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NURS 350 APU Literature Search, Rapid Critical Appraisal, and Summary

NURS 350 APU Literature Search, Rapid Critical Appraisal, and Summary.

I’m working on a nursing multi-part question and need an explanation to help me study.

For this assignment, you will locate two research studies related to the topic and PICOT questions that you developed in Week 2. The articles must be current (within the last five years), and one article must be quantitative, and one article must be qualitative. For this assignment all articles must be related to the field of nursing.Article choice is very important, therefore:Articles used for this assignment cannot be used for the other assignments. The selected articles should be original research studies. Review articles, concept analysis, meta-analysis, meta-synthesis, integrative review, and systemic review articles should not be used.Mixed-methods studies should not be used.There are two parts to this assignment.Part 1: Complete a Rapid Critical Appraisal ChecklistSelect one each: qualitative and quantitative research articles.Create a Rapid Critical Appraisal Checklist for the two research articles (one column per article).Complete with brief, concise, summarized information.Part II: Write a summary (one- to two- pages)Identify differences between quantitative and qualitative designs and research methods.Use current APA Style for your summary paper and to cite your sources.Submit the checklist and summary.
NURS 350 APU Literature Search, Rapid Critical Appraisal, and Summary

Table of Contents Computer Hardware Acquisition and Vendor Policies Hardware purchase policy Policy for software evaluation and selection Technology façade checklist Computer Hardware Acquisition and Vendor Policies Just like any acquisition of expensive equipment in the school, purchasing computer hardware is more or less the same. Computer hardware programs have to generally meet the needs of a particular school, and therefore the vendor has to be a significant consideration before acquiring any of them. It is good to avoid mistakes that come as a result of the wrongful acquisition of special computer equipment. In most cases, such mistakes may lead to failure to use the hardware in a manner that substantiates its cost. This would mean that the school will have made an error by paying too much for the hardware in which they end up not using it properly. This section of this paper seeks to argue for the need for considering the manufacturer of the hardware before purchasing it to avoid mistakes. Hardware programs are essential in the running of the entire school computer systems. This includes the finance, registration, students and staff records, examination and also in the teaching and learning process. Acquiring computer hardware without following a vendor policy is similar to putting the fate of the entire school computer system in the hands of a sales person, which a wrong thing to do in any organisation. Buying computer hardware from a sales person would also mean that the school will have to incur extra costs that are usually hidden. This includes installation cost or configuration cost and support cost. Manufacturers usually ensure that the organisations’ needs are met by customising the computer hardware programs to fit their goals. It is also easier to upgrade the hardware programs when the purchase is made through a manufacturer. This means that the manufacturer will always be updating the school of any available upgraded version of the hardware program, making it possible for the school to be more satisfied. Compatibility concern is one other issue that should cause a school to have vendor policy for the purchase of its computer hardware. There could be specific hardware programs that are not compatible with a particular operating system or software. Dealing with the particular vendor directly would help the school avoid mistakes such as the ones mentioned above. It creates an environment where the school and the manufacturer will be on the same page when it comes to responsibilities for specific actions. It is possible that with the manufacturer, the school can stick with what it wants and has. For instance, once the school has defined its priorities and needs in a functional term, then the vendor can quickly be involved in coming up with the right hardware that will assist the smooth running of the school system. Therefore, the challenge that the school has is to identify a trustable vendor who understands the technicalities within the school environment. The partnership with the vendor is not supposed to end the moment when the school purchases the computer hardware. This partnership continues for a longer duration as long as the school and the vendor remain in good terms. The relationship depends on whether the vendor can handle servicing of the hardware programs whenever required by the school. They do not have to send an outsourced company or group to do their responsibility of maintaining the hardware programs, especially during the valid period of the warranty. Get your 100% original paper on any topic done in as little as 3 hours Learn More The vendor policy within my school district is such that for any vendor to do business with any of the schools, then there are essential obligations that they have to follow. First of all, they have to handle all communication process with the schools through the assigned school representatives. Through these representatives, the vendors have to communicate issues to do with available updates for any of the computer programs both software and hardware, advice on public services and products that will improve on the already existing ones and give suggestions for an effort that would benefit both the school and the vending company. Hardware purchase policy The primary purpose of this policy is to enable the school to have restrictions for the purchase of any new computer hardware. The policy helps a lot to assist the purchaser only in being limited under the confinements of the school IT budget. Equipment of a specific standard is always a recommendation that any school would have. This policy sets down the particular standards for Information technology equipment that each school within a district needs to have. The vendor has to be in agreement with the school to accept equipment configurations that are stipulated in the policy. This helps in improving pricing of the supplies and hardware equipment to both the school and the purchaser. It also assists the school administration to avoid more overheads. The school will incur less maintenance cost and better support for the equipment they have purchased if the policy is put in place. Before making any purchase, there are specific hurdles that have to be completed for the purchase to be approved. The first hurdle is the standardisation of the hardware. According to the school hardware purchase policy, standardisation is not entirely restricted. Purchase of nonstandard hardware component can occur but should at all times be minimised. To justify the purchase of such non-standardised hardware equipment, there should be an exceptional circumstance for its immediate requirement. For instance, the school cannot approve any purchase of non-standardised hardware equipment without indication of how it will be supported and who is responsible for supporting and maintaining the equipment. The other hurdle is the review of the vendor to be involved in the acquisition of the hardware equipment. The school is responsible for reviewing the performance of the company before engaging in any transaction with the vending company. Such action is aimed at benefiting the in various terms. It will help the school to see the cost of the products that they intend to buy from the manufacturer and also see how reliable the product is and if there is need for any servicing to be done regularly. According to the policy, once the purchase has been made, the school is also entitled to continue with the product review after every six months. There are several evaluation categories in which the performance of the vendor will have to be subjected both before purchase and after the purchase. These categories include cost, the time of acquiring the equipment, performance of the equipment, and reliability of the equipment. However, the categories are not limited to only these four mentioned. The third and final hurdle requires paper work and procedural matters. Before any purchase, some forms have to be filled and several people whom the forms have to pass through to append their signatures. We will write a custom Essay on Computer Hardware and Software Policies for Schools specifically for you! Get your first paper with 15% OFF Learn More Policy for software evaluation and selection When it comes to software purchase, several ways can be employed to evaluate the software. Delgano identifies three categories that can be used to assess instructional software programs. These categories usually form the basis of most software evaluation policies for many schools and school districts. The software must be able to cater for input technique, cognitive task and system response. The software must be understood exclusively for purposes of instruction, in as much as software programs are suitable for teaching and creating the necessary connection that the student requires relating to real life. However, this can only be achieved if the instructor plays a role in guiding the students as they interact with the software. There are challenges and hurdles that arise during the evaluation process of the software. The first challenge concerns defining the educational outcome that the software tends to provide. It is hard to identify the competency level of the software program and how it is useful in giving the exact intended goal. The best way to overcome this challenge is by testing the program with the students and at the same time without the students. This will enable educators to be in an excellent position to make a decision to purchase the software program or not. This means that piloting for instructional software is necessary. If the vendor of the software does not provide a piloting version or a trial version for a demonstration, then the chances are high that the program may not meet the objectives and goals of the school. Measuring of intended outcomes is the other major challenge that is usually witnessed during the process of evaluation and selection. This challenge is preceded by the challenge of defining the results. But once the outcome has been determined, then measuring it would be an attainable task. This challenge can be overcome by testing the software on the students. Most of the instructional software programs have students test after every tutorial session. If the students are able to get the test questions and other instructional objectives of the tutorial sessions, then the program can be prejudged to be worth purchasing. Overcoming this challenge will ensure that the program is tested for validity and reliability. The software program has to be able to refine the skills of the students and at the same time, develop a new essential life skill that the students will identify with in real life. It may not be possible to measure everything that is required because educational measures are restricted to observable skills only. Thirdly, a challenge will arise when it comes to accounting for the impact of delivery that the software program will have to both the instructor who will be entitled to use it and the students. The software program will be flawed under one condition; if it is unable to create a clear distinction and separate the impact, it has on the delivery methods and educational methods. It is known that instructional strategies have to make the necessary motivation that the students require in order to enhance teaching and learning. Using the educational software program must meet the objectives of instructional methods and have a positive impact on the delivery of instruction. If a comparison is made between the lectures conducted in a class by the tutors and the sessions in the software programs, one thing will come out clearly. This is that the methods of instruction will be the same, but the practices of delivery will differ. In other cases, the software programs will give a difference in both the delivery methods and in the instructional strategies. This difference is mainly due to the nature of both the two methods of instructions. Not sure if you can write a paper on Computer Hardware and Software Policies for Schools by yourself? We can help you for only $16.05 $11/page Learn More In the first method, the lecturer does not have to be patient with the instructor, but in the latter case, the computer program is self-paced. It is argued that computer programs do not entirely improve learning among learners. What media- and computer-based learning does to the student is that it alters the efficiency of cognitive learning. This alteration is usually on the positive side where the student will be in a better position to grasp what the software program intends for learning purposes. Lastly, there is the challenge of coming up with practical problems for designing learning requirements. This is where the teachers play an essential role in identifying the required practical issues for the students. Before coming up with educational software, the process has to involve several stake holders to make a comprehensive thing that will be appreciated by all. It is not enough for the software programmers to code the software without the appropriate content that will be beneficial for the students in the instruction process. Teachers have to be involved because they are the right people with the right content and instructional method required for the effectiveness of the software programs. During the evaluation and selection process by a school, these five challenges will be the main things that they have to overcome in order to select an appropriate program for their school. These same challenges apply even when it comes to hardware selection and purchase. The evaluation has to be a successful process and to achieve this then the Technology façade checklist Technology façade is an assessment program that is used to identify whether a school has an outstanding computer program or not. It consists of a series of questions that aimed at assessing the status the technology within a particular school. The section of this paper is an analysis of a field experience in which I conducted in the school in which I work. The first section of the assessment was checking on the use of technology within my school. Technology use is a common thing in the school that I work in. For instance, it is not only computer teachers who are left with the work of using school computers. Each and every teacher in the school is entitled to be computer literate and also use the help of computer-based instructional programs to deliver the content of the lesson. I noticed that being able to use a computer in this school is an added advantage for the appointment of any new teacher. There are several teachers who have lost their opportunity to be part of the esteemed teaching staff of this school because of their inability to simply operate a computer. Almost everything is done with a computer including the marking of some test, delivering assignments, students’ evaluations and reporting. The computer facilities of the school are usually made available, especially to the students during periods in which they have free time such as recess. The facilities are only locked up for security reasons at night when everyone has left the school. This means that during regular operational hours, the students can use the facilities, especially internet services for research and other learning purposes. There is a school computer lab that is enough to accommodate 100 students at a time. And this facility is usually opened to the students. There is also wireless internet connectivity in which staff and students with portable computers can use to access the internet from any point of the school. Each classroom has a computer which is typically operated by the class teacher. The computer is connected to the entire school network system, and it has the records of all the students in the class. In most cases, the teachers in the school would use technology for grading the students, preparing their lessons, giving the students out of class assignments and for professional development. For instance, there are teachers who never write assignments on the board but refer students to the department page of the school website to look for an uploaded task. There are several computer-based lessons that the students regularly have, such as web quests. During the web quests, the tutor only provides links to specific sites where the students will find necessary information for the particular task in which they are required to accomplish. Such exercises are essential to the student for enhancing research skills and presentation skills because at the end of it all they will have to use PowerPoint presentation to organise their findings. Another common thing with the software found in the computers is that they are regularly updated so that they meet the changes that continuously occur with the curriculum. The software vendors are usually up to speed in providing the updated versions of their software. Some of the updates have to be downloaded from the internet, and this even makes it more comfortable since the updates run automatically. The second section of the analysis concerns the necessary infrastructure. It is not just enough to provide the technical resources required for teaching. There are several infrastructures that are needed to go handy with these technological devices. For instance, teachers have to be trained in using the different technological tools including the computers in order to save on the cost of having a specialist who serves the purpose of guiding the students through the various programs. The different stakeholders are all actively involved in the school development and technology committee. This committee is essential in sensitising the need to use technology for instruction. Technology is a big priority in the school, and funding for it is one of the areas that have to receive budgetary allocation each and every year. There are also programs that the administration uses every semester to recognise and appreciate teachers who embrace and use technology in their classes for teaching and learning. The school has a clear and well-articulated technology plan that clearly states the mission, vision and motto of the school with regards to technology. From the overall rating of the school, it can be concluded that it has a satisfactory technology program.

University of the Cumberlands Private and Public Blockchains Discussion

University of the Cumberlands Private and Public Blockchains Discussion.

1. What are the benefits and challenges associated with public and private blockchain and which has the most potential for application in human resource management? 2. What are Smart Contracts and how might they be applied in human resource management? 3. How might Blockchain technology impact labor relations and employee safety? You are required to cite this week’s assigned readings in your paper. You may also cite prior week’s reading assignments and external sources if you wish.Use the following headings to organize your paper: Introduction, Question 1, Question 2, Question 3, Conclusion, References.Submit your paper as a Word attachment in the discussion forum. I provide feedback within the paper and will not grade your post unless you submit it as an attachment. Your response to the discussion prompt should contain a minimum of 500 words and it should be submitted no later than Wednesday before 11:59 pm EST. Your response should be formatted in APA style and reference each of this week’s readings.Also, two peer replies should contain a minimum of 150 words each and should be submitted no later than Sunday before 11:59 pm EST. The initial post is worth 40 points and the peer replies are worth 5 points each (10 points). Follow the following writing requirements for all of your discussion prompt responses (note that these writing requirements DO NOT apply to your responses to other students):Writing Requirements for All Assignments:References MUST be cited within your paper in APA format. Your reference page and in-text citations must match 100%. Papers without in-text citations will earn failing grades.Always include a cover page and reference page with all submissionsYour paper must have headings in it. For discussion posts Introduction, Prompt/Question, and Conclusion will suffice as headings. Provide the EXACT web link for all online sources – do not provide just the home page, but the EXACT LINK – I check all sourcesNo abbreviations, no contractions – write formallyWrite in the third person formal voice (no first or second person pronouns)Write MORE than the minimum requirement of the word count assignedAs always, the word count is ONLY for the BODY of the paper – the cover page, reference page, and / or Appendix (if included) do not count towards the word count for the paperIndent the first line of each new paragraph five spacesUse double-spacing / zero point line spacing, a running header, page numbers, and left justify the margins.Readings to Cite – from the Text1. Chapter 3 of Blockchain for BusinessFrom the Harvard Course Pack Link: https://hbsp.harvard.edu/import/7463852. Morkunas, V. J., Paschen, J., & Boon, E. (2019). How Blockchain technologies impact your business model. Business Horizons, 62, 295-306.3. Berke, A. (2017, March 7). How safe are Blockchains? IT depends. Harvard Business Review, 51-60.From the UC Library: Access the Library at http://www.ucumberlands.edu/library/ and Search by Title4. Whitehouse, E. (2018, July/August). We can change the way you work. People Management, 30-34.5. Druck, J. A. (2018, October). Smart Contracts are neither smart nor contracts. Discuss. Banking & Financial Services Policy Report, 37(10), 5-9.
University of the Cumberlands Private and Public Blockchains Discussion

Managing Across Cultures Report

essay writing service free The South Korean Culture The South Korean culture is deeply rooted in a wide range of theologies that shapes the lifestyles of the people. In the South Korean meeting etiquette, greetings adhere to stringent rules of protocol. South Koreans usually shake hands with foreigners after bowing, since this practice brings together both divergent cultures. An individual of lower status bows to his or her senior; however, the individual of higher status kicks off the handshake after saying “pleased to meet you.” In a social gathering, an expatriate should wait to be introduced and say good-bye as well as bow to every person individually before departing from the meeting. Business cards are treated with a lot of carefulness and are often exchanged after the first meeting in a highly ritualized manner. One side of the business card should be in the Korean language, placed neatly in a business card portfolio, and should never be written in the other person’s presence. The business dress code is conservative and both men and women should avoid putting on ostentatious accessories. Gifts in the Korean culture are appreciated and should be nicely presented in royal colours, which denote happiness. Gifts are not opened when received and should be given in multiples of seven, since it is considered a lucky number; as opposed to four. When a guest is invited for a meal to a South Korean’s home, he or she should wait to be given a place to sit, wait for the oldest person to start the eating process, use chopsticks accordingly, and observe table manners during the eating process. South Koreans like to engage in transactions with individuals they know well; therefore, relationships are built informally. One should maintain direct communication and avoid criticizing others. Punctuality in meetings is indicative of the respect accorded to the other person. One should maintain protocol in meetings and send notifications of the meeting as early as possible. German culture The German culture is very much different from the South Korean culture. Its rich culture started long before the emergence of Germany as a state. In the country’s meeting etiquette, greetings are done formally. One should use titles appropriately when addressing another person, give a fast, firm handshake, wait to be introduced, and greet every person when entering a room. Gifts, especially chocolates or flowers, are appreciated by the Germans, and are usually opened when received. However, one is to avoid giving red roses, carnations, or lilies as gifts. The Germans observe continental table manners; the fork and the knife are used properly. A guest should not start eating until given the go-ahead and he or she should observe the proper use of the fork and knife. A guest usually returns a toast only after being initiated by the host. Get your 100% original paper on any topic done in as little as 3 hours Learn More As opposed to the South Koreans, Germans do not require a close association before engaging in transactions. They take note of a person’s academic credentials and experience in the particular industry. Germans are usually direct to the point of bluntness, respect people in authority, communicate formally, follow established protocol, and value written documentation to back up evidence. In Germany, notifications for meetings are sent early enough and punctuality is imperative. Meetings follow strict bureaucratic rules and one is obliged to maintain eye contact when speaking. One should consider hiring an interpreter if conflicts may arise due to misunderstandings. The most senior person usually enters a room first. The top management of an organization usually makes the final unchangeable decisions. The Germans prefer understated, formal and conservative business dresses; for example, men prefer wearing dark colored conservative dresses. The dressing is kept simple but neat.

Engineering homework help

Engineering homework help. This paper is on Week 4 Module 2 – Discussion Board: Being Mortal. How have the central issues of Being Mortal (i.e. mortality, end-of-life care, aging, and death) affected your life?,Week 4 Module 2 – Discussion Board: Being Mortal,How have the central issues of Being Mortal (i.e. mortality, end-of-life care, aging, and death) affected your life?,What are the author’s main critiques of nursing homes? What do you think about the tensions between keeping older adults safe and helping them live their best lives?,Recall the story of Peg Bachelder’s decision to try hospice and have as many good days as possible before she died. Peg’s definition of a good day meant something very specific to her: teach music lessons and interacting with her students. What would your good day look like?,-Gawande, A. (2014). Being Mortal. NY, NY: Metropolitan Books,More details;,Being Mortal, is a meditation on how people can better live with age-related frailty, serious illness, and approaching death. Gawande calls for a change in the way that medical professionals treat patients approaching their ends. He recommends that instead of focusing on survival, practitioners should work to improve quality of life and enable well-being. Gawande shares personal stories of his patients’ and his own relatives’ experiences, the realities of old age which involve broken hips and dementia, overwhelmed families and expensive geriatric care, and loneliness and loss of independence.,In the beginning of the book he explores different models of senior living,, including concepts such as poorhouses, multi-generational households and ,nursing homes,. Gawande explores personal stories as well as accounts from geriatric doctors such as Keren Brown Wilson, an originator of the ,assisted living, concept. He ruminates on stories of people dealing with age-related frailty, serious illness and death, and also his own confrontation with mortality. Gawande emphasizes the notion that people nearing death should be given the opportunity to live a meaningful life and still have a purpose.,Attachments,Click Here To Download,Engineering homework help

Revision to this PowerPoint FLE Agency Presentation PowerPoint – Narrated Revise with this feedback. Add more content to each note section. Great presentation! It was easy to follow along with your

 Add more content to each note section.  Great presentation! It was easy to follow along with your presentation, but one slide was out of order. Considering the subtopics, there is useful research, but there needs to be more content added to your script to give them concrete ways to use this in the classroom. Also, revise the learning task to match what you listed. Be more specific about things they could reflect on after you give them more ways to use this strategy in the classroom. Please make sure to download this copy of your presentation with my feedback and make all necessary changes to receive approval.