, and the song sounds as old as time. ''If I had my way,'' goes the lyric, ''I would tear this old building down.''
Once the play has ended, that lyric has almost become a prophecy. In ''Ma Rainey's Black Bottom,'' the writer August Wilson sends the entire history of black America crashing down upon our heads. This play is a searing inside account of what white racism does to its victims - and it floats on the same authentic artistry as the blues music it celebrates. Harrowing as ''Ma Rainey's'' can be, it is also funny, salty, carnal and lyrical. Like his real-life heroine, the legendary singer Gertrude (Ma) Rainey, Mr. Wilson articulates a legacy of unspeakable agony and rage in a spellbinding voice.
The play is Mr. Wilson's first to arrive in New York, and it reached here, via the Yale Repertory Theater, under the sensitive hand of the man who was born to direct it, Lloyd Richards. On Broadway, Mr. Richards has honed ''Ma Rainey's'' to its finest form. What's more, the director brings us an exciting young actor - Charles S. Dutton - along with his extraordinary dramatist. One wonders if the electricity at the Cort is the same that audiences felt when Mr. Richards, Lorraine Hansberry and Sidney Poitier stormed into Broadway with ''A Raisin in the Sun'' a quarter-century ago.
As ''Ma Rainey's'' shares its director and Chicago setting with ''Raisin,'' so it builds on Hansberry's themes: Mr. Wilson's characters want to make it in white America. And, to a degree, they have. Ma Rainey (1886-1939) was among the first black singers to get a recording contract - albeit with a white company's ''race'' division. Mr. Wilson gives us Ma (Theresa Merritt) at the height of her fame. A mountain of glitter and feathers, she has become a despotic, temperamental star, complete with a retinue of flunkies, a fancy car and a kept young lesbian lover.
The evening's framework is a Paramount-label recording session that actually happened, but whose details and supporting players have been invented by the author. As the action swings between the studio and the band's warm-up room - designed by Charles Henry McClennahan as if they might be the festering last- chance saloon of ''The Iceman Cometh'' - Ma and her four accompanying musicians overcome various mishaps to record ''Ma Rainey's Black Bottom'' and other songs. During the delays, the band members smoke reefers, joke around and reminisce about past gigs on a well-traveled road stretching through whorehouses and church socials from New Orleans to Fat Back, Ark.
The musicians' speeches are like improvised band solos - variously fiz ...
httpsfitsmallbusiness.comemployee-compensation-planThe pu.docx
https://fitsmallbusiness.com/employee-compensation-plan/
The puzzle of motivation | Dan Pink [Video file]. Retrieved from https://www.youtube.com/watch?v=rrkrvAUbU9Y
Refining the total rewards package through employee input at MillerCoors [Video file]. Retrieved from https://www.youtube.com/watch?v=_I7nv0B4_NU&feature=youtu.be
How to design an employee compensation plan [SlideShare slides]. Retrieved from http://www.slideshare.net/FitSmallBusiness/how-to-design-a-compensation-plan-dave?ref=http://fitsmallbusiness.com/how-to-pay-employees/
Compensation strategies [Video file]. Retrieved from https://youtu.be/U2wjvBigs7w
· Expectations for Power Point Presentations in Units IV and V
I would like to provide information about what needs to be included in presentations. Please review the rubric prior to submitting any assignment. If you don't know where to find this, please contact me.
1. You need a title slide.
2. You need an overview of the presentation slide (slide after the title slide). This is how you would organize a presentation if you were presenting it at work.
3. You need a summary slide (before the reference slide); same reason as above.
4. Please do not forget to cite on slides where you are writing about something related to what you have read. Please consider each slide a paragraph. You can cite on the slides or in the notes. If you do not cite, you will not get credit for the slide.
- Direct quotes should not be used in this presentation as they are not analysis.
5. Remember, all I can evaluate is what you submit, so please consider using notes to explain what you are writing in further detail. Bullets are great and you can use these but then provide more detail in the notes.
6. Graphics - Please include graphics/charts/graphs as this is evaluated in the rubric (quality of the presentation).
7. References - For all references, you need citations. For all citations, you need references. They must match. All must be formatted using APA requirements. Please review the Quick Reference Guide that was posted in the announcements.
Please never hesitate to email me with any questions. If you need further clarification about feedback or if you do not agree with any of the feedback, please contact me. My door is always open.
Assignment 1
Positioning Statement and Motto
Use the provided information, as well as your own research, to assess one (1) of the stated brands (Tesla, SmoothieKing, Suave, or Nintendo) by completing the questions below with an ORIGINAL response to each. At the end of the worksheet, be sure to develop a new ORIGINAL positioning statement and motto for the brand you selected. Submit the completed template in the Week 4 assignment submission link.
Name:
Professor’s Name:
Course Title:
Date:
Company/Brand Selected (Tesla, SmoothieKing, Suave or Nintendo):
1. Target Customers/Users
Who are the target customers for the company/brand? Make sure you tell why you selected each item that you did. (NOTE: DO NO ...
httpsdoi.org10.11770002764219842624American Behaviora.docx
https://doi.org/10.1177/0002764219842624
American Behavioral Scientist
1 –19
© 2019 SAGE Publications
Article reuse guidelines:
sagepub.com/journals-permissions
DOI: 10.1177/0002764219842624
journals.sagepub.com/home/abs
Article
White Supremacy, Patriarchy,
and Global Capitalism in
Migration Studies
Tanya Golash-Boza1, Maria D. Duenas1,
and Chia Xiong1
Abstract
Ten years after sociologist Mary Romero lamented the “ideological and theoretical
gulf between immigration research and the sociology of race,” researchers have
begun to bridge this theoretical gulf by centering critical race theory in studies of
migration. Building on these analyses, this article argues that migration flows and
immigrant incorporation are shaped not only by White supremacy but also by
patriarchy and global capitalism. Insofar as migrants, predominantly from the Global
South, are usually racialized as non-White, and come to work in a labor market
shaped by exploitation, oppression, and patriarchy, it is critical to think of migrant
flows and settlement within the context of what bell hooks describes as a White
supremacist capitalist patriarchy. We draw from examples from our research with a
broad spectrum of migrants and their children to elucidate how these three systems
of oppression shape the experiences of migrants.
Keywords
White supremacy, intersectionality, immigration
Introduction
In her 2008 article in Contemporary Justice Review, Mary Romero wrote, “There is an
enormous ideological and theoretical gulf between immigration research and the soci-
ology of race” (p. 26). Ten years later, several publications have bridged this gulf,
incorporating a race analysis and moving away from assimilationist frameworks.
Sanchez and Romero (2010), for example, center race to illuminate illegality and
racialized citizenship. Sáenz and Douglas (2015) show the influence of racial hostility
1University of California, Merced, CA, USA
Corresponding Author:
Tanya Golash-Boza, University of California, 5200 North Lake Road, Merced, CA 95343, USA.
Email: [email protected]
842624ABSXXX10.1177/0002764219842624American Behavioral ScientistGolash-Boza et al.
research-article2019
https://us.sagepub.com/en-us/journals-permissions
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mailto:[email protected]
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2 American Behavioral Scientist 00(0)
toward immigrants that assimilationist frameworks obscure. Treitler (2015) explains
how assimilationist perspectives support White supremacy by placing the onus of
incorporation on racialized immigrants and ignoring racial barriers.
Building on recent scholarship’s use of a critical race framework to study immi-
grants and their children, this article argues for including analyses of patriarchy and
global capitalism in addition to White supremacy in migration studies. We explore
how these systems of oppression affect i ...
httpsdoi.org10.11770896920516649418Critical Sociology.docx
https://doi.org/10.1177/0896920516649418
Critical Sociology
2017, Vol. 43(3) 429 –448
© The Author(s) 2016
Reprints and permissions:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/0896920516649418
journals.sagepub.com/home/crs
Neoliberal Education Reform and
the Perpetuation of Inequality
Jessica Brathwaite
Temple University, USA
Abstract
New York has some of the most segregated high schools in the country, and schools serving
low-income and minority students have the lowest graduation rates. This paper discusses
changes in inequality between New York City high schools during a period of neoliberal
education reform. Neoliberal education reforms are intended to improve schooling through
choice and accountability policies. I find that segregation has increased in the best performing
schools during this era of reform, and that race and class maintain a negative impact on
graduation rates despite the implementation of neoliberal policies. I argue that these policies
not only fail to reduce inequality, but exacerbate and reproduce existing class and race
inequalities in schooling.
Keywords
neoliberalism, education policy, New York City, high schools, inequality, high school graduation,
segregation, school choice, accountability, dissimilarity index, growth curve model
Introduction
Education has the potential to elevate the life chances and opportunities of those born into poverty
and disadvantage. Horace Mann created the first public education system on this principal, in
hopes that an equal availability of schooling for all would reduce social divisions. Mann (cited in
Cremin, 1957) states that ‘education, then, beyond all other divides of human origin, is a great
equalizer of conditions of men – the balance wheel of the social machinery’.
If education is to have its intended effect, all students must have access to an education that
prepares them for success. Unfortunately, poor, black, Hispanic and non-native English speakers
are least likely to have such access, and they are most likely to attend segregated low-quality
schools. Throughout the history of public schooling, reforms have been implemented to improve
access to educational opportunities. This research will provide an understanding of whether access
and equality has improved during a neoliberal reform era in New York City. In addition to
Corresponding author:
Jessica Brathwaite, Department of Sociology, Temple University, 713 Gladfelter Hall, 1115 West Polett Walk,
Philadelphia, PA 19122, USA.
Email: [email protected]
649418CRS0010.1177/0896920516649418Critical SociologyBrathwaite
research-article2016
Article
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430 Critical Sociology 43(3)
analyzing factors that impact graduation rates, this work examines the racial segregation of ...
httpsdoi.org10.11770894318420903495Nursing Science Qu.docx
https://doi.org/10.1177/0894318420903495
Nursing Science Quarterly
2020, Vol. 33(2) 178 –182
© The Author(s) 2020
Article reuse guidelines:
sagepub.com/journals-permissions
DOI: 10.1177/0894318420903495
journals.sagepub.com/home/nsq
Special Feature
Some may question the role of nursing theory and related
paradigms in the age of sustainable development. True, what
is needed now is action—measurable change with a focus on
outcomes showing improved health and wellbeing and a
demonstrable commitment to equity, inclusion, universal
respect, and environmental thriving. The profession needs
leaders to advance nursing’s political voice and harness
mutually beneficial, long-term partnerships with stakehold-
ers in the economic, financial, agricultural, energy, and busi-
ness sectors. One tangible goal, being promoted through
campaigns such as Nursing Now (n.d.), is to have a nursing
presence at all decision-making tables related to health pol-
icy that addresses the myriad determinants of health. With
2020 claimed as the Nurse and the Midwife (World Health
Organization [WHO], 2019), we must not only honor our
skills to adapt, collaborate, and progress but also celebrate
our historical roots that establish nurses as sojourners with
society and lightkeepers in a chronically dehumanizing
healthcare system.
Why is talk of caring, integrality, and a humanistic nursing
lens essential in the context of the 17 United Nations (UN)
Sustainable Development Goals (SDGs) (United Nations,
2016) (see Figure)? Theory-guided practice continues to
inform discipline-specific care as well as agendas of
advocacy. Nurses across settings and in all nations worldwide
play pivotal roles in the global attainment of the SDGs
through acts of concerned citizenship and professional lead-
ership (Dossey, Rosa, & Beck, 2019; Rosa, 2017a; Rosa,
Sullivan-Marx et al., 2019). Theory breathes into the world
903495NSQXXX10.1177/0894318420903495Nursing Science QuarterlyRosa et al.
research-article2020
1RWJF Future of Nursing Scholar, University of Pennsylvania School of
Nursing, Philadelphia, PA, USA
2Co-Director, International Nurse Coach Association, North Miami, FL,
USA
3International Co-Director, Nightingale Initiative for Global Health, Santa
Fe, NM, USA
4Anne Furrow Professor and Associate Dean, University of Arizona
College of Nursing, Tucson, AZ, USA
5Director, Earl E. Bakken Center for Spirituality & Healing, Professor,
School of Nursing, University of Minnesota, Minneapolis, MN, USA
6Director of Nursing, P.D. Hinduja, National Hospital, Mumbai, India
7Dean Emerita and Professor of Nursing and Sociology, University of
Pennsylvania School of Nursing, Philadelphia, PA, USA
8Dean, University of Rwanda School of Nursing & Midwifery, Kigali,
Rwanda, East Africa
9Colonel (Ret.), Unites States Air Force, Nurse Corps, Partnership
Liaison, Caring-Based Academic Partnership in Excellence: Veteran RNs
in Primary Care (CAPE-V) Grant, Emeritus Professor ...
httpswww.youtube.comwatchtime_continue=8&v=rFV0aes0vYAN.docx
https://www.youtube.com/watch?time_continue=8&v=rFV0aes0vYA
Network Security Essentials: Applications and Standards
Sixth Edition
Chapter 2
Symmetric Encryption and
Message Confidentiality
Copyright © 2017 Pearson Education, Inc. All Rights Reserved
If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:
1) MathType Plugin
2) Math Player (free versions available)
3) NVDA Reader (free versions available)
This chapter provides a general overview of the subject matter that structures the material in the remainder of the book. We begin with a general discussion of network security services and mechanisms and of the types of attacks they are designed for. Then we develop a general overall model within which the security services and mechanisms can be viewed.
1
Figure 2-1: Simplified Model of Symmetric Encryption
Copyright © 2017 Pearson Education, Inc. All Rights Reserved
A symmetric encryption scheme has five ingredients (Figure 2.1):
• Plaintext: This is the original message or data that is fed into the algorithm
as input.
• Encryption algorithm: The encryption algorithm performs various substitutions
and transformations on the plaintext.
• Secret key: The secret key is also input to the algorithm. The exact substitutions
and transformations performed by the algorithm depend on the key.
• Ciphertext: This is the scrambled message produced as output. It depends on
the plaintext and the secret key. For a given message, two different keys will
produce two different ciphertexts.
• Decryption algorithm: This is essentially the encryption algorithm run in
reverse. It takes the ciphertext and the same secret key and produces the
original plaintext.
2
Requirements (1 of 2)
There are two requirements for secure use of symmetric encryption:
A strong encryption algorithm
Sender and receiver must have obtained copies of the secret key in a secure fashion and must keep the key secure
The security of symmetric encryption depends on the secrecy of the key, not the secrecy of the algorithm
This makes it feasible for widespread use
Copyright © 2017 Pearson Education, Inc. All Rights Reserved
There are two requirements for secure use of symmetric encryption:
1. We need a strong encryption algorithm. At a minimum, we would like the
algorithm to be such that an opponent who knows the algorithm and has
access to one or more ciphertexts would be unable to decipher the ciphertext
or figure out the key. This requirement is usually stated in a stronger form:
The opponent should be unable to decrypt ciphertext or discover the key even
if he or she is in possession of a number of ciphertexts together with the plaintext
that produced each ciphertext.
2. Sender and receiver must have obtained copies of the secret key in a secure
fashion and must keep the key secure. If someone can discover the key and
knows the algorithm, all communication using this key is reada ...
httphps.orgdocumentspregnancy_fact_sheet.pdfhttpswww.docx
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Data Science
and
Big Data Analytics
Chapter 12: The Endgame, or Putting It All Together
1
Chapter Contents
12.1 Communicating and Operationalizing an Analytics Project
12.2 Creating the Final Deliverables
Developing core material for multiple audiences, project goals, main findings, approach, model description, key points supported with data, model details, recommendations, tips on final presentation, providing technical specifications and code
12.3 Data Visualization Basics
Key points supported with data, evolution of a graph, common representation methods, how to clean up a graphic, additional considerations
Summary
2
12.1 Communicating and Operationalizing an Analytics Project
3
12.1 Communicating and Operationalizing an Analytics Project
Deliverables and Stakeholders
4
12.1 Communicating and Operationalizing an Analytics Project
Deliverables
General Deliverables – from Textbook
Presentation for Project Sponsors
Presentation for Analysts
Code
Technical Specifications
Deliverables For This Course
Presentation for Analysts – half hour per team, next week
Technical Paper for Research Day Conference
Submit CD – Presentation, Paper, Data or URL, Code
5
12.2 Creating the Final Deliverables
Case Study – Fictional Bank Churn Prediction
This section describes a scenario of a fictional bank and a churn prediction model of its customers
The analytic plan contains components that can be used as inputs for writing the final presentations
scope
underlying assumptions
modeling techniques
initial hypotheses
and key findings
6
12.2 Creating the Final Deliverables
Case Study – Fictional Bank Churn Prediction
7
12.2 Creating the Final Deliverables
Case Study – Fictional Bank Analytics Plan
8
12.2 Creating the Final Deliverables
12.2.1 Developing Core Material for Multiple Audiences
Some project components have dual use
Create core materials used for both analyst and business audiences
Three areas on the next slide used for both audiences
Sections after the following overview slide
12.2.2 – Project Goals
12.2.3 – Key Findings
12.2.4 – Approach
12.2.5 – Model Description
12.2.6 – Key Points Supported by Data
12.2.7 – Model Details
12.2.8 – Recommendations
12.2.9 – Additional Tips on the Final Presentation
12.2.10 – Providing Technical Specifications and Code
9
12.2 Creating the Final Deliverables
12.2.1 Developing Core Material for Multiple Audiences
10
12.2 Creating the Final Deliverables
12.2.2 Project Goals
The project goals portion of the final presentation is generally the same for sponsors and analysts
The project goals are described first to lay the groundwork for the solution and recommendations
Generally, the goals are agreed on earl ...
httpswww.worldbank.orgencountryvietnamoverview---------.docx
https://www.worldbank.org/en/country/vietnam/overview
-------------- Context ----------------
Vietnam’s development over the past 30 years has been remarkable. Economic and political reforms under Đổi Mới, launched in 1986, have spurred rapid economic growth, transforming what was then one of the world’s poorest nations into a lower middle-income country. Between 2002 and 2018, more than 45 million people were lifted out of poverty. Poverty rates declined sharply from over 70% to below 6% (US$3.2/day PPP), and GDP per capita increased by 2.5 times, standing over US$2,500 in 2018.
In the medium-term, Vietnam’s economic outlook is positive, despite signs of cyclical moderation in growth. After peaking at 7.1% in 2018, real GDP growth in 2019 is projected to slightly decelerate in 2019, led by weaker external demand and continued tightening of credit and fiscal policies. Real GDP growth is projected to remain robust at around 6.5% in 2020 and 2021. Annual headline inflation has been stable for the seven consecutive years – at single digits, trending towards 4% and below in recent years. The external balance remains under control and should continue to be financed by strong FDI inflows which reached almost US$18 billion in 2018 – accounting for almost 24% of total investment in the economy.
Vietnam is experiencing rapid demographic and social change. Its population reached 97 million in 2018 (up from about 60 million in 1986) and is expected to expand to 120 million before moderating around 2050. Today, 70% of the population is under 35 years of age, with a life expectancy of 76 years, the highest among countries in the region at similar income levels. But the population is rapidly aging. And an emerging middle class, currently accounting for 13% of the population, is expected to reach 26% by 2026.
Vietnam ranks 48 out of 157 countries on the human capital index (HCI), second in ASEAN behind Singapore. A Vietnamese child born today will be 67% as productive when she grows up as she could be if she enjoyed complete education and full health. Vietnam’s HCI is highest among middle-income countries, but there are some disparities within the country, especially for ethnic minorities. There would also be a need to upgrade the skill of the workforce to create productive jobs at a large scale in the future.
Over the last thirty years, the provision of basic services has significantly improved. Access of households to modern infrastructure services has increased dramatically. As of 2016, 99% of the population used electricity as their main source of lighting, up from 14 % in 1993. Access to clean water in rural areas has also improved, up from 17% in 1993 to 70% in 2016, while that figure for urban areas is above 95%.
Vietnam performs well on general education. Coverage and learning outcomes are high and equitably achieved in primary schools — evidenced by remarkably high scores in the Program for International Student Assessment (PISA) in 2012 and 2015, ...
HTML WEB Page solutionAbout.htmlQuantum PhysicsHomeServicesAbou.docx
HTML WEB Page solution/About.htmlQuantum PhysicsHomeServicesAboutContact Me
This website gives a detail inward look in quantam physics as it is a evolving field now-a-days and has many upcoming changes that is going to leave the world in shock. There has been a lot of confusion lately related to this topics in people so it is encourage that people visit this website and get to know more about this field and explore the horizons there is yet to come.
HTML WEB Page solution/FirstLastHomePage.htmlQuantum PhysicsHomeServicesAboutContact Me
Definition
Quantum mechanics is the part of material science identifying with the little.
It brings about what may have all the earmarks of being some extremely peculiar decisions about the physical world. At the size of particles and electrons, a significant number of the conditions of old style mechanics, which depict how things move at ordinary sizes and speeds, stop to be helpful. In traditional mechanics, objects exist in a particular spot at a particular time. Be that as it may, in quantum mechanics, protests rather exist in a fog of likelihood; they have a specific possibility of being at point An, another possibility of being at point B, etc.Three revolutionary principles
Quantum mechanics (QM) created over numerous decades, starting as a lot of questionable scientific clarifications of tests that the math of old style mechanics couldn't clarify. It started at the turn of the twentieth century, around a similar time that Albert Einstein distributed his hypothesis of relativity, a different numerical unrest in material science that portrays the movement of things at high speeds. In contrast to relativity, nonetheless, the sources of QM can't be credited to any one researcher. Or maybe, various researchers added to an establishment of three progressive rules that bit by bit picked up acknowledgment and exploratory confirmation somewhere in the range of 1900 and 1930. They are:
Quantized properties:
Certain properties, for example, position, speed and shading, can once in a while just happen in explicit, set sums, much like a dial that "clicks" from number to number. This tested a crucial presumption of old style mechanics, which said that such properties should exist on a smooth, ceaseless range. To portray the possibility that a few properties "clicked" like a dial with explicit settings, researchers begat the word "quantized".
Particles of light:
Light can now and again act as a molecule. This was at first met with unforgiving analysis, as it negated 200 years of trials indicating that light acted as a wave; much like waves on the outside of a quiet lake. Light acts comparatively in that it ricochets off dividers and twists around corners, and that the peaks and troughs of the wave can include or counteract. Included wave peaks bring about more splendid light, while waves that counterbalance produce obscurity. A light source can be thought of ...
httpswww.huffpost.comentryonline-dating-vs-offline_b_4037867.docx
https://www.huffpost.com/entry/online-dating-vs-offline_b_4037867
For your initial post, provide a sentence to share which article you are referring to so that you can best communicate with your peers. Include a link to your selection.
· Explain how the argument contains or avoids bias.
i. Provide specific examples to support your explanation.
ii. What assumptions does it make?
· Discuss the credibility of the overall argument.
i. Were the resources the argument was built upon credible?
ii. Does the credibility support or undermine the article’s claims in any important ways?
In response to your peers, provide an additional resource to support or refute the argument your peer makes. Do you agree with their claims of credibility? Are there any other possible bias not identified?
Response #1
Allysa Tantala posted Sep 22, 2019 10:17 PM
Subscribe
The article that I am looking at is Online Dating Vs. Offline Dating: Pros and Cons.It was written by Julie Spira, an online dating expert, bestselling author, and CEO of Cyber-Dating Expert. The name of the article is spot on in describing what it is about. The author goes through the pros and cons of dating online and offline in today’s day and age. The author avoids bias because she looks at both options in both their positive and negative attributes. She comes at the issues from both angles and I believe she does a very good job at remaining unbiased. She states that “if you're serious about meeting someone special, you must include a combination of both online and offline dating in your routine” (Spira, 2013, par. 18). She’s stating that both options have their pros and cons and that really a combination of both is needed to find someone. The only bias I could see anyone pointing out would be that she is a woman, so you do not get the male perspective on these things. That being said, I one hundred percent think she covers all of the questions people may have about online and offline dating in today’s world. The only assumption being made here is that the reader wants to be out in the dating world and they need to know what is best. But, the title of the article is pretty self-explanatory so if someone did not want to know these things, they would not have to waste their time reading it all because they could tell what it would be about by the title.
The resource that she used was herself, and like I stated above, she is an online dating expert, bestselling author, and CEO of Cyber-Dating Expert; so she is more than qualified to give her perspective on these issues. I find her to be credible and thought provoking. Her credibility supports everything the article says and makes the reader feel like they are being told the truth by someone who completely understands all of the pros and cons.
Resource:
Spira, J. (2013, December 3). Online Dating Vs. Offline Dating: Pros and Cons. Retrieved from https://www.huffpost.com/entry/online-dating-vs-offline_b_4037867
Response #2
Jennifer Caforio posted Se ...
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https://www.vitalsource.com/products/comparative-criminal-justice-systems-harry-r-dammer-jay-s-v9781285630779
THE ASSIGNMENT IS BASED ON CHAPTER 1 (ONE)
Login : [email protected]
Password: Greekyogurt13!
1
3Defining the Problem
Rigina CochranMPA/593
August 19, 2019
Peter ReevesDefining the Problem
The health care system in Colorado is a composition of medical professionals providing services such as diagnosis, treatment, as well as preventive measures to mental illness and injuries ("Healthcare policy in Colorado - Ballotpedia," 2019). Health care policy involves the establishment and implementation of legislation and other regulations that the states use to manage its health care system effectively. Further, this sector consists of other participants, such as insurance and health information technology. The cost citizens pay for medical care and also the access to quality care influence the overall health care providers in Colorado. Therefore, the need for the creation and implementation of laws that help the state maintain efficiency in the health sector in Colorado.
Problem Statement
The declining standards of medical care within the United States has caused significant concern in the world. Due to these rising concerns, there have been various policies implemented, leading to mixed reactions among the different states. Some of the active policies implemented offer a long-term solution to this problem including Medicaid and Medicare. After acquiring state control, the Republicans dismissed the idea to expand and create medical insurance for Medicaid in Colorado. Sustaining the structure of the health care payroll calls for the deductions from the employees and the employers, which may lead to loss of jobs and increased burden of expenditure (Garcia, 2019).
Identify the Methodology
The main objective of this policy plan is to investigate the role of legislation in the management of the health care sector in the United States. Due to the need for achieving in-depth exploration, this paper uses a combination of both qualitative and quantitative methods of data collection by addressing both practical and theoretical aspects of the research. Based on the answers that the policy requires, choosing survey as the research design. This method involves collecting and analyzing data from a few people who represent the principal group within health care. However, the survey method faces some challenges such as attitudes and perception of the health workers leading to the delimitation of the study. The target population for the study includes the nurses within the health sectors in Colorado. The selection of the participants involved in the use of stratified random sampling.
Identify your Stakeholders
The major stakeholders in the creation and implementation of the policy plan include the legislatures, local government, patients, and other private parties such as the insurance companies. Collectively, these bodies are involved in the makin ...
httpswww.nationaleatingdisorders.orglearnby-eating-disordera.docx
https://www.nationaleatingdisorders.org/learn/by-eating-disorder/arfid
AVOIDANT RESTRICTIVE FOOD INTAKE DISORDER (ARFID)
Avoidant Restrictive Food Intake Disorder (ARFID) is a new diagnosis in the DSM-5, and was previously referred to as “Selective Eating Disorder.” ARFID is similar to anorexia in that both disorders involve limitations in the amount and/or types of food consumed, but unlike anorexia, ARFID does not involve any distress about body shape or size, or fears of fatness.
Although many children go through phases of picky or selective eating, a person with ARFID does not consume enough calories to grow and develop properly and, in adults, to maintain basic body function. In children, this results in stalled weight gain and vertical growth; in adults, this results in weight loss. ARFID can also result in problems at school or work, due to difficulties eating with others and extended times needed to eat.
DIAGNOSTIC CRITERIA
According to the DSM-5, ARFID is diagnosed when:
· An eating or feeding disturbance (e.g., apparent lack of interest in eating or food; avoidance based on the sensory characteristics of food; concern about aversive consequences of eating) as manifested by persistent failure to meet appropriate nutritional and/or energy needs associated with one (or more) of the following:
· Significant weight loss (or failure to achieve expected weight gain or faltering growth in children).
· Significant nutritional deficiency.
· Dependence on enteral feeding or oral nutritional supplements.
· Marked interference with psychosocial functioning.
· The disturbance is not better explained by lack of available food or by an associated culturally sanctioned practice.
· The eating disturbance does not occur exclusively during the course of anorexia nervosa or bulimia nervosa, and there is no evidence of a disturbance in the way in which one’s body weight or shape is experienced.
· The eating disturbance is not attributable to a concurrent medical condition or not better explained by another mental disorder. When the eating disturbance occurs in the context of another condition or disorder, the severity of the eating disturbance exceeds that routinely associated with the condition or disorder and warrants additional clinical attention.
RISK FACTORS
As with all eating disorders, the risk factors for ARFID involve a range of biological, psychological, and sociocultural issues. These factors may interact differently in different people, which means two people with the same eating disorder can have very diverse perspectives, experiences, and symptoms. Researchers know much less about what puts someone at risk of developing ARFID, but here’s what they do know:
· People with autism spectrum conditions are much more likely to develop ARFID, as are those with ADHD and intellectual disabilities.
· Children who don’t outgrow normal picky eating, or in whom picky eating is severe, appear to be more likely to develop ARFID.
· Many children with ARFID ...
httpswww.youtube.comwatchtime_continue=59&v=Bh_oEYX1zNM&featu.docx
https://www.youtube.com/watch?time_continue=59&v=Bh_oEYX1zNM&feature=emb_logo
BA 325 Pivot Table Assignment Answer Sheet
Name:
Before you do anything fill out your name on the assignment and save your file as BA325 Firstname Lastname (use your actual name).
The table has all of the questions from the DuPont Assignment. Fill in your answers to the questions in the corresponding cell in the Answer column. Below the table there is a spot for the Screen Clippings from both the Practice Assignment, and the DuPont Assignment.
After you have filled out all of the answers and Screen Clippings submit the file to the Assignments folder in D2L.
Q Number
Question
Answer
Q1
How much was American Airlines’ Net Revenues in 2013?
Q2
What was the Return on Equity for Apple in 2015?
Q3
Which company had the highest Net Income and in which year? What was the value?
Q4
Which company had the lowest Net Income and in which year? What was the value?
Q5
How many unique companies in your sample had Net Losses exceeding one billion dollars? Which companies, and what years?
Q6
What was the Sum of the Net Income for all companies in the sample for 2015?
Q7
Which company had the highest total Net Income over the three year period? What was the value?
Q8
Which company had the lowest total Net Income over the three year period? What was the value?
Q9
Which industry had the highest Average Profit Margin over the three year period? What was the value?
Q10
In which year was the Average Profit Margin the highest for the entire sample? What was the value?
Q11
For how many companies do you have Profit Margin ratio data in 2013?
Q12
For what Industry do you have the most Profit Margin ratio data in the sample? What was the value? For that Industry what year was the highest? What was the value?
Q13
Which Industry has the highest Average Asset Turnover over the three year period? What was the value?
Q14
Which of the remaining Industries has the highest Asset Turnover in 2014? What was the value?
Q15
Which Industry has the highest Average Financial Leverage over the three year period? What was the value?
Q16
Which Industry has the lowest Average Financial Leverage that does not include negative numbers in any year? What was the value?
Q17
What is the Average Financial Leverage for the Transportation Industry in 2013?
Note: The answer is odd. You will have to use Data Cleaning to resolve the issue.
Q18
Which Industry has the highest Average Return on Equity over the three year period and which company is the highest within that Industry? What are the values?
Q19
Which two companies in the Public Utilities Industry have the highest Average Return on Equity during the period? What are the values?
Q20
Which Industry had the largest decrease in Average Return on Equity between 2013 and 2014? What was the value?
Q21
Which Industry had the largest increase in Average Return on Equity between 2014 and 2015? What was the value?
Q22
Bonus Question 1: How many industrie ...
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