Bright Academic Experts

Category: uncategorised

  • Res 8910 QUAN AND QUALITATIVE

    Select a topic and choose either a qualitative, quantitative, and mixed methods purpose statement.

    Use the scripts provided in the text but tailor it to the particular topic.

    Requirements: 1 paragraph

  • health informatics kaban board

    You are the manager of a Pizza restaurant. Currently, your restaurant pre-makes pizzas that are ordered the most to increase the number of pizzas being made on time for your customers. Over time, many customers have complained that their pizzas were cold upon delivery and not fresh, requesting refunds or remakes of their pizza. Your location is losing money from these wasteful practices; therefore, you want to create a Kanban based on the following basic principles:

    1. A later process tells an earlier process when new items are required. This means that unless a customer orders a pizza, no pizzas will be made. Pull!
    2. The earlier process produces what the later process needs.
    3. No Items can be made without a Kanban card (order request). This allows the process to be transparent, so everyone knows what is going on.
    4. Defects are not passed on to the next stage.

    PART 1: Create a Kanban board for your pizza company that delivers. You must have 4-6 columns with headings for each. Decide what your Kanban cards will represent. Set Rules for your Kanban. Examples: criteria to move between columns? How to flag issues?

    A few strategies for success

    1. Normalize the size of incoming work by breaking up big orders into smaller ones.
    2. Set each Kanban card to represent 1 pizza as opposed to 1 order. For example, one order may represent 2 large pizzas for one family or 20 large pizzas for a party.
    3. Support multiple types of Kanban. For example, a Red Kanban can represent a type of pizza or perhaps the size of the pizza.

    PART 2:

    Mark up the attached floor plan illustrating the following:

    1. The flow of the Kanban pull system
    2. Identifying how many Kanban squares or supermarkets are at each location.
    3. Show and describe how each station receives a signal to replenish

    Requirements:

  • tsunami at japan 2011

    In a 3-page (double spaced) paper, describe the event and

    discuss the successes and gaps (lessons learned or things that didn’t go well) in the response to this disaster.

    The post should be easy to read, and in a reader-friendly format. Sections

    (introduction, information on location of the disaster, type of disaster, description of response efforts, what

    went well, what can be improved, responder safety considerations, conclusion, and references).

    All written assignments should be submitted in final format; drafts will not be accepted or

    reviewed. Please use 12-point sans-serif font, with 2 line-spacing, and 1-inch margins on

    all sides.

    References are not included in the page limit required for the assignment. Students

    should include references, appearing in numerical order within the text in superscript.

    References should be listed according to the APA Style.

    Requirements:

  • apa yang di maksud dengan pemrograman

    pemrograman

    Requirements:

  • USING THE WALDEN LIBRARY

    Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases that you use or have found useful in the past. For this Discussion, you explore databases available through the Walden Library.

  • 1.07

    11grade assignment.. doc attached also I think it’s asking for at least one example has to be similar to whats in written video

  • Week 4 Discussion Post Response

    Guided Response: Review several of your classmates posts and respond to at least two of your peers using Socratic questions and discourse to continue a critical analysis of themes by Day 7 of the week. You are encouraged to post your required replies early in the week to promote more meaningful and interactive discourse in this discussion. Your responses must be at least 300 words.

    In your responses,

    • Select one key point from your peers discussion (preferably selecting one peer who addressed the same discipline and another who addressed the other discipline). See attachment for my discussion post to compare to my peer.
    • Expand on the summarized point by connecting it to theoretical and contemporary research on the topic, posing ethical concerns that may arise, and respectfully asking questions to develop a critical discourse.
    • Cite a minimum of 2 peer-reviewed resources to support the ideas, claims, and questions provided in your response.

    First Classmate Post:

    For this discussion, I decided to go back to Google’s Gemini as the chat prompts are clearer and it feels a bit more “in-depth” than that of other LLMs. I chose to have my discussion on the topic of Psychopharmacology. I chose this topic since I covered a bit of biopsychology in W2, and because I am also having to currently deal with the idea of being put on an SSRI after my car accident.

    Here is the summary that Gemini put together:

    It has been a privilege to navigate this topic with you. You have a very grounded, pragmatic view of mental healthone that honors the biology without stripping the individual of their agency.

    Here is the “Roadmap to Wholeness” we constructed through our Socratic dialogue:

    1. The “Starter Motor” Theory

    We began by questioning the “chemical imbalance” myth. We concluded that medication isn’t a simple “fuel” for happiness; rather, it acts as a starter motor or a “preverbal footing.” Its job is to quiet the biological static and provide enough stability so the patient can finally stand still and assess their surroundings.

    2. The Window of Opportunity

    We identified that while medication stabilizes the biology (the “basement”), it often leaves an “emptiness.” We realized this emptiness isn’t necessarily a failure of the drug, but a message. It is the brain’s way of signaling that the “motor” is running, but the car isn’t moving yet.

    3. The Role of “Legwork”

    You emphasized that the doctors role is to provide ideas and a map, but the legwork belongs to the patient. Medication provides the capacity for change, but the patient must make the “needed adjustments” in their life. Without this active participation, the patient remains in a state of permanent suspension.

    4. The Collaborative Team

    We discussed the necessity of a “Team” (doctors, therapists, specialists). This ensures that if the patient hits a wall, there is always a different perspective available to help identify a new path, ensuring the patient never stays stuck in a treatment that has reached its limit.

    5. The Path to Independence

    Our final consensus was that the ultimate goal is independence. Whether a person moves toward “natural” maintenance or finds a way to sustain their own chemistry through lifestyle, the objective is to reach a state of wholeness where the “hardcore” scaffolding is no longer required.

    The Core Insight: Psychopharmacology is a bridge, not a destination. Success is defined not by how “happy” a pill makes a person, but by how capable it makes them of building a life that produces its own happiness.

    Second Classmate Post:

    For the discussion this week, I chose to use ChatGPT as the LLM for the Socratic discussion as well as the summary. Here is what the LLM said:

    “The Socratic discussion explored psychopharmacology as a dynamic interaction between neurobiology, adaptation, and context rather than as a simplistic correction of chemical imbalances. The dialogue began by questioning the reductionist model of psychiatric medication, emphasizing that most mental disorders involve dysregulated neural circuits, receptor dynamics, stress systems, and gene expression rather than isolated neurotransmitter deficits.

    Selective serotonin reuptake inhibitors (SSRIs) were discussed as an example. While they increase synaptic serotonin acutely, therapeutic effects are more closely associated with delayed neuroadaptive changes such as receptor modulation, altered functional connectivity in corticolimbic circuits, and possible increases in neuroplasticity. This helps explain the time lag between medication initiation and symptom improvement. Dopamine-modulating antipsychotics were examined in relation to mesolimbic, mesocortical, and nigrostriatal pathways, illustrating how receptor blockade can alleviate positive symptoms of psychosis while also producing motor and cognitive side effects due to pathway overlap.

    Pharmacokinetics and pharmacogenomics were identified as critical variables influencing medication response, with genetic polymorphisms in metabolic enzymes contributing to variability in plasma concentration and tolerability. The discussion also acknowledged that psychopharmacological effects are not purely biological; expectancy effects, therapeutic alliance, adherence, and environmental stressors shape outcomes, reflecting a biopsychosocial model of intervention.

    Ethical considerations were central to the conversation. The dialogue examined the risks of overmedicalization, particularly when distress stems from structural or contextual adversity, while also recognizing the ethical imperative to treat severe neurobiological suffering. Ultimately, psychopharmacology was framed as a modulatory tool that influences neural plasticity within broader psychological and social systems rather than as a standalone cure.”

    Attached Files (PDF/DOCX): Week 4 Discussion Post (2).docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Pathophysiology paper part 2

    BIO 208 Pathophysiology Paper Criteria Ratings Pts Understanding of Organ System 4 pts Mastery Paper gives complete and detailed descriptions of organ system including organs, tissues, and cell populations involved, primary functions, and connections to other body systems. Information provided gained from relevant cited literature. 3 pts Approaching Mastery Paper gives adequate descriptions of organ system including organs, tissues, and cell populations involved, primary functions, and connections to other body systems. Information provided gained from relevant cited literature. 2 pts Proficient Paper gives some descriptions of organ system including organs, tissues, and cell populations involved, primary functions, and connections to other body systems. Information incomplete. Information provided largely supported by cited literature. 1 pts Needs Improvement Paper provides inadequate or incorrect information regarding organ system including organs, tissues, and cell populations involved, primary functions, and connections to other body systems. Information incomplete and largely unsupported by cited literature. 0 pts No Submission Student did not submit. / 4 pts Understanding of Disease 4 pts Mastery Paper gives complete and detailed descriptions the disease, its effect on the organ system(s) involved, history, signs, symptoms, epidemiology, and prognosis. Information provided gained from relevant cited literature. 3 pts Approaching Mastery Paper gives adequate descriptions the disease, its effect on the organ system(s) involved, history, signs, symptoms, epidemiology, and prognosis. Information provided gained from relevant cited literature. 2 pts Proficient Paper gives some descriptions the disease, its effect on the organ system(s) involved, history, signs, symptoms, epidemiology, and prognosis. Information incomplete. Information provided largely supported by cited literature. 1 pts Needs Improvement Paper provides inadequate or incorrect information regarding the disease, its effect on the organ system(s) involved, history, signs, symptoms, epidemiology, and prognosis. Information incomplete and largely unsupported by cited literature. 0 pts No Submission Student did not submit. / 4 pts Function Changes Due to Pathology 4 pts Mastery Paper gives complete and detailed descriptions of the disease impact on the organ system(s) involved, including changes to relevant organs, tissues, and cell populations. Information provided gained from relevant cited literature. 3 pts Approaching Mastery Paper gives adequate descriptions of the disease impact on the organ system(s) involved, including changes to relevant organs, tissues, and cell populations. Information provided gained from relevant cited literature. 2 pts Proficient Paper gives some descriptions of the disease impact on the organ system(s) involved, including changes to relevant organs, tissues, and cell populations. Information incomplete. Information provided largely supported by cited literature. 1 pts Needs Improvement Paper provides inadequate or incorrect information regarding the disease impact on the organ system(s) involved, including changes to relevant organs, tissues, and cell populations. Information incomplete and largely unsupported by cited literature. 0 pts No Submission Student did not submit. / 4 pts Organ System Interactions 4 pts Mastery Paper gives complete and detailed descriptions of the disease impact on peripheral organ system(s) including changes to relevant organs, tissues, and cell populations. Information provided gained from relevant cited literature. 3 pts Approaching Mastery Paper gives adequate descriptions of the disease impact on peripheral organ system(s) including changes to relevant organs, tissues, and cell populations. Information provided gained from relevant cited literature. 2 pts Proficient Paper gives some descriptions of the disease impact on peripheral organ system(s) including changes to relevant organs, tissues, and cell populations. Information incomplete. Information provided largely supported by cited literature. 1 pts Needs Improvement Paper provides inadequate or incorrect information regarding the disease impact on peripheral organ system(s) including changes to relevant organs, tissues, and cell populations. Information incomplete and largely unsupported by cited literature. 0 pts No Submission Student did not submit. / 4 pts Treatment or Prevention 4 pts Mastery Paper gives complete and detailed descriptions of current acceptable methods of treatment and prevention for the chosen disease. Information provided gained from relevant cited literature. 3 pts Approaching Mastery Paper gives adequate descriptions of current acceptable methods of treatment and prevention for the chosen disease. Information provided gained from relevant cited literature. 2 pts Proficient Paper gives some descriptions of current acceptable methods of treatment and prevention for the chosen disease. Information incomplete. Information provided largely supported by cited literature. 1 pts Needs Improvement Paper provides inadequate or incorrect information regarding current acceptable methods of treatment and prevention for the chosen disease. Information incomplete and largely unsupported by cited literature. 0 pts No Submission Student did not submit. / 4 pts Evidence/Sources 4 pts Mastery All sources of facts and examples fully documented and mentioned in the paper. At least 3 primary and at least 2 secondary scholarly sources. APA Format Utilized. 3 pts Approaching Mastery Most sources of facts and examples documented and mentioned in the paper. At least 3 primary and at least 2 secondary scholarly sources. APA Format Utilized. 2 pts Proficient Some sources of facts and examples documented and mentioned in the paper. Some primary and secondary scholarly sources. APA Format Utilized with some errors. 1 pts Needs Improvement No sources of facts and examples documented and mentioned in the paper. Inadequate number and inappropriate type of scholarly sources. APA Format not used or used incorrectly. 0 pts No Submission Student did not submit. / 4 pts Total Points: 0

  • Strategic Management (MGT 401).

    Avoid plagiarism; the work should be in your own words. Copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.

    Requirements: Two

  • Module Discussion Board Question 3

    After the U.S.-Mexican War, did Mexicans and Mexican-Americans residing in the new U.S. territories/states resist Euro-American (Anglo) discrimination? How? Support your response with specific examples (quotations) from the Mexican American Voices documents. *I attached the documents*

    When quoting, along with the source, provide the page number(s) where your quotations are found.

    Attached Files (PDF/DOCX): MexicanAmericanVoicesADocumentaryReaderPrefaceIntroandCh1.pdf, MexicanAmericanVoicesADocumentaryReaderCh2.pdf

    Note: Content extraction from these files is restricted, please review them manually.