Tag: Paper Writing

2) Within a game theory model, if a change in decision-making raises
corporation A’s profits by $50 and lowers corporation B’s profits by $40, the
game is a
A) negative-sum game. B)
zero-sum game.
C) positive-sum game. D)
cooperative game.
3) Within a game theory model, if a change in decision-making raises
corporation A’s profits by $50 and lowers corporation B’s profits by $60, the
game is a
A) negative-sum game. B)
zero-sum game.
C) positive-sum game. D)
cooperative game.
4) Game theory would classify a cartel under the topic of
A) zero-sum games.
B) cooperative games.
C) noncooperative games.
D) dominant-strategy games.
5) A game in which players as a group lose at the end of the game
is referred to as
A) zero-sum game.
B) negative-sum game.
C) positive-sum game.
D) tit-for-tat game.
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Copyright © 2012 Pearson Education, Inc.
6) A game in which players as a group gain at the end of the game is
referred to as A) zero-sum game.
B) negative-sum game. C)
positive-sum game. D) tit-for-tat game.
7) A noncooperative game would refer to a situation in which
oligopoly firms
A) are too small to be interdependent.
B) do not engage in collusive behavior together.
C) are made worse off by their actions.
D) behave as a joint monopoly.
8) In game theory, the strategy that always yields the highest
benefit for the player using it is the A) dominant strategy.
B) cooperative strategy. C) prisoners’ strategy. D) matrix
strategy.
9) Collusion always involves firms engaging in a
A) vertical merger.
B) horizontal merger.
C) cooperative game.
D) noncooperative game.
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Copyright © 2012 Pearson Education, Inc.
10) A noncooperative game situation may occur when A) firms collude.
B) firms find collusion too
costly. C) firms merge.
D) firms agree to price
fixing.
11) The dominant strategy allows a firm to
A) obtain the highest benefit, regardless of its rivals’ actions.
B) transform a negative-sum game into a positive-sum game.
C) transform a zero-sum game into a positive-sum game.
D) escape from a Prisoners’ Dilemma situation.

PICOT Question:
Population
: Bariatric adolescents considering or undergoing gastric bypass surgery.
Intervention
: The nurse’s role as a primary member of the multidisciplinary team regarding perioperative care of the bariatric adolescent patient.
Comparison
: The nurse’s role as a secondary member of the multidisciplinary team without any specialized training and is only involved in perioperative care of the bariatric adolescent patient.
Outcome
: When the nurse is involved as one of the primary members in the multidisciplinary team approach, the bariatric adolescent patient has better continuity of care.
Time:
perioperative including the 6 weeks post recovery.
PICOT Question
: Does the bariatric adolescent patient undergoing gastric bypass have better continuity of care perioperatively and postoperatively when the nurse is a primary member of the multidisciplinary team versus when the nurse is a secondary member whose only role is in providing perioperative care and has no specialized training?
2. Intervention PICOT Question, an Intervention example:
In adult patients with total hip replacements (Patient population) how effective is PCA pain medication (Intervention of interest) compared to prn IM pain medication (Comparison intervention) in controlling post operative pain (Outcome) during the perioperative and recovery time?
Note: The IM pain medication would be called the control group. It would be unethical to have a control group that received NO pain medication. Many times the control group means they get “business as usual!” or the current standard of care.
3. Therapy PICOT Question, a non-intervention example:
What is the duration of recovery (O) for patients with total hip replacement (P) who developed a post-operative infection (I) as opposed to those who did not (C) within the first six weeks of recovery (T)?
4.  Etiology PICOT Question:
Are kids (P) who have obese adoptive parents (I) at Increased risk for obesity (O) compared with kids (P) without obese adoptive parents (C) during the ages of five and 18 (T)?
5. Diagnostic PICOT Question:
Is a PKU test (I) done on two week old infants (P) more accurate in diagnosis inborn errors in metabolism (O) compared with PKU tests done at 24 hours of age (C)? Time is implied in two weeks and 24 hours old.
6. Prevention PICOT Question:
In OR nurses doing a five minute scrub (P) what are the differences in the presence and types of microbes (O) found on natural polished nails and nail beds (I) and artificial nails (C) at the time of surgery (T)?
7. Prognosis/Prediction PICOT question:
Does telelmonitoring blood pressure (I) in urban African Americans with hypertension (P) improve blood pressure control (O) within the six months of initiation of the medication (T)?
8. Meaning PICOT Question:
How do pregnant women (P) newly diagnosed with diabetes (I) perceive reporting their blood sugar levels (O) to their healthcare providers during their pregnancy and six weeks postpartum (T)?

ASSIGNMENT 1 The Report: due 10/14/18 by 11:59 PM EST
Consider that you are a Healthcare Informaticist. You have been asked to evaluate the current internal workflow and make a recommendation regarding the workflow, communications, protocol and architecture required in order to select a new healthcare information system for a hospital, clinical department or other provider entity. The project will be a paper 5 pages MAX. APA FORMAT. MUST BE REVIEWED BY THE FIU WRITING CENTER! Proof of writing center must be submitted with report.
2. Workflow Requirements. List or otherwise characterize the key workflows, protocols, communications, etc., requirements to be met by the new or upgraded health information system.
3. Architecture Alternatives. Describe and evaluate at least 3 workflow alternatives. Indicate pros, cons and unresolved issues for each alternative. Give special attention to the effects of each alternative on human factor, care pathways and protocols.
4. Provisional Recommendation based on analysis in #3. Given the admittedly incomplete information available to you, what would you recommend as next steps? Options include doing nothing, upgrading the current system, performing more analysis and modeling etc. Be specific and indicate your rationales for each recommendation.
Much of the information required for this assignment is available from the Web and industry journals (e.g., Modern Healthcare, Healthcare Informatics, Hospitals & Health Networks, etc) and your course text.
You may also wish to request product literature from vendors or obtain it through your own or another organization. Although not required, you may also wish to interview one or more individuals with relevant experience and expertise. Be sure to provide appropriate APA interview citations.

Appraise the Oppenheimer (2010) and Elliott et al. (1999) articles, summarizing the strengths and weaknesses of each study. Analyze potential sources of bias in each study, and suggest strategies for minimizing bias. Suggest possible confounding variables that may have influenced the results of each study. Read a selection of your colleagues responses.

Debating the Origins of the American Revolution History is more than just the memorization of what happened. It also involves interpreting why the past unfolded as it did. In seeking to understand why, historians often find themselves disagreeing. This happens for many reasons. Historians themselves are influenced by their own outlook and the society they live in. Historians can revise their thinking in light of fresh information from newly discovered primary sources. They can also interpret previously examined sources in new ways by applying new methodologies and theories. The study of how interpretations of history have changed is called historiography. It is the history of the field of history! For Part 1, “An Old ‘New’ World,” the case study of the origins of the American Revolution demonstrates how historians can disagree because they use different types of sources. Thus it is an excellent topic for sharpening your historiographical skills. For this exercise you have two tasks: Part 1: Comparing and Contrasting Secondary Sources Below are excerpts from two prominent historians of the American Revolution who are at odds over its origins. The first piece comes from Bernard Bailyn of Harvard University, who has explored how ideology shaped the American Revolution—the system of ideas, ideals, and beliefs that undergird political and economic theory and practice. Bailyn focuses on the way that ideas from the English Whigs, who argued that the English constitution limited the power of the king, influenced American Revolutionaries. The author of the second excerpt, Gary Nash of the University of California, Los Angeles, has studied the role that common people, as well as the economic forces that affected their lives, played in the American Revolution. Nash seeks to uncover not just the Whig ideology that is the focus of Bailyn’s work but also the ideas and forces that motivated people to participate in this great struggle. While Bailyn and Nash agree on much, their work illustrates how different methodologies lead to different historical interpretations. On the one hand, Bailyn looks at the ideas and writings of the Revolutionary elite to explain what people actually did. On the other hand, Nash examines the actions and economic circumstances of Revolutionaries who produced no written records in order to understand their motivations. So while Bailyn seeks to understand the causes of the Revolution through the writing of the colonial elite, Nash looks at the actions of common people to understand why they participated in this struggle. Compare the views of these two historians by answering the following questions. Be sure to find specific examples in the text to support your answers. What is the topic of each excerpt? Are there any similarities between these two excerpts? According to each author, what role did ideology play in the origins of the American Revolution? According to each author, what role did economics and material conditions play in the origins of the Revolution? What type of primary sources does each author mention? What might account for the differences (if any) in interpretation between the authors?

Secondary Source 1 Bernard Bailyn, The Ideological Origins of the American Revolution (1992) Study of the pamphlets confirmed my rather old-fashioned view that the American Revolution was above all else an ideological, constitutional, political struggle and not primarily a controversy between social groups undertaken to force changes in the organization of the society or the economy. It confirmed too my belief that intellectual developments in the decade before Independence led to a radical idealization and conceptualization of the previous century and a half of American experience, and that it was this intimate relationship between Revolutionary thought and the circumstances of life in eighteenth-century America that endowed the Revolution with its peculiar force and made it so profoundly a transforming event. But if the pamphlets confirmed this belief, they filled it with unexpected details and gave it new meaning. I began to see a new meaning in phrases that I, like most historians, had readily dismissed as mere rhetoric and propaganda: “slavery,” “corruption,” “conspiracy.” These inflammatory words were used so forcefully by writers of so great a variety of social statuses, political positions, and religious persuasions; they fitted so logically into the pattern of radical and opposition thought; and they reflected so clearly the realities of life in an age in which monarchical autocracy flourished, in which the stability and freedom of England’s “mixed” constitution was a recent and remarkable achievement, and in which the fear of conspiracy against constituted authority was built into the very structure of politics, that I began to suspect that they meant something very real to both the writers and their readers: that there were real fears, real anxieties, a sense of real danger behind these phrases, and not merely the desire to influence by rhetoric and propaganda the inert minds of an otherwise passive populace. The more I read, the less useful, it seemed to me, was the whole idea of propaganda in its modern meaning when applied to the writings of the American Revolution. In the end I was convinced that the fear of a comprehensive conspiracy against liberty throughout the English speaking world—a conspiracy believed to have been nourished in corruption, and of which, it was felt, oppression in America was only the most immediately visible part—lay at the heart of the Revolutionary movement. Source: Bailyn, Bernard. The Ideological Origins of the American Revolution. Cambridge, Mass.: Belknap Press of Harvard University Press, 1992.

Secondary Source 2 Gary Nash, “Social Change and the Growth of Prerevolutionary Urban Radicalism” (1976) One of the purposes of this essay is to challenge these widely accepted notions that the “predicament of poverty” was unknown in colonial America, that the conditions of everyday life among “the inarticulate” had not changed in ways that led toward a revolutionary predisposition, and that “social discontent,” “economic disturbances,” and “social strains” can generally be ignored in searching for the roots of the Revolution. I do not suggest that we replace an ideological construction with a mechanistic economic interpretation, but argue that a popular ideology, affected by rapidly changing economic conditions in American cities, dynamically interacted with the more abstract Whig ideology borrowed from England. These two ideologies had their primary appeal within different parts of the social structure, were derived from different sensibilities concerning social equity, and thus had somewhat different goals. The Whig ideology, about which we know a great deal through recent studies, was drawn from English sources, had its main appeal within upper levels of colonial society, was limited to a defense of constitutional rights and political liberties, and had little to say about changing social and economic conditions in America or the need for change in the future. The popular ideology, about which we know very little, also had deep roots in English culture, but it resonated most strongly within the middle and lower strata of society and went far beyond constitutional rights to a discussion of the proper distribution of wealth and power in the social system. It was this popular ideology that undergirded the politicization of the artisan and laboring classes in the cities and justified the dynamic role they assumed in the urban political process in the closing decades of the colonial period. To understand how this popular ideology swelled into revolutionary commitment within the middle and lower ranks of colonial society, we must first comprehend how the material conditions of life were changing for city dwellers during the colonial period and how people at different levels of society were affected by these alterations. We cannot fathom this process by consulting the writings of merchants, lawyers, and upper-class politicians, because their business and

Create two social work recommendations to address a current barrier and explain how the recommendation proposed addresses the findings.
Discuss how you would collaborate with the research stakeholders (e.g. service providers and community members) to ensure that the data are interpreted accurately and that the practice recommendations made will be culturally appropriate.
Critically reflect on your own culture and explain how your cultural values and beliefs may have influenced how you interpreted the focus group data. What specific cultural knowledge do you think you need to obtain to conduct culturally sensitive research with this group?
Support the assignment with references using assigned readings and/or additional scholarly literature.

Explore the idea of communication among the characters in the novel. What theme does Wharton attempt to convey through their communication?
What does the pickle dish seem to symbolize in the novel?
What type of tragic hero does Ethan Frome represent? Explore the differences between a classic tragic hero and a more modern tragic hero. As you write the essay, consider the following questions:
How do literary elements and rhetorical devices, such as foreshadowing, imagery, and symbolism affect your understanding of the story?
Where do you notice the theme of naturalism?
How does the author develop the characters in the story?

he assignment will require a structural analysis of William Shakespeares tragedy, Othello, first in terms of race and then of gender, with certain restrictions to be explained shortly.Introduction: Summarize how the play is a tragedy, as defined in Aristotles Poetics, noting the moments of peripeteia and anagnorisis. .Thesis: Transition from the summary of Shakespeare’s tragedy to the thesis by answering the following question:As a tragedy, how does Othello display the structural binaries of race (colonialism) and gender in the characters of Brabantio and Othello and Iago and Emilia, respectively?Thus, an outline of the body parts of your paper will first consider race issues (or colonialism) in terms of Brabantio and Othello, and then consider gender in terms of Iago and Emilia. You will have to explain the characters first and their relations to one another, and then find passages in the play from each to illustrate these binary opposites. Again, quote and cite appropriately.In the first body part of your essay, focus on how race or other backgrounds impact the communitys treatment of Othello and his outsider status. You may consider how Brabantio view Othello as inferior, despite his military heroism. Remember that structural binary opposition always considers one side as better than the other; hence, the Eurocentric prejudice (in this case, Italian or Venetian) over non-European ethnic groups (African, Arabs, Turks, etc.).In the second body part of your essay, argue the impact of gender differences within the relationship between Iago and Emilia. Consider how the two genders here (male and female) view one another and themselves. How are these stereotypes supported and/or challenged in the play?Conclusion: Compare these perspectives on race and gender to current perspectives of racism, xenophobia and sexism, to analyze the play’s cultural relevance. When commenting on current sentiments, give specific examples for support and not vague generalizations.The following lessons will focus on Othello and these theories of structuralism, race/colonialism and gender studies, so make sure to review them thoroughly. If you are having difficulties with how to approach this assignment, these lessons will greatly help

Step 1: Interview Talk to several long-term members of your organization. Ask them to tell you a few specific stories that would define what your organization is and how communication is a part of that. Be persistent and probe with questions to dig deeper and uncover patterns. As you listen to the stories, go beyond the end of the story: Look for lessons and themes. Step 2: Essay Document your interview in an essay of 1500-1600 words. Remember to highlight the uncovered themes from above. Support your ideas with at least three (2) citations from credible resources no older than 5 years. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count towards the minimum word amount.

Part I: Create a one (1) page Needs Statement that addresses the following: the reason for requesting funding the significant need for the grant with existing literature and research to support the assertion the goals or expected results who will be served by the grant Part II: Locating Potential Funding Sources: Conduct an internet search and list a minimum of ten (10) possible funding sources. Each grant has to be viable to your overall grant proposal and not solely related to the focus of the proposal. Your list must include the name of the grants, the funding source [name of the organization/association], along with the website address for each listed funding source. Part III: Grant Proposal Your three (3) page grant proposal will include the following: Title page A 100-word summary of the project Outline the plan of action to implement the grant, describing the activities and a sequence of events. The description also included who on the staff of the organization would be involved; what kind of training, if necessary, would be for the staff; the anticipated outcomes; and the method of evaluating the success of the project Explanation of why should your organization receive the grant?