HLTH 630Article Review 3During this moduleweek you will fin.docx
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HLTH 630 Article Review 3 During this module/week you will find an article dealing with the development and/or performance of a needs assessment. This may be an article about a community health assessment or about assessing the special needs of a population afflicted with a particular ailment. The article must come from the American Journal of Preventive Medicine, American Journal of Public Health, or another peer-reviewed source. You will read the article, evaluate needs assessment methodologies, briefly summarize its contents, and compare the findings to the assigned readings from Healthy People 2020 and other literature dealing with needs assessment methodologies. Title Page The primary goal of a title should be to summarize the main idea(s) of your paper simply and clearly. The title should be positioned in the upper half of the page and centered. Do not bold, underline, or italicize the title. Article Abstract You will write your own abstract for the article, using the author's abstract as a model. You are to write an original abstract (short article summary) of no more than 100 words. Include your first name, middle initial(s), and last name. Omit all titles (e.g. Dr., Professor) and degrees (e.g. MA, PhD, EdD), if applicable. Center and double space your name and the name of your college, university, or institution. The abstract should be on the title page. Article Review Include the following headings in your article review section: Introduction In this section, discuss the following: Statement of the Problem; Purpose of the Study; Research Questions or Hypotheses and Limitations (if any). Methodolgy This section will include Methods; Participants; Data Collection Procedures and Data Analysis Procedures. You will also discuss the quality of the 'literature review' your author completed before they wrote the article. In some cases, you will find a section that discusses the literature reviewed for the study. In other articles, the information is dispersed throughout the article. Discuss the following in this section: Was literature review present? Was it useful? Rigorous? What did you learn? Were there surprises? Results Report the results of the study as clearly as possible. If your article reported a quantitative study, report the results in numbers with a good level of detail. If this was a qualitative study, also report the outcomes of the study, being specific about emerging themes, topics, etc. Conclusions and Recommendations Did the researcher come to any conclusions or make recommendations? Sometimes this section is given a heading that says: Implications. This is the “so what” section of the research study. What does it mean to practice? Expected length of article review: 2-3 pages. In your review, describe how your selected article addresses each of the sections listed above. Discussion Begin this section on a new page, following your conlcusions/recommendations. Expected length of your di ...
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Expectations for Short Papers Leadership & EthicsIntroducti.docx
Expectations for Short Papers: Leadership & Ethics
Introduction:
The purpose of the introduction is to introduce the reader to the central theme(s) of your paper. An effective introduction goes from general to more specific information regarding the subject(s) you will be covering in your paper. Then, gradually narrowing down the subject to a specific purpose statement. It should be concise, and therefore, the reader should have no doubt as to the topic of your paper. Because this is a short paper, the introduction must be no more than one to two paragraphs in length. (1 to 2-paragraph maximum) Note: If you do write one paragraph for your introduction, make sure it is thorough.
Tips for the Introduction Section:
· Keep it general. In other words, save the specific analysis of the information you will be discussing, for the actual analysis section. Remember, the introduction provides a broad overview of what will be discussed.
· Please do not use direct quotes in the introduction. All concepts or theories should be paraphrased, this helps to create a stronger introduction written by you, versus taking information verbatim.
· Make sure whatever you write in your introduction is elaborated on in the analysis section of your paper. Everything needs to connect
Purpose Statement:
After the introduction, you would then gradually narrow down the focus to a specific purpose statement. A purpose statement, is essentially just like a thesis statement, except more specific and direct. It provides the paper with a clear scope, direction and purpose. The purpose statement should be concise, and therefore, the reader should have no doubt as to the topic of your paper and the exact components that you will be discussing in the analysis section.
Note: A purpose statement is written differently than a thesis statement. Therefore, it may not be what you are normally used to so please be sure to review the examples below so you are clear as to how I would like the purpose statement written.
The purpose statement can be two to three sentences (depending on the complexity of the paper), which again, explicitly states the focus and direction of the writing.
Examples of a purpose statement:
“The purpose of this paper is to examine the role of leadership and its importance to an organization. In addition, transformational leadership will be discussed, as well as the potential benefits of this theory within an organization.”
“The purpose of this paper is to explore the importance of an ethical climate within an organization, and the biases that impact moral decision making. Additionally, an ethical issue will be examined, as well a discussion on how the issue could have been avoided by establishing a solid ethical climate.”
*If you are ever wondering what components to put in your purpose statement, take a look at what is needed for the analysis section.
*Please note: In some courses your professor may ask for a thesis statement. A thesis stat.
DHA Prospectus FormStudents Complete your doctoral prospectus
DHA Prospectus Form
Students | Complete your doctoral prospectus within this form. Write your responses in the white spaces using a scholarly tone and include in-text citations and APA reference entries where appropriate. You can click on underlined terms and headings for descriptions, resource links, and examples located in the Appendix. For additional prospectus information and resources, refer to the Doctoral Research Coach. Complete the Research Design Alignment Table within this form using the information from earlier sections and self-assess your research design alignment. Submit this completed form into MyDR for formal evaluation and feedback when your committee chair indicates that you are ready to do so.
Student’s Name | Click or tap here to enter text. Student ID | Click or tap here to enter text.
Program and Specialization* | Click or tap here to enter text. Submission Date |Click arrow to select a date.
*Remember that your study focus must be within the realm of your program and specialization area.
Evaluators Only | Complete this section and provide feedback on responses and rubric scores in the form where noted.
Committee Chairperson Name: Click or tap here to enter text. Overall Assessment: Choose score.
Second Committee Member Name: Click or tap here to enter text. Overall Assessment: Choose score.
PhD Program Director: Click or tap here to enter text. Overall Assessment: Choose score.
Title
In 12 words or less, what is the working title for this study? Include the topic, variables and relationship between them, and the most critical key words.
Replace this text with your title.
Supporting Literature
The first step in developing your prospectus is to search the literature related to the general area related to healthcare administration you want to investigate (see social problem below).In your review of recent, empirical literature, what keywords did you search and in what databases?
The keywords and databases searched included Replace this text with your response.
Search Log
Database
Search Terms
Results
Notes
Provide at maximum of 10brief summaries of recent, scholarly (peer-reviewed) articles and empirical literature. The summaries should include: a) 3 – 5 brief summaries within the last 5 years that justify a current and relevant problem in your discipline or professional field; b) article(s) that support your theoretical/conceptual framework; c) article that supports your Nature of the Study section; d) additional articles that support that your problem is current and relevant to your discipline or professional field for a total of 10 brief summaries.
Include the complete, APA reference entry and(a) an in-text citation; (b) what was studied; (c) what was found; and (d) why this research is important in relation to your study. This evidence provides the justification for your research problem.
HSO Justification Literature
(minimum of 3 sources within last 5 years ju ...
IHP 525 Final Project Article Review Guidelines and Rubric
IHP 525 Final Project Article Review Guidelines and Rubric
Overview
There are two final projects in this course. One is an article review and the other is a data analysis.
Regardless of their field of interest, health professionals across disciplines need to be able to analyze and use biostatistical data to address health concerns
among the populations they serve. They need to be able to identify trends, draw conclusions, and make recommendations for improving health outcomes based
on solid evidence. It is also important that they are able to communicate that information effectively to those directly or indirectly impacted. They also need to
understand what others are doing in their field, the strengths and limitations of that work, and how it affects their own organization, even if they do not intend
to become statisticians.
The two summative assessments for this course lay the foundation for these critical skills. Final Project Article Review asks you to evaluate the strengths and
limitations of existing biostatistical articles and to identify the selection process of appropriate methodologies in different contexts (Final Project Article Review).
You will present your analysis through a written executive summary geared toward an audience of fellow health professionals. In the Final Project Data Analysis,
you will calculate descriptive and inferential statistics of a small data set. You will explain the basic parameters of the data, graph it, and run simple hypothesis
tests. You will present your analysis in a statistical report geared toward a non-technical audience, draw conclusions, and make recommendations for further
research.
For your Final Project Article Review, you will review and analyze published research that you might encounter as a health professional. You will select two
journal articles from the provided list on a topic of interest. You will create an article review that identifies the articles and their relevance to your field;
summarizes the articles, including their findings; compares and contrasts the statistical methods used in the articles; explains why the methods used were
appropriate; discusses their limitations; and concludes with recommendations for future work.
Final Project Article Review is divided into three journals, which will be submitted at various points throughout the course to scaffold learning and ensure quality
final submissions. These article journals will be submitted in Modules Two, Five, and Six. The completed article review will be submitted in Module Eight.
In this assignment, you will demonstrate your mastery of the following course outcomes:
● Analyze the role of biostatistics for its impact on professional decision making in the public health, nursing, or health science fields
● Interpret key biostatistical metrics, methods, and data for addressing population-based health problems
● Evaluate the quality and limitations of published public health, nurs ...
14Dissertation ProspectusInsert Prospectus Title Sub.docx
14
Dissertation Prospectus
<Insert Prospectus Title >
Submitted by
<Insert Name>
<Insert Submission Date>
<Insert Chair Name>
The Prospectus Overview and Instructions
The prospectus is brief document that serves as a road map for the dissertation. It provides the essential framework to guide the development of the dissertation proposal. The prospectus builds on the 10 Strategic Points (shown in Appendix A) and should be no longer than 6-10 pages, excluding the criteria tables and the appendices. The prospectus will be expanded to become the dissertation proposal (Chapters 1, 2 and 3 of the dissertation), which will, in turn, be expanded to become the complete dissertation (Chapters 1-5). In short, the prospectus is a plan for the proposal. Prior to developing the prospectus, the 10 Strategic points should be reviewed with the chair and committee to ensure the points are aligned and form a clear, defined, and doable study. The10 Strategic Points should be included in Appendix A of this prospectus document.
It is important to ensure the prospectus is well written from the very first draft. The most important consideration when writing the prospectus is using the required criteria specified in the criterion table below each section and writing specifically to each criterion! Also critical is for learners to follow standard paragraph structure: (1) contains a topic sentence defining the focus of the paragraph, (2) discusses only that single topic, (3) contains three to five sentences, and (4) includes a transition sentence to the next paragraph or section. The sentences should also be structurally correct, short, and focused. Throughout the dissertation process, learners are expected to always produce a well-written document as committee members and peer reviewers will not edit writing. If prospectus it is not well written, reviewers may reject the document and require the learner to address writing issues before they will review it again. Remove this page and the sample criterion table below upon submission for review.
Prospectus Instructions:
1. Read the entire Prospectus Template to understand the requirements for writing your prospectus. Each section contains a narrative overview of what should be included in the section and a table with required criteria for each section. WRITE TO THE CRITERIA, as they will be used to assess the prospectus for overall quality and feasibility of your proposed research study.
2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criterion table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criterion table as this is used by you and your committee to evaluate your prospectus.
3. Prior to submitting your prospectus for review by your chair or methodologist, use the criteria table for each section to complete a realistic self-evaluation, inserting what you believe is your sco ...
PPOG 500CriteriaPoints PossiblePoints EarnedContentDevelo.docx
PPOG 500
Criteria
Points Possible
Points Earned
Content/Development:
All key elements of the assignment are covered in a substantive way. All elements of the paper as described in the instructions are thoroughly analyzed.
Content is comprehensive, accurate, and/or persuasive.
Major points are stated clearly and are supported by professional literature and/or logic. Student employs sound, reasoned analysis based on sufficient support, rather than mere opinion.
Meaningful use of source material and analytical reasoning to elaborate upon the topic or theme.
Research is adequate and timely for the topic.
Adequate quality and quantity of cited sources to support positions.
Quality of Analysis. Lessons from applicable modules/weeks fully incorporated.
0 to 20 points
Organization:
The introduction provides sufficient background on the topic and previews major points.
Ideas flow in a logical sequence.
The structure of the paper is clear and easy to follow. All necessary aspects of the assignment as described in the instructions are clearly identifiable and adequately addressed.
The paper’s organization emphasizes the central theme or purpose.
Paragraph transitions are present, logical, and direct the flow of thought throughout the paper.
The conclusion logically derives from the paper’s ideas.
Lessons from applicable modules/weeks fully incorporated.
0 to 20 points
Format:
Page requirements met. Citation requirements met.
The paper is laid out effectively and uses reader-friendly aids (e.g., section summaries, tables of contents, indices, appendices, etc.) when appropriate.
The reference page(s) contains complete, properly formatted, current Turabian style citations for all support utilized.
The paper follows current Turabian format.
The paper is written in 12pt font, Times New Roman, double-spaced and 1” margins.
Lessons from applicable modules/weeks fully incorporated.
0 to 20 points
Grammar/Punctuation/Spelling:
Rules of grammar, usage, and punctuation are followed.
Spelling is correct. Lessons from applicable modules/weeks fully incorporated.
0 to 20 points
Readability/Style:
Sentences are complete, clear and concise; Rhetorical skill shown.
Sentences are well constructed with consistently strong and varied structure.
Sentence transitions are present and direct the flow of thought.
Words used are precise, accurate, clear, and unambiguous.
Authoritative, persuasive, and statesmanlike voice.
Lessons from applicable modules/weeks fully incorporated.
0 to 20 points
Total
Research and Writing Assignment: “Separation of Church and State”
Grading Rubric
Instructor’s Comments:
Research Paper
Introduction | Possible Course Project Topics | Grading Rubrics
Introduction
This course project gives you the opportunity to select a problem that currently exists in our healthcare system and analyze its implications on our healthcare system. The paper should critically analyze the issues related to the topic and identify key strategies for improvem.
Running head RESEARCH TYPES .docx
Running head: RESEARCH TYPES
1
Title of PaperStudent NameWalden University
Class Number, Section Number, Class Name
Date of Submission
SEE PAGE 5
Title of Paper
Introduction to topic that gives the audience and idea of what you will be discussing in the paper. This should be a brief paragraph that provides an overview of the key points that will be addressed. This section should be concluded with a purpose statement. The purpose of this paper is …consider the intent of the application and list all requirements.
Research Methodologies
Discuss the attributes of quantitative and qualitative research methods and compare/contrast the type of information you can obtain from both types of research. Make sure you are referencing the course learning materials as well as some external references. You should have a minimum of three course learning resource references and two credible external references. Remember that web sites are only considered credible if they end in .gov, .edu, or .org.
Advantages and Disadvantages
Discuss the reality that there are advantages and disadvantages to both types of research.
Quantitative Research
Evaluate the advantages and disadvantages of quantitative research. When is it helpful and when is it not helpful. Consider things like type of information that you are seeking, ethics, time needed to complete, etc.
Qualitative Research
Evaluate the advantages and disadvantages of quantitative research. When is it helpful and when is it not helpful. Consider things like type of information that you are seeking, ethics, time needed to complete, etc. Also, make sure you address the argument that qualitative research is not real science. Is this true? Why or why not? What value does qualitative research have in nursing practice?
Summary
Write a one paragraph summary of the main points of the paper. This is not an area for adding new information. That should be in the body of your paper. Do not forget to appropriately cite in references in this section too. This is a good place to pull in your course learning resources again.
References
Last name, X. (Year of publication). Name of online article. Source. Retrieved from http:// www.nameofwebsite.com
Last name, X. X. (Year of publication). Name of book here. City, State Initial: Publisher.
Last name, X. X. (Year of publication). Name of journal article: Capitalize only letters after punctuation marks. The Journal of Whatever, Volume (Number), Page-Page. doi: number if available.
Last name, X. X. (Year of publication). Name of journal article: Capitalize only letters after punctuation marks. The Journal of Whatever, Volume (Number), Page-Page. doi: number if available.
Last name, X. X. (Year of publication). Name of journal article: Capitalize only letters after punctuation marks. The Journal of Whatever, Volume (Number), Page-Page. doi: number if available.
Last name, X. X. (Year of publication) ...
Sheet1 your name hereadvertiser #1advertiser #2advertiser #3advert
Sheet1 your name hereadvertiser #1advertiser #2advertiser #3advert
Recommended
Expectations for Short Papers Leadership & EthicsIntroducti.docx
Expectations for Short Papers: Leadership & Ethics
Introduction:
The purpose of the introduction is to introduce the reader to the central theme(s) of your paper. An effective introduction goes from general to more specific information regarding the subject(s) you will be covering in your paper. Then, gradually narrowing down the subject to a specific purpose statement. It should be concise, and therefore, the reader should have no doubt as to the topic of your paper. Because this is a short paper, the introduction must be no more than one to two paragraphs in length. (1 to 2-paragraph maximum) Note: If you do write one paragraph for your introduction, make sure it is thorough.
Tips for the Introduction Section:
· Keep it general. In other words, save the specific analysis of the information you will be discussing, for the actual analysis section. Remember, the introduction provides a broad overview of what will be discussed.
· Please do not use direct quotes in the introduction. All concepts or theories should be paraphrased, this helps to create a stronger introduction written by you, versus taking information verbatim.
· Make sure whatever you write in your introduction is elaborated on in the analysis section of your paper. Everything needs to connect
Purpose Statement:
After the introduction, you would then gradually narrow down the focus to a specific purpose statement. A purpose statement, is essentially just like a thesis statement, except more specific and direct. It provides the paper with a clear scope, direction and purpose. The purpose statement should be concise, and therefore, the reader should have no doubt as to the topic of your paper and the exact components that you will be discussing in the analysis section.
Note: A purpose statement is written differently than a thesis statement. Therefore, it may not be what you are normally used to so please be sure to review the examples below so you are clear as to how I would like the purpose statement written.
The purpose statement can be two to three sentences (depending on the complexity of the paper), which again, explicitly states the focus and direction of the writing.
Examples of a purpose statement:
“The purpose of this paper is to examine the role of leadership and its importance to an organization. In addition, transformational leadership will be discussed, as well as the potential benefits of this theory within an organization.”
“The purpose of this paper is to explore the importance of an ethical climate within an organization, and the biases that impact moral decision making. Additionally, an ethical issue will be examined, as well a discussion on how the issue could have been avoided by establishing a solid ethical climate.”
*If you are ever wondering what components to put in your purpose statement, take a look at what is needed for the analysis section.
*Please note: In some courses your professor may ask for a thesis statement. A thesis stat.
DHA Prospectus FormStudents Complete your doctoral prospectus
DHA Prospectus Form
Students | Complete your doctoral prospectus within this form. Write your responses in the white spaces using a scholarly tone and include in-text citations and APA reference entries where appropriate. You can click on underlined terms and headings for descriptions, resource links, and examples located in the Appendix. For additional prospectus information and resources, refer to the Doctoral Research Coach. Complete the Research Design Alignment Table within this form using the information from earlier sections and self-assess your research design alignment. Submit this completed form into MyDR for formal evaluation and feedback when your committee chair indicates that you are ready to do so.
Student’s Name | Click or tap here to enter text. Student ID | Click or tap here to enter text.
Program and Specialization* | Click or tap here to enter text. Submission Date |Click arrow to select a date.
*Remember that your study focus must be within the realm of your program and specialization area.
Evaluators Only | Complete this section and provide feedback on responses and rubric scores in the form where noted.
Committee Chairperson Name: Click or tap here to enter text. Overall Assessment: Choose score.
Second Committee Member Name: Click or tap here to enter text. Overall Assessment: Choose score.
PhD Program Director: Click or tap here to enter text. Overall Assessment: Choose score.
Title
In 12 words or less, what is the working title for this study? Include the topic, variables and relationship between them, and the most critical key words.
Replace this text with your title.
Supporting Literature
The first step in developing your prospectus is to search the literature related to the general area related to healthcare administration you want to investigate (see social problem below).In your review of recent, empirical literature, what keywords did you search and in what databases?
The keywords and databases searched included Replace this text with your response.
Search Log
Database
Search Terms
Results
Notes
Provide at maximum of 10brief summaries of recent, scholarly (peer-reviewed) articles and empirical literature. The summaries should include: a) 3 – 5 brief summaries within the last 5 years that justify a current and relevant problem in your discipline or professional field; b) article(s) that support your theoretical/conceptual framework; c) article that supports your Nature of the Study section; d) additional articles that support that your problem is current and relevant to your discipline or professional field for a total of 10 brief summaries.
Include the complete, APA reference entry and(a) an in-text citation; (b) what was studied; (c) what was found; and (d) why this research is important in relation to your study. This evidence provides the justification for your research problem.
HSO Justification Literature
(minimum of 3 sources within last 5 years ju ...
IHP 525 Final Project Article Review Guidelines and Rubric
IHP 525 Final Project Article Review Guidelines and Rubric
Overview
There are two final projects in this course. One is an article review and the other is a data analysis.
Regardless of their field of interest, health professionals across disciplines need to be able to analyze and use biostatistical data to address health concerns
among the populations they serve. They need to be able to identify trends, draw conclusions, and make recommendations for improving health outcomes based
on solid evidence. It is also important that they are able to communicate that information effectively to those directly or indirectly impacted. They also need to
understand what others are doing in their field, the strengths and limitations of that work, and how it affects their own organization, even if they do not intend
to become statisticians.
The two summative assessments for this course lay the foundation for these critical skills. Final Project Article Review asks you to evaluate the strengths and
limitations of existing biostatistical articles and to identify the selection process of appropriate methodologies in different contexts (Final Project Article Review).
You will present your analysis through a written executive summary geared toward an audience of fellow health professionals. In the Final Project Data Analysis,
you will calculate descriptive and inferential statistics of a small data set. You will explain the basic parameters of the data, graph it, and run simple hypothesis
tests. You will present your analysis in a statistical report geared toward a non-technical audience, draw conclusions, and make recommendations for further
research.
For your Final Project Article Review, you will review and analyze published research that you might encounter as a health professional. You will select two
journal articles from the provided list on a topic of interest. You will create an article review that identifies the articles and their relevance to your field;
summarizes the articles, including their findings; compares and contrasts the statistical methods used in the articles; explains why the methods used were
appropriate; discusses their limitations; and concludes with recommendations for future work.
Final Project Article Review is divided into three journals, which will be submitted at various points throughout the course to scaffold learning and ensure quality
final submissions. These article journals will be submitted in Modules Two, Five, and Six. The completed article review will be submitted in Module Eight.
In this assignment, you will demonstrate your mastery of the following course outcomes:
● Analyze the role of biostatistics for its impact on professional decision making in the public health, nursing, or health science fields
● Interpret key biostatistical metrics, methods, and data for addressing population-based health problems
● Evaluate the quality and limitations of published public health, nurs ...
14Dissertation ProspectusInsert Prospectus Title Sub.docx
14
Dissertation Prospectus
<Insert Prospectus Title >
Submitted by
<Insert Name>
<Insert Submission Date>
<Insert Chair Name>
The Prospectus Overview and Instructions
The prospectus is brief document that serves as a road map for the dissertation. It provides the essential framework to guide the development of the dissertation proposal. The prospectus builds on the 10 Strategic Points (shown in Appendix A) and should be no longer than 6-10 pages, excluding the criteria tables and the appendices. The prospectus will be expanded to become the dissertation proposal (Chapters 1, 2 and 3 of the dissertation), which will, in turn, be expanded to become the complete dissertation (Chapters 1-5). In short, the prospectus is a plan for the proposal. Prior to developing the prospectus, the 10 Strategic points should be reviewed with the chair and committee to ensure the points are aligned and form a clear, defined, and doable study. The10 Strategic Points should be included in Appendix A of this prospectus document.
It is important to ensure the prospectus is well written from the very first draft. The most important consideration when writing the prospectus is using the required criteria specified in the criterion table below each section and writing specifically to each criterion! Also critical is for learners to follow standard paragraph structure: (1) contains a topic sentence defining the focus of the paragraph, (2) discusses only that single topic, (3) contains three to five sentences, and (4) includes a transition sentence to the next paragraph or section. The sentences should also be structurally correct, short, and focused. Throughout the dissertation process, learners are expected to always produce a well-written document as committee members and peer reviewers will not edit writing. If prospectus it is not well written, reviewers may reject the document and require the learner to address writing issues before they will review it again. Remove this page and the sample criterion table below upon submission for review.
Prospectus Instructions:
1. Read the entire Prospectus Template to understand the requirements for writing your prospectus. Each section contains a narrative overview of what should be included in the section and a table with required criteria for each section. WRITE TO THE CRITERIA, as they will be used to assess the prospectus for overall quality and feasibility of your proposed research study.
2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criterion table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criterion table as this is used by you and your committee to evaluate your prospectus.
3. Prior to submitting your prospectus for review by your chair or methodologist, use the criteria table for each section to complete a realistic self-evaluation, inserting what you believe is your sco ...
PPOG 500CriteriaPoints PossiblePoints EarnedContentDevelo.docx
PPOG 500
Criteria
Points Possible
Points Earned
Content/Development:
All key elements of the assignment are covered in a substantive way. All elements of the paper as described in the instructions are thoroughly analyzed.
Content is comprehensive, accurate, and/or persuasive.
Major points are stated clearly and are supported by professional literature and/or logic. Student employs sound, reasoned analysis based on sufficient support, rather than mere opinion.
Meaningful use of source material and analytical reasoning to elaborate upon the topic or theme.
Research is adequate and timely for the topic.
Adequate quality and quantity of cited sources to support positions.
Quality of Analysis. Lessons from applicable modules/weeks fully incorporated.
0 to 20 points
Organization:
The introduction provides sufficient background on the topic and previews major points.
Ideas flow in a logical sequence.
The structure of the paper is clear and easy to follow. All necessary aspects of the assignment as described in the instructions are clearly identifiable and adequately addressed.
The paper’s organization emphasizes the central theme or purpose.
Paragraph transitions are present, logical, and direct the flow of thought throughout the paper.
The conclusion logically derives from the paper’s ideas.
Lessons from applicable modules/weeks fully incorporated.
0 to 20 points
Format:
Page requirements met. Citation requirements met.
The paper is laid out effectively and uses reader-friendly aids (e.g., section summaries, tables of contents, indices, appendices, etc.) when appropriate.
The reference page(s) contains complete, properly formatted, current Turabian style citations for all support utilized.
The paper follows current Turabian format.
The paper is written in 12pt font, Times New Roman, double-spaced and 1” margins.
Lessons from applicable modules/weeks fully incorporated.
0 to 20 points
Grammar/Punctuation/Spelling:
Rules of grammar, usage, and punctuation are followed.
Spelling is correct. Lessons from applicable modules/weeks fully incorporated.
0 to 20 points
Readability/Style:
Sentences are complete, clear and concise; Rhetorical skill shown.
Sentences are well constructed with consistently strong and varied structure.
Sentence transitions are present and direct the flow of thought.
Words used are precise, accurate, clear, and unambiguous.
Authoritative, persuasive, and statesmanlike voice.
Lessons from applicable modules/weeks fully incorporated.
0 to 20 points
Total
Research and Writing Assignment: “Separation of Church and State”
Grading Rubric
Instructor’s Comments:
Research Paper
Introduction | Possible Course Project Topics | Grading Rubrics
Introduction
This course project gives you the opportunity to select a problem that currently exists in our healthcare system and analyze its implications on our healthcare system. The paper should critically analyze the issues related to the topic and identify key strategies for improvem.
Running head RESEARCH TYPES .docx
Running head: RESEARCH TYPES
1
Title of PaperStudent NameWalden University
Class Number, Section Number, Class Name
Date of Submission
SEE PAGE 5
Title of Paper
Introduction to topic that gives the audience and idea of what you will be discussing in the paper. This should be a brief paragraph that provides an overview of the key points that will be addressed. This section should be concluded with a purpose statement. The purpose of this paper is …consider the intent of the application and list all requirements.
Research Methodologies
Discuss the attributes of quantitative and qualitative research methods and compare/contrast the type of information you can obtain from both types of research. Make sure you are referencing the course learning materials as well as some external references. You should have a minimum of three course learning resource references and two credible external references. Remember that web sites are only considered credible if they end in .gov, .edu, or .org.
Advantages and Disadvantages
Discuss the reality that there are advantages and disadvantages to both types of research.
Quantitative Research
Evaluate the advantages and disadvantages of quantitative research. When is it helpful and when is it not helpful. Consider things like type of information that you are seeking, ethics, time needed to complete, etc.
Qualitative Research
Evaluate the advantages and disadvantages of quantitative research. When is it helpful and when is it not helpful. Consider things like type of information that you are seeking, ethics, time needed to complete, etc. Also, make sure you address the argument that qualitative research is not real science. Is this true? Why or why not? What value does qualitative research have in nursing practice?
Summary
Write a one paragraph summary of the main points of the paper. This is not an area for adding new information. That should be in the body of your paper. Do not forget to appropriately cite in references in this section too. This is a good place to pull in your course learning resources again.
References
Last name, X. (Year of publication). Name of online article. Source. Retrieved from http:// www.nameofwebsite.com
Last name, X. X. (Year of publication). Name of book here. City, State Initial: Publisher.
Last name, X. X. (Year of publication). Name of journal article: Capitalize only letters after punctuation marks. The Journal of Whatever, Volume (Number), Page-Page. doi: number if available.
Last name, X. X. (Year of publication). Name of journal article: Capitalize only letters after punctuation marks. The Journal of Whatever, Volume (Number), Page-Page. doi: number if available.
Last name, X. X. (Year of publication). Name of journal article: Capitalize only letters after punctuation marks. The Journal of Whatever, Volume (Number), Page-Page. doi: number if available.
Last name, X. X. (Year of publication) ...
Sheet1 your name hereadvertiser #1advertiser #2advertiser #3advert
Sheet1 your name hereadvertiser #1advertiser #2advertiser #3advert
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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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
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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:
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
http://hps.org/documents/pregnancy_fact_sheet.pdf
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http://hps.org/hpspublications/articles/pregnancyandradiationexposureinfosheet.html
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 ...
httpswww.vitalsource.comproductscomparative-criminal-justice-.docx
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 ...
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
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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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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
https://journals.sagepub.com/home/abs
mailto:[email protected]
http://crossmark.crossref.org/dialog/?doi=10.1177%2F0002764219842624&domain=pdf&date_stamp=2019-04-13
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
http://hps.org/documents/pregnancy_fact_sheet.pdf
https://www.asge.org/docs/default-source/education/practice_guidelines/doc-5c7150fd-910a-4181-89bf-bc697b369103.pdf?sfvrsn=6
http://hps.org/hpspublications/articles/pregnancyandradiationexposureinfosheet.html
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 ...
httpswww.vitalsource.comproductscomparative-criminal-justice-.docx
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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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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- 1. HLTH 630 Article Review 3 During this module/week you will find an article dealing with the development and/or performance of a needs assessment. This may be an article about a community health assessment or about assessing the special needs of a population afflicted with a particular ailment. The article must come from the American Journal of Preventive Medicine, American Journal of Public Health, or another peer-reviewed source. You will read the article, evaluate needs assessment methodologies, briefly summarize its contents, and compare the findings to the assigned readings from Healthy People 2020 and other literature dealing with needs assessment methodologies. Title Page The primary goal of a title should be to summarize the main idea(s) of your paper simply and clearly. The title should be positioned in the upper half of the page and centered. Do not bold, underline, or italicize the title. Article Abstract You will write your own abstract for the article, using the author's abstract as a model. You are to write an original abstract (short article summary) of no more than 100 words. Include your first name, middle initial(s), and last name. Omit all titles (e.g. Dr., Professor) and degrees (e.g. MA, PhD, EdD), if applicable. Center and double space your name and the name of your college, university, or institution. The abstract should be on the title page. Article Review Include the following headings in your article review section: Introduction
- 2. In this section, discuss the following: Statement of the Problem; Purpose of the Study; Research Questions or Hypotheses and Limitations (if any). Methodolgy This section will include Methods; Participants; Data Collection Procedures and Data Analysis Procedures. You will also discuss the quality of the 'literature review' your author completed before they wrote the article. In some cases, you will find a section that discusses the literature reviewed for the study. In other articles, the information is dispersed throughout the article. Discuss the following in this section: Was literature review present? Was it useful? Rigorous? What did you learn? Were there surprises? Results Report the results of the study as clearly as possible. If your article reported a quantitative study, report the results in numbers with a good level of detail. If this was a qualitative study, also report the outcomes of the study, being specific about emerging themes, topics, etc. Conclusions and Recommendations Did the researcher come to any conclusions or make recommendations? Sometimes this section is given a heading that says: Implications. This is the “so what” section of the research study. What does it mean to practice? Expected length of article review: 2-3 pages. In your review, describe how your selected article addresses each of the sections listed above. Discussion Begin this section on a new page, following your conlcusions/recommendations. Expected length of your
- 3. discussion is 1-2 pages. In this section, evaluate research methods in the article, discuss the research project, including your opinion of its rigor, usefulness, validity, reliability, soundness, design, and applicability to community health. References Please provide at least 1 more reference in addition to the article reviewed. Organize the references numerically in AMA format. The reference page should begin on a new page and the word ‘References’ should appear bold and left hand justified on the top of the page. References should be numbered consecutively in the order they were cited in text. Article Review 3 is due by 11:59 p.m. (ET) on Sunday of Module/Week 4. Article Review Rubric Criteria Levels of Achievement Content 70% Advanced Proficient Developing Not present Points Earned Clear and Precise Abstract 9 to 10 points Provides a very clear and precise abstract that accurately summarizes the article. 7 to 8 points Provides a vague abstract that summarizes the article.
- 4. 1 to 6 points Abstract does not provide a good summary of article 0 points No Content Selection of Article 18 to 20 points Article meets search criteria of assignment. Peer-reviewed source, current article and supports Healthy People 2020. Appropriate and relevant data and statistics. 11 to 17 points Article meets search criteria of assignment. Peer-reviewed source, current article and supports Healthy People 2020. Did not provide appropriate and relevant data and statistics. 1 to 10 points Article does not meet search criteria of assignment. Not peer-reviewed source. Does not support Healthy People 2020. Did not provide appropriate and relevant data and statistics. 0 points No Content Related Research 18 to 20 points Additional sources used. Related research is peer reviewed.
- 5. Consistent with Healthy People 2020 objectives. Appropriate and relevant data and statistics. 11 to 17 points Additional sources used. Related research is peer reviewed. Consistent with Healthy People 2020 objectives. Did not provide appropriate and relevant data and statistics. 1 to 10 points One source used; Related research is not peer reviewed. Article is not consistent with Healthy People 2020 objectives. Did not provide appropriate and relevant data and statistics. 0 points No Content Conclusion/ Recommendation 13 to 15 points Provide in –depth information on the findings and recommendation for further study 8 to 12 points Provide in –depth information on the findings. Lacks recommendation for further study 1 to 7 points Does not provide in –depth information on the findings. Lacks recommendation for further study 0 points No Content
- 6. Structure 30% Advanced Proficient Developing Not present Points Earned Discussion 20 to 25 points Evaluate research methods in the article, discuss the research project. Includes an opinion of article rigor, usefulness, validity, reliability, soundness, design, and applicability to community health. . 11 to 19 points Evaluate research methods in the article, discuss the research project. Does not include an opinion of article rigor, usefulness, validity, reliability, soundness, design, and applicability to community health. 1 to 10 points Provides vague evaluation of research methods in the article. Does not include an opinion of article rigor, usefulness, validity, reliability, soundness, design, and applicability to community health. 0 points No Content Quality 8 to 10 points Easy to read and understand
- 7. Spelling and grammar are correct Punctuation is correct Reference list is AMA compliant AMA format for all citations 5 to 7 points Easy to read and understand Spelling and grammar errors Punctuation is correct Reference list is AMA compliant AMA format for all citations 1 to 4 points Difficult to read and understand Spelling and grammar errors Punctuation is not correct Reference list is not AMA compliant Wrong AMA format for all citations 0 points No Content Total Points /100 Instructor’s Comments: HLTH 630 Article Review 4 During this module/week you will find an article describing the implementation of a new health initiative within a community from the American Journal of Preventive Medicine, American Journal of Public Health, or another peer-reviewed source. You will read the article, evaluate program implementation methodologies, briefly summarize its contents, and discuss
- 8. where the initiative fits into the Healthy People 2020 objectives. Title Page The primary goal of a title should be to summarize the main idea(s) of your paper simply and clearly. The title should be positioned in the upper half of the page and centered. Do not bold, underline, or italicize the title. Article Abstract You will write your own abstract for the article, using the author's abstract as a model. You are to write an original abstract (short article summary) of no more than 100 words. Include your first name, middle initial(s), and last name. Omit all titles (e.g. Dr., Professor) and degrees (e.g. MA, PhD, EdD), if applicable. Center and double space your name and the name of your college, university, or institution. The abstract should be on the title page. Article Review Include the following headings in your article review section: Introduction In this section, discuss the following: Statement of the Problem; Purpose of the Study; Research Questions or Hypotheses and Limitations (if any). Methodolgy This section will include Methods; Participants; Data Collection Procedures and Data Analysis Procedures. You will also discuss the quality of the 'literature review' your author completed before they wrote the article. In some cases, you will find a section that discusses the literature reviewed for the study. In other articles, the information is dispersed throughout the article. Discuss the following in this section: Was literature review present? Was it useful? Rigorous? What did you learn? Were there surprises?
- 9. Results Report the results of the study as clearly as possible. If your article reported a quantitative study, report the results in numbers with a good level of detail. If this was a qualitative study, also report the outcomes of the study, being specific about emerging themes, topics, etc. Conclusions and Recommendations Did the researcher come to any conclusions or make recommendations? Sometimes this section is given a heading that says: Implications. This is the “so what” section of the research study. What does it mean to practice? Expected length of article review: 2-3 pages. In your review, describe how your selected article addresses each of the sections listed above. Discussion Begin this section on a new page, following your conlcusions/recommendations. Expected length of your discussion is 1-2 pages. In this section, evaluate research methods in the article, discuss the research project, including your opinion of its rigor, usefulness, validity, reliability, soundness, design, and applicability to community health. References Please provide at least 1 more reference in addition to the article reviewed. Organize the references numerically in AMA format. The reference page should begin on a new page and the word ‘References’ should appear bold and left hand justified on the top of the page. References should be numbered consecutively in the order they were cited in text.
- 10. Article Review 4 is due by 11:59 p.m. (ET) on Sunday of Module/Week 6.