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Instructions There are two high-level types of distribution channels, direct and indirect. In the direct distribution channel, goods are moved directly from the Producer to the Consumer. In the indirect distribution channel, the producer will meet consumer demand through third -party wholesalers and/or retailers. Direct channels produce short supply chains, indirect channels produce long chains. Research and report on two large producers, Costco and Apple, and describe in detail which distribution approach each company uses -- direct, indirect, or mixed – for at least two products in each company. Your APA paper should be at least 1,000 words in length. .

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Instructor Name: Point Value: 30 Student Name: CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points Content Quality 40% of total Discussion grade Student participated in the Discussion about the presented topic with detailed, relevant, supported initial posts and responses. Student enhanced points with examples and questions that helped further discussion. Discussion is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate-level writing style. Discussion contains multiple, appropriate and exemplary sources expected/required for the assignment. Student participated in the Discussion about the presented topic with detailed, relevant, supported initial posts and responses. Discussion is mostly consistent with graduate level writing style. Discussion may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources. Student participated in the Discussion about the presented topic with adequate content but the content lacked either detail, relevancy, or support. Discussion is somewhat below graduate level writing style, with multiple smaller or a few major problems. Discussion may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. Discussion may contain inferior resources (number or quality). Content of student's post and responses was not clear, relevant, or supported. Discussion is well below graduate level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Discussion may contain few or no quality resources. Student did not submit a post or response. CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points Engagement 40% of total Discussion grade Student participated actively as evidenced by strong reflective thought in both the initial post and in responses to classmates' posts. Student response participation exceeded the stated minimum requirements. Student participated actively as evidenced by strong reflective thought in both the initial post and in responses to classmates' posts.Student responses contributed to classmates' experience. Student participated somewhat actively as evidenced by posts and responses that were adequate but lacking strong reflective thought. Student did not participate actively as evidenced by little reflective thought in i.

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Instructions NOTE: If you have already reviewed this presentation in a different class please enter class number and instructor’s name in the submission text box below. ____________________________________________________________________ If you have not reviewed this presentation in a previous class, please proceed. Please review the curated presentations below. These presentations will prepare you for writing deliverables that meet the expectations of this course. We want you to be successful in all your courses so please refer back to this tool often. This presentation is located in the library and the Student Center. To view an presentation, please click on the button below. Be sure to review all five presentations for this week! Presentation Four: The Research Process & Choosing a Topic Presentation Five: Types of Sources Presentation Six: Search Strategies & Techniques Presentation Seven: Evaluating Information Presentation Eight: Ready to Shine! When you have finished reviewing all five presentations, please copy and paste the following statement into the submission box below: STATEMENT: I HAVE REVIEWED WEEK TWO INFORMATIONAL PRESENTATION. I UNDERSTAND THIS PRESENTATION IS ALSO LOCATED IN THE LIBRARY AND STUDENT CENTER FOR FUTURE REFERENCE. .

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Instructions A SWOT analysis is used as a strategic planning technique by businesses and/or individuals to identify strengths, weaknesses, opportunities, and threats to a planned project. It identifies conditions that are favorable or unfavorable to achieving the goal of the project by grouping them into categories: Strengths and Weakness are frequently internally related, while Opportunities and Threats commonly focus on environmental factors. · Strengths: characteristics of the projected solution that give it an advantage over others. · Weaknesses: characteristics that place the projected solution at a disadvantage relative to others. · Opportunities: elements in the environment that the projected solution could exploit to its advantage. · Threats: elements in the environment that could cause trouble for the projected solution. Instructions: 1. Download the worksheet attached to this assignment below. 2. Based on what you found in your annotated bibliography, identify a plan that you could propose/implement that addresses your health issue. 3. Be specific and list the objectives and the interventions needed on the worksheet. 4. Then list 3 each of the strengths, weaknesses, opportunities, and threats to your proposed solution. 5. Finally, list ways you can capitalize on the strengths and opportunities, and ways you can mitigate the weaknesses and threats, when thinking about your plan. Complete this SWOT Analysis and upload it to this assignment dropbox. This assignment is due by Sunday at 11:59 pm CT. INTRODUCTION TO DATA MINING INTRODUCTION TO DATA MINING SECOND EDITION PANG-NING TAN Michigan State Universit MICHAEL STEINBACH University of Minnesota ANUJ KARPATNE University of Minnesota VIPIN KUMAR University of Minnesota 330 Hudson Street, NY NY 10013 Director, Portfolio Management: Engineering, Computer Science & Global Editions: Julian Partridge Specialist, Higher Ed Portfolio Management: Matt Goldstein Portfolio Management Assistant: Meghan Jacoby Managing Content Producer: Scott Disanno Content Producer: Carole Snyder Web Developer: Steve Wright Rights and Permissions Manager: Ben Ferrini Manufacturing Buyer, Higher Ed, Lake Side Communications Inc (LSC): Maura Zaldivar-Garcia Inventory Manager: Ann Lam Product Marketing Manager: Yvonne Vannatta Field Marketing Manager: Demetrius Hall Marketing Assistant: Jon Bryant Cover Designer: Joyce Wells, jWellsDesign Full-Service Project Management: Chandrasekar Subramanian, SPi Global Copyright ©2019 Pearson Education, Inc. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or like.

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Instructions: Read two of your colleagues’ postings from the Discussion question. Respond with a comment that asks for clarification, provides support for, or contributes additional information to two of your colleagues. Timia Brown ( She/Her) In healthcare, whether long-term or acute care, interdisciplinary communication is necessary to provide patient-centered care. The two scenarios provided both effective and ineffective communication. Scenario 1 Assuming the leader for the interdisciplinary rounds was the case manager, she introduced the nursing student, who was not paying attention. The case manager did not present other team members, so the student was left guessing. The pharmacist and the physical therapist were laughing and talking during the discussion. There was no engagement; the MD was on her phone, and everyone was preoccupied. Each team member individually knew the patient and his shortcomings, yet there was no preparation for the actual engagement with each other. Each team member projected issues onto the next member, using terms such as "somebody" or "someone" needed to do this. There was no responsibility for care. The team spoke unprofessionally to each other, using words like "yep" and "umm." In the end, the case manager assigned responsibility; however, the disciplines accepted the responsibility grudgingly. The team's disrespect for each other was portrayed to the student, who was disengaged throughout the meeting. The patient was not ready to be discharged from the sound of this scenario. The patient's pain was not controlled, nor was his anxiety; no equipment had been ordered for discharge. The patient's safety was not a priority in this meeting, which could lead to readmission or fall risk at home. In scenario two, the team all appeared happy to be there, with smiling faces and excellent eye contact. The leader engaged the nursing student immediately by having the team introduce themself. The team was much more prepared and engaged. Each member respected the other's role in providing care and a safe, patient-centered discharge. The team took responsibility for what was needed from each of them now and at the time of release. The communication was more two-way communication. They did a recap of what was discussed, and everyone willingly took part in making sure the patient went home safely and confidently. Effective communication between interdisciplinary teams must be present to provide the care needed for each patient. It starts with respecting each other's role in the patient's care and remembering the patient is the priority. The Journal of Communication in Healthcare stated the leading cause of all sentinel events from 1995 to 2004 was ineffective communication. (2019, Altabba) Therefore effective communication could decrease the number of incidents, and lead to proper care. References Altabbaa G, Kaba A, Beran TN. Moving from structure.

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Instructions: Respond to your colleagues. Respond with a comment that asks for clarification, supports, or contributes additional information to two or more of your colleagues. Reynaldo Guerra As influencers in our society, that bring about social change in healthcare as all those we contact, the type of agent I would align with is a Purposeful Participant. Where "School or work are the primary motivations for involvement in positive social change." ( What kind of social change agent are you? n.d.) are what defines greatly the type of agent I am. Due to my desire to expand my education and grow, I have been allowed to not just see but know that I can contribute to various aspects of healthcare. At the hospital I currently am employed, many principles are introduced to us and help us with making a difference for our patients as all professionals alike by the way we interact and the relationship we create with everyone. Even if driven by these two motivators, they have opened my eyes and expanded my limitations in the change we can bring about. This eye-opening experience has changed my perspective on how I can make a social change with all those around me. I now feel that a cascade effect comes from my changes as little as it might seem, it gets passed down and impact larger changes in the long run. How I speak with my patients and show the advocate I am for them in addressing their healthcare issues with importance, to the trust and relationship I have created with the primary care providers, goes to show these small social changes can in the end bring a great change for all. This has shown me that social change has a larger purpose in the end and even as small of a change we bring about, if we all come together and do the same, the results would be even more significant than what we perceived as a small change in the beginning. From our professional interactions with one another to our desire to help and better our care with all patients alike, these changes have a great purpose and impact on our future as everyone else. Apart from that, social change has influenced my education by motivating me to seek ways to make a difference in a community project presented by my university. It has ignited a flame in me, so to speak, and piqued my interest in seeing what my university has to offer in making a social change. Whether this is by being part of projects, joining a committee, or being part of future alumni programs to help others. Also, being able to refine my nursing practice in our community as in the hospital has been a change for me. This, in turn, will be put forth in the interactions and relationships I create with my patients, colleagues, peers, and others I come in contact with, hopefully, bringing a social change in the end. This is what the principles of social change will bring about for me. References Walden University. (n.d.). What kind of social change agent are you? Lin.

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Instructions Procurement Outsourcing (PO) Strategies: PO strategies at the highest level involve either materials or traditional business processes such as HR, IT, Finance, Accounting, Travel/Entertainment services, Marketing/Print/Advertising, or Customer Relationship Management (CRM). Your task here is to choose a public business organization and report on what direct materials are being outsourced. Direct materials are categorized as strategic (high-impact), bottleneck items (low-profit impact and high-supply risk), leverage items (high-profit items and low-supply risk), or non-critical (low-profit impact and low-supply risk). Describe the outsource process in detail, who provided the outsourced services, and what direct materials were involved. You are to prepare a PowerPoint presentation, with a minimum of twelve (12) slides, to include inline citations, a cover slide, and a slide of references. Your citations and references should be APA-compliant. Level of writing: Exemplary .

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Instructions Part Four of Applied Final Project,Playing with Gender: Understanding Our Gendered Selves: "Understanding My Playing-with-Gender Act" (20% of course grade; due end of Week 7) Five (5) pages (1200-1500 words) All parts of this project should be formatted in APA style (follow for both essay and citation styles):https://libguides.umgc.edu/c.php?g=1003870 Purpose: Act Analysis In this part of the assignment, you will perform, describe, and analyze your act. After you perform your act, compose a 5-page (1200-1500 words) task specifying your experiences. The first section (one-third to one-half of your paper) should describe your act and your responses to it, and the second section should analyze your act in terms of the scholarship on gender: Section One (minimum 500 words): 1. Describe your act: 2. What did you do? 3. Where did you do it? 4. How did you prepare for it? 5. What responses did you get while performing your act? 6. How did you feel while performing your act? 7. What would you do differently if you had to perform this same act again? Would you perform the act in the same location and at same time? Would you change your appearance during the act? Would you do anything else differently? 8. Please refer directly to the required reading on Participant Observation (Mack et al., 2005) in this section of the paper (Mack et al., 2005) ( PLEASE see attached for document): Mack et al. (2005). "Module Two: Participant Observation," from Qualitative Research Methods: A Data Collector's Field Guide, Family Health International. Read Module 2, pages 13-27. Retrieved from https://www.fhi360.org/sites/default/files/media/documents/Qualitative%20Research%20Methods%20-%20A%20Data%20Collector's%20Field%20Guide.pdf Section Two: (minimum 700 words): (Please see attached for document listing the sources) Referring directly to at least three academic sources for support (these may be pulled from the sources you identified and discussed in your Annotated Bibliography for Part 3 and/or the readings for this class), consider the potential impact of your act. Here are some questions to consider (you do not have to answer all of these questions; they are provided to help you to think about ways your act may have impact on society): · Can you explain the range of reactions to your act? Did those reactions reflect any of the sociological scholarship found in the course readings or in your research? Did any of the reactions challenge that research? · How do you think class, race, age, and sexuality came into play during the conception and performance of the act? · Was performing this act an act of feminism? Why? and, if so, what type(s) of feminism? · Was your act an act of activism? That is, could it help to create social change? If so, how? Please see attached for Project 1, 2 & 3 for information and assistance. Qualitative Research Methods: A DATA CO L L E.

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Instructions Clients come to MFTs because they want to change, whether the change is in cognitions, structure, insight, or something else. Therefore, it is important for you to understanding why, when, and how people change. This week, you will continue the exploration of core concepts related to systems theory and its application to MFT field concepts. You will review several concepts associated with change including homeostasis, first-order change, second-order change, continuous change, and discontinuous change. Complete the provided worksheet template located in this week’s resources. Note: You will use the worksheet you complete this week as part of your work in Week 4. For each item, be sure to address the following: · Record a direct quotation that defines the concept or describes the assumption. · Paraphrase the definition or description by explaining the information in your own words. As you are paraphrasing, keep in mind that concepts often involve several interrelated ideas. When you are paraphrasing, be sure to not oversimplify the concept. · Provide an original example (not one you read about in the course resources) of the concept or assumption. · Explain how your example reflects the definition. Refer to your paraphrased definition in order to compare the example to the concept. Should you have questions or need clarification on any items, please contact your professor to discuss it. Length: 1-2 pages (completed template). Additional resources/reference page is not required. Your cheat sheet should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Be sure to adhere to Northcentral University's Academic Integrity Policy. Upload your document, and then click the Submit to Dropbox button. Building Blocks to Conceptualizing Family: A Family System’s Perspective Valerie Q. Glass, PhD, LMFT Background of Systemic Thinking Systemic thinking, for some, means trying on a new and unique lens when considering “presenting problems” that arise in therapeutic settings. Most mental and emotional health backgrounds study individual cognitive and emotional processes, systemic thinking means a shift in looking at one person to looking at a whole system. Keeney (1983) calls this change in professional theory an epistemological shift. Epistemology, most basically, is the way one understands what is in front of them, and the root with which decisions are made. Helping fields all develop from different epistemologies. Psychiatry views medicine and biology as their epistemological construct of how or why people act the way they do. Much of the epistemological focus of social work fields embraces the necessity or connecting to resources and social support as a catalyst for change. Psychology explores the make-up of the individual’s mind and develops steps for change. Family systems, and.

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INST560, Internet of Things (IoT) UNIVERSITY OF NORTH AMERICA Lecture 3: Fall 2022 Professor Aliakbar Jalali [email protected] 1 Internet of Things Enabling Technologies /59 UoNA-ST560-FALL-2022, Internet of Things (IoT) Overview Introduction Evolution of the Technology Some significant statistics IoT Technology Risks of IoT Technologies Use Cases of IoT Technology! What are IoT Enabling Technology Conclusion References 2 /59 UoNA-ST560-FALL-2022, Internet of Things (IoT) Introduction Because of technological changes taking place in the world, IoT is gradually taking over all the fields, and the future of the IoT applications are increasing day by day. Technological advances are fueling the growth of IoT. Technology improved communications and network, new sensors of various kinds; cheaper, denser, more reliable, and power efficient storage both in the cloud and locally are converging to enable new types of IoT based products that were not possible a few years ago. IoT technology will further develop to make our day-to-day operations much easier and more remotely controlled in the days to come. 3 /59 UoNA-ST560-FALL-2022, Internet of Things (IoT) Introduction Businesses need to constantly explore IoT applications within their domain to stay ahead in competitiveness and implementation. The competition will primarily define in the coming decade as how companies take advantage of innovative technology. However, it is the dominant technology that determines the future of many businesses attached to the future of the internet of things (IoT). 4 /59 UoNA-ST560-FALL-2022, Internet of Things (IoT) Introduction The emerging trends in IoT are majorly driven by technologies like artificial intelligence, blockchain, 5G and edge computing. We need to know more in detail about the elements that make up broad spectrum of technologies, we know as the Internet of Things. Technological advances lies in the business value of IoT applications like smart wearables, smart homes and buildings, smart cities, autonomous cars, smart factories, location trackers, wireless sensors and much more. 5 /59 UoNA-ST560-FALL-2022, Internet of Things (IoT) Introduction: Technology is changing the world! Technology is changing the world. It is changing the way we communicate, shop, learn, travel, play and of course the way we work. http://www.telegraph.co.uk/technology/2017/05/06/internet-things-could-really-change-way-live/ 6 /59 UoNA-ST560-FALL-2022, Internet of Things (IoT) 6 Introduction: Technology is changing the world! 7 Global gigabit subscriptions are expected to jump to 50 million in 2022, more than doubling from 24 million at the end of 2020, according to a new report from analyst firm Omdia. High Speed Internet! /59 UoNA-ST560-FALL-2022, Internet of Things (IoT) Introduction: Social Media is Changing societies! 8 Are you on social media a lot? When is the last time you checked Twitter, Facebook, or Instagram? Last n.

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Insert Prename, Surname of all students Winter Term 2022/23 Theory Factsheet: Insert name of theory Level of analysis Insert levels of analysis, e.g., organisation, individual, social Dependent construct(s) Please insert the dependent construct(s) of the theory Independent construct(s) Please insert the independent construct(s) of the theory Short description of the theory Please describe the theory in full sentences. Cause-Effect Model Please insert a visual diagram of the cause-effect relationships or factor model of the theory (if available). Applications of the theory Please describe for which purposes / in which fields the theory has been applied. Which relevance does the theory have for digitalization in organizations? Criticism Describe alternative views, potential critique, and open discussion on the theory. References Insert sources and references used in this factsheet in APA 7th style. Students will write a 2-3 pages essay analyzing one of the topics addressed during the semester under the section of Contemporary Issues: Human Rights. The student will be free to choose any of the topics discussed during class as well as his/her opinion about it. 1. Choose a topic (death penalty, assisted suicide, abortion, death by euthanasia, bioethics… etc.) 2. First page: description of the problem (is is here Fl, or national or worlwide, statistics, etc) Second page: YOUR ETHICAL POSITION ABOUT IT (why is this an ethical issue, where your argument os coming from, etc) 3. REFERENCES (could be ppt, movie, article, web, book) The writing will be evaluated for clarity and proper handling of terms, phrases, and concepts addressed up to this date. APA or MLA style will be required https://owl.english.purdue.edu/owl/section/2/10/. Reading listWinter semester 2022/23 Version 24.09.2022 Reading Package No. Theories Papers Information Systems Foundational Theories Structuration Theory Orlikowski, W.J. (1992). The Duality of Technology: Rethinking the Concept of Technology in Organizations. Organization Science, 3 (3), 398- 427. Structuration Theory Orlikowski, W.J. and Robey, D. (1991). Information Technology and the Structuring of Organizations. Information Systems Research, 2 (2), 143-169. Structuration Theory Walsham, G. and Han, C.K. (1991) Structuration theory and information systems research. Journal of Applied Systems Analysis 17: 77-85. Institutional Theory Barley, S.R and Tolbert, P.S. (1997). Institutionalization and structuration: studying the links between action and institution. Organization Studies 18 (1): 93-118. Institutional Theory Orlikowski, W. J., & Barley, S. R. (2001). Technology and institutions: What can research on information technology and research on organizations learn from each other? MIS Quarterly, 25(2), 145. Design Science Hevner, A. R., March, S. T., Park, J., & Ram, S. (2004). Design science in information systems research. MIS Quarterly, 28 (1), 75.

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Informative Speech Course: COM103 Public Speaking Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score Introduction / 10 Material / 8 Transitions / 10 10 points Introduction contained a strong attention getter, introduction of the topic, credibility statement, and previewed the speech. 7 points Introduction contained 3 of the following: a strong attention getter, introduction of the topic, credibility statement, and previewed the speech. 4 points Introduction contained 2 of the following: a strong attention getter, introduction of the topic, credibility statement, and previewed the speech. 0 points Introduction contained 1 of the following: a strong attention getter, introduction of the topic, credibility statement, and previewed the speech. 8 points Material was clear AND well organized 5.6 points Material was either clear OR well organized 3.2 points NA 0 points Material was neither clear and well organized 10 points Transitions were clear and used after the intro, between each main idea and before the conclusion 7 points Transitions were clear, but were not used in all areas: after the intro, between each main idea and before the conclusion 4 points Transitions used after the intro, between each main idea and before the conclusion, but were not effective 0 points Transitions were not used. Rubric Assessment - COM103 Public Speaking - National University https://nationalu.brightspace.com/d2l/lms/competencies/rubric/rubrics_a... 1 of 4 12/6/22, 5:38 PM Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score Conclusion / 8 Time limit / 8 Preparation outline uploaded / 8 8 points The conclusion contained a strong closing AND the speaker signaled the end of the speech 5.6 points The conclusion contained a strong closing OR the speaker signaled the end of the speech 3.2 points The speaker needs improvement signalling the end of the speech and a stronger closing. 0 points The conclusion neither contained a strong closing and the speaker did not signal the end of the speech 8 points The length of the speech was between 5 and 6 minutes 5.6 points NA 3.2 points The length of the speech was shorter than 5 minutes or longer than 6 minutes 0 points NA 8 points The preparation outline was uploaded with the speech 5.6 points The preparation outline was uploaded after delivering the speech 3.2 points The preparation outline was not in a preparation outline format 0 points The preparation outline was not uploaded. Rubric Assessment - COM103 Public Speaking - National University https://nationalu.brightspace.com/d2l/lms/competencies/rubric/rubrics_a... 2 of 4 12/6/22, 5:38 PM Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score Eye Contact / 10 Delivery / 10 Non verbals / 10 Overall preparation / 8 10 points The speaker had strong eye contac.

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Information Technology and Organizational Learning Managing Behavioral Change in the Digital Age Third Edition http://taylorandfrancis.com Information Technology and Organizational Learning Managing Behavioral Change in the Digital Age Third Edition Arthur M. Langer CRC Press Taylor & Francis Group 6000 Broken Sound Parkway NW, Suite 300 Boca Raton, FL 33487-2742 © 2018 by Taylor & Francis Group, LLC CRC Press is an imprint of Taylor & Francis Group, an Informa business No claim to original U.S. Government works Printed on acid-free paper International Standard Book Number-13: 978-1-4987-7575-5 (Paperback) International Standard Book Number-13: 978-1-138-23858-9 (Hardback) This book contains information obtained from authentic and highly regarded sources. Reasonable efforts have been made to publish reliable data and information, but the author and publisher cannot assume responsibility for the validity of all materials or the consequences of their use. The authors and publishers have attempted to trace the copyright holders of all material reproduced in this publication and apologize to copyright holders if permission to publish in this form has not been obtained. If any copyright material has not been acknowledged please write and let us know so we may rectify in any future reprint. Except as permitted under U.S. Copyright Law, no part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. For permission to photocopy or use material electronically from this work, please access www.copyright.com (http://www.copyright.com/) or contact the Copyright Clearance Center, Inc. (CCC), 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400. CCC is a not-for-profit organization that provides licenses and registration for a variety of users. For organizations that have been granted a photocopy license by the CCC, a separate system of payment has been arranged. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Visit the Taylor & Francis Web site at http://www.taylorandfrancis.com and the CRC Press Web site at http://www.crcpress.com v Contents Foreword xi Acknowledgments xiii Author xv IntroductIon xvii chApter 1 the “rAvell” corporAtIon 1 Introduction 1 A New Approach 3 The Blueprint for Integration 5 Enlisting Support 6 Assessing Progress 7 Resistance in the Ranks 8 Line Management to the Rescue 8 IT Begins to Reflect 9 Defining an Identity for Information Technology 10 Implementing the Integration: A Move toward Trust and Reflection 12 Key Lessons 14 Defining Reflection and Learning for an Organization 14 Wor.

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Initial Psychiatric SOAP Note Template There are different ways in which to complete a Psychiatric SOAP (Subjective, Objective, Assessment, and Plan) Note. This is a template that is meant to guide you as you continue to develop your style of SOAP in the psychiatric practice setting. Criteria Clinical Notes Informed Consent Informed consent given to patient about psychiatric interview process and psychiatric/psychotherapy treatment. Verbal and Written consent obtained. Patient has the ability/capacity to respond and appears to understand the risk, benefits, and (Will review additional consent during treatment plan discussion) Subjective Verify Patient Name: DOB: Minor: Accompanied by: Demographic: Gender Identifier Note: CC: HPI: Pertinent history in record and from patient: X During assessment: Patient describes their mood as X and indicated it has gotten worse in TIME. Patient self-esteem appears fair, no reported feelings of excessive guilt, no reported anhedonia, does not report sleep disturbance, does not report change in appetite, does not report libido disturbances, does not report change in energy, no reported changes in concentration or memory. Patient does not report increased activity, agitation, risk-taking behaviors, pressured speech, or euphoria. Patient does not report excessive fears, worries or panic attacks. Patient does not report hallucinations, delusions, obsessions or compulsions. Patient’s activity level, attention and concentration were observed to be within normal limits. Patient does not report symptoms of eating disorder. There is no recent weight loss or gain. Patient does not report symptoms of a characterological nature. SI/ HI/ AV: Patient currently denies suicidal ideation, denies SIBx, denies homicidal ideation, denies violent behavior, denies inappropriate/illegal behaviors. Allergies: NKDFA. (medication & food) Past Medical Hx: Medical history: Denies cardiac, respiratory, endocrine and neurological issues, including history head injury. Patient denies history of chronic infection, including MRSA, TB, HIV and Hep C. Surgical history no surgical history reported If Minor obtain Developmental Hx: (most often from parents), in utero, birth and delivery hx, early childhood, school hx, behavior, etc… Nutritional status (this is an important component to gauge how well the mind and body are being nourished for full function. Ex: lack of iodine create thyroid issues, thyroid issues creates metabolism issues which affects function of cognition, mood, etc…) Past Psychiatric Hx: Previous psychiatric diagnoses: none reported. Describes stable course of illness. Previous medication trials: none reported. Safety concerns: History of Violence to Self: none reported History of Violence t .

Initial Psychiatric SOAP Note TemplateThere are different ways i.docx

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Informative Essay Cause and Effect Important Terms: Informative Writing is a specific type of nonfiction writing that teaches the reader about a topic. The thesis of informative writing explains the main idea and what the writer is teaching about. This is the topic the writer is explaining. Each topic sentence is the first sentence of each body paragraph. These first sentences break the topic down into the most important aspects of what the writer is teaching. The supporting details are the evidence you find that explain each of your topic sentences. There are six types of evidence. You can remember the six types of evidence using the acronym F.E.A.S.T.ExO. F Facts Facts come from a source and can be proven true from that source. Ex. Renewable energy comes from natural sources and can be replenished. E Examples This type of evidence gives a specific example to illustrate your point. Ex. One type of renewable energy source is solar energy. Solar energy is energy from the sun and is the cleanest and most abundant renewable energy. A Anecdotes An anecdote is a short, personal, true story. Ex. When my neighbor installed solar panels on his roof, he not only saved money, but he also received a monthly check from the electric company for any additional energy collected from his panels. S Statistics Statistics include numbers and percentages. Ex. Renewable energy has increased 100% from 2000 to 2018. T Truths Truths include information that is widely accepted. Ex. Renewable energy is considered an alternative to fossil fuels. Ex. Solar energy comes from the sun. ExO Expert Opinions The opinion of an expert in a specific field has significant experience and knowledge about the topic. Ex. The Environmental Protection Agency is an example of a source for expert opinions related to renewable energy. Identifying Cause and Effect Cause-and-Effect Writing requires that you do some backwards planning. Usually, a writer can see the effect of something right away, but identifying the reason, or cause, of that effect might take some exploring. We ask certain questions in order to discover who or what is responsible for an action; in other words, we ask, “What is the cause of the effect I see?” Take a look at the photo of the car accident below. We can see the effect right away: • two cars are damaged, • the front end of each vehicle is damaged, and • there is debris on the road. This is where we start to ask questions to figure out the cause. • Was someone driving too fast or driving distracted? • Did one of the drivers run a stop sign or traffic light? • Was one of the drivers on the wrong side of the road? • Did one of the drivers turn into the wrong lane? • Were there any factors in the weather leading to this accident? We can also start asking ourselves questions about the longer effects of the accident. • Will the insurance rates go up for one or bo.

Informative Essay Cause and Effect Important Terms .docx

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image1.png image2.png Example Slide 1 Yeung Yi: Yeung Yi is a Gifted and Talented student from an educated and economically well-off family. Both of his parents are doctors, and they hold high expectations for Yeung Yi. The family has toured Harvard while on vacation and discusses college regularly. Yeung Yi’s grades are outstanding, and he stays busy participating in art club, orchestra, National Geography Bee, baseball, and UIL academic competitions. He puts a lot of pressure on himself because he wants to get into a highly selective college after high school. Though he loves playing his cello, he has had a few panic attacks while practicing his solo. He has told his mother that he isn’t good enough to have a solo, though his teacher believes differently. When he makes a grade he feels is unacceptable, he gets very upset and may hit the wall with his hand. Example Slide 2 image1.png image2.png 700.2PBP The Learner: Performance-Based Assessment TNT 700.2P KNOWLEDGE OF STUDENTS AND STUDENT NEEDS Effective teaching begins with understanding your students: how they learn, their background and issues that they might face. In the course, TCR 300 Meet Your Students, you were introduced to twenty-four students who are representative of the students in Texas. Several of these students have significant academic issues and/or emotional issues that may impact their performance. This performance-based assessment requires you to identify and research the societal or cultural issues that are faced by four of these students and how they impact their achievement. Using PowerPoint or Google Slides, you are to create a presentation appropriate for use with other educators or parents. In this presentation you are to do the following: • Identify each student and the issue he or she is facing. • Identify the developmental impact of each issue. You will need to include the research that is directly related to the issues and aligned to the developmental goals for the students. For example, you might include a statement such as “According to Dr. I. M. Expert, cyber-bullying is detrimental to a student’s development because it makes students feel unsafe.” • Research and provide resources that are directly related to the issue and are aligned to the developmental goals for students. These are resources a parent or teacher could use to learn more about the issue and how to address the impact of the issue. These are resources that may be available in your community, such as food banks, language lessons for parents, etc. You may also choose to include resources that are available from federal, state, and local governments. These are NOT the resources used in your research. • You will suggest supports teachers can use in the classroom to mitigate the impacts of the issue. • Your presentation should be at least 11 slides long. You are expected to have an introductory slide, two slides per student, and a clo.

image1.pngimage2.pngExample Slide 1Yeung.docx

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INFORMATION SYTEMS 3 Part-3: Mr. and Mrs. Rodgers House (House construction) BUDGET AND RISK MANAGEMENT 1.0. Overall Project Budget A technique called Earned Value Management (EVM) compares project performance to the project baseline (Xu et al., 2018). All project managers pursuing Project Management Professional (PMP) certification learn and memorize the earned value calculations. Their application in real life is patchy, though. According to Insight, EVM is among the "critical few" best areas of practice for keeping track of a project's progress from both a schedule and cost standpoint (Vasyunina, 2017). The binary way of thinking about projects is widespread: · On time versus late · Over budget versus under budget. On the project cost, both performance evaluation elements have a significant impact (Chang et al., 2022). If our costs are lower yet we are running late, EVM provides excellent facts of the matter. Determining Earned Value Computing EV involves: · The sum of the up-to-date project budget, known as the planned value (PV) · Current costs are identical to Actual Cost (AC). · The project budget is multiplied by the proportion of execution to determine earned value (EV). Now that we have these numbers, we can start making some computations of: Schedule Performance Index (SPI) = EV/PV SPI contrasts actual and anticipated progress. Whenever the SPI value had been than 1.0, fewer tasks were completed than expected. SPI > 1.0 denotes the completion of more work than anticipated. Determining the CPI: CPI= AC÷EV The CPI evaluates the worth of finished work in relation to its true cost. Its score of 1.0 denotes high costs than anticipated. A CPI of greater than one shows that costs remained lower than expected. For the SPI and CPI, >1 is favorable while 1 is unfavorable. Remember that; Subtracting instead of dividing allows you to rapidly determine the difference between the project budget and the timeline. Schedule variance (SV) equals EV-PV, whereas cost variance = EV-AC. You can easily execute the subtraction operation in your head, and in this case, >0 is favorable to 0 in this situation. Except in the case of SPI or CPI, deviation is reliant on the project's scope. Therefore, we cannot compare it across construction project or across time effectively, as the budget might have changed. Calculating the Project EAC: CPI = EAC ÷ Overall Budget EAC represents the prediction aggregate cost. In summary: · Project is halfway to its completion, · PV = $55,000 · AC= $45,000 The calculations are as follows: EV=100,000 ×1/2 =$50,000 SV =EV-PV Where EV=50,000 and PV=55,000 Therefore, SP= 50,000-55,000 =-$5000 In this case, the value of SP is -$5,000, which is unfavorable for our project because it is less than 0. SPI = EV/PV Thus; SP1=50,000 ÷55,000 = $0.91 However, the SPI value is less than.

INFORMATION SYTEMS .docx

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In regards to week seven of my internship with P2P, my duties included the continuation of social media marketing posts as well as sending email newsletters to lists of contacts. Since the internship is coming to a close, I’ve been focusing on these duties entirely and will be for the remainder of this course. A skill I would of like to accomplish, but was unable to due to time and other priorities would be sales. P2P is a company that specialize in consulting and advisory services and sales is incredibly because that’s how the company makes income. I find sales incredibly intimidating, but it would be interesting to learn in any aspect and see if it would be a skill, I could grasp eventually. Must be TWO, 6 double spaced pages, with bibliographic information 7 references - from journal/ book on Google scholar 1. Situate the topic and research question 2. Describe the methods used and why they are appropriate to answer the research question (explicitly drawing on the methods literature); 3. Present an analysis of the data produced; and 4. Provide a reflection on the student’s positionality in the research process. Analysis will include reflections on the things that were difficult for you as a proto-researcher and what you wish you understood better. Project Option 1: Semi-Structured Interview Conduct a semi-structured interview (at least 30 minutes) with a friend, relative, classmate, or roommate about their residential experience and daily activities as a student in Atlanta. Using Smith and Fox’s Studentification Guide for North America as a starting point, brainstorm key themes; and design an interview script to explore consisting over 5-7 primary questions with associated secondary follow-up questions. The purpose of the interview is to explore the lived experience of students in the city, including (for example): · Housing histories and the (social, geographic, economic) factors shaping residential decisions; · Student perceptions of the neighborhoods surrounding campus (Summerhill, Downtown...); · Satisfaction with housing options and cultural amenities surrounding campus and places of residence; · Places that are experienced as ‘student’ and ‘non-student’ environments (where students study, work, socialize, live etc.); · How socio-demographic characteristics impact the experience of space and place... You may conduct you interview online or using an online platform like WebEx, Skype, FaceTime, or Zoom. Identify themes in your participant’s responses. Transcribe and code your interview and explain how you identified key themes and narratives from your interview. Project Option 2: Focus Group Georgia State University is developing a student housing and spurring development in the neighborhood of Summerhill, adjacent to Center Park Stadium – see: https://georgiastatesignal.com/georgia-states- summerhill-project-is-already-an-overwhelming-success/ Using Smith and Fox’s Studentification Guide for Nor.

In regards to week seven of my internship with P2P, my duties .docx

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In your Case Study Analysis related to the scenario provided, explain the following · The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms. · Any racial/ethnic variables that may impact physiological functioning. · How these processes interact to affect the patient. Case study: A 65-year-old patient is 8 days post op after a total knee replacement. Patient suddenly complains of shortness of breath, pleuritic chest pain, and palpitations. On arrival to the emergency department, an EKG revealed new onset atrial fibrillation and right ventricular strain pattern – T wave inversions in the right precordial leads (V1-4) ± the inferior leads (II, III, aVF) Rubric Develop a 1- to 2-page case study analysis, examing the patient symptoms presented in the case study. Be sure to address the following:Explain both the cardiovascular and cardiopulmonary pathophysiologic processes of why the patient presents these symptoms. Explain how the cardiovascular and cardiopulmonary pathophysiologic processes interact to affect the patient. Explain any racial/ethnic variables that may impact physiological functioning. Written Expression and Formatting - Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. Written Expression and Formatting - English Writing Standards: Correct grammar, mechanics, and proper punctuation Written Expression and Formatting - The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. STUDENT REPLIES STUDENT REPLY #1 Catherine Lynn Edwards Evidence is where facts or information is found that could indicate if a belief is true, especially in relationship with a crime. (Brandl, S., 2018). The chain of evidence is the process of collecting evidence, identifying what the evidence is and storing the evidence to potentially be used in court. (Brandl, S., 2018). Law enforcement and other types of people who work with crime scenes work alongside the legal department to ensure that the evidence gets properly handled and stored to potentially be used in court against the alleged criminal. Law enforcement is in charge of handling the evidence and storing it. (Brandl, S., 2018). There are scientist who are able to study the evidence and find clues within the evidence, such as DNA to help find out what that piece of evidence was used for and by who. (Brandl, S., 2018). The investigators assist in taking all the clues and pieces of evidence and try to make sound observations and potential causes for the crime. (Brandl, S., 2018). The investigators s.

In your Case Study Analysis related to the scenario provid.docx

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In this assignment, you will propose a quality improvement initiative from your place of employment that could easily be implemented if approved. Assume you are presenting this program to the board for approval of funding. Write an executive summary (750-1,000 words) to present to the board, from which the board will make its decision to fund your program or project. Include the following: 1. The purpose of the quality improvement initiative. 2. The target population or audience. 3. The benefits of the quality improvement initiative. 4. The interprofessional collaboration that would be required to implement the quality improvement initiative. 5. The cost or budget justification. 6. The basis upon which the quality improvement initiative will be evaluated. You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. APA style Securing Systems Applied Security Architecture and Threat Models Securing Systems Applied Security Architecture and Threat Models Brook S.E. Schoenfield Forewords by John N. Stewart and James F. Ransome CRC Press Taylor & Francis Group 6000 Broken Sound Parkway NW, Suite 300 Boca Raton, FL 33487-2742 © 2015 by Taylor & Francis Group, LLC CRC Press is an imprint of Taylor & Francis Group, an Informa business No claim to original U.S. Government works Version Date: 20150417 International Standard Book Number-13: 978-1-4822-3398-8 (eBook - PDF) This book contains information obtained from authentic and highly regarded sources. Reasonable efforts have been made to publish reliable data and information, but the author and publisher cannot assume responsibility for the validity of all materials or the consequences of their use. The authors and publishers have attempted to trace the copyright holders of all material reproduced in this publication and apologize to copyright holders if permission to publish in this form has not been obtained. If any copyright material has not been acknowledged please write and let us know so we may rectify in any future reprint. Except as permitted under U.S. Copyright Law, no part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. For permission to photocopy or use material electronically from this work, please access www.copyright.com (http://www.copyright.com/) or contact the Copyright Clearance Center, Inc. (CCC), 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400. CCC is a not-for-profit organization that provides licenses and registration for a variety of users. .

In this assignment, you will propose a quality improvement initiat.docx

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IHP 510 Module Six Worksheet First, review the required text readings for Module Six and revisit your posts and response posts to the Module Five discussion. In addition, review the website Missouri Department of Health and Senior Services and complete the following: · Select a total of three different target markets and three different demographics. Choose One Target Market: Choose One Demographic: Low income Asian Middle income Black Affluent income Hispanic White For your second and third sets, choose a different target market and a different demographic. For example, if the first selection is low-income Asian population, then my second selection could be middle income Black population, and my third selection could be affluent Hispanic population. · Select one department, program or service from the Missouri Department of Health and Senior Services. For example, if the Women, Infants, and Children (WIC) program is selected, you will use this same program with your selected target markets and demographics. · Prioritize your target markets/demographics as Priority One, Priority Two, and Priority Three based on the particular department, program, or services you selected. · Identify the marketing technique you will use for each priority (use one traditional, one social media, and one other). For example, do not select traditional marketing for all three. · For the discussion, write at least three paragraphs. Explain why you selected this particular population as a priority and why you selected this particular program and discuss the marketing technique you propose to target that demographic. Also, explain how your advertising campaign aligns with the department’s mission, vision, and values. To use this worksheet, replace the bracketed text with the relevant information. Please see the example below. Note: For the follow-up worksheet task in Module Eight, you will complete a basic budget for implementing the marketing strategies you develop here. Examples Priority One Target Market/Demographic: Low-income - White population Department/Program/Service: Oral Health Marketing Technique: Television Commercial(s) Discussion: [insert paragraphs] Priority Two Target Market/Demographic: Middle-income – African American population Department/Program/Service: Oral Health Marketing Technique: Social Media Discussion: [insert paragraphs] Priority Three Target Market/Demographic: Affluent – White population Department/Program/Service: Oral Health Marketing Technique: Digital Billboards Discussion: [insert paragraphs] Priority One Target Market and Demographic: [Insert text.] Department/Program/Service: [Insert text.] Marketing Technique: [Insert text.] Discussion: [Insert paragraphs.] Priority Two Target Market and Demographic: [Insert text.] Department/Program/Service: [Insert text.] Marketing Technique: [Insert text.] Discussion: [Insert paragraphs.] Prior.

IHP 510 Module Six WorksheetFirst, review the required text re.docx

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