. Describe the structure and chemical composition of DNA.
a)Summarize the experimental evidence that DNA is the genetic material.
b)Differentiate between B- and Z-DNA and explain how Z-DNA might influence gene expression.
c) Define supercoiling, and ascribe possible functions to positive and negative supercoiling.
Describe in detail the primary functions of the axial skeleton. what are the 2 components of the axial skeleton?
list the surface bones of the cranium. list the bones that make up the face.
List at least 5 of the bones that make up the eye orbit.
Posted: 3 Months AgoDue: 04/02/2018Budget: $20
Report Issue
For this assignment, use the same company you researched in Assignment 1. Which is Hope Company
Write a two to three (2-3) page paper in which you:
Compare the difference between job satisfaction and organizational commitment. Determine which is more strongly related to performance for your selected company.
Apply motivational theory and performance management principles to evaluate the company as a potential employer.
Use at least three (3) quality references. Note: Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Analyze motivational theories and their impact on work behavior and performance.
Use technology to research issues affecting organizational behavior in order to deliver assignments which are clear, concise and have proper writing mechanics.
Write clearly and concisely about operations management using proper writing mechanics.
attachment
hope.doc
Need 5 hours from now. Must be in APA format.
Write a 750- to 1,050-word paper about world hunger. Find articles that specifically touch on population growth, urbanization, or energy consumption and their effects on world hunger. Are the demographics of a region or country a helpful resource for showing the effects of world hunger? What environmental effects from population growth may lead to world hunger?
Reflect on selected articles from a magazine, a journal, or a news feature that provide an in-depth examination of the topic(s) above and have been published within the last 6 months. (You may use two or more related articles.) Each short paper must contain the following:
Briefly summarize the article(s).
Relate the article(s) to course topics, explain why the article(s) is of interest, indicate your agreement or disagreement, and provide reasons for your opinion.
Respond to the article(s), explaining in detail the action (e.g., congressional, community, or personal) that should take place to address the environmental topic discussed.
Format your paper consistent with APA guidelines (cite the article(s) used, including the author, article title, magazine title, date, and page numbers).
In this module, you will consider the potential interrelatedness between communication and values.
Tasks:
In a Microsoft Word document, address the following:
Consider the following in your analysis:
Integrate and cite concepts/terms/theories from the modules’ readings.
Format:
Your final product will be a 10- to 12-page Microsoft Word document (not including the title page, references, and appendices, if needed). Your paper should be formatted as per current APA standards; be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.
All written assignments and responses should follow APA rules for attributing sources.
Submission Details:
Explain the process and methods used to account for partnership formation. How do these methods impact the firm’s balance sheet?
Illustrate how the company could split profits and losses.
Describe what happens if the partnership doesn’t do well and the company has to dissolve it, or one of the partners becomes insolvent.
Illustrate the dissolution process by creating a hypothetical cash distribution schedule. Ensure all information is entered accurately.
Corporation: The company is also considering structuring its business as a corporation, but is aware that there are a lot of complex issues to consider when accounting for an incorporated entity. The company is concerned about the following key areas:
Differentiate between various forms of bankruptcy and restructuring that the firm should understand.
Summarize the key points of interest if the firm fell on hard times and had to file voluntary bankruptcy. What ethical implications should be considered when debating whether or not to file bankruptcy?
Identify the key areas of concern if the firm fell on hard times and their creditors forced them into bankruptcy. What defenses are available in this situation?
Illustrate hypothetical calculations that would be done to help creditors understand how much money they might receive if the company were to liquidate. Ensure all information is entered accurately. Please refer to the illustration (Exhibit 13.2) on page 592 from your textbook to view potential calculations. ***see attached file
ACC 690 Milestone One Guidelines and Rubric Overview: The final project for this course is the creation of a portfolio consisting of a report, spreadsheets, and a PowerPoint presentation. You will be placed in a real-world scenario in which you will take the role of an associate in a certified public accountant (CPA) firm. The CPA partners in the scenario would like to help you grow within the firm by getting you more contact with some of the larger clients. You will address questions from one of the firm’s most influential and growing clients by assembling and presenting the necessary information in report and presentation format. Your presentation should include spreadsheet examples. Topics addressed in the portfolio will cover partnership formation, bankruptcy, and acquisition of another company (which may be international). Your three milestone assignments will consist of shorter reports and supporting spreadsheets, which will prepare you for completing a comprehensive report, spreadsheets, and a presentation. You should use your instructor’s feedback from the milestone submissions to improve your final report, spreadsheets, and presentation. Prompt: In Milestone One, you will complete a report covering Section I and Part A of Section II of the final project. In the report you will discuss the key issues of partnership, such as formation, splitting profits/losses, dissolution, and a cash distribution schedules. You will also discuss the issue of bankruptcy, both voluntary and forced, as well as liquidation. Specifically, the following critical elements must be addressed:
I. Partnership: The company is considering forming a partnership and wants to be sure it understands the key issues regarding partnership formation, income distribution, and liquidation.
A. Explain the process and methods used to account for partnership formation. How do these methods impact the firm’s balance sheet? B. Illustrate how the company could split profits and losses. C. Describe what happens if the partnership doesn’t do well and the company has to dissolve it, or one of the partners becomes insolvent. D. Illustrate the dissolution process by creating a hypothetical cash distribution schedule. Ensure all information is entered accurately.
II. Corporation: The company is also considering structuring its business as a corporation, but is aware that there are a lot of complex issues to consider
when accounting for an incorporated entity. The company is concerned about the following key areas: A. Differentiate between various forms of bankruptcy and restructuring that the firm should understand.
1. Summarize the key points of interest if the firm fell on hard times and had to file voluntary bankruptcy. What ethical implications should be considered when debating whether or not to file bankruptcy?
2. Identify the key areas of concern if the firm fell on hard times and their creditors forced them into bankruptcy. What defenses are available in this situation?
3. Illustrate hypothetical calculations that would be done to help creditors understand how much money they might receive if the company were to liquidate. Ensure all information is entered accurately. Please refer to the illustration (Exhibit 13.2) on page 592 from your textbook to view potential calculations.
Guidelines for Submission: Your report must be submitted as a 2- to 3-page Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least two sources (in addition to your textbook) cited in APA format. Your accompanying spreadsheets must be submitted as Microsoft Excel files.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Partnership: Formation
Explains the process and methods used to account for partnership formation and how they impact the firm’s balance sheet
Explains the process and methods used to account for partnership formation but does not explain how they impact the firm’s balance sheet or explanation is cursory or has inaccuracies
Does not explain the process and methods used to account for partnership foundation
12.86
Partnership: Split Illustrates the options for distribution of profits and ensures all information is entered accurately
Illustrate the options for distribution of profits and losses but there are inaccuracies
Does not illustrate the options for distribution of profits and losses
12.86
Partnership: Dissolve
Describes what happens in partnership dissolution or partner insolvency
Describes what happens in partnership dissolution or partner insolvency but description is cursory or has inaccuracies
Does not describe what happens in partnership dissolution or partner insolvency
12.86
Partnership: Cash Distribution
Schedule
Illustrates the dissolution process by providing an example of a cash distribution schedule, ensuring accuracy
Illustrates the dissolution process by providing an example of a cash distribution schedule, but there are inaccuracies
Does not provide an example of a cash distribution schedule
12.86
Corporation: Voluntary
Bankruptcy
Summarizes the key points of interest if the firm had to file voluntary bankruptcy and discusses the ethical implications that should be considered
Summarizes the key points of interest if the firm had to file voluntary bankruptcy but does not discuss the ethical implications that should be considered, or discussion is cursory or has inaccuracies
Does not summarize the key points of interest if the firm had to file voluntary bankruptcy
12.86
Corporation: Forced Bankruptcy
Identifies the key areas of concern if the firm was forced into bankruptcy and the defenses available in this situation
Identifies the key areas of concern if the firm was forced into bankruptcy but does not identify defenses available, or identification is cursory or has inaccuracies
Does not identify the key areas of concern if the firm was forced into bankruptcy
12.86
Corporation: Liquidate
Illustrates calculations and ensures all information is entered accurately
Illustrates calculations but there are inaccuracies
Does not illustrate calculations 12.86
Articulation of Response
Submission has no major errors related to citations, grammar, spelling, syntax, or organization
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas
9.98
Total 100%
Discussion: New Harbor Community Center—Part 1
Human and social service work necessarily involves sensitive client issues such as poverty, discrimination, lack of access, and medical and mental health needs. Last week you explored some of the particular challenges that may arise during group work, such as greater risks for confidentiality breaches or the skill base needed to work with multiple people at once. Working with communities can present some of the same challenges—and poses some unique ones too.
Conducting work within communities often requires a holistic, preventative, and social justice outlook on community support and success. It also requires coordination of many different stakeholders, both in and out of the community (e.g., policymakers). When successfully implemented, community work allows human and social services professionals to go beyond treatment of individuals to look at the improvements that can be made within the system to treat, solve, and ultimately prevent issues.
For this Discussion, you examine a community scenario for particular ethical considerations that would be most important to consider for the case.
To Prepare:
Review Chapter 13 in your course text Issues and Ethics in the Helping Professions and the NOHS ethical standards, specifically the “Responsibilities to Public and Society” section.
Consider the New Harbor Community Center scenario in the Interactive Learning Community with Robert Johnson, located in the Weekly Resources.
Post an explanation of the most important ethical considerations that Robert must be aware of and what he can do to ensure that he does not cross any boundaries. Provide references to the NOHS standards and the literature to support your response.
Example is in attached file
These are the guidelines for the written instructions.
These instructions are typically 4-5 pages long, you need to use at least 5 visuals (can be hand drawn, scanned in, Clip Art, etc). Typically, the instructions are about 12-15 steps long.
There are two examples of written instructions in the pink booklet of sample assignments. Also, make sure to review Chapter 6 in our textbook for more information.
With written instructions, you need to explain a task or a project at a medium level of difficulty. For example, you couldn’t do something like making Kraft Mac and Cheese. That’s too basic. You could do something like making homemade lasagna.
Most people choose to explain how to cook or bake something, an arts and crafts project, doing a basic woodworking project, car repair, maintaining a piece of sporting equipment (tuning skis, truing a bike wheel, etc), some type of first aid procedure, etc.
You need to use the main headings that I have suggested, but you can vary them slightly. For instance, you might have Tools, Supplies, and Materials, rather than Ingredients, Utensils, and Mixing Bowls.
In the Estimated Time and Cost, you need to have a basic introduction of your instructions to explain the time involved, the approximate cost (if appropriate), the 4-5 main steps, and then most critical step of all.
In the Instructions, you typically will have 12-15 steps. That is about average. You can give tips, suggestions, and anticipate potential problems. If you want to use a Note to point out something more, do that underneath a step (see the examples in the booklet).
Try to begin most of your steps with a command like: Place, Position, Move, Grasp, etc. Look at the example of the one on Pecan Tassies to see what I mean. Also, try not to use more than about two-three sentences per step.
Then, you have Final Reminders where you review the 4-5 main steps, stress the most critical step of all again, and give some final thoughts on the project.
Make sure that when you are doing the instructions that you encourage your reader that he/she can do the task or project.
If you have any questions, please let me know.
In evidence-based practice (EBP), we talk a lot about “Levels of Evidence.” You will see levels of evidence (LOE) ratings on critically appraised topics or synopses of original research, or in the methodology section or evidence table of a clinical practice guideline or systematic review. But what does an LOE rating tell you?
Levels of evidence are like a pyramid. The strongest evidence is at the top
The strongest levels of evidence are at the top of the hierarchy. Photo credit: Unsplash.com
The last two blog posts focused on pre-appraised evidence and on the quality of evidence pyramid – information that is related to levels of evidence or an evidence hierarchy. This post will focus on level of evidence scales – what they are and how to interpret them.
What is a Levels of Evidence Scale and What Does it Tell You?
Anytime we consult the literature to answer a clinical question, we must evaluate the quality of the study. Once we critically appraise a study, the quality of the evidence is graded according to an established scale or hierarchy.
Level of evidence scales are rating scales. They provide a rating of the strength of the evidence, ranging from a summary to a manufacturer’s recommendation. The higher the evidence is in the hierarchy, the stronger the evidence. How the “strength” of the evidence is judged varies among the rating scales. Strength may be identified according to the type of study design and may also take into account how rigorous the research methodology was in relation to the type of study design and/or the results of the study.
Randomized controlled trials (RCTs) are the strongest research designs for treatment or intervention studies because they exert the most control over the methods. More control means there is less of a chance of systematic or random error and therefore, the results are considered more trustworthy. However, not all RCTs are well-conducted nor always reported in the literature with the level of detail needed to critique the quality of the study; therefore, it can be difficult to decide whether the results can be believed and used in clinical practice.
Because summaries contain evidence from the lower levels of the hierarchy, including RCTs and evidence syntheses, they are considered the highest form of evidence accessible to all clinicians. (See my post on the 6S pyramid for more explanation.)
The strength of the evidence is usually designated with numbers (e.g., Level 1,2,3 or Level I, II, III) or qualifiers of study quality such as “high” or “low.” Some LOE scales use letter grades (e.g., Level A, B, C); these scales can be confusing when paired with grades for practice recommendations — I’ll talk about practice grades next time.
By the way, just because I say a study is at a “lower level” on a hierarchy of evidence scale, doesn’t mean that it was a poorly done study – be clear about that! It just means that there are other study designs that are stronger because they afford more control for the researcher to reduce or eliminate bias. So we have less “confidence” in the results of lower level studies because we know there is more chance for error.
Also, know that there are poorly done RCTs – and they would be judged lower on the quality scale than a well-done observational study! Expert opinion or expert consensus evidence is at the lowest level of evidence for most hierarchies, but personally, I’d rely on these evidence sources over a “higher level” study design about which I had many questions related to methodology.
Which Levels of Evidence Scale Should You Use?
There is NO universal LOE scale that everyone uses so there are lots of different LOE scales out there.
You might be asking why there is more than one levels of evidence hierarchy. That’s a good question, but the bottom line is that different clinical questions require different levels of evidence (see the table below). Professional organizations frequently use their own scales (e.g., American Heart Association, American College of Chest Physicians); publishing companies and evidence-based practice textbooks have developed their own scales, too (e.g., Elsevier, UpToDate). Melynk & Fineout-Overholt (2015) developed a widely used LOE scale for questions about therapy based on the literature.
In some scales, Level 1 evidence is the strongest evidence and in others, Level 5 is the strongest. Some LOE scales are based only on the research design and others provide levels identified by the judgment of the quality of the study itself.
Originally, levels of evidence systems were designed to assess the quality of intervention (treatment) studies only, but there are now levels of evidence scales for studies questioning etiology, diagnosis, prognosis, and harm. Just realize that a high level of evidence for a treatment study (e.g., a summary or systematic review of RCTs) may not be the highest level of evidence for a study of prognosis (Glasziou, Vandenbroucke, & Chalmers, 2004).
Search for the highest level of evidence that matches your Clinical Question
(Sources: Fineout-Overholt & Johnson, 2005; Howick et al., 2011; Winona State University, 2017)
There are some LOE scales that are widely known and used by many researchers and scholars: Oxford Centre for Evidence-Based Medicine, US Preventive Services Task Force, Joanna Briggs Institute, The Johns Hopkins Nursing Evidence-based Practice Rating Scale, AACN’s Levels of Evidence, and the LOE scale developed by Melynk and Fineout-Overholt (2015) are some examples.
The important point for you to understand right now is that there is no commonly or universally used LOE scale! That means that you cannot assume that a Level 1 is the same “strength” in all scales. So the caution here is to understand which LOE scale is being used for the article or source you are reading. This information is usually found in the introduction or the methods section or identified in an evidence table.
If you have to determine the level of evidence for studies you are reading for a school paper or project, the first thing to do is see if the instructor has prescribed a specific LOE scale to use in the assignment directions. I would assign a specific LOE scale for my students to use so that they were all “speaking” the same language. So check first before searching!
If the instructor wants you to choose which scale to use, then you have a lot of choices. You want to use the scale that makes sense with the clinical question you are asking. Are you writing an evidence paper about medical or nursing interventions? Then your LOE scale needs to identify pre-appraised evidence of summaries or syntheses as the highest level of evidence. If your paper is about the cost of a specific intervention, then I’d be looking for synthesis evidence of economic evaluations. If you are writing a paper about patient experiences, I’d be looking for a meta-synthesis.
Because nursing research uses a variety of research designs, I’d suggest using a scale that includes descriptive and qualitative studies in the evidence hierarchy. The Joanna Briggs Institute Levels of Evidence, The Johns Hopkins Nursing Evidence-based Practice Rating Scale, AACN’s Levels of Evidence, or the LOE scale by Melynk and Fineout-Overholt (2015) are good choices to rate your research studies.
As the Howick et al. (2011) noted: “no evidence ranking system or decision tool can be used without a healthy dose of judgment and thought.” Keep that statement in mind as you explore and use these LOE scales.
References
Fineout-Overholt, E., & Johnston, L. (2005). Teaching EBP: Asking searchable, answerable clinical questions. Worldviews on Evidence-Based Nursing, 2(3), 157-160.
Glasziou, P., Vandenbroucke, J., & Chalmers, I. (2004). Assessing the quality of research. British Medical Journal, 328(7430), 39-41.
Howick, J., Chalmers, I., Glasziou, P., Greenhalgh, T., Heneghan, C., Liberati, A., … Thornton, H. (2011). The 2011 Oxford CEBM levels of evidence: Introductory document. Oxford Centre for Evidence-Based Medicine. http://www.cebm.net/wp-content/uploads/2014/06/CEBM-Levels-of-Evidence-Introduction-2.1.pdf
Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-based practice in nursing and healthcare: A guide to best practice (3rd ed.). Philadelphia, PA: Wolters Kluwer Health.
Winona State University Library. (2017). Levels of evidence. http://libguides.winona.edu/ebptoolkit
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