Lab Report

 
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Assignment 2: Lab Report

You are a scientist in your life and in the real world. Part of the fun of learning about the world and how it works is going beyond the text and seeing it for yourself in action.

This quarter you are studying 4 major fields of science Physics, Chemistry, Earth Science and Astronomy. For two (2) of those fields, you will perform an experiment and create a lab report.

At the end of each chapter you are assigned to read this quarter, there are “ACTIVITIES (HANDS-ON APPLICATION)” where you can find your “experiment.”

Don’t let this be the only place you look! Venture to YouTube or the Science channel’s show “Outrageous Acts of Science.” If you have wanted to put a Mentos in a bottle of Diet Coke – this is the time! If you want an excuse to go camping or hiking, star gazing or doing a geological study might just be the way to go. You could even make up one of your own! Include your family, your friends, your pets! Have fun!

CAUTION: Please make sure that you have the proper safety equipment when conducting any experiment. This generally includes but is not limited to, eye protection in the form of goggles or safety glasses and clothing that is not loose fitting.

For each lab report you must:

1. Describe the purpose and hypothesis of the experiment. (What are you trying to prove or see?)

2. List/show the materials used.

3. Describe the procedure. (Describe the steps of the experiment and what you did so that a classmate could replicate if they wanted.)

4. Describe and display the results. (What happened? Hint: Some of the data may be easier to show in charts or with graphics.)

5. Answer the following explanatory and interpretative questions:

5. Why do you think you achieved the results that you did?

5. Did anything unexpected happen?

5. Do the data/results support the hypothesis? Why? (Show using specific references to the data.)

This Lab Report may be submitted in any format: Video, PowerPoint (with notes pages as needed or screen capture as wanted), Word Document, etc., or any combination that would allow you to show not only the details of the experiment and data but what you have learned from doing it. Use your own words throughout.

All assignments, regardless of format, must give citations, references and/or credit and use 2-3 academic quality sources. For example if it’s not an original experiment and you were inspired by someone else’s video, or copied it exactly, let us know which one etc. The important thing is that your sources be documented clearly in a way that your sources can be checked by the reader (and verified by the instructor). SWS style is recommended, but not required.

 
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Scientific Process Research Paper

 
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You MUST select a topic from the lists provided on our Blackboard website, or find a recently published article on a natural science topic that includes a graph showing the relationship between an independent variable and a dependent variable AND get permission from me, Prof. Andria. Your paper should have four to five pages of TEXT in double spaced 12 point font PLUS one graph PLUS a page for citations.

  1. (worth 10% of the paper’s grade) Your paper MUST describe the background of the research that produced the graph.
  2. (worth 70% of the paper’s grade) Your paper must (a) present the graph (6% of grade) and (b) describe the independent variable (12% of grade) and (c) describe the dependent variable (12% of grade) and (d) describe the control variables/conditions used in the research (20% of grade) and (e) describe the relationship depicted in the graph (20% of the grade).
  3. (worth 10% of the paper’s grade) The paper must discuss the significance of the research presented in the graph. Your paper should describe how the research affects you and/or how you feel about it (5% of the grade). Your paper should also describe how the research affects other people – in America and/or other parts of the world, and it could describe how it could have even wider effects on Earth or beyond (5% of the grade). It would also be good to speculate on the possibilities of further research along similar lines to the research presented in the graph.
  4. (worth 10% of the paper’s grade) Your paper MUST contain AT LEAST FOUR citations including (a) the published research article that contained the graph originally and (b) the article that led you to this published research article (that is, the MedXpress article or whatever other source you used). The other two or more citations should be sources of background information you used to prepare your paper. I’m not picky about the citation format; however, it must contain ALL information that I would need to find the source.

Here is the link you need to use- https://medicalxpress.com/news/2018-07-well-known-animal-health-drug-outbreaks.html

 
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Food Intake

 
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Record food intake and activities performed for three days. The iProfile® will be utilized to analyze the 3-day Food Intake Record. The Activities data will be analyzed during Week 4.

Enter your food intake for three full days using the food journal within iProfile®.

Follow the WileyPLUS® iProfile® instructions. Save this information.

Access the Intake Spreadsheet within the reports menu. Select start and end dates in the calendar at the top of the screen. The intake spreadsheet will calculate and display the average for the three days. Attach a screenshot of your report or export the report using Excel or PDF.

Write a paper of at least 750 words that addresses the following points about your 3-day food intake:

  • Recorded intake of protein, carbohydrates, and lipids
  • Which foods in your recorded daily intake provide protein? Which provide carbohydrates? Which provide lipids?
  • Review how your recorded protein, carbohydrate, and lipid intake compares with the recommendations of the dietary reference intake. If your recorded protein-carbohydrate-fat intake was too high or too low, which foods might you add or remove to achieve your goal and keep other nutrients in balance?
  • Is the protein in each food you ate complete or incomplete, combining to become complementary? Why is this important?
  • How much of your daily recommended protein, carbohydrates, and lipid intake did you achieve? If your macronutrient intake is insufficient or excessive, what might you do to bring it into the recommended range? Provide specific recommendations.
  • Macronutrient intake ranges 
    • Is macronutrient intake within the recommended range important? What are the effects of too much or too little of a macronutrient? What happens if you consistently eat too little protein? What happens if you eat too few carbohydrates? What happens if you eat too few lipids?
  • Fiber intake ranges 
    • Does your fiber total meet 100% of the recommendation for you as calculated at iProfile®?
    • Does your diet meet the minimum number of servings of foods from each fiber-containing group? If not, which of the fiber-containing groups–fruits and vegetables–fell short of the recommended intake?
    • Which specific foods provide the most fiber in your meals? Which provide the least? Identify trends in your food choices that might affect your fiber intakes.
  • Dietary modifications 
    • What changes might you make to increase the fiber in your diet?
    • How might insufficient or excessive amounts of proteins, carbohydrates, fats, or fiber contribute to health or illness? Provide examples.
    • What have you learned about your diet?

Cite three references other than the course text.

Format your paper consistent with APA guidelines.

Include an explanation on the links between theory and relevant examples.

The Grading Guide for Food Intake – 3-Days will be used for this assignment.

 
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Econ Growth Hist Persp

 
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SHOW YOUR WORK IN FULL AND LABEL YOUR GRAPHS CAREFULLY

1. Trade and Growth (20 pts)

a. It is often said that trade acts like an increase in productivity, because it allows countries to produce and consume more. How is this possible? Explain in 4 lines. Consider the table below listing the cost of production for two countries, Brazil and China:

China Brazil Electronics (1 pound)

$5 $12

Soybeans (1 pound)

$2.5 $4

b. What is the opportunity cost (in soybeans) of producing one one pound of electronics in China? What is the opportunity cost of one pound of electronics in Brazil? c. In which sector should each country specialize? And how should they trade? d. List and explain 2 reasons why the conclusion in (c) is not always valid. That is, explain 2 reasons why the theory of comparative advantage would not always determine the direction of trade?

2. Openness in the Solow model (20 pts) a. For open economies, do rich countries grow faster than poorer countries? Why or Why not? Explain in 5 lines. b. According to the Solow model, what is the relationship between a country’s saving rate and its steady-state level of output per worker? Explain in 5 lines and with the aid of a graph. c. If the country is open, would the country’s saving rate matter for capital per worker, and output per work? Explain in 5 lines and with the aid of a graph. d. In the real world, is mobility of factors of production large enough to explain the relationship between openness and growth? Explain in 3 lines, particularly citing the relationship between domestic saving and investment.

3. Globalization (20 pts) a. In one paragraph, and with the aid of a graph, describe the pattern of globalization between 1870 and the present day. Ensure you discuss the different periods of globalization. b. Describe three important differences between the waves of globalization, in terms of flows in factors of production and the source/destination of those factors? c. List and explain 3 reasons for the rise of globalization? Describe each reason in brief detail. d. List 4 reasons why some might to opposed to rising globalization. Discuss each reason and provide counter-arguments.

4. Technology and Efficiency (20 pts)

a. What was Henry Ford’s major innovation to the technology of automaking? Explain in 5 lines. b. Explain 2 impacts of Henry Ford’s technological innovation on quantity, price, wages, and quality, in the automobile sector. c. What changes did Henry Ford implement in his factories in order to make the automobile production process more efficient? Describe at least 2 changes and how they impacted efficiency. d. Compare and Contrast the effects of Henry Ford’s technological innovations with the effects of the Green Revolution. Make sure you explain what is understood by the Green Revolution, and highlight key similarities and differences.

5. Technology and Growth (20 pts)

Consider the two-country technology transfer model, with a leader and a follower:

a. Suppose a country is a follower, what are the temporary and longer term impacts of increased research spending that remains below that of the leader? Explain with the aid of a graph. b. Suppose a country is a leader, what are the temporary and longer term impacts of increased research spending? Explain with the aid of a graph. c. What do your answers imply for the possibilities of a follower country catching up with a leader? Is leapfrogging possible? Explain using the examples of Japan and the United States. d. Give 2 examples of follower countries whose growth performance mirror the predictions from part (a), and describe why they confirm the predictions. e. Why is it difficult for some countries to catch-up by imitation? Explain in one paragraph.

6. Technology Creation and Patents (20 pts)

a. Briefly describe how technology is produced, and explain why a free market will under-produce new technologies. b. What are two strategies that economies can adopt to overcome the problem of underproduction of technologies in a competitive market? Explain why these strategies work and give one real-world example each. c. List and describe two reasons why patents might actually discourage innovation and the production of new technologies, and provide one instance of each in the real world. d. List and explain 4 reasons why there has been a productivity slowdown even when we have experienced rapid technological changes over the past 40 years.

7. Structural Change (20 pts)

Suppose technologies in the computer sector is growing more rapidly than in the rest of the economy and answer the following questions:

a. How does the differential technological progress impact the price of computers relative to the price of other goods and services? Make sure you state your assumptions. b. Assuming demand for all goods do not change, how would differential technological progress impact the quantity of computers relative to other goods and services? c. How does differential technological progress impact the share of expenditure devoted to the production of computers relative to other goods and services? Explain in one paragraph and once again state your assumptions.

7. Efficiency (20 pts)

a. What is inefficiency? Give 3 examples of inefficiencies in the real world, and explain why economists believe that inefficiencies are important for differences in incomes across countries.. b. List 4 reasons why inefficiencies might arise in an economy. Provide and explain a concrete real-word example of each reason for inefficiency. c. Using a simple graph, discuss the implications of misallocation across sectors on relative wages. d. List 4 reasons for misallocation across space,sectors, people, or firms. e. Describe 2 types of real world misallocation of factors of production. You are free to focus on labour or capital misallocation.

8. Government (20 pts)

a. Using a real world example, describe why the form of governance in a country is clearly important for economic performance. b. In contrast to your previous answer, provide and describe one real world example showing that the form of government might not patter for economic performance. c. Describe three reasons why the government should intervene for efficiency reasons. d. List four reasons rule of law encourages investments and productivity. e. Describe 2 of the reasons in (c) above in detail, 5 lines each.

9. Government Performance (20 pts)

a. Governments sometimes take actions that are harmful to growth in pursuit of other goals. Describe 2 examples of these other goals the government could be pursuing in 5 lines each. b. Some have claimed that corruption “greases the wheels of growth.” What does this mean? List and describe 3 arguments in favour of the claim.

c. List and describe 3 reasons why corruption is bad for growth. d. Overall, what is the relationship between corruption and growth across countries?

10. Efficiency vs. Technology (20 pts)

We want to evaluate the importance of technology relative to efficiency for Ghana’s relative productivity gap when compared to, the technology leader, the U.S. We use the decomposition below:

(Ai/Aus)= (Ti/Tus) X (Ei/Eus)

a. What information would you need to compute the relative efficiency gap? b. Given a relative productivity gap of .5 and technology growth of 1% a year in the U.S., what would be the relative technology gap if Ghana is 20 years behind the U.S.? c. What is the relative efficiency gap? How does the gap change if Ghana was 40 years behind the U.S.? d. From the above exercise, assess the importance of technology relative to efficiency in explaining Ghana’s productivity gap with the U.S.

11. Human Capital

a. How has human health changed over the past 300 years? Which countries have seen the greatest increases in health? Is height a good measure of health? Why? b. Discuss two reasons why improved health increases output per worker. Africa has seen an AIDS epidemic decimate a significant proportion of its working population, explain how the epidemic would decrease income per capita. c. Graphically describe how exogenous increases in health lead to an increase in output per worker? Illustrate and explain the health multiplier. d. There are two views on the positive relationship between income and health: one view emphasizes that the poor disease environment lowers incomes, and the second view emphasizes the fact that low incomes are responsible for poor health conditions. Discuss these views with the aid of graphs. e. Which of the two views above do you think is more plausible in the modern world? Justify your answer.

 
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Forum Responses

 
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1

Hello class! I can’t believe it is week eight already! I have really enjoyed this class and I learned a lot. My favorite part of the course was learning about the threats and hazards that my specific area has. It was really cool to review the Emergency Operations Plan for my county and try to figure out what could be improved. I think it would be a good idea for every person to review what hazards they face in their town. Knowing that information will allow you to be able to prepare properly. That information could save your life! I doubt that many people in my area even know that they are in the pathway of a two nuclear power plants. If a disaster caused one of them to blow up, most people would not be prepared or know what to do!

What I learned in this class will definitely help me out in the future. The information we learned about could potentially be life saving one day! It made me think about how I have prepared for emergency situations and I talked it over with my family. We discussed escape plans in case of a fire and where we would go if we had to evacuate the city. Like I said in a previous post, after taking Intro to Disaster Management, I went on Amazon and bought a three day survival pack with food, water, medical kit, and other miscellaneous supplies. I learned how important it is to be prepared!

2

Well, I have enjoyed sharing and learning with everyone the past eight weeks. What I feel I have enjoyed learning the most was about threats and hazards because it really made me look at the little town I lie in and our surrounding service area. I knew how vulnerable Danforth was when it came to things such as the rail line literally splitting the town in two along with the river. But until this class, I never realized just how big of a problem it really is. Also, as for wildfires how limited some of the access is to areas that might need to be evacuated. Narrow dirt roads with one way in and one way out. This has also enlightened me as to how poor our town emergency plan really is and how little our Emergency Manager really does. I also enjoyed how this class expanded on the introduction to Emergency Management.

What I have learned in this class will help me with preplanning when I look at the area and what hazards there are and how to overcome the hazards with mitigation and what resources might be needed. I also feel that this class will help me in my next course Emergency and Disaster Incident Command. One last thing that this course will help me with is possibly becoming the next Emergency Manager for the town. I wish everyone the best of luck on the final and in your next class. Thank you for sharing and helping me learn these past weeks.

 
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Health Claim Assignment

 
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The contribution of Health Claims in Possibility Bias among Unhealthy Foods

Introduction

Kaur, Heike, and Rayner define health claim as “a statement that claims something about one’s wellness” (23). The food information found on the cover of food packet constituting of the front of packet labels and wellness claims could inform the consumer on the wellness value of the food before its purchase and consumption. They also depict that “the appearances of the claim tend to positively bias the buyer or consumer’s perception about the product” (36). The notion avails when compared to other products of the same category with no such information even amid the evidence in their nutrient profile.

Health Claims

The foods embracing health claims depict the marginal healthy status as compared to other products lacking the claim. Most of the claims exist on products categorized as unhealthy with the frequency in which the ailments associated with such meals fails to provide the exact global burden associated with such ailments. For instance, Volkova and Mhurchu state that the “Disability Adjusted Years of Life Lost appear least in the numerous health claims” (87). It is, therefore, crystal clear that such claims avail the partial positive nutritional information only to cater to the producer’s gains. The study on the standard and quality status claims seems disadvantaged than for nutritional statement. Outcomes of researches assessing the unhealthy food items, one identified availed evidence of positive assessments emerging from the average level health claims while others identified greater state claim on the unhealthy items resulted to the raised perception of wellness and voluntary payment as well as combined outcomes throughout the different result variables. With no exception, researches have verified that some claims create positivity bias for unhealthy meals. Kaura, Heike, and Rayne argue that “Limited studies examining consumers response to products considering both models of the nutritional data requires an embrace of FoPL-based information against the health claims” (65). The progressing study, therefore, explores the cooperation of the two models of nutritional data. Previously, the studies availed the positivity bias through three-dimensional operational dimensions of perceived wellness, global assessment and volunteering to purchase.

Methods: The study in progress associate to the complex research project which experimented with the Australian consumer’s perception towards the prepared or take-away meals. (Triad: ACTRN1266000626460, Consider

https://www.anzctr.org.au/trial/registration/trialreview.aspx?id=370675[62] to access surplus information required on the global variable submitted to scrutiny, manipulation, and evaluation). The Curtin University Human Research Ethics Committee issued the study team with an ethics permit (approval code: RDHS-11-15, date: 15/01/ 2015). Research model and the different factors suitable to the progressing synthesis are in progress:

Participation

The study invited Australian population both children and adults from the age of 10 years and above through the online national survey under the umbrella of an ISO approved web platform provider titles Pure Profile. The total number of participants within the broader project was 2058 with recent research attracting the total of 1984 participants. Kaura, Heika, and Rayner suggest the need for “ formulation of the study quotas base on age, social, economic status (SES) and gender for equity and proper representation of the understudied populations” (45). As a result, the number of study population comprised of 23% toddlers with other 48% comprising of the population form Low SES surrounding.

Results/Recommendation and Conclusion

The outcomes from the pooled synthesis (with information from the general food types) undergo the initial reporting, with an explanation of the primary effects and designed comparatives (which shows the fundamental and direction of the stated effects). Progressively, there was an analysis of the food type to reveal the varying effects depending on the category of food. During the reporting of the outcomes, a positivity bias seemed to occur in the case where the FoPL or wellness claim resulted to more positive rankings as compared with the control state on any of the three result measures of the natural wellness, global assessments and the volunteering towards buying a particular food. It is in concurrence with Volkova and Mhurchu that other studies with “different doses of exposure and behavioral studies would help identify the impact of the labeling scheme and the influencing power of the health claim respectively” (65). Conclusively, the study outcomes show that decreasing FoPLs are likely to result in more passive assessments of delicate items compared to the absence of FoPL.

Works Cited

Kaur A., Heike S., Rayner M. Do health and nutrition claims meet consumers’ health needs? Agro Food Ind. Hi-Tech. 2016; 27:22–24

. Volkova E., Mhurchu C.N. The Influence of nutrition labeling and point-of-purchase information on food behaviors. Curr. Obes. Rep. 2015; 4:19–29. doi: 10.1007/s13679-014-0135-6. [PubMed] [CrossRef]

SCI 1015 – Introduction to life science – health claim

Health Claim Assignment #1

Critique your Health Claim and Think about Research

Part 1:

Now that we have all found health claims that we are going to focus on for the rest of the term, we need to critique the experiments done to see if we think that the health claim is credible.

You will write a short paragraph in which you point out parts of the experiment that you would change or where you think the scientists could have improved upon their experiment. You can also include areas of further research for the researchers as well.

Part 2:

Assignment 3 is going to require you to do some independent research. I would like you to list 3-4 keywords that you want to research about your health claim using search engines (both Google and database searches).

 
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Reflection Journal

 
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Read the most recent progress report on Healthy People 2020: Healthy People 2020 Leading Health Indicators: Progress Update. Pick a leading health topic and indicator, and note the change from the baseline measurement to the most recent measurement. What were the measures? Was there progress made or did measures worsen? What do you think might have contributed to either the improvement or the worsening of the indicators?

Next, find a public health program that targeted one of the leading health topics. This program could be local, state, or national. Describe the program and discuss public health theories or principles that were used in the program’s promotion.

Note: In this journal task, be sure to connect your own experience to what is being asked of you in the particular journal prompt. Reflect on each question and support your answers using specific details and relevant examples. In reflecting on the public health theories or principles that you have explored, describe how you have applied (or will apply) what you have learned.

 
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Translational Research

 
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1/13/2019 Module 2: Exercise 1 – Translational Research

https://asu.instructure.com/courses/5880/assignments/96463?module_item_id=265977 1/3

Translational research” is a term that has been used in the scientific community for about 20 years, and is also a process that crosses many disciplines and meanings. Please read the attached article regarding the definition of translational research.

In this exercise, students will use their knowledge and perspective of translational research to develop a staffing model for an early phase I research site. Because “translational research” is interpreted in many different ways, I expect that each student will define the term in the way that she or he will then develop into her/his staffing budget. Consequently, I will be grading this assignment for consistency and reasonable assumptions along with justification. There is no “right” or “wrong” answer, I expect that you will use due diligence to make decisions on salaries, training and other requirements to establish a quality research module.

You are currently the manager of the clinical research department in a busy (nonprofit) oncology practice). As such, you are often tasked with planning new ventures and directions for the research department.

To everyone’s surprise a patient donates a substantial amount of money to the practice, with the directive that $20 million dollars will be used to start a translational research module within the research department. The Vice President of the practice has tasked you with investigating a model for an early Phase I translational research department and developing a staff start-up budget and justification. These are the details of your assignment:

3-4 pages total (5 points) References and citations if you use any literature or other material (5 points) Content:

1. 2-3 paragraphs defining translational research as it relates to early translation of a drug from animal studies to human studies (T1 research) (20 points)

2. 2-3 paragraphs exploring the overall resource needs of a translational research facility that conducts early Phase I studies (include what happens just prior to a Phase I study and the definition of Phase 0 studies) (20 points)

3. Your first year budget for staffing will be $1.5 Million dollars for support of 25 people. Your goal is to open 5 new studies in the first 4 months and another 15 in the next 8 months – how will you spend the money? (45 points – reasonable numbers, justification, and salaries using internet resources and academic research)

4. 1 paragraph conclusion discussing your budget and why it is reasonable. (5 points)

Please complete a table similar to the one below:

Staff Position Justification Annual Salary Benefits (33%)

Salary & Benefits

Investigator This position will focus on review of the basic sciences of the development of the drug. S/he will collaborate with

$100,000 $33,000 $133,000https://asu.instructure.com/courses/5880/files/881091/download?verifier=pVLsc7n7OwuFXiIPpB5LL5A9foek5UEdIrHhTYbv&wrap=1https://asu.instructure.com/courses/5880/files/881091/download?verifier=pVLsc7n7OwuFXiIPpB5LL5A9foek5UEdIrHhTYbv&wrap=1

1/13/2019 Module 2: Exercise 1 – Translational Research

https://asu.instructure.com/courses/5880/assignments/96463?module_item_id=265977 2/3

Exercise 1 Translational Research

the clinical researcher and the basic scientist to ensure safety…

Totals

100 total points possible.

**Keep in mind that you are defining the type of module that you will be staffing and justifying through your definition of translational research.

1/13/2019 Module 2: Exercise 1 – Translational Research

https://asu.instructure.com/courses/5880/assignments/96463?module_item_id=265977 3/3

Total Points: 100.0

Criteria Ratings Pts

5.0 pts

5.0 pts

20.0 pts

20.0 pts

45.0 pts

5.0 pts

3-4 pages 5.0 to >4.0 pts Proficient appropriate page numbers

4.0 to >1.0 pts Competent

1.0 to >0 pts Novice

References and Citations

5.0 to >4.0 pts Proficient appropriate and accurate references and citations

4.0 to >1.0 pts Competent not all citations in place

1.0 to >0 pts Novice

Definition of T1 research

20.0 to >15.0 pts Proficient well done and accurate and referenced as needed

15.0 to >9.0 pts Competent missing significant information

9.0 to >0 pts Novice missing information and purpose

Resource needs

20.0 to >15.0 pts Proficient well done and accurate

15.0 to >9.0 pts Competent missing significant information

9.0 to >0 pts Novice missing information and purpose

Budget justification

45.0 to >40.0 pts Proficient well done and accurate

40.0 to >29.0 pts Competent missing significant information/understanding

29.0 to >0 pts Novice missing information and purpose

Conclusion 5.0 to >4.0 pts Proficient well done – aligned with content

4.0 to >1.0 pts Competent missing information

1.0 to >0 pts Novice

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Capstone Project Overview

 
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The Capstone Project is your opportunity to synthesize the Program  Learning Outcomes and demonstrate your mastery of your Program of Study.  This Capstone Project will challenge you to integrate ideas presented  in all your previous courses. The Capstone Project should also push you  beyond the boundaries of your prior work. You will creatively explore  and apply the knowledge and experiences gained from your core courses  and electives, websites, and additional readings and research. Blending  these experiences and resources will help you to complete a Mini  Literature Review and a final Capstone Project Presentation.

In Weeks 1–5, you will have Capstone milestones to complete.  Each of these milestones contributes to your Mini Literature Review and  Capstone Project Presentation. Please note that this process is  iterative and will require revision and refinement as you move from the  beginning to the conclusion of your Capstone Project. To assist you in  this process, please refer to the Capstone Project Guide located within  the Program of Study button. This document provides an  overview of the weekly milestones as well as technical details important  for completion of your Capstone Project Presentation. You are strongly  encouraged to plan ahead for the completion of your Capstone Project  Presentation in Week 5.

For this week’s Capstone milestone, you will focus on selecting a topic for your Capstone Project.

Capstone Milestone-Topic Selection

For your Capstone milestone this week, you will develop a topic  for the Capstone Project that synthesizes Program Learning Outcomes  from your Program of Study. The topic for the project, as well as your  approach, should be personally tailored to suit your unique perspectives  and the area of concentration you studied.

To prepare for this Capstone Project milestone:

  • Review your Program Learning Outcomes document (located in the Learning Resources area)
  • Review the Capstone Project Guide (located in the Learning Resources area)
  • Refer to this week’s Learning Resources for ideas for  possible topics. In particular, you are encouraged to review the Program  Resource List found in the Program of Study button.

To complete this Capstone Project, write a 4–5 sentence summary  of your topic. Be sure to include a title and a rationale for your  project. The Instructor will provide guidance on and approval of your  topic.

Be sure to support your work with specific citations from this  week’s Learning Resources and additional scholarly sources as  appropriate. Refer to the Essential Guide to APA Style for Walden Students to ensure that your in-text citations and reference list are correct.

  • Posted: 2 Hours Ago
  • Due: 13/01/2019
  • Budget: $12
 
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Unit 6 300 Assignment

 
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Unit 6: 300 Assignment

HI 300: Determine appropriate health information standards and regulations for specific organizations.

Instruction

Review the following website:

Source: Healthcare Cost and Utilization Project: United States Department of Health and Human Services. Retrieved from http://www.ahrq.gov/research/data/hcup/

Create an informational flyer for the Healthcare Cost and Utilization Project. You should use Microsoft Word or Microsoft Publisher to create your advertisement. Include the following information:

What is the HCUP Program?

There are several different database tools used in this program. Name at least four database tools and give a summary for each.

Indicate on the advertisement if your state participates in the HCUP program. If your state does participate in the program, provide the contact information for the person listed.

Requirements:

The Assignment should be a 1-page flyer created using either Microsoft Word or Microsoft Publisher.

This Assignment should follow the conventions of Standard American English (correct grammar, punctuation, etc.). Your writing should be well ordered, logical, and unified, as well as original and insightful. The resources used (including your text) should be properly cited. Your work should display superior content, organization, style, and mechanics.

 
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