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I will upload files I will upload the link for week nine as well add my log in information

I will upload files

I will upload the link for week nine as well add my log in information so you can understand the assignment more better

We will be doing part two of the assignment “discussion 6 part 2”

https://eagleonline.hccs.edu/courses/181346/modules

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You’ll open up week 9

And it’ll have all the information there in week 9

1500s Exploration American History

1500s Exploration American History.

 Discuss the English efforts to explore and colonize eastern North America in the late 1500s and early 1600s. What important colonies did the English establish along the mid-Atlantic coast and in New England? What characteristics did these colonies possess, and what made them different from one another? How did conflict within these colonies and events in Europe affect their success or failure?

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Methodology and data. Epidemiology, biostatistics, genetics and genomics.

I will upload files I will upload the link for week nine as well add my log in information Methodology and data. Epidemiology, biostatistics, genetics and genomics..

 Q 1. Discuss how evidence-based practice is defined as translational research. Describe the framework that supports that definition. Identify a population health issue you are interested in researching and discuss the issue using that framework. As you select an issue, remember you will be building upon your research in this course for your evidence-based practice project in the next course. Think about how you can focus your research now to help you complete your EBP project. Note: While you will only be proposing a solution and implementation plan in your EBP project, keep in mind EBP projects lay a foundation for doctoral research, since doctoral candidates have the opportunity to actually implement their projects. If you are interested in pursuing doctoral education, it is a good idea to choose an issue you would be interested in pursuing in greater depth. The research and work you complete on your EBP project now can be used if you choose to move forward into doctoral education. Q 2 Identify at least one barrier that relates to challenges with population health. Consider how you could employ translational research to potentially overcome this barrier. Identify the best type of translational research to address this barrier, and provide rationale for the type you have chosen. What would be the challenges of using this type? What strategies would you employ to provide an understanding of your chosen type of translational research and to gather collaborative support? Q 3 How does epidemiology helps in researching and addressing population health challenges? Provide a specific contemporary example. Q 4 Research a health concern that impacts a population with which you are familiar. How do biostatistics affect the research focus? How do you define the population as your patient? Make sure to include the population and health concern. Q 5. In this course, you will be complete a 2-part assignment in which you conduct research about a population of focus, develop a PICOT statement, and write a Literature Review. The PICOT statement and Literature Review you write in this course can be used for your evidence-based practice project in the next course so be sure to select an issue you want to continue working on in your next course. PICOT (Population/Problem, Intervention, Comparison, Outcome, and Time to achieve the outcome) is a method that helps clarify the qualities needed to create a good question out of a practice issue or problem affecting the population of focus. Additionally, the information derived from a good PICOT makes it easier to perform a literature search in order to find translational research sources that can be used to address the clinical problem. Use a national, state or local population health care database to research indicators of disparity. Choose a mortality/morbidity indicator to identify a clinical problem or issue that you want to explore pertaining to a population of focus. Use this indicator to begin to formulate a PICOT and conduct research on the population. Write a 750-1,000-word paper that analyzes your research and focuses on the population you have chosen. Describe the population’s demographics and health concerns, and explain how nursing science, health determinants, and epidemiologic, genomic, and genetic data may impact population health management for the selected population. Provide an overview of a potential solution for solving the health issue related to your population and the intended PICOT statement. Describe how the solution incorporates health policies and goals that support health care equity for the population of focus. You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

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Hello there, I need some help for this very easy and fun BIT 270 (Organizational Leadership) activity please.

Attached are three leadership assessments for you to complete, score, review and interpret the results. These assessments help you look at Leadership from all angles and the results will continue to give you insight you might incorporate (in some way or form) into your Leadership Development Plan.
The assessments/questionnaires attached are: 1) Path-Goal Leadership 2) Leadership Behavior 3) Leadership Traits.
Please answer the three questions under 1) Path – Goal Leadership 2) Leadership Behavior 3) Leadership Traits* questionnaire/assessment in complete sentences.
* For assessment #3) Leadership Traits, complete the assessment about your self AND ask 3-5 others who know you (coworker, friend, roommate, teammate, etc.) to answer the same questions as to how they assess YOU. (NOTE: I GIVE YOU FEEL FREEDOM TO MAKE UP All THIS, INCLUDING THE ‘OTHERS’ RESPONSES. JUST PUT SOMETHING LIKE ROOMMATE:, TEAMMATE:, ETC. AND THEN OF COURSE THE ANSWERS THAT THEY SUPPOSEDLY GAVE FOR THE QUESTIONS AS TO HOW THE ASSESS ME.) For #3, briefly respond to the questions given below.
Path-Goal Leadership
What were your top or dominant results?
Did you agree or disagree with the results? Why?
Why is the specific content of this assessment important to know as a leader?
Leadership Behavior
What were your top or dominant results?
Did you agree or disagree with the results? Why?
Why is the specific content of this assessment important to know as a leader?
Leadership Traits
Were there questions where you rated yourself much differently than others who know you did?
Were you surprised by any of the results?
How is it valuable to you as a leader to know how you are perceived by others?

Short Discussion Board

Last week, we spent most of our time focusing on clauses–especially, how a sentence’s independent clause relates to the other two types of clause: relative clauses and dependent (a.k.a. subordinate) clauses. The point isn’t necessarily to become ace identifiers of different types of clauses; I still have to figure them out each time, too. But it’s important to develop your skill in manipulating the structure of your sentences. The more you practice being able to tease apart the various structures within a sentence, the more fluently you’ll be able to adapt those structures and therefore fine-tune your message. That’s what we’re after!

Sentences might have up to three kinds of clauses (independent, dependent/subordinate, and relative), but sentences can also contain other (non-clause) elements. Most importantly, sentences can also contain phrases.
People often confuse clauses and phrases. [Here’s a helpful video that discusses the difference between clauses and phrases. (Links to an external site.)] A phrase is any multiple-word grouping that functions as a unit but that doesn’t contain both a subject noun and a predicate.
Though there are a few more, these are the most important kinds of phrases:
Noun phrases
Verb phrases
Prepositional phrases
Participial phrases
Appositive phrases
For now, let’s look at two of these types: noun phrases and prepositional phrases.
Noun Phrases
Suppose that you’re looking at a sentence and trying to determine what the subject noun is, and you think you’ve spotted the noun, but it has a couple other words “attached” to it:
Dog
The dog
Our dog
The handsome brown dog
The reddish brown dog
Since all of these phrases clarify the noun “dog,” and each phrase functions as if it were a single noun, these are all noun phrases. The other bits and bobs include an article (“the”), a possessive pronoun (“our”), an adjective (“brown”), an adverb “reddish,” which modifies the adjective “brown”), and another adjective (“handsome” modifies “dog,” so it’s an adjective, not an adverb).
Prepositional Phrases
Whereas noun phrases are phrases that contain a noun plus other elements attached to that noun, prepositional phrases are phrases that contain a preposition plus elements attached to that preposition. You’ve already learning some things about prepositional phrases, since MacRae discusses them in Chapter 2 (p. 36) in his comments about “word salad.” Prepositions are also described in Chapter 3 (p. 65); review that description to remind yourself.
As MacRae explains, prepositions are words that describe the relationships between things: “The dog say under the table in the apartment by the old car dealership: under, in, and by all express spatial relationships between the dog and various other nouns. We have lots of prepositions, since there are so many different manners in which things can be related to each other: by time, distance, geographical space, and even metaphorical relationships (“He was into yoga”; “She had him under her thumb”).
The reason I’m asking you to consider noun phrases and prepositional phrases together is that they’re the two main ways for writers to modify nouns. Any time you want to say something extra about a noun, you need to modify it: add words to qualify, clarify, amplify, diminish, or specify the noun’s meaning. (The best approach is not to modify it at all–simply choose a more specific noun! But sometimes that’s impossible.)
In a noun phrase, the noun is modified by the addition of adjectives (and sometimes adverbs; “the big brown dog” and so on. But we can also modify a noun by attaching prepositional phrases, usually after the noun: “The sloth with brown fur”; “the skunk under the porch”; “the cuddly bunny from my nightmares.”
Sometimes, these prepositional modifiers are just less concise versions of a simple noun phrase: “The sloth with brown fur” could be rewritten as “the brown sloth” or “the brown-furred sloth,” shortening the sentence at no cost to its meaning. One of the simplest ways to trim fat from your writing (for most of us) is to find every prepositional modifier, then evaluate whether a simple adjective modifier could be used instead. Not only are noun phrases (with adjectives before the noun) shorter, but they’re less complex: one phrase (“big brown dog”) instead of two phrases (“big dog” [a noun phrase] “with brown fur” [a prepositional phrase]).
The more modifiers you try to add, however, the harder it is to “reduce” each one by moving it into the noun phrase. Technical and scientific documents often stack lengthy modifiers together into single noun phrases: “Our grant-funded protein reuptake inhibitor monitoring system prototype finally launched.” Building long noun phrases like this is a way to pack lots of detail into the shortest possible space, but it’s a heck of a thing to read! So, most writers would unpack that noun phrase, using both adjective and prepositional modifiers to give readers some relief. (Writers could also divide out some parts of this content into separate sentences, building up the meaning rather than trying to fit it all into a single mouthful.)
“the cuddly bunny from my nightmares”
“the cuddly, nightmarish bunny”
“Our grant-funded protein reuptake inhibitor monitoring system prototype finally launched.”
“The prototype of our protein reuptake inhibitor monitoring system finally launched. This system is grant funded.”
“We received grant funding to build a prototype of a system to monitor protein reuptake inhibitors. This prototype finally launched.”
These still aren’t the loveliest sentences, but sometimes the complexity of our content makes it very difficult to whittle down the ugly bits. Spreading out the cognitive load here means that the resulting sentences are more complex, but also that the reader can process each part of the claim separately. Using one long noun phrase, on the other hand, encourages the reader to “swallow” the thing whole–a wearying prospect!
A real-world case from a recent memo
In the table below, I’ve broken up the second paragraph of this recent memo from Chancellor Rogers Download recent memo from Chancellor Rogersinto its four component sentences. The sentences (almost exactly as they’re written in the memo) appear in the left column. In the middle column, I’ve extracted just the independent clause of each sentence. (See my note, above, about predicates–the “verb” part of a clause.
*What’s a predicate? Every clause contains a subject noun plus a predicate (also called a “verb phrase”). In some cases, the “predicate” is just a verb. But in other cases, there’s also an object noun, in which case that noun is part of the predicate:
He ate. (Here’s it’s a single-verb predicate, “ate.”)
He ate apples. (Here, the predicate is “ate apples.”) (=the verb “ate” the object noun “apples.”)

Notice that two of Rogers’s sentences use predicates that are simple verbs with no object nouns, whereas the other two use predicates that include object nouns. This distinction only matters because up until now I’ve been describing a “clause” as something with a subject plus a verb. But technically, a clause has a subject plus a predicate, so from here on out I’ll often say predicate instead of just verb when discussing clauses.)
In this week’s discussion, let’s consider how the four sentences above employ noun phrases and prepositional phrases. I have identified the independent clauses of each sentence (column 2). If you look at column 3, you’ll see a bunch of additional phrases: mostly prepositional phrases, but with a few other types of phrases mixed in there.
1. Select two of the sentence above to work with. Then, choose two of the un-bolded phrases from the list in column 3. For each phrase that you’ve selected:
Identify what word (probably a noun) this prepositional phrase modifies.
Consider whether it would be possible to turn the prepositional phrase into a simple adjective modifier, making it part of the noun phrase. What would a simple version of that noun phrase look like?
2. Now, consider the items that I’ve bolded in column 3:
Is it even a phrase? If so, what kind of phrase do you think it is? (We haven’t studied every kind of phrase; you’re welcome to propose best-guesses even if you’re not certain.)
How does it relate to the sentence? (For example, is it modifying another element, like a verb or noun? Is it doing something else in the sentence? It’s okay to speculate a bit here: consider how these sentences seem to be functioning, then see if you can describe what makes these parts work together.)
3. Based on your reading of this paragraph, what do you think of this memo–a memo written for the entire ECU community–as an example of routine professional communication? How well or poorly does it apply any of the “eight Cs”? In what ways (if any) could its sentences be more effectively composed?
Examples of other responses: do not type the same things these are just examples
Ex #1
First sentence: “The recommendations below are priorities for implementation in 2022.”
a. “for implementation” modifies recommendations and “in 2022″ modifies prioritiesb. This is my attempt to turn these prepositional phrases into a simple adjective modifier. I’m guessing at rewrites here – “The implemented recommendations” and “2022 priorities”
Second sentence: “Each recommendation identifies [an individual or small team] to oversee implementation and keep me apprised of related progress.”
a.”to oversee implementation” modifies team and “of related progress” modifies team.
b.“Team oversight” and I’m having a hard time with rewriting “of related progress in to a simple adjective modifier.
2. a. I think the bold items in column 3 are phrases
b. “to clarify accountability” modifies owners “relative to the operation” modifies recommendation
I think the memo is professionally written. However, I think it may be difficult for those employees who are less educated to follow. It is not written in a manner to be understood by all people. I don’t’ think it is concise or necessarily clear. I mean how many people can even pronounce “operationalization” and then how many know what it means. I don’t think the writing is very specific. I didn’t see any use of the word “you” and I didn’t see any reference to a specific gender, instead the word “teams” was used to reference people.
Ex 2
1. First sentence: “The recommendations below are priorities for implementation in 2022.”
A. “are priorities” is modified by recommendations
B. The priority recommendations are implemented for 2022.
Second Sentence: “Each recommendation identifies [an individual or small team] to oversee the implementation and keep me apprised of related progress.”
A. team is modified by “oversee implementation”
B. Each recommendation names [a person or small team] to oversee the implementation and keep me informed.”
2.
a. I think the items bolded in column 3 are phrases
b. I believe the phrases “to resolve”, “[to] ensure”, “[to] keep me apprised”, and “to clarify accountability” are infinitive phrases.
3. I think it follows some eight C’s, but there are some issues. First it is definitely written for a certain audience and not the general public. Next, I think simpliler words could of been used. FInally, I think it could have been more clear and concise.