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This document outlines the requirements for a 3-page double-spaced paper applying course concepts to understanding Christianity. Students must choose a topic from an approved list and reflect on concepts learned through readings, videos, and course content. The paper must describe related concepts, demonstrate original insight, logically link concepts to conclusions, explore implications beyond class, and focus on depth over breadth. It should follow APA, MLA or Turabian style and include an introduction, two topic sections with definitions, biblical foundations and applications, and a conclusion.

Education

For this assignment, you must compose a 3-page double-spaced
paper that addresses how the principles that you have learned
throughout this course can be applied to your understanding of
what it means to be a Christian. You will submit your paper by
11:59 p.m. (ET) on Monday of Module/Week 7.
NOTE: You must choose a topic from the list of approved topics
(see the “Application Paper Topics” document).
As you respond to the prompt, reflect on the concepts that you
have learned throughout the course, and apply them to your
specific topic. Be sure to integrate the information that you
learned through the textbook readings, the assigned article
readings, the lecture videos, and any other related content that
you may have encountered during the course. Your paper must
also:
1.
Describe the course concepts that are related to your topic,
demonstrating your reflection and analysis. Do not simply
summarize what was presented in the course.
2.
Demonstrate real ownership of the ideas that you present by
providing unique insight as evidence of your careful
consideration of the topic.
3.
Provide a logical link between the description of the concepts
from the course and the conclusions or implications that you
draw in your reflection. In other words, your conclusion should
be logically derived from the application of the course concepts
to the description of your topic.
4.

Demonstrate learning initiative by exploring conclusions and
implications beyond the boundaries of your classroom
discussion.
5.
Focus on depth of understanding, rather than breadth of
coverage.
Format your paper in a Microsoft Word document using current
APA, MLA, or Turabian style (whichever corresponds to your
degree program). Review the Application Paper Grading Rubric
to see the specific grading criteria by which you will be
evaluated before submitting your paper.
Structure your paper in the following format (See the
“Application Paper Template” document):
I.
Introduction (1 paragraph introducing the 2 topics/doctrines that
you will address)
II.
Part One (first topic: approximately 1 page)
a.
Theological Definition
b.
Biblical Foundation
c.
Practical Application
III.
Part Two (second topic: approximately 1 page)

a.
Theological Definition
b.
Biblical Foundation
c.
Practical Application
IV.
Conclusion (1 paragraph summarizing your areas of progression
in Christian thought)

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Chapter 10 Case Project 10-2 two page report double spaceCas.docx

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Challenges and Resources for Nurses Participating in a Hurricane Sandy Hospital Evacuation Nancy VanDevanter, RN, DrPH1, Victoria H. Raveis, PhD2, Christine T. Kovner, RN, PhD3, Meriel McCollum, BSN, RN4, & Ronald Keller, PhD, MPA, RN, NE-BC5 1 Professor, New York University, Rory Meyers College of Nursing, New York, NY, USA 2 Professor, New York University, College of Dentistry, New York, NY, USA 3 Professor, New York University, Rory Meyers College of Nursing, New York, NY, USA 4 PhD Candidate, University of North Carolina Chapel Hill, Chapel Hill, NC, USA 5 Senior Director of Nursing NYU Hospitals Center, New York University, Langone Medical Center, New York, NY, USA Key words Nurse’s disaster experience, nurses’ disaster preparedness education, Superstorm Sandy Correspondence Dr. Nancy VanDevanter, New York University, College of Nursing, 433 1st Ave., New York, NY 10010. E-mail: [email protected] Accepted May 13, 2017 doi: 10.1111/jnu.12329 Abstract Purpose: Weather-related disasters have increased dramatically in recent years. In 2012, severe flooding as a result of Hurricane Sandy necessitated the mid-storm patient evacuation of New York University Langone Medical Center. The purpose of this study was to explore, from the nurses’ perspective, what the challenges and resources were to carrying out their responsibil- ities, and what the implications are for nursing education and preparation for disaster. Design: This mixed-methods study included qualitative interviews with a purposive sample of nurses and an online survey of nurses who participated in the evacuation. Methods: The interviews explored prior disaster experience and training, communication, personal experience during the evacuation, and lessons learned. The cross-sectional survey assessed social demographic factors, nursing education and experience, as well as potential challenges and resources in carrying out their disaster roles. Findings: Qualitative interviews provided important contextual information about the specific challenges nurses experienced and their ability to respond effectively. Survey data identified important resources that helped nurses to carry out their roles, including support from coworkers, providing support to others, personal resourcefulness, and leadership. Nurses experienced consid- erable challenges in responding to this disaster due to limited prior disaster experience, training, and education, but drew on their personal resourcefulness, support from colleagues, and leadership to adapt to those challenges. Conclusions: Disaster preparedness education in schools of nursing and practice settings should include more hands-on disaster preparation exercises, more “low-tech” options to address power loss, and specific policies on nurses’ disaster roles. Clinical Relevance: Nurses play a critical role in responding to disasters. Learning from their disaster experience can inform approaches to nursing education and preparation. Weath.

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Chamberlain College of Nursing NR631 Nurse Executive Track—CGE I Learning Agreement Student name: Student D#: Student e-mail, phone: Mentor name and credentials: Mentor contact information (work phone, cell phone, e-mail and work address): Directions: For Week 1, complete the Learning Agreement with self-identified goals to meet Course Outcomes (COs) and initial plans to meet those self-identified goals; review the TIPS document to help you and discuss your goals and plans with your mentor. Your mentor must sign the Learning Agreement for your Week 1 submission. The agreement should be revised each week to reflect completed goals, additional goals, and changes to the plan dictated by the actual experience or revisions suggested by faculty or the mentor. At the end of the practicum experience, evaluate success with your mentor and obtain the mentor’s signature at the bottom of agreement. Save this form as a Word document and enter required information directly onto it; submit the completed Learning Agreement, signed by your mentor, on the Saturday of Week 8. See the Learning Agreement Grading Rubric for grading details. The Learning Agreement consists of three sections. I. Student Learning Outcomes table (Week 1) II. Signatures approving plan (Week 1) III. Signatures and mentor verification (Week 8) Due Dates: 1. Initial signed Learning Agreement is submitted by 11:59 p.m. MT, Sunday at the end of Week 1 2. Completed signed Learning Agreement is submitted by 11:59 p.m. MT, Saturday of Week 8 A minimum of 144 hours practicum experience is required by the end of NR632. If the 144 hours are not completed by end of term, you will receive a grade of “I” and not be able to graduate until completed. I. Student Learning Outcomes Course Outcomes Student Identified Practicum Goals to Meet COs Plan to Meet Student Identified Practicum Goals Narrative Description of Attainment of Student-Identified Goals Through the End of CGE 1 CO 1: Apply leadership skills concepts of project management as a nurse executive in an organizational setting to develop, implement and evaluate successful project plans. (POs 4 and 5) CO 2: Using current knowledge, standards of practice, and research from evidence-based literature, synthesize a foundation for the nurse executive role. (POs 3 and 4) CO 3: Exemplify professional values and scholarship that support the role of a student in a practicum setting. (PO 4) CO 4: Contribute to the body of nursing leadership and management knowledge through research, planning, evaluation and dissemination of findings. (PO 4) CO 5: Apply professional values characteristic of the competent and caring nurse executive that promote holistic care principles and an appreciation of cultural humility ( POs 1, 3, and 4) CO 6: Apply evidence-based fiscal principles that contribute to the creation of a caring environment characterized by high quality, safe, patient-centered care (PO.

Chamberlain College of NursingNR631 Nurse Executive Track—CGE I.docx

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Chamberlain College of Nursing NR449 Evidence-Based PracticeEvidence Matrix Table Article Reference Purpose Hypothesis Study Question Variables Independent(I) Dependent(D) Study Design Sample Size and Selection Data Collection Methods Major Findings 1 (sample not a real article) Smith, Lewis (2013), What should I eat? A focus for those living with diabetes. Journal of Nursing Education, 1 (4) 111-112. How do educational support groups effect dietary modifications in patients with diabetes? D-Dietary modifications I-Education Qualitative N- 18 Convenience sample-selected from local support group in Pittsburgh, PA Focus Groups Support and education improved compliance with dietary modifications. 1 2 3 4 5 NR449 Evidence Matric Table.docx Revised10/20/14 ns/cs 1 .

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Challenge your thinking.10) After completing the WebQuest, has y.docx

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Ch.10 Discussion - Jingles33 unread replies.33 replies.D.docx

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Central Sierra Insurance (CSI) sets bonus percentages based on commissions earned by each agent and calculates totals by branch office. This workbook also tracks fundraising efforts of employees for a community event. [Student Learning Outcomes 2.1, 2.2, 2.3, 2.5, 2.6, 2.7] File Needed: CentralSierra-02.xlsx (Available from the Start File link.) Completed Project File Name: [your name]-CentralSierra-02.xlsx Skills Covered in This Project Create, copy, and edit formulas. Name cell ranges. Set mathematical order of operations. Set cell references to be absolute. Use the NOW function. Use HLOOKUP and VLOOKUP Use the SUMIF function. Build an IF function. Open the start file CentralSierra-02.xlsx workbook. If the workbook opens in Protected View, click the Enable Editing button so you can modify it. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it. Select the Tables sheet, select cells A6:B10 , and create range names using the Create from Selection button [ Formulas tab, Defined Names group]. Select cells B1:F2 and click the Name box. Name the selection H_Rates. Note that the first row is arranged in ascending order. Create an HLOOKUP function to display the bonus rate. Click the Commissions sheet tab and select cell F5 . Start the HLOOKUP function and use cell E5 as the lookup_value . For the table_array argument, use the H_Rates range. Use the second row for the row_index_num argument (Figure 2-100). Figure 2-100 HLOOKUP function to display bonus Format the results as Percent Style with two decimal places. Copy the formula in cell F5 to cells F6:F14 . Set order of operations to calculate total earnings. Select cell G5 . Build a formula to add the commissions amount (E5) to the commissions amount times the rate (F5*E5). Copy the formula in cell G5 to cells G6:G14 . Create and copy a SUMIF function to calculate total earnings by branch office. Select cell E18 . Start the SUMIF function with cells $D$5:$D$14 as the Range argument. Set the Criteria argument as a relative reference to cell C18 . Select cells G5:G14 for the Sum_range argument and make the references absolute. Copy the formula in cell E18 to cells E19:E20 without formatting to preserve borders. Format cells E18:E21 as Currency . Total the earnings in cell E21 . Create and format the current date. Select cell G23 and insert the NOW function. Select cell G23 and click the Number group launcher [ Home tab]. On the Number tab, select the Date category. Scroll the Type list to find the date that displays the month spelled out, the date, a comma, and a four-digit year (Figure 2-101). Figure 2-101 Date format selected Click OK . Press Ctrl+Home . Create and copy a VLOOKUP function to display goals for each funding source. Click .

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CH 12 Journal Case study Big Data and the Internet of Things Drive Precision Agriculture By 2050, the world will be populated with an estimated 9 million people, and in order to feed all of them, agricultural output will need to double. Information technology, in the form of the Internet of Things (IoT), wireless and mobile technologies, and automated data collection and analysis is likely to provide part of the solution to this problem. Purdue University’s College of Agriculture is one of the organizations leading the way toward more data-driven farming. The College has developed an agriculture-oriented network with advanced IoT sensors and devices that will allow researchers to study and improve plant growth and food production processes. According to Pat Smoker, director of Purdue Agriculture IT, in West Lafayette, Indiana, every process from farm to table has potential for improvement through better use of information technology. Purdue College of Agriculture partnered with Hewlett Packard Enterprise (HPE) on a digital agriculture initiative. In fall 2016, the university began installing an Internet of Things (IoT) network on its 1,408-acre research farm, the Agronomy Center for Research and Education (ACRE). The system captures terabytes of data daily from sensors, cameras, and human inputs. To collect, aggregate, process, and transmit such large volumes of data back to Purdue’s HPE supercomputer, the university is deploying a combination of wireless and edge computing technologies (see Chapters 5 and 7). They include solar-powered mobile Wi-Fi hotspots, an adaptive weather tower providing high-speed connectivity across the entire ACRE facility, and the PhenoRover, a semi-automated mobile vehicle that roams throughout ACRE research plots capturing real-time data from plant-based sensors. Purdue is also experimenting with drones for plant-growth data collection. ACRE researchers can enter data into a mobile device on-site and transmit them via the wireless network to an HPE data center for analysis. Previously, Purdue’s faculty had to figure out how to transmit data from the sensors back to the lab, and assign someone to write the software for analyzing the data. The new system is faster and responsive. For example, researchers using mobile devices in the field can transmit data about seed growth back to ACRE labs to analyze the impact of water levels, fertilizer quantities, and soil types. The labs can then communicate the results of their analysis back to the field to allow quick adjustments. Computerized instructions control how planting and spraying machines apply seed and nutrients to a field. The Purdue project is an example of “precision agriculture,” in which data collected and analyzed with digital tools drive decisions about fertilizer levels, planting depth, and irrigation requirements for small sections of fields or individual plants, and automated equipment can apply the ideal treatment for specific weeds. Large agricultural .

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