Sociology goals. Sociology goals.
Paragraph 2-4: Next, you will choose THREE main concepts that you feel best describes the goals of sociology. Some examples could be social forces, culture, power, social structure, inequality/stratification or the sociological imagination. You may choose other main theories and/or ideas. In a separate paragraph for each chosen concepts, you will need to describe your three chosen concepts and provide analysis as to why they are essential to the discipline. If you need more paragraphs for each concept that is fine, but you should have a minimum of 3 topical paragraphs.Make sure you reference your text and/or lecture to support your theories and claims within the paper: proper citations are a must!Paragraph 5: You will need a nice conclusion paragraph to wrap things up.Other requirements:If you are using terms or concepts from the lecture or text make sure you provide proper citations (preferably ASA but APA is acceptable) Have a works cited or bibliographyAll essays must be typed, double spaced, and 12 pt font.
You will need to integrate additional terms, concepts, data, and theories to explain your chosen concepts.
All use of concepts, terms and definitions should be underlined or in bold.
DO NOT underline entire sentences.
Papers should be 3-4 pages in length
Note: You may write in the first person for this assignment (“I”).[supanova_question]
Assignment 3 Deadline: 4/12/2021 @ 23:59 Course Name: Organization Design & Development
Assignment 3
Deadline: 4/12/2021 @ 23:59
Course Name: Organization Design & Development
Student’s Name:
Course Code: MGT404
Student’s ID Number:
Semester: I
CRN:
Academic Year: 1443/1444 H
For Instructor’s Use only
Instructor’s Name:
Students’ Grade:
Level of Marks:
Instructions – PLEASE READ THEM CAREFULLY
The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.
Assignments submitted through email will not be accepted.
Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.
Students must mention question number clearly in their answer.
Late submission will NOT be accepted.
Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.
All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).
Submissions without this cover page will NOT be accepted.
Department of Business Administration
Organization Design and Development- MGT 404
Assignment 3
Marks: 5
Course Learning Outcomes:
Analyse the human, structural and strategic dimensions of the organizational development.
Assignment Instructions:
Login to Saudi Digital Library (SDL).
Search for the case study entitled as ‘Reorganizing the finance department: Managing change and transitions’ by Anderson, D. (2018). In SAGE Business Cases. SAGE Publications, Ltd.
Read the case thoroughly and make a summary alongside reading Chapter 12 in your textbook before answering the questions of the assignment.
Assignment Question(s):
Part 1 (3 marks):
1. What are the key reasons behind the reorganizing of the finance department in this foods company? (Words 150-200)
2. What do you think the major concerns will be of employees and managers in the new design? (Words 150-200)
3. What are the advantages and disadvantages of a gradual versus a rapid transition? (Words 150-200)
Part 2 (2 marks):
4. Please refer to table 12.5 in Chapter 12 in p.352 of your textbook. Then, choose an example of an organization that uses a product-centric structure. Please justify and explain your answer. (Words 250-300)
Answers:
A.1…
A.2…
A.3…
A.4…[supanova_question]
Ethics and Diversity in the Courts,
Sociology goals The legal system and field of psychology share many of the same ethical principles and guidelines. That being said, psychological ethics can sometimes be foreign or even misconstrued with ethical principles used by professionals who work in the courts. It is helpful to keep in mind that as a forensic psychology professional working in the courts, you are taking the tools of your trade and playing in someone else’s “sandbox.” That is, you have to adhere to your profession’s codes and guidelines while also adhering to those of the court system.In this Discussion, you focus on the application of forensic psychology ethics to the court system. Also, you examine ethical issues of diversity and their impact on forensic psychology in the courts.
To prepare for this Discussion:
Review Chapter 4 of your course text “ Psychological Evaluations for the Courts.” Pay particular attention to the ethical considerations forensic psychology professionals must consider when working with the courts. Also, think about ethical issues that might impact forensic psychology in the courts.
Review the American Psychological Association’s “ Ethical Principles of Psychologists and Code of Conduct,” and think about the ethical codes of conduct and how they relate to psychology in the courts. Consider how ethical codes of conduct and principles related to diversity impact forensic psychology in the courts.
Review the “Specialty Guidelines for Forensic Psychologists” from the Committee on Ethical Guidelines for Forensic Psychologists. Consider the specialty guidelines for forensic psychology professionals and how they might impact psychology in the courts.
Review the course media, “Chapter 4,” paying particular attention to the tips and considerations for ethical and legal testimony.
Select two ethical issues that impact forensic psychology in the courts. At least one issue must be related to diversity.
With these thoughts in mind:
By Day 4
Post a brief description of the two ethical issues you selected (one issue being related to diversity). Be specific and provide examples. Then explain how and why these issues impact forensic psychology in the courts.
Be sure to support your postings and responses with specific references to the Learning Resources.
done
Seen
6 mins ago[supanova_question]
Genetics The controlled matting of organisms allowed for the basic patterns of
Genetics
The controlled matting of organisms allowed for the basic patterns of inheritance to be deduced. Understanding patterns of inheritance was instrumental in developing the study of genetics and has grown from typing of physical traits (Phenotyping) to very complex molecular analysis of DNA.
Controlled matting experiments are highly dependent on the organism being studied. A simple cross using the nematode C. elegans can be performed in less than a week, while fruit files need months and corn requires 6-9 months!
Based on Mendel’s laws of inheritance, fairly complex genetic problem can be investigated with computer simulation to allow genetic experiments to be performed during a normal class period rather than months.
In this exercise you will use StarGenetics to simulate mating experiments with pea plants. The purpose is to analyze the nature and mode of the inheritance of specific genetic traits. Additionally, inferring genotypes from phenotypes will be investigated.
The genetics simulator we will use is found at https://star-genetics.surge.sh/ and should work in both Firefox and chrome
Watch the video on how to work with the simulator before doing the following.
Mendel’s Peas Exercise 1 Part 1
Start simulation
Navigate to https://star-genetics.surge.sh/
From the pulldown menu select “Mendel’s Peas Exercise 1 Part 1”
Which stock plants are pure breeding?
Identify which stock strains are pure breeding by performing a self-cross with each plant.
Pure breeding strains are ones that when self-crossed will produce the same phenotype in the next generation and only that phenotype.
You can self-cross each plant by selecting the plant twice to the matting site
Generate at least 80 progeny.
Record your observation and if it is pure breeding.
Strain Stock
Observed phenotype(s) and percentages
Is it pure breeding?
White parent
Purple Parent 1
Purple Parent 2
Which phenotype is dominate?
Determine the dominate phenotype by crossing White Parent with Purple Parent 1 and report the phenotype(s) of the F1
Observed Phenotype(s)
Number of individuals
What is the dominate phenotype?
What are the genotypes?
Based on the results you have collected so far what genotypes would you predict for the listed plants?
Phenotypes
Probable Genotypes
White Parent
Purple Parent 1
F1 progeny
Prediction of F2 Results
Based on the probable genotypes you recorded in the table above, what phenotype ratio would you predict for the F2 generation if you cross two F1 plants?
https://www.omnicalculator.com/health/punnett-square is a useful online Punnett square app.
Predicted phenotype ratio of the F2 if two F1s are crossed
What are the F2 phenotypes?
Cross two F1 plants and report the phenotypes, number of plants and phenotype ratio
Observed Phenotype(s)
Number of individuals
Observed %
Observed F2 ratio (dominate : recessive)
Did you observe the ratio you predicted?
If you did not observe the ratio you predicted, use the +more Progeny button to increase the sample size. Or if you are curious about changing the sample size, add more plants to the cross.
Record your updated information.
Observed Phenotype(s)
Number of individuals
Observed %
Updated F2 ratio (dominate : recessive)
Did you observe the ratio you predicted after adding more plants?
Why might your ratios vary between your initial data and the data from additional mattings vary?
Explanation of sample size issues
Based on the information collected what are the possible Genotypes for the F2 plants?
Phenotypes
Probable Genotypes
Test Cross
Dominate phenotypes can have multiple possible Genotypes. For example, Aa and AA will have the same phenotype as only one dominate allele is needed to express the phenotype.
In contract, a recessive phenotype must be aa!
A method to determine the genotype is to perform a test cross. This is where a plant with a dominate phenotype is crossed with a recessive one.
There are two possible outcomes in such a situation. Fill in the resulting genotypes for each Punnett square
Recessive plant
Recessive plant
Dominate
a
a
Dominate
a
a
A
A
A
a
Possible Genotypes that produce dominate phenotype
Possible phenotype ratio resulting from test cross
You will use the process of the test cross to identify the genotype of several dominate pea plants. Use the predictions you made above on who the test cross will work to make a conclusion about the plant’s genotypes.
Mendel’s Peas Exercise 1 – Part 2
From the pull-down menu, change the experiment to “Mendel’s Peas Exercise 1 – Part 2”
There are several plants in the strain stock region. Perform a test cross to determine the genotype of each purple plant.
Plant
Observed phenotype ratio when crossed with White plant
Genotype of Purple plant
Purple F2-A
Purple F2-B
Purple F2-C
Purple F2-D
Purple F2-E
Purple F2-F
Purple F2-G
Purple F2-H
Purple F2-I
Purple F2-J
Dihybrid Crosses
Mendel proposed the law of independent assortment where different traits do not affect the inheritance of each other. Be aware that examining two traits at once generates a more complex set of phenotype classes due to the possible combinations that can occur.
You will examine two traits, Pea color and Pea shape. The simulator tracks several traits but for this activity you’ll focus on just these two.
Rough Yellow Pea
Rough Yellow Pea
Plant B has rough yellow peas, and you can observe this in the image or by using the “show Phenotypes” button to see a list of the phenotypes. But remember it will also show you phenotypes for other traits that we are not interested in.
NOTE: IGNORE the pod color, pod shape, and flower color.
Parental Cross
From the pull-down menu select “Mendel’s Peas Guided Exercise”
Mate Plant A with Plant B
What observations can you make about the F1 progeny from this cross?
What phenotype is dominate for Seed Color and for Seed Shape?
Based on these results what genotypes would you predict for Plant A and Plant B?
Recall that you need different symbols for the two traits.
Plant
Probable Genotype for Seed Color
Probable Genotype for Seed shape
Plant A
Plant B
Based on your above results and your predictions for the parental Plant A and B, what genotype do you predict for the F1?
Plant
Probable Genotype for Seed Color
Probable Genotype for Seed shape
F1
Cross F1 to Generate F2
What Phenotype ratio would you predict for the F2 based on the F1 Probable Genotypes?
https://www.omnicalculator.com/health/punnett-square
Select an F1 plant and perform a self-cross with at least 200 progeny.
Examine ONLY the pea color and pea shape. And report the results in the table.
NOTE: You may have to use the green arrows to see all the plants.
NOTE: The simulator will have organized results based on ALL of the traits, so you will have to add together classes of phenotypes. See example below.
Phenotype observed for Pea Color and Shape
Number of individuals
Example data collection: Class 2 and Class 3 are both round and yellow seeds, so they are the same phenotype at the traits we are measuring. You would add the number of individuals in each class together (10+21) = 31 have round yellow seeds in this example.
What phenotype ratio did you observe?
Does it agree with your prediction? Why or why not? What might you do if the ratio is “close” to the prediction?
Complete the table below, remember some phenotypes will have multiple genotypes.
Phenotype observed for Seed Color and shape
Possible Genotypes for each phenotype
Explain at least two ways the genotypes predicted for each phenotype can be determined
Bonus Problem
Determine the Genotypes for Plant A and Plant B at the Pod Color and pod shape traits.
Pant
Genotype for Pod Color (Green/Yellow)
Genotype for Pod Shape (Inflated/wrinkled)
Plant A
Plant B
Explain how you determined the genotypes.[supanova_question]
please answer the below
In this sprint you will select the remaining user stories and create a sprint backlog document. Each user story should be broken down into multiple tasks and allocate time spent for each of these tasks over the duration of the sprint (typically for each day in the sprint). Typically, the user stories chosen for this sprint would be the functionality implemented of the system but we are not implementing the system so you will take half of your user stories and break them down into tasks and assign how much time spent on each task. The final sprint is meant to complete the remaining user stories and to summarize the entire process.
Tasks to do:
Create the sprint backlog that lists the remaining user stories that will be broken down into tasks and allocated time spent on this task each day of the sprint
In addition to the backlog you should create a burndown chart to show the rate of progress either via story points completed or hours burned during this sprint.
In addition you should create a burndown chart to show the rate of progress either via story points completed or hours burned during the entire project.
PFA of the user stories of online payment system
PFA of sprint backlog which has half of the user stories, For now to create sprint backlog please consider all the remaining user stories which are not in attached sprint backlog document
[supanova_question]
Nursing Research Critique and Evidenced Based Practice Plan Paper Nursing Research Critique
Nursing Research Critique and Evidenced Based Practice Plan Paper
Nursing Research Critique and Evidenced Based Practice Plan Paper
There are two types of data collection when it comes to research studies. While they both provide an analysis of data, where they diverge is in the way that the data is collected. Quantitative data is usually numerical or measurable in some form, whereas qualitative data is based on non-numerical data. Qualitative research could involve interviews, focus groups, documents, personal accounts or papers, cultural records, or observation. Quantitative Research usually includes experiments, questionnaires, surveys, and database reports.
One of the factors distinguishing qualitative from quantitative studies is the nature of the intended outcome. Qualitative researchers seek to learn from details of the testimonies of those they are studying, also called their informants. In contrast, quantitative data are analyzed numerically to develop a statistical picture of a trend or connection (GCU, 2021). Quantitative Data is easy to collect and interpret, a cut and dry type of answer. Qualitative data is subjective and there is no one reality, but rather exists only in reference to the observer.
There are both pros and cons to each method of research. The time it takes to collect qualitative data is usually lengthy, takes place in a natural setting where social behavior can be observed, and requires expert knowledge and involvement by the researcher on the subject and must be done with care. This makes it more complex and costly which is typically why they don’t draw on a large scale of people for this type of research. However, because of close researcher involvement, the researcher gains an insider’s view of the field. This allows the researcher to find issues that are often missed (such as subtleties and complexities) by the scientific, more positivistic inquiries. (Mcleod, 2019). Quantitative data is less in-depth but contains information across a large number of cases.
As there are differences in the method of collection, so too are the general purposes for using one over the other. For example, qualitative data is more often used to gain better insight, understanding of phenomena, or be descriptive. Qualitative inquiry is often used for exploratory questions, such as “How?” or “Why?” questions.
In contrast, quantitative data is better suited when looking for evidence to establish a relationship of correlation or causation. Quantitative research aims to be more conclusive and pertain to larger populations, answering questions such as “What?”, “When?,” and “Where?”
In order to adequately answer the aforementioned questions of “What, how, when, where, and why,”, scientists and researchers must begin a formal process that includes observation, followed by a hypothesis. A hypothesis is a description of a pattern in nature or an explanation about some real-world phenomenon that can be tested through observation and experimentation. The most common way a hypothesis is used in scientific research is as a tentative, testable, and falsifiable statement that explains some observed phenomenon in nature
A good hypothesis narrows down the variables being studied, and can isolate and test the proposed potential relationship between the two. A rudimentary way of organizing a hypothesis is using the “If-and-then” type of format; where “If” briefly describes the setting, “then” is the application of an outside variable, and the “then” is a conclusion of the expected results.
In order to test the hypothesis, the researcher would need to conduct a study. Depending on what hypothesis the researcher is trying to investigate, they must consider what type of research method needs to be conducted. Qualitative and quantitative research are the most common approaches to gathering data. While both methods try to answer a hypothesis in some way, each method’s goal is different. The goal of using qualitative research is to describe a narrative about human behavior using descriptive data. However, the goal of using quantitative research is to find evidence of relationships between two or more subjects using primarily numerical data. An example of using qualitative research would be “…exploring the participant’s preference of coffee over tea, and feelings or mood one experiences after drinking this favorite hot beverage” (Rutberg & Bouikidis, 2018). This research question’s goal is to provide a narrative about a certain population of people’s preference and mood of a drink. An example of using quantitative research would be examining heart rate after drinking a caffeinated beverage (Rutberg & Bouikidis, 2018). This is different from a qualitative study because the goal is to look for relationships from two variables using numerical data (the patient’s bpm as the dependent variable).
Though a scientific hypothesis in a variety of ways, most hypotheses are either “If, then” statements or, alternatively forms of the null hypothesis. The null hypothesis sometimes is called the “no difference” hypothesis. The null hypothesis is good for experimentation because it is simple to disprove. If you disprove a null hypothesis. that is evidence for a relationship between the variables you are examining. The relationships between the two variables can be described by qualitative and quantitative results, however, with respect to scientific research and evidence based practice, it is the numerical quantitative data the forms the statistical information used to make inferences, relationships, correlation and causation.
References
GCU. (2021, May 20). What Is Qualitative vs. Quantitative Study?
https://www.gcu.edu/blog/doctoral-journey/what-qualitative-vs-quantitative-study
Mcleod, S. (2019, July 30). What’s the difference between qualitative and quantitative
research? Simply Psychology. https://www.simplypsychology.org/qualitative-quantitative.html
Rutberg, S., & Bouikidis, C. D. (2018). Focusing on the fundamentals: a simplistic differentiation between qualitative and quantitative research. Nephrology Nursing Journal, 45(2), 209–213.
Part I – Article Selection (Group Assignment 4 or 3 students per group see group assignment listed)
Ø Submit a 2 page document describing the difference between quantitative and qualitative research, include 2 scholarly references.
AND
Select a quantitative nursing research article from the approved list provided that you would be interested in using for your critique paper. Submit the article citation you have chosen, attach a copy of the complete article, as well as, the short paper described above in the dropbox for Part 1.
Ø Follow the guidelines for Format and Style of the Paper found on the “Research Article Critique and EBP Plan Paper Grading Criteria” found below.
Group Research Article Critique and Evidenced Based Plan (EBP) Paper Grading Rubric
Part I – Quantitative Article Selection
Exemplary (5 pts)
Satisfactory (2.5 pt)
Unsatisfactory (0 pts)
Sub Total = 5 points
2 pages explaining the difference between quantitative and qualitative research, including 2 scholarly references to support your statements
AND
Submission of your choses article from the list and list the reference the article using APA Format.
Week Two Learning Activity Research Articles To Choose From:
2014_Townsend-A Comparison of Still Point Induction to Massage Therapy in Reducing Pain and Increasing Comfort in Chronic Pain[1].pdf
2015_Genrich-Evidence based trauma protocol article[1].pdf
2016_Giuliano-The Relationship Between Nurse Staffing and 30-Day Readmission for Adults With Heart Failure.pdf
2016_Johnson-The effectiveness of nurse-delivered aromatherapy in an acute care setting.pdf
2016_Lindsey-Improving Awareness, Identification, and Management of Sarcopenic Obesity in Cancer Survivors- An Evidence-Based Toolbox.pdf
2016_Russell_Perceptions of Burnout, Its Prevention, and Its Effect on Patient Care as Described by Oncology Nurses in the Hospital Setting.pdf
2017_Phung et al_Animal assisted therapy for inpatient adults.pdf
2018_Shea-Lewis-An Investigation into the Safety of Oral intake during labor[1].pdf[supanova_question]
Kingdom of Saudi Arabia Ministry of Education Saudi Electronic University ??????? ???????
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Ministry of Education
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College of Administrative and Financial Sciences
Assignment-3
MGT322 – Logistics Management
Deadline: 04/12/2021 @ 23:59
Course Name: Logistics Management
Student’s Name:
Course Code: MGT322
Student’s ID Number:
Semester: 1
CRN:
Academic Year: 1443/1444 H
For Instructor’s Use only
Instructor’s Name:
Students’ Grade: Marks Obtained/Out of
Level of Marks: High/Middle/Low
Instructions – PLEASE READ THEM CAREFULLY
The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.
Assignments submitted through email will not be accepted.
Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.
Students must mention question number clearly in their answer.
Late submission will NOT be accepted.
Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.
All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).
Submissions without this cover page will NOT be accepted.
Logistics Management
ASSIGNMENT -3
Submission Date by students: Before the end of Week- 13th
Place of Submission: Students Grade Centre
Weight: 05 Marks
Learning Outcome:
Illustrate the concepts of logistic system operations used in logistic systems, time based management and lean thinking.
Interpret the use advanced theory and methods to identify inefficiencies in supply chains
Assignment Workload:
This assignment is an individual assignment.
Critical Thinking
The purpose of this assignment is to identify and apply Logistics and Supply Chain Management concepts/tools to suggest logistics performance priorities.
Use Saudi digital Library (SDL) search engine.
Search Title: THE BENEFITS OF LEAN MANUFACTURING what lean thinking offers the process Industries
Authors Name: Melton,T
Source: In 7th World Congress of Chemical Engineering, Chemical Engineering Research and Design June 2005 83(6):662-673
Read out the research paper carefully and based on your understanding you should answer the following questions.
Questions:
Why Manufacturing Companies focuses on Lean Thinking? (1.5 Marks)
What do understand by the term overproduction? Why it consider as the biggest waste of all? (1.5 Marks)
Assess the reasons for using lean thinking. What are the benefits from Suppliers to end users? (1.5 Marks)
References (0.5 Marks)
The Answer must follow the outline points below:
Each answer should be 400 to 500 range of word counts.
Lean Thinking Concept
Their Main functions
Reasons with suitable Examples
Reference
Note: You can Support your answer by reading chapter 7 of your book.
You can use secondary source available on internet.[supanova_question]
Media Analysis Paper Guidelines Student Learning Outcomes: Examine relationship processes and theories
Media Analysis Paper Guidelines
Student Learning Outcomes:
Examine relationship processes and theories and apply them to different relationship types
Analyze personal communication behaviors and develop a skill set to become a competent communicator
Assignment Overview
To demonstrate that you understand and are able to apply the concepts we have learned thus far, you will pick one TV series from the below list, watch at least one episode (or more if needed), and then write a paper demonstrating your knowledge. This provides a way for you to observe and analyze the various types of interpersonal relationships and the theories of others’ behaviors when in those relationships. Please do not include characters/examples from more than one TV series. For example, if you choose to watch Parenthood, all of the examples you include in your paper should be from that show. You can, however, pick which (and how many) episodes from Parenthood you want to use/discuss.
If you haven’t already done so, please review the video instructions for this assignment as well. Plain text URL: https://use.vg/Cncwy3
Approved Television Series (select only one to write about in this paper):
This Is Us – available at This Is Us (opens in new window).
Plain text: https://www.nbc.com/this-is-us?nbc=1
Chicago Fire – available at Chicago Fire (opens in new window)
Plain text: https://www.nbc.com/chicago-fire/episodes
Parenthood – available on Hulu or (for free) on Peacock
Assignment Directions
You will need to apply the terms and concepts covered in our textbook to the characters and relationships in the TV show you choose to view. Please include the following (as well as the items listed on the rubric) and use the following format:
Introduction: Discuss the thesis of the paper and preview the main points you will cover in the body of the paper. (Please also identify the TV show you’ve chosen to analyze.) Hint: If you need help identifying the thesis of the paper, consider the purpose of the assignment and create a statement focusing on what you hope to demonstrate about the presence of interpersonal communication in all relationships, by analyzing relationships both on TV and in real life.
Body:
Nonverbal Messages: Chapter 7 discusses the many ways that we communicate nonverbally. Define and discuss at least one type of nonverbal message from the text and discuss how it is important to the communication you observe between two characters in the video you choose to watch. How do the characters’ nonverbal messages impact or reflect the tone and climate of the relationship in that particular scene? (Be sure to use specific class terms and provide specific examples from the video.)
Types of Listening: Chapter 8 focuses on listening. We know that listening is important in any interpersonal relationship. Consider the Types of Listening Responses discussed on pages 220-235. Identify at least one type of response you observe in the video, define it, and then discuss how it is being enacted by a character in the video. Do you think this was the correct listening response for this character? Did it help or hurt the situation? If it was an appropriate listening response, discuss how it helped the situation. If it was inappropriate, what could they have done differently. (Be sure to use specific class terms and provide specific examples from the video.)
Types of Love/ Friendship: Chapter 11 discusses both romantic love and friendship.
Identify a “couple” (they can be friends or love interests) from your show and EITHER 1) Consider the Types of Friendship listed on pages 305-306 and identify at least one type of friendship you observe; OR 2) Consider the sevenTypes of Love illustrated in figure 11.3 and identify at least one type of love you observe. Explain why you think that couple meets the criteria for that type of love/friendship. (Be sure to use specific class terms and provide specific examples from the video.)
Personal Application of Listening/ Nonverbal Messages: Consider a time someone in your life used an effective nonverbal message OR an appropriate listening response toward you. Briefly describe the situation and explain how their use of either the nonverbal message or listening response helped the situation. (Be sure to define any class terms and use specific examples from your own life.)
Personal Application of Types of Friendship/ Love: Identify at least one Type of Friendship OR Type of Love that is prominent in your life. Briefly describe the relationship and explain how you think a specific type of friendship or love you learned about in class accurately reflects the relationship.
Conclusion: Review the theme of the paper and summarize the main points you covered in the body of the paper.
Additional Guidelines
Be sure to use specific terminology from class throughout the paper.
Be sure to include specific examples, using characters’ names, throughout the paper.
Focus your paper on describing observable behaviors of individuals rather than relaying a synopsis of the show, plot, etc. In addition, avoid giving general examples of the characters’ relationships over time. Stick with specific examples from the episode(s) you choose to view.
It is fine to look up the general plot of the show online if you are not familiar with it. Several of them span many seasons and it might be helpful to get the gist of the show. However, you should avoid researching specific communication themes in the show, as the information you find will not fulfill the requirements of the assignment and it may lead to plagiarism.
Please designate a separate, labeled, paragraph for each item listed on the rubric. (This is not required, but there will be a deduction if the paper isn’t clearly organized and using headings will help make sure you cover the required material in each paragraph.)
Source citations: In the body of the paper, please include the episode season and title for each example you provide. (If you use the same episode for multiple questions you only need to reference it one time.) In addition, please reference the page number (in parentheses) when you reference a term from the textbook. You do NOT need to create a separate works cited for the textbook or videos at the end of the paper.
Example citation, “The text describes ‘empathizing’ as a response that is appropriate when the listener wants to demonstrate that they identify with the speaker.” (Adler 226)
The paper should be approximately three pages (double spaced) in essay form and should follow the Assignment Guidelines listed in the course syllabus.
Grading
The paper is worth 100 points and counts as 10%of your grade in this class.
The attached rubric will be used to grade the paper.
Media Analysis Paper Rubric
Table 1 Media Analysis Scoring Rubric
Criteria
Points Possible
Points Earned
Included traditional essay introduction previewing the key concepts discussed in your paper
10
Included specific examples, textbook concepts/terms and a discussion of at least 1 Type of Nonverbal Message observed
15
Included specific examples, textbook concepts/terms and a discussion of at least 1 Type of Listening Response observed
15
Included specific examples, textbook concepts/terms and a discussion of at least 1 Type of Friendship OR Love observed
30
Identified an effective use of a Nonverbal Message or Listening Response that you have used effectively in your life (and provided specific examples)
10
Identified a Type of Friendship and/or Type of Love that is present in your life (and provided specific examples)
10
Included traditional essay conclusion summarizing the key concepts of the paper
10
Total Points
100
Deductions (see below Penalties)
Final Grade
Table 2 Penalties
Penalty
Possible Number of Points Deducted
Penalty Points Applied
Incorrect formatting (MLA, Header, Times New Roman, 12-pt font, 1-inch margins, double-spaced)
Up to 10 pts
Failure to correctly cite sources throughout the paper
Up to 15 points
Typos/grammatical errors
Up to 10 pts
Comments
COM 120: Interpersonal Communication[supanova_question]
Hello I am looking for help on Module 8 assignment for Informatic
Hello I am looking for help on Module 8 assignment for Informatic in Healthcare. The question stated “Beginning in Module 1 of this course you have been researching a healthcare informatics topic of your choice. Present the findings in a recorded presentation between 7 -12 minutes in length. The presentation should include a PowerPoint and oral presentation of the slides. There is no slide number requirement. Answer all questions thoroughly with the allotted time. PowerPoint allows you to record directly to each slide. Be sure to include a title slide, objective slide, content slide, reference slide in APA format. (My topic is Electronic Health Record and nursing today) Unable to find any unlock to explain in detail. Thank you
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Writing Question
I have an a complete essay but the professor just gave me a simple fix. here is his comments, “My initial feedback is that you can improve in two specific areas and make a good paper great. First, a careful proofreading, perhaps with help from the Writing Center or a friend, will help improve the prose itself. There are a number of places where the tense or the phrasing needs correction. Second, I think you can be a little more clear and assertive in developing an overarching thesis statement. Rather than asking your question and then just presenting a series of chronological examples, you can in the opening paragraphs make some argument about the pattern you are identifying. Then the various examples you present become evidence in support of that claim. You are very close to having a great paper.”
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need help with 3 paragraphs
1)G-Sync in comparison to FreeSync(add 3-5 sentences recommending AMD what they should do) The various synchronization enhancements from NVIDIA and AMD are aimed to eliminate screen tearing during ongoing contact. When the GPU’s result is confused with the revive rate of the showcase, screen tearing occurs. The correspondence between the GPU and the screen works as follows: on the off chance that the screen refreshes at 60 frames per second, the GPU must send 60 frames (same for 120Hz, 144Hz, etc.). Generally, the issue occurs when the GPU cannot generate the requisite casings, resulting in screen tearing. The versatile sync innovation utilizes the GPU to successfully adjust the rate at which the screen is energized based on the number of edges given. These are enhancements in NVIDIA and AMD’s flexible synchronization technology aimed at eliminating screen tearing during interactivity. When the GPU’s result conflicts with the showcase’s refresh rate, screen tearing occurs. The fundamental relationship between the GPU and the screen is as follows: if the screen refreshes at 60 frames per second, the GPU must send 60 casings (same for 120Hz, 144Hz, etc.). Generally, the issue occurs when the GPU cannot generate the right edges, resulting in screen tearing. The versatile sync innovation uses the GPU to adjust the screen’s refresh rate appropriately, depending on the casings used. By the way, G-Sync has a superior solution for dealing with the GPU generating so many cases. It will synchronize the GPU’s edge rate to the screen’s breaking point. When in-game VSync is off, FreeSync enables the GPU to deliver additional edges. This may result in screen tearing but also reduce information slack. The primary issue that separates the local region is that not all NVIDIA cards are compatible with FreeSync displays, just as not all AMD cards are compatible with G-Sync displays. While this is being addressed, the truth remains that you should verify to ensure the screen works appropriately with the GPU. While both sides have their advantages and disadvantages when it comes to adaptable sync innovation, the fact that FreeSync is more readily accessible ultimately wins AMD the point here.
2)AMD vs. NVIDIA: Software and Drivers (add 3-5 sentences recommending AMD what they should do) The reality is that superior equipment necessitates superior programming. Drivers are programs that regulate how a particular device (such as a GPU) communicates with the CPU. It enables the product to operate the equipment it controls, as expected, without requiring the product to regulate every aspect of how that particular element operates.
As previously stated, AMD’s RX 5000 series flopped upon launch, with driver difficulties resulting in dark screens and crashes (Walton, 2020). Surprisingly, this issue persists despite the efforts of newer drivers to resolve it. NVIDIA’s problems are equally dangerous, as they are generally more subtle and challenging to detect along these lines. AMD has fundamentally increased the capabilities of its drivers with its regular Radeon Adrenalin upgrades. The 2020 model is said to deliver a significant 12 percent improvement over the 2019 model. AMD also makes a concerted effort to improve things and updates their drivers via a single piece of software. They have maintained a schedule of substantial delivery at least once a month. AMD’s most significant shortcoming is their products’ recurrent difficulties, which take up a significant portion of the day to resolve. NVIDIA’s driver update strategy is divided into two separate applications for controlling their equipment. Their NVIDIA Control Panel enables the configuration of viewpoints such as 3D settings and display objectives. GeForce Experience is in charge of game enhancements, driver upgrades, and other special features (Walton, 2020).
For almost a decade, the NVIDIA Control Panel has remained unchanged in terms of UX and UI. The strategy is out of date, and it is occasionally outrageously lax. While GeForce Experience sounds like a fantastic idea, it is not what clients expected. Clients must sign in to access accessible aspects such as scheduled driver refreshes, recording, and FPS counter. GE is seen as bloatware by some. In comparison, Radeon Software is far faster, undeniably more natural, requires no record, and includes other essential features such as Radeon Chill, Radeon Boost, manual and programmed overclocking, undervolting, and manual fan bend. Finally, while AMD has some drawbacks, the professional ease with which their product operates earns them a point in this group.
3)AMD versus NVIDIA: Power Consumption and Efficiency (add 3-5 sentences recommending AMD what they should do) When AMD introduced Navi and announced their bet on TSMC’s 7nm FinFET manufacturing, they almost certainly believed this remarkable half-per-watt performance would close the proficiency gap. Unfortunately, this was not the case: Navi failed to outperform more established NVIDIA GPUs built on the TSMC’s last-generation 12nm node. AMD’s future appears brighter, as its RDNA 2 cards included the option of performing another half redesign over RDNA. This is not a hugely contrasting statement. NVIDIA’s RTX 3090 is a force to be reckoned with in the spectacular presentation spectrum, with only the RX 6900 XT coming close (Walton, 2020). While it is plausible to assume that the RX 6800 XT consumes less power than the RTX 3090, this ignores the fact that the latter is just a superior GPU. This flip occurs in the midrange range, where the RTX 3070 is the superior entertainer, albeit by a bit of margin. Because that edge is quite similar in execution, it is impossible to declare this a win for NVIDIA. Currently, NVIDIA is essentially the superior performer in the budget class, and there is little room for debate here. Both organizations are in the process of updating their spending plan cards to reflect their most recent ages, which means that this section may require an update shortly. NVIDIA has been edging out AMD in the exhibition per-watt measure throughout the majority of their recent ages, but also for the last few. While AMD is catching up, it should be concerned about NVIDIA’s skill with legacy lithography.
Score in absolute terms: AMD NVIDIA – 4 AMD vs. NVIDIA: What’s the Difference? Dollar Amount While most gamers are looking for high-level performance in their GPUs, and the cost should also be considered. As previously discussed, there are three fundamental cost and execution classes. NVIDIA has a slight advantage in the fantastic value range execution insightful; however, that advantage is gradually closing as AMD’s RX 6900 XT approaches the RTX 3090 while costing a complete $500 less. If the level drops to the point where the RX 6800 XT is $50 less expensive than the RTX 3080, it would not be absurd to assert that it is the superior pick.
Nonetheless, due to the RTX 3080’s superior Beam following execution, it’s impossible to definitively state that either is superior (Thomas, 2020). As a result of the value contrast, assume AMD has a slight advantage in this part. By lowering the bar to the medium-reach market, the situation becomes more apparent. While the RX 6800 is more expensive than the RTX 3070, it is also a unique card, and its price is justified. Nonetheless, because the issue is one of dollar value, there is a sense that the two cards function adequately at their respective costs so that it will be considered a tie ad one. Although the connections appear to be evenly distributed, the exhibition on a monetary basis favors AMD, which is why they make the point this time. Bear in mind that this was a neighboring contest.
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College of Administrative and Financial Sciences Assignment – 3 Project Management (MGT323)
College of Administrative and Financial Sciences
Assignment – 3
Project Management (MGT323)
Deadline: 04/12/2021 @ 23:59
Course Name: Project Management
Student’s Name:
Course Code:MGT323
Student’s ID Number:
Semester: I
CRN:
Academic Year:2021-22, I Term
For Instructor’s Use only
Instructor’s Name:
Students’ Grade:
Marks Obtained/Out of 5
Level of Marks: High/Middle/Low
Instructions – PLEASE READ THEM CAREFULLY
The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.
Assignments submitted through email will not be accepted.
Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.
Students must mention question number clearly in their answer.
Late submission will NOT be accepted.
Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.
All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).
Submissions without this cover page will NOT be accepted.
Use Saudi Electronic University academic writing standards and APA style referencing guidelines.
Support your submission with course material concepts, principles, and theories from the textbook and at least three to five peer-reviewed journal articles unless the assignment calls for more.
You are advised to use Saudi Digital Library (SDL) to access academic references.
It is strongly encouraged that you submit all assignments into the safe assignment Originality Check prior to submitting it to your instructor for grading.
Assignment Workload:
This Assignment comprise of a Case Study.
Assignment is to be submitted by each student individually.
Assignment Purposes/Learning Outcomes:
After completion of Assignment-3 students will able to understand the
Defining the concepts, theories and approaches of project management. (L.O- 1.1)
Analyze to work effectively and efficiently as a team member for project related cases. (L.O-3.1)
Evaluate to monitor and control the project. (L.O-3.2)
Assignment-3-Case Study
Assignment Question: (Marks 5)
Please read the Case-10.1 “The Blue Sky Project.” from Chapter 10 “Being an Effective Project Manager” given in your textbook – Project Management: The Managerial Process 8th edition by Larson and Gray page no: 384 also refer to specific concepts you have learned from the chapter to support your answers. Answer the following questions with 500 Words limit.
If you were Garth, how would you respond to the director? (1.5 Marks)
What mistakes did Garth make? (1.5 Marks)
What are the lessons to be learned from this case? Based on specific concepts from the chapter give your opinion. (2 Marks)
Answers:
1.
2.
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Chapter 32 1. What were the main characteristics of Roosevelt’s foreign policy
Chapter 32
1. What were the main characteristics of Roosevelt’s foreign policy and why was the American public bent on isolationism during the 1930s?
2. What were the steps that America took to try to remain neutral as Europe headed into World War II?
3. Describe the fierce debates between internationalists and isolationists, especially from 1939 to 1941.
4. In December 1937 Japanese aviators bombed and sank an American gunboat, the Punay, in Chinese waters. How was America’s response to this incident different than when the U.S.S. Main went down in 1898 in the Cuban harbor of
Havana?
5· Examine the rise of Mussolini, Hitler, and the Japanese militarists. Consider why Americans were appalled by their doctrines, even if they did not want to fight them. (See boxed quotes on pages 774 and 777.)
6. Watch Charlie Chaplin’s The Great Dictator (1940). Discuss the imagery and symbolism in the movie—what was Chaplin’s purpose of satirizing Adolph Hitler? Was it effective? Why do you think the movie was so controversial? imagery and symbolism in the movie—what was Chaplin’s purpose of satirizing Adolph Hitler? Was it effective? Why do you think the movie was so controversial?
7. What steps did Germany and Japan take to lead America into the European conflict?
8. Instigated by Nazi propagandist Joseph Goebbels, what happened on November 9, 1938, “the night of broken glass”? What does it tell us about life for the Jews in Germany?
Week 9
1. How did America transform from a peacetime to a wartime economy? What were the steps that America took to mobilize for war with the Axis powers?
2. What was the impact of the war on domestic America?
3. What was America’s strategy for winning the war against the Axis powers?
4. What turned the tide of the war in the Pacific for American troops?
5. How did World War II end, and what were the terms of settlement?
6. How did America’s domestic response to World War II differ from its reaction to World War I?
7. What was the wisest strategic decision in World War II, and what was the most questionable?
8. How were the European and Pacific theaters similar, and how were they different? (See boxed quote on page 803.)
9. What was the significance of the dropping of the atomic bomb, then and now? (See boxed quote on page 813.)
10. What did President Roosevelt claim in 1944 would be the result of WWII at home regarding race relations?
11. How did the black soldier see his experience during the war?
12. Should the World War II internment experience be seen as the most significant event in the Japanese-American experience? How did it affect those who lived through it and their descendants?
Gar Alperovitz, Atomic Diplomacy (rev. ed., 1985).
A view of the atomic bomb as aimed at Russia rather than Japan:
“The decision to use the weapon did not derive from overriding military considerations.… Before the atomic bomb was dropped each of the Joint Chiefs of Staff advised that it was highly likely that Japan could be forced to surrender ‘unconditionally,’ without use of the bomb and without an invasion.…Unquestionably, political considerations related to Russia played a major role in the decision; from at least mid-May American policy makers hoped to end the hostilities before the Red Army entered Manchuria.… A combat demonstration was needed to convince the Russians to accept the American plan for a stable peace.”
Martin Sherwin, A World Destroyed (1975).
A view of the atomic bomb as primarily aimed at Japan:
“Caught between the remnants of war and the uncertainties of peace, policymakers and scientists were trapped by their own unquestioned assumptions.… The secret development of this terrible weapon, during a war fought for a total victory, created a logic of its own: a quest for a total solution of a set of related problems that appeared incapable of being resolved incrementally.… As Szilard first suggested in January 1944, the bomb might provide its own solution.… The decision to use the bomb to end the war could no longer be distinguished from the desire to use it to stabilize the peace.”
13. Assess the validity of the claim that the dropping of the bombs on Japan was not so much an attempt to end the war against the Japanese, as it was “the first salvo in the emerging Cold War.”
14. What does each of these historians see as American officials’ thinking about the relationship between the bomb and the ending of the war against Japan? What does each regard as the primary reason for the use of the bomb?
15. What conclusions might be drawn from each of these views about the political and moral justifications for dropping the bomb? Could the use of the atomic bombs have been avoided?
Week 10
1. Was the primary threat from the Soviet Union military or ideological—that is, was the danger that the Soviet army would invade Western Europe or that more and more people in Europe and elsewhere would be attracted to communist ideas? (See boxed quotes on pages 825, 826, 832, and 842.)
2. Were there any legitimate concerns behind the red-hunting anticommunism of the late 1940s and early 1950s? How were McCarthy and others able to turn the search for spies and subversives into an assault on freethinkers, adulterers, homosexuals, and others deemed different in some way? (See boxed quote on page 839.)
3. Was Truman right to fire MacArthur when and how he did? What would have happened if MacArthur had gotten his way and expanded the conflict with the Chinese?
4. Which development caused the greatest change in American society in the immediate postwar years: increased affluence, the migration to the suburbs, the entry of women into the workforce, or the baby boom? Explain.
Chapter 35
1. Was Eisenhower’s seeming caution and inactivity a lack of vigorous leadership or wise prudence in the exercise of power? (See boxed quote on page 871.)
2. Was the 1950s a time of American triumph abroad and affluence at home, or was it a period that actually suppressed many problems of race, women’s roles, and cultural conformity? (See boxed quotes on pages 859 and 860 as well as section Examining the Evidence on page 855.)
3. Which writers and artists best expressed the concerns of American culture in the 1950s? (See boxed quotes on pages 872 and 873.) Was there a connection between the rise of pop-culture figures such as Elvis Presley and Marilyn Monroe and the changes in art and writing (such as the Beats and the new southern writers)?
4. What benefits did African Americans gain from their migration north and west, and what problems did they still have?
5. How did the Brown decision and the confrontation in Little Rock set the stage for the civil rights movement of the 1950s?
6. After watching “The Murder of Emmett Till” discuss how his murder was a galvanizing moment for civil rights activists.
Week 11
1. Was the nonviolent civil rights movement of the 1960s a success? Why or why not? Can it be argued that the violent protests of the civil rights movement were more successful than the nonviolent protests?
2. What were the causes of the Vietnam War?
3. Was America justified going into Vietnam? What if the Communist countries invaded a country to “contain the spread of Democracy,” would this be justified? What is the difference between the two situations?
4. Were the cultural upheavals of the 1960s a result of the political crisis, or were developments like the sexual revolution and the student revolts inevitable results of affluence and the baby boom? (See section Thinking Globally on pages 898-899.)
Chapter 37
1. Could any of Nixon’s achievements in office compensate for his Watergate crimes? What should history say about the Nixon presidency?
2. What were the short- and long-term consequences of the communists’ victory in Vietnam? How do these affect an assessment of the war? What could America have done differently to win the war in Vietnam?
3. What were the consequences of America’s new economic vulnerability? How did it affect politics at home and abroad during the 1970s? (See boxed quotes on pages 928 and 931 and section Thinking Globally on pages 918–919.)
4. What were the major challenges faced by the Carter administration, both foreign and domestic?
1. To what extent was Reagan’s election an endorsement of his conservative ideology, and to what extent was it a repudiation of the perceived failures of federal government policies in the stalemated 1970s?
2. In what ways might the 1980s and early 1990s be compared with the 1920s in economic, social, and foreign policies? Did the economic boom of each period represent a genuine revival of American innovation, or was it fundamentally marred by the growing gap between rich and poor? (See boxed quote on page 950.)
3. What were the successes and failures of American foreign policy in the post–Cold War era? Was the use of American military power in the Persian Gulf War and the Balkans a model for how American power could be effectively brought to bear, or did it demonstrate the limits of even the sole superpower’s ability to resolve regional conflicts?
4. What was the real cause of the end of the Cold War? Did America win the Cold War, or did the Soviets lose the Cold War? Is there a difference? (See boxed quotes on page 953.)
5. Compare and contrast the rise of the Moral Majority in the 1980s with that of the Beats of the 1950s and the Hippies of the 1960s and 1970s. What commonalities do they have with each other?
6. How should history view the presidency of Ronald Reagan? Was he a great, good, fair, or bad president and why?
CONTENDING VOICES: MARGARET THATCHER VS. MIKHAIL GORBACHEV Page 954
7. What did Thatcher argue in 1995 had been the key factor that caused the end of the nuclear arms race and the eventual end of the Cold War?
8. What did Gorbachey argue in 1995 had been the “decisive factor” that caused the end of the Cold War?
9. With whom do you agree? Why?
Week 13
1. What were the successes and failures of George W. Bush’s administration? How did these influence the election of 2008?
2. How did the attack of 9/11 affect the country?
3. What changes have taken place for groups such as Hispanics and other minorities to alter the American scene?
4. How has immigration influenced policies and practices of America?
5. What were the successes and failures of Barack Obama’s administration?
6. What are the major issues that Americans will have to face as they move further into the twenty-first century?
7. How has the Supreme Court and Congress responded to issues of civil liberties in recent years?
8. How has social media factored into recent social movements and political divides?[supanova_question]
mgt 322 ahmed3
All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism). The Assignment must be submitted in (WORD format only). Use 2 to 4 References and write it in the last page by APA style. I want new words, No plagiarism “Please make it 0% percentage (we want put it the solution with the Cove page?)
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Sociology goals
Sociology goals
