28 PART 1 • UNDERSTANDING NURSING MANAGEMENT AND ORGANIZATIONS

Kaplow, R., & Reed, K. D. (2008). The AACN synergy model for patient care: A nursing model as a force of magnetism. Nursing Eco- nomics, 26(1), 17–25.

Kramer, M., Schmalenberg, C., & Maguire, P. (2010). Nine structures and leadership practices essential for a magnetic (healthy) work environment. Nursing Administration Quarterly, 34(1), 4–17.

Lavoie-Tremblay, M., Bonin, J. P., Lesage, A. D., Bonneville-Roussy, A., Lavigne, G. L., & Laroche, D. (2010). Contribution of the psycho- social work environment to psychological distress among health care profes- sionals before and during a major organizational change. The Health Care Manager, 29(4), 293–304.

McDowell, J. B., Williams, R. L., Kautz, D. D., Madden, P., Heilig, A., & Thompson, A. (2010). Shared Governance: 10 years later. Nursing Management, 41(7), 32–37.

Moore, S. C., & Wells, N. J. (2010). Staff nurses lead the way for improvement to shared governance struc- ture. Journal of Nursing

Administration, 40(11), 477–482.

SOC 100 Week 3 Discussion "Agents of Socialization, Economics, Cultural, and Social Capital" Please respond to one (1) of the following: • Go to TED- Website and watch the first two (2) minutes of the video titled,

“How technology allowed me to read (15 min 44 s) located athttp://www.ted.com/talks/ron_mccallum_how_technology_allowed_me_to_read.

Examine one (1) of the six (6) agents of socialization (family, school, peer groups, work, religion, and technology and mass media). Describe the agent of sociology that has changed the most during your lifetime and discuss the importance of this change. • Select one (1) of the following terms: structuralism, economic capital, and social capital, and provide one (1) example of the term using your personal experience, from your family or work environment. Sociology Assignment Help, Sociology Homework help, Sociology Study Help, Sociology Course Help

Reflection is an important and powerful strategy for the use of development in professional skills; as it enables the link between the practice and theoretical aspect of learning to help moving from a beginner to a skilled practitioner. Reflection should enhance self-awareness, identifying personal strengths and weakness as well as help in the improvement.

From the first term of my Diagnostic Radiography degree at Glasgow Caledonian University, I attended clinical placement for a total of 32 days until write this essay to gain experience and practice my imaging techniques that I learned in various imaging departments. The placement module provided me with a learning experience in a radiology department and helped to broaden my clinical skills in a variety of clinical environments. These 32 days was diverse between 3 different hospitals also in different imaging departments general x-ray, CT scan, ultra sound and MRI. I kept a reflective diary from the first day of my placement to help me record my feelings and thoughts on the examinations I was asked to perform, the varying patients I examined, the outcomes of these examinations and any problems or achievements I felt important in my time there. The most significant reflection, however, was in respect to my clinical staged assessments. I will be using this diary as a means to help me reflect on my experiences on this placement and on how I have developed both professionally and personally.

what is the reflective? {{21 Johns,Christopher 2005;}} state that "reflection is an active process that will enable me and other health care professionals to gain a deeper understanding of any experience with patients.

CHAPTER 2 • DESIGNING ORGANIZATIONS 25

The strategic plan is based on the organization’s philosophy, vision, and mission. The first steps in strategic planning are:

● Appoint a strategic planning committee ● Interview key stakeholders ● Conduct a SWOT (strengths, weaknesses, opportunities, and threats) analysis ● Develop the plan ● Communicate the plan

People who are enthusiastic, experienced, and committed to the organization are the best representatives to serve on the planning committee. Naysayers can be included once some parts of the plan are formulated. Everyone in the organization must be involved even peripherally. “Buy-in” is critical to the plan’s success.

Stakeholders include physicians, administrators, nurses, ancillary and support staff, and community representatives. They will have differing opinions about what the organization can and should do and provide valuable information unavailable elsewhere.

The SWOT analysis includes assessment of the external and internal environment (Kalisch & Curley, 2008). Data is collected from multiple sources, including stakeholder information.

To develop the plan:

1. The “frog in the well” analogy illustrates:

Answers
1. a. that frogs start life as tadpoles.
2. b. that frogs are limited in perspective when trapped in a well, but once freed, they can see the whole world.
3. c. frogs change and evolve throughout their lives.
4. d. humans evolved from frogs.
2. The way people grow and change across the life span is referred to as ____.

Answers
1. a. development
2. b. evolution
3. c. change
4. d. growth
3. What is the pattern of a group’s customs, beliefs, art, and technology?

Answers
1. a. clan
2. b. society
3. c. culture
4. d. beliefs
4. ____ is the pattern of a group’s customs, beliefs, art, and technology.

Answers
1. a. Culture
2. b. Ethnicity
3. c Race
4. d Nationality

6. Who did developmental researchers focus on studying because they assumed that the processes of development were universal?

Answers
1. a. Mexicans
2. b. Europeans
3. c. Canadians
4. d. Americans
7. Which study would provide the best picture of worldwide developmental growth patterns?

Answers
1. a. Examining patterns of friendship in each grade level at an elementary school in Tokyo.
2. b. Watching a newborn turn into an adult.
3. c. Comparing children raised in Bangladesh to those raised in the United States.
4. d. Every two years, looking at a set group of subjects across 50 randomly chosen countries from birth to death.
8. What did the text define as the increasing connections between different parts of the world in trade, travel, migration, and communication?

Answers
1. a. globalization
2. b. social networks
3. c. the Internet
4. d. small world syndrome
9. Globalization is ____.

Answers
1. a. the number of births per woman
2. b. the ways people grow and change across the life span
3. c. the total pattern of a group’s customs, beliefs, art, and technology
4. d. the increasing connections between different parts of the world in trade, travel, migration, and communication
10. Which is the BEST example of globalization?

Answers
1. a. Jane immigrated from China to the United States.
2. b. Rita participates in a course online in which she is in daily contact with people all over the world.
3. c. The SARS virus spread from Southeast Asia to North America.
4. d. 19.4% of the world's population lives in China.
11. According to the text, for most of history the total human population was under ______.

Answers
1. a. 1 million
2. b. 10 million
3. c. 100 million
4. d. 1 billion
12. For most of human history how many children did women typically birth?

9.1 Creating a Time Scale: Relative Dating Principles

Distinguish between numerical and relative dating and apply relative dating principles to determine a time sequence of geologic events.

Figure 9.1 shows a hiker resting atop the Permian-age Kaibab Formation at Cape Royal, on the Grand Canyon’s North Rim. Beneath him are thousands of meters of sedimentary strata that go as far back as Cambrian time, more than 540 million years ago. These strata rest atop even older sedimentary, metamorphic, and igneous rocks from a span known as the Precambrian. Some of these rocks are 2 billion years old. Although the Grand Canyon’s rock record has numerous interruptions, the rocks beneath the hiker contain clues to great spans of Earth history.

The Importance of a Time Scale

Like the pages in a long and complicated history book, rocks record the geologic events and changing life-forms of the past. The book, however, is not complete. Many pages, especially in the early chapters, are missing. Others are tattered, torn, or smudged. Yet enough of the book remains to allow much of the story to be deciphered.

Interpreting Earth history is an important goal of the science of geology. Like a modern-day sleuth, a geologist must interpret the clues found preserved in the rocks. By studying rocks, especially sedimentary rocks, and the features they contain, geologists can unravel the complexities of the past.

Geologic events by themselves, however, have little meaning until they are put into a time perspective. Studying history, whether it is the Civil War or the age of dinosaurs, requires a calendar. Among geology’s major contributions to human knowledge are the geologic time scale and the discovery that Earth history is exceedingly long.

Numerical and Relative Dates

The geologists who developed the geologic time scale revolutionized the way people think about time and perceive our planet. They learned that Earth is much older than anyone had previously imagined, and they learned that its surface and interior have been changed over and over again by the same geologic processes that operate today.

chapter outline
· PHYSICAL DEVELOPMENT

· A Changing Body and Brain

· Skeletal Growth

· Brain Development

· Influences on Physical Growth and Health

· Heredity and Hormones

· Nutrition

· Infectious Disease

· Childhood Injuries

· Motor Development

· Gross-Motor Development

· Fine-Motor Development

· Individual Differences in Motor Skills

· COGNITIVE DEVELOPMENT

· Piaget’s Theory: The Preoperational Stage

· Advances in Mental Representation

· Make-Believe Play

· Symbol–Real-World Relations

· Limitations of Preoperational Thought

· Follow-Up Research on Preoperational Thought

· Evaluation of the Preoperational Stage

· Piaget and Education

· ■ SOCIAL ISSUES: EDUCATION Children’s Questions: Catalyst for Cognitive Development

· Vygotsky’s Sociocultural Theory

· Private Speech

· Social Origins of Early Childhood Cognition

· Vygotsky and Education

· Evaluation of Vygotsky’s Theory

· ■ CULTURAL INFLUENCES Children in Village and Tribal Cultures Observe and Participate in Adult Work

· Information Processing

· Attention

· Memory

· The Young Child’s Theory of Mind

· Early Childhood Literacy

· Early Childhood Mathematical Reasoning

· ■ BIOLOGY AND ENVIRONMENT “Mindblindness” and Autism

· Individual Differences in Mental Development

· Home Environment and Mental Development

· Preschool, Kindergarten, and Child Care

· Educational Media

· Language Development

· Vocabulary

· Grammar

· Conversation

· Supporting Language Development in Early Childhood

For more than a decade, my fourth-floor office window overlooked the preschool and kindergarten play yard of our university laboratory school. On mild fall and spring mornings, the doors of the classrooms swung open, and sand table, easels, and large blocks spilled out into a small courtyard. Alongside the building was a grassy area with jungle gyms, swings, a playhouse, and a flower garden planted by the children. Beyond it lay a circular path lined with tricycles and wagons. Each day, the setting was alive with activity.

The years from 2 to 6 are often called “the play years,” since play blossoms during this time and supports every aspect of development. Our discussion opens with the physical attainments of early childhood—growth in body size and improvements in motor coordination. We look at genetic and environmental factors that support these changes and at their intimate connection with other domains of development.

Then we explore early childhood cognition, beginning with Piaget’s preoperational stage. Recent research, along with Vygotsky’s sociocultural theory and information processing, extends our understanding of preschoolers’ cognitive competencies. Next, we address factors that contribute to early childhood mental development—the home environment, the quality of preschool and child care, and the many hours young children spend watching television and using computers. We conclude with the dramatic expansion of language in early childhood.

PHYSICAL DEVELOPMENT
image1 A Changing Body and Brain
In early childhood, body growth tapers off from the rapid rate of the first two years. On average, children add 2 to 3 inches in height and about 5 pounds in weight each year. Boys continue to be slightly larger than girls. As “baby fat” drops off further, children gradually become thinner, although girls retain somewhat more body fat than boys, who are slightly more muscular. As Figure 7.1 shows, by age 5 the top-heavy, bowlegged, potbellied toddler has become a more streamlined, flat-tummied, longer-legged child with body proportions similar to those of adults. Consequently, posture and balance improve—changes that support gains in motor coordination.

Individual differences in body size are even more apparent during early childhood than in infancy and toddlerhood. Speeding around the bike path in the play yard, 5-year-old Darryl—at 48 inches tall and 55 pounds—towered over his kindergarten classmates. (The average North American 5-year-old boy is 43 inches tall and weighs 42 pounds.) Priti, an Asian-Indian child, was unusually small because of genetic factors linked to her cultural ancestry. Hal, a Caucasian child from a poverty-stricken home, was well below average for reasons we will discuss shortly.

FIGURE 7.1 Body growth during early childhood.
During the preschool years, children grow more slowly than in infancy and toddlerhood. Chris and Mariel’s bodies became more streamlined, flat-tummied, and longer-legged. Boys continue to be slightly taller, heavier, and more muscular than girls. But generally, the two sexes are similar in body proportions and physical capacities.

Skeletal Growth
The skeletal changes of infancy continue throughout early childhood. Between ages 2 and 6, approximately 45 new epiphyses, or growth centers in which cartilage hardens into bone, emerge in various parts of the skeleton. X-rays of these growth centers enable doctors to estimate children’s skeletal age, or progress toward physical maturity (see page 121 in Chapter 4 )—information helpful in diagnosing growth disorders.

By the end of the preschool years, children start to lose their primary, or “baby,” teeth. Genetic factors heavily influence the age at which they do so. For example, girls, who are ahead of boys in physical development, lose teeth earlier. Environmental influences also matter: Prolonged malnutrition delays the appearance of permanent teeth, whereas overweight and obesity accelerate it (Hilgers et al., 2006 ).

Diseased baby teeth can affect the health of permanent teeth, so preventing decay in primary teeth is essential—by brushing consistently, avoiding sugary foods, drinking fluoridated water, and getting topical fluoride treatments and sealants (plastic coatings that protect tooth surfaces). Another factor is exposure to tobacco smoke, which suppresses children’s immune system, including the ability to fight bacteria responsible for tooth decay. Young children in homes with regular smokers are at increased risk for decayed teeth (Hanioka et al., 2011 ).

Unfortunately, an estimated 28 percent of U.S. preschoolers have tooth decay, a figure that rises to 50 percent in middle childhood and 60 percent by age 18. Causes include poor diet and inadequate health care—factors that are more likely to affect low-SES children. About 30 percent of U.S. children living in poverty have untreated dental caries (National Institutes of Health, 2011 ).

Brain Development
Between ages 2 and 6, the brain increases from 70 percent of its adult weight to 90 percent. At the same time, preschoolers improve in a wide variety of skills—physical coordination, perception, attention, memory, language, logical thinking, and imagination.

By age 4, many parts of the cerebral cortex have overproduced synapses. In some regions, such as the prefrontal cortex, the number of synapses is nearly double the adult value. Together, synaptic growth and myelination of neural fibers result in a high energy need. In fact, fMRI evidence reveals that energy metabolism in the cerebral cortex reaches a peak around this age (Huttenlocher, 2002 ; Nelson, Thomas, & de Haan, 2006 ). Synaptic pruning follows: Neurons that are seldom stimulated lose their connective fibers, and the number of synapses gradually declines. By age 8 to 10, energy consumption of most cortical regions diminishes to near-adult levels (Nelson, 2002 ). And cognitive capacities increasingly localize in distinct neural systems, reflecting a developmental shift toward a more fine-tuned, efficient neural organization (Tsujimoto, 2008 ).

EEG, NIRS, and fMRI measures of neural activity indicate especially rapid growth from early to middle childhood in areas of the prefrontal cortex devoted to various aspects of executive function. These include inhibition of impulses, attention, memory, and planning and organizing behavior—capacities that advance markedly over the preschool years (Bunge & Wright, 2007 ; Durston & Casey, 2006 ). Furthermore, for most children, the left cerebral hemisphere is especially active between 3 and 6 years and then levels off. In contrast, activity in the right hemisphere increases steadily throughout early and middle childhood (Thatcher, Walker, & Giudice, 1987 ; Thompson et al., 2000 ). These findings fit nicely with what we know about several aspects of cognitive development. Language skills (typically housed in the left hemisphere) increase at an astonishing pace in early childhood, and they support children’s improved executive function. In contrast, spatial skills (usually located in the right hemisphere), such as giving directions, drawing pictures, and recognizing geometric shapes, develop gradually over childhood and adolescence.

Differences in rate of development between the two hemispheres suggest that they are continuing to lateralize (specialize in cognitive functions). Let’s take a closer look at brain lateralization in early childhood by focusing on handedness.

A 5-year-old illustrates gains in executive function, supported by rapid growth of the prefrontal cortex, as she engages in an activity that challenges her capacity to attend, remember, and plan.

Handedness.
Research on handedness, along with other evidence covered in Chapter 4 , supports the joint contribution of nature and nurture to brain lateralization. By age 6 months, infants typically display a smoother, more efficient movement when reaching with their right than their left arm. This difference, believed to be biologically based, may contribute to the right-handed bias of most children by the end of the first year (Hinojosa, Sheu, & Michael, 2003 ; Rönnqvist & Domellöf, 2006 ). Gradually, handedness extends to additional skills.

Handedness reflects the greater capacity of one side of the brain—the individual’s dominant cerebral hemisphere —to carry out skilled motor action. Other important abilities are generally located on the dominant side as well. For right-handed people—in Western nations, 90 percent of the population—language is housed in the left hemisphere with hand control. For the left-handed 10 percent, language is occasionally located in the right hemisphere or, more often, shared between the hemispheres (Szaflarski et al., 2012 ). This indicates that the brains of left-handers tend to be less strongly lateralized than those of right-handers.

EROSIONAL FEATURES OF GLACIATED REGIONS

Cirque

Arête

Col

Horn

Headwall

Glacial trough

Hanging valley

Roche moutonnée

Glacial polish

Glacial striations and grooves

Bowl-shaped depression on a high mountain slope, formed by a cirque glacier

Sharp, jagged, knife-edge ridge between two cirques or glaciated valleys

Mountain pass formed by the headward erosion of cirques

Steep slope or rock cliff at the upslope end of a glaciated valley or cirque

U-shaped, steep-walled, glaciated valley formed by the scouring action of a valley glacier

Glacial trough of a tributary glacier, elevated above the main trough

Asymmetrical knoll or small hill of bedrock, formed by glacial abrasion on the smooth stoss side (side from which the glacier came) and by plucking (prying and pulling by glacial ice) on the less-smooth lee side (down-glacier side)

Parallel linear scratches and grooves in bedrock surfaces, resulting from glacial scouring

Smooth bedrock surfaces caused by glacial abrasion (sanding action of glaciers analogous to sanding of wood with sandpaper)

Steep-sided, pyramid-shaped peak produced by headward erosion of several cirques

FIGURE 13.5 Erosional features of mountain or continental glaciation.

OBJECTIVE Measure how the extent of sea ice has changed annually in the past, predict how it may change in the future, and infer what benefi ts or hazards could result if Arctic sea ice continues to decline.

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Medij. istraž. (god. 17, br. 1-2) 2011. (9-29)
IZVORNI ZNANSTVENI RAD
UDK: 070.1
Primljeno: 15. lipnja 2011.
A Historical Overview
of Approaches to Journalism Studies
Karmen Erjavec*
Jožica Zajc**
SUMMARY
Supporters or opponents of journalistic professionalism cannot ignore the fact that journalistic studies are a pluralistic, differentiated, and dynamic field of research, with no commonly accepted conceptual framework of journalism. Different academic traditions and diverse cultural and social foundations of journalism have led to different aspects of the definition and research journalism. The authors critically and comparatively evaluate the key approaches with the most typical and influential journalistic theories. Historically, the first theory was normative individualism that understands journalism as the work of talented individuals. Then, when empiricism was discovered, theories of the middle range appeared, while the subsequent theories dealt with journalism as an organized system and popular culture. At the end of the article, many other theories are mentioned (psychological, linguistic, political approaches and theories of gender) and main challenges for the journalism studies are presented.
Key words: journalism, history of journalism, journalism studies, journalism theory,
historical comparative analysis.

Review the Resources and reflect on the various strategies presented throughout the course that may be helpful in disseminating effective and widely cited EBP.

This may include: unit-level or organizational-level presentations, poster presentations, and podium presentations at organizational, local, regional, state, and national levels, as well as publication in peer-reviewed journals.

Reflect on which type of dissemination strategy you might use to communicate EBP.

Post at least two dissemination strategies you would be most inclined to use and explain why. Explain which dissemination strategies you would be least inclined to use and explain why. Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use. Be specific and provide examples. Explain how you might overcome the barriers you identified.

References:

· Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 10, “The Role of Outcomes on Evidence-based Quality Improvement and enhancing and Evaluating Practice Changes” (pp. 293–312)

Chapter 12, “Leadership Strategies for Creating and Sustaining Evidence-based Practice Organizations” (pp. 328–343)

Chapter 14, “Models to Guide Implementation and Sustainability of Evidence-based Practice” (pp. 378–427)

· Gallagher-Ford, L., Fineout-Overholt, E., Melnyk, B. M., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Implementing an evidence-based practice change. American Journal of Nursing, 111(3), 54–60. doi:10.1097/10.1097/01.NAJ.0000395243.14347.7e. Retrieved from https://journals.lww.com/ajnonline/Fulltext/2011/03000/Evidence_Based_Practice,_Step_by_Step_.31.aspx

· Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L. C., & White, K. M. (2007). Organizational change strategies for evidence-based practice. Journal of Nursing Administration, 37(12), 552–557. doi:0.1097/01.NNA.0000302384.91366.8f. Retrieved from http://downloads.lww.com/wolterskluwer_vitalstream_com/journal_library/nna_00020443_2007_37_12_552.pdf

· Melnyk, B. M. (2012). Achieving a high-reliability organization through implementation of the ARCC model for systemwide sustainability of evidence-based practice. Nursing Administration Quarterly, 36(2), 127–135. doi:10.1097/NAQ.0b013e318249fb6a

· Melnyk, B. M., Fineout-Overholt, E., Gallagher-Ford, L., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Sustaining evidence-based practice through organizational policies and an innovative model. American Journal of Nursing, 111(9), 57–60. doi:10.1097/01.NAJ.0000405063.97774.0e. Retrieved from https://www.nursingcenter.com/nursingcenter_redesign/media/EBP/AJNseries/Sustaining.pd

· Melnyk, B. M., Fineout-Overholt, E., Giggleman, M., & Choy, K. (2017). A test of the ARCC© model improves implementation of evidence-based practice, healthcare culture, and patient outcomes. Worldviews on Evidence-Based Nursing, 14(1), 5–9. doi:10.1111/wvn.12188. Retrieved from https://sigmapubs.onlinelibrary.wiley.com/doi/abs/10.1111/wvn.12188

· Melnyk, B. M., Fineout-Overholt, E., Gallagher-Ford, L., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Sustaining evidence-based practice through organizational policies and an innovative model. American Journal of Nursing, 111(9), 57–60. doi:10.1097/01.NAJ.0000405063.97774.0e. Retrieved from https://journals.lww.com/ajnonline/Fulltext/2011/09000/Evidence_Based_Practice,_Step_by_Step__Sustaining.27.aspx

One-Sided Love

O’ my insatiable heart, thou robbest me
I seem not to find what I search within
Is it too hard to love you, and you me
What exactly does love mean?

I chase you, and you chase she
But none of us finds what we need
How will I love, they who love me?
And nurture this frail love seed.

I yearn for you love as I lay wide awake in my bed,
At that unfathomable hour of the quiet night,
With only you, my love running through my head,

One-sided Love Poem 2

For sure you are my knight.

I shall wait for you, for your love is always invited,
Though I know not, if my love for you will ever be requited.

Experiment 1: Following Chromosomal DNA Movement through Meiosis Experiment 1: Following Chromosomal DNA Movement through Meiosis

Experiment 1: Observation of Mitosis in a Plant Cell

Data Tables and Post-Lab Assessment

Cell Cycle Division: Mitosis Beads Diagram:

Prophase

Metaphase

Anaphase

Telophase

Cytokinesis

Post-Lab Questions

1. Why are chromosomes important? What information do they provide?

2. How many chromosomes did each of your daughter cells contain?

3. How often do human skin cells divide? Why might that be? Compare this rate to how frequently human neurons divide. What do you notice?

Experiment 1: Following Chromosomal DNA Movement through Meiosis Experiment 1: Following Chromosomal DNA Movement through Meiosis

Experiment 1: Observation of Mitosis in a Plant Cell

Data Tables and Post-Lab Assessment

Table 1: Mitosis Predictions

Predictions:

Supporting Evidence

Table 2: Mitosis Data

Number of Cells in Each Stage

Total Number of Cells

Calculated % of Time Spent in Each Stage

Interphase:

Interphase:

Prophase:

14

Prophase: 20

Metaphase:

19

Metaphase: 30

Anaphase:

19

Write a 2 - 3 page, APA-style paper in which you give an overview of public budgeting. Include the following topics:

• Explain the philosophy of public finance. • Contrast governmental accounting with nongovernmental accounting. • Explain the relationship between budgeting and financial reporting in government

Selection of Topic

Choose 1 of the following topics for your Comparative Essay:

1. Age of the earth (radioisotope dating vs. alternative methods)

2. Origin of coal (swamp forests vs. marine deposition)

3. Dating the rock layers seen in the Grand Canyon (old earth vs. young earth)

4. The fossil record (evidence of: long periods of time vs. short periods of time)

5. Mass extinctions in the fossil record (old-earth vs. young-earth)

Content and Outline

Use the following outline when writing your paper. Each point on the outline below must be a separate section (with the section heading, as indicated) within your paper.

I. Introduction

· Indicate which topic you chose from the list above.

· Indicate the purpose of your paper (i.e., to compare old-earth and young-earth viewpoints on your chosen topic).

II. Old-Earth Secular View

· What is the old-earth secular viewpoint and the evidence supporting that viewpoint on your chosen topic? Are there assumptions that are part of this viewpoint?

o Do not discuss the old-earth creationist viewpoint on your chosen topic. For a description of old-earth creationism, go to http://www.icr.org/article/4535/.

III. Young-Earth View

· What is the young-earth viewpoint and the evidence for that viewpoint on your chosen topic? Are there assumptions that are part of this viewpoint?

IV. Comparison of the Viewpoints

· Comparison is articulating similarities between the 2 viewpoints. What are the similarities (if any) in time, sequence, and processes involved?

· Be sure to provide at least 2 similarities (comparisons) between the viewpoints.

V. Contrast of the Viewpoints

· Contrast is articulating differences between the 2 viewpoints. What are the differences (if any) in time, sequence, and processes involved?

· Be sure to provide at least 2 differences (contrasts) between the viewpoints.

VI. Conclusion

The goal of this assignment is to provide you with an overview of the geologic features and geologic history of Florida. To complete this assignment, you will use two sources: (1) the document titled Hines Geology of Florida.pdf available on Canvas in the link to Assignment 4 and (2) the following website: http://fdep.maps.arcgis.com/apps/MapSeries/index.html?appid=992bf1a70b734dbea8487aabb6ed5bee (Links to an external site.)Links to an external site.

The website provides a brief history of Florida by clicking on the different geologic time periods on the left. By clicking on the “Legend” you can see the estimated elevations, and more importantly, see which areas of Florida were above and below sea level (and the approximate shape of the coastline) during that period. In the questions, I refer to these two sources as the pdf and website, respectively.

The pdf has a glossary of terms in the back that may be helpful. Other terms that may be helpful. Highstand and lowstand refer to times of high and low sea level, respectively. Laurentia refers to a continental landmass that largely includes North America and Greenland prior to formation of Pangea. Gondwana refers to a continental landmass that largely included Africa, South America, and Australia, prior to formation of Pangea.

Please answer the question of assignment 5

Assessment Structure

The structure of the Structure of Purchasing and Supply Chain Strategy should consist of:

1. Executive Summary
2. Table of Contents
3. Introduction
4. Background
5. Procurement and Supply Chain Strategy

1. Strategic Analysis
2. Sourcing Strategy
3. Strategy Implementation
1. Forecasting
2. Systems
3. Inventory Policy
4. Strategic Improvements / Next Steps

6. References
7. Appendices

Assessment Requirements

As a purchasing team (group of two or three), your group task is to develop a purchasing and supply chain strategy, for the launch of a new product your team has created in July 2019, to fulfil forecasted market demand for the period July 2019-June 2020.

Your group has an option to choose one of the following companies:

A. Apple Inc
B. Samsung Electronics (As agreed within tutorials)
OR, other companies
You are to submit the assessment per the aforementioned structure. Please develop a case study per these specific questions.

TYPE ABBREVIATED TITLE HERE 1

Title of the Paper in Full Goes Here

Student Name Here

Strayer University

Dr. Richard Brown

April 15

Abstract

This is the abstract, which is typed in block format with no indentation. It is a brief summation of your paper and should be 120 words or less. It should be accurate and concise. Your abstract should also be written in a self-contained way so people reading only your abstract would fully understand the content and the implications of your paper. It may be helpful to write this section last when you have collected all the information in your paper. See section 2.04 APA for helpful tips and for more information on writing abstracts.

Title of the Paper

Do not add any extra spaces between your heading and your text (check Spacing under Format, Paragraph in your word processor, and make sure that it’s set to 0”)—just double space as usual, indent your work a full ½ inch (preferably using the tab button), and start typing. Your introduction should receive no specific heading because it is assumed that your first section is your introduction section.

Once you’ve considered these formatting issues, you will need to construct a thesis statement, something that lets your reader know how you synthesized the literature into a treatise that is capable of advancing a new point of view. This statement will then provide your reader with a lens for understanding the forthcoming research you’ve decided to present in the body of your essay (after all, each piece of literature should support and be made applicable to this thesis statement).

Once you’ve established your thesis, you can then begin constructing your introduction. An easy template is as follows:

1. Start with what’s been said/done regarding your topic of interest.

2. Explain the problem with what’s been said or done.

3. Offer your solution, your thesis statement (one that can be supported by the literature).

4. Explain how your thesis brings about social change.

Level 1 Heading

This will be the beginning of the body of your essay. Even though it has a new heading, you want to make sure you connect this to your previous section so your reader can follow you and better understand your hard work. Remember to make sure your first sentence in each paragraph both transitions from your previous paragraph and summarizes the main point in your paragraph. Stick to one topic per paragraph, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Try to avoid long paragraphs to avoid losing your reader and to hold his or her attention--it’s much better to have many shorter paragraphs than few long ones. Think: new idea, new paragraph.

Another Level 1 Heading

Here’s another Level 1 heading. Again, the topic sentence of this section should explain how this is related or a result of what’s been discussed in the previous section. You’ll also want to consider using transitions between your sentences as well. Below are a few examples of how to transition from one statement to another (or in some cases, one piece of literature to another):

1. Many music teachers at Olson Junior High are concerned about losing their jobs (J. Thompson, personal communication, July 3, 2004). This is not surprising considering the state’s recent financial cutbacks of fine arts programs (Pennsylvania Educational System, 2004).

2. Obesity affects as much as 17% of the total population of children (Johnson & Hammer, 2003). This increase of obesity leads to other chronic health problems, some short term and some long term (Christianson, 2004).

For more examples, see some of our transitions handouts on our website.

Level 2 Heading

The Level 2 heading here implies that we are in a subsection of the previous section. Using headings are a great way to organize your paper and increase its readability, so be sure to review heading rules on APA 3.02 and 3.03 in order to format them correctly. For shorter papers, using one or two levels is all that is needed. You would use Level 1 (centered, bold font with both uppercase and lowercase) and Level 2 (left aligned, bold, both uppercase and lowercase).

Level 3 heading. The number of headings you need in a particular paper is not set, but for longer papers, you may need another heading level. You would then use Level 3 (indented, bold, lowercase paragraph heading).

One crucial area in APA is learning how to cite in your academic work. You really want to make sure you cite your work throughout your paper to avoid plagiarism. This is critical: you need to give credit to your sources and avoid copying other’s work at all costs. Look at APA starting at 6.01 for guidelines on citing your work in your text.

Level 1 Heading

APA can seem a bit tricky to master, but it’s really fairly straightforward once you get the hang of it. There are also plenty of sources to help you—don’t be afraid to ask!

And so forth until the conclusion.....

Level 1 Heading

Your conclusion section should recap the major points you have made in your work. However, perhaps more importantly, it should also interpret what you have written and what it means in the bigger picture. In your concluding remarks, think big! Some questions to ask yourself include: What do you want to happen with the information you’ve provided? What do you want to change? What is your ultimate goal in using this information? What would it mean if the suggestions in your paper were taken and used?

References

(Please note that the following references should NOT appear in your paper)

Alexander, G., & Bonaparte, N. (2008). My way or the highway that I built. Ancient Dictators, 25(7), 14-31. doi:10.8220/CTCE.52.1.23-91

Babar, E. (2007). The art of being a French elephant. Adventurous Cartoon Animals, 19, 4319-4392. Retrieved from http://www.elephants104.ace.org

Bumstead, D. (2009). The essentials: Sandwiches and sleep. Journals of Famous Loafers, 5, 565-582. doi:12.2847/CEDG.39.2.51-71

Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly occupants. Thousand Oaks, CA: Fairy Tale Publishing.

Hera, J. (2008). Why Paris was wrong. Journal of Greek Goddess Sore Spots, 20(4), 19-21.

Laureate, Education, Inc. (Producer). (2007). How to cite a video: The city is always Baltimore [DVD]. Baltimore, MD: Author.

Sinatra, F. (2008). Zing! Went the strings of my heart. Making Good Songs Great, 18(3), 31-32. Retrieved from http:///articlesextollingrecordingsofyore.192/fs.com

Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush, P., Aaegrade, V.,... Fiiel, B. (2005). The art of correcting surname mispronunciation. New York, NY: Supportive Publisher Press. Retrieved from http://www.onewaytociteelectronicbooksperAPA7.02.com

White, S., & Red, R. (2001). Stop and smell the what now? Floral arranging for beginners (Research Report No. 40-921). Retrieved from University of Wooded Glen, Center for Aesthetic Improvements in Fairy Tales website: http://www.uwg.caift/~40_921.pdf

essaywritingloft <This email address is being protected from spambots. You need JavaScript enabled to view it.;

Jun 18, 2018, 6:03 PM

Daniels,

Please send us the prompt of the research proposal. We do excellent research proposals online.

Do you have a topic already?

Kimberly

Hi,

I would like to know how do I go about when I want you to do my research proposal ?

Kind regards,
Daniels

BSBPMG515

Task One 

Carefully read the following: 

Boutique Build Australia was established in 1990 and is a boutique building company based in Sydney that specialises in the design and build of high quality designer homes for the Sydney metropolitan and surrounding areas. The company employs approximately 50 staff including the CEO, Operations Manager, Human Resources Manager, Marketing and Sales Manager, Customer Service Officers (6), architects (2), Site Managers (3) and a large team of tradespersons, some of whom are employed, and some are contractors.  The personnel are generally managed as three overlapping teams: administration, sales, and on-site.