Submit the assignment in the Assignment #4 drop box.
Total points is 50.
Note: Submit the screenshots of the models (the output results) and answer the questions.
10 points 1. Produce a hierarchical clustering (COBWEB) model for iris data. How many clusters did
it produce? Why? Does it make sense? What did you expect?
Change the acuity and cutoff parameters in order to produce a model similar to the one
obtained in the book. Use the classes to cluster evaluation – what does that tell you? 10 points 2. Use the EM clustering method on either the basketball or the cloud data set. How many
clusters did the algorithm decide to make? If you change from “Use Training set “ to
“Percentage evaluation split – 66% train and 33% test” – how does the evaluation
change? 10 points
3. Use a k-means clustering technique to analyze the iris data set. What did you set the k
value to be? Try several different values. What was the random seed value? Experiment
with different random seed values. How did changing of these values influence the
produced model? 20 points
4. Choose one of the following three files: soybean.arff, autoprice.arff, hungarian, zoo.arff
or zoo2_x.arff and use any two schemas of your choice to build and compare the models.
Which one of the models would you keep? Why?
Rocket Science Question
Having a thorough project schedule, which is continually monitored and updated, is critical for a project to be successful. This assignment will build off the Unit 2 WBS and personnel chart that you created in Microsoft Project. Please open that file and proceed with the below tasks. Note you may want to review and incorporate feedback from your instructor from Unit 2 prior to completing this assignment. There are also instructions in the Unit 2 Project that tell you how you can download and install MS Project at no charge.Prior to starting the assignment please watch the following videos:How to add in predecessors to your project (Links to an external site.)Links to an external site.Critical Path (Links to an external site.)Links to an external site.Project Resource Leveling (Links to an external site.)Links to an external site.Now that you have watched the videos, complete the following:Project ScheduleSet the beginning date to your project to the current date and then add in the predecessors to each of the tasks. Note you do not need to put predecessors on the heading or groupings – just the tasks where work is performed. You will see the dates will automatically update based on the durations that you populated from Unit 2.The goal here is to allow project to automatically compute the project timeline and end date for you.Critical PathNow show the critical tasks in Microsoft Project.In the Gantt chart view, set to show the Critical Path.Summarize in a Word document what tasks are part of the critical path.Resource Constraints/LevelingYour project may or may not have resource constraints. A resource constraint would be called out by the red icon to the left of the task. This will commonly happen if you have multiple tasks occurring in the same timeframe, yet the assigned resources do not have enough time within that timeframe to complete the work.Take a moment to write down the project end date and total duration.Complete resource leveling by choosing “Level all” under the Resource tabDid your project end date change? By how much? Offer a couple sentences within a Word document as to why the project end date did or did not change.Ensure to submit your Project file and your Word file for grading.
1.Analyze the Prologue and Chapter 1 of Ralph Ellison’s Invisible Man as an independent narrative. How do character, style, tone, symbol, and/or motif work together in the text to develop the theme of identity? Write a one-paragraph response that includes a thesis statement and at least one supporting assertion that is supported with textual detail.2. Evaluate the literary merit of the Metamorphosis by Frank Kafka and how he faced challenges related to class, race, or gender. Your response should be 1–2 well-developed paragraphs, each with a clear topic sentence and supporting details. Your response must include a clear definition of literary merit that addresses at least two criteria. Your response must address all components of your definition and provide supporting details from the text or the context.
Short fiction 2 open responsw questions
Variations of Normal Pubertal Development
Abstract Puberty is a major event in the life of every adolescent. Normal timing and progression reflect the overall general health of the individual. Variations in timing and progression can represent normal variants. Awareness of these normal variants can relieve undue anxiety on the part of the parents and adolescent. Introduction Puberty is a dynamic period of development marked by rapid changes in body size, shape, and composition, all of which are sexually dimorphic. The onset of puberty corresponds to a skeletal (biological) age of ≈11 y in girls and 13 y in boys. On average, girls enter and complete each stage of puberty earlier than do boys. The timing and tempo of puberty vary widely, even among healthy children1. Figures 1-5. Timing The timing of puberty is the final result of the interplay between strong genetic determinants and a large number of regulators, which include different endogenous factors and environmental signals, from nutrient availability to photic cues2. The hypothalamic-pituitary-gonadal (HPG) axis undergoes an active phase during fetal and neonatal development and then enters a resting phase that lasts for the rest of childhood till puberty. Puberty begins with re-activation of the HPG system3. This process requires the interactive participation of both glial and neuronal regulatory circuitries that serve to control the secretion of gonadotropin-releasing hormone (GnRH) neurons. The secretory activity of GnRH neurons is triggered by several trans-synaptic inputs of both inhibitory and excitatory nature. The decreased release of inhibitory neurotransmitters such as gamma amino butyric acid and the opiod peptides as well as the increased release of excitatory neurotransmitters such as excitatory amino acids, transforming growth factor alpha (TGFα), insulin-like growth factor-1, and the kisspeptins are capable of initiating the cascade of events leading to increased GnRH secretion at puberty4. The glial component is predominantly facilitatory, and exerted by growth factors that directly or indirectly stimulate GnRH secretion5. For many years, the prepubertal quiescent period was considered to occur due to a high sensitivity of GnRH neurons (gonadostat) to the very low levels of sex steroids and to intrinsic inhibitory mechanisms within CNS that exert a blockade to hypothalamic GnRH secretion. According to the “gonadostat” theory, the low levels of testosterone/estradiol released by the prepubertal testes/ovaries exert negative feedback effects that inhibit GnRH secretion. The major inhibitory factor for GnRH release before puberty, at least in primates, appears to be γ-aminobutyric acid (GABA); the reduction in tonic GABA inhibition results in increase in the release of neurotransmitters, such as glutamate, which is followed by increase in pubertal GnRH release6. In view of recent evidence that demonstrated that estradiol is essential for the emergence of kisspeptin expression in GnRH neurons in the prepubertal period, it was proposed that the gradual development of an estradiol-kisspeptin positive feedback relationship provides a GnRH neuron amplification mechanism that is used to facilitate the emergence of pulsatile gonadotropin secretion necessary for puberty onset7. Puberty is also associated with an independent physiologic event, adrenarche, or adrenal activation that typically occurs between six and eight years of age in both genders8. However, when applying highly sensitive methods for the analysis of 24 h urinary androgen metabolite excretion; results clearly indicate that adrenarche is a continuous developmental process, starting with a detectable increase in the excretion of DHEA and related androgenic steroids at least as early as three years of age9. Variations in Timing Although researchers disagree about whether children are entering and/or progressing through puberty earlier today than in the mid-1900s, some recent analyses of US cross-sectional data concluded that girls are reaching puberty earlier over this time span, as measured by age at breast development stage, pubic hair development stage, and/or age of menarche. Conversely, other studies concluded that there is no compelling evidence of an earlier age of menarche when comparing data collected in the 1950s and 1960s with data collected between 1988 and 1994. Furthermore, for breast and pubic hair development, studies cannot be adequately compared or the degree of change is not significant10. Far fewer studies of puberty timing in boys are available, but 2 studies suggested that male puberty timing is occurring earlier11,12. Hypotheses to explain the proposed recent population-level changes in puberty timing from the mid-1900s to the present time are controversial. One prominent hypothesis is that exposure to endocrine disrupting chemicals (EDCs) cause an earlier age of puberty. EDCs are a class of chemicals that interfere with steroid hormone activity via a variety of modes of action, at a number of levels, and puberty timing has been identified as a sensitive marker of response to EDC exposure. Male and female puberty timing end points are especially sensitive to in utero or peripubertal exposure to certain EDCs, particularly estrogens and antiandrogens10. Records from several northern European countries, particularly Norway, Denmark, and Finland, document that the age of menarche, a convenient marker for the timing of puberty in girls, decreased from ≈16 to 17 years during the 19th century to ≈13 years by the middle of the 20th century. It has been widely assumed that improved health and nutrition associated with the coming of the Industrial Revolution were responsible for most if not all of that decline in the mean age of menarche. Evidence has accumulated that point to a major influence of body fat on the timing of puberty, at least in girls. The well-documented epidemic of obesity in American children provides a plausible explanation for the decreasing age in both the age of onset of breast development and the age of menarche13. However, it is theoretically possible that earlier breast development in obese girls is the consequence of an increase in estrogen production from expanded adipocytes not from the activation of the HPG axis, and therefore not representing a genuine puberty onset. The lack of conclusive data showing parallel advances of the age at menarche in obese and non-obese girls favours this argument, suggesting a temporal dissociation between the initial signs of thelarche and the completion of pubertal maturation with the first menstrual cycle (menarche)14. One reason that data on obesity and the timing of puberty in boys may be limited is that because there is no easily defined pubertal event, such as menarche, in boys, so it is simply more difficult to study this relationship13. Catch-up growth in children can be associated with early puberty following foetal or combined foetal-postnatal under nutrition. However, early puberty does not seem to occur following catch-up growth after isolated postnatal undernutrition15. Benign variants of normal pubertal development Adolescents and younger children with benign variants of normal pubertal development—such as premature adrenarche or thelarche, early normal puberty, and constitutional delay—are common in pediatric practice16. Premature Adrenarche Adrenarche refers to the developmental maturation of the adrenal gland, observed only in the human, chimpanzee and gorilla. At adrenarche, the innermost layer of the human adrenal cortex, the zona reticularis (ZR), starts to produce increasing amounts of DHEA and its sulphate ester DHEAS. The term ‘adrenarche’ was coined by Fuller Albright and Nathan Talbot in the 1940s when they linked the developmental rise in adrenal androgens to the appearance of pubic and axillary hair, which they called ‘sexual hair’. Soon thereafter, Lawson Wilkins’ group described a group of girls who developed pubic and axillary hair before the age of 8 years, a condition they termed ‘premature pubarche’ (PP). They considered PP a benign constitutional variant with no impact on later life if ‘adrenal tumours’ or ‘adrenal hyperplasia’ were excluded as underlying causes. Idiopathic premature adrenarche (IPA) has been traditionally considered to be an extreme variation of the normal. However, a number of studies in children with early onset androgen excess provide increasing evidence for the notion that IPA in girls may precede the development of polycystic ovary syndrome (PCOS)9. A recently proposed definition of PA is the concurrent presence of adrenal androgen levels increased above the age- and sex-specific reference range and clinical signs of an increase in androgen action, such as adult-type body odour, oily hair and skin and/or PP, occurring before the age of 8 years in girls and 9 years in boys9. Causes9: Most frequent Idiopathic (constitutional) premature adrenarche Rare Congenital adrenal hyperplasia 21-Hydroxylase deficiency 11β-Hydroxylase deficiency 3β-Hydroxysteroid dehydrogenase deficiency Cushing disease Glucocorticoid resistance (due to inactivating glucocorticoid receptor (GR) mutations) Apparent cortisone reductase deficiency (due to inactivating hexose-6-phosphate dehydrogenase (H6PD) mutations) Apparent DHEA sulfotransferase deficiency (due to inactivating PAPS synthase type 2 (PAPSS2) mutations) Autonomous endogenous or exogenous androgen excess Virilising tumours originating from adrenals or gonads Exogenous testosterone treatment Premature Thelarche The term ‘‘premature thelarche’’ (PT) refers to isolated breast development before age 8 in girls, without any other signs of sexual maturation. Of all premature puberty disorders in girls, PT is the most common. The incidence is highest in the first year of life, falling in the second, third, and fourth years, and slightly increasing after the fifth year. Some consider that this increase might represent an ‘‘intermediate’’ entity, between isolated PT and central precocious puberty (PP), (also ‘‘thelarche variant,’’ ‘‘atypical PT’’) characterized by older age at onset, which some authors believe may progress to PP17. Most term newborns have breast tissue, which has been attributed to pregnancy hormone stimulation, with regression of breast tissue occurring at 3 months of age in both genders. Subsequent studies have demonstrated that breast tissue in infants persists beyond 3 months and is physiological, most likely due to secretion of gonadotropins and estrogens in infancy. Classic isolated premature thelarche in most patients occurs after documented regression of the neonatal breast nodule, although in 30-40% breast tissue is present from birth. Persistence of breast tissue after 10 months of age has traditionally been accepted as one criterion for classic premature thelarche, although 6 months has been the accepted cut-off in some studies. In healthy children palpable breast tissue was still present in 45.2% of male and 61.6% of female visits after 10 months of age. At age 18 months, 5% of girls had a breast size unit greater than 2.88 cm2 and 5% of boys had a breast size unit greater than 1.00 cm2 18. The possible progression of PT to PP has not been well established. Some studies found that girls with PT had normal puberty and did not progress to PP. Age of menarche has been reported as correlated with maternal age at menarche or somewhat earlier, but still within the normal range. Other studies showed that PT may progress to PP at a variable rate, from 10% to 18.4%. Girls with thelarche could progress into precocious puberty irrespective of their age of presentation17. The pathophysiology of premature thelarche is still unknown. PT has been postulated to result from transient partial activation of the hypothalamic-pituitary-gonadal axis with excessive secretion of follicle-stimulating hormone (FSH), increased breast sensitivity to estradiol, transient estradiol secretion by an ovarian cyst, increased estrogen production from precursors of adrenal origin, and increased dietary estrogen, including soy-based formula17. Premature Menarche Cyclic vaginal bleeding in the absence of other signs of secondary sexual development was described in 4 girls by Heller et al19 and given the name premature menarche. Premature menarche is a transient disorder although the duration of premature bleeding may be several years. Normal pubertal development with resumption of menstruation occurs at an appropriate age and has no effect on the subsequent fertility of the patient. It does not appear to result in any limitation of the final height of the patient20. Gonadotropin pulsatile secretion in girls with premature menarche showed luteinizing hormone (LH) pulses with low amplitude and a pubertal pattern of frequency whereas follicle-stimulating hormone (FSH) increased without demonstrable episodic secretion. Luteinizing hormone-releasing hormone (LHRH) tests demonstrated that FSH responses are greater than the LH responses, as in prepuberty. Estradiol levels were augmented above the normal prepubertal range21. Constitutional Delay of Growth and Puberty An adolescent who is falling off the growth curve will prove to be healthy but have a constitutional delay of growth and puberty. These late bloomers typically move to a lower height centile sometime before the age of 3 years, and then remain on the same height centile throughout most of their childhood. At around 12 to 14 years of age for boys (10 to 12 years for girls), which is the typical period of concern, they again cross downward to a lower height centile, due to the delayed onset of their pubertal growth spurt relative to their peers16. Conclusions Puberty is a sensitive phase of physical, mental, and social development for both girls and boys. A thorough acquaintance with the normal course of puberty is necessary. Any deviation from it, though it will be viewed with great anxiety by the young patient, can represent either a normal or pathological variant of pubertal development. The physician should be able to provide the young patient with accurate information and see him or her through the process of puberty in a reassuring manner3.
BUS 215 PMIT Bad Debt Expense and the Allowance for Bad Debts Discussion
essay help online BUS 215 PMIT Bad Debt Expense and the Allowance for Bad Debts Discussion.
Bad Debt Expense and the Allowance for Bad Debts Assume you are the controller of a large medical equipment company that sells diagnostic machinery to hospitals in the local geographic region. You are currently training new employees, and in a recent training session, you report that total credit sales for the year is $300,000, accounts receivable total $40,000 less a $2,000 allowance for bad debts, and bad debt expense is $3,500. After the session, a trainee approaches somewhat confused about why bad debt expense and the allowance balance differ. Required: Prepare a short explanation to the trainee on the difference between bad debt expense and the allowance for bad debts. Interest on Notes Receivable Interest Calculations: Interest is the amount of money that is paid for the use of money that has been borrowed or to delay re-payment on debt obligations. In the table below, four notes are listed with the amount of original principal (amount borrowed), the interest rate (amount paid to borrow money) and the interest period for 2017. Notes receivable for 2017: Original Principal Interest Rate Interest Period During 2017 Note 1 $40,000 6% 3 months Note 2 $15,000 10% 180 days Note 3 $5,000 8% 90 days Note 4 $250,000 7% 9 months Required: For each of the notes receivable, compute the amount of interest revenue earned during 2017. Round to the nearest dollar.
BUS 215 PMIT Bad Debt Expense and the Allowance for Bad Debts Discussion
Advance Practice Nursing Project
Advance Practice Nursing Project.
topic: Preventing hospital readmission for patient 50 years and older with CHFAPN Project Paper (30% of final grade) (30 points)This assignment will be a INDIVIDUAL projectAPN Clinical Intervention ProjectPurpose: To design an APN intervention that is consistent with the advanced practice role. Most projects will include the design of a major clinical program. This program can be an educational program or clinical service delivery project. For example, students may design such things including but not limited to a program for the primary care of patients with diabetes, a clinic program for educating parents and children about asthma, a weight loss program for adults including clinical and educational strategies, design for a new rural clinic, or development of an NP independent practice. The program must be more substantial than an intervention that includes, for example, only a brochure. Typically, you will not implement the project but you will develop a detailed proposal to do so.This individual project is considered a major project. As such, it is expected that the project paper will be a minimum of 15-20 pages not including title page, reference page and appendices. A minimum of 12 scholarly references are required.APA format, include in-text citationAPA format is required with a professional project paper binding or notebook (Include ALL relevant materials in an appendix). APA errors and grammar/spelling errors will receive deductions over and above component scoring. A paper that is judged by the faculty as very poorly written (such things as incomplete sentences, multiple subject/verb errors, unclear wording, multiple spelling errors, and/or combination of these errors) may be returned for revision with an automatic deduction of 15 points that cannot be redeemed. Have someone proof read the paper after you have proof read—it can difficult to recognize your own errors.
Advance Practice Nursing Project
SU Wk 8 Verbal Responses & Reactions Would Help Get in Depth Information Discussion
SU Wk 8 Verbal Responses & Reactions Would Help Get in Depth Information Discussion.
Respond to at least one of your colleagues’ posts and provide additional
insight you gained from your interviewing. Offer suggestions to your
colleagues as to other changes they may want to consider. $5 postThere are a number of things I would do differently to conduct a peer
interview that would improve the quality of data collected. First, I
would practice the interview by asking someone the questions and working
on appropriate verbal responses to show that I am listening and
interested. This is much easier to do in person than on the phone, which
I did not anticipate. I would work on my verbal reactions so that the
interviewee would feel more comfortable elaborating on her responses.
Also, I would work on my tone. My natural speaking voice is monotone and
I often forget that I can come across as bored or tired if the person I
am talking to cannot see me and is not familiar with my voice. Next
time, I will try to sound friendlier so that my questioning does not
feel like an interrogation, which can cause participants to get
defensive and be counterproductive to the interview (McNiff, 2017). Something new that I learned from the telephone interview process
is that assumptions about the participant are easy to make and
interviewers have to be careful about that when crafting their
questions. Since the interview was of a peer from school taking the same
classes as me, it seemed that we would have a lot in common and that is
not necessarily true. Making assumptions about a participant can be
offensive to them and it is best not to arrive at any conclusions about
the participant beforehand or even during the interview. I think there
are ways to establish rapport with an interviewee without needing to
establish things in common. The value of interviewing as a data collection tool is evident in
just this one interview. For example, one of the questions in the
interview guide asked if the school’s social change mission was
important to her deciding to come to Walden. She responded that social
change is important to her, but Walden’s social change position did not
influence her decision to choose Walden because she had no reason to
believe at the time that the school was living up to its stated mission.
This caused me to think about the assumptions we make and how not
everyone takes claims at face value. In this case, I could see that
there may be room to add a question to my guide for future
interviews asking if the participant viewed Walden as an agent of social
change, rather than assume that all Walden students perceive their
school that way. Without interviewing someone, I would not have this
insight that social change is important to students, but that is not
necessarily why they choose Walden. Now that I have that understanding, I
can adapt my questioning to get better, more accurate data. References McNiff, K. (2017, April 25). Are you really listening? Tips for conducting qualitative interviews.
SU Wk 8 Verbal Responses & Reactions Would Help Get in Depth Information Discussion