rights are triggered under the Fourth Amendment
Privacy rights are triggered under the Fourth Amendment, Legal environment homework help
You are provided with two options for your course project below. Select ONE of the options below for your analysis.Option 1 allows you to analyze job salaries for the state of Minnesota.Option 1 ScenarioOption 1 Data SetOption 2 allows you to analyze the ages of infectious disease patients at NCLEX Memorial Hospital.Option 2 ScenarioOption 2 Data SetReview each scenario and data set carefully and choose which scenario you would like to work with. Begin Phase 1 of your analysis by including the following information:Introduce your scenario and data set.Provide a brief overview of the scenario you are given above and the data set that you will be analyzing.Classify the variables in your data set.Which variables are quantitative/qualitative?Which variables are discrete/continuous?Describe the level of measurement for each variable included in your data set.Discuss the importance of the Measures of Center and the Measures of Variation.What are the measures of center and why are they important?What are the measures of variation and why are they important?Calculate the measures of center and measures of variation. Interpret your results in context of the selected topic.MeanMedianModeMidrangeRangeVarianceStandard DeviationConclusionRecap your ideas by summarizing the information presented.This assignment should be formatted using APA guidelines and a minimum of 2 pages in length.rubric InsuffcientEmergingCompetencyProficiencyMasteryCorrectnessPoints:0 (0.00%)Less than half of parts of all problems are solved correctly.Points:18.125 (12.50%)At least half of the parts of all problems are solved correctly.Points:27.1875 (18.75%)The majority of parts of all problems are solved correctly.Points:30.8125 (21.25%)Almost all parts of all problems are solved correctly.Points:36.25 (25.00%)All parts of all problems are solved correctly.Work ShownPoints:0 (0.00%)Less than half all work is shown.Points:18.125 (12.50%)At least half of all work is clearly shown.Points:27.1875 (18.75%)The majority work is clearly shown.Points:30.8125 (21.25%)Almost all work is clearly shown.Points:36.25 (25.00%)All work is clearly shown.ExplanationsPoints:0 (0.00%)Less than half of the explanations are complete and correct.Points:18.125 (12.50%)At least half of the explanations are complete and correct.Points:27.1875 (18.75%)The majority of the explanations are complete and correct.Points:30.8125 (21.25%)Almost all explanations complete and correct.Points:36.25 (25.00%)All explanations are complete and correct.FormattingPoints:0 (0.00%)Less than half of the equations, expressions, and variables are properly formatted using the equation editor tool in Microsoft Word.Points:18.125 (12.50%)At least half of the equations, expressions, and variables are properly formatted using the equation editor tool in Microsoft Word.Points:27.1875 (18.75%)The majority of equations, expressions, and variables are properly formatted using the equation editor tool in Microsoft Word.Points:30.8125 (21.25%)Almost all equations, expressions, and variables are properly formatted using the equation editor tool in Microsoft Word.Points:36.25 (25.00%)All equations, expressions, and variables are properly formatted using the equation editor tool in Microsoft Word.
STA 3215 UIC Statistics and Analysis NCLEX Memorial Hospital Paper
Domestic and International Marketing Definition Essay
Domestic and international marketing requires companies to have well-established channels while also being able to improve their competitiveness to withstand the pressure from other firms. When it comes to comparing the two types of marketing, there are some differences. For instance, global marketing can be considered local in disguise because the main problem that companies face in global marketing is the scope (Bolman, 2015). However, they fail to understand that being successful in the global market requires companies to translate their strategy implemented in the domestic market to a new environment with different cultural and linguistic values (Smartling, 2015). This implies allowing global customers have the same brand experiences that domestic customers have already had. Another example of how domestic and international marketing differs relates to the correct use of language. Thus, it means that the context of the marketing message should be accurate; if not, the content risks falling flat. For instance, in Quebec, Canada, consumers are accustomed to complete bilingual compliance of all businesses, which may mean that some companies will have to change their names, mission statements, and even logos (“Language laws and doing business in Quebec,” n.d.). Lastly, the scale is another major difference for which companies should account. In order to compete in several markets and account for the increased coverage of operations, companies should scale their global translations and learn to manage several platforms targeted at different consumers. A multi-domestic mindset is needed to reach customers from destinations such as Brazil, China, India, or Australia. Instead of using the us-to-them mentality, companies will do better if they consider the us-to-us-to-us mentality in which new audience is seen as a new subset that calls for localization and transcreation. References Bolman, C. (2015). Five new challenges for tomorrow’s global marketing leaders. Forbes. Web. Language laws and doing business in Quebec. (n.d.). Web. Smartling. (2015). Global marketing vs domestic marketing: Three things to know. Web.
Strengths And Limitations Of Education Campaigns Health Essay
professional essay writers Share this: Facebook Twitter Reddit LinkedIn WhatsApp To establish the need for education amongst the population and its vital role in reducing HIV transmission. To assess the effectiveness (and thus the strengths and limitations) of various educational campaigns in preventing spread of HIV. To determine the psychological and social factors that may contribute to the effectiveness of such campaigns. During the 1980s and 1990s, the spread of HIV increased dramatically within the UK, however has slowed down over the last 20 years (1). Currently there are approximately 33 million people around the world who are living with HIV, and each year more and more people are being infected (2). There are several methods in place to help prevent the spread of HIV, including interventions for sex workers, treatment of STI’s, voluntary counselling and testing and needle exchange programmes (3). However, perhaps one of the most important methods in preventing the spread of the virus is educating the population both as a whole and as individual groups. Once people have the knowledge about how HIV is transmitted and what it is, they are then able to take their own necessary precautions in preventing themselves from getting infected (4). For those already with HIV, educational campaigns can help increase awareness about how to cope and live with the disease as well as showing them how to prevent its transmission. Generally, educational campaigns naturally tend to focus on ‘at risk’ groups, such as men who have sex with men, sex workers and intravenous drug users (5, 6). Although this is a sensible approach, it is also important that the campaigns do not exclude the education of many other groups who are not considered directly at risk, such as the elderly (6). This is important as it can increase stigmatisation of the ‘at risk’ groups, as well as not respecting the fact that HIV is a non discrimative virus and can infect anyone. By taking a detailed look at 4 types of educational campaigns, it is possible to assess the strengths and limitations of each, as well as determining the psychological and social factors that might make a campaign more or less effective. Mass Media Campaigns Mass media campaigns are generally used by governments as a method to dramatically increase general awareness amongst the whole population (2). Many forms of media can be used, for example advertisements on television, internet websites, flyers and posters distributed to each household. This type of educational campaign ensures that everyone has the same awareness of HIV, and can also be used to prompt people into further research for themselves (7). In the 1980s, the UK launched one such campaign, with the slogan: ‘AIDS: Don’t die of ignorance’ (8). This had a great effect in increasing general awareness amongst the whole population, however this type of mass education also has its limitations. The overall effectiveness is difficult to assess, as it is such a general form of education, as well as the fact that it is not the only method of HIV prevention tactics that were put into place at that time (9). Also, it does not target specific behavioural issues that need to be changed and with its widespread strategy it also is difficult to reach marginal groups (2). Another aspect that is a major downfall is that it may even increase stigma and discrimination as some early campaigns used fear as the main factor in reducing HIV spread, which caused many people to become fearful of those with HIV (10). It also could have led to a decrease in people getting tested for HIV as they were so worried about the effects, both social as well as physical. If these fear campaigns were focused to specific risk groups, it could cause a major stigmatisation of these people which would encourage the view that if you were not a part of the risk group there was no need to be concerned about HIV (2). HIV education in schools Approximately 1 in 6 new HIV infections in 2008 were among people who were under 15 years old (2). Therefore it is extremely important for young people to be equipped with the knowledge about what HIV is, how it is transmitted, and how they can reduce their risk of becoming infected regardless of whether they are sexually active or not. Schools are an excellent place to increase young people’s awareness as they are so universal and therefore would be able to target a wide audience. Also evidence shows that when targeted at a young age, educational campaigns for health promotion tend to be met more receptively by the young (11). By instilling young people with knowledge about HIV risks and diminishing discrimination against those with HIV at an early age, these ideas and values will be held throughout their lives and aid in the long term decrease in HIV prevalence (12). However there are still some limitations to educational campaigns within schools. The nature of the education may not be universal, as some schools may focus on abstinence-only programmes, which would not teach about safe sex and condom use (12). Since 1997, USA funding has increased in promoting these sorts of programmes within its schools despite studies showing that there is ‘no long term effect on sexual health outcomes’ (12). Some religious schools across the world also prevent the teaching of safe sex and condom use amongst not only the young but also the general population (2). HIV education in the workplace As well as schools, the workplace is also an ideal place to target a wide audience who would be receptive to detailed information about HIV and its transmission. By increasing awareness about HIV and AIDS within the workplace, people who are both delivering as well as receiving this information would then be able to implement the practices both in their working lives as well as teaching their friends and families (2). There are also many professions that may in fact carry an increased risk of HIV transmission, for example those that work in health care (13). These workers would be at an increased danger of percutaneous injuries and specific education about how to avoid such injuries and what to do in the event of one occurring is vital to preventing the virus’s transmission (14). Increased knowledge about the disease would also have the benefit of reducing the stigma surrounding HIV and AIDS and prevent discrimination in the workplace. This type of education, although effective, may not be put into place at every workplace therefore some infections may still occur through lack of awareness. Also stigma and discrimination against those who are infected may also sill exist. HIV and Peer Education Peer education is an excellent way of educating different groups, especially those groups which tend to be marginalised by society (2). It is a way of helping people within these groups to relate to the speaker and to be receptive about the content of discussion (15). As the peer educators are generally from a similar social background as the group, it is therefore a much more relaxed and social way of education. People also may feel a lot more comfortable asking questions about sensitive topics and issues to someone they can relate to and feel more relaxed around (16). Studies have shown that peer education works particularly well with members of society who are at risk of HIV but distrustful of authoritative figures, such as those in prisons (2). This is important as it provides an excellent way of reaching out to those in marginalised groups who need HIV education to increase awareness but may not know how to go about receiving this. As with all the above methods of educational campaigns, peer education would be reliable and accurate, as those who are educating would have undergone recent and relevant training (16). However, peer education may be difficult to set up, and would also be dependant on government support and private organisations and charities setting them up in the first place. Issues such as national discrimination against homosexuals would also reduce the level of education provided, for example in countries such as Zimbabwe, where the president has openly condemned homosexuality (17). Conclusion Although these are not the only types of educational strategies available, each has several strengths and well as a few limitations. The limitations tend to be focused towards a level of stigma and discrimination against those with HIV and a fear of the virus itself by both individuals as well as governments. However it is only with correct understanding and education in the issues surrounding HIV that people can learn to avoid unnecessary infection and respect the fact that HIV is a universal problem and can affect anyone. Education is highly important, however on its own it can only go so far in stopping the spread of HIV. Other methods of harm prevention must also be put into place to ensure that HIV transmission is minimised, for example needle exchange programmes, open clinic testing and accessible condoms would be required (4). Once people understand the social as well as physical factors associated with HIV, they must be able to have places to go that offer support and can help them if they wished to further their knowledge about the virus. In conclusion, educational campaigns must both be widespread to access the population as a whole, as well as targeted to individuals and specific groups in order to change risky behaviours both in the short and long term. Share this: Facebook Twitter Reddit LinkedIn WhatsApp
Job Order Costing Process Costing and Activity Based Costing
Job Order Costing Process Costing and Activity Based Costing. A cost accounting system is the sum methods and techniques used by businesses allowing them to track resources consumed in production and distribution of services or goods to consumers. These methods and techniques are used by the management in order to evaluate and reward staff performance, by employees in order to manage recourses efficiently while the cost accounting system is also used for external reporting requirements meaning balance sheets and income statements. The cost accounting system is usually designed to meet particular needs of individual companies, for that reason there are three main systems businesses apply according to their needs. Job Order Costing is a cost system used to accumulate costs of jobs also called batches. Job order costing is used when individual production centres or departments work on a variety of products rather than one king of a product during a specific period of time. Prime costs and factory overhead costs are the two categories of production costs monitored with this method. Process costing is a type of costing system used for production of small identical, low-cost items. Process costing averages the costs and can’t be directly traced to individual products. Activity based costing (ABC) is designed to assign costs to activities. This method has become popular because of the fact that the complexity of businesses keeps growing and so does their need to assign increasingly large indirect costs to the appropriate department or activity. ABC is the process where costing is assigned based on the cause and effect relationship between costs and activities that drive costs. What are major objectives of a cost accounting system in a hospitality establishment? Within hospitality establishments cost accounting systems help successfully achieve the following management objectives: Measuring the various needs and generated revenues of departments Monitoring and controlling the progress of each department Department related data gathered is used to evaluate costs and make proper adjustments and corrections in operating procedures What are the major objectives of a cost accounting system system in a manufacturing company? In manufacturing and service companies cost accounting systems help achieve the following management objectives. They provide the managers with helpful information regarding planning, cost control procedures and determining unit production costs. In most cases manufacturing companies also use a complete job cost sheet which contains Cost Summary and Unit Cost information since manufacturing costs are not immediately recorded as current period expenses. These information include total and costs per unit for: Direct materials, which are the raw materials used in production which costs are directly traceable throughout the product manufacturing process. Direct labour, which are the wages and other pay roll costs of employees whose efforts are directly traceable throughout the product manufacturing process. Manufacturing overhead, is the category including all other manufacturing costs like utilities aside for the above mentioned ones. What are the procedures in job order costing, process costing and activity based costing. Job order costing process is a specific set of events which will usually occur with each job. Generally the process is as follows: an order (or sale order) is received for the batch of products, a production order is issued from the sale order materials and labour are ordered and tracked for the set of products, manufacturing overhead is allocated to the job using a predetermined rate (usually per labour or per machine hour). In fact manufacturing overhead will not affect the work in process account; instead it is changed to a control account. Direct labour and materials are charged by the accountant to the work in process accounts using the actual quantity acquired. These quantities are all tracked using a job costing sheet which will likely be already a computerized ledger and use used for each job. Spoilage which surpasses expected levels based on the job at hand is considered a period cost and is reclassified from work in process account into a separate account so it can be addressed by the management. Process costing procedures follow specific procedures and while exact procedures may differ between different companies and businesses, but they generally follow these steps. While other types of costing are initiated when a sale order is issued, a sale order is not required for process costing as it is a continuous process. The work in process accounts are separated departments and are named according to the department they reflect on e.g. Work in process- FJob Order Costing Process Costing and Activity Based Costing
Prince Georges Community College Nursing Discussion Question
Prince Georges Community College Nursing Discussion Question.
I’m working on a nursing discussion question and need support to help me understand better.
1.Public health nurses must blend family nursing theories with public health theories and frameworks to work both with individual families and populations of families. Explain the following three family social science theories, including the strengths and weakness of each one: Family Systems Theory, Family Developmental and Life Cycle Theory and Bioecological Systems Theory. Which theory is most beneficial to you as a public health nurse in achieving healthy outcomes for families and why?2.All countries have population subgroups that are more vulnerable to health threats than the general population. What are some reasons that vulnerable populations are more sensitive to risk factors than those who are more resilient? Describe what is meant by vulnerable populations and explain strategies you, as the public health nurse, could use to best facilitate the achievement of healthful outcomes in this population?
Prince Georges Community College Nursing Discussion Question
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