I’ve included the instruction along with rubric as well as the previous work (from week6). Also there is an example attached that you can follow. The program we used for the data is also attached. Here are some links from professor that will help you more.
Author: admin
-
“Closing the Project: Challenges, Termination Methods, and Best Practices for Effective Project Closure”
Research credible, academic articles to answer the following questions. You may find the Project Management Institute (www.pmi.org) or the EBSCOhost and ProQuest databases (accessible through the MyEdison portal) to be useful in your research. Be sure to correctly cite your sources for this assignment. What are some of the issues often encountered by project managers and project teams during project closures? What are some ways that projects can be terminated? Which one is most costly, and why? What kinds of information should end-of-project signoff documents contain? Explain your answer. Describe some challenges that can prevent effective project closeouts. How would you manage reward and recognition at the end of a project? When should the performance review for the project team members be completed? Share your rationale.
-
Title: The Critical Role of Nurses in Health Policy, Regulation, Global Health, and Leadership
This assignment is designed to help you understand the critical roles that nurses play in health policy, regulation, global health, and leadership. Based on the provided chapters from “Policy & Politics in Nursing and Health Care,” you will engage with key aspects of nursing’s influence on health systems and practices.
Readings:
Ch. 46: Nursing Licensure and Regulation
Ch. 50: A Nurse in the Boardroom
Ch. 53: The Nursing Workforce
Ch. 77: Creating a Culture of Health System
Ch. 82: Nursing and Global Health
Ch. 83: Infectious Disease
Assignment Tasks:
Nursing Regulation Brief
Write a summary (300 words) explaining why nursing licensure and regulation are essential.
Leadership Role Reflection
Reflect briefly (200 words) on why nurses need to be involved in high-level decision-making.
Workforce Overview
Provide a brief overview (300 words) of the trends and challenges in the nursing workforce.
Culture of Health Slides
Create a short slide deck (5 slides) on how nurses can create a culture of health in healthcare systems.
Global Health Impact Essay
Write a concise essay (200 words) on how nurses impact global health, using one example from the chapter.
Infectious Disease Response Overview
Summarize (200 words) how nurses respond to infectious disease outbreaks, referencing a recent example.
Submission Instructions:
Submit all written assignments as one Word document.
Submit the slide deck as a PDF.
Use clear, concise language and focus on the key points outlined in each task. -
The Three Schools of Philosophy and their Views on an Ideal Society and Ruler during the Period of Warring States The period of the Warring States in ancient China was a time of intense conflict and chaos, with numerous states vying for power
Assignment: Let’s Talk about Period of Warring States: Answer both questions and write brief essays to help expand your knowledge of Chapter 4 & prepare for upcoming assignments.
During the period of the Warring States [475 – 221 BCE) BCE], they continued to prosper in spite of the intense fighting between them. Various Chinese philosophers offered different solutions as to how to restore social and political order out of the chaos of the times.
Using the information from the text readings, video and your knowledge of Global History, write an essay in which you:
Identify the views of the three major schools of philosophy – Confucianism, Legalism, and Daoism
of an ideal society.
Explain how each major school of philosophy presented a different vision of the ideal ruler.
https://youtu.be/iPQ6GB822x4 (https://youtu.be/iPQ6GB822x4)
https://youtu.be/ylWORyToTo4 (https://youtu.be/ylWORyToTo4) -
Title: Analyzing Legal Issues in a National Security Event or Controversy: A Case Study of the Terrorism Act 2000 and 18 U.S. Code § 2331
POLI 431
Essay Assignment
Assignment
Select a domestic, foreign, or international national security event or controversy that has occurred after January 1, 2022.
Write an essay analyzing the legal issues arising in the event or controversy you selected, using only the course readings, and/or sources created or cases decided, after January 1, 2022.
Details
Your paper should be a 5– 7 page (double spaced) standard essay in which you address the task above as efficiently as possible. Be sure to articulate a clear thesis statement. Follow this link for help writing an essay. You may use alternative organization formats (for example the legal brief format).
Use any standard citation method. UMBC has a good website to help with citation. (Also, this website has very good information on the citation formats). To cite cases you need only include the case name in italics, the year of the decision, and the court.
Your essay must be entirely your own work.
The assignment must be or uploaded to Blackboard by 5:00 p.m. on June 22. If you have problems doing so email your paper to the professor () Please use MS Word or other standard word processor.
Rubric
Your grade on this assignment will be based on the following criteria:
Criteria
Percentage
Demonstrated knowledge of national security law.
25%
Demonstrated ability to apply the law to real world situations.
Analysis of the legal issues arising in the national security event or controversy you selected that demonstrates an understanding of how the law applies to national security situations.
This includes:
Using readings, cases, statutes, treaties, etc. to apply rules of law to the selected event.
An understanding of how the law of these cases relates to the selected event.
The degree to which your argument is supported by the law.
65%
Grammar, spelling, organization and clarity.
10%
this is some sources:
18 U.S. Code § 2331 – Definitions | U.S. Code | US Law | LII / Legal Information Institute (cornell.edu)
Terrorism Act 2000 (legislation.gov.uk) -
“Maximizing Student Success: Exploring the Student Support Services at Palm Beach State College”
The argument topic requires developing a persuasive point about two or three of the many possible student support services offered at colleges and universities in the United States with a more specific focus on Palm Beach State College
-
Creating Charts and Tables in Excel “Creating a Transaction Data Workbook”
Open the BlueLake_Project2-Excel-ACP-2 Excel workbook start file. 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.
NOTE: If group titles are not visible on your Ribbon in Excel for Mac, click the Excel menu and select Preferences to open the Excel Preferences dialog box. Click the View button and check the Group Titles check box under In Ribbon, Show. Close the Excel Preferences dialog box.
Import a text file.
Import the tab-delimited BlueLake_Project2.txt file using the From Text (Legacy) command in to cell A19 in Sheet1. The imported data repositions the existing data (Figure 1).
FIGURE 1 IMPORTED TEXT FILE
Select cells A19:C32and copy them to the Clipboard.
Select D19 and open the Paste gallery [Home tab, Clipboard group]. Choose Paste to insert the data without formatting.
Press ESC to cancel the moving border. Close the Queries and Connectionspane.
Format data as a table.
Insert a blank row at row 4 on Sheet1.
Format cells D5:F75 as an Excel table with Blue, Table Style Medium 2.
Select and delete columns A:C.
Select cells A1:A3 and set the font size to 14 pt.
Set the width of columns A:C to 15.00.
Apply the Center Across Selection command to cells A1:C3.
Rename the worksheet as Transactions
Copy and rename a worksheet.
Make a copy of the Transactions sheet at the end of the tabs.
Name the copied sheet as Filtered.
Make another copy of the Transactions sheet at the end and name itSunburstData.
Sort and filter data.
Select the Filtered worksheet tab.
Sort the data in ascending order by Department.
FIGURE 2 FILTERED DATA AND TOTAL ROW
Show the Total row for the table.
Filter the table to show only the Bike & Skate and Game Room data (Figure 2).
Create a PivotTable.
Select the Transactions worksheet tab.
Select cell A5 and create a blank PivotTable layout on a new worksheet.
Show the Department, City, andTransactions fields in the PivotTable.
Arrange the City field in the Filters area, the Department field in the Rows area, and the Transactions field in the Values area (Figure 3).
Rename the PivotTable sheet as PivotTable.
FIGURE 3 CITY FIELD IS A FILTER
Create and format a Clustered Column PivotChart.
Select cell A4 in the PivotTable and insert a Clustered Column PivotChart.
Position and size the chart object to start at cell D2 and reach to cell M19.
Select one of the columns in the PivotChart and click the Format Pane button [PivotChart Format tab, Format group].
Find and expand the Fill command group and select the Vary colors by pointbox.
Close the Format Data Series task pane.
Click the Total title box in the chart and edit the text to display # of Transactions by Department.
Apply a Black, Text 1 outline with a weight of ¼ pt to the chart object.
Hide the display of Field Buttons in the PivotChart. Note: Mac users please skip this step and proceed to the next step.
Select cell A21 (Figure 4).
FIGURE 4 PIVOTTABLE AND ITS CHART
Create and format a sunburst chart.
Select the SunburstData tab name.
Select column B, cut it, and insert it at column A to rearrange the data so that the City column is column A. The top level in a hierarchy chart should be leftmost in the data.
Select cells B1:B3 and move them to column A.
Select cells A1:C3 and apply the Center Across Selection command.
Select cell A5 and insert a Sunburst chart on its own sheet namedSunburstChart.
Edit the Chart Title placeholder text to display # of Transactions by Department. The city names are the inner ring of the chart, the top level in the hierarchy.
Return to the SunburstData sheet and filter the table to show all departments except Apparel, Footwear, and Running.
Return to the SunburstChart sheet. When values are too small to scale, the slice displays as blank (Figure 5).
FIGURE 5 SUNBURST CHART
Name a cell range and insert a column.
Select the Lookup_Data tab name.
Select cells A2:A6 and name the range Cities.
Select cells B2:B6 and name the range TaxRates.
Select the TransactionData sheet and insert a column at column C.
Select cell C5 and type Tax Rate.
Build a XLOOKUP formula.
Select cell C6 on the TransactionData tab.
FIGURE 6 XLOOKUP ARGUMENTS
Build a XLOOKUP formula to lookup the value in cell A6 in the Cities range and display the tax rate. (Figure 6).
Copy the XLOOKUP formula in column C and format the results as Percent Style with 2 decimals.
Use order of precedence in a formula.
Select cell D6 on the TransactionData tab.
Type = to start a formula and click cell B6.
Type *( to multiply and enter the opening parenthesis.
Type 1+ and click cell C6. The sales amount is multiplied by 1 plus the tax rate to calculate the total bill.
Press Enter. The missing parenthesis is noted.
Click Yes to accept the correction.
Copy the formula to complete the data.
FIGURE 7 TRANSACTIONDATA SHEET COMPLETED
Preview the data and complete borders.
Preview the worksheet for printing.
Select cell A4 and apply a Left Border.
Apply a Right Border to cell D4.
Press Ctrl+Home(Fn+Ctrl+Left) and preview the worksheet again (Figure 7).
Use SUMPRODUCT to calculate fees by location.
Select the CardFees tab name and format the values in column C as Percent Style with four decimal places.
Select cell C9 and type .0095. The correct percentage is .9500%.
Type .0075. in cell C10.
Select cell C15, click the Math & Trig button [Formulas tab, Function Librarygroup] and select SUMPRODUCT. The formula multiplies the fee rate times the number of transactions for each type of card.
Select cells C7:C10 for the Array1 argument and press F4 (FN+F4).
Click the Array2 box, select cells D7:D10 for the Atlanta values as a relative reference, and click Done.
Copy the formula to cells D15:G15.
FIGURE 8 EDITED FORMULA
TO CALCULATE TOTAL BY CARD TYPE
Format cells C15:G15 as Accounting Number Format with zero decimal places with the $ sign. Results are rounded to the nearest dollar.
Use order of precedence and relative references in a formula.
Select cell E22. The formula multiplies the sum of cells D7:H7 times the fee for the card.
Click the Math & Trig button [Formulas tab, Function Library group] and select SUM.
Select cells D7:H7 for the Number1 argument and click Done.
Edit the formula to multiply the results by cell C7 for the White Card fee (see Figure 8). The sum is calculated first, and the result is multiplied by the value in cell C7.
FIGURE 9 PROPERTIES DIALOG BOX FOR MAC
Copy the formula to cells E23:E25.
Format cells E22:E25 and cellsD7:H10 as Accounting Number Format with zero decimal places.
Press Ctrl+Home(Fn+Ctrl+Left).
Finalize the workbook by setting page options and document properties.
Open the Properties dialog box [File menu].
Select the Summary tab.
Type Transactions Data in the Title box; type your name in the Authorbox.
Click the Comments box, type First week of September, and return to the workbook (Figure 9).
Select the PivotTable sheet tab. Change the page orientation to landscape and scale the sheet to fit a single page.
Select the Transactions sheet tab and scale it to fit a single page.
Save and close the workbook (Figure 10).
Upload and save your project file.
Submit project for grading. -
“Teaching with Power: The HBLT Method for Impactful Bible Lessons” “Guiding Learners to Grasp the Meaning of Scripture: The Importance of Preparation and Application” “Encouraging Life-Changing Application: Strategies for Effective Bible Study Teaching”
Tasha Cobbs Leonard – Your Spirit ft. Kierra Sheard (Official Video)
Zechariah 4:6-7 New Living Translation
6 Then he said to me, “This is what the Lord says to Zerubbabel: It is not by force nor by strength, but by my Spirit, says the Lord of Heaven’s Armies. 7 Nothing, not even a mighty mountain, will stand in Zerubbabel’s way; it will become a level plain before him! And when Zerubbabel sets the final stone of the Temple in place, the people will shout: ‘May God bless it! May God bless it!’
New Living Translation
Then he said to me, “This is what the LORD says to Zerubbabel: It is not by force nor by strength, but by my Spirit, says the LORD of Heaven’s Armies.
King James Bible
Then he answered and spake unto me, saying, This is the word of the LORD unto Zerubbabel, saying, Not by might, nor by power, but by my spirit, saith the LORD of hosts.
New King James Version
So he answered and said to me: “This is the word of the LORD to Zerubbabel: ‘Not by might nor by power, but by My Spirit,’ Says the LORD of hosts.
A Four Step Strategy for Pastor, Preachers, Teacher, Teaching Students Known to most bible educators as the HBLT method, the Hook, Book, Look and Took strategy remain excellent methods for structuring, developing, delivering, and evaluating a Bible lesson! Adapted from the book by Lawrence Richards, entitled Creative Bible Teaching. (Lawrence O. Richards, Creative Bible Teaching, Moody Press, 1976.) 1. The Hook: Grab the Learners’ Attention Every message and lesson needs a Hook! Getting the learners attention is critical to maximum impact. To a large extent, the first few moments of a lesson determine the outcome and impact level. Regardless of whether the learner is well known or new to the group, you must prepare the attendees to receive the content, the truth of the scriipture passage. Most of us have sat through a bible lesson or sermon and realized you were not engaged; your mind was elsewhere! You failed to focus on the text or the topic. Life-change at that point becomes increasingly unlikely even when dealing with the divine word of God. If we consider the parables of Jesus He presented the gospel in such a manner (stories and Illustrations) as to bring the students into learning readiness. Jesus was in effect, grabbing the learner’s attention using a Hook. Paul the apostle often says to his reader, “Listen up” or beginning a topic with a very pointed question. If the learner is prepared to genuinely “hear” the Word of God, teaching begins immediately! If the first few moments of the lesson do not “grab” his or her mind, and perhaps even the heart, then the youth sit through another session thinking about yesterday’s challenges or tomorrow’s homework assignment and never relates those things to today’s text. A good Hook will heighten the likelihood the learner is in a state of learning readiness and prepare him or her to contend with a relevant and life-changing bible passage. Book, Look and Took must be approached with enough emotion, or excitement, or anticipation that your class members will personalize the passage and begin to “engage” with the group as they consider how the passage should change lives. More than a simple introduction the Hook it is often referred to as creating interest, motivating, awakening or provoking interest. The Hook is usually a brief three to eight minutes that should serve as a bridge that connects the learner with life issues while pointing them toward the central truth. Good Hooks can flow from your own personal life experiences or someone else’s. Jesus used stories, questions, objects, and referred to current events. It is essential to secure the learner’s attention, prepare him/her to hear the text and engage so that the each can apply the truth to his own life! The Book: Wrestling with Truth Bible study preparation begins with prayer and a personal study of the text. If you are to guide your group to carefully read, explore, and understand a scriipture passage you must first contend with the meaning of the text and personalize it. After you have grasp the meaning of the scriipture you can then prepare to guide your group to grasp it as well. Often you will require the assistance of a bible commentary like LOGOS bible software or other commentary sources. This is where the teacher must focus on a teaching aim, learning goal or intended outcome. If a passage does not grip your heart with a personal message then you may want to examine your life or trust God has something in mind for the learners you are preparing to engage. This Book phase requires good preparation by establishing appropriate time to guide each element of the class lesson or message. A second element in a life-changing lesson process, will require more time than the other three elements. After a brief Hook you should be ready to take the class to the truth of the scriipture passage but remember you still have application (the Look) Many educators believe there are three basic elements to the Book step. 1. Read the text well. Regardless of whether you are teaching verse by verse or dealing with the passage as a whole, put some thought into reading the text. Perhaps you could enlist a reader in advance who becomes a critical part of the teaching process by using appropriate voice inflection and emphasis as each verse is presented. Let the Word speak, and let someone else engage in the learning process as a reader of the word. 2. Present the background. No passage or scriipture really stands alone and therefore, understanding the text requires some knowledge of the author, setting, context, theme of the book and so on. Utilizing a good commentary is an invaluable tool in being an exceptional teacher. After all, teaching requires discipline and some degree of time management. 3. Develop an understanding of the text. Lecture moments are appropriate but never, never just lecture. Present the content and the key points with creativity knowing that the scriipture has the power to change lives. Remember it is a sin to bore learners due to lack of study or preparation. Teaching does require group participation so I teachers should plan for and allow spontaneity and interaction throughout the session. Keep in mind that the devil has robbed many a moment given over to rabbit chases and endless spontaneity. A good leader will safeguard this element of the lesson carefully. You will want more interaction when the time comes for application. If you have given adequate time to personal preparation, you are a primary source of information at this point. Don’t give in to chasing rabbits! Make sure you take the class to the truth of scriipture. Before youth can apply the central truth to their own life, it will be essential for them to understand the truth. Make sure you take them to the Book so they will come away knowing what the Word of God says rather than what you think. The Look: Contend with Truth A teacher is to guide people to understand the scriiptures and to live it out! From my prospective, you cannot get any deeper into scriipture than focusing the very words of scriipture on Monday morning! When an in-depth Bible lesson moves the text toward Monday or the ‘work-a-day’ world of the learner, you move the group toward genuine deeper- life Bible study. I do not want to be too redundant, but these elements all fit together. – how should this truth impact our lives? Examine how the Bible lesson should impact life on Monday morning and throughout the coming week. Seldom will the learner understand and internalize the truth unless they can interact or relate to the truth. Most often application requires learner involvement and participation. The application of a bible lesson requires giving time within the lesson to discuss the previous elements. RELEVANCE. Many Bible teachers have wrestled with the desire to dig deeper into the Word of God. Caution is due to remind youth teachers to make sure each lesson has adequate time for life-changing application before you strive to go any “deeper”. Consider your Bible study class or group as an ongoing ministry of encouragement to live out God’s word. Relevance is essential for life-change, spiritual growth and living God’s word. LEARNER INVOLVEMENT. Many Bible teachers have wrestled with learner involvement and relevance during lesson application time. Remember, application usually requires some learner involvement and therefore, some creativity. Often teachers have a class member(s) who are reluctant to participate in any way and at the same time have a class member(s) who dominate the class time and lead to class-wide rabbit chasing. Remember two things: 1. chasing rabbits is not a bible study method. 2. Do not resort to lecture as a means to control an excess amount of class discussion. TRIADS To bring balance to class time, consider discussion triads when asking questions, seeking opinions or getting reactions. Clusters of three, with an assignment that can be completed in a few moments, allows the leader to guide discussion, and still guard the remaining time. PREPARE FOR A DECISION Since the Look, (lesson application element) is aided by learner involvement, implication, and self-evaluation be sure to give time for decision making (so what now) thinking. Look allows the learner to prepare his/her heart for the final moments of class when a decision must be made – a decision to practice the truth just learned or not. The Took: Weaving Truth into Life The Took is the take away. The teacher is asking the class to insert and weave the biblical central truth presented into their life. The teacher wants to give time for the group members to respond to a brief appeal to live out the truth God has just convinced them should be taken to heart and lived out.. If Bible study is to be life-changing, then planning for an invitation (the Took) should occur more often than not. Teachers often run out of time during class. In the midst of discussion the teacher realizes the time is gone and someone is called upon to pray and dismiss the class/group in prayer. A teacher’s invitation to live out the truth of the lesson usually comes in the last few moments of the Bible study. It does not end the lesson; it launches the lesson into an ineffective life change. The leader should bring the class back to a main point or central truth while inviting them to live it out. That usually means a time of personal reflection and prayer. Don’t panic, even if you have only covered one verse of scriipture, urge them to live that truth today, or in the coming week. The Took should present a challenge of how to live this out. Perhaps it might even include a persona prayer of commitment or a declaration of intent to complete some action towards the truth. The weekly Bible study or youth gathering is all about encouragement. You must have the courage to get deep into the lesson and preach the authentic Gospel but youth need to be encouraged in their efforts to live it out. You’re your study/lesson deep enough that learners who decide to live by it understand the cost to do so. Finally, there should be an element of evaluation. How do you evaluate a life-changing lesson? Well it is more than simply hearing youth say, thanks that was an awesome talk, sermon, message, etc. Eventually teachers/leaders need to hear, Let me share with how I just lived out that lesson during football practice today or in the cafeteria with my friends, or on yearbook planning team. In other words – It Took! -
Kaltura Self-Reflection: Preparing for a Professional MSN Role Link to Kaltura video: [Insert link here] Transcript: Hello everyone, my name is [Name] and I am currently a nursing student in the MSN
Kaltura Self-Reflection
In 2–3 minutes, answer the following questions. As you move towards a professional MSN role, what aspects of the role do you feel most prepared for? What aspects do you identify as challenges or as areas of growth and why?
Follow the directions for Kaltura use. Submit the video when you are satisfied with your product, and paste the full link in the
no reference needed Ill make the video
I -
Exploring the Power of Emotion: Reflection on Younger Poets As I delved into the works of younger poets like Rita Dove, Yusef Komunyakaa, Natasha Trethewey, Terrance Hayes, and Jer
read several (somewhat) younger poets: Rita Dove, Yusef Komunyakaa (read especially ‘My Father’s Love Letters’ for its powerfully evocation of emotion), Natasha Trethewey, Terrance Hayes, and Jericho Brown (read ‘Bullet Points’ but don’t make that the only one you mention). your reflection only has to refer to one poem by each of them.
You can talk about more, but talk about at least one by each of these five poets. Please find, read, and think about 5 poems by each of these five poets. Your reflection should refer to at least one poem by each of the poets. Your reflection can address each separately, but even better, maybe make some comparison-contrast kind of observations; and if you can, try to say something about the WAY the poet has composed the poem — form, rime, rhythm, metaphors, tone, type of language.
All can be found at The Poetry Foundation website; please also read the bios and other material that might accompany the poems. And remember that if you use anyone else’s ideas or language in your reflection, you need to cite that source.
use quotations from the poems to support general statements about the poet or a particular idea of yours. AND please offer any personal connection/response/feeling/memory that a poem evokes in you.