Develop a comprehensive pitch proposal for potential investors for your new small business, including the presentation itself (10-15 slides, with narration) and accompanying documentation. Research and be prepared to provide the answers to all foreseen questions that such investors might reasonably have before helping to fund your small business.

While an actual business pitch can be quite brief (depending on the context of the pitch, it could be anywhere from an “elevator pitch” of 30 seconds to 30 minutes or more), your pitch should have the basic documentation that an interested investor might call upon you to answer. The pitch documentation should include the following:

• An executive summary
• A description of your company and product or service and industry
• The macroeconomic environment
• The context of the marketplace
• Basic financials
• Appendices with supporting documentation (as appropriate)

For the presentation, prepare a 10- to 15-slide presentation with voice narration, as if you were addressing a potential investor. If you do not have access to a microphone, you may write out your narration as a script and submit as an accompanying Word document; or find an alternative way of presenting the narration, depending on the program. For instance, PowerPoint has the option to add notes at the bottom of each slide. Be sure to designate clearly which slide the narration accompanies.

• If you do not have access to PowerPoint, you may use a program like Google, SlideRocket, Prezi or other software to create your presentation. Either embed voice narration in your presentation or follow the same directions above for a written script and submit it separately. Familiarize yourself with the program you choose early on in the process.
• You are being graded on the thoroughness of your presentation, its usefulness as a pitch tool, understanding of the concepts presented in this course, and writing style and mechanics.

Your accompanying pitch documentation must:

• Be a minimum of six pages in length, not including cover and reference pages.
• Be formatted according to the CSU-Global Guide to Writing and APA Requirements. (Links to an external site.)
• Cite a minimum of five to seven sources–five of which should be academic peer-reviewed scholarly sources–in addition to your textbook. The CSU-Global Library is a great place to find your resources.

a

The ages (in years) of a random sample of shoppers at a gaming store are shown. Determine the range, mean, variance, and standard deviation of the sample data set.

1212,

2121,

2323,

1515,

2020,

1818,

2020,

1616,

1313,

1616

The range is

a) find the range

b) the mean

c) the variance

d) the standard deviation

Hi Eng.Audrey! How are you? I hop you are doing well! 😊

I have this work I need your help please!

I’ll attach the files later.

See Attach

Course Reflection

Guidelines

Purpose

The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR3125 course.

Course Outcomes

This assignment provides documentation of student ability to meet the following course outcomes:

• Apply principles of normal anatomy and physiology of human body systems to the pathophysiologic processes of common health problems.
• Identify concepts, principles, and responses related to pathophysiologic processes that result in disease.
• Discuss clinical manifestations of selected disease processes and health problems.
• Identify appropriate pharmacological treatment of specific diseases using the nursing process.
• Discuss the nurse’s role and responsibility for assessment of individuals experiencing health problems that result in pathophysiologic alterations

Points

This assignment is worth a total of 100 points (10%).

Due Date

Submit your completed assignment under the Assignment tab by Sunday 11:59 p.m. EST of Week 15 as directed.

Requirements

• The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
• Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
• The length of the reflection is to be within three to six pages excluding title page and reference pages.
• APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
  • Course Reflection
  • Conclusion

Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).

Preparing Your Reflection

The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR3125 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:

• “Demonstrate the professional standards of moral, ethical, and legal conduct.
• Assume accountability for personal and professional behaviors.
• Promote the image of nursing by modeling the values and articulating the knowledge, skills, and attitudes of the nursing profession.
• Demonstrate professionalism, including attention to appearance, demeanor, respect for self and others, and attention to professional boundaries with patients and families as well as among caregivers.
• Demonstrate an appreciation of the history of and contemporary issues in nursing and their impact on current nursing practice.
• Reflect on one’s own beliefs and values as they relate to professional practice.
• Identify personal, professional, and environmental risks that impact personal and professional choices, and behaviors.
• Communicate to the healthcare team one’s personal bias on difficult healthcare decisions that impact one’s ability to provide care.
• Recognize the impact of attitudes, values, and expectations on the care of the very young, frail older adults, and other vulnerable populations.
• Protect patient privacy and confidentiality of patient records and other privileged communications.
• Access interprofessional and intra-professional resources to resolve ethical and other practice dilemmas.
• Act to prevent unsafe, illegal, or unethical care practices.
• Articulate the value of pursuing practice excellence, lifelong learning, and professional engagement to foster professional growth and development.
• Recognize the relationship between personal health, self-renewal, and the ability to deliver sustained quality care.
• Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches.
• Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology.
• Implement holistic, patient­ centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health­ illness continuum, across the lifespan, and in all healthcare settings.
• Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network.
• Deliver compassionate, patient­ centered, evidence-based care that respects patient and family preferences.
• Implement patient and family care around resolution of end ­of ­life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences.
• Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care.
• Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan.
• Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.
• Facilitate patient­ centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care.
• Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes within healthcare microsystems.
• Create a safe care environment that results in high quality patient outcomes.
• Revise the plan of care based on an ongoing evaluation of patient outcomes.
• Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team.
• Manage care to maximize health, independence, and quality of life for a group of individuals that approximates a beginning practitioner’s workload
• Demonstrate the application of psychomotor skills for the efficient, safe, and compassionate delivery of patient care.
• Develop a beginning understanding of complementary and alternative modalities and their role in health care.
• Develop an awareness of patients as well as healthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care.
• Manage the interaction of multiple functional problems affecting patients across the lifespan, including common geriatric syndromes.
• Understand one’s role and participation in emergency preparedness and disaster response with an awareness of environmental factors and the risks they pose to self and patients
• Engage in caring and healing techniques that promote a therapeutic nurse patient relationship.
• Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system as related to nursing practice.” (pp. 28, 31-32).