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Lynn University Scientific Communication Essay

Lynn University Scientific Communication Essay.

The student will compose a brief essay comparing and contrasting scientific communication, including the role science plays in contemporary society (DSL 200.1), distinguishing between science and pseudoscience, and identifying when science is misrepresented in the media (DSL 200.3). The scientific data must be from reputable source(s) and must be accurately interpreted and cited (DSL 200.4). Additional reliable sources may be referred to, as needed or required.The first source listed at the bottom is a news article discussing the primary study listed below it. Students should read both sources thoroughly to achieve a good understanding of what the primary source says, and then be able to evaluate how the information is communicated to the lay public in the news article. Students should look for any inaccuracies, omissions, or misrepresentations in the news article and point them out with specific evidence. Students may also comment on how well the news article communicates the information citing any specific examples as supporting evidence. Students should cover the background problems or observations investigated by the study in the introductory paragraph. Students should state the hypothesis according to the primary source (scientific study) and then explain how well that hypothesis is communicated by the news article. Students should further address how the news article describes experimental methods, key results, conclusions, and how the information should be applied in the larger context of the problems/observations previously stated. At the end, students should summarize how well the news article conveys the key information from the scientific study, referring to points made in the analysis throughout the paper.Wherever possible, students should use the concepts described in the Communications Module on how proper scientific reporting should be conducted. Try to focus on examples of good scientific reporting illustrated while pointing out any areas of poor scientific reporting that deserve appropriate criticism. Bear in mind, a news article will never be as detailed as the original study, but they should relate the important information to their audience with sufficient detail and context without misleading the audience in any way.EvaluationFor full details on evaluation, please refer to the grading rubric below. The journal includes the following processes and requirements:Start with an engaging attention getter, and introduce the topic of the paper by identifying the scientific observations/problems addressed by the media communication and in the scientific communication;Identify the media communication as a media communication/secondary source and the scientific communication as a scientific communication/primary sourceWrite a valid hypothesis statement which is addressed by the research in the scientific article and explain if the hypothesis is presented correctly in the media source;Compare and contrast additional parts to the scientific method including research methods, results, and research conclusions comparing what is stated in the media source and the scientific source;Effectively evaluate any data tables/charts needed to discuss this study properly, accurately describing what is communicated by that data;End the journal definitively, summarizing key points made in the paper;Use paraphrased information, examples, and evidence to support all points. Do not forget to cite paraphrased information with appropriate APA style citations in-text;Properly organize information within and between paragraphs, including proper transitions and a clear flow of content in the paper;Format layout, citations, and references in correct APA style (12 point font);The final submission should be roughly between 3-5 pages double spaced (not including title and reference pages) while covering all parts of the grading rubric listed below.***Very important, please use the author’s last name when discussing their work. DO NOT refer to the articles by publication or by number.News Article (Links to an external site.)Original StudyLink
Lynn University Scientific Communication Essay

How Firms Become Multinational Enterprises

A multinational enterprise according to Brooke and Remmers is a company that is present in more than one country, the home country” and the host country and provides valuable activities in a service or manufacturing area (Dunning, 1993, p.3). Though Maurice Bye 1958 began to see and recognize multinational enterprises by the definition Multi-territorial firm indicating that a MNE was purely given the name by the amount of countries a company occupied”(Maurice Bye 1958). Academics see the multinationals in great depth and definitions are slightly different, J.Dunning defines a Multinational enterprise as an enterprise that engages in foreign direct investment (FDI) and owns or controls value adding activities in more than one country (J.Dunning 1992). MNEs therefore, control a package of resources, which they move across national borders, and continue to control over those borders. This transfer is often conceived solely in financial terms, but in practical terms the role of MNEs in transferring capital between countries is one of their less important functions. The critical resources, which multinationals transfer across borders, are the areas of technology and organisation, entrepreneurship and culture. MNEs are imperative because they have the capacity to move technologies and ideas around the world. This gives the firms the potential to serve as engines of growth. This essay will explain why and how firms become multinational enterprise. The subsistence of MNEs might seem apparent, in the sense that firms in the capitalist system exist to make profits, and investing in foreign countries could be seen as a coherent way of making more wealth than staying in one country. In spite of that not all firms in the world are multinational. In addition to this, according to Jack Behrman there are four main types of Multinational corporations motives (Jack Behrman 1972). The first motive, the resource seekers” the enterprises, to obtain particular and specific resources at lower real cost that cannot be obtained in their home country aim to invest abroad. One kind of these is the physical resources like, raw materials, minerals, agricultural product and location advantage, which generally involves substantial capital expenditure. Another kind of resources is semi-skilled and unskilled labour that is available at lower costs, in countries developing in advanced industrialization like, Mexico, Taiwan, China and like Primark outsourcing from India. One more motive why firms seeking FDI in resources is to obtain technological skill, management and organizational skills already accessed there. The second motive – the market seekers” enterprises, aim to prolong or protect existing market or to promote in new markets. Thereby, there are four main reasons – firstly, to cope-up with the suppliers and customers who have set up foreign producing facilities. Secondly, to hunt the market, the product needs to be modifying according to the local customers preferences. Thirdly, sometimes it is a lot cheaper to produce in the host country than to export from home country. This is becoming more necessary if there are trade barriers and restrictive government laws. Furthermore, the last reason for market seeking investment is that enterprise wants to have physical presence in the foremost markets served by its competitors. Therefore, companies like Nestle, Bayer and Ford expanded internationally in search of new markets. The third motive the efficiency seekers” enterprises want to obtain from the common governance of geographically scattered activities and to have benefit of economies of scale and of risk diversification. Therefore, enterprises wants to compete on the basis of the product it offers and its ability to diversify its assets and capabilities by exploiting the benefits of producing in several countries. The fourth motive the strategic asset seeker” enterprises to sustain their international competitiveness acquire the assets of foreign corporations. Like one company might acquire a business so as to thwart competitor from doing so or another might merge with its foreign rivals or one might acquire suppliers to corner the market for raw materials. Enterprises seeking strategic FDI are trying to protect or advance their long-term competitive position. Apart from these four motives other motives like escape investments, support investments, passive investments also play a big role why firms want to go international (Dunning 1992). Therefore, these motives were and will be the main driving force behind the expansion of MNCs. The ways in which these motives have mainly pushed firms from United States to become MNCs are based on product cycle theory” developed by Professor Raymond Vernon”. This theory suggests that the starting point for the internationalization process is typically an innovation that a company creates in its home country (Raymond Vernon 1966, p.190-207). Then after the product is launched it is gaining success in its domestic market and finally the product becomes highly standardized and company has gained recognition thereby, the competitors enter the same business. Market now focuses on price so the company has to move its production to low-wage developing countries so as to be above the competition and later has to develop market share in other countries, which they have lost in home country. For example Nokia started as domestic company in Finland but its success at home country led its production and sale to foreign markets. This way firms should analyse their role of management, motives of the organisation and their success at home country and should think of entering foreign market but question here arises how will firms do that. This can be explained on the basis of theories of Internationalisation. The Eclectic paradigm sets out to explain “the extent, form and pattern of international production” and is founded on “the juxtaposition of the ownership- specific advantages of firms contemplating foreign production, the propensity to internalize the cross-border markets for these, and the attractions of a foreign market for the production” (Dunning, 1988). The eclectic paradigm, with its emphasis on TCA, i.e. Transaction cost analysis tells how firms and especially MNCs evaluate whether or not to establish a manufacturing subsidiary in a market abroad (Erramilli and Rao, 1993). This information is cost-based, requiring the costs of running a system to be calculated so that the firms can make any evaluation. Thereafter, industrial network approach (Johanson and Mattsson, 1986) and the business strategy approach (Welford and Prescott, 1994) present detailed models incorporating a number of factors which impact upon market entry and the selection of a market entry method. By doing so, it seems clear that information on these factors is a pre-requisite of a firms decision. However the Uppsala model” is unique in seeing information about a market, specifically that based on experiential knowledge, as the crucial indicator of market entry and, particularly, market entry mode selection. (Jan Johanson et al. 1977) So, the firms should make an initial commitment of resources to the foreign market, and through this investment it gains local market knowledge. On the basis of this, the company will be able to evaluate its current activities and opportunities for additional investment. Thereby, companies should accumulate their time of entry on the basis of its level of commitment in the foreign market and level of control over foreign activities. This all depends on the nature, form of the firm whether the firm is going to only sell its product or the firm is producing and selling goods and services. At the first stage this can be done by the indirect exporting, licensing/ franchising and then at second stage by direct exporting, direct sales operations in host country, joint ventures and FDI. Firms can potentially enter into international business at any of these stages and decide to prolong at that stage but can go to other stage and choose another option in starting or later period of business. Like, some companies internationalize gradually by moving up the scale from exporting through joint venturing to direct foreign investment. With exceeding industrial period of globalisation firms have shown mounting interest in going abroad because of the increasing need to go international, pressure to procure cheapest inputs, efficiency seeking, the opening up of new markets, considerable changes in location costs and benefits and a strive to strike a balance between globalisation and localisation. Therefore, firms should choose appropriate business options to enter and service the host market on the basis of above discussed Multinational corporations motives and then decide which stages firm will go ahead so that firms corporate objectives are achieved efficiently and effectively. Then domestic firms can face challenge as cross border mergers and acquisitions, MNCs have been constantly increasing and MNCs account for over 40 percent of the worlds manufacturing output and almost a quarter of world trade. So firms should analyse their business prospective on the basis of above discussed Uppsala model, eclectic theory and other theories and then go ahead. However, international business has taken a quantum leap and is now considered strategically important both by firms and governments.

Capella University Medication Administration Errors Powerpoint Presentation

essay help online free Capella University Medication Administration Errors Powerpoint Presentation.

For this assessment, you will develop an 8-14 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the safe medication administration improvement plan you developed in Assessment 2.As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel Wright, 2018).As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies – especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.Demonstration of ProficiencyBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 1: Analyze the elements of a successful quality improvement initiative.Explain the need and process to improve safety outcomes related to medication administration.Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.ReferencePatel, S., Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. Journal of Obstetric, Gynecologic, Neonatal Nursing, 47(3), s16-s17.Professional ContextAs a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop his or her message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove him- or herself a valuable resource to others.ScenarioFor this assessment it is suggested you take one of two approaches:Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan pertaining to medication administration, orLocate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals pertaining to medication administration safety.InstructionsThe final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at ;an in-service session to raise awareness of your chosen safety improvement initiative focusing on medication administration and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.Be sure that your presentation addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.List the purpose and goals of an in-service session focusing on safe medication administration for nurses.Explain the need for and process to improve safety outcomes related to medication administration.Explain to the audience their role and importance of making the improvement plan focusing on medication administration successful.Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.There are various ways to structure an in-service session below is just one example:Part 1: Agenda and Outcomes.Explain to your audience what they are going to learn or do, and what they are expected to take away.Part 2: Safety Improvement Plan.Give an overview of the current problem focusing on medication administration, the proposed plan, and what the improvement plan is trying to address.Explain why it is important for the organization to address the current situation.Part 3: Audience’s Role and Importance.Discuss how the staff audience will be expected to help implement and drive the improvement plan.Explain why they are critical to the success of the improvement plan focusing on medication administration.Describe how their work could benefit from embracing their role in the plan.Part 4: New Process and Skills Practice.Explain new processes or skills.Develop an activity that allows the staff audience to practice and ask questions about these new processes and skills.In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.Part 5: Soliciting Feedback.Describe how you would solicit feedback from the audience on the improvement plan and the in-service.Explain how you might integrate this feedback for future improvements.Remember to account for activity and discussion time.For tips on developing PowerPoint presentations, refer to:Capella University Library: PowerPoint Presentations.Guidelines for Effective PowerPoint Presentations [PPTX].Additional RequirementsPresentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the presenter’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be 10–15 slides.Speaker notes: Speaker notes should reflect what you would actually say if you were delivering the presentation to an audience. Another presenter would be able to use the presentation by following the speaker notes.APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation.Number of references: Cite a minimum of 3 sources of scholarly or professional evidence to support your assertions. Resources should be no more than 5 years old.
Capella University Medication Administration Errors Powerpoint Presentation

ART 102 CUNY Kingsborough Community College Ivory Plague With Crucifixion Discussion

ART 102 CUNY Kingsborough Community College Ivory Plague With Crucifixion Discussion.

Complete assignments that will lead up to a formal visual analysis of a work of art experienced in the museum. Using information provided by the museum (website, catalogues, curatorial files), the knowledge gained from lectures and the text, and research using multiple scholarly sources (available to access online—check out museum websites and the BMCC library’s resources), you will complete the assignment below. You may choose any artwork/object currently on display as long as it falls within the general periods/regions that will be covered in class. This is anything prior to 1400. Nothing after 1400 (like Impressionist paintings) will be accepted. If writing about Islamic art any time period is acceptable. If writing about African art you may select something up to 1600.
The final document you submit for grading should be a typed essay. The paper should be in standard format: Times New Roman, 12pt. font, double spaced, 1-inch margins. You MUST supply at least one clear image of the chosen artwork. The paper should be about four to five pages long, not including images, citations, and bibliography. Papers may be written in English or Spanish. 
You will write an introduction identifying the object you have chosen from the museum galleries. In this paper you will explain why you chose the object, you will summarize its known function and iconography, and provide provenance. 
You will write a description of your object. Consider how specific you need to be describing the object you have chosen to make sure the reader can get an understanding of it. Begin with a general overview of the composition and then provide specific description of the visual elements. This is to train your eyes to notice the details and develop the ability to write a complete yet concise paper. 
Visual Analysis: 
You will utilize individual research (minimum of 3 scholarly sources beyond the text, lecture notes, and museum information) to write a visual analysis on your object: a paper on context and content. For this paper, you will come to an opinion on the following to help organize your paper: does this object fit its function and its period style (does its look match the reason it was made and the typical characteristics of style for the period and/or culture in which it was made)? You will utilize research and observation skills to identify aspects of the period style, the artist’s style, technique, materials, known function, iconography, and provenance.
Bibliography and Grammar: 
You will be graded on grammar, spelling, and sentence structure, so please proofread, and also proper citation of sources used for research. Research the specific artwork and/or artist. Your bibliography must contain at least one book other than your textbook and one article (it may be an article found online, like through the Met’s Timeline of Art History). These could be referencing any and all information pertaining to the specific artwork, the artists, or the period/culture in which it was created. Your bibliography MUST be formatted properly—do an internet search to see how to do this!This art analysis form will help guide you through looking at the particular artwork you choose. It is important to explain in as much detail as possible to all the questions in order to give a complete representation of the work you’ve selected. This form should be filled out while you are looking at the work. You may use additional paper/space if need be. 
The final document you submit for grading should be a typed ESSAY version of your answers—not a question-and-answer form. The paper should be in standard format: Times New Roman, 12pt. font, double spaced, 1-inch margins. You MUST supply at least one clear image of the chosen artwork—preferably one you take of the work at the museum, and preferably multiple images with details. You MUST attach an image of your dated ticket stub/receipt from the museum as proof of your visit, or include a selfie with your object. Papers should be about five pages long and may be written in English or Spanish. 
You may choose any artwork/object currently on display as long as it falls within the general periods/regions that will be covered in class. This is anything prior to 1400. Nothing after 1400 (like Impressionist paintings) and nothing outside of New York City (like the Parthenon) will be accepted.
Any analysis of art begins simply by listing the general information about the artwork, which you should copy directly from the information card nearest the work—usually on the wall or on the base or stand of a sculpture. If any of the information is not provided, simply skip that part.
Artist’s name: 
Artist’s nationality/region the work is from: 
Artist’s birth/death dates: 
Title and date of work: 
Dimensions (measurements, size): 
Medium (materials used): 
Location of work (name of museum/gallery/collection): 
Info/Brief description given by museum (This may or may not be present on the card, if it is present, please copy it here):
Describe in precise detail the physical characteristics of the artwork as you see it. You are only describing exactly what you see, not providing information on history, meaning, etc. Start with the general description of the overall image, and then be very specific and describe every aspect of the work—no detail is too small! If there is a figure in the work, do not simply write there is a figure. Describe hair, facial features, expression, pose, clothing, etc. If the work is a sculpture and there is a crack in the material, describe it as well in detail and location. You should describe the work as if you are describing it to a blind person!
ART 102 CUNY Kingsborough Community College Ivory Plague With Crucifixion Discussion

HIS 101 ACC The Greco Roman Culture the Aeneid & Beowulf Discussion

HIS 101 ACC The Greco Roman Culture the Aeneid & Beowulf Discussion.

Choose One:“The Aeneid” by Virgil “Beowulf” by Anglo-Saxons After reading one of the above selections complete the following:One Page Typed Paper (minimum length)Single SpacedFont Size no larger than 12Turn in by deadline.Turn in via CanvasDo not write a summaryInclude: Identifications, Analysis & Reaction Write a 3 paragraph, one page paper. Please use the following format. Paragraph #1: Identifications Using specific terms, people, places from history (the powerpoints and/or textbook) connect the reading to specific historical developments. This paragraph must have 5-7 specific terms in complete sentence and paragraph format. Do not write a summary. Paragraph #2: Analysis Analyze the reading for its importance and value. All of these readings are very old, so why do we still bother reading them today? What is their value to us? Why are they important? Analyze the reading in paragraph format. Paragraph #3: ReactionPlease use this suggested analyses and identification terms:The Aeneid- What is the Greco-Roman Heritage and how is the Aeneid an example of this tradition? Include examples of Greco-Roman influence on our society. How does the Aeneid connect with and tie into other mythology we have already discussed/learned about in class?Beowulf – Beowulf is a Scandinavian/Anglo-Saxon version of the classic Hero’s Journey epic myth, what connections or similarities can you find between the Beowulf story and The Epic of Gilgamesh or The Odyssey? What is cultural diffusion and how is Beowulf a great example of it?Identification Terms:Aeneid:Trojan WarVirgilCaesar AugustusGreco-RomanRoman EmpirePatricianPlebeForumPolytheism.Beowulf:Anglo-SaxonOlde EnglishVikings/NorsemenPolytheismScandinaviaMiddle AgesValhallaHero’s JourneyPagan.
HIS 101 ACC The Greco Roman Culture the Aeneid & Beowulf Discussion