Archive for month: January, 2024

Ashford 4: – Week 3 – Discussion 1

 

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates.
 

Age   of Oil

As you know, our world is heavily dependent on oil. In Chapter 6 of Contemporary Environmental Issues, you have read that there is concern about the possibility of reaching a peak in oil production. Describe at least two alternatives to oil that are currently available and discuss the barriers that keep these alternatives from replacing oil as our primary means of energy? Additionally, utilizing at least two scholarly or reputable resources and your textbook, discuss the role that government plays in ensuring a transition to such alternatives in a post peak-oil world?
Your initial post should be at least 150 words in length. Utilize at least two scholarly or reputable resources and your textbook to support your claims. Cite your sources in APA format. Respond to at least two of your classmates’ posts by Day 7.
Carefully review the Grading Rubric that will be used to evaluate your assignment.

 

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Ashford 7: – Week 5 – Laboratory

Weather and Climate Change
Carefully review the Grading Rubric before beginning the assignment.
Read “Lab 5: Weather and Climate Change.” This lab will allow you to explore the water cycle through the creation of an ecosystem model. Additionally, you will observe how water moves throughout the environment and is affected by weather patterns. Then, you will utilize this information and your eScience lab kit to complete Demonstration 1and Experiment 1 on the Week Five Lab Reporting Form. Make sure to complete all of the following items before submission:

1. Read through the introductory material.
2. Perform Demonstration 1: Modeling the Water Cycle      using your eScience lab manual and kit.
3. Answer Post Lab Questions 1 through 3 in complete      sentences on the Week Five Lab Reporting Form.
4. Complete Experiment 1: Water Movement using your eScience lab manual and kit.
5. Answer Post Lab Questions 1 through 5 in complete      sentences on the Week Five Lab Reporting Form.

Submit the Week Five Lab Reporting Form via Waypoint. The document does not need to include a title page or other APA formatting; however, if you utilize any outside sources in your answers you must reference these sources in proper APA format as outlined in the Ashford Writing Center.

SCI207.W5L1.08.2013

Description:

Total Possible Score: 7.00

Demonstration 1, Question 1: Describes Which Water Cycle Processes Are Represented in This Model

Total: 0.85

Distinguished – Accurately and thoroughly describes which water cycle processes are represented in the model and by what components.

Proficient – Describes which water cycle processes are represented in the model and by what components. Although the response is thorough, minor details are missing or inaccurate.

Basic – Describes which water cycle processes are represented in the model and by what components. Intermediate details are missing or inaccurate.

Below Expectations – Describes which water cycle processes are represented in the model and by what components. Major details are missing or inaccurate.

Non-Performance – Fails to describe which water cycle processes are represented in the model and by what components.

Demonstration 1, Question 2: Describes Which Water Cycle Processes Are not Represented in This Model

Total: 0.85

Distinguished – Accurately and thoroughly describes which processes are not represented in the model and details how to alter the model to include these processes.

Proficient – Describes which processes are not represented in the model and details how to alter the model to include these processes. Although the response is thorough, minor details are missing or inaccurate.

Basic – Describes which processes are not represented in the model and details how to alter the model to include these processes. Intermediate details are missing or inaccurate.

Below Expectations – Describes which processes are not represented in the model and details how to alter the model to include these processes. Major details are missing or inaccurate.

Non-Performance – Fails to describe which processes are not represented in the model and detail how to alter the model to include these processes.

Demonstration 1, Question 3: Describes How Weather Would Be Affected if the Water Temperature Increased and Decreased

Total: 0.85

Distinguished – Accurately and thoroughly describes how the weather would be affected if the water temperature in the bag was increased and if it was decreased.

Proficient – Describes how the weather would be affected if the water temperature in the bag was increased and if it was decreased. Although the response is thorough, minor details are missing or inaccurate.

Basic – Describes how the weather would be affected if the water temperature in the bag was increased and if it was decreased. Intermediate details are missing or inaccurate.

Below Expectations – Describes how the weather would be affected if the water temperature in the bag was increased and if it was decreased. Major details are missing or inaccurate.

Non-Performance – Fails to describe how the weather would be affected if the water temperature in the bag was increased and if it was decreased.

Experiment 1, Question 1: Develops a Hypothesis on the Effect of Sunlight on Evaporation

Total: 0.85

Distinguished – Develops a logical hypothesis related to the effect of sunlight on evaporation.

Proficient – Develops a mostly logical hypothesis related to the effect of sunlight on evaporation. Minor errors in hypothesis format are present.

Basic – Develops a hypothesis related to the effect of sunlight on evaporation. Major errors in hypothesis format are present.

Below Expectations – Develops a hypothesis related to the effect of sunlight on evaporation. Hypothesis fails to properly address the experimental question.

Non-Performance – Fails to develop a hypothesis related to the effect of sunlight on evaporation.

Experiment 1, Question 2: Accepts or Rejects Hypothesis and Explains How This Was Determined

Total: 0.85

Distinguished – Accurately accepts or rejects the hypothesis proposed in Question 1 and thoroughly explains how this was determined.

Proficient – Accurately accepts or rejects the hypotheses proposed in Question 1 and explains how this was determined. Minor details of the explanation are missing or inaccurate.

Basic – Accurately accepts or rejects the hypotheses proposed in Question 1 and explains how this was determined. Intermediate details of the explanation are missing or inaccurate.

Below Expectations – Accepts or rejects the hypotheses proposed in Question 1 and explains how this was determined. Explanation contradicts the acceptance or rejection of the hypothesis or major inaccuracies are present in the explanation.

Non-Performance – Fails to accept or reject the hypothesis proposed in Question 1.

Experiment 1, Question 3: Describes What Parts of the Water Cycle Are Represented

Total: 0.85

Distinguished – Accurately and thoroughly describes what parts of the water cycle are represented in this experiment.

Proficient – Describes what parts of the water cycle are represented in this experiment. Although the response is thorough, minor details are missing or inaccurate.

Basic – Describes what parts of the water cycle are represented in this experiment. Intermediate details are missing or inaccurate.

Below Expectations – Describes what parts of the water cycle are represented in this experiment. Major details are missing or inaccurate.

Non-Performance – Fails to describe what parts of the water cycle are represented in this experiment.

Experiment 1, Question 4: Describes How Increasing the Amount of Land Would Affect the Amount of Water Vapor Released

Total: 0.85

Distinguished – Accurately and thoroughly describes how increasing the proportion of land to water affects the amount of water vapor released.

Proficient – Describes how increasing the proportion of land to water affects the amount of water vapor released. Although the response is thorough, minor details are missing or inaccurate.

Basic – Describes how increasing the proportion of land to water affects the amount of water vapor released. Intermediate details are missing or inaccurate.

Below Expectations – Describes how increasing the proportion of land to water affects the amount of water vapor released. Major details are missing or inaccurate.

Non-Performance – Fails to describe how increasing the proportion of land to water affects the amount of water vapor released.

Experiment 1, Question 5: Describes How Drought Conditions Would Impact Infiltration and Evaporation

Total: 0.85

Distinguished – Accurately and thoroughly describes how drought conditions would impact infiltration and evaporation from the soil.

Proficient – Describes how drought conditions would impact infiltration and evaporation from the soil. Although the response is thorough, minor details are missing or inaccurate.

Basic – Describes how drought conditions would impact infiltration and evaporation from the soil. Intermediate details are missing or inaccurate.

Below Expectations – Describes how drought conditions would impact infiltration and evaporation from the soil. Major details are missing or inaccurate.

Non-Performance – Fails to describe how drought conditions would impact infiltration and evaporation from the soil.

Written Communication: Control of Syntax and Mechanics

Total: 0.20

Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.

Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

 

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Week 4 – Discussion 2

 

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

Data   Analysis Guide

By Day 1 of Week One, you will be assigned topic.  For your assigned topic, provide  step by step directions as if you were showing a fellow classmate how to complete the assignment.  The initial post should include the answers to the questions as well as the step by step directions.  You may choose the method for creating the directions including but not limited to audio visual, visual, etc. You may choose to work with other members of your group on this post IF you contact the instructor by Day 1 of the week. If you choose to collaborate in a group of two, include in your initial post, the team process, how it was decided who would do what and how you reached consensus on the posting.  Both students need to post in the discussion.
Include your topic in your discussion post title.
The CHF data should be used for this discussion.
Topic 1:
Descriptive Statistics Using Excel – Central Tendency

• Calculate the mean, median and mode charge.
• Sort the charge values in ascending order.
• Calculate the mean, median and mode charge excluding      the maximum value.
• Did the mean, median, and mode change more? Why?

Topic 2: 

• Calculate the mean, median and mode LOS.
• Sort the LOS values in ascending order.
• Calculate the mean, median and mode LOS excluding the      maximum value.
• Did the mean, median, and mode change ? Why?

Topic  3:
Descriptive Statistics Using Excel – Spread

• Calculate the variance and range LOS.
• Sort the LOS values in ascending order.
• Calculate the variance and range LOS excluding the      maximum value.
• Did the variance and range mean or median change      more?  Why?

Topic 4:

• Calculate the variance and range  charge.
• Sort the charge values in ascending order.
• Calculate the variance and range charge excluding the      maximum value.
• Did the variance and range mean or median change      more?  Why?

Topic 5:
One Sample T-Test

• Test the hypothesis that the sample mean LOS for MS-DRG      291 is different from the national standard.  Obtain the national      Medicare LOS from HCUP.
• Be sure to state the null and alternative hypotheses      and set the alpha prior to performing the test.

Topic 6:
Two Sample T-Test

• Test the hypothesis that charges for patients with      MS-DRG 291 are different for men and women.
• Be sure to state the null and alternative hypotheses      and set the alpha prior to performing the test.

Topic 7:
ANOVA

• The basic principle of the IPPS payment system is that      the ‘levels’ (no CC/CC/MCC) of a MS-DRG family has different resource      intensity and therefore should be paid differently.  Use the CHF data      to test this hypothesis.  Use charge as a measure of resource      intensity.  Be sure to state the null and alternative hypotheses and      set the alpha prior to performing the test.
• Can you conclude which MS-DRGs have significantly      different average charges?

Contact 24/7 Writing Tutoring for support with this discussion.   Please note, that if it is determined that you would benefit from tutoring in areas in addition to writing, you may be forwarded to a secondary tutor to meet your needs.
Guided Response: Post a minimum of two follow-up responses to peers by Day 7. Each peer response should be a minimum of five full sentences.  Critique the step by step directions in the selected peer post.  Are the directions detailed to the level you would need to complete a similar assignment on your own?  If not, what additional information would you like included? Critique the format of an initial post?  Was it easy to understand or did something confuse you?  How would you improve upon the directions?  Based upon the information in this discussion, could you complete a similar exercise on your own?  Your three required posts must be on three different days of the week.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your discussion.

 

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Due 03/13/2017

 

Please watch this short video Sheriff defends deputy’s taser take down before participating in this discussion.

 

Was the use of force and the use of the Taser justified in this case? What are the advantages of a taser over other use of force options? Does the public have the right to expect “safe” measures when resisting arrest? What are legitimate expectations in this regard?

 

Due 03/13/2017

 

 

“Your first big case is a multiple murder. As the defense attorney, you have come to the realization that your client really did break into a couple’s home and torture and kill them in the course of robbing them of jewelry and other valuables. He has even confessed to you that he did it. However, you are also aware that the police did not read him his Miranda warning and that he was coerced into giving a confession without your presence. What should you do? Would your answer be different if you believed that he was innocent or didn’t know for sure either way? Discuss your position.

 

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Making Acquaintances: Differences and Similarities (75 points)

Please review the samples before starting your work. 

1. Each student will provide a brief two-page cultural write-up relating to his/her representative country : (20 points) I chose Japan

1. Historical background
2. Communication styles      (language, both verbal and non-verbal)
3. Beliefs (religion, family,      nature, etc.)
4. Society structure (gender      equality, role of children, family, ethnic groups, leaders, government,      political ideologies, hierarchies)

VERY IMPORTANT – your final score will greatly depend on this.
In the next two sections, associations SHOULD be made with the value orientations addressed in the Values portion of this course:

§  Human Nature (Universalism-Particularism, Good/Evil, High-Context/Low-Context, Uncertainty Avoidance)

§  Relation to Nature (Subjugation, Harmony, Mastery, Inner-/Outer-Directed)

§  Activity Orientation (Achievement/Ascription, Doing-Being-Being-Becoming)

§  Human Relationships (Affectivity/Affective Neutrality, Instrumental/Expressive, Self (Individualistic)/Collective (Collateral)/Linear, Egalitarian/Hierarchical, Power Distance)

§  Relation to Time (Past-Present-Future, Monochronic/Polychronic, Low-Context/High- Context

2. Each student will provide a two-page list of ‘Reasons for Codes of Cultural Behavior’ for tourists visiting his/her representative country. This list will explain to tourists why it is important that they follow each of the Do’s and Don’ts, from the hosts’ cultural (values of the culture) perspective, and should include the following: (40 points)

a. Five major ‘Do’s’ for tourists
i. At least one appropriate value orientation of the culture for each ‘Do’ (20 points) (Describe in detail

one distinct value orientation for each Do. Do not repeat value orientations for the items on the list of Dos.)

b. Five major ‘Don’ts’ for tourists

i. At least one appropriate value orientation of the culture for each ‘Don’t’ (20 points) (Describe in detail one distinct value orientation for each Don’t. Do not repeat value orientations for the items on the list of Don’t’s.)

1. Each student will provide      APA-style citations within the text whenever applicable and compile a list      of APA-style references (reference page) for all resources used in his/her      write-up (5 points)

 

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