Course Project-Research Proposal, math homework help Other Assignment Help

Course Project-Research Proposal, math homework help Other Assignment Help. Course Project-Research Proposal, math homework help Other Assignment Help.

Course Project- Research Proposal

The research proposal will present the topic you have selected for your Course Project. The purpose of the proposal is to persuade your reader to believe that you are interested in the topic and ready to learn how to develop the topic into a project. The format of the proposal is a sentence outline. Use APA style to document any sources referenced in your proposal. When you are finished, save the document as your last name.Wk3 Proposal Assignment> and submit it to the Dropbox by the end of the week.

The Proposal is worth 50 points. See Doc Sharing for the following support documents.

An assignment template
A sample assignment
The assignment grading rubric

Week 3 APA Module Assignment

For this assignment, you will review materials in the DeVry library to help gain a better understanding of APA citations.

Click https://hub2.devry.edu/node/272
Listen to the tutorial or download and review the transcript on APA and answer the questions below

After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:

Why is APA style used to document ideas in writing? What is the purpose of the in-text citation? Demonstrate your understanding of the in-text citation by providing an in-text citation for the article you summarized for the week 2 assignment. (15 points)
In the article that you summarized in week 2, you may have found some information that you want to quote directly. To demonstrate the process for citing a direct quote, provide an example of properly quoted material. (20 points)

sample

Proposal Pitch for Standardized Tests

Sammy North

DeVry University

Proposal for Standardized Tests

I. Introduction

A. Topic

1) Research question: Have standardized
tests in the United States improved schools or demonstrated stronger student
learning achievement?

2) Working
thesis: Standardized tests in the United States have not improved schools and
should be abolished and replaced with end-of-year subject tests because they will
save time and money, lead to increased mastery of core subjects, and diminish
dropout rates.

3) Angle: Standardized testing has made the
gap between developed nations and the United States wider. Taxpayers and
employers are paying the price of poorly educated graduates. No Child Left
Behind has left nobody ahead, least of all our country’s educational standing
among other developed nations.

B. Context

1) Issues in education are in the news
because budget cuts and school closures are tied to student performance on
standardized tests.

2) Though
I am a novice scholar, I am a parent and care deeply about education. I will refer
to the expertise of several sources that will establish my credibility
regarding standardized tests. The ideas of Hillocks (2002), McNeil and
Valenzuela (2001), and Ravitch (2011), who are all experts on this topic, will
help to establish my credibility.

C. Audience

1) My
primary audience will be educational stakeholders who are teachers, parents, or
administrators.

2) My secondary audience is my professor
and fellow classmates, some of whom may have experienced standardized tests or
have school-aged children and will relate to the topic.

3) My
audience shares my opinions and values and will likely be on my side.

II. Evidence

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Research collected so far

I have found support
for the recommendation to remove poorly designed tests that don’t measure what
they should. Federal mandates such as No Child Left Behind have spurred their
growth and the reward-and-punishment system that serves nobody well, least of
all the people these tests were intended to help: students.

I will look for
additional facts and statistics to demonstrate the gap between other nations
and the United States. I will also look for experts who agree that there are
implications for taxpayers and employers to show that the issues of schools
affect the public at large. Finally, I will represent the opposing viewpoint
and others who have suggested alternatives to standardized tests, including no
testing at all. Yearly subject tests are better than other alternate
recommendations that have been proposed, such as portfolios, because these
tests would be objective determinants of learning rather than subject artifacts
of courses.

III. Conclusion

I propose that end-of-year
subject tests will be successful in raising the standards and expectations of
our students while decentralizing control of students’ learning away from the
government and politicians and in the control of teachers who know their
students best. This solution is also better than having no assessments
whatsoever, as that is unrealistic and does not prepare students for higher
education or the workplace. The benefits of yearly subject tests include the time
and money that will be saved by switching to end-of year subject tests; the
collective energy of stakeholders in education—students, parents, teachers,
administrators, and the public—will also be put to better use. I will develop
my project to support these claims with research.

IV. References

Hillocks, G. (2002). The testing trap. New York, NY: Teachers
College Press.

McNeil,
L., & Valenzuela, A. (2001). The harmful impact of the TAAS system of
testing in Texas. In G. Ornfield & M. Kornhaber (Eds.), Raising standards or raising barriers?
(pp. 127–150). New York, NY: Century Foundation.

FORMAT

Your Course Project Title Goes Here

First Last Name

Name of University

Your Course Project Title Goes Here

The purpose of a proposal is to highlight standout ideas, and to do so in a manner that can convince an audience to support a project. Proposals delivered in a workplace are often part of a competitive process in which the strongest proposal is offered the business. In these contexts, effective word choice and professional delivery define the effective communication of an idea. Your research proposal will be presented as a sentence outline. As the name suggests, the sentence outline presents complete thoughts in complete sentences as opposed to phrases. In each section of the proposal, choose ideas with the goal of persuading your reader to believe that you are interested in the topic and ready to learn how to develop the topic into a project. Use a complete sentence to provide the response to each of the questions below. You can use first person. Use APA documentation for the final section of the proposal to document any sources referenced in your proposal. Remember to put at least two items at any given level of the outline, as shown in this template and the sample proposal.

Introduction
- Topic
  - What is your research question?
  - What is your working thesis? (It answers your research question and defines the direction of your argument.)
  - What is your angle on the topic? (Your angle is your unique perspective or view on the issue.)
- Context
  - Justify for your reader why the topic is important.
  - Justify for your reader why you are the one to write about it. What do you bring to the topic?
- Audience
  - Who is your primary audience? (These are the readers who would be best affected by what you have to say. They can be readers of an existing publication.)
  - Who is your secondary audience? (Identify this audience as your professor and fellow students.)
  - Does your audience share your opinions and values? (Determine if the audience is on your side or if they may be skeptical.)

II. Evidence

What research have you gathered so far? (What have you found that supports your purpose and angle?)
What research do you need to gather? (What other kinds of information will you need as support? What will you use to represent the opposing view?)

Conclusion (What are you proposing to achieve with your project? What would you like approval on in order to proceed with the project?)

References (must be correctly formatted according to

ARTICLE

Bullying in
schools: why it happens, how it makes young people feel and what we can
do about it Jeremy Sidea* and Kelley Johnsonb

aEducational
Psychologist, Inclusion Services, Monkton Park, Winterborne Monkton,
Dorchester, UK; bDirector of the Social Policy Research Centre,
University of New South Wales, Sydney, Australia

In spite of
decades of research and more recent guidance by Government, bullying in
schools remains a serious concern to young people and to educational
practitioners. This two year qualitative study explored the meanings
eight teenagers gave to bullying they had experienced, and related this
to an analysis of previous research and school policies about bullying.
The ﬁndings from the study revealed that bullying affected the
subjectivity of young people, including how they positioned themselves
and believed themselves to be positioned by others. It also found
previous research and school policies focused on the behavioural aspects
of bullying, neglecting the subjective meanings that it had for those
who experienced it. The research ﬁndings suggested that a more open
approach by adults to what bullying means to individuals, and clearer
guidance to teachers on how to work with them about subjective meanings,
may provide a new direction in supporting young people who have been
bullied. Keywords: understanding bullying; bullying in schools; Foucault

Introduction
Bullying in schools is an issue which, in spite of a strong body of
research literature, and government guidance designed to reduce
bullying, continues to affect an estimated 50–80% of young people
(Department for Children Schools and Families, Special Educational
Needs, 2010; Oliver & Candappa, 2003). Approximately 16 children
each year in the UK commit suicide as a result of being bullied (Marr
& Field, 2001). The serious nature of this problem has been
recognised through a raft of national government strategies (Direct Gov
Parents, 2010; Secondary SEAL, 2010) and non-government interventions
(Beatbullying, 2010; Childline, 2010; Kidscape, 2010). Guidance and
interventions have, in part, been informed by research which has sought
to deﬁne bullying and to identify its effects on young people who have
experienced it. To some extent deﬁnitions of bullying remain contested.
For example, while most deﬁnitions stress the importance of the
repetition of “hurtful” behaviours as a primary characteristic of
bullying (Department for Children Schools and Families, 2007), others
stress the importance of a power differential between those who bully
and those who experience bullying (Baldry, 2003; Rigby, 1996; Woods
& Wolke, 2004). Bullying has been characterised by a range of
behaviours including

*Corresponding author. Email: j.side@dorsetcc.gov.uk

Educational Psychology in Practice, 2014 Vol. 30, No. 3, 217–231, http://dx.doi.org/10.1080/02667363.2014.915209

physical
aggression, verbal abuse, cyber attacks and social rejection. In this
paper the following working deﬁnition of bullying is used:

Behaviour
by an individual or group, usually repeated over time, that
intentionally hurts another individual or group either physically or
emotionally. However, schools will wish to involve the whole school
community in agreeing the deﬁnition of bullying that will be used in
their own anti-bullying or behaviour policy … (Department for Children
Schools and Families, 2007 summary) The authors are not uncritical of
this deﬁnition but nonetheless have used it as a starting point because
it is part of current government guidance to schools and therefore is
likely to be the one most commonly used in school policies in relation
to bullying. Much of the government guidance relies on the results of
research undertaken to better understand bullying. Such research has
revealed that those who are bullied are more likely than their
non-bullied peers to: have difﬁculties in achieving academic success
(Beran, Hughes, & Lupart, 2008), experience depression and anxiety
(Peskin, Tortolero, Markham, Addy, & Baumler, 2007 see also Campell
& Morrison, 2007), have suicidal feelings (Klomek et al., 2008) or
chronic stress (Newman, Holden, & Delville, 2005 see also Dao et
al., 2006) and experience physical symptoms of sleeplessness and
helplessness (Due et al., 2005). While there is a growing body of
research in relation to bullying there is little that focuses on the
subjective meanings it has for young people who experience it (Hepburn,
1997). In spite of extensive research which has added to an
understanding of the nature of bullying and its effects, bullying
continues. The research reported in this paper sought to explore if
there were other ways of understanding bullying which may provide new
ways of managing it or supporting young people more effectively. The
approach taken in the research was a discursive analysis drawing on
Foucault’s work (Foucault, 1977, 1978, see also Rose, 1990) which
allowed for a deconstruction of how bullying was constituted by
research, school policy and by young people who had experienced it.
Discourse is a contested but central part of Foucault’s ideas (see
Alvesson, 2002; Gee, 2008; Potter & Wetherell, 2007; Weedon, 1987).
In this paper discourse is deﬁned in the following way:

…
discourses specify truth as it is known at any particular time in
history … they are concerned with the exercise of power in relation to
the subjects which they constitute … discourses constitute and reveal
the subjectivity of the people with whom they are concerned … discourses
themselves are subject to change and challenge … (Johnson, 1998, p. 15)
Discourses can be seen as combinations of knowledge and their use in
practice through the exercise of power. Within the context of bullying,
discourses are bodies of knowledge which construct bullying as a
cultural object. They prescribe the ways in which it is understood and
how it is managed in practice. They also focus on the way in which
people are subject to power and knowledge and how they are positioned in
relation to others (Henriques, Holloway, Urwin, Venn, & Walkerdine,
1998; Hollway, 1994; Kendall & Wickham, 2003).

218 J. Side and K. Johnson

Method
Research questions The research questions used in this study were: How
does previous research construct the subject of bullying? How far does
policy and practice in schools address the subjective experience of
bullying? What meanings do young people who have been bullied give to
the experience? How does bullying affect the way young people position
themselves in relation to others?

Design This research was a
qualitative study using semi-structured interviews, and a literature and
school anti-bullying policy analysis. A discursive approach was taken
to identify existing discourses in relation to bullying. The policy and
literature analyses were then considered in relation to discourses and
meanings ascribed to bullying by eight young people who participated in
the study.

Literature review A literature search was carried out
to identify research studies undertaken over the last 15 years. It
included both qualitative and quantitative studies relating to bullying
in general, and bullying in schools in particular, in both the UK and
internationally. The resulting 42 studies were then critically examined
using the following questions: What is the meaning(s) given to bullying
by these studies? What knowledge does it create? How are those who
are bullied positioned by this knowledge?

School anti-bullying
policy analysis An analysis of government guidance to schools in
relation to bullying, and school policies on bullying from the three
schools included in the study, was conducted. The following questions
were used as a guide: What is the intention of the policy? How is its
position justiﬁed? How clearly deﬁned are the objectives? Who is seen
as the subject of the policy? Who is the audience of the policy? What
is missing from the policies? What is the meaning conveyed by the
policies? How are those bullied positioned by the message in the
policy?

Educational Psychology in Practice 219

This
analysis was undertaken after the ﬁrst interview with participants, and
each participant was asked their views on the policy relevant to their
school. Questions guiding this discussion were: Did you know about this
policy? Were you involved in writing it? Did you use it or was it
helpful in gaining support when you were bullied? Were the actions
listed in the policy carried out when you were bullied? What else do
you think should be included in the policy?

Interviews An
interview guide was developed as a basis for the ﬁrst of two
semi-structured recorded interviews with participants. The guide
included contextual questions such as age and family circumstances, as
well as questions relating to their interests and feelings about school.
These were followed by questions which focussed particularly on
bullying as a subjective experience. This part of the interview was led
primarily by participants but included questions about the nature of the
bullying experience, how the participant felt about each part of the
bullying they experienced, what they did about seeking support and how
they felt about the support they sought. The interviews also included
questions about what support the participants would have liked to have
received. There were opportunities throughout the interview for the
young person to introduce issues which they thought were important. The
sensitivity of the issue of bullying was recognised by the researcher
and self disclosure, time out of the interview situation and the
identiﬁcation of a trusted other person to whom the young person could
go for additional support were included in the interviews. Interviews
were administered on

Course Project-Research Proposal, math homework help Other Assignment Help[supanova_question]

Global Marketing, business and finance assignment help Business Finance Assignment Help

You are consulting for a firm that wants to export from the United States to “Bangladesh”.

The firm we’ll call Link Snack, Inc. and it wants to export packaged Jack Link’s Beef Jerky (http://www.jacklinks.com/). Presume each package costs $1.00.

Link Snack, Inc. needs you to find some information that will help them evaluate the profitability of exporting their products.

They need to know:

(1) How “Bangladesh” would classify/categorize their product for the purpose of determining import tariffs. (Tariffs may be called other names such as duties or taxes in different countries)

(2) What import tariffs would apply and how much would they be on the product.

(3) As this is food product, any packaging and labeling requirements there would be.

For each question, they need a brief response by you and a web link to the resource information you used to make your response. Particularly helpful are web links provided by “Bangladesh.”

The following websites may be of assistance:

* United States Department of Agriculture – Exporting Products:

http://www.fsis.usda.gov/wps/portal/fsis/topics/in…

* Country Commercial Guides

http://www.export.gov/ (Under the “Locations” tab, find “your country.”)

* “Bangladesh” trade websites

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Situational Leadership Theory and Organizational Leadership, management homework help Business Finance Assignment Help

As the new top-level executive of a medium-sized corporation, you have noticed that the leadership culture in the organization has been ineffective, which has lowered employee morale. To change the leadership culture you have decided to discuss this issue with all the managers and supervisors in the organization. Prior to meeting with all the managers and supervisors, you have decided that you need to develop a how-to guide on effective leadership.

In a four- to five-page paper (excluding the title and references pages), explain why situational leadership theory is useful and relevant in developing an effective leadership culture. Describe the three theories of situational leadership and what you consider to be the strengths and weaknesses of each theory when leading staff in the organizational environment.

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Presenting Idea, English homework help Humanities Assignment Help

Presenting Ideas (graded)

Persuasive presenters have several traits in common. Browse through TED talks http://www.ted.com/talks or American Rhetoric Website at http://www.americanrhetoric.com/ to find notable speakers who demonstrate strong communication traits. Compare and contrast the ways these speakers meaningfully communicate ideas to their audiences. Include the URL link of the speaker you choose to write about. In a short paragraph, respond to a classmate’s post, indicating whether you agree or disagree with his or her choice, and why.

Oral communication vs. written communication…different skill sets…true, BUT…lots of parallels and overlap as well.

What are the parallels, overlaps, similarities…whatever you want to call it…between oral and written communication? What lessons can we learn and apply when it comes to the effective presentation of ideas?

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Biology of the brain, assignment help Science Assignment Help

PART 1

watch a lecture by Dr. Jeffrey M. Friedman on obesity and the brain as part of the 2004 Holiday Lecture Series on “The Science of Fat,” sponsored by the Howard Hughes Medical Institute (HHMI). Please click on the video to the right to watch “Exploring Obesity: From the Depths of the Brain to the Far Pacific”.

If you are having problems viewing the video, you can also access the lecture:

directly from the HHMI website at: http://media.hhmi.org/hl/04Lect1.html
order a free DVD of all four 2004 Holiday Lecture on the Science of Fat at:
http://www.hhmi.org/catalog/main?action=getCategoryListing&catId=2
as a podcast using iTunes at:
http://itunes.apple.com/us/podcast/hhmis-holiday-lectures-on/id214106297 Please note that to view and listen the postcast you need to have iTunes installed on your computer.

Below are other resources recommended

Food, eating, and weight concerns of men in recovery from substance addiction
http://www.sciencedirect.com/science/article/B6WB2-4NVT9N9-1/2/58bbdedbb40e21d81b651a26d938ae62

Neural mechanisms underlying obesity and drug addiction
http://www.sciencedirect.com/science/article/B6T0P-4MV0MBD-1/2/f624b46823b7bc1a0ddfe77ddab4ef70

Scripps Institute: Cocaine and Set Points
http://www.scripps.edu/newsandviews/e_20020701/addiction.html

Compusive eating in comparison to cocaine addiction
http://www.scripps.edu/newsandviews/e_20060605/kenny.html

Knock out mice!
http://learn.genetics.utah.edu/content/tech/transgenic/

In addition to watching the lecture and answering self-test questions, you will prepare a lab report connected to each lecture.

In each of these, you and your classmates will present lab reports based on the model organism and scientific research on the lecture’s topic. For example, after watching Dr. Friedman’s talk, you will choose and read one of his other papers on the neurobiology of obesity or another scientific paper on research in this field and break it down into its components: hypothesis, the model organism, what was studied, what was learned, and formulate 3 new questions that you want answered.

For this laboratory assignment, we will limit our choice of scientific research articles to the neurobiology of obesity. As an activity, you will create a well-designed scientific lab report with new questions based on solid observations and facts.

he lab report should be 1-2 pages in length, double-spaced, with a font of 12. (This example uses Times Roman but you may prefer Ariel, Courier, etc. and that is fine.) The lab report must include all of these sections: a working link, a complete citation, Hypothesis, Model organisms, Controls, Variables, Experimental Methods used, Data, Results, Conclusions, and 3 New Questions. A scientific experiment is most meaningful if it opens up new and productive areas for further research which is what your 3 questions will be posing. In addition, choose 3 to 5 pivotal vocabulary words from the article and provide a meaningful definition for each, in your own words. You must give the citation(s) for the source of your glossary definitions.

LAB REPORT EXAMPLE

Written Lab Report Example

In addition to watching the lecture and answering self-test questions, you will prepare a lab report connected to each lecture.  In each of these, you and your class will present lab reports based on the model organism and scientific research on the topic.

Lab Report

You must provide a link to the article itself or the .pdf along with your review. For example, this is found at Dr. Jarvis’ lab website under “publications opens in a new window :”

Jarvis, Erich, D opens in a new window . and Nottebohm, Fernando. Motor driven gene expression. Proc. Natl. Acad. Sci. USA. Vol. 94. pp. 4097–4102. April 1997.

Hypothesis: When songbirds sing, gene expression patterns in their brains will reflect this in proportion to how many songs they perform.

Model organism: Brains and behaviors of both canaries (Serinus canaria) and zebra finches (Taeniopygia guttata) were studied.

Controls: Some birds did not sing and this seemed easy to achieve. When a human sat near them, the songbirds did not sing.

Variables: The number of songs a bird sang over a certain unit of time (e.g., 30 minutes).

Methods: After the set period of time (usually around 30 minutes), the birds were killed and their brains prepared to be studied with radioactive probe by a technique known as in situ hybridization. Detailed information on this laboratory technique is available in two of the citations provided in the article.

Data: What I found interesting is that the brain sections were analyzed by researchers who did not know how many songs each bird had sung until after the results were recorded. In this way, even slight bias could not be introduced when counting the number of silver grains exposed per cell.

Results: The evidence of ZENK gene expression, (a sign of genes turning on, memory, learning, and brain activity), was very closely proportional to the number of songs each bird sang. See Figure 3A: birds that sang no songs, showed results with a very low background of activity, birds that sang a modest number of songs had evidence of ZENK gene expression midway between birds that sang no songs and those that sang a high number of songs.

Conclusions: There are many small experiments described n this paper. This part demonstrates that the very act of singing affects gene expression in specific areas of the bird’s brain and in proportion to the amount of songs sung.

New Questions: Do some birds have more ZENK gene expression than others? Could more gene expression be correlated with social position or the vigor in which the song was sung?

Glossary

Make use of the college resources, good college dictionaries, and your text.

Plasticity: One definition of this word applies in the context of “synaptic plasticity” a critical concept in neurobiology. It refers to the ability of neuron connections called synapses as “malleable” and therefore capable of change. See The American Heritagedictionary.

Song system nuclei: These are collections of nerve cells that form a complex network of interactions in the bird’s brain. See Gale Encyclopedia of Medicine opens in a new window .

immediate early gene (e.g., ZENK): This research tool is also explained on pages 28-29 of the text (Box 2.1). Genes such as ZENK quick acting and can signal neuron activity in specific areas of the brain. See: text page G-14.

in situ hybridization: This is another research tool described in two articles cited in this one. It is explained on pages 29-29 (Box 2.1) of the text. It is a techique that uses radioactive probes that will bind through complementary base pairing on a section of DNA or RNA. In this paper, “riblprobe” containing radioactive sulfur is used. See: text page G-14.

PART 2

Briefly discuss Dr. Friedman’s findings
What is thought to be the body’s “hunger center?” and “satiety center?”
What evidence suggests the involvement of areas outside of the brain?
What factors make it difficult to lose weight and to keep it off? See Figure 13.23 in the text (page 413) and explain it to an obese friend who doesn’t have a scientific background.

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Course Project – Strategy Formulation and Implementation Business Finance Assignment Help

Module 05 Course Project – Strategy Formulation and Implementation cont on GE

You have already selected strategies to implement for the company you chose. In a brief 2-3 page paper, describe what should be done to foster successful implementation of your chosen strategies. Be sure to examine both people and organizational considerations.

Your strategy implementation will become part of your overall strategic plan. For details on the paper, view the Strategic Plan – Introductionpage located in Module 02of this course.

Your final paper requires proper in-text citations and a references page.Proper APA formatting should be utilized throughout your paper.

Was not sure what else to attach this is continuation of GE

Please write to Rubric

Assignment Title:		Module 05 Course Project – Strategy Formulation and Implementation
Page Length Required:		2.0 – 4.0; (required APA components e.g. cover page, direct quotes and reference page do not count toward page requirement)

Rubric Criteria	Points	Description
1	20	1/3 Page min. or no credit. – Introduce the purpose of the paper, define scope, and discuss your intended direction on overall discussion. Summarize what occurs in strategy formulation and implementation.

2	35	1 Page min. or no credit. – Identify three specific priorities that will foster a successful implementation of your chosen strategy from week four.

3	25	2/3 Page min. or no credit. – Describe considerations that you will take for the well-being of both the people (workers) and the organization as a whole during strategy implementation.

4	10	At least two (2) in-text citations from course material (i.e. the course text). One or fewer citations or no reference receives no credit.

5	10	Meets page requirement, both minimum and maximum, (required APA components e.g. cover page, direct quotes and reference page do not count toward page requirement) and includes APA formatting, correct spelling, punctuation, and grammar.

Course Project – Strategy Formulation and Implementation Business Finance Assignment Help[supanova_question]

Prepare an income statement, retained earnings statement, and balance sheet analyzing your findings Business Finance Assignment Help

Assignment Steps

Resources: Financial Accounting: Tools for Business Decision Making, p. 36

Scenario: On June 1, 2017, Elite Service Co. was started with an initial investment in the company of $22,100 cash. Below are the assets, liabilities, and common stock of the company June 30, 2017, and the revenues and expenses for the month of June, its first month of operations:

Cash	$ 4,600	Notes payable	$12,000
Accounts receivable	4,000	Accounts payable	500
Service revenue	7,500	Supplies expense	1,000
Supplies	2,400	Maintenance and repairs expense	600
Advertising expense	400	Utilities expense	300
Equipment	26,000	Salaries and wages expense	1,400
Common stock	22,100

In June, the company issues no additional stock but paid dividends of $1,400.

Prepare an income statement, retained earnings statement, and balance sheet analyzing your findings using the questions below, in a total of 1,050 words:

Briefly address whether the company’s first month of operations was a success.
Discuss the company’s decision to distribute a dividend.

Use the Excel^®spreadsheet to show your work and submit it with your analysis.

Click the Assignment Files tab to submit your assignment.

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Mrs. A’s Anemic Condition analysis, Short Essay Case Study help Health Medical Assignment Help

In a short essay (500-750 words), answer the Question at the end of Case Study 1. Cite references to support your positions.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

Case Study 1

Ms. A. is an apparently healthy 26-year-old white woman. Since the beginning of the current golf season, Ms. A has noted increased shortness of breath and low levels of energy and enthusiasm. These symptoms seem worse during her menses. Today, while playing in a golf tournament at a high, mountainous course, she became light-headed and was taken by her golfing partner to the emergency clinic. The attending physician’s notes indicated a temperature of 98 degrees F, an elevated heart rate and respiratory rate, and low blood pressure. Ms. A states, “Menorrhagia and dysmenorrheal have been a problem for 10-12 years, and I take 1,000 mg of aspirin every 3 to 4 hours for 6 days during menstruation.” During the summer months, while playing golf, she also takes aspirin to avoid “stiffness in my joints.”

Laboratory values are as follows:

Hemoglobin = 8 g/dl

Hematocrit = 32%

Erythrocyte count = 3.1 x 10/mm

RBC smear showed microcytic and hypochromic cells

Reticulocyte count = 1.5%

Other laboratory values were within normal limits.

Question

Considering the circumstances and the preliminary workup, what type of anemia does Ms. A most likely have? In an essay of 500-750 words, explain your answer and include rationale.

[supanova_question]

UNIVERSITY CLINIC ASSOCIATES, Power Point Presentation help Health Medical Assignment Help

Using the attached pieces of information, prepare a PowerPoint presentation (10-15 slides) including the following:

An introduction.
- Who are you?
- Why were you hired?
An interpretation and description of the findings in audit table results.
- Did the clinic over or under charge overall?
- What is the total amount?
A well-written conclusion to the financial manager based on your findings, including examples of the errors found.
- Which codes were over coded, thus over billed? Which were under coded, thus under billed?
  1. Include at least one over coded example and one under coded example.
Provide specific recommendations
- Provide at least four ideas/changes the clinic can implement to improve coding accuracy. Each idea should be specific and include supporting reasoning for why the change would improve the coding at this clinic.
A conclusion.
- What follow-up do you recommend?

Use the attached information for completion

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Week 3 DQ 1 – Response to fellow classmate – Joey Anthony Manibusan, psychology homework help Humanities Assignment Help

The most influential theorists that emphasized the importance of experience were Carl Rogers and Abraham Maslow. Originally defining peak experience as a love for other people (Mouton & Montijo, 2017), Maslow described peak experience as a state of extreme achievement that went beyond typical psychological experiences (Privette, 1983). Rogers (2007) understood and promoted the value of experience as it related to personality and change. Rogers (2007) described experience as among the requirements for personality to change. According to Rogers (2007), therapists must have an “unconditional positive regard for the client” (p. 241) and the therapist must also be able to empathetically communicate the clients experiences as if it were the therapists very own experiences. The concept and value of peak experience promoted by Abraham Maslow and Carl Rogers continues with recent studies around the world. Mouton and Montijo (2017) sought to explain the role of the inner experiences of love, peak experience, and passion among various cultures around the world. Although recognizing that cultural differences must be accounted for, Mouton and Montijo (2017) found more similarities with love, passion, and peak experience in the lived experiences of people around the world.

Please respond to the above question using 250 words. Please also use at least 1 reference that is from a peer reviewed article or journal not a website reference. Please also cite the reference in APA 6th edition format.

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Course Project-Research Proposal, math homework help Other Assignment Help