Sputnik

  

Week 4 – Discussion 2

 

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.

 

     

Sputnik

 Assess the cultural and social impact of Sputnik on the United States. How did it promote fears about science and technology? How did it stimulate hope?
 

Your initial post should be at least 250 words in length. Support your claims with examples from this week’s required material(s) and one additional source. This additional source should be an image, an article from a popular media source (e.g. Life, Time, Newsweek, the New York Times), or a clip from a news broadcast. It must be from the 15-year period between the time of Sputnik (1957) and the last Apollo mission (1972). Properly cite any references. By Day 7, respond to at least two of your classmates’ posts and one of your instructor’s.

MN 504 unit 4 DQ 1

  

MN504: Inquiry and Evidence Based Practice

Unit 4: Research Design 

Topic 1: Quantitative Research Design

Utilizing knowledge and insights gained from the assigned chapter in the text and other reliable sources:

1. Define quantitative research and provide two examples of quantitative designs with a brief explanation of each design.

2. Identify a potential quantitative research study that is important to nursing and describe which design you would use for this study, why you would use that design, and how the information generated from the study could be applied in nursing practice.

3. End your discussion with a reflection as to the value of quantitative research adding to the science, knowledge, and practice of nursing.

4. Provide at least three citations with full references to credible nursing scholarly articles supporting your definitions and discussion.

Mat 222 week 3 DQ 1

  

Ashford 4: – Week 3 – Discussion 1

 

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses.

 

     

Simplifying   Radicals

In this discussion, you will simplify and compare equivalent expressions written both in radical form and with rational (fractional) exponents. Read the following instructions in order and view the example (available for download in your online classroom) to complete this discussion. Please find the rational exponent problems assigned to you in the table below: 

  

If   the last   letter of your first name is

On   pages 576 – 577, do the following problems 

 

A   or L

42   and 101

 

B   or K

96   and 60

 

C   or J

46   and 104

 

D   or I

94   and 62

 

E   or H

52   and 102

 

F   or G

90   and 64

 

M   or Z

38   and 72

 

N   or Y

78   and 70

 

O   or X

44   and 74

 

P   or W

80   and 68

 

Q   or V

50   and 76

 

R   or U

84   and 66

 

S   or T

54   and 100 Simplify each expression using the rules of exponents      and examine the steps you are taking. Incorporate the following five math vocabulary words      into your discussion. Use bold font to emphasize the words in your      writing. Do not write definitions for the words; use them appropriately in      sentences describing the thought behind your math work. Principal root Product rule Quotient rule Reciprocal nth       root

Refer to Inserting Math Symbols for guidance with formatting. Be aware with regards to the square root symbol, you will notice that it only shows the front part of a radical and not the top bar. Thus, it is impossible to tell how much of an expression is included in the radical itself unless you use parenthesis. For example, if we have √12 + 9 it is not enough for us to know if the 9 is under the radical with the 12 or not.  Therefore, we must specify whether we mean it to say √(12) + 9  or  √(12 + 9), as there is a big difference between the two. This distinction is important in your notation.

Another solution is to type the letters “sqrt” in place of the radical and use parenthesis to indicate how much is included in the radical as described in the second method above. The example above would appear as either “sqrt(12) + 9” or  “sqrt(12 + 9)” depending on what we needed it to say. 

Your initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your discussion. 

math test help 2

Central Time 1:30 to 4:30 pm on Friday

I will post questions at the beginning of my test and want work out solutions

See attachment

CIS 207 – Business Requirements and IS Proposal

CIS 207 – Business Requirements and IS Proposal

film class final personal assessment

What did you think about the class? What essays were very interesting? What essays were not so interesting? What films/clips did you like? Dislike? Share any suggestions of future films/clips to show. In your own words, let me know what you learned from this semester and how the class affected your views/ideas on film and performances. The minimum is 500 to 600 words. You will be graded on how well articulated your ideas are. Feel very free to share your opinions here! I have attached the file about the movies and films and readings that could help you write the paper. It should be first person

FOR BRILLIANT ANSWERS ONLY

Generalizing Study Results

 

Generalizability is the extent to which research findings from your sample population can be applicable to a larger population. There are many best practices for ensuring generalizability. Two of those are making sure the sample is as much like the population as possible and making sure that the sample size is large enough to mitigate the chance of differences within the population. For this Discussion, read the case study titled “Social Work Research: Program Evaluation” and consider how the particular study results can be generalizable.

Post a 250 word explanation of who the sample is. Also explain steps researchers took to ensure generalizability. Be sure to discuss how the study results could possibly be generalizable. Please use the resources to support your answer.

 

Major federal legislation was enacted in 1996 related to welfare reform. Financial assistance programs at the national level for low-income families have been in place since the mid-1960s through the Aid to Families with Dependent Children (AFDC) program. The Personal Responsibility and Work Opportunity Reconciliation Act of 1996, or welfare reform, created TANF (Temporary Assistance for Needy Families). Major components of the new TANF program were to limit new recipients of cash aid to no more than 2 years of TANF assistance at a time and to receive no more than 5 years of combined TANF assistance with other service programs during their lifetimes. The goal was to make public assistance a temporary, rather than a long-term, program for families with children. Beyond these general rules, each of the 50 states was given substantial latitude to adopt requirements to fit their own objectives. The new law also allowed states that reduced their public assistance expenses to keep whatever support was already being provided by the federal government for use at their own discretion. This was seen as a way to encourage states to reduce welfare dependency.
In response, the state of California decided to call its new program CalWORKs, the California Work Opportunity and Responsibility to Kids program. CalWORKs is California’s application of the new TANF federal law. Like most of the other states, CalWORKs provided its 58 counties with a fair amount of discretion in how to implement the new provisions. Some counties chose to develop strong upfront “employment-first” rules that mandated recipients be employed as soon as possible. Others chose a response that included testing and assessment and the provision of education and training services.
One of the largest counties in the San Francisco Bay Area developed several options for CalWORKs recipients, including immediate job readiness (Job Club) help, remedial education for recipients lacking basic skills, and vocational training at local community colleges and adult education centers for those seeking higher level education and skills. Recipients could take up to 5 years to complete these activities and even longer in certain circumstances to maximize their chances of success. Recipients were predominantly single mothers. If recipients fully complied with the rules, they received a variety of financial incentives, while those who did not comply received sanctions that often resulted in reduced benefit levels. The county provided grants to a wide array of education, training, and service programs to work as partners in serving the needs of participants.
In 1996, the county’s CalWORKs program enrolled approximately 22,000 families in various forms of public assistance programs. Of these, approximately 10,000 elected to participate in one of the education and training programs, 9,000 elected to attend intensive job placement (Job Club) classes, and the remaining 3,000 opted to not comply with the new program and accepted reduced benefit sanctions.
To meet its state and federal mandates, the county carefully tracked the progress of all program participants and compiled comprehensive quarterly reports that summarized assignments and outcomes at each of the contracted partner sites as well as countywide trends. During the first 11 years of the program, from 1996 through 2007, the county’s public assistance roles were reduced by approximately 40%, from more than 22,000 to about 13,000 families. The best results were obtained among participants in education and training programs, who accounted for about two-thirds of long-term outcome success, although this group was also found to be more costly to the local CalWORKs program during their years of study. These costs, in addition to the longer period of monthly benefits received, also included the cost of education and training and, in some cases, childcare expenses. Among the participants who were placed in the immediate job search (Job Club) program, total costs to the county were somewhat less per year, but more than 50% were still not successful in gaining employment, and those that did find a job received a much lower salary and fewer benefits, and another 23% fell back on CalWORKs after later losing their employment.
Although the results of the CalWORKs program in this county seemed to be following a mostly positive trend from 1996 through 2007, the situation changed dramatically in the opposite direction during the national economic downturn from 2007 through 2011. Total public assistance rolls more than doubled to about 30,000 during this time as the local and state unemployment rate rapidly grew from about 7% to more than 12%. The county was initially successful in getting the state to grant it waivers to allow recipients to extend their period of benefits during education and training, but these waivers were considerably restricted after 2011 due to major state budget cuts. Between 2011 and early 2013 the total number of recipients began to decline again by about 10% from its peak 2 years earlier. However, the total number of CalWORKs recipients is at 27,000, still about 5,000 recipients higher than when the program started in 1996.
Compounding the difficulty of more people becoming eligible for CalWORKs’ benefits due to poor economic conditions, the state’s budget crisis prompted a reduction in state allocations to counties and recipients. Nonetheless, county administrators were still pleased to report that more than more than 16,000 recipients during the program were able to obtain employment or other support that eliminated their dependency on cash public assistance.
REFERENCE
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Social Work Research: Program Evaluation

video comments

lease write a 1-2 page report consisting of a ten point (1 -10) commentary about the following videos  (one paragraph per video), reflecting the key information you learned and any important impressions you developed. Please post it on this Assignment Board. Each commentary should consist of a few sentences, not phrases or just words. Please note that this assignment will be graded individually (x/10 points) and has a deadline. Collective Feedback will subsequently be provided.

Global Resource Networking – Kilian Kleinschmidt (approx.. 24 mins)

 

What if we helped refugees help themselves (approx.. 17 mins)

From Disaster response to disaster prevention (approx.. 12 mins)

 

Haiti Earthquake aftermath

 

 

Japan Earthquake aftermath  (approx.. 13 mins)

 

 

WHO Emergency response

 

WHO New Health Emergencies Programme (approx.. 4 mins)

 

WHO Emergency Response Surge Training (aprox. 6 mins)

 

Epidemics: WHO calls for change to global response (approx.. 7 mins)

 

 

 

Doctors without borders:

 

Doctors without borders (approx.. 10 mins)

Ebola crisis (approx 5 mins)

Epidemics:  https://www.youtube.com/watch?v=0uLtf65u3ps  WHO calls for change to global response (approx.. 7 mins)

Responding to international health threats (approx.. 7 mins)

 

UNHCR

UNHCR Global Trends data (approx.. 5 mins)

 

Understanding the Refugee crisis (approx.. 10 mins.)

ANT 101 Week 3 DQ 1 Social Organization

ANT 101 Week 3 DQ 1 Social Organization

INF 336 week 1 Discussion 1

  

Week 1 – Discussion 1

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

     

Risk Management

Risk management is a critical aspect of project management. The supply chain decisions that are made have risk involved like any other project decision. Comment on two examples of risks that can occur in the supply chain that can affect a project. What can you do as a project manager to reduce or eliminate the risks that you defined? Provide professional examples, if at all possible, from a project you have managed or of which you have been a team member. Respond to at least two of your classmates’ posts.