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05702 Topic: Career Development and Networking Number of Pages: 1 (Double Spaced) Number of sources: 1 Writing Style: APA Type of document: Essay Academic Level:Master Category: Healthcare Language Style: English (U.S.) Order Instructions: Attached Career Development and Networking In preparing for your career in Health Informatics, having a career development plan is the first step in maintaining your professional development and marketability. To prepare for this Discussion: Evaluate your short- and long-term career development plan Reflect on what short- and long-term health informatics position you are most interested in Research employment resources and survey available employment opportunities for the desired qualifications, credentials, special skills, and experience Review the required employment website resources listed under Learning Resources in the Syllabus By Day 4, post a thoughtful response to the following: In evaluating your short- and long-term career development plan, what professional skills and expertise gaps do you need to address? What specific professional activities will help you achieve these skills? Make sure to align your current skills with the specific professional development plan needed to achieve the desired goal. Develop a realistic timeline for achieving your professional goals. Identify which of the required employment resource(s) you found most helpful. Where did you search and what keywords were used to narrow your results? What did you learn from your search for employment opportunities? If you know of an opportunity or a valuable resource, feel free to share it with your colleagues. Make sure to include references and citations for the professional development goals, professional organizations, and/or required employment resources reviewed. .

Formation

you are most interested in
Research employment resources and survey available
employment opportunities for the desired qualifications,
credentials, special skills, and experience
Review the required employment website resources listed under
Learning Resources in the Syllabus
By Day 4, post a thoughtful response to the following:
In evaluating your short- and long-term career development
plan, what professional skills and expertise gaps do you need to
address? What specific professional activities will help you
achieve these skills? Make sure to align your current skills with
the specific professional development plan needed to achieve
the desired goal.
Develop a realistic timeline for achieving your professional
goals.
Identify which of the required employment resource(s) you
found most helpful. Where did you search and what keywords
were used to narrow your results? What did you learn from your
search for employment opportunities?
If you know of an opportunity or a valuable resource, feel free
to share it with your colleagues.
Make sure to include references and citations for the
professional development goals, professional organizations,
and/or required employment resources reviewed.

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I attached another student post powerpoint. Response Guidelines Review the posts of your peers and respond to one of them. Address the items they would like you to focus on, but make sure your feedback considers both the content of the material and its presentation. Tell them what you liked about the presentation. Make a suggestion or two for improvement. The thoughtful feedback you give your peers will not only help them improve their work but will also provide you with insights about your own work. This is the information: THE ETHICAL DILEMMA SPYING ON UNILEVER INTRODUCTION In Business Ethics as a Rational Choice, John Hooker cited a case study to analyze rational choice based on an issue with espionage. In 2001, John Pepper, Chairman of the Board at Procter and Gamble, found out that some of his contractors were spying on Unilever , one of his competitors. Information they found was also in the business media a day before, he discovered. Was this ethical, based on generalizable, utilitarian, and virtue ethics? Was it GENERALIZABLE? Generalizable means there must be a reason behind an action, and the action is justified for everyone (p.7). Was it utilitarian? Utilitarian analysis states that the rational choice must maximize utility (p. 6). The marketing professionals did not have to search in the trash for information since the day before they did it, similar information was already in the media. Therefore their actions were unjustifiable. no: it was not generalizable Was it virtue ethics? Virtue ethics must be consistent with broad cultural acceptable behaviors Conclusion P &G's espionage activity did not pass the code of ethics test, since it needed to pass all three to be considered rationally ethical. Therefore, John Pepper's reactions to the issue was valid and justified. Their actions failed in the generalization, utilitarian, and virtue ethics tests. The net usage of the information they found in the trash did not surpass the information found in the news, because it was the same exact information. Therefore it was useless of them to go into the trash in search of secrets. no: it was not utilitarian It is unacceptable in our culture to have our professionals diving into dumpsters to spy on other firms in order to get ahead. Especially after the information was aired in the media, why was this company conducting this espionage. no: it was not virtue ethical References Hooker, J. (2011). Business ethics as rational choice. Upper Saddle River, NJ: Pearson Education. OK Study Information: · Program Skill Assessments Activity Context This study helps you develop the skills to master the following course competency: Communicate in a manner that is professional and consistent with expectations for members of the business professions. Activity Instructions Two key competencies that will help you throughout your academic program and business career are the abilities to communicate effectively in writing and to work accurately an.

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Lesson 10 Writing A Resume

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Lesson 10 Writing A Resume

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For this two-part assessment, you will create an Excel spreadsheet of credible sources to use when studying the impact of the Internet and social media on a company of your choice. You will then create a 5–7-page annotated outline of an Internet and social media strategy for the company, based on the sources you identified. Note : The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented. This assessment allows you to show your ability to research and to organize information, as well as to develop the outline of a strategy for application in a business environment. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Examine the use of critical, strategic, and ethical thinking in decision-making. Assess the ethical impact of the Internet on a business. Competency 2: Integrate the Internet, collaboration, and virtual environment strategies into general business management planning and decision-making. Assess the current use of the Internet by a company. Assess the strengths, weaknesses, opportunities, and threats of Internet use for business issues. Identify existing technology for management's consideration. Competency 3: Integrate business strategies into general business management planning and decision-making. Propose a business strategy recommendation that is well organized, professional, and persuasive. Competency 4: Analyze relevant global business concerns for the future. Assess the use of the Internet in a global environment. Competency 5: Communicate in a manner that is professional and consistent with expectations for members of the business professions. Communicate in a manner that is professional and consistent with expectations for members of the business profession. Locating the Best Sources In today's marketplace, the ability to support operational and strategic decisions with solid information is a critical skill. Finding information is not difficult, but finding the most useful, high-quality information can be. Locating the best sources requires several subskills, equally important for business and academic work, including the ability to search for appropriate resources, to evaluate the credibility and usefulness of information, and to synthesize information to make evidence-based decisions. To locate useful information, you need to know what you are looking for and understand the questions you need to ask to get you there. The assessments throughout this course encourage you to build skills in using the library, though the Internet is sometimes a better source for answering certain questions. For that reason, you should use both the Capella library and the Internet for your asse Creating an Annotated Outline While each person has his or her own process for writing, creatin.

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For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment. As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others' delivery and ensure that they convey the same content you would deliver if you were the presenter. You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded. Demonstration of Proficiency Competency 1: Explain strategies for managing human and financial resources to promote organizational health. Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed. Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes. Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal. Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team. Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue. Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal. Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes. Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style. Professional Context This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness o.

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Purpose of the Individual Development Plan The Individual Development Plan (IDP) is a tool designed to assist with (1) assessing an individual’s skill set relative to their career goals; (2) identifying professional goals and objectives; and (3) developing a plan to acquire the skills and competencies needed to achieve short- and long-term career objectives. While the IDP is not new, its recognition as a best practice in postdoctoral professional development is fairly recent. The Federation of American Societies of Experimental Biology (FASEB) was an early proponent of using IDPs for postdoctoral career planning. Dr. Philip Clifford, Associate Dean of Postdoctoral Education at the Medical College of Wisconsin, played a key role in drafting and promoting the FASEB model of the Postdoctoral IDP. Because of its demonstrated usefulness in fostering professional development, the IDP is increasingly recognized as an important instrument for postdocs in a broad range of positions. A well-crafted IDP can serve as both a planning and a communications tool, allowing postdocs to identify their research and career goals and to communicate these goals to mentors, PIs, and advisors

The Individual Development Plan for Postdoctoral Professional Development

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1 Network Analysis and Design This assignment is worth 30%. Deadline: Mon, Week 12 Part A: HQ LAN Upgrade (35%) Background: ABC is a big company in the US. ABC has employed you as the IT officer of the company. Your job is to analyse the performance of the HQ LAN, suggest changes to improve the network performance and provide a report to your boss. Settings:  Run all simulations for 30 minutes to simulate a working day.  The graphs should be time averaged  Duplicate scenario for each possible setup Tasks: 1. Analyse the current performance of the HQ LAN for each level and comment on it. You are required to show all relevant graphs. The graphs for each level can be overlaid. (10%) 2. Some staffs are unhappy about the speed of the network. Anything that takes more than 1 second is not desirable. You have decided to try the following to improve the network performance. Show the relevant graphs and comment on the results: (5%) a. Increase the link speeds of i. HQ_Router1 to HQ_Router3 from 1 Gbps to 10 Gbps and ii. HQ_Router2 to HQ_Router3 from 1 Gbps to 10 Gbps b. Increase the LANs for level 1, 2 and 3 from 100 Mbps to 1 Gbps c. Try out 1 other way that meets the requirement. 3. After meeting the requirement, the company has decided to purchase an Ethernet Server and placed it in the HQ LAN. (10%) a. Rename it to HQ Server b. Use a 1Gbps link c. Set Application: Supported Services to All d. Set statistics to view the following: i. Server DB Task Processing Time (Heavy) ii. Server Email Task Processing Time (Heavy) iii. Server HTTP Task Processing Time (Heavy) iv. Server Performance Task Processing Time e. Show the performance of the HQ Server with the required graphs and comment on the results f. Justify the location of the server g. State at least 3 security measures you will take to protect the HQ LAN from malicious attacks 4. What would you do so that all the 4 statistics of the HQ server are less than 0.025 s? Show all relevant graphs. (3 marks) 2 5. Prepare a report and state the additional amount of money that is needed for the changes you have made to meet the additional requirements. Refer to the given price list in the Appendix. (7%) a. Your report should include a content page, a summary of the addressed issues, objectives, budgeting, proposed solutions and conclusion. Part B: Network Design (65%) Background: Due to your excellent work in the analysis of the HQ LAN, you are now assigned the new task of designing the LAN for one of ABC’s client, XYZ. The company XYZ is made up of 4 sections and the number of people in each section is as shown below. 1. Research – 20 2. Technical – 10 3. Guests – 4 4. Executives – 2 Set up the following staff profile: 1. Research: file transfer (light), web browsing (heavy) and file print (light) 2. Technical: Database Access (heavy), telnet (heavy) and email (light) 3. Guests: Em.

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1 Name: _____________________________ MTH129 Fall 2018 - FINAL EXAM A Show all work neatly on paper provided. Label all work. Place final answers on the answer sheet. PART I: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting. 1. Find the inverse of the following functions: a. 𝑓(𝑥) = 2𝑥 − 3 b. 𝑓(𝑥) = 3𝑥 +1 𝑥−2 2. If 𝑓(𝑥) = 𝑥 2 − 2𝑥 + 3 and 𝑔(𝑥) = −3𝑥 + 4, find the following: a. (𝑓°𝑔)(𝑥) b. (𝑓°𝑔)(2) 3. Find the domain for the following expression: a) √𝑥 + 5 𝑏) 7𝑥 2 + 3𝑥 − 1 𝑐) 𝑥 2+4 𝑥 2−9 4. Find the radian measures of the angles with the given degree measures. a) 81° Find the degree measures of the angles with the given radian measures. b) 13𝜋 6 5. Solve the following equations: a) (5t) = 20 b) 6000 = 40(15)t 6. Expand the following logarithmic expressions: a. log(𝐴𝐵2 ) b. ln( 4 √3 ) 7. Describe how the graph of each function can be obtained from the graph f a. 𝑦 = 𝑓(𝑥) − 8 b. 𝑦 = 𝑓(𝑥 + 4) − 5 8. A real number t is given 𝑡 = 2𝜋 3 a. Find the reference number for t. b. Find the terminal point P(x,y) on the unit circle determined by t c. The unit circle is centered at __________________ and has a radius of _________________ PART II: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting. 2 1. A sum of $7,000 is invested at an interest rate of 4 1 2 % per year, compounding monthly. (round all answers to the nearest cent) a. Find the amount of the investment after 2 1 2 years. b. How long will it take for the investment to amount to $12,000? c. Using the information in part (a), find the amount of the investment if compounded quarterly. 2. When a company charges price p dollars for one of its products, its revenue is given by 𝑅 = 𝑓(𝑝) = 500𝑝(30 − 𝑝) a. Create a quadratic function for price with respect to revenue. b. What price should they charge in order to maximize their revenue? c. What is the maximum revenue? d. What would be the revenue if the price was set at $10? e. Sketch a rough graph – indicate the intercepts and the maximum coordinates. 3. The charges for a taxi ride are an initial charge of $2.50 and $0.85 for each mile driven. a. Write a function for the charge of a taxi ride as a linear function of the distance traveled. b. What is the cost of a 12 mile trip? c. Find the equation of a line that passes through the following points: (1,-2) , (2,5) Express in 𝑦 = 𝑚𝑥 + 𝑏 form d. Graph part ( c ) 4. a. Divide the following polynomial and factor completely. 𝑃(𝑥) = 3𝑥 4 − 9𝑥 3 − 2𝑥 2 + 5𝑥 + 3; 𝑐 = 3 b. Given polynomial−𝑥 2 + 5𝑥 − 6, state the end behavior of its graph. c. Using the polynomial on part ( c ), would this g

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1 Lab 8 -Ballistic Pendulum Since you will be designing your own procedure you will have two class periods to take the required data. The goal of this lab is to measure the speed of a ball that is fired from a projectile launcher using two different methods. The Projectile launcher has three different settings, “Short Range,” “Medium Range” and “Long Range,” however you will only need to determine the speed for any ONE of these Range settings. Method 1 involves firing the ball directly into the “Ballistic Pendulum” shown below in Figure 2 for which limited instructions will be provided. Method 2 is entirely up to your group. While you have significant freedom to design your own procedure, you will need to worry about the random and systematic uncertainties you are introducing based on your procedure. This manual will provide a few hints to help reduce a few of those uncertainties. The ballistic pendulum pictured in Figure 2 is important canonical problem students study to explore the conservation of momentum and energy. The ball is fired by the projectile launcher into a “perfectly inelastic collision” with the pendulum. The pendulum then swings to some maximum angle which is measured by an Angle Indicator. Caution: The pendulum has a plastic hinge and Angle Indicator which are both fragile. Be gentle. Study the ballistic pendulum carefully. Before we begin, here are a few things to consider and be aware of in Figure 2: Projectile launcher Angle indicator (curved black bar) Clamp Pendulum (can be removed for measurements) Figure 2: Ballistic Pendulum Plumb bob Firing string Release point Figure 1: Projectile Launcher Bolt for removing pendulum 2 A. Clamping the ballistic pendulum to the table will reduce random uncertainties in the speed with which the projectile launcher releases the ball. Similarly, you should check that the various bolts are snug and that the ball is always fully inside the launcher (not rolling around inside the barrel of launcher). B. If the lab bench is not perfectly horizontal the plumb bob and angle indicator will not read zero degrees before you begin your experiment. You should fix AND/OR account for these discrepancies. C. In Figure 3 you will notice a tiny gap between the launcher and the pendulum. This important gap prevents the launcher from contacting the pendulum directly as the ball is fired. Without this gap an unknown amount of momentum is transferred from the launcher directly to the pendulum (in addition to the momentum transferred by the ball) significantly complicating our experiment. Figure 3: Important gap between Launcher and Pendulum Equipment 1 Ballistic Pendulum (shown in Figure 2) A bag with three balls 1 loading rod 1 Clamp 1 triple beam balance scale Safety goggles for each group member Any equipment found in your equipment drawer. Reasonable equipment reque.

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1 I Samuel 8-10 Israel Asks for a King 8 When Samuel grew old, he appointed his sons as Israel’s leaders.[a]2 The name of his firstborn was Joel and the name of his second was Abijah, and they served at Beersheba. 3 But his sons did not follow his ways. They turned aside after dishonest gain and accepted bribes and perverted justice. 4 So all the elders of Israel gathered together and came to Samuel at Ramah. 5 They said to him, “You are old, and your sons do not follow your ways; now appoint a king to lead[b] us, such as all the other nationshave.” 6 But when they said, “Give us a king to lead us,” this displeasedSamuel; so he prayed to the LORD. 7 And the LORD told him: “Listen to all that the people are saying to you; it is not you they have rejected, but they have rejected me as their king. 8 As they have done from the day I brought them up out of Egypt until this day, forsaking me and serving other gods, so they are doing to you. 9 Now listen to them; but warn them solemnly and let them know what the king who will reign over them will claim as his rights.” 10 Samuel told all the words of the LORD to the people who were asking him for a king. 11 He said, “This is what the king who will reign over you will claim as his rights: He will take your sons and make them serve with his chariots and horses, and they will run in front of his chariots. 12 Some he will assign to be commanders of thousands and commanders of fifties, and others to plow his ground and reap his harvest, and still others to make weapons of war and equipment for his chariots. 13 He will take your daughters to be perfumers and cooks and bakers. 14 He will take the best of your fields and vineyards and olive groves and give them to his attendants. 15 He will take a tenth of your grain and of your vintage and give it to his officials and attendants. 16 Your male and female servants and the best of your cattle[c] and donkeys he will take for his own use. 17 He will take a tenth of your flocks, and you yourselves will become his slaves. 18 When that day comes, you will cry out for relief from the king you have chosen, but the LORD will not answer you in that day.” https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7371a https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7375b https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7386c 2 19 But the people refused to listen to Samuel. “No!” they said. “We wanta king over us. 20 Then we will be like all the other nations, with a king to lead us and to go out before us and fight our battles.” 21 When Samuel heard all that the people said, he repeated it before the LORD. 22 The LORD answered, “Listen to them and give them a king.” Then Samuel said to the Israelites, “Everyone go back to your own town.” Samuel Anoints Saul 9 There was a Benjamite, a man of standing, whose n.

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1 Journal Entry #9 What principle did you select? I selected principle 1 of part 1, “Don’t criticize, condemn or complain”. Who did you interact with? For this assignment I interacted with my younger cousin. What was the context? I had visited my Aunty and she and her husband asked me to stay a while as I was on school break. They accommodated me and I decided in return to help look after my cousin in the period when he got out of school and before they got back from work. He is 5 years old and can be quite the handful. What did you expect? I expected that an authoritative approach would easily compel him to follow my instructions so that the transition from school life into home life would be easy. What happened? At first, I used commanding language to get him to change out of his uniform or properly store his back pack and books before stepping out to play. The first day was difficult and the way I deal with him were not getting through. On the 2nd day, the same was observed. On the 3rd day, before he could drop his back pack and run out, I offered to make him a sandwich to eat before he left to play if he would change and clean up. He rushed up stairs and freshened up. On the next day, he came home and rushed up to change and freshen up all on his own. I had not initially offered; but I made him a sandwich regardless. How did it make you feel? It made me feel good to be able to get through to my cousin. After this, if I ever needed him to do something in a better way than previously, I would encourage him onto a different way of accomplishing the same. I would often offer praise after adoption of the new suggested method was adopted or offered incentive. 2 What did you learn? I learnt that in criticizing a person’s action, it is difficult to deter their belief in their methods, values or beliefs. This usually just gives them the will to justify or defend their positions. It is almost an exercise in futility to attempt to effect change by complaining, condemning or criticizing. What surprised you? I was surprised by how fast the change was effected after the shift in direction I took to approach my cousin. In not criticizing his way of doing things any longer and employing a different tactic, I was able to influence his routine as well as build good rapport with him. Going forward, how can you apply what you learnt? Going forward I will attempt to understand that everyone has a belief or image of their own that I should respect. These beliefs, systems and values are crucial to their inherent dignity and to criticize or attack this will only fuel conflict. Running head: Physical activity project 1 Physical activity project: A 7-day analysis and action plans Student Name National University Physical activity project 2 Introduction Physical activity (PA) has been a major component of public health since the rise of chronic illnesses .

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1 HCA 448 Case 2 for 10/04/2018 Recently, a patient was transferred to a cardiac intensive care unit (CICU) at Methodist Hospital. Methodist is a 250-bed hospital, which is one of five hospitals in the University Health System. The patient was a retired 72-year-old man, who recently (i.e., 25 days ago) had a mild heart attack and was treated and released from a sister hospital, which is in the same system as Methodist Hospital. An otherwise health individual, Mr. Charlie Johnson (a husband, father of 4, and grandfather of 12) is in now need or lots of medication and a battery of tests. To the nurses on shift, it appears that the entire Johnson family is in patient’s room watching the clinical staff treated Mr. Johnson. The family overhears everything and they want to know what is being done to (and for) their loved one. In addition, they want to know the meaning behind the various beeps coming from the many machines attached to Mr. Johnson. Over the past 10 years, the latest U.S. News and World report has ranked Methodist Hospital as one of the Best Hospitals for Cardiology & Heart Surgery. However, it is important to note that over the past few years, the unit has dropped in the rankings. Katherine Ross RN, the patient care director of the CICU, which has 14 beds, has held this post for two years. (See Figure) The unit has a $20 million budget. Ms. Ross has worked at Methodist Hospital for 16 years. She spends 50 percent of her time on patient safety, 25 percent on staffing and recruitment, and 20 percent with nurses in relation to their satisfaction with the work and with families relative to their satisfaction with care. Ten percent of Ms. Ross’s time is spent on administrative duties. According to Ms. Ross, “I like is working with exceptional nurses who are very smart and do what it takes with limited resources. However, we don’t always feel empowered, despite the existence of shared governance, a structure I help to coordinate.” 2 Relationship with Nurses on the Unit: Nurses on the unit work a three day a week, 12 hours a shift. Ms. Ross says, “we did an employee opinion survey that went to all employees on the unit, 50 people in all, but only 13 responded. Some of them weren’t sure who their supervisor was. The employees aren’t happy but our patients are happy.” She adds that “my name is on the unit, not the medical director’s. If anything goes wrong with the unit, they blame it on nursing. Yet I’m brushed off by people whom I have to deal with outside of the unit. For example, we have a problem with machines that analyze blood gases. I spoke with the people there about the technology. This was four weeks ago. It’s a patient safety issue. I sent them e-mails. I need the work to get done, the staff don’t feel empowered if I’m not empowered. This goes for other departments as well. For example, respiratory therapy starts using a new ventilator witho.

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1 Chapter 2 Understanding Rhetoric Goal: To recognize essential components of rhetoric and understand why and how a text works. 2.1: Understand what rhetoric really is 2.2: Understand five key components of rhetoric 2.3: Understand the rhetorical situation Chapter 2 Project: Write an essay evaluating how well a text responds to a rhetorical situation If you instructor has assigned them, you can watch the videos for this chapter, complete the Reflect and Apply activities, and work on the Chapter Project in Achieve. 2.1: Understand what rhetoric really is Even if you’ve encountered the word rhetoric, it’s probably not a word you use regularly. These days, it often gets mentioned when people are unhappy about the words someone has spoken. For example, when a politician talks about something he or she will accomplish, a political opponent might say, “That’s just empty rhetoric!” In this sense, rhetoric has a bad reputation. Too often, rhetoric is associated with someone using language to unjustly elevate their own position or to make their opposition look bad. In truth, rhetoric is by itself neither innocent nor powerful. What matters is how people use it. Rhetoric is the practice of conveying an effective message to an audience. Sounds simple, right? Well, it Copyright © Bedford/St. Martin's. Uncorrected proofs. Distributed by Bedford/St. Martin's. Strictly for use in class testing. Not for redistribution. 2 is and it isn’t. Rhetoric is what allows people to express themselves clearly, understand one another, and find solutions to common problems. Examining the inspirational power of rhetoric Why do you need to know what rhetoric is and why it can be powerful? Because conveying messages is what we all do every day of our lives. Even if you don’t consider yourself a rhetor—someone who uses rhetoric—you are. You write emails, texts, social media posts, game chats, papers for school, and countless other pieces at home, at work, and at play. When you use rhetoric in each of these situations, you try to reach an audience and achieve a purpose. Maybe that purpose is to convince a friend that one approach to solving a problem is better than another. Maybe you’re just trying to understand a different perspective on a social issue. Or maybe you're just trying to create a connection with someone. Transferring these communication skills that you already have to college reading and writing adds another strategy to help you make meaning in the world around you. We’ve said that rhetoric is the practice of conveying an effective message to an audience. To consider just how meaningful that is and to see how people create connections with rhetoric, let's check out some examples of rhetoric in action. Neil Gaiman gives a powerful commencement speech. Speaking to the graduating class of 2012 at the University of the Arts, writer Neil Gaiman encourages these aspir.

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1 HC2091: Finance for Business Trimester 2 2018 Group Assignment Assessment Value: 20% Due Date: Sunday 23:59 pm, Week 10 Group: 2- 4 students Length: Min 2500 words INSTRUCTIONS Students are required to form a group to study, undertake research, analyse and conduct academic work within the areas of business finance covered in learning materials Topics 1 to 10 inclusive. The assignment should examine the main issues, including underlying theories, implement performance measures used and explain the firm financial performance. Your group is strongly advised to reference professional websites, journal articles and text books in this assignment (case study). Tasks This assessment task is a written report and analysis of the financial performance of a selected listed company on the ASX in order to provide financial and investment advice to a wealthy investor. This assignment requires your group to undertake a comprehensive examination of a firm’s financial performance based on update financial statements of the chosen companies. Group Arrangement This assignment must be completed IN Group. Each group can be from 2 to maximum 4 student members. Each group will choose 1 company and once the company has been chosen, the other group cannot choose the same company. First come first served rule applies here, it means you need to form your group, choose on company from the list of ASX and register them with your lecturer as soon as possible. Once your lecturer registers your chosen company, it cannot be chosen by any other group. Your lecturer then will put your group on Black Board to enable you to interact and discuss on the issues of your group assignment using Black Board environment. However, face to face meeting, discussion and other methods of communication are needed to ensure quality of group work. Each group needs to have your own arrangement so that all the group members will contribute equally in the group work. If not, a Contribution Statement, which clearly indicated individual contribution (in terms of percentage) of each member, should be submitted as a separate item in your assignment. Your individual contribution then will be assessed based on contribution statement to avoid any free riders. 2 Submission Please make sure that your group member’s name and surname, student ID, subject name, and code and lecture’s name are written on the cover sheet of the submitted assignment. When you submit your assignment electronically, please save the file as ‘Group Assignment- your group name .doc’. You are required to submit the assignment at Group Assignment Final Submission, which is under Group Assignment and Due Dates on Black Board. Submitted work should be your original work showing your creativity. Please ensure the self- check for plagiarism to be done before final submission (plagiarism check is not over 30% .

1 HC2091 Finance for Business Trimester 2 2.docx

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1 ECE 175: Computer Programming for Engineering Applications Homework Assignment 6 Due: Tuesday March 12, 2019 by 11.59 pm Conventions: Name your C programs as hwxpy.c where x corresponds to the homework number and y corresponds to the problem number. For example, the C program for homework 6, problem 1 should be named as hw6p1.c. Write comments to your programs. Programs with no comments will receive PARTIAL credit. For each program that you turn in, at least the following information should be included at the top of the C file: - Author and Date created - Brief description of the program: - input(s) and output(s) - brief description or relationship between inputs and outputs Submission Instructions: Use the designated Dropbox on D2L to submit your homework. Submit only the .c files. Problem 1 (15 points) Write a program that returns the minimum value and its location, max value and its location and average value of an array of integers. Your program should call a single function that returns that min and its location, max and its location and mean value of the array. Print the results in the main function (not within the array_func function). See sample code execution below. The declaration of this function is given below: void array_func (int *x, int size, int *min_p, int *minloc_p, int *max_p, int *maxloc_p, double *mean_p) /* x is a pointer to the first array element size is the array size min_p is a pointer to a variable min in the main function that holds the minimum minloc_p is a pointer to a variable minloc in the main function that holds the location where the minimum is. max_p is a pointer to a variable max in the main function that holds the maximum maxloc_p is a pointer to a variable maxloc in the main function that holds the location where the maximum is. mean_p is a pointer to a variable mean in the main function that holds the mean */ Declare the following array of integers within the main function: Sample code execution: int data_ar[] = { -3, 5, 6, 7, 12, 3, 4, 6, 19, 23, 100, 3, 4, -2, 9, 43, 32, 45, 32, 2, 3, 2, -1, 8 }; int data_ar2[] = { -679,-758,-744,-393,-656,-172,-707,-32,-277,-47,-98,-824,-695, -318,-951,-35,-439,-382,-766,-796,-187,-490,-446,-647}; int data_ar3[] = {-142, -2, -56, -60, 114, -249, 45, -139, -25, 17, 75, -27, 158, -48, 33, 67, 9, 89, 33, -78, -180, 186, 218, -274}; 2 Problem 2 (20 points): A barcode scanner verifies the 12-digit code scanned by comparing the code’s last digit to its own computation of the check digit calculated from the first 11 digits as follows: 1. Calculate the sum of the digits in the odd-numbered indices (the first, third, …, ninth digits) and multiply this sum by 3. 2. Calculate the sum of the digits in the even-numbered indices (the 0th, second, … tenth digits). 3. Add the results from step 1 and 2. If the last digit of the addition result is 0, then 0 is the check digit. .

1 ECE 175 Computer Programming for Engineering Applica.docx

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1 Cinemark Holdings Inc.: Simulated ERM Program Ben Li, Assistant Vice President of Compliance, is assigned the responsibility of developing an ERM program at Cinemark Holdings Inc. (CHI). Over the past year, Ben has put in place the following ERM activities: Risk Identification and Assessment The risk identification and assessment process steps are as follows: 1) Conduct online surveys of the heads of the 10 business segments and their 1-2 direct reports (15 people) and their mid-level managers (80 people). Exhibit 1 shows the instructions that are included in the online survey. Exhibit 2 shows samples of the information collected from the online survey. 2) Each of the 10 business segments separately organizes and compiles the results of the online survey. They typically compile a robust list of 70-80 potential key risks. Each business segment then prioritizes their top-5 risks and reports them to Ben Li, resulting in a total of 50 key risks (a partial sample of the top-50 risk list is shown in Exhibit 3). 3) A consensus meeting is conducted where the 50 risks are shared with the top 10 members of senior management in an open-group setting at an offsite one-day event. The 50 risks are each discussed one at a time, after which the facilitator has the group collectively discuss and score them for likelihood and severity. The risk ranking is calculated as the likelihood score plus the severity score; the control effectiveness score is used to determine if there is room to improve the controls and is used in the risk decision making process step. The top-20 risks are identified as the key risks to CHI and are selected for additional mitigation and advanced to the risk decision making stage. A Heat Map (see Exhibit 4) is provided to assist in this effort. 4) The 30 risks remaining from the 50 discussed at the consensus meeting are considered the non- key risks, and these are monitored with key risk indicators to see if, over time, either the likelihood and/or severity is increasing to the level which would result in one of these being elevated to a key risk. Risk Decision Making Ben Li formed a Risk Committee to look at the risk identification and assessment information and to define CHI’s risk appetite and risk limits, which were defined as follows: Risk Appetite CHI will maintain its overall risk profile in a manner consistent with our mission and vision and with the expectations of our shareholders. Risk Limits CHI will also avoid any individual risk exposures deemed excessive by its Risk Committee; the individual risk exposures will be determined separately for each key risk. CHI has zero tolerance for risks related to internal fraud or violations of the employee code of conduct. 2 Ben Li expanded the role of the Risk Committee to also select and implement the risk mitigation for each of the 20 key risks, at the same time as the committee determines the risk limits. .

1 Cinemark Holdings Inc. Simulated ERM Program .docx

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1 Figure 1 Picture of Richard Selzer Richard Selzer What I Saw at the Abortion I am a surgeon. Sick flesh is everyday news. Escaping blood, all the outpourings of disease, meaty tumors that terrify–I touch these to destroy them. But I do not make symbols of them. What I am saying is that I have seen and I am used to seeing. I am a man who has a trade, who has practiced it long enough to see no news in any of it. Picture me, then. A professional in his forties, three children, living in a university town—so, necessarily, well— enlightened? Enough, anyhow. Successful in my work, yes. No overriding religious posture. Nothing special, then, your routine fellow, trying to do his work and doing it well enough. Picture me, this professional, a sort of scientist, if you please, in possession of the standard admirable opinions, positions, convictions, and so on–on this and that matter–on abortion, for example. All right. Now listen. It is the western wing of the fourth floor of a great university hospital. I am present because I asked to be present. I wanted to see what I had never seen: an abortion. The patient is Jamaican. She lies on the table in that state of notable submissiveness I have always seen in patients. Now and then she smiles at one of the nurses as though acknowledging a secret. A nurse draws down the sheet, lays bare the abdomen. The belly mounds gently in the twenty-fourth week of pregnancy. The chief surgeon paints it with a sponge soaked in red antiseptic. He does this three times, each time a fresh sponge. He covers the area with a sterile sheet, an aperture in its center. He is a kindly man who teaches as he works, who pauses to reassure the woman. He begins. “A little pinprick,” he says to the woman. He inserts the point of a tiny needle at the midline of the lower portion of her abdomen, on the downslope. He infiltrates local anesthetic into the skin, where it forms a small white bubble. The woman grimaces. “That is all you will feel,” the doctor says, “except for a little pressure. But no more pain.” She smiles again. She seems to relax. She settles comfortably on the table. The worst is over. The doctor selects a three-and-one-half-inch needle bearing a central stylet. He places the point at the site of the previous injection. He aims it straight up and down, perpendicular. Next he takes hold of her abdomen with his left hand, palming the womb, steadying it. He thrusts with his right hand. The needle sinks into the abdominal wall. “Oh,” says the woman quietly. But I guess it is not pain she feels. It is more a recognition that the deed is being done. Another thrust and he has speared the uterus. “We are in,” he says. He has felt the muscular wall of the organ gripping the shaft of his needle. A further slight pressure on the needle advances it a bit more. He takes his left hand 2 from the woman’s abdomen. He retracts the filament of the stylet from the bar.

1 Figure 1 Picture of Richard Selzer Richard Selz.docx

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1 Films on Africa 1. A star (*) next to a film indicates that portions of that film might be shown in class in the course of the semester. 2. All films are in DVD format, unless indicated otherwise. 3. Available: at the Madden and Fresno County Public Libraries, via Netflix, Blackboard or on-line. 4. For the on-line films, you can click on the link and this will lead you directly to the film. 5. Please be advised that a few films have the following notice: Warning: Contains scenes which some viewers may find disturbing. You decide whether you want to watch them or not. 6. Some films are available on-line via VOD. 7. Let your instructor know if a link is no longer working. The Africans (9 VHS films – each 60 min or 5 DVDs – each 120 min): Co- production of WETA-TV and BBC-TV. Presented by Ali A. Mazrui. 1986. Available at Madden Media & Fresno Public Libraries Vol. 1 – The Nature of a continent* Summary: Examines Africa as the birthplace of humankind and discusses the impact of geography on African history, including the role of the Nile in the origin of civilization and the introduction of Islam to Africa through its Arabic borders. Vol. 2 – A Legacy of lifestyles* Summary: This program explores how African contemporary lifestyles are influenced by indigenous, Islamic and Western factors. It compares simple African societies with those that are more complex and centralized, and examines the importance of family life. Vol. 3 – New gods Summary: This program examines the factors that influence religion in Africa, paying particular attention to how traditional religions, Islam, and Christianity co-exist and influence each other. Vol. 4 – Tools of exploitation Summary: The impact of the West on Africa and the impact of Africa on the development of the West are contrasted with an emphasis on the manner in which Africa's human and natural resources have been exploited before, during, and after the colonial period. Vol. 5 – New conflicts Summary: Explores the tensions inherent in the juxtaposition of 3 African heritages, looking at the ways in which these conflicts have contributed to the rise of the nationalist movement, the warrior tradition of indigenous Africa, the jihad tradition of Islam, and modern guerilla warfare. Vol. 6 – In search of stability Summary: Gives an overview of the several means of governing in Africa. Examines new social orders to illustrate an Africa in search of a viable form of government in the post-independence period. 1. 2 Vol. 7 – A Garden of Eden in decay? Summary: Identifies the problems of a continent that produces what it does not consume and consumes what it does not produce. Shows Africa's struggle between economic dependence and decay. Vol. 8 – A Clash of cultures* Summary: Discusses the conflicts and compromises which emerge from the coexistence of many African traditions and modern life. Explores the question of whet.

1 Films on Africa 1. A star () next to a film i.docx

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1 Contemporary Approaches in Management of Risk in .docx

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1 Assignment front Sheet Qualification Unit number and title Pearson BTEC Levels 4 and 5 Higher Nationals in Health and Social Care (RQF) HNHS 17: Effective Reporting and Record-keeping in Health and Social Care Services Student name Assessor name Internal Verifier B. Maher F. Khan Date issued: Final Submission: 12/10/2018 18/01/2019 Assignment title Effective Reporting and Record-keeping in Health and Social Care services Submission Format This work will be submitted in 2 different formats: Assessment 1 should be submitted as a word-processed report document in a standard report style, which requires the use of headings, titles and appropriate captions. You may also choose to include pictures, graphs and charts where relevant to support your work. The recommended word count for this assignment is 1500–2000 words, though you will not be penalised for exceeding this total. Assessment 2 requires the submission of evidence from a mock training event on record- keeping. This will include a set of materials used in the event, to include an electronic presentation, evidence of your own record-keeping across a range of types of records, as well as where you will demonstrate you have evaluated the effectiveness of your own completion of relevant records. The recommended word count for the presentation is 1000–1500 words (including speaker notes), though you will not be penalised for exceeding this total. For both assessments, any material that is derived from other sources must be suitably referenced using a standard form of citation. Provide a bibliography using the Harvard referencing system. Unit Learning Outcomes LO1 Describe the legal and regulatory aspects of reporting and record keeping in a care setting LO2 Explore the internal and external recording requirements in a care setting Assignment Brief and Guidance 2 Purpose of this assignment: The purpose of the assignment is to assess the learner firstly in relation to both the legal and regulatory aspects of reporting and record keeping in a care setting through producing an internal evaluative review of record keeping in their own care setting. Secondly, the learner will be assessed on the internal and external recording requirements in a care setting. Thirdly, the learner will be assessed on Review the use of technology in reporting and recording service user care in a care setting and fourthly the learner will demonstrate how to keep and maintain records in own care setting in line with national and local policies. Breakdown of assignment: Assignment: You need to produce one written piece of work of 2,500 words (+/- 10%) covering all the assessment criterion in LO1-LO4 as one document. Unit Learning Outcomes LO1 Describe the legal and regulatory aspects of reporting and record keeping in a care setting LO2 Explore the internal and external recording.

1 Assignment front Sheet Qualification Unit n.docx

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1 BBS300 Empirical Research Methods for Business TSA, 2018 Assignment 1 Due: Sunday, 7 October 2018, 23:55 PM This assignment covers material from Sessions 1-4 and is worth 20% of your total mark of BBS300. Your solutions should be properly presented, and it is important that you double-check your spelling and grammar and thoroughly proofread your assignment before submitting. Instructions for assignment submission are presented in the “Assignment 1” link and must be strictly adhered to. No marks will be awarded to assignments that are submitted after the due date and time. All analyses must be carried out using SPSS, and no marks will be awarded for assignment questions where SPSS output supporting your answer is not provided in your Microsoft Word file submitted for the Assignment. Questions In this assignment, we will examine the “Real Estate Market” dataset (described at the end of the assignment ) and “Employee Satisfaction” dataset. Before beginning the assignment, read through the descriptions of these dataset and their variables carefully. The “Real Estate Market” dataset can be found in the file “realestatemarket.sav,” and the “Employee Satisfaction” dataset can be found in the file “employeesatisfaction.sav.” You will need to carefully inspect both SPSS data files to be sure that the specification of variable types is correct and, where appropriate, value labels are entered. 1. (12 marks) 2 Use appropriate graphical displays and measures of centrality and dispersion to summarise the following four variables in the “Real Estate Market” dataset. For graphical displays for numeric data, be sure to comment on not only the shape of the distribution but also compliance with a normal distribution. Be sure to include relevant SPSS output (graphs, tables) to support your answers. (a) Price. (b) Lot Size. (c) Material. (d) Condition. 2. (8 marks) Again consider the variable Price, which records the property price (in AUD). It is of interest to know if this is associated with the distance of the property is located to the train station. It i s al so of i nter e st t o kn o w if th e p rop ert y pri ce s are a sso ciate d with di st an ce to t h e ne ar e st b u s sto p. Carry out appropriate statistical techniques to assess whether there is a significant association between the property price and distance to the nearest train (To train) station and the nearest bus stop (To bus). Be sure to thoroughly assess the assumptions of your particular analysis, and be sure to include relevant SPSS output (graphs, tables) to support your answers. 3. (7 marks) Consider the “Employee Satisfaction” dataset, which asked participants to provide their level of regularity to a series of thirteen statements. Conduct an appropriate analysis to assess the reliability of responses to these statements. If the reliability will increa.

1 BBS300 Empirical Research Methods for Business .docx

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1 ASSIGNMENT 7 C – MERGING DATA FILES IN STATA Download the world development data covering the years 2000-2016 from the website “http://databank.worldbank.org/data/reports.aspx?source=World-Governance-Indicators” for the following upper-middle-income countries. Countries of Interest: Albania Ecuador Montenegro Algeria Equatorial Guinea Namibia American Samoa Fiji Nauru Argentina Gabon Panama Azerbaijan Grenada Paraguay Belarus Guyana Peru Belize Iran, Islamic Rep. Romania Bosnia and Herzegovina Iraq Russian Federation Botswana Jamaica Samoa Brazil Kazakhstan Serbia Bulgaria Lebanon South Africa China Libya St. Lucia Colombia Macedonia, FYR St. Vincent and the Grenadines Costa Rica Malaysia Suriname Croatia Maldives Thailand Cuba Marshall Islands Tonga Dominica Mauritius Turkey Dominican Republic Mexico Turkmenistan Tuvalu Venezuela, RB Variables of Interest Control of Corruption: Estimate Government Effectiveness: Estimate Political Stability and Absence of Violence/Terrorism: Estimate Regulatory Quality: Estimate Rule of Law: Estimate Voice and Accountability: Estimate 2 STEP 1 - Download the data from the World-Governance-Indicators database as shown below STEP 2 - Check the variables of interest 3 Please make sure you are checking the variables with “Estimates”. TO VIEW THE DEFINITIONS OF THE VARIABLES 4 Step 3 – Select countries of interest 5 Step 4 – Click on “Time” and select the “year range” you are interested in (2000-2016) 6 Step 5 – Click on the “Layout” as shown below Change the time layout to “Row,” series to “Column” and Country to “Row.” Next, click on the “apply changes.” Step 6 – Click on the “Download option” and select “Excel” as shown below 7 STEP 7: Using Excel, Replace the Missing Values With “.” (See previous assignments) STEP 8: SAVE THE EXCEL DATA FILE ON YOUR COMPUTER PREFERABLY IN A FOLDER STEP 9: IMPORT YOUR DATA INTO STATA AND NAME YOUR DATA SET “WORLD_GOVERNANCE_INDICATORS.” (See previous assignments for steps) 8 STEP 10; RENAME THE VARIABLES AS SHOWN BELOW (See previous assignments for steps) Using stata, merge the data set from “ASSIGNMENT 3B” with this dataset VERY IMPORTANT Note: Merging two datasets requires that both have at least one variable in common (either string or numeric). This statement requires that the variable name for “Time” and “Country” should be the same in the two data set MERGING THE DATASET FROM “ASSIGNMENT 3” WITH THE DATA FROM THE WORLD GOVERNANCE INDICATORS Merging data files in stata https://www.youtube.com/watch?v=EV-5PztbHs0 https://www.youtube.com/watch?v=Uh7C0mlhB3g&t=54s https://www.youtube.com/watch?v=2etG_34ODoc I will strongly encourage you to watch these videos before merging I will also strongly recommend you read the notes in the link below before you star.

1 ASSIGNMENT 7 C – MERGING DATA FILES IN STATA Do.docx

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1 Assessment details for ALL students Assessment item 3 - Individual submission Due date: Week 12 Monday (1 Oct 2018) 11:55 pm AEST Weighting: Length: 50% (or 50 marks) There is no word limit for this report Objectives This assessment item relates to the unit learning outcomes as stated in the unit profile. Enabling objectives 1. Analyse a case study and identify issues associated with the business; 2. Develop and deploy the application in IBM Bluemix; 3. Evaluate existing and new functionalities to address business problems; 4. Prepare a document to report your activities using text and multimedia (for example screenshots, videos). General Information The purpose of this assignment is to create a cloud based simulating environment which will help to identify/understand the problem stated in the given case study using analysis tools available in IBM Bluemix. In assignment three, you are working individually. By doing this assignment, you will learn to use skills and knowledge of emerging technologies like cloud computing, IoT, to simulate a business scenario to capture operational data and share with a visualization tool. You will acquire a good understanding of smart application design in a cloud environment for efficient application configuration and deployment. What do you need to do? The assignment requires you to do the following - • Download the ‘Starter_Code_For_Assignment_Three.rar’ given in week 8 to configure, and deploy a cloud based smart/IoT (Internet of Things) application to simulate the business case. • Choose a case study out of given two below and analyse the case study to understand the business problem and design a solution for those problems. • Deploy the starter source code in your Bluemix account and modify it to address all required milestones mentioned in your chosen case study. • Finally prepare a report according to given format and specifications below and submit it in Moodle. 2 Report format and specifications - You are required to submit a written report in a single Microsoft Word (.doc or .docx) document. There is no word limit but any unnecessary information included in the report may result in reduced marks. The report must contain the following content (feel free to define your own sections, as long as you include all the required content): o Cover page/title page and Table of contents o URL of the app and login details of the IBM Bluemix account o Introduction o Case study analysis which will report – o Business problems you have identified in the case study o Possible solutions for each and how do these solutions address the business problems? o What are the solutions you implemented in the application? o The step by step process you have followed to configure and deploy the smart app for business case simulation. You may choose to use screenshots and notes to enrich your report but you must have a video of the pr.

1 Assessment details for ALL students Assessment item.docx

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1 CDU APA 6th Referencing Style Guide (Febru.docx

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1 BIOL 102: Lab 9 Simulated ABO and Rh Blood Typing Objectives: After completing this laboratory assignment, students will be able to: • explain the biology of blood typing systems ABO and Rh • explain the genetics of blood types • determine the blood types of several patients Introduction: Before Karl Landsteiner discovered the ABO human blood groups in 1901, it was thought that all blood was the same. This misunderstanding led to fatal blood transfusions. Later, in 1940, Landsteiner was part of a team who discovered another blood group, the Rh blood group system. There are many blood group systems known today, but the ABO and the Rh blood groups are the most important ones used for blood transfusions. The designation Rh is derived from the Rhesus monkey in which the existence of the Rh blood group was discovered. Although all blood is made of the same basic elements, not all blood is alike. In fact, there are eight different common blood types, which are determined by the presence or absence of certain antigens – substances that can trigger an immune response if they are foreign to the body – on the surface of the red blood cells (RBCs also known as erythrocytes). ABO System: The antigens on RBCs are agglutinating antigens or agglutinogens. They have been designated as A and B. Antibodies against antigens A and B begin to build up in the blood plasma shortly after birth. A person normally produces antibodies (agglutinins) against those antigens that are not present on his/her erythrocytes but does not produce antibodies against those antigens that are present on his/her erythrocytes. • A person who is blood type A will have A antigens on the surface of her/his RBCs and will have antibodies against B antigens (anti-B antibodies). See picture below. • A person with blood type B will have B antigens on the surface of her/his RBCs and will have antibodies against antigen A (anti-A antibodies). • A person with blood type O will have neither A nor B antigens on the surface of her/his RBCs and has BOTH anti-A and anti-B antibodies. • A person with blood type AB will have both A and B antigens on the surface of her/his RBCs and has neither anti-A nor anti-B antibodies. The individual’s blood type is based on the antigens (not the antibodies) he/she has. The four blood groups are known as types A, B, AB, and O. Blood type O, characterized by an absence of A and B agglutinogens, is the most common in the United States (45% of the population). Type A is the next in frequency, found in 39% of the population. The incidences of types B and AB are 12% and 4%, respectively. 2 Table 1: The ABO System Blood Type Antigens on RBCs Antibodies in the Blood Can GIVE Blood to Groups: Can RECEIVE Blood from Groups: A A Anti-B A, AB O, A B B Anti-A B, AB O, B AB A and B Neither anti-A nor anti-B AB O, A, B, AB O Neither A nor B Both anti-A.

1 BIOL 102 Lab 9 Simulated ABO and Rh Blood Typing.docx

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1 Business Intelligence Case Project Background Mell Industries is a national manufacturing firm that specializes in textiles based out of Chicago. Starting out as a small factory in Warrenville, Illinois, the firm experienced a period of steady growth over the past twenty-four years. Steadily opening new warehouses and factories in the surrounding areas in Michigan and Indianapolis until eventually moving their base of operations to Chicago. Due to this expansion, Mell Industries is at the height of its production and hopes to avoid any interferences or deceleration of growth. In recent years, the firm has been under heavy media scrutiny for supposedly compensating its female staff unfairly lower compared to male counterparts. This was initiated when a disgruntled employee leaked the company payroll allegedly showcasing an unjust gap of income between the female employee and her male counterpart. This type of gender pay gap is highly criticized and as a precaution, Mell Industries has hired Cal Poly Pomona to conduct research to determine the validity of these claims. Mell Industries has provided Cal Poly Pomona with a data set of a sample population of 747 employees. Mell Industries has also offered Cal Poly Pomona compensation for any promising information gathered. Mell Industries may use information gathered from this project in future employee compensation decisions. The initial dataset has been given to you in the form of an excel spreadsheet titled Case_dataset.xlsx consisting of 12 columns labeled: ● Column A - Employee ID ● Column B - Gender ● Column C - Date of Birth ● Column D - Date of Hire ● Column E - Termination Date ● Column F - Occupation ● Column G - Salary ● Column H to L - Employee Evaluation Metrics In addition, Mell Industries provided the latest annual employee performance review evaluation results rating each employee in various performance categories. They have turned over this information separately and as a consultant, it is your task to provide Mell Industries with the most accurate and relevant information in a digestible form. Furthermore, using excel skills learned during the course, you will manipulate and analyze the data set in order to make appropriate managerial decisions. You will utilize excel functions highlighted in this project as well as a pivot table and chart to form a decision support system in order to answer the critical thinking questions. Project Objective The purpose of this project is to perform a methodical data analysis to assist the company make an informed decision. This could also serve as a basis for implementing critical adjustments to certain business aspects if necessary. Illustrate the business process by condensing a large set of data, to present relevant information with data visualization. We will be utilizing Microsoft Excel 2016 to complete this project. 2 TA.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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1. 05702 Topic: Career Development and Networking Number of Pages: 1 (Double Spaced) Number of sources: 1 Writing Style: APA Type of document: Essay Academic Level:Master Category: Healthcare Language Style: English (U.S.) Order Instructions: Attached Career Development and Networking In preparing for your career in Health Informatics, having a career development plan is the first step in maintaining your professional development and marketability. To prepare for this Discussion: Evaluate your short- and long-term career development plan Reflect on what short- and long-term health informatics position

2. you are most interested in Research employment resources and survey available employment opportunities for the desired qualifications, credentials, special skills, and experience Review the required employment website resources listed under Learning Resources in the Syllabus By Day 4, post a thoughtful response to the following: In evaluating your short- and long-term career development plan, what professional skills and expertise gaps do you need to address? What specific professional activities will help you achieve these skills? Make sure to align your current skills with the specific professional development plan needed to achieve the desired goal. Develop a realistic timeline for achieving your professional goals. Identify which of the required employment resource(s) you found most helpful. Where did you search and what keywords were used to narrow your results? What did you learn from your search for employment opportunities? If you know of an opportunity or a valuable resource, feel free to share it with your colleagues. Make sure to include references and citations for the professional development goals, professional organizations, and/or required employment resources reviewed.

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