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  • Guarantee of profit

    Chapter 1 Q.33 Ashok,Brijesh and sheena.

  • Computer Science Question

    R Programming GGPLOT

    The library, ggplot, is one of the most powerful and widely used data visualization tools in the R programming language. In this assignment, we will get up to speed using this library.

    For this assignment, watch the simply watch the following video and follow along executing the same code presented in the video. Generate every graph created in the video.

    As you create each graph, either download it to your computer or take a screen shot of it.

    Hand in the following:

    • A File with your R program. This file should contain only the code (no output) and must have the typical r extension. No other file extensions will be accepted. The reason is that the assignment be graded based on your R code and not the output file. The output file will be used to verify the code commands. Also, please make sure that all comments, discussion, and conclusions regarding results are also annotated as part of your code.
    • A PDF/DOC file with your output code. We are giving you more flexibility regarding how you want to present your output (tables, plots, etc.). You can either use RMD files that combine code, narrative txt, and plots or you can use word document with copy and paste from the R platform you are using. However, please remember that all output (tables, plots, comments, conclusions, etc.) shown in this file has to be generated by the same R code that you submit. This is important! Output shown that is generated using a separate code or output shown that is not supported by the submitted code will not be graded. Screenshots will not be accepted.

    Essential Activities:

    1. Watch all the training videos
    2. Execute the example code while watching the training videos.

    Notes:

    1. This assignment is due Sunday at 11:59 PM EST

  • BSM 6113: Contract and Procurement Fraud and Investigations

    BSM6113: Contract and Procurement Fraud and Investigations

  • BSM 6113: Contract and Procurement Fraud and Investigations

    BSM6113: Contract and Procurement Fraud and Investigations

  • Criminal Justice Question

    Module 4: Assignment 11

    Using Chapter 9, identify factors that influence juvenile offender dispositions, articulate the purpose of risk and need assessments, describe the use of predisposition reports, and explain how victim- impact statements are used in determining dispositions. Must be at least two full pages 800 WORDS double spaced and 12 font. Must have APA title page.

    Required Textbooks

    Merlo, A., Benekos, P. (2012). Juvenile Justice System: Delinquency, Processing, and the Law. 7th ed.

  • Criminal Justice Question

    After reading the provided article, create a PowerPoint or google doc presentation on the various methods of treatment for juvenile sex offenders and make a determination of the validity through the success rates. Must have at least 10 slides and details must be provided in notes. Be creative provide asked information from the article ONLY


  • Haloalkane and Haloarenes Notes

  • Statistics Question

    Required Resources

    Read/review the following resources for this activity:

    • : Chapters 2, 6, and 7
    • Week 5 Lesson

    Download the following documents for this activity.

    Instructions

    This week’s lab highlights using graphics, distributions, and tables to summarize and interpret data. Review the video below to gain an overview of this week’s lab assignment.

    1. Begin with 10 heights provided to you by your instructor. (Please see the link in the Required Resources above.)
    2. To add 10 more values to your lab data, survey or measure 10 people to find their heights.Add these heights to the Week 5 Lab Template along with the 10 provided by your instructor.
    3. Determine the mean and standard deviation forthe 20 values (your instructor’s 10 from Step 1A above plus your 10) by using theWeek 3 Excel Spreadsheet.
    4. Post a screenshot of the portion of the spreadsheet that helped you determine these values.
    5. How does your height compare to the mean (average) height of the20values? Is your height taller, shorter, or the same as the mean of the sample?

    Note: The values in the picture above are NOT the values that you are to use in your lab.

    Give some background information on the group of people you used in your study. Use the following questions to guide your answers.

    1. How did you choose the participants for your study? What was the sampling method:systematic, convenience, cluster, stratified, simple random?
    2. What part of the country did your study take place in?
    3. What are the age ranges of your participants?
    4. How many of each gender did you have in your study?
    5. Identify the population based on the sample gathered. For example, if you sampled people that worked on your floor in the hospital, your population may be all employees at your hospital or if you sampled your neighbors, maybe the population is everyone who lives in your city.
    10. Use the Week 5 Excel Spreadsheetfor the following:
      1. Use theEmpirical Ruletab from the spreadsheet. Then, determine the 68%, 95%, and 99.7% values of the Empirical Rule in terms of the20 heightsin your height study.
      2. Post a screenshot of your work from the Week 5 Excel spreadsheet.

      Screenshot of Week 5 Excel spreadsheet for lab-1.png

      1. What do these values tell you? (Example: These values tell me that 68% of the heights in the [name your study population; where did you draw your data from?] will fall between 62.584 inches and 70.916 inches. 95% will…).
      2. Post another screenshot of your work from the Normal Probability tab from the Week 5 Excel spreadsheet. Normal Probability Tab screenshot.png
      3. Based on your study results, what percent of the study participants are shorter than you? What percent are taller than you? (Example:If my height is 73 inches, then 20.86% of the relevant population is shorter. The other 79.14%, of course, is taller).

      GradingThis activity will be graded based on the Week 5 Lab Assignment Rubric.

      Outcomes

      • CO 6: Interpret the principles of normally distributed data sets.
      • CO 7: Evaluate the probability using the Normal Distribution.

      Due Date

      By 11:59 p.m. MT on Sunday

      Rubric

      Week 5 Lab Assignment Rubric (1)

      Week 5 Lab Assignment Rubric (1)
      Criteria Ratings Pts
      This criterion is linked to a Learning OutcomeMeasures of Central Tendency and Variation 12 ptsAddresses all elements of the following: 1). 20 height values; 2). mean of data; 3). standard deviation of data; 4). screenshot of values calculated on spreadsheet; 5). comparison of heights10 ptsAddresses 4 out of 5 of the following: 1). 20 height values; 2). mean of data; 3). standard deviation of data; 4). screenshot of values calculated on spreadsheet; 5). comparison of heights8 ptsAddresses 3 out of 5 of the following: 1). 20 height values; 2). mean of data; 3). standard deviation of data; 4). screenshot of values calculated on spreadsheet; 5). comparison of heights7 ptsAddresses 1 or 2 out of 5 of the following: 1). 20 height values; 2). mean of data; 3). standard deviation of data; 4). screenshot of values calculated on spreadsheet; 5). comparison of heights0 ptsNo Effort 12 pts
      This criterion is linked to a Learning OutcomePopulation Data and Sampling Techniques 15 ptsAddresses all elements of the following: 1). Sampling method; 2). Location; 3). Age group of participants; 4). Gender of participants; 5). Identify the population based on the sample gathered13 ptsAddresses 4 out of 5 of the following: 1). Sampling method; 2). Location; 3). Age group of participants; 4). Gender of participants; 5). Identify the population based on the sample gathered11 ptsAddresses 3 out of 5 of the following: 1). Sampling method; 2). Location; 3). Age group of participants; 4). Gender of participants; 5). Identify the population based on the sample gathered9 ptsAddresses 1 or 2 out of 5 of the following: 1). Sampling method; 2). Location; 3). Age group of participants; 4). Gender of participants; 5). Identify the population based on the sample gathered0 ptsNo Effort 15 pts
      This criterion is linked to a Learning OutcomeProbability, and Measures that would follow a normal distribution in life sciences 15 ptsAddresses all elements of the following: 1). Empirical Rule values; 2). Interpretation of Empirical Rule values; 3). Screenshot of Empirical spreadsheet; 4). Interpretation of Normal Distribution spreadsheet values; 5). Screenshot of probabilities/ percentiles13 ptsAddresses 4 out of 5 of the following: 1). Empirical Rule values; 2). Interpretation of Empirical Rule values; 3). Screenshot of Empirical spreadsheet; 4). Interpretation of Normal Distribution spreadsheet values; 5). Screenshot of probabilities/ percentiles11 ptsAddresses 3 out of 5 of the following: 1). Empirical Rule values; 2). Interpretation of Empirical Rule values; 3). Screenshot of Empirical spreadsheet; 4). Interpretation of Normal Distribution spreadsheet values; 5). Screenshot of probabilities/ percentiles9 ptsAddresses 1 or 2 out of 5 of the following: 1). Empirical Rule values; 2). Interpretation of Empirical Rule values; 3). Screenshot of Empirical spreadsheet; 4). Interpretation of Normal Distribution spreadsheet values; 5). Screenshot of probabilities/ percentiles0 ptsNo Effort 15 pts
      This criterion is linked to a Learning OutcomeGrammar and Formatting 8 ptsLab is easy to read and presents material in a logical order with no grammatical errors.7 ptsLab is easy to read and presents material in a logical order. There are a few grammatical errors but they do not distract from readability.6 ptsLab is easy to read and has few grammatical errors, but it is not logically organized.5 ptsThere are significant grammatical errors and organizational issues that distract from readability.0 ptsNo Effort 8 pts

      50

  • Studypool Professional

    Creating works of art as personal expressionCreating artwork involves the artist’s ideas being concretely visualized into beautiful artworks. Creating artworks is not easy because it requires considering artistic values. An artist carries out a series of creative processes to produce an interesting artwork. The details of creating artworks differ from one artist to another. What do you need to do if you are interested in creating fine art? What techniques and skills do you need to master? Is it permissible to create fine art by imitating the creative processes of other artists? Do you need to develop your own abilities and practice techniques for creating artworks? Source: emilytjomsland.com In this chapter, you will learn about the creative process in creating fine art. This creative process begins with the exploration of ideas, techniques, and two-dimensional media to be used, the creation of the work, the presentation of the work, and the appreciation of the work. Let’s study the following material seriously!

  • NR436 Wk6-7

    Directions

    You will create a PowerPoint presentation that summarizes the implementation of your health promotion intervention and evaluates its outcomes within your selected population. This assignment builds on the Week 4 Health Promotion Intervention Planning assignment and your practicum experience. The goal is to demonstrate how your intervention was carried out, how the selected population responded, and what impact it had on health outcomes.

    1. Download . Use of the template is required. If the template is not used, a 10% deduction will be applied. See the rubric.
    2. Click the [TYPE HERE] fields on the template, remove the words [TYPE HERE], and provide the key information for each section. You may modify the template boxes, fonts, etc., so that your information fits and is easily readable. The main headings must stay the same to ensure all content is included.
    3. Delete/add fields as necessary.
    4. Select one of two options for completing the presentation:
    5. Use thisfor assistance on how to record a video in PowerPoint.
      • Record your voice narrating each slide using this resource.
      • Make sure your narration explains the key points clearly and adds depth to the content.
      • Speak at a steady pace and use a clear, expressive tone.
      • Save and submit the file with embedded audio.
      • Instead of recording audio, write detailed speaker notes for each slide.
      • Your notes should explain what you would say if you were presenting live.
      • Include explanations, examples, and transitions between ideas.
      • Make sure the notes are complete and easy to follow.

      6. Option 1: Narrated PowerPointOption 2: Speaker Notes

    6. Information from the Week 4 Health Promotion Intervention Planning community resource flyer may be used.
    7. Correctly cite and reference a minimum of three sources that come from scholarly literature. Sources should be no more than five years old unless they are historical references.
    8. Follow rules of grammar, spelling, word usage, and punctuation consistent with formal, scientific writing.
    9. Abide by Chamberlain Universitys academic integrity policy.

    Include the following sections (detailed criteria listed below and in the grading rubric). Answer the questions under each section with explanation and detail. Information from previous weeks may be used. Complete references should be provided at the end of the presentation.

    Section 1: Health Promotion Intervention Planning Overview

    • Identify and describe the site where the health promotion intervention resource was implemented.
    • Identify and describe the selected population.
    • Identify and describe the health topic addressed.
    • Summarize three to four points of data as it relates to the selected population and site.

    Section 2: Intervention Overview

    • Summarize the educational material provided in the community resource flyer.
    • Provide a rationale for the selected educational material.
    • Summarize the two community resources provided in the community resource flyer.
    • Provide a rationale for the selected community resources.

    Section 3: Implementation Summary

    • Describe how the health promotion intervention was implemented.
    • Identify the total number of participants.
    • Discuss factors that supported the intervention (e.g., supportive staff, receptive audience).
    • Discuss barriers (e.g., time constraints, communication barriers, limited health literacy, emotional sensitivity of the topic) encountered during the implementation.

    Section 4: Outcome Assessment and Evaluation

    • List one goal for the implemented intervention (e.g., increased knowledge among participants)
    • Define at least one measurable outcome from the implemented intervention (e.g., participants will accurately identify two available community resources).
    • Evaluate the measurable outcome from the implemented intervention (e.g., did the participants have an increase in knowledge? Did the intervention meet the outcome?)

    Section 5: Population Feedback

    • Summarize feedback (formal and/or informal) received from participants.
    • Explain any questions or concerns raised (e.g., need for more private support options).

    Section 6: Intervention Improvement

    • Reflect on the planning of the intervention. What would you revise to improve future planning?
    • Reflect on how the intervention was carried out. What strategies could have made the implementation more engaging for the population?
    • Reflect on the outcome of the intervention. What strategies could have made the implementation more effective for the population?
    • Consider how this experience will inform your future nursing practice as a baccalaureate-prepared nurse. What lessons will you carry forward into future assessments, planning, and interventions?

    Part II Wk7

    i-Human Virtual Patient Encounter

    Debriefing: Defuse, Discover, and Deepen

    Complete at least one attempt of the Week 7 i-Human Virtual Patient Encounter prior to participating in the debriefing.

    Paragraph one: Did you feel comfortable and knowledgeable in Mr. Monsoors simulation? What did you learn? What additional information is needed to better care for Mr. Monsoor? What specific questions would you like to ask him?

    Paragraph two: Imagine Mr. Monsoor was in your community. Answer the questions based on the first letter of your last name below. Share what you found, or did not find, for resources.

    Paragraph three: What did you learn from this simulation that you could apply to your nursing practice? How will your new knowledge of resources in your community change the way you practice nursing?