Author: chris

ou will write a research paper about the demographic transition model and global food production and distribution for a growing human population to meet global food security goals. You must use APA format for the paper and documentation.

Include the following:

• Describe the demographic transition model and how it was developed by demographers.
• Describe the 4 phases of demographic transition.
  • For each phase, compare crude birth rates (CBR) to crude death rates (CDR), and state whether the population is stable, growing, or declining in each. ·
• According to demographers, what factors lead to a decline of the CDR in phase two and the CBR in phase three of the demographic transition? ·
• Briefly describe 3 living conditions in developed countries that have reached phase four, and contrast them with these same conditions in developing countries that remain in earlier phases.
  • Note: When comparing and contrasting, include details for each of the entities being compared and contrasted. For example, if comparing availability of clean water in a developed country, contrast availability of clean water in a developing country.
• Research and describe a program for developing countries that would help improve 1 of the 3 conditions that you compared.
• Food security means that everyone has an adequate amount of nutritious food to lead healthy lives. Research and describe 1 specific program that helps developing countries reach food security goals

Respond to at least two of your colleagues’ posts (Note: 2 of my colleague’s responses are copied below, I need one response for each person) in at least one of the following ways:

• ·         Explaining how and why you see things differently
• ·         Validating an idea with your own experience
• ·         Expanding on your colleague’s posting
• ·         Building on something your colleague posted

 

Laquanda’s Post:

Said best by Zora Neale Hurston: “Research is a formalized curiosity. It is poking and prying with a purpose.” With that said, the tool organizer for research is one that I plan to use throughout the time that I am in this program to poke and pry most effectively.  Research requires organization, and with the extent of research that will be done throughout the course of this program, organization is definitely needed.  The tool had many elements that I knew were important to understanding published information. In modifying this tool, I would like to keep the categories that are already created, but I would like to modify it so that it fits the needs of my research.  The impact of the article on my views. I could do this by adding categories that ask these questions.  I think this category will be important because it will allow me to rate the categories based on the needs, my needs, of the research. Does it support my stand on the topic?  If it does not, how will I be able to use this work within the final stages of the research? Could I use this information as a form of procatalepsis so as to offer a rebuttal?  How will this information be used is a very important question to the research process.  I would add some more personal categories to this organizer in order to assure that I am able to use this information most effectively. Many institutions have found the need to refine the research process and to ensure that the research process is an effective, progressive one (Huong, 2015).  As an individual researching a subject matter pertaining to higher education, I want to be able to benefit from the research as well.  Research is not just for those who read it after publication, but it is also for the researcher.  Therefore, the outcome of the research and the benefit of this research to myself is important, and I want to be familiar with the research from different perspectives so as to be able to comment on all possible outcomes of the research. Although this is so, I have to explore this research from my perspective first.  Adding this part to the organizer would give me a chance to begin this process.  I do question whether or not the perspectives found on certain text will change as the research continues.  I could even add a category to add this information, especially since much of the articles and documents will be explored several times before actually used.

Huong Nguyen, T. L., & Meek, V. L. (2015). Key Considerations in Organizing and Structuring University Research. Journal of Research Administration, 46(1), 41-62.

 

Samantha’s Post:

I have to admit, that at first glance I found myself becoming anxious at the idea of using an execl document.  At the very minimum, I am able to function with simple rules and commands, but nothing else.  So upon previewing this document, I instantly knew that this document would serve no real purpose for me and that I needed to configure a Microsoft word version quickly.  As it relates to the Literature Review, this planning tool was very well organized and explicit detailed in identifying specific information regarding each individual article.  This is uniquely genius for a learner like myself because I would have naturally created a more complex document to keep a running record of all of this information.  In addition, to the structure, the template allows room to sequentially and logically develop a skeleton for a research paper.

 

If I can suggest any modifications to this existing document, to prevent student research from becoming overwhelming, I would remove the column “notes about the article” form the template.  I think it would be more beneficial to take anecdotal notes within the research article itself.  By doing such, this helps to make more connection between the text and the reader.  In addition, I would probably insert another column entitled “possible solutions and outcomes” directly next to the “problem” column.  Apart of analyze a topic/research problem, progressive thinkers are probl

00-400 words; Analyze the role leadership plays in measurements. Analyze why and how leadership determines what to measure in regard to quality improvement measures; how leadership’s role in measurement helps determine quality.

 

• Risk is a natural part of running a project. If you are not risking, you are playing it safe. Last week we worked on identifying risks early in a project. This week we will discuss what do you do when a significant risk to the project occurs with little or no warning.
• Seeing risks that are not originally identified in a project is essential throughout the life of a project. Consider and discuss two of these methods and how each could help capture additional risks that might otherwise be missed.
• Provide a practical example of how you would handle a risk that was unforeseen using these methods.

 

Directions:  Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages; refer to the “Assignment Format” page located on the Course Home page for specific format requirements.

 

 

Your textbook discusses the National Incident-Based Reporting System (NIBRS). 

 

1. Briefly describe the NIBR.

 

1. Describe two (2) advantages and two (2) disadvantages of the NIBR.

 

1. What does the textbook say is “the great advantage” of the NIBRS data?

 

 

Grading Rubric

 

 

Please refer to the rubric on the following page for the grading criteria for this assignment.

Women and Heart Disease ….Title

Abstract

 

Introduction

 

Prompt One-Provide an overview of women’s health as it relates to myocardial infarction.

 

Prompt Two- Discuss the implications for the high mortality rate related to myocardial infarction among women.

 

Prompt Three-Identify nurse education related to heart disease prevention.

 

Prompt Four-Discuss the impact that Obama Care will have on the healthcare of women, specifically preventative healthcare.

 

Prompt Five-As a future nurse (must include the three roles of the nurse), how would you plan to address this issue?

 

Conclusion

 

Appendix

 

Handout

 

 

 

 

 

Directions for the paper/writing assignment:

 

 

 

1. 1. You want to prepare this assignment in APA 6^th edition format, must have at least five sources-two-three recent articles and at least two internet sources. You cannot use WebMD, HealthyMinds, emedicinehealth or Wikipedia. You need to use a quality internet source that has an identified author or Nationally/Internationally recognized organization.
   2. Must have an introduction and conclusion
   3. Use the questions for this assignment as subheadings in APA format. The question prompts serve as the body of the paper.

**THIS IS DUE SUNDAY AT 3PM NO LATER*****PLEASE READ THE ENTIRE POST*****

 

Read the “Citibank: Performance Evaluation” case. Assume that you are Lisa Johnson. Write a 4-6 page paper in which you: 1. Complete Exhibit One to evaluate James McGaran’s performance. 2. Describe the approach you would take in your performance feedback session with James. What would you say, in what sequence would you say it, and what information would you reference to back up what you are saying? 3. Assume that as a result of your extraordinary performance in this course, Citibank California has employed you as a consultant to improve its performance evaluation system. Discuss what changes in their processes and procedures yo

The requirements analysis phase answers the question, “What does the user need and want from a new system?” The requirements analysis phase is critical to the success of any new information system! In this milestone we need to identify what information systems requirements need to be defined from the system users’ perspectives and draw graphical, logical models to document the data requirements for a new and improved system.

 

Data modeling is a technique for organizing and documenting a system’s data. Data modeling is sometimes called database modeling because a data model is usually implemented as a database. Data is viewed as a resource to be shared by as many processes as possible. As a result, data must be organized in a way that is flexible and adaptable to unanticipated business requirements – and that is the purpose of data modeling.

 

In this milestone, you will first discover those entities in the system that are or might be described by data. Then you will define each entity you identify in respect to the business in an Entity Definition Matrix. Then you will do the data model tutorial in doc sharing that will prepare you for doing the logical entity relational diagram (ERD).

 

Objectives

After completing this milestone, you should be able to:

 

• Understand and perform the techniques for entity discovery.

 

• Define each entity with respect to the business and complete an entity definition

matrix.

 

• Perform the necessary data modeling techniques to organize and document the

data requirements for the proposed system.

 

• Construct the Context data model (Logical ERD).

 

 

Prerequisites

Before starting this milestone, the following topics should be covered:

• Data modeling — Chapters 8 and 14.
• Milestone 1-3 Solutions (provided by your instructor)

 

Assignment

Now that we have studied the current system and analyzed some of its problems and opportunities, plus gained approval to proceed, we can now start to identify the business data requirements and graphically model them. In this assignment, we will use our results of the previous milestones, samples of forms we have collected, and a copy of a transcript of an interview with Dan Stantz’s staff. The results of this activity will identify the business data requirements for the proposed system.

 

Activities

 

1. Complete an Entity Definition Matrix. Analyze each of the forms referenced by the user interview and make assumptions where necessary. (Note: While it is appropriate to make assumptions, you should document those assumptions and include them in your submission to your instructor.) If you create the matrix in Excel, paste it into a Word document prior to submission.

 

2. Complete the Visio tutorial which walks you through how to create an Entity

Relationship Diagram (ERD), located in Doc Sharing.

When you have completed the tutorial, paste the diagram you have created to the end

of the Word document that already holds your Entity Definition Matrix.

 

3. Prepare a Context Data Model.

 

Deliverable format and software to be used are according to your instructor’s specifications. Deliverables should be neatly packaged in a binder, separated with a tab divider labeled “Milestone 4-Part I”.

 

References

• Milestone 1-3 Solutions – provided by your instructor
• Case Study Introduction
• Transcripts of Interviews with Equipment Depot staff o Exhibit 4.1
• Exhibit 4.2-4.4 (see below)

 

Deliverables:

Entity Definition Matrix:                                               Due: __/__/__

Time:_______

Context Data Model:                                                        Due: __/__/__

Time:_______

 

 

 

 

ADVANCED OPTION

For the advanced option, assume that the proposed system must also handle the tracking accounts receivable and payments on customer statements. Your instructor will specify additional system requirements for this part of the system. Modify your initial Entity Definition Matrix to be able to handle this system requirement.

Entity Definition Matrix:                                               Due: __/__/__

Time:_______

Milestone’s Point Value:                                                                        _______

 

 

Exhibit 4.1

The following is a copy of the transcript of an interview between you and Oscar Barrett. The goal of this interview was to obtain sample forms used for processing check-ins and check-outs and to be able to ask questions about them in order to discover data entities of the business system.

Scene: You have arranged to drop by the Equipment Depot to pick up samples of forms used to process check-ins and check-outs. Oscar Barrett was willing to collect them and answer any questions that you might have.

 

Oscar: Hi. I assume you are here to pick up the forms.

 

You:    Yes. Is this a good time?

 

Oscar: Sure. Here are the forms. Any questions?

 

You:    Let’s see . . . I see check-outs on this form (see Exhibit 4.2) but no return. Does

that mean that equipment is still out?

 

Oscar: No. Each time an employee comes to the Equipment Depot counter to conduct

business with us, we pull one of these forms out and record all the check-in and/or

check-out activity they wish to perform during that visit. It is not intended to be

reused when they come back. I’m not sure why we couldn’t use it that way, we

just don’t.

 

You:    I see. So the “date” refers to that day’s record of check-in and check-outs for the

employee?

 

Oscar: Well, it is simply the date they are checking in or out the equipment. I know it is a

little confusing. Let me give you an example. We would use one of these forms to

record all the check-ins and check-outs an employee did in the morning. If that employee returned in the afternoon to return equipment, we would use a new form.

 

You:    Just curious. Why wouldn’t you just pull the form when they come back in and

update it?

 

Oscar: Time! It takes time to look up the form. We do file these, but sometimes they

don’t get filed right away. We want to get the employees taken care of as quickly

as possible. So it is easier to simply fill out a new one for each visit.

 

You:    But if the new system made it easier to find those records and update them?

 

Oscar: Yeah, that might make the whole system work better.

 

You:    OK. What is this “employee ID”? Does the Maintenance Department assign that?

 

Oscar: That is the GB Manufacturing employee ID. All maintenance employees wear an

employee ID badge that has their ID and photo. We started that two years ago. It

makes things go more quickly. We don’t have to wait for them to pull out their

wallets and look up their ID. We can just read it.

 

You:    Do you have to record both the “equip ID” and the “description”?

 

Oscar: If it is tracked equipment we record the serial number. Those are the equipment

we want to specifically track and know who has it.

 

You:    I remember. You have tracked and untracked equipment. Some pieces are too

small for an equipment ID and some are too inexpensive to be worth tracking.

 

Oscar: Exactly. Let’s say we have a particular air compressor and its serial number,

123456789, is stamped on the side. That is an expensive item. We want to track it.

We want to know that John Doe has checked out that particular air compressor.

We want to know where that particular air compressor is at all times.

 

You:    OK. And you call that tracked equipment?

 

Oscar: Right. That nailer on the second line is tracked.

 

You:    So what is the “equip id” on the router and bits?

 

Oscar: We still give everything a numeric ID. It helps us identify them when we are

sorting through all these forms. But if we have 10 router and bits sets, they all

have the same ID. 1425 means a router and bit set.

 

You:    But if that number isn’t stamped on the equipment as a serial number is, how do

you know its number for the form?

 

Oscar: Oh, we just know most of them. You’d be surprised what sticks in your head over

time. But those numbers are also printed on each bin.

 

You:    Bin?

 

Oscar: Storage bin. All the untracked equipment is organized and stored in numbered

storage bins. Bin A48, I think, holds all the router and bit sets, and right on the

front of the bin is a card that says Equip ID 1425.

 

You:    Is the tracked equipment also stored in bins?

 

Oscar: No. Most of them are too large to fit in bins. They are stored in a particular aisle.

 

You:    And you keep all this storage information in your head?

 

Oscar:  We know where all the most popular equipment is stored. But for uncommon requests we refer to this storage list. (see Exhibit 4.3) It shows the aisle or bin location of each kind of equipment. This is just part of it. You can have that.

 

You:    Does some information system generate this list?

 

Oscar: Just a word processor.

 

You:    What is this “type” column?

 

Oscar: We categorize the equipment –carpentry, welding, plumbing, machine tools, etc. We have so machine pieces of equipment that those type codes really help us when we’re searching for a particular piece.

 

You:    OK. One more time, let me make sure I understand tracked versus untracked. On this check-out form you know that this employee checked out a router and bit set. But you don’t know which router and bit set.

 

Oscar: Right. We know which nailer but not which router. Here’s another example and this might clear things up for you. Let’s say that an employee wants checks out a wrench. A wrench is relatively inexpensive. Also, it is virtually impossible to track. A particular wrench does not have a serial number on it! But since it is relatively inexpensive and virtually impossible to track, we don’t even attempt to do so. We simply want to keep track of the fact that the employee checked out a wrench. We don’t care which wrench. We only care that we get the wrench back.

 

You:    OK. Two kinds of equipment and slightly different information kept for each.

But everything has an Equip ID.

 

Oscar: Right. For tracked equipment we only have one piece with that Equip ID. With

untracked we could have several.

 

You:    Do you need the system to track the quantity you have of each kind of equipment?

 

Oscar: Good question. We haven’t until now. If someone calls us up see if we have

something in stock we just put him or her on hold and go look. But it would be

nice if the computer had a total and could subtract the outstanding loans.

Sometimes I’ve suspected people of sneaking in here and raiding our inventory.

And maybe your system could even allow people in another plant to check our

inventory online before they trudge over here.

 

You:    We’re still working out the system requirements. I’ll write that down. Let’s finish

the check-out form. I assume “qty in” and “qty out” for large equipment is always

one?

 

Oscar: That’s correct . . . in fact sometimes we don’t even enter a quantity, since it can’t

possibly be more than one.

 

You:    Is “damage” recorded for check-ins or for check-outs or for both?

 

Oscar: Just for check-ins. If something is damaged enough to not work properly we fix it

before it goes out again. Minor damage we just ignore. We don’t care what it

looks like as long as it works.

 

You:    OK. Now this employee registration…(see Exhibit 4.4) looks pretty

understandable. I see you track supervisor.

 

Oscar: Right. If someone isn’t returning something we go to the supervisor.

 

You:    Are supervisors also employees?

 

Oscar: Yes. All the maintenance supervisors have to work with their hands, too. So they

often check-out equipment. They each have supervisors, but that is one of the

maintenance managers.

 

You:    And the supervisor of the maintenance managers is Mr. Venkman.

 

Oscar: Right.

 

You:    And the classification?

 

Oscar: That is the employee’s skill classification. Right now we just eyeball that and

make sure the equipment being checked out is appropriate for that skill

classification.

 

You:    But Mr. Stantz said he wants the new system to track a skill class for each type of

equipment and restrict check-outs to employees having that class.

 

Oscar: Sounds good. But remember that many pieces of equipment could be safely used

by employees with any of several skill classifications.

You:    That would be a really important point. OK, one last thing. We don’t have a form

for the purchases, do we?

 

Oscar: No. Thankfully, that is all paperless. The only problem with is that the Item IDs

used by equipmentdeals.com are not the same as our Equip IDs. That makes

tracking orders a pain.

 

You:    I have some good news on that. Equipmentdeals.com has a way to build us a

custom web store with our equipment IDs. Plus they can put our order status info

into XML that we can use to update our own internal database.

 

Oscar: I didn’t understand all that. But if you’re saying this solves my order tracking

problem, I’m all for it.

 

You:    I think it will solve your problem. You’ll be able to view outstanding orders right

within our system.

 

Oscar: Great!

 

You:    Well, believe it or not, that’s all my questions for now. Thanks for your time.

 

Worth 200 points

HINT: See Chapters 10-14 of the text to help understand some of the legal issues covered in this assignment.

> I WILL TRY TO GET COPIES OF CHAPTERS 10-14.

Jim and Laura Buyer visit the local car dealership because they are interested in buying a new car. The car they currently have is aging and is starting to have mechanical problems. Jim and Laura would share the new car, and use it to go back and forth to work and school. Before going to the dealership, Jim and Laura decide that they can only afford $400.00 a month in car payments.

Once at the car dealership, Jim and Laura meet Stan Salesman. Stan shows them several vehicles and Jim and Laura test-drive several of the cars. Jim and Laura particularly like the blue 4-door sedan.  Therefore, they agree to give Stan Salesman a $100.00 deposit to hold the car for a day. Stan Salesman does not give them the receipt but guarantees that the $100.00 is refundable. No documents were signed.

The next day, Stan Salesman calls Jim and Laura to ask them when they would like to take delivery of the car. Jim and Laura, on the way home from the dealership, decided that they were not going to buy the car because they did not want to spend that money each month. Therefore, Jim and Laura tell Stan salesman that they have decided not to buy the car and request their $100.00 deposit back.

Stan insists that the $100.00 was a deposit on the car and was meant to be part of the contract to buy the car. Stan is very persistent and insistent that Jim and Laura have contracted to buy the car; therefore, the $100.00 will be applied to the purchase price of the car. Jim and Laura are shocked and angry as not only do they not want to spend the money, but now feel as though they are being duped by Stan Salesman.

Jim and Laura have an appointment to see a lawyer in a few days, but know you are a student taking a business law class and come to you for advice. They are very frazzled, and understandably upset that they may have just purchased a car. Since you have been taking business law, you have read and understand the elements of a contract and the defenses to a contract. Therefore, although you are not a lawyer, you provide some basic advice from what you’ve learned in your business law class.

In three to five (3-5) pages, advise Jim and Laura based on the above facts as presented, the material provided in the text, and material covered in the lecture. In your paper, be sure to address the following:

1. Define the elements of a legal contract using examples from the scenario where applicable.
2. Decide whether or not there was a contract for the purchase of the automobile.
3. Identify the facts from the scenario which support your decision on whether or not a contract exists for the purchase of the automobile.
4. Use at least two (2) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as quality academic resources.
5. Format your assignment according to the following formatting requirements:
   • Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
   • 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 is not included in the required page length.
   • Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.

Grading for this assignment will be based on answer quality, logic / organization of the paper, and