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[removed] PHY 103 Milestone Two Guidelines and Rubric Write a report that details elements of the surface landscape and larger scale tectonics for the project site. You will be asked to properly analyze a topographic map in addition to historical data on regional earthquakes and volcanoes. You must explain all landscape features and describe how each element formed. Further, you will be asked to detail aspects of the fluvial and tectonic landscape relative to the proposed human development and discuss how you came to your conclusions. The materials needed for this milestone can be found in the Assignment Guidelines and Rubrics section of the course: Final Project Historical Data Final Project Walterville Topographic Map Final Project Site Topographic Map Specifically, the following critical elements must be addressed: Identify any landscape features present on the topographic map that directly resulted from stream processes. Discuss how each feature formed over time. Analyze the stream floodplain and detail elements of erosion that could impact the surface development. Which areas of the proposed development might be at risk? Why? Detail tectonic elements present in the surface landscape using the topographic map. Using the historical data, what tectonic features represent potential hazards in the area? Discuss the data relative to your conclusions. How could the tectonic features affect the proposed development? How did you draw your conclusions? Guidelines for Submission: Your paper must be submitted as a one- to two-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. All sources used should be cited in APA format. http://snhu-media.snhu.edu/files/course_repository/undergraduate/phy/phy103/phy103_final_project_historical_data.docx http://snhu-media.snhu.edu/files/course_repository/undergraduate/phy/phy103/phy103_final_project_walterville_topographic_map.jpg http://snhu-media.snhu.edu/files/course_repository/undergraduate/phy/phy103/phy103_final_project_site_topographic_map.jpg Rubric Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value Landscape Features/Stream Processes Meets “Proficient” and includes ample relevant detail to thoroughly explain all landscape elements and formation Correctly identifies all landscape elements and explains formation Identifies landscape elements and explains formation but lacks accuracy Does not identify landscape elements or explain formation 20 Stream Floodplain/Erosion Meets “Proficient” and includes ample relevant detail to thoroughly explain how fluvial landscape elements impact formation Accurately considers all fluvial landscape elements with a clear explanation of formation Considers all fluvial landscape elements with a clear explanation of formation but lacks accuracy Does not consider all .
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PHY 103 Milestone Two Guidelines and Rubric
Write a report that details elements of the surface landscape and
larger scale tectonics for the project site. You will be asked to
properly analyze a topographic
map in addition to historical data on regional earthquakes and
volcanoes. You must explain all landscape features and describe
how each element formed.
Further, you will be asked to detail aspects of the fluvial and
tectonic landscape relative to the proposed human development
and discuss how you came to your
conclusions. The materials needed for this milestone can be
found in the Assignment Guidelines and Rubrics section of the
course:
ographic Map
Specifically, the following critical elements must be addressed:
map that directly resulted from stream processes. Discuss how
each feature formed over
time.](https://image.slidesharecdn.com/removedphy103milestonetwoguidelinesandrubric-221209051726-40a63c82/85/removed-PHY-103-Milestone-Two-Guidelines-and-Rubric-docx-1-320.jpg)
Recommended
PHY 103 Milestone Two Guidelines and Rubric Write a re.docx
PHY 103 Milestone Two Guidelines and Rubric
Write a report that details elements of the surface landscape and larger scale tectonics for the project site. You will be asked to properly analyze a topographic
map in addition to historical data on regional earthquakes and volcanoes. You must explain all landscape features and describe how each element formed.
Further, you will be asked to detail aspects of the fluvial and tectonic landscape relative to the proposed human development and discuss how you came to your
conclusions. The materials needed for this milestone can be found in the Assignment Guidelines and Rubrics section of the course:
Final Project Historical Data
Final Project Walterville Topographic Map
Final Project Site Topographic Map
Specifically, the following critical elements must be addressed:
Identify any landscape features present on the topographic map that directly resulted from stream processes. Discuss how each feature formed over
time.
Analyze the stream floodplain and detail elements of erosion that could impact the surface development. Which areas of the proposed development
might be at risk? Why?
Detail tectonic elements present in the surface landscape using the topographic map.
Using the historical data, what tectonic features represent potential hazards in the area? Discuss the data relative to your conclusions.
How could the tectonic features affect the proposed development? How did you draw your conclusions?
Guidelines for Submission: Your paper must be submitted as a one- to two-page Microsoft Word document with double spacing, 12-point Times New Roman
font, and one-inch margins. All sources used should be cited in APA format.
http://snhu-media.snhu.edu/files/course_repository/undergraduate/phy/phy103/phy103_final_project_historical_data.docx
http://snhu-media.snhu.edu/files/course_repository/undergraduate/phy/phy103/phy103_final_project_walterville_topographic_map.jpg
http://snhu-media.snhu.edu/files/course_repository/undergraduate/phy/phy103/phy103_final_project_site_topographic_map.jpg
Rubric
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Landscape
Features/Stream
Processes
Meets “Proficient” and includes
ample relevant detail to
thoroughly explain all landscape
elements and formation
Correctly identifies all landscape
elements and explains formation
Identifies landscape elements
and explains formation but lacks
accuracy
Does not identify landscape
elements or explain formation
20
Stream
Floodplain/Erosion
Meets “Proficient” and includes
ample relevant detail to
thoroughly explain how fluvial
landscape elements impact
formation
Accurately considers all fluvial
landscape elements with a clear
explanation of formation
Considers all fluvial landscape
elements with a clear
explanation of formation but
lacks accuracy
Does not consider all fluvial
lands.
Risk Analysis Of Cultural Resource4th June2
This document summarizes a risk analysis project of cultural resources within floodplains of the Snoqualmie Valley in King County, Washington. The project aims to develop a GIS model and risk analysis matrix to analyze risk exposure from natural hazards like flooding for historic properties and archaeological sites. It outlines the project objectives, methodology, database design, modeling, and mapping of results to provide a risk assessment of cultural resources.
Risk Analysis Of Cultural Resource4th June2
This document summarizes a risk analysis project of cultural resources within floodplains of the Snoqualmie Valley in King County, Washington. The project aims to develop a GIS model and risk analysis matrix to analyze risk exposure from natural hazards like flooding for historic properties and archaeological sites. It outlines the project objectives, methodology, database design, modeling, and mapping of results.
PHY 103 Final Project Guidelines and RubricOverviewThe final .docx
PHY 103: Final Project Guidelines and RubricOverview
The final project for this course is the creation of a preliminary report of environmental findings.
The final project encompasses several Earth science processes that form the foundation of geosciences work—from understanding how human activities change a landscape to mitigating potential natural hazards to addressing the impacts of weather and climate. Students apply geologic science in a practical manner. For example, as a spatial analysis technician uses knowledge of water drainage, underlying geology, soils, and weather components to design and place roads, houses, power lines, and drainage systems in a new neighborhood, you will draw on the knowledge gained in this course to create the final project.
Understanding Earth system processes is critical for projects such as bridge design, soil or water contamination studies, analyzing climate change, and developing policies that safeguard both humans and their environment.
For this assessment, you will apply the Earth systems information learned throughout the course by assuming the role of an intern at an environmental consulting firm. You will be charged with conducting basic background research for an environmental report the company is preparing for a client in relation to the development of a subdivision. The supervisor has asked you to prepare a preliminary report that the firm can eventually incorporate into its report to communicate the findings to the client. The report should cover the basic geomorphology and climate for the area and highlight what these factors suggest for the planned subdivision in broad terms, using the provided documents—the geological cross section, topographical maps, historical data on volcanos and earthquakes, regional weather information, and stream discharge data. (Note that the location in this scenario is fictitious, although the landscape includes elements of the real world, and weather and climate data are representative of the region.)
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, and Six. The final submission will be in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
· Draw basic connections between the Earth’s spheres for their implications on human activities
· Utilize basic geoscience information and data in determining how environmental settings are shaped by landform processes
· Connect key lithospheric processes to the theory of plate tectonics for determining the potential for natural hazards
· Analyze local weather patterns by summarizing how fundamental atmospheric processes create resultant weather and climate
Prompt
Imagine you are an intern working for an environmental consulting firm. One of the firm’s clients is considering building a subdivision .
Project 1 Plotting Coordinates and ProjectionsOriginal version .docx
Project 1: Plotting Coordinates and Projections
Original version by David DiBiase and Hank Rademacher, revised by Wes Stroh and by Rui Li
Interactive Album of Map Projections developed by Ryan Baxter
This version adapted by Alan MacEachren, Raechel Bianchetti, Donna Peuquet, and Ryan Baxter
© 1999-2014 The Pennsylvania State University
Overview
Educational Objectives
This project requires you to prepare an illustrated report involving basic concepts covered in Chapter 2 of the Mapping our Changing World online text including georeferenced coordinate systems, map projections, and datums. In the process of producing the report, you will demonstrate your ability to:
· Specify locations with geographic, UTM, and State Plane coordinates;
· Utilize geographic coordinates in both degrees-minutes-seconds and decimal degree formats;
· Produce two map projections suited to a reference and a thematic map using specialized Web mapping software;
· Document your chosen projection by name and describes its characteristics;
· Save two graphics files in a format compatible with publishing in a written report (e.g. PNG); and
· Create and submit a written report that includes your graphics showing the projections you created as well as citations and references.
Deliverables
Your complete project report, submitted to the Project 1 Dropbox by 11:55 p.m. on September 19, 2015.
Evaluation Criteria
Project 1 is worth 100 points. Evaluation criteria include:
· Quality: 50 points. Map projection properties should be clearly described in your own words. Data and metadata should be correct. Text drawn from other sources should be properly paraphrased and/or cited and referenced. Project reports should include at least two in-line citations. Citation and reference guidelines are published in the “Academic Integrity” section of “Resources” in the course text. The project should also be submitted by the due date.
· Completeness: 40 points. Map projection should appear. All required text elements should be present.
· Above and beyond: 10 points. At Penn State, the course grade “A” (which corresponds to at least 90 percent of possible points in this course) denotes “exceptional achievement.” In this course, project reports that fulfill all core requirements well earn a score of 126 out of 140 points. Up to 14 additional points are awarded for report elements that clearly exceed requirements.
Rubric
A rubric is a guide used to evaluate assignments. Your instructors will consult the Project 1 rubric as they score your assignment. Take a moment to review the rubric which follows.
PROJECT 1 REPORT ELEMENTS
Points
TIMELINESS POINTS
Was the assignment turned in prior to the deadline (Quality)
5
GEOGRAPHIC COORDINATE SYSTEM
Geographic coordinates of named location specified (Completeness)
5
Geographic coordinate system adequately described (Quality)
5
UNIVERSAL TRANSVERSE MERCATOR
UTM coordinates of named location specified (Completeness)
5
UTM coordinat ...
Studio 3 proj 2
This document outlines the requirements for Project 2 of an architecture design studio course. Students must analyze a specific site to understand its "genius loci" or unique character. In groups, students will document the site context through maps, diagrams and models analyzing physical attributes like sunlight, climate and vegetation. Individually, students will interpret the site's character through sketches and historical research. They will then develop a design concept for a Visitor Interpretive Centre based on their analysis, presenting drawings, a model and verbal presentation. The project aims to connect students' designs to the meaningful qualities of the specific place.
Project brief 2 architecture studio 3 s1 2015 (3)
This document outlines the requirements for Project 2 of an architecture design studio course. Students must analyze a specific site to understand its "genius loci" or unique character. In groups, students will produce site analyses documenting physical conditions like sunlight, climate and vegetation. Individually, students will interpret the site's history and character through sketches. They will then develop a design concept for a visitor center based on their analysis, presenting drawings, a model and verbal presentation. The project aims to foster strong relationships between architectural designs and their sites.
Landslide Susceptibility Assessment Using Modified Frequency Ratio Model in K...
Landslides are the most common natural hazards in Nepal especially in the mountainous terrain. The existing topographical scenario, complex geological settings followed by the heavy rainfall in monsoon has contributed to a large number of landslide events in the Kaski district. In this study, landslide susceptibility was modeled with the consideration of twelve conditioning factors to landslides like slope, aspect, elevation, Curvature, geology, land-use, soil type, precipitation, road proximity, drainage proximity, and thrust proximity. A Google-earth-based landslide inventory map of 637 landslide locations was prepared using data from Disinventar, reports, and satellite image interpretation and was randomly subdivided into a training set (70%) with 446 Points and a test set with 191 points (30%). The relationship among the landslides and the conditioning factors were statistically evaluated through the use of Modified Frequency ratio analysis. The results from the analysis gave the highest Prediction rate (PR) of 6.77 for elevation followed by PR of 66.45 for geology and PR of 6.38 for the landcover. The analysis was then validated by calculating the Area Under a Curve (AUC) and the prediction rate was found to be 68.87%. The developed landslide susceptibility map is helpful for the locals and authorities in planning and applying different intervention measures in the Kaski District.
Recommended
PHY 103 Milestone Two Guidelines and Rubric Write a re.docx
PHY 103 Milestone Two Guidelines and Rubric
Write a report that details elements of the surface landscape and larger scale tectonics for the project site. You will be asked to properly analyze a topographic
map in addition to historical data on regional earthquakes and volcanoes. You must explain all landscape features and describe how each element formed.
Further, you will be asked to detail aspects of the fluvial and tectonic landscape relative to the proposed human development and discuss how you came to your
conclusions. The materials needed for this milestone can be found in the Assignment Guidelines and Rubrics section of the course:
Final Project Historical Data
Final Project Walterville Topographic Map
Final Project Site Topographic Map
Specifically, the following critical elements must be addressed:
Identify any landscape features present on the topographic map that directly resulted from stream processes. Discuss how each feature formed over
time.
Analyze the stream floodplain and detail elements of erosion that could impact the surface development. Which areas of the proposed development
might be at risk? Why?
Detail tectonic elements present in the surface landscape using the topographic map.
Using the historical data, what tectonic features represent potential hazards in the area? Discuss the data relative to your conclusions.
How could the tectonic features affect the proposed development? How did you draw your conclusions?
Guidelines for Submission: Your paper must be submitted as a one- to two-page Microsoft Word document with double spacing, 12-point Times New Roman
font, and one-inch margins. All sources used should be cited in APA format.
http://snhu-media.snhu.edu/files/course_repository/undergraduate/phy/phy103/phy103_final_project_historical_data.docx
http://snhu-media.snhu.edu/files/course_repository/undergraduate/phy/phy103/phy103_final_project_walterville_topographic_map.jpg
http://snhu-media.snhu.edu/files/course_repository/undergraduate/phy/phy103/phy103_final_project_site_topographic_map.jpg
Rubric
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Landscape
Features/Stream
Processes
Meets “Proficient” and includes
ample relevant detail to
thoroughly explain all landscape
elements and formation
Correctly identifies all landscape
elements and explains formation
Identifies landscape elements
and explains formation but lacks
accuracy
Does not identify landscape
elements or explain formation
20
Stream
Floodplain/Erosion
Meets “Proficient” and includes
ample relevant detail to
thoroughly explain how fluvial
landscape elements impact
formation
Accurately considers all fluvial
landscape elements with a clear
explanation of formation
Considers all fluvial landscape
elements with a clear
explanation of formation but
lacks accuracy
Does not consider all fluvial
lands.
Risk Analysis Of Cultural Resource4th June2
This document summarizes a risk analysis project of cultural resources within floodplains of the Snoqualmie Valley in King County, Washington. The project aims to develop a GIS model and risk analysis matrix to analyze risk exposure from natural hazards like flooding for historic properties and archaeological sites. It outlines the project objectives, methodology, database design, modeling, and mapping of results to provide a risk assessment of cultural resources.
Risk Analysis Of Cultural Resource4th June2
This document summarizes a risk analysis project of cultural resources within floodplains of the Snoqualmie Valley in King County, Washington. The project aims to develop a GIS model and risk analysis matrix to analyze risk exposure from natural hazards like flooding for historic properties and archaeological sites. It outlines the project objectives, methodology, database design, modeling, and mapping of results.
PHY 103 Final Project Guidelines and RubricOverviewThe final .docx
PHY 103: Final Project Guidelines and RubricOverview
The final project for this course is the creation of a preliminary report of environmental findings.
The final project encompasses several Earth science processes that form the foundation of geosciences work—from understanding how human activities change a landscape to mitigating potential natural hazards to addressing the impacts of weather and climate. Students apply geologic science in a practical manner. For example, as a spatial analysis technician uses knowledge of water drainage, underlying geology, soils, and weather components to design and place roads, houses, power lines, and drainage systems in a new neighborhood, you will draw on the knowledge gained in this course to create the final project.
Understanding Earth system processes is critical for projects such as bridge design, soil or water contamination studies, analyzing climate change, and developing policies that safeguard both humans and their environment.
For this assessment, you will apply the Earth systems information learned throughout the course by assuming the role of an intern at an environmental consulting firm. You will be charged with conducting basic background research for an environmental report the company is preparing for a client in relation to the development of a subdivision. The supervisor has asked you to prepare a preliminary report that the firm can eventually incorporate into its report to communicate the findings to the client. The report should cover the basic geomorphology and climate for the area and highlight what these factors suggest for the planned subdivision in broad terms, using the provided documents—the geological cross section, topographical maps, historical data on volcanos and earthquakes, regional weather information, and stream discharge data. (Note that the location in this scenario is fictitious, although the landscape includes elements of the real world, and weather and climate data are representative of the region.)
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, and Six. The final submission will be in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
· Draw basic connections between the Earth’s spheres for their implications on human activities
· Utilize basic geoscience information and data in determining how environmental settings are shaped by landform processes
· Connect key lithospheric processes to the theory of plate tectonics for determining the potential for natural hazards
· Analyze local weather patterns by summarizing how fundamental atmospheric processes create resultant weather and climate
Prompt
Imagine you are an intern working for an environmental consulting firm. One of the firm’s clients is considering building a subdivision .
Project 1 Plotting Coordinates and ProjectionsOriginal version .docx
Project 1: Plotting Coordinates and Projections
Original version by David DiBiase and Hank Rademacher, revised by Wes Stroh and by Rui Li
Interactive Album of Map Projections developed by Ryan Baxter
This version adapted by Alan MacEachren, Raechel Bianchetti, Donna Peuquet, and Ryan Baxter
© 1999-2014 The Pennsylvania State University
Overview
Educational Objectives
This project requires you to prepare an illustrated report involving basic concepts covered in Chapter 2 of the Mapping our Changing World online text including georeferenced coordinate systems, map projections, and datums. In the process of producing the report, you will demonstrate your ability to:
· Specify locations with geographic, UTM, and State Plane coordinates;
· Utilize geographic coordinates in both degrees-minutes-seconds and decimal degree formats;
· Produce two map projections suited to a reference and a thematic map using specialized Web mapping software;
· Document your chosen projection by name and describes its characteristics;
· Save two graphics files in a format compatible with publishing in a written report (e.g. PNG); and
· Create and submit a written report that includes your graphics showing the projections you created as well as citations and references.
Deliverables
Your complete project report, submitted to the Project 1 Dropbox by 11:55 p.m. on September 19, 2015.
Evaluation Criteria
Project 1 is worth 100 points. Evaluation criteria include:
· Quality: 50 points. Map projection properties should be clearly described in your own words. Data and metadata should be correct. Text drawn from other sources should be properly paraphrased and/or cited and referenced. Project reports should include at least two in-line citations. Citation and reference guidelines are published in the “Academic Integrity” section of “Resources” in the course text. The project should also be submitted by the due date.
· Completeness: 40 points. Map projection should appear. All required text elements should be present.
· Above and beyond: 10 points. At Penn State, the course grade “A” (which corresponds to at least 90 percent of possible points in this course) denotes “exceptional achievement.” In this course, project reports that fulfill all core requirements well earn a score of 126 out of 140 points. Up to 14 additional points are awarded for report elements that clearly exceed requirements.
Rubric
A rubric is a guide used to evaluate assignments. Your instructors will consult the Project 1 rubric as they score your assignment. Take a moment to review the rubric which follows.
PROJECT 1 REPORT ELEMENTS
Points
TIMELINESS POINTS
Was the assignment turned in prior to the deadline (Quality)
5
GEOGRAPHIC COORDINATE SYSTEM
Geographic coordinates of named location specified (Completeness)
5
Geographic coordinate system adequately described (Quality)
5
UNIVERSAL TRANSVERSE MERCATOR
UTM coordinates of named location specified (Completeness)
5
UTM coordinat ...
Studio 3 proj 2
This document outlines the requirements for Project 2 of an architecture design studio course. Students must analyze a specific site to understand its "genius loci" or unique character. In groups, students will document the site context through maps, diagrams and models analyzing physical attributes like sunlight, climate and vegetation. Individually, students will interpret the site's character through sketches and historical research. They will then develop a design concept for a Visitor Interpretive Centre based on their analysis, presenting drawings, a model and verbal presentation. The project aims to connect students' designs to the meaningful qualities of the specific place.
Project brief 2 architecture studio 3 s1 2015 (3)
This document outlines the requirements for Project 2 of an architecture design studio course. Students must analyze a specific site to understand its "genius loci" or unique character. In groups, students will produce site analyses documenting physical conditions like sunlight, climate and vegetation. Individually, students will interpret the site's history and character through sketches. They will then develop a design concept for a visitor center based on their analysis, presenting drawings, a model and verbal presentation. The project aims to foster strong relationships between architectural designs and their sites.
Landslide Susceptibility Assessment Using Modified Frequency Ratio Model in K...
Landslides are the most common natural hazards in Nepal especially in the mountainous terrain. The existing topographical scenario, complex geological settings followed by the heavy rainfall in monsoon has contributed to a large number of landslide events in the Kaski district. In this study, landslide susceptibility was modeled with the consideration of twelve conditioning factors to landslides like slope, aspect, elevation, Curvature, geology, land-use, soil type, precipitation, road proximity, drainage proximity, and thrust proximity. A Google-earth-based landslide inventory map of 637 landslide locations was prepared using data from Disinventar, reports, and satellite image interpretation and was randomly subdivided into a training set (70%) with 446 Points and a test set with 191 points (30%). The relationship among the landslides and the conditioning factors were statistically evaluated through the use of Modified Frequency ratio analysis. The results from the analysis gave the highest Prediction rate (PR) of 6.77 for elevation followed by PR of 66.45 for geology and PR of 6.38 for the landcover. The analysis was then validated by calculating the Area Under a Curve (AUC) and the prediction rate was found to be 68.87%. The developed landslide susceptibility map is helpful for the locals and authorities in planning and applying different intervention measures in the Kaski District.
Download-manuals-hydrometeorology-data processing-43statisticalanalysiswithr...
This document provides guidance on statistical analysis of rainfall and discharge data. It discusses graphical representation of data including histograms, line diagrams, and cumulative frequency diagrams. It also covers measures of central tendency, dispersion, skewness, kurtosis and percentiles. The document emphasizes that hydrological time series must meet stationarity conditions to be suitable for statistical analysis and discusses evaluating and accounting for trends and periodic components when analyzing rainfall and discharge data.
Download-manuals-hydrometeorology-data processing-43statisticalanalysiswithr...
This document provides guidance on statistical analysis of rainfall and discharge data. It discusses graphical representation of data including histograms, line diagrams, and cumulative frequency diagrams. It also covers measures of central tendency, dispersion, skewness, kurtosis, and percentiles. The document emphasizes that hydrological time series must meet stationarity conditions to be suitable for statistical analysis and discusses evaluating and accounting for trends and periodic components when analyzing rainfall and discharge data.
How to use Frequency Ratio with ArcMap and Excel for prediction
This document discusses using a modified bivariate frequency ratio method for spatial prediction in GIS and Excel. It involves calculating the spatial correlation between predictive factors and dependent factors, autocorrelation between predictive factors, and producing a susceptibility map in Excel and ArcMap. Validation is done using the area under the curve statistical method. The method calculates frequency, relative frequency, and predictor ratios to consider interrelationships among predictive factors and produce a susceptibility index map. Required data includes landcover, topographic, dependent event locations and predictive factors.
Creating and Using a Gannt Chart A Gantt chart is a t.docx
Creating and Using a Gannt Chart
A Gantt chart is a type of bar chart that illustrates a project schedule. Gantt charts illustrate the start and finish dates of the terminal elements
and summary elements of a project and the dependency relationships between activities. Gantt charts can be used to show current schedule
status using percent-complete shadings and a vertical "TODAY" line.
The first known Gantt chart was developed in 1896 by Karol Adamiecki, who called it a harmonogram. Adamiecki did not publish his chart until
1931, however, and then only in Polish. The chart is commonly known after Henry Gantt (1861–1919), who designed his chart sometime
between 1910 and 1915.
Although now regarded as a common charting technique, Gantt charts were considered revolutionary when they were introduced. In
recognition of Henry Gantt’s contributions, the Henry Laurence Gantt prize is awarded for distinguished achievement in management and in
community service. This chart is used also in Information Technology to represent data that has been collected. (first three paragraphs appear in
Wikipedia Gantt chart entry, citing these three sources:
H.L. Gantt, Work, Wages and Profit, published by The Engineering Magazine, New York, 1910; republished as Work, Wages and
Profits, Easton, Pennsylvania, Hive Publishing Company, 1974, ISBN 0879600489.
Blokdijk, Gerard (2007). Project Management 100 Success Secrets. Lulu.com. p. 76. ISBN HYPERLINK
"http://en.wikipedia.org/wiki/Special:BookSources/0980459907" 0980459907.
http://books.google.com/books?id=dgB-
QWHlnrUC&pg=PA76&dq=Adamiecki+Gantt&as_brr=3&sig=Jp- mgVODNRJpxqBRM1PYJbs7mOU.
Peter W. G. Morris, The Management of Projects, Thomas Telford, 1994, ISBN 0727725939, Google Print, p.18)
There are two easy ways to create a Gantt chart to incorporate in the status report for a project in this class: (1) use free software, or (2) create a
table in MS Word or Corel WordPerfect.
http://en.wikipedia.org/wiki/Special:BookSources/0879600489
http://en.wikipedia.org/wiki/International_Standard_Book_Number
http://books.google.com/books?id=dgB-QWHlnrUC&pg=PA76&dq=Adamiecki+Gantt&as_brr=3&sig=Jp-mgVODNRJpxqBRM1PYJbs7mOU
http://books.google.com/books?id=dgB-QWHlnrUC&pg=PA76&dq=Adamiecki+Gantt&as_brr=3&sig=Jp-mgVODNRJpxqBRM1PYJbs7mOU
http://books.google.com/books?id=dgB-QWHlnrUC&pg=PA76&dq=Adamiecki+Gantt&as_brr=3&sig=Jp-mgVODNRJpxqBRM1PYJbs7mOU
http://en.wikipedia.org/wiki/Special:BookSources/0727725939
http://books.google.com/books?id=5ekyoWaeZ1UC&pg=PA18-IA7&dq=Adamiecki+Gantt&as_brr=3&sig=xe_RAipoqlvhnu0xLkIsxx-8OAQ
CREATING A GANTT CHART USING FREE SOFTWARE:
One free Gantt chart creator can be found on http://www.ganttproject.biz/ and an example of its output appears below:
This chart depicts milestones in completing “The Johnson Genealogy Project.” The goal of the project is “to provide a written history and genealogy
of the Johnso.
urpl969-group2-paper-03May06
The document summarizes research on land subsidence and elevation changes in Orleans Parish, Louisiana after Hurricane Katrina in 2005. It describes how the researchers used historical elevation data from control points between 1951-1991 to create a model predicting 50 years of subsidence through kriging interpolation. They generated an elevation surface map showing predicted subsidence across the parish. The surface was created in ArcGIS using a spherical semivariogram model, with assumptions like a constant subsidence rate, and could be improved by considering additional influence factors.
Impact of correlation on risks in programs and projects
One of the most under considered elements of cost and schedule risk is the correlation that exists within various WBS elements of a project or across projects comprising a program. Failure to adequately consider correlation between various activities and projects compounds the impact of other factors present in large complex projects.
Headings - 2014 issue 1
Some of the coolest imagery around is lidar derived. Such is the case with the bare earth images produced from Continental Mapping's work in the Yukon Delta Wildlife Refuge.
Belmont Resources Inc. (Kibby Basin, Nevada) Quantec Spartan/MT survey full r...
Belmont Resources Inc. (Kibby Basin, Nevada) Quantec Spartan/MT survey full r...Follow me on Twitter @Stockshaman
Belmont Resources Inc. (Kibby Basin, Esmeralda County, Nevada)- Quantec Spartan/MT survey full report .Gersz_CTView_GY2015
This project created an interactive sea level rise visualization for Connecticut's coast. Lidar data, elevation data, and other geospatial files were organized. A study area along the coast was selected. Bridges were edited out of elevation data to allow water to flow under them. New areas of interest were flooded in 0.1 foot increments up to 4 feet, and shapefiles were created for each increment. Building shapefiles were added to show their impact on flooding. The visualization can help emergency services identify at-risk roads and buildings, raise public awareness of flood impacts, and model storm surge under future sea level rise scenarios.
GIS Applications Portfolio
This document contains summaries of several GIS projects and analyses. It includes maps and descriptions of site selection analyses for businesses and homes based on criteria like proximity to farms, crime rates, and airports. It also summarizes analyses of tornado impacts on Alabama counties, including property damage and housing density. Additional summaries describe address geocoding to identify radon risks, georeferencing historical maps and photos, and environmental and hydrologic analyses using elevation data.
Remote Exploration Technique. Dr. V. Galkine
Evaluation of the accumulated permeability field of the uppermost crust using analogue modeling and lineament analysis combination.
Method results in building a series of Exploration Target Maps for further ground exploration. Unique on the market. Low cost, fast, effective. Base Metals, Gold, Silver, Uranium, Oil and gas, Kimberlites.
SHORT TITLE OF PAPER1Running head DESCRIPTIVE STATISTICS1.docx
SHORT TITLE OF PAPER
1
Running head: DESCRIPTIVE STATISTICS
1Descriptive StatisticsDeborah MorrisonQNT/561
March, 02, 2016
DAVOR SIJERKOVIC
Descriptive Statistics
Descriptive statistics is defined as a set of short-lived descriptive numbers that sums up a data set, which can be an exemplification of the total amount or just a sample. The instruments used to depict the data set are processes of central tendency and measures of unpredictability or dispersion(Taeuber, 1987). We are comparing two different means. Therefore a t-test is the most appropriate tool to use to measure the central tendencies between the two variables. Because our data is not significantly skewed we used mean and standard deviation to test the hypotheses.
Numeric Variable Average Produce sales for Shop-mart Consumer
Distribution: Not normally distributed.
Sample sales:
Shop-mart: 30, 35, 40, 45, 50, 55, 60
Central Tendency:
Mean- Shop-mart: $45,000
Median- Shop-mart: $45,000
Mode- Shop-mart: No Mode because each appears equally as often.
Dispersion- Shop-mart: Standard Deviation- 10.8
Number: 7
Min/Max: $30.00 min/ $60.00 max
Confidence Interval: There is no confidence interval because the data is not normal.
Numeric Variable Average Sales for Target Consumer
Distribution: Not normally distributed.
Target: 49, 54, 59, 64, 69, 74, 79
Central Tendency:
Mean-Target: $64.00
Median- Target: $64.00
Mode- Target: There is no mode because each number shows up equally as often.
Dispersion: Standard Deviation- 10.8
Number: 7
Min/Max: $49.00 min/ $79.00 max
Confidence Interval: There is no confidence interval because the data is not normal.
Shop-mart/Target Consumer Bar Chart Analysis (See Appendix B)
We are showing the difference between median sales for consumers who purchase produce at Shop-mart versus a consumer that purchase produce at Target. If the two boxes were overlapping then there would not be enough of a difference between them however, since Target is clearly double the sales amount of Shop-mart, the chart shows the difference.
Descriptive Statistics Interpretation
Numeric Variable – Shop-mart (See Appendix C)
Ho: =45
H1: >45
T-test:
T-score: 4.654
P-value: .0017
If p<x, then reject Ho. This shows that the p-value is significantly less than alpha then there is a significant difference between mu and x-bar. Therefore there is a difference between the average annual sales of Shop-mart versus Target shoppers.
References
D'Innocenzio, A. (2012.). Walmart and Target: A tale of two discount chains. In CBS Moneywatch. Retrieved March 02, 2016, from http://www.cbsnews.com/news/walmart-and-target-a-tale-of-two-discount-chains/
Identifying variables and collecting data. (2014,). In StatCrunch. Retrieved March 2, 2016, from http://www.statcrunch.com/profile.php?id=-70685-1_blackboardht_cwi
Taeuber, R. C. (1987). Basic Data: Descriptive Statistics. International Journal of Educational Research, 11(4), 397-401.
Appendix A
Raw data used in the analysis
RQ: .
Future trends in earthquake-resistant design of structures Paper SM54
This document discusses future trends in earthquake-resistant design of structures. Some key developments include: (1) a shift towards probabilistic design approaches to account for uncertainties, (2) performance-based design codes that define acceptable risk levels based on structural performance objectives, and (3) improved characterization of design ground motions through multiple probabilistic hazard maps and better modeling of local soil effects. The future of earthquake-resistant design involves more multi-disciplinary collaboration and developments in new structural systems, analysis tools, and materials.
Explain how firms can benefit from forecastingexchange rates .docx
Explain how firms can benefit from forecasting
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Describe the common techniques used for
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Explain how forecasting performance can be
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(This includes title section, content, and references…in other
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•POL201 •Discussions •Week 5 - DiscussionVoter and Voter Tu.docx
• POL201 • Discussions • Week 5 - Discussion
Voter and Voter Turnout
Prepare: Prior to completing this discussion question, review Chapters 10, 11, and 12 in American Government and review Week Five Instructor Guidance. Also read the following articles: How Voter ID Laws Are Being Used to Disenfranchise Minorities and the Poor (Links to an external site.)Links to an external site., Fraught with Fraud (Links to an external site.)Links to an external site., and Proof at the Polls (Links to an external site.)Links to an external site.
Reflect: The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). During the last decade, many initiatives have been undertaken to increase voter participation, yet concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities. Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud. Think about the media’s role in the election process and how both mass media and social media can impact the election process.
Write: In your initial post, summarize recent developments in several states enacting voter ID laws. Analyze and describe the pros and cons on both sides of the debate about these laws. Is voter fraud a major problem for our democracy or are some groups trying to make it harder for some segments of society to vote? What impact has the media (mass and social) had in influencing public opinion regarding voter ID laws? Draw your own conclusion about the debate over voter ID laws and justify your conclusions with facts and persuasive reasoning. Fully respond to all parts of the prompt and write your response in your own words. Your initial post must be at least 300 words. Support your position with at least two of the assigned resources required for this discussion, and/or peer reviewed scholarly sources obtained through the AU Library databases. Include APA in-text citations (Links to an external site.)Links to an external site. in the body of your post and full citations on the references list (Links to an external site.)Links to an external site. at the end. Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
.
•No less than 4 pages causal argument researched essay •In.docx
•
No less than 4 pages causal argument researched essay
•
Includes an interview with an expert from a university
•
Includes survey question with students concerning the topic
•
Includes arguments from official sources from the library
.
•Focus on two or three things in the Mesopotamian andor Ovids ac.docx
•Focus on two or three things in the Mesopotamian and/or Ovid's account of creation that differ from Genesis. How do they differ? What is the significance of these differences?
•Focus on two or three things in the Mesopotamian and/or
Ovid's account of the flood that differ from Genesis. How do they differ? What is the significance of these differences
.
•Langbein, L. (2012). Public program evaluation A statistical guide.docx
•Langbein, L. (2012). Public program evaluation: A statistical guide (2nd ed.). Armonk, NY: ME Sharpe. ◦Chapter 7, “Designing Useful Surveys for Evaluation” (pp. 209–238)
•McDavid, J. C., Huse, I., & Hawthorn, L. R. L. (2013). Program evaluation and performance measurement: An introduction to practice (2nd ed.). Thousand Oaks, CA: Sage. ◦Chapter 4, “Measurement for Program Evaluation and Performance Monitoring” (pp. 145–185)
•Geddes, B. (1990). How the cases you choose affect the answers you get: Selection bias in comparative politics. Political Analysis, 2(1), 131–150. Retrieved from http://www.uky.edu/~clthyn2/PS671/Geddes_1990PA.pdf
•Levitt, S., & List, J. (2009). Was there really a Hawthorne effect at the Hawthorne plant? An analysis of the original illumination experiments. Retrieved from http://www.nber.org/papers/w15016.pdf
•Urban Institute. (2014). Outcome indicators project. Retrieved from http://www.urban.org/center/cnp/projects/outcomeindicators.cfm
•Bamberger, M. (2010). Reconstructuring baseline data for impact evaluation and results measurement. Retrieved from http://siteresources.worldbank.org/INTPOVERTY/Resources/335642-1276521901256/premnoteME4.pdf
•Parnaby, P. (2006). Evaluation through surveys [Blog post]. Retrieved from http://www.idea.org/blog/2006/04/01/evaluation-through-surveys/
•Rutgers, New Jersey Agricultural Experiment Station. (2014). Developing a survey instrument. Retrieved from http://njaes.rutgers.edu/evaluation/resources/survey-instrument.asp
•MEASURE Evaluation. (n.d.). Secondary analysis of data. Retrieved February 24, 2015, from http://www.cpc.unc.edu/measure/our-work/secondary-analysis/secondary-analysis-of-data
•Zeitlin, A. (2014). Sampling and sample size [PowerPoint slides]. Retrieved from http://www.povertyactionlab.org/sites/default/files/2.%20Sampling%20and%20Sample%20Size_AFZ3.pdf
Now that you have thought through a logical model or framework for your Final Project, it is time to develop preliminary input, output, and outcome indicators. For this Assignment, use the guidelines from the Urban Institute resource and consult relevant Optional Resources from this week.
Submit a 2- to 3-page paper which describes your input, output, and outcome program indicators, including the following:
•Describe the variables and the data you will be using.
•Provide a realistic discussion of the availability of research data.
•Provide an analysis of intended data collection strategies.
◦If a sample or sample survey will be used, discuss the sampling frame or the sampling strategy you intend to use.
.
•Chapter 10 Do you think it is possible for an outsider to accura.docx
•Chapter 10: Do you think it is possible for an outsider to accurately discern about the underlying cultural values of an organization by analyzing symbols, ceremonies, dress, or other observable aspects of culture in comparison to an insider with several years of work experience? Select a percentage (e.g., 10%, 70%, etc.) and explain your reasoning.
•Chapter 11: A noted organization theorist once said, "Pressure for change originates in the environment. Pressure for stability originates within the organization." Do you agree?
•Chapter 12: If managers frequently use experience and intuition to make complex, non-programmed decisions, how do they apply evidence-based management (which seems to suggest that managers should rely on facts and data)?
•Chapter 13: In a rapidly changing organization, are decisions more likely to be made using the rational or political model of organization?
•What biblical implications should be included/addressed?
•How can/should a biblical worldview be applied?
Group Discussion Board Forum Thread Grading Rubric
Criteria
Points Possible
Points Earned
Thread
0 to 30 points
All questions associated with Part 1 are provided in a thread.
At least 4 peer-reviewed references are included in the thread.
The thread is 1200 words.
The thread is posted by the stated deadline.
Spelling and grammar are correct.
Sentences are complete, clear, and concise.
Total
.
· Bakit Di gaanong kaganda ang pagturo sa UST sa panahon.docx
·
Bakit
Di gaanong kaganda ang pagturo sa UST sa panahon ni Jose Rizal
·
bakit
Merong diskriminasyon; minamaliit ang mga Pilipinosa panahon ni Jose Rizal
·
bakit
Galit sa kay Jose Rizal ang mga Dominikano dahil sa pagtatatag ng Companerismo (Fraternity)
·
bakit
Gustong gamutin ni Jose Rizal ang ina niya
.
·YOUR INDIVIDUAL PAPER IS ARGUMENTATIVE OR POSITIONAL(Heal.docx
·
YOUR INDIVIDUAL PAPER IS ARGUMENTATIVE OR POSITIONAL
(Healthcare Information Technology)
THIS is NOT and information paper so please read this carefully
Individual Writing Assignment
This Individual Writing Assignment is worth 20 points, and it is due at the end of Week 5.
The purposes of this assignment are to a) help you effectively use research resources through library data bases and search engines to complete course requirements; b) improve your critical thinking skills, and c) develop your effectiveness in writing about topics relevant to course objectives and healthcare information systems. The paper explores, in greater detail than the required readings and class discussion, any healthcare information system topic identified in the course text or syllabus. Your job is to select a current issue in healthcare information systems, provide the necessary background and your position, along with a conclusion and future direction. I encourage you to select a subject in which you have interest and approach this assignment as a potential publishable work.
Position Paper
Your final paper is 15 pages double-spaced (excluding the executive summary, footnotes, and references) with a 10 or 12 point font. Tables, graphics, and diagrams must be placed in the paper as attachments. They do not count in the page length. This is a guide to help you organize your content and what is expected in each section. The page counts are suggested, however, where they have a limit, that must be adhered to.
·
Cover Page:
APA Style (1 Page, not included in page count)
·
Table of Contents:
(not included in page count)
·
Executive Summary:
Bottom line up front (1 page, no more)
·
Introduction
: (1/2 to 1 page)
·
Background
: Information on the topic that provides context so readers can understand the background leading into your statement and analysis of the issue (up to 2 pages, no more)
·
Analysis of the issue
: This is the problem you see with the current state of your topic supported by evidence and literature that brings validity to the issue or problem you are stating exists. Then describe the factors contributing to the issue /problem broken down by (2-3 pages)
People
Processes
Technology
·
Position
: Now that the reader understands the problem broken down by people, process, and technology, provide a clear statement of what your position is on the issue and why. (1/2 to 1 page)
·
Rationale
: Now that the reader clearly understands your position and why you will detail your position with supporting evidence and literature to persuade the reader your position is the most valid. You should address opposing views with counter arguments here also. Your position should have evidence directly addressing the issues you stated above broken down by the same (3-4 pages)
People
Process
Technology
·
Recommendation
: Now that you have convinced the reader on your position being the best way forward, you need to provide 3-5 discrete recommen.
·Write a 750- to 1,Write a 750- to 1,200-word paper that.docx
·
Write
a 750- to 1,
Write
a 750- to 1,200-word paper that addresses the following:
Define religion.
Describe the theory of animism.
Explain the influence of religion on cultures.
Identify the seven major religions of the world.
Describe any four types of theism.
Format
your paper consistent with APA guidelines.
Include
a minimum of five references.
Limit
direct quotes to less than 10% of the total manuscript.
Criteria for grading
·
Introduction provides sufficient background on the topic and previews major points
·
Define religion
·
Describe the theory of animism
·
Explain the influence of religion on cultures (e.g., architecture, art, politics, social norms, etc.)
·
Identify the seven major religions of the world and provide one or two sentences about each
·
Describe any four types of theism (e.g., atheism, monotheism, ditheism, polytheism, pantheism, etc.) and provide an example of each
·
Conclusion
.
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SHORT TITLE OF PAPER
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Running head: DESCRIPTIVE STATISTICS
1Descriptive StatisticsDeborah MorrisonQNT/561
March, 02, 2016
DAVOR SIJERKOVIC
Descriptive Statistics
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Voter and Voter Turnout
Prepare: Prior to completing this discussion question, review Chapters 10, 11, and 12 in American Government and review Week Five Instructor Guidance. Also read the following articles: How Voter ID Laws Are Being Used to Disenfranchise Minorities and the Poor (Links to an external site.)Links to an external site., Fraught with Fraud (Links to an external site.)Links to an external site., and Proof at the Polls (Links to an external site.)Links to an external site.
Reflect: The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). During the last decade, many initiatives have been undertaken to increase voter participation, yet concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities. Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud. Think about the media’s role in the election process and how both mass media and social media can impact the election process.
Write: In your initial post, summarize recent developments in several states enacting voter ID laws. Analyze and describe the pros and cons on both sides of the debate about these laws. Is voter fraud a major problem for our democracy or are some groups trying to make it harder for some segments of society to vote? What impact has the media (mass and social) had in influencing public opinion regarding voter ID laws? Draw your own conclusion about the debate over voter ID laws and justify your conclusions with facts and persuasive reasoning. Fully respond to all parts of the prompt and write your response in your own words. Your initial post must be at least 300 words. Support your position with at least two of the assigned resources required for this discussion, and/or peer reviewed scholarly sources obtained through the AU Library databases. Include APA in-text citations (Links to an external site.)Links to an external site. in the body of your post and full citations on the references list (Links to an external site.)Links to an external site. at the end. Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
.
•No less than 4 pages causal argument researched essay •In.docx
•
No less than 4 pages causal argument researched essay
•
Includes an interview with an expert from a university
•
Includes survey question with students concerning the topic
•
Includes arguments from official sources from the library
.
•Focus on two or three things in the Mesopotamian andor Ovids ac.docx
•Focus on two or three things in the Mesopotamian and/or Ovid's account of creation that differ from Genesis. How do they differ? What is the significance of these differences?
•Focus on two or three things in the Mesopotamian and/or
Ovid's account of the flood that differ from Genesis. How do they differ? What is the significance of these differences
.
•Langbein, L. (2012). Public program evaluation A statistical guide.docx
•Langbein, L. (2012). Public program evaluation: A statistical guide (2nd ed.). Armonk, NY: ME Sharpe. ◦Chapter 7, “Designing Useful Surveys for Evaluation” (pp. 209–238)
•McDavid, J. C., Huse, I., & Hawthorn, L. R. L. (2013). Program evaluation and performance measurement: An introduction to practice (2nd ed.). Thousand Oaks, CA: Sage. ◦Chapter 4, “Measurement for Program Evaluation and Performance Monitoring” (pp. 145–185)
•Geddes, B. (1990). How the cases you choose affect the answers you get: Selection bias in comparative politics. Political Analysis, 2(1), 131–150. Retrieved from http://www.uky.edu/~clthyn2/PS671/Geddes_1990PA.pdf
•Levitt, S., & List, J. (2009). Was there really a Hawthorne effect at the Hawthorne plant? An analysis of the original illumination experiments. Retrieved from http://www.nber.org/papers/w15016.pdf
•Urban Institute. (2014). Outcome indicators project. Retrieved from http://www.urban.org/center/cnp/projects/outcomeindicators.cfm
•Bamberger, M. (2010). Reconstructuring baseline data for impact evaluation and results measurement. Retrieved from http://siteresources.worldbank.org/INTPOVERTY/Resources/335642-1276521901256/premnoteME4.pdf
•Parnaby, P. (2006). Evaluation through surveys [Blog post]. Retrieved from http://www.idea.org/blog/2006/04/01/evaluation-through-surveys/
•Rutgers, New Jersey Agricultural Experiment Station. (2014). Developing a survey instrument. Retrieved from http://njaes.rutgers.edu/evaluation/resources/survey-instrument.asp
•MEASURE Evaluation. (n.d.). Secondary analysis of data. Retrieved February 24, 2015, from http://www.cpc.unc.edu/measure/our-work/secondary-analysis/secondary-analysis-of-data
•Zeitlin, A. (2014). Sampling and sample size [PowerPoint slides]. Retrieved from http://www.povertyactionlab.org/sites/default/files/2.%20Sampling%20and%20Sample%20Size_AFZ3.pdf
Now that you have thought through a logical model or framework for your Final Project, it is time to develop preliminary input, output, and outcome indicators. For this Assignment, use the guidelines from the Urban Institute resource and consult relevant Optional Resources from this week.
Submit a 2- to 3-page paper which describes your input, output, and outcome program indicators, including the following:
•Describe the variables and the data you will be using.
•Provide a realistic discussion of the availability of research data.
•Provide an analysis of intended data collection strategies.
◦If a sample or sample survey will be used, discuss the sampling frame or the sampling strategy you intend to use.
.
•Chapter 10 Do you think it is possible for an outsider to accura.docx
•Chapter 10: Do you think it is possible for an outsider to accurately discern about the underlying cultural values of an organization by analyzing symbols, ceremonies, dress, or other observable aspects of culture in comparison to an insider with several years of work experience? Select a percentage (e.g., 10%, 70%, etc.) and explain your reasoning.
•Chapter 11: A noted organization theorist once said, "Pressure for change originates in the environment. Pressure for stability originates within the organization." Do you agree?
•Chapter 12: If managers frequently use experience and intuition to make complex, non-programmed decisions, how do they apply evidence-based management (which seems to suggest that managers should rely on facts and data)?
•Chapter 13: In a rapidly changing organization, are decisions more likely to be made using the rational or political model of organization?
•What biblical implications should be included/addressed?
•How can/should a biblical worldview be applied?
Group Discussion Board Forum Thread Grading Rubric
Criteria
Points Possible
Points Earned
Thread
0 to 30 points
All questions associated with Part 1 are provided in a thread.
At least 4 peer-reviewed references are included in the thread.
The thread is 1200 words.
The thread is posted by the stated deadline.
Spelling and grammar are correct.
Sentences are complete, clear, and concise.
Total
.
· Bakit Di gaanong kaganda ang pagturo sa UST sa panahon.docx
·
Bakit
Di gaanong kaganda ang pagturo sa UST sa panahon ni Jose Rizal
·
bakit
Merong diskriminasyon; minamaliit ang mga Pilipinosa panahon ni Jose Rizal
·
bakit
Galit sa kay Jose Rizal ang mga Dominikano dahil sa pagtatatag ng Companerismo (Fraternity)
·
bakit
Gustong gamutin ni Jose Rizal ang ina niya
.
·YOUR INDIVIDUAL PAPER IS ARGUMENTATIVE OR POSITIONAL(Heal.docx
·
YOUR INDIVIDUAL PAPER IS ARGUMENTATIVE OR POSITIONAL
(Healthcare Information Technology)
THIS is NOT and information paper so please read this carefully
Individual Writing Assignment
This Individual Writing Assignment is worth 20 points, and it is due at the end of Week 5.
The purposes of this assignment are to a) help you effectively use research resources through library data bases and search engines to complete course requirements; b) improve your critical thinking skills, and c) develop your effectiveness in writing about topics relevant to course objectives and healthcare information systems. The paper explores, in greater detail than the required readings and class discussion, any healthcare information system topic identified in the course text or syllabus. Your job is to select a current issue in healthcare information systems, provide the necessary background and your position, along with a conclusion and future direction. I encourage you to select a subject in which you have interest and approach this assignment as a potential publishable work.
Position Paper
Your final paper is 15 pages double-spaced (excluding the executive summary, footnotes, and references) with a 10 or 12 point font. Tables, graphics, and diagrams must be placed in the paper as attachments. They do not count in the page length. This is a guide to help you organize your content and what is expected in each section. The page counts are suggested, however, where they have a limit, that must be adhered to.
·
Cover Page:
APA Style (1 Page, not included in page count)
·
Table of Contents:
(not included in page count)
·
Executive Summary:
Bottom line up front (1 page, no more)
·
Introduction
: (1/2 to 1 page)
·
Background
: Information on the topic that provides context so readers can understand the background leading into your statement and analysis of the issue (up to 2 pages, no more)
·
Analysis of the issue
: This is the problem you see with the current state of your topic supported by evidence and literature that brings validity to the issue or problem you are stating exists. Then describe the factors contributing to the issue /problem broken down by (2-3 pages)
People
Processes
Technology
·
Position
: Now that the reader understands the problem broken down by people, process, and technology, provide a clear statement of what your position is on the issue and why. (1/2 to 1 page)
·
Rationale
: Now that the reader clearly understands your position and why you will detail your position with supporting evidence and literature to persuade the reader your position is the most valid. You should address opposing views with counter arguments here also. Your position should have evidence directly addressing the issues you stated above broken down by the same (3-4 pages)
People
Process
Technology
·
Recommendation
: Now that you have convinced the reader on your position being the best way forward, you need to provide 3-5 discrete recommen.
·Write a 750- to 1,Write a 750- to 1,200-word paper that.docx
·
Write
a 750- to 1,
Write
a 750- to 1,200-word paper that addresses the following:
Define religion.
Describe the theory of animism.
Explain the influence of religion on cultures.
Identify the seven major religions of the world.
Describe any four types of theism.
Format
your paper consistent with APA guidelines.
Include
a minimum of five references.
Limit
direct quotes to less than 10% of the total manuscript.
Criteria for grading
·
Introduction provides sufficient background on the topic and previews major points
·
Define religion
·
Describe the theory of animism
·
Explain the influence of religion on cultures (e.g., architecture, art, politics, social norms, etc.)
·
Identify the seven major religions of the world and provide one or two sentences about each
·
Describe any four types of theism (e.g., atheism, monotheism, ditheism, polytheism, pantheism, etc.) and provide an example of each
·
Conclusion
.
[Type here]Ok. This school makes me confused. The summary of t.docx
[Type here]
Ok. This school makes me confused. The summary of this week they posted like this:
SUMMARY:
This week introduced you to grand theories and middle-range theories that serve to articulate the voice of nursing within healthcare.
Here are the key points covered:
Grand theories are comparatively more abstract than middle-range theories since they are at a higher level of abstraction. Compared to grand theories, middle-range theories are made up of limited number of concepts that lend themselves to empirical testing. All theories help to explain human health behavior.
· Sister Callista Royï's adaptive model theory is built on the conceptual foundation of adaptation. It identifies the positive role that nursing plays in the promotion and enhancement of client adaptation to environments that facilitate the healing process.
· Leiningerï's culture care theory is pertinent in the current multicultural healthcare environment where nurses are exposed to diverse cultures.
· Penderï's health promotion and disease prevention theory can be called as a "direction setting exercise" for nursing professionals. It believes in fostering the spirit of health promotion and disease and risk reduction.
From the chapter, Models and Theories Focused on Nursing Goals and Functions, read the following:The Health Promotion Model: Nola J. Pender
From the chapter, Models and Theories Focused on a Systems Approach, read the following:
The Roy Adaptation Model
From the chapter, Models and Theories Focused on Culture, read the following:
Leininger's Cultural Care Diversity and Universality Theory and Model
SO, THAT IS WHY I ASSUMED THAT HAS TO BE ONE OF THEM (Pender, Roy Adaptaion or Leininger)
ANYWAY, I AM PUTTING INFORMATION TOGETHER.
Week 4 Chapter 17
Models and Theories Focused on Nursing Goals and Functions
The Health Promotion Model: Nola J. Pender
Background
Nola J. Pender was born in 1941 in Lansing, Michigan. She graduated in 1962 with a diploma in nursing. In 1964, Pender completed a bachelor’s of science in nursing at Michigan State University. By 1969, she had completed a doctor of philosophy in psychology and education. During this time in her career, Pender began looking at health and nursing in a broad way, including defining the goal of nursing care as optimal health.
In 1975, Pender published a model for preventive health behavior; her health promotion model first appeared in the first edition of the text Health Promotion in Nursing Practice in 1982. Pender’s health promotion model has its foundation in Albert Bandura’s (1977) social learning theory (which postulates that cognitive processes affect behavior change) and is influenced by Fishbein’s (1967) theory of reasoned action (which asserts that personal attitudes and social norms affect behavior).
Pender’s Health Promotion Model
McCullagh (2009) labeled Pender’s health promotion model as a middle-range integrative theory, and rightly so. Fawcett (2005) decisively presented the differenc.
© 2020 Cengage Learning®. May not be scanned, copied or duplic.docx
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Business Plan
• Provides a more specific and detailed
exploration of the venture’s goals and operations
with a clear path on how the venture will
succeed.
• A written document that details the proposed
venture:
• Describes the current status, expected needs, and
projected results of the new business.
• Demonstrates a clear picture of what the venture is,
where it is projected to go, and how the entrepreneur
proposes it will get there.
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Benefits of a Business Plan (slide 1 of 2)
• For the Entrepreneur:
• Time, effort, research, and discipline to create a
formal plan forces the entrepreneur to view the
venture critically and objectively.
• Competitive, economic, and financial analyses
subject the venture to close scrutiny.
• For Outside Evaluators:
• Develops and examines operating strategies and
expected results.
• Provides a tool for use in communications with
outside financial sources.
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Benefits of a Business Plan (slide 2 of 2)
• Specifically for the Financial Sources:
• Details the market potential and plans for securing a
share of that market.
• Shows the venture’s ability to service debt
or provide an adequate return on equity.
• Identifies critical risks and crucial events with
a discussion of contingency plans.
• Contains the necessary information for a thorough
business and financial evaluation.
• Assesses the entrepreneur’s managerial ability.
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Developing a Well-Conceived Business Plan
• The Five-Minute Reading:
1. Determine the characteristics of the venture and its industry.
2. Determine the financial structure of the plan (amount of debt or
equity investment required).
3. Read the latest balance sheet (to determine liquidity, net worth,
and debt/equity).
4. Determine the quality of entrepreneurs in the venture
(sometimes the most important step).
5. Establish the unique feature in this venture (find out what is
different).
6. Read the entire plan lightly (this is when the entire package is
paged through for a casual look at graphs, charts, exhibits, and
other plan components).
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Putting the Package Together
• Key Format Issues:
• Appearance
• Length
• The cover and title page
• The executive summary
• The table of contents
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly access.
© 2016 Laureate Education, Inc. Page 1 of 3 RWRCOEL Prof.docx
© 2016 Laureate Education, Inc. Page 1 of 3
RWRCOEL Professional Dispositions
Professional Conduct
1. Ethical and Legal Conduct: The candidate demonstrates professionalism
as outlined by legal and ethical guidelines within the profession.
a. Demonstrates professional behavior as described in Walden’s Code of
Conduct
b. Demonstrates ethical behavior as described by professional codes of
ethics
2. Professional Obligations: The candidate meets professional obligations in
a responsible manner.
a. Maintains a strong record of attendance and punctuality, communicating in
advance the need for any absence or delay in meeting performance
expectations
b. Prepares for professional obligations and meets expected deadlines
© 2016 Laureate Education, Inc. Page 2 of 3
3. Professional Appearance and Demeanor: The candidate demonstrates
professional appearance and behaviors in the educational setting.
a. Maintains appropriate appearance through professional dress and
grooming
b. Approaches teaching and learning tasks with initiative, confidence, and
energy
c. Exhibits composure and self-control
d. Demonstrates flexibility in adapting to changing circumstances and
student needs
Professional Qualities
4. Professional Development/Growth: The candidate engages in ongoing
professional development and growth to improve professional practice.
a. Engages in continuous learning through participation in professional
development opportunities
b. Applies new ideas to professional practice based on existing data,
reflection, and intellectual curiosity
c. Engages in ongoing critical reflection of personal performance to improve
professional practice
5. Advocacy: The candidate advocates for fairness, equity, and social change
in the learning environment.
a. Displays empathy, fairness, persistence, problem-solving skills, and
appropriate risk-taking actions on behalf of others
b. Advocates for the social, emotional, physical, educational, behavioral, and
basic needs of others
c. Promotes positive social change to enhance educational opportunities and
promote student learning
6. Equity: The candidate demonstrates culturally responsive practices to
create an inclusive learning environment that is respectful of diverse
cultures, values, and beliefs of others.
a. Displays equitable treatment of others
i. Sets high expectations for all learners
© 2016 Laureate Education, Inc. Page 3 of 3
ii. Treats others with respect and dignity
iii. Recognizes individual differences in teaching and learning
b. Engages in culturally responsive practices in interactions with students,
families, colleagues, and communities
c. Creates learning environments that are inclusive; free of bias and
discrimination and respectful of diverse cultures, values, and beliefs
d. Engages families and other stakeholders in planning for individual success
Collabor.
© 2022 Post University, ALL RIGHTS RESERVED Due Date.docx
© 2022 Post University, ALL RIGHTS RESERVED
Due Date: Sunday at 11:59 pm EST
Points: 100
Overview:
Social histories are prepared to paint a comprehensive picture of a client’s situation and
relevant information. This information may come from referral sources, other providers,
and the client. For this assignment, you will be drafting a social history for your client,
Mr. Brown, from the Case Vignette.
Instructions:
Apply the information provided in the Case Vignette and prepare a social history that
addresses the following:
• Client information
• Presenting Problem
• Referral (Including source and reason)
• Medical History
• Personal/Family History
• Education
• Work History
• Personality and Habits
Requirements:
• Submit a Word document that includes a title page.
• Be sure to address each section fully. Each area of information can be broken
into sub-sections, listed with the appropriate heading.
• This is a professional report and should use formal language, complete
sentences, proper grammar and appropriate sentence structure.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
Social History Assignment
HSV340 – Case Management
© 2022 Post University, ALL RIGHTS RESERVED
Evaluation Rubric for Social History Assignment
CRITERIA Deficient Needs Improvement Proficient Exemplary
0 – 5 Points 6 – 7 points 8 – 9 points 10 points
Client
information
Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
appropriate. Minor
detail(s) missing.
Section addressed
in full detail. Sub-
sections used with
headings when
appropriate.
Presenting
Problem
Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
appropriate. Minor
detail(s) missing.
Section addressed
in full detail. Sub-
sections used with
headings when
appropriate.
Referral
(Including
source and
reason)
Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
appropriate. Minor
detail(s) missing.
Section addressed
in full detail. Sub-
sections used with
headings when
appropriate.
Medical History Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
appropriate. Minor
detail(s) missing.
Section addressed
in full detail. Sub-
sections used with
headings when
appropriate.
Personal/Family
History
Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
a.
{DiscriminationGENERAL DISCRIMINATI.docx
{
Discrimination
*
GENERAL DISCRIMINATION
+
RACIAL DISCRIMINATION
RELIGIOUS DISCRIMINATION
(on freedom of religion)
DISCRIMINATION ON SEXUAL ORIENTATION
(still weak protection)
GENDER DISCRIMINATION
(CEDAW)
TYPES OF DISCRIMINATION
NON-DISCRIMINATION in INT’L LAW
A. GENERAL DISCRIMINATION
Arts 1 & 2 Universal Declaration on Human Rights
Arts. 2 & 26 ICCPR
Art. 14 ECHR & Add. Protocol 12
B. RACIAL DISCRIMINATION
Int’l Convention against All Forms of Racial Discrimination (ICERD)
Art . 2: (1). Each State Party to the present Covenant undertakes to respect and to ensure to all individuals within its territory and subject to its jurisdiction the rights recognized in the present Covenant, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.
(2). States to take the necessary steps to adopt laws and measures to give effect to art. 2;
(3). States to ensure effective remedy, determined by competent judicial, administrative or legislative authorities, or by any other competent authority and enforce such remedies.
Art. 26: non-discrimination before the law and equal protection by the law
ICCPR
*
Justification for differential treatment
General Comment 18 HRC
Not every differentiation of treatment will constitute discrimination:
if the criteria are reasonable and objective
and the aim is to achieve the purpose which is legitimate
ICCPR cont.
*
“Racial discrimination" shall mean any distinction, exclusion, restriction or preference based on race, colour, descent, or national or ethnic origin which has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise, on an equal footing, of human rights and fundamental freedoms in the political, economic, social, cultural or any other field of public life (art. 1)
States Parties particularly condemn racial segregation and apartheid and undertake to prevent, prohibit and eradicate all practices of this nature in territories under their jurisdiction (art. 3)
RACIAL DISCRIMINATION-
International Convention on the Elimination of All Forms of Racial Discrimination
Direct discrimination: Indirect discrimination
Formal equality: Substantive equality
Discrimination in law: Discrimination in practice
Non-discrimination: negative protection
Equality: positive obligations -> special measures
Is there a hierarchy in the protection of discrimination?
Racial Discrimination (prohibition Jus Cogens);
gender based discrimination?
Religious-based discrimination??
Discrimination based on sexual orientation???
Discrimination (forms & grounds)
= Affirmative action/ positive action
Article 1.4 of ICERD:
Special measures taken for the sole purpose of securing adequate advancement of certain racial or ethnic groups or individuals requiring such protection as may be necessary in order to ensure such groups or in.
~UEER THEORY AND THE JEWISH QUESTI01 Daniel Boyarin, Da.docx
~UEER THEORY AND
TH'E JEWISH QUESTI01
Daniel Boyarin, Daniel Itzkovitz,
and Ann Pellegrini, Editors
COLUMBIA UNIVERSITY PRESS
NEW YORK
COLUMBIA UNIVERSITY PRESS
Publishers Since 1893
New York Chichester, Ulest Sussex
Copyright© 2003 Columbia University Press
All rights reserved
Library of Congress Cataloging-in-Publication Data
Queer theory and the Jewish question I Daniel Boyarin,
Daniel Itzkovicz, and Ann Pellegrini, editors.
p. cm.-(Between meh-between women)
ISBN 0-231-11374-9 (cloth: alk. paper)-
ISBN 0-231-11375-7 (pbk.: olk. pape<)
1. Jewish gays. 2. Jewish lesbians. I. Boyarin,
Daniel. II. Itzkovitz, Daniel. III. Pellegrini, Ann
IV. Series.
HQ75.15.Q5 2003
305.892'4-dcll
2003048494
Casebound editions of Columbia University Press books
are printed on permanent and durable acid-free paper.
Printed in the United States of America
010987654321
p10987654321
Acknowledgments
Strange Bedfellows: An Introduction
Daniel Boyarin, Daniel ltzkovitz, and Ann Pellegrini
Category Crises: The Way of the Cross and the Jewish Star
Marjorie Garber
Epistemology of the Closet
Eve Kosofsky Sedgwick
Contents
ix
19
41
Queers Are Like Jews, Aren't They? Analogy and Alliance Politics 64
Janet R. Jakobsen
Freud, Bltiher, and the Secessio lnversa: Mannerbunde,
Homosexuality, and Freud's Theory of Cultural Formation
Jay Geller
Jew Boys, Queer Boys: Rhetorics of Antisemitism and
Homophobia in the Trial of Nathan "Babe" Leopoid Jr.
and Richard "Dickie" Loeb
Paul B. Franklin
Viva la Diva Citizenship: Post-Zionism and Gay Rights
Alisa Solomon
90
121
149
vii
Queers Are Like Jews, Aren't They? Analogy
and Alliance Politics
JANET R. JAKOBSEN
Queers are like Jews. Aren't they?
What does it mean to pose the Jewish question in relation to queer theo-
ry? Is there any one Jewish question? And does not the Jewish question also
pose the question of queer theory itself? What is the relationship berween
"Jewish" and "queee'? Does queer, after all, refer to the identity of those with
whom it is most commonly associated in the current milieu: homosexuals and
other sexual dissidents? Or does queer mean something, well, "different" than
that, different than a catch-all ca\egory with reference to sexuality? And if
queer refers to something else-to~ for example, that which is other, different,
odd, queer-what is its relation to the specific difference (queerness?)' of Jew-
ish? One can certainly imagine instances in which it would be quite queer to
be Jewish. But, if we simply take up the concept in this manner-that Jews
are the queers of this or that setting-does not all difference get colonized
into "queer"? And, doesn't the specter of sexual identity continue to haunt the
word queer, leaving sexuality as the fundamental difference? What if Jewish is
taken to mean something more than a specific difference? What of the impli-
cations of Jewishness beyond Jewish d.
© 2017 Cengage Learning. All Rights Reserved.Chapter Twelve.docx
© 2017 Cengage Learning. All Rights Reserved.
Chapter Twelve
Work: Occupational and Lifestyle Issues in Young and Middle Adulthood
© 2017 Cengage Learning. All Rights Reserved.
Introduction
What factors are attributed to job satisfaction?
What difficulties do middle-aged people face when they need to switch careers?
How do men and women differ regarding career choice?
How do parents juggle work and caring for children?
© 2017 Cengage Learning. All Rights Reserved.
12.1 Occupational Selection and Development
Learning Objectives
How do people view work?
How do people choose their occupations?
What factors influence occupational development?
What is the relationship between job satisfaction and age?
© 2017 Cengage Learning. All Rights Reserved.
The Meaning of Work, Part 1
Most people view work as a means for obtaining money and personal growth
Personal achievement is fulfilled through work based on whether or not meanings can be achieved
Developing self
Union with others
Expressing self
Serving others
© 2017 Cengage Learning. All Rights Reserved.
The Meaning of Work, Part 2
Meaning-mission fit: the alignment between an executive’s personal intentions and the company’s mission
When aligned, executives care more about employees’ happiness, job satisfaction, and emotional well-being
© 2017 Cengage Learning. All Rights Reserved.
Occupational Choice Revisited, Part 1
Three theories on adults’ choice of work:
Career construction theory: people build careers through own actions that result from personal characteristics and the social context
Holland’s personality-type theory: people choose work based on the fit between their individual traits and occupational interests
Social cognitive career theory (SCCT): career choice is the result of the application of Bandura’s social cognitive theory, especially self-efficacy
© 2017 Cengage Learning. All Rights Reserved.
Occupational Choice Revisited, Part 2
Figure 12.1 The four-variable (paths 1–6) and six-variable (paths 1–13) versions of the SCCT
interest and choice models.
© 2017 Cengage Learning. All Rights Reserved.
Occupational Development, Part 1
Personal experiences affect people’s occupational goals
Goals may change due to changing interests, not having a good fit with the job, or the need for further education to advance
People with the talent and opportunity to achieve their goals often obtain them
Young adults usually modify career expectations at least once
© 2017 Cengage Learning. All Rights Reserved.
Occupational Development, Part 2
Millennials tend to change jobs more often than in other generations
However, they generally have the same level of satisfaction
Reality shock: what is learned in the classroom does not carry over to the real world, and does not represent all a person needs to know
Best addressed through internships and practicum experiences
© 2017 Cengage Learning. All Rights Reserved.
Occupational Development, Part 3
Mentor/executive coach: part teach.
`HISTORY 252AEarly Modern Europe from 1500 to 1815Dr. Burton .docx
`HISTORY 252A
Early Modern Europe from 1500 to 1815
Dr. Burton Van Name Edwards (Van)
Tuesday – Thursday 3:30-4:45
Unistructure 247
Third Paper Assignment
Due Tuesday, December 13th
The third paper will be based on a book in the list at the end of the syllabus. These works are generally works of literature, with some concerned with philosophy or politics. The student’s task will be to show how the chosen work reflects or shows the influence of conditions and events in Europe that were operating at the time of the writing of the work. This is not a book report. I am not interested in plots or descriptions of the general argument of a given work. Instead, I am looking for an analysis of specific sections of the chosen work that may illuminate social and economic attitudes or contemporaneous conditions.
The paper should be 7-8 pages long.
You will be expected to give a 5-10 minute oral report based on your finding in the third paper. This oral report will be a significant part of your class participation grade.
.
^ Acadumy of Management Journal2001. Vol. 44. No. 2. 219-237.docx
^ Acadumy of Management Journal
2001. Vol. 44. No. 2. 219-237.
A SOCIAL CAPITAL THEORY OF CAREER SUCCESS
SCOTT E. SEIBERT
MARIA L. KRAIMER
•̂ ' ' ' Cleveland State University
ROBERT C. LIDEN
University of Illinois at Chicago
A model integrating competing theories of social capital with research on career
success was developed and tested in a sample of 448 employees with various occupa-
tions and organizations. Social capital was conceptualized in terms of network struc-
ture and social resources. Results of structural equation modeling showed that net-
work structure was related to social resources and that the effects of social resources
on career success were hilly mediated by three network benelits: access to information,
access to resources, and career sponsorship.
Organizational researchers have begun to de-
velop increasingly comprehensive models of career
success using demographic, human capital, work-
family, motivational, organizational, and industry
variables (e.g., Dreher & Ash, 1990; Judge & Bretz,
1994: Judge, Cable. Boudreau, & Bretz. 1995; Kirch-
meyer, 1998). Although this work has provided
considerable evidence regarding the determinants
of career outcomes, the roles of informal interper-
sonal behaviors have not been fully explored (Judge
& Bretz, 1994; Pfeffer, 1989). Popular advice for
getting ahead in one's career rarely fails to mention
the importance of networking for the achievement
of career goals (e.g., Bolles, 1992; Kanter, 1977).
Indeed, Luthans, Hodgetts, and Rosenkrantz (1988)
found that the most successful managers in their
study spent 70 percent more time engaged in net-
working activities and 10 percent more time en-
gaged in routine communication activities than
their less successful counterparts. Recent advances
in social capital theory (Coleman, 1990) have begun
to provide a finer-grained analysis of the ways in-
dividuals' social networks affect their careers in
organizations (Burt, 1992, 1997; Ibarra, 1995;
Podolny & Baron, 1997; Sparrowe & Popielarz,
1995). This theoretical perspective has the poten-
Data were collected and the manuscript was submitted
and processed while Scott E. Seibert was in the Manage-
ment Department at the University of Notre Dame and
Maria L. Kraimer was a graduate student at the Univer-
sity of Illinois at Chicago. Support for this project was
provided by the Management Department at the Univer-
sity of Notre Dame and the Alumni Office of the Univer-
sity of Notre Dame. The current investigation is part of a
larger study of career success.
tial to considerably enhance scholars' knowledge of
the role of social processes in career success.
The first purpose of the current study was to
integrate the current conceptualizations of social
capital as they pertain to career success. Tbree dif-
ferent theoretical approaches—weak tie theory
(Granovetter, 1973), structural hole theory (Burt,
1992), and social resource theory (Lin, 1990)—
focus on different network properties as r.
`Inclusiveness. The main.docx
`
Inclusiveness. The main difference that can distinguish a happy employee from disgruntled employee. As with all decisions that are made, there is always an audience that the decision will affect. When employees are privy and organizational decisions are inclusive to employees this can greatly increase their level of fulfillment. Whether or not the end user of the decision will be content with the outcome or not, there will always be critics. Which leads us to discuss key characteristics and the importance of involving employees in relative organizational decision making.
It is not uncommon to find that during strategic organizational planning that top-level management will include their employees to engage and provide their input on complex processes. Human capital, whether the organization is large or small, corporate ran or small business managed is key to an organization’s success. Employee satisfaction level drives productivity and is what increases revenue for the company. Happy employees equal happy customers.
What does it take to keep employees motivated? A critical and important element for employers to keep their employees happy and content is clear communication. It is critical that an organization’s objective and vision for future growth is communicated clearly throughout all levels. Top-level management must be skilled at delivering the company’s mission and values to every tier within their organization. Each tier within the organization with healthy communication should be able to open-mindedly accept the message and freely provide any feedback positive or negative without fear of repercussion. Keeping an open line of communication within an organization is key to building the foundation for success.
As we move away from the golden days of traditional office operations consisting of fax machines, telephones, paper, pencils, etc. and move towards a more technologically repertoire, we lose the personable face to face interaction with one another. We spend most of the day behind our computer screen at our desk. The need to sustain job satisfaction amongst employees could not be ever more present than now. To maintain the morale amongst employees, organizations should be able to keep them challenged and motivated. Take technology for example. If the increase of new technology isn’t daunting enough, consider the challenge to remain current with technology all the while maintaining a competitive advantage in the industry? Reach internally to our internal resource, human capital. Employees must be given the opportunity to share their knowledge, skills, and abilities. When empowered to provide input concerning highly visible organizational decisions, employee morale is boosted. Not only is this beneficial for employees but also the employer as they receive ideas and input that could possibly lead to the solution. Employee engagement boosts the overall welfare of the organization.
According to.
__MACOSXSujan Poster._CNA320 Poster Presentation rubric.pdf.docx
__MACOSX/Sujan Poster/._CNA320 Poster Presentation rubric.pdf
__MACOSX/Sujan Poster/._CNA320+Poster+Template (1).ppt
__MACOSX/Sujan Poster/._Helpful Hints for the Poster Presentation.docx
Sujan Poster/Poster Abstract - Aspiration pneumonia (1).docx
Title: Aspiration pneumonia: Best practice to avoid complications
Background
Aspiration pneumonia is a lung infection due to inhaled contents; this is a relevant topic because aspiration pneumonia is prevalent and accounts for up to 15% of all pneumonia cases and is particularly common in older people, and thus it is important for nurses to be aware of how to manage the condition particularly as the population is ageing so this will be of more concern (Kwong, Howden & Charles 2011).
Target Audience
The target audience for this presentation is experienced Registered Nurses and thus the presentation has been designed for this group.
Main Findings
Aspiration pneumonia is an infection within the lungs that occurs after a person aspirates either liquid, vomit or food into the larynx and lower respiratory tract; this can occur when an individual inhales their gastric or oral contents. Patients at risk include individuals who are elderly or those who have a marked disturbance of consciousness such as that resulting from a drug overdose, seizures, a massive cerebrospinal accident, dysphagia or dysphasia (Kwong, Howden & Charles 2011). Aspiration pneumonia can quickly develop into respiratory failure, abscess and empyema and this requires supportive care, which is the main form of therapy, however prophylactic antimicrobial therapy is also often prescribed (Joundi, Wong & Leis 2015). Best practice suggests suctioning, supplemental oxygen to keep O2 above 90%, septic shock therapy, management of hypotension and antibiotic therapy for 7-10 days. Sputum cultures should be taken so that antibiotics can be tailored appropriately (McAdams-Jones & Sundar 2012).
Implications for Practice
These findings are important for registered nurses to be aware of so that aspiration pneumonia can be managed appropriately and complications can be avoided, which could cause increased hospital stay and costs. Nurses need to be aware of the best practice recommendations such as oxygen supplementation, sit up while eating, provide thickened foods and drinks, dental care and about taking sputum cultures when managing aspiration pneumonia so that treatment can be tailored appropriately and recovery can occur quickly.
Feedback from marker (Teacher)
Thank you for your abstract.
You have just managed a pass grade, your work is very basic and you will need to engage with the basic practice literature to ensure you have a comprehensive understanding of this topic in your poster.
I am also unclear on your focus, is this about prevention of aspiration or management once it has occurred or both?
Kind regards Andrea
Sources of Evidence
Joundi, R, Wong, B & Leis, J 2015, "Antibiotics “Just-In-Ca.
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`HISTORY 252AEarly Modern Europe from 1500 to 1815Dr. Burton .docx
`HISTORY 252AEarly Modern Europe from 1500 to 1815Dr. Burton .docx
^ Acadumy of Management Journal2001. Vol. 44. No. 2. 219-237.docx
^ Acadumy of Management Journal2001. Vol. 44. No. 2. 219-237.docx
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[removed]PHY 103 Milestone Two Guidelines and Rubric .docx
- 1. [removed] PHY 103 Milestone Two Guidelines and Rubric Write a report that details elements of the surface landscape and larger scale tectonics for the project site. You will be asked to properly analyze a topographic map in addition to historical data on regional earthquakes and volcanoes. You must explain all landscape features and describe how each element formed. Further, you will be asked to detail aspects of the fluvial and tectonic landscape relative to the proposed human development and discuss how you came to your conclusions. The materials needed for this milestone can be found in the Assignment Guidelines and Rubrics section of the course: ographic Map Specifically, the following critical elements must be addressed: map that directly resulted from stream processes. Discuss how each feature formed over time.
- 2. that could impact the surface development. Which areas of the proposed development might be at risk? Why? using the topographic map. potential hazards in the area? Discuss the data relative to your conclusions. development? How did you draw your conclusions? Guidelines for Submission: Your paper must be submitted as a one- to two-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. All sources used should be cited in APA format. http://snhu- media.snhu.edu/files/course_repository/undergraduate/phy/phy1 03/phy103_final_project_historical_data.docx http://snhu- media.snhu.edu/files/course_repository/undergraduate/phy/phy1 03/phy103_final_project_walterville_topographic_map.jpg http://snhu- media.snhu.edu/files/course_repository/undergraduate/phy/phy1 03/phy103_final_project_site_topographic_map.jpg Rubric
- 3. Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value Landscape Features/Stream Processes Meets “Proficient” and includes ample relevant detail to thoroughly explain all landscape elements and formation Correctly identifies all landscape elements and explains formation Identifies landscape elements and explains formation but lacks accuracy Does not identify landscape elements or explain formation 20 Stream Floodplain/Erosion Meets “Proficient” and includes ample relevant detail to thoroughly explain how fluvial landscape elements impact formation
- 4. Accurately considers all fluvial landscape elements with a clear explanation of formation Considers all fluvial landscape elements with a clear explanation of formation but lacks accuracy Does not consider all fluvial landscape elements with a clear explanation of formation 25 Tectonic Elements Meets “Proficient” and includes ample relevant detail to thoroughly explain all tectonic features and their relationship to plate tectonic theory Correctly identifies all tectonic features and explains the relationship to plate tectonic theory Identifies tectonic features and explains the relationship to plate tectonic theory but lacks accuracy Does not identify tectonic features or explain the relationship to plate tectonic theory
- 5. 25 Historical Data Meets “Proficient” and includes ample relevant detail to justify data analysis and interpretation relative to future inference Accurately analyzes data and interprets that data relative to future inference Analyzes data and interprets that data relative to future inference but lacks accuracy Does not analyze data or interpret that data relative to future inference 10 Proposed Development Meets “Proficient” and includes ample relevant detail to justify linkage of data to potential hazards relative to the proposed development Accurately links data and analysis to potential hazards relative to the proposed development Links data and analysis to potential hazards relative to the
- 6. proposed development but lacks accuracy Does not link data and analysis to potential hazards relative to the proposed development 10 Articulation of Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy to read format Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas 10
- 7. Earned Total 100% PHY 103 Milestone Two Guidelines and Rubric Rubric