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CISS 243 Columbia College Baseball Stats Player C++ Programming Homework

CISS 243 Columbia College Baseball Stats Player C++ Programming Homework.

Using the attached files, Overload the [ ] operator in the linked list so that it behaves like an array. If 0 is provided it gets the first element (data stored in list) in the list, if 1 is provided then it returns the second element in the list.Create a class called BaseballPlayer which maintains the player’s stats and name.The class will have data members for the following statsNumber of hitsNumber of home runsNumber of walksNumber of strike outsProvide methodsConstructor with four parametersAccessors and mutators for the data membersOverload any operators that are neededThe driver class will create several players and put them into an instance of the derived linked list class. The program will tell the user which player has the best stats based the scoring below and which player is the worst.A hit is worth 1 pointA home run is worth 4 pointsA walk is worth 1 pointA strike out is worth -1 pointsThe total of the points will determine who has the higher and lower stats.
CISS 243 Columbia College Baseball Stats Player C++ Programming Homework

AHS 8300 Wilmington University Wk 11 Lack of Adequate Human Services Thesis Paper.

Please submit your third thesis draft for review and critique by the course instructor. This draft should have all sections completed for Instructor critique and comments. This draft is worth 10% of your grade.(Be sure to check your formatting and APA 7 requirements for headings, pagination and references.)Thank you for your Second Thesis Draft.
Please see the attached document with my notes. Overall, your formatting looked much better. I made some edits to your Table of Contents. Please follow the pattern listed for Chapters I & II for the remainder of the chapters and subheadings. I saw that you were able to correct the majority of errors from your previous draft. However, I did note some additional grammatical errors in the new content provided. I also took a very close look at your References and noted some minor errors regarding the proper APA 7 formatting. Please be careful as you prepare your References. Remember to use Citefast and copy the references into your paper or another word document. We have only three weeks remaining and you still have much to include in your paper. Chapters III, IV, and V require additional work. I need to see additional information regarding the research study or studies you chose to conduct your research. I need to see who was interviewed, how many surveys were sent out, how many people responded, and why they responded the way they did. In Chapter IV I need to see more information about the research results and why they are significant to your research. Finally, Chapter V needs to bring everything together, in a final discussion about what was gained from the research, what your conclusions are, and your Recommendations for not only future research but for how to change the environment and improve services for children conceived in rape.
Your chapter introductions are a good start, but I’m still looking for more content in your paper. Keep building upon what you have. The professor feedback and recommendation please review the feedback and please follow all instructions. I starting to lose points. Please also review the correction the professor made in the paper and auto accept it in the paper with All Mark up instead of simple Simple Mark Up.
AHS 8300 Wilmington University Wk 11 Lack of Adequate Human Services Thesis Paper

PCC 500 Indian Citizenship Act v US Essay

PCC 500 Indian Citizenship Act v US Essay.

Select ONE of the following historical policies, court rulings and incidents from the table below. For your choice, briefly summarize what it was and how it affected the relevant racial group (1-2 paragraphs for the summary). In addition to this brief summary, address the following TWO questions:What role do you see played by racial scripts in this policy/ruling/incident? In your answer, provide a concrete example of a racial script affecting the group(s) in question.(HINT: Consult the Week 2 Molina reading and lecture slides for an understanding of racial scripts and their role in shaping racial outcomes)Identify any contemporary relevance to the historical policy/ruling/incident. By “contemporary,” I mean anything event, development or policy that has taken place since 2000.Alien landLaw ActDred Scott v.SandfordIn reSaitoRosewood MassacreBellinghamRiotsForeign Miners TaxIndian Citizenship ActTakao Ozawav. U.S.CA GreaserActMexicanRepatriationPeople v.George HallTreaty of Guadalupe HidalgoChineseMassacreIn reRodriguezCAProp 187TulsaRace Massacre FormattingMaximum of 500 words, double spaced, Times New Roman 12 point font.Please upload your submission in a format other than .pages file.Use parenthetical citations and include a works cited page. MLA or APA style. Works cited page does NOT count toward the maximum word limit.Cite at least 2 Sources can be assigned readings OR outside sources that you find on your own.You can use the questions as sub-headings for the paper.Citation GuideParenthetical citations must include the author(s) last name(s) and the year of publication. If you are directly quoting something from a reading, you must include the page number of the quoted passage as well. Examples:The one drop rule was critical to the case of Plessy v. Ferguson (Shaw, DeSipio, Pinderhughes and Travis 2015).Many prominent scientists believed in the strict separation of races, viewing miscegenation as troubling “because it created a third weaker race of mulattoes” (Shaw, DeSipio, Pinderhughes and Travis 2015 p. 17).Scoring Guide (15 total points)4 point for brief summary of policy/ruling/incident4 points for identifying role played by racial scripts and providing a specific example in policy/ruling/incident4 points for identifying contemporary relevance of policy/ruling/incident3 discretionary points for following formatting and proper grammar rules, and overall quality of writing
PCC 500 Indian Citizenship Act v US Essay

Formulate Hypothetical Research Designs

java assignment help Formulate Hypothetical Research Designs.

InstructionsGiven the two methods below, develop a hypothetical design plan for each method based on your envisioned dissertation topic:QuantitativeQualitativeFor each hypothetical design, provide a discussion of the appropriateness based on course texts and/or suitable supplemental foundational research sources. Support your paper with a minimum of 5 resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.Length: 5-7 pages not including title and reference pagesReferences: Minimum of 5 scholarly resources.Your paper should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your paper should reflect scholarly writing and current APA standards. Review APA Form and Style.Be sure to adhere to Northcentral University’s Academic Integrity Policy.
Formulate Hypothetical Research Designs

Walden Finding Sources of Evidence: behavioral disorders Discussion

Walden Finding Sources of Evidence: behavioral disorders Discussion.

Finding Sources of Evidence In acquiring a background on a topic with the goal of developing an evidence-based practice, it is essential that you identify resources that are both accurate and scientific. How comfortable would you be defending a new practice if it was based on information from Wikipedia or something that you read in a random blog post that you found using Google? The time taken to ensure that you have located meaningful, credible information will provide confidence in initiating new practices. One characteristic of a credible and thorough research study is the care that is taken prior to the start of a project to determine what is currently known about a subject and to evaluate the quality of the information that is reviewed. This week, you focus on finding meaningful, credible evidence on a particular research topic. You consider what types of sources have been previously vetted by experts in the field for the quality of the content. You also explore the different types of evidence that can be used, and you are introduced to search techniques for identifying evidence for EBP. Learning Objectives Students will: Analyze the use of the hierarchy of evidence in the research processApply search techniques to gather credible information from databases for use in evidence-based practice Photo Credit: BSPC/Creatas Video/Getty Images Learning Resources Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Academic Guides: Keyword Searching: Finding Articles on Your Topic: Boolean. (n.d.). Retrieved August 31, 2017, from http://academicguides.waldenu.edu/library/keyword/boolean Academic Guides: Keyword Searching: Finding Articles on Your Topic: Searching Basics. (n.d.). Retrieved August 31, 2017, from http://academicguides.waldenu.edu/library/keyword/searching-basics Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 14–31)Chapter 5, “Literature Reviews: Finding and Critiquing Evidence” In this chapter, you focus on conducting a literature review. Topics include how to identify the relevant literature on a given topic and then how to critique the strengths and weaknesses of the literature that you have found. Finally, the chapter examines how to synthesize the research findings into a written literature review. Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy. Journal of Gerontological Nursing, 35(9), 9–12. Retrieved from the Walden Library databases. This article emphasizes the importance of systematic reviews of literature. The authors present an overview of resources that may assist in conducting systematic reviews. Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195. Retrieved from the Walden Library databases. This article reviews the features of the TREAD Evidence-Based Practice Model. In particular, the authors of this article stress how the model emphasizes the use of standardized critical appraisal tools and Level I evidence. Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health. BMC Public Health, 10, 95. Retrieved from the Walden Library databases. This article describes a hierarchy of pre-processed evidence and how it is adapted to the public health setting. The authors identify a range of resources with relevant public health content. Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360 Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144 This article reviews the frameworks commonly used to assist in generating answerable research questions. The author recommends considering the individual elements of the frameworks as interchangeable (depending upon the situation), rather than trying to fit a situation to a specific framework. Search/Browse Help – Boolean Operators and Nesting. (n.d.). Retrieved August 31, 2017, from https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html Walden University Library. (2012). Levels of evidence. Retrieved from http://academicguides.waldenu.edu/c.php?g=80240&p=523225 This guide provides a listing of evidence-based clinical resources, including systematic reviews and meta-analyses, critically appraised topics, background information and expert opinions, and unfiltered resources. Walden University. (n.d.b.). Searching and retrieving materials in the research databases. Retrieved August 10, 2012, from http://academicguides.waldenu.edu/foundationscoursedocs/SearchingRetrieving This resource provides tips for searching in the Walden Library. It includes a guide to keyword searches, an explanation of Boolean searches, and tips on locating specific journals or articles. Document: Course Project Overview (Word document) Note: You will use this document to complete the Project throughout this course. Literature Searches An important step in the EBP process is reviewing the current body of literature to better understand the subject or topic in which you are interested. By conducting a review of the literature, you are building foundational knowledge about the topic; later, you can use this background to build new insights. Developing a strong grasp of a topic can only be garnered by taking the time to thoroughly search for relevant information and resources. For this Discussion, you will practice searching the literature to find evidence on a specific topic. To prepare: Choose a simple search term(s) relating to a topic of your PICOT question.Review the information on the evidence hierarchy discussed in Chapter 2 of the course text, in the article, “Facilitating Access to Pre-Processed Research Evidence in Public Health,” and in the multimedia presentation “Hierarchy of Evidence Pyramid,” found in this week’s Learning Resources.Review the information on the Walden Library’s website, “Levels of evidence.” Take a few minutes to explore the different types of databases available for each level of evidence and focus on the meaning of filtered and non-filtered resources.Conduct a literature search in the Walden Library on your selected topic using the databases that you reviewed. Use at least one database for each of the three levels of filtered information and at least one unfiltered database. Record the number of hits that you find at each level of the hierarchy of evidence.Select one article from the results at each level of the hierarchy. Compare the articles based on the quality and depth of information. What would be the value of each resource if you were determining an evidence-based practice? Write a summary of your search. Describe what topic you selected, the search term(s) that you used, and the number of results found at each level of the hierarchy. Compare the types of information found in the articles from different levels and the value of the information from each level. Highlight a useful tip that you could share with your colleagues about conducting an effective literature search. Course Project: Introduction to Course Project Evidence-based practice involves a great deal more than simply reading nursing periodicals on a regular basis. Nurses can take a more proactive approach to evidence-based practice by identifying authentic problems and concerns, and then using that to guide their inquiries into current research. In this way, nurses can connect the results of relevant research studies to their nursing practice. For the Course Project, you identify and apply relevant research to a specific nursing topic or problem. You begin by formulating an answerable question that is relevant to nursing and evidence-based practice. In later weeks of this course, you continue the Course Project by conducting a literature review and then determining how the evidence from the literature can be applied to nursing practice. Before you begin, review the Course Project Overview document located in this week’s Learning Resources. Note: This Course Project will serve as the Portfolio Assignment for the course. In addition to submitting portions of this Project in Weeks 2 and 5, you will turn in all three deliverables in Week 10. Course Project: Part 1—Identifying a Researchable Problem One of the most challenging aspects of EBP is to actually identify the answerable question. —Karen Sue Davies Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results. In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions. To prepare: Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions.Review the section beginning on page 71 of the course text, titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem.Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.Generate at least five questions that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question?Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question. Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question. To complete: Write a 3- to 4-page paper that includes the following: A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practiceThe 5 questions you have generated and a description of how you analyzed them for feasibilityYour preliminary PICOT question and a description of each PICOT variable relevant to your questionAt least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections Submit your Project. It will also be a component of your Portfolio Assignment for this course, which is due by Day 7 of Week 10. Reference: Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144
Walden Finding Sources of Evidence: behavioral disorders Discussion

Case Study below and then answer the following questions in 300 words. Consider Lydia’s and John’s cognitive and physical limitations as well as their social support. If you were presenting this case to a team of other human services providers, what developmental theories, concepts, and principles help explain this case? What other information might you need to fully evaluate the situation in which Lydia and John live? If you were the protective service worker, what are the options for this couple? Identify several feasible plans with explanation and support from a source of information. Include the risks and benefits of each option. Then, identify what your final recommendation would be and why.

Case Study below and then answer the following questions in 300 words. Consider Lydia’s and John’s cognitive and physical limitations as well as their social support. If you were presenting this case to a team of other human services providers, what developmental theories, concepts, and principles help explain this case? What other information might you need to fully evaluate the situation in which Lydia and John live? If you were the protective service worker, what are the options for this couple? Identify several feasible plans with explanation and support from a source of information. Include the risks and benefits of each option. Then, identify what your final recommendation would be and why.. Case Study Lydia and John were a couple in their nineties who lived in their own home and had been married over sixty years. Both were confused and forgetful. They had two sons who were in their seventies and lived in nearby towns. One son was estranged from them. The other was somewhat involved in their lives, but he had a mentally ill wife and health problems of his own to deal with. The couple first came to the attention of a protective service worker when John was hospitalized after a fall. When left on her own, Lydia’s confusion became more pronounced. A referral was made for home care services, but, when a worker went out to assess the couple, their son was present and refused services. Based on concerns of benign neglect, a protective services report was issued. A case worker investigated and substantiated the report, citing the son’s interference with services and the couple’s own inability to provide adequate care for each other. The protective services worker found both John and Lydia to be very forgetful and somewhat confused, though Lydia was the more impaired. Due to their increased physical frailty, they had been using only the first floor of their home. Since the bedrooms and bathroom were upstairs, the living arrangement presented several problems for the couple. Lydia had a regular bed, but John was sleeping on a cot. The low height of the cot caused him to lose his balance easily, resulting in several falls. Since there was no toilet downstairs, they were using a bucket in the kitchen and emptying it outside. They were unable to maintain their home and conditions became unsanitary. The son tried to help, but he had his own limitations. The elderly couple was well able to afford assistance, but they did not want to spend the money. Furthermore, even though the son who helped with paying the bills was not taking advantage of his parents financially, he was obviously concerned with “preserving his inheritance.” Meanwhile, John and Lydia were extremely conservative in terms of how they chose to spend their money; they insisted they could not afford help.Case Study below and then answer the following questions in 300 words. Consider Lydia’s and John’s cognitive and physical limitations as well as their social support. If you were presenting this case to a team of other human services providers, what developmental theories, concepts, and principles help explain this case? What other information might you need to fully evaluate the situation in which Lydia and John live? If you were the protective service worker, what are the options for this couple? Identify several feasible plans with explanation and support from a source of information. Include the risks and benefits of each option. Then, identify what your final recommendation would be and why.

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