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Southern New Hampshire University Health Promotion Discussion

Southern New Hampshire University Health Promotion Discussion.

Initial Post:In this module, you will continue your discussion in the small group you were assigned to in Module Four. This time, in your initial post, you will explain why health promotion, community health, and prevention are important. You should also answer the following questions: How do national organizations like the CDC influence and support policymaking, and what is their role in health promotion? How is the CDC currently addressing the Millennium Development Goals (MDG)? How do organizations like the CDC and the WHO work together to influence health and healthcare delivery? For the second part of this discussion, look into the MDG that has been assigned to you. What are the targets and indicators linked to the MDG assigned to you? What progress has been made toward the attainment of the MDG assigned to you? Identify policy that supports movement toward the MDG.
Southern New Hampshire University Health Promotion Discussion

ITEC2060 Group Project: Populate and Validate Data

ITEC2060 Group Project: Populate and Validate Data. Can you help me understand this MySQL question?

Group Project: Populate and Validate Data
In this unit, you will work with your group to insert data into the tables.
To prepare for this assignment, review the Create Table statements from the previous unit.
Define data for all of the tables you were assigned in the previous unit. Include at least three data items for each table (parent table) on the one side of the one-to-many relationship and at least six data items for each table (child table) on the many side of the one-to-many relationship.Complete the following tasks:

For the tables you were assigned, use the SQL Command Line utility to insert at least three data items into each table (parent table) on the one side of the one-to-many relationship and at least six data items into each table (child table) on the many side of the one-to-many relationship.

Each data item in the parent table must have at least one data item in the child table that it links to. (E.g. The production, accounting, and finance departments must each include at least one employee).

Execute one join command to display all of the data included in the two tables for each set of tables.
Include a screen shot to verify the successful completion of each Insert and Join command. Each Screen shot must be preceded by a comment that includes the student’s name, the instructor’s name, and the date the command was executed. You may group the insert commands for each table into one screen shot.

E.g. SQL>/* Student: John Doe Instructor: Sally Smith Date: 4/4/2021 */
Don’t forget the /* and */ at the start and end of the command to make it into a comment!!
The screen shot must include the SQL command and the output from the command.
Any errors while creating the comment or executing the SQL statement will require retyping the comment.

By Day 7
individually submit a 2- to 4-page word document that contains the following:

Screen shots to verify the insertion of the required data items and execution of join commands on all tables you were assigned by the group.

Prepare: Intermediate SQL 2
The SQL SELECT command allows you to retrieve data from one or more tables. With the SELECT, FROM, and WHERE clauses, you can specify the sources of the data you want, the columns to display, and conditions for the rows to display. With these clauses and joins, you can identify, for example, all inventory items that are low in stock (stock count is less than 10), and the vendor who supplies those items.
In this Unit, you will learn more ways to express your data retrieval needs. You will learn about three additional clauses in the SQL SELECT command. These let you specify the sorting order for rows, to aggregate rows, and to operate on the aggregated data.
First, the ORDER BY clause lets you specify the sequence of the result rows. Suppose that the auto supply store has a list of inventory items that are in low supply. If you sort the results by vendor, all parts supplied by a particular vendor will appear together. This may simplify the task of placing orders with vendors.
Next, the GROUP BY clause lets you subdivide results into categories, and operate on the aggregated data in each category, rather than on single rows. Perhaps you want to know the number of items that you buy from each vendor, rather than a list of the particular parts. The GROUP BY clause aggregates results by the value in one or more columns and lets you perform the same calculation, such as MIN, MAX, or COUNT, on each group.
HAVING, the third SQL clause, is similar to the WHERE clause, except that its conditions apply to a group. For example, you can list only those vendors who supply fewer than 5 different items (HAVING COUNT < 5).
You will also learn how to use functions, expressions, and calculations with SQL statements. A column in a SELECT command can calculate a result based on values in other columns. For example, SQL can display the extended price as the product of the unit price of an item and the quantity ordered. Similarly, you can include expressions and SQL built-in functions to summarize (or aggregate) the data in a group.
Finally, you will see how a subquery permits you to perform a preliminary calculation, and then use that result as a criterion in a WHERE or HAVING clause. For example, you can list the inventory items whose cost is less than the average cost of all inventory items by calculating the average cost in a subquery. Subqueries easily identify entities that are not in a list—for example, all vendors who do not currently supply any parts. This subquery would return a list of vendors, rather than a single value. The main query would consider only vendors that are not in the list. SQL lets you use subqueries in WHERE, IN, HAVING, and FROM clauses.
Applications often use these techniques when they generate reports or analyze data.
Learning Outcomes
By the end of this unit, you will be able to:

Practice populating and validating database data
Evaluate alternative query strategies
Apply techniques for dynamically selecting and aggregating data

Group Project: Populate and Validate Data
Coronel, C. & Morris, S. (2015). Database systems: Design, implementation, and management (11th ed.). Stamford, CT: Cengage Learning.

Chapter 7, “Introduction to Structured Query Language (SQL)”

Section 7-3, “Data Manipulation Commands”

https://www.1keydata.com/sql/sqlgroupby.html
ITEC 2060 Week 4 Group Project – Thoughts
The Week4 Group Project builds on the work we have been doing in the previous Project assignments.
Compared to the Applications, the Week 4 Group Project is relatively straight forward. You need to do the following:

There are no specific individual contributions required by Day 4 of the Week 4 project. I still expect each of you to check in to the group discussion area by Day 4 with some substantive information to move the group forward this week. At a minimum, you could specify which tables you will be working with so the group can verify that all tables included in the final design are assigned to someone in the group. By Day 7, you must each submit your individual results.
Create SQL statements to insert data into the Project tables you built in Oracle during Week 3. If you did not get the tables built, you will need to get that done before proceeding. If you continue to have problems creating the tables, you could use this opportunity to reach out to your group members for some assistance. I would like to see at least three rows of data per table. Some tables may have more.
Some of you had problems related to foreign keys in the week 3 project. If you did not include foreign keys in your tables, you will need to use the Alter Table command to add them. Remember, FKs go on the many side of all one-to-many relationships. If you were one of the few who did not get the project tables created in week 3, you have a lot of work to get done this week. Again, you can use the group discussion forum to ask for assistance from your group.
For each table in your design, please include the following in a Word Document. First, a copy of ONE of the successful Insert commands for each table. Second, a screen shot of ALL the data in the table (At least three data items per table). Use the Select * from Station; (Or whatever table name) to output the data to the screen. Please do not include more than this in the screenshots or it can get very confusing when grading.

ITEC2060 Group Project: Populate and Validate Data

UCLA The Beatles Famous Because Their Nature to Teach People About Morals Discussion

help me with my homework UCLA The Beatles Famous Because Their Nature to Teach People About Morals Discussion.

I uploaded the book.pdf of this class, please read the first three chapter to answer the following questions.In your best prose style, respond to each of the following prompts in one (or at most two) paragraphs. You will need to draw on our lectures, the reading assignments, and the recordings themselves. Discuss some of the ways in which the Beatles’ songs “Please Please Me” and “I Want To Hold Your Hand” and their cover version of the Isley Brothers’ “Twist And Shout” coat “primal urges,” as Everett and Riley put it, “ in a polite veneer.”Discuss some of the ways in which the Beatles were shaped by their experiences in Hamburg.Recording lectures of the book: https://global.oup.com/us/companion.websites/97801…Length: Around 500 words
UCLA The Beatles Famous Because Their Nature to Teach People About Morals Discussion

SSU What Made Slavery Untenable and the Civil War Inevitable Discussion

SSU What Made Slavery Untenable and the Civil War Inevitable Discussion.

In the video you just watched, Green states, “The truth is, sometimes carving out an identity as a human being in a social order that is constantly seeking to dehumanize you, is the most powerful form of resistance. Refusing to become the chattel that their masters believed them to be is what made slavery untenable and the Civil War inevitable, so make no mistake, slaves fought back.”In other words, violent revolt was not the only form of resistance available to slaves. Nor was it the most common or effective form, as evidenced by many of these excerpts from slave narratives:Using the readings and resources provided in Unit 7 as well as the video and primary sources linked above, discuss the forms of resistance that were available to slaves in the pre-Civil War United States. In constructing your answer, consider the following:In what ways did slaves resist the authority of their owners?How did some resist the self-definition of “slave”?What acts and attitudes of invisible subversiveness did slaves pursue?How did they create a separate world on the plantation?Remember that high-level (A) responses will not just answer each of these questions in turn (like a worksheet). Instead, you should consider your answers to the questions and then synthesize them into an overarching argument. You may combine the answers to some questions in a single paragraph or spread them out. Remember that you need to cite your source when you quote from a reading. Reminder: Quotations should not be more than 10-15% of your paper. They are not to take the place of your own ideas or thoughts; they help support your ideas and thoughts. For these readings, use these in-text citations and these full citations at the end of your postings. Please see the Citation Help.pdf for guidelines for citing sources.Sources:http://nationalhumanitiescenter.org/pds/maai/ensla…
SSU What Made Slavery Untenable and the Civil War Inevitable Discussion

Florida National University Chapter 19 & 20 Theory of Nursing as Caring HW

Florida National University Chapter 19 & 20 Theory of Nursing as Caring HW.

Textbook :
Smith, M. & Parker, M. (2014). Nursing Theories and Nursing Practice. (4th ed.). Philadelphia, PA: F. A. Davis Company. ISBN-13: 978-0-8036-3312-4

Chapter 19: Theory of Nursing as Caring 
Chapter 20- Transitions Theory
After reading chapters 19 and 20, please answer our discussion posts.  

Part One
Reviewing the Nursing as Caring Theory, we come to understand that humans are intrinsically motivated to care for others. Based on this theory, how do you provide care for someone who is a criminal that needs care? (Example, a prisoner is brought to your unit for care, after being beaten for molesting a child).
Part Two
The transitions theory incorporates intervention and comprehension of what has taken place. How do you apply the transitions theory to your current nursing practice?
– Please follow all APA 6th Edition Guidelines, including references ( at least two ) and citations.

– A minimum 250 words
– Also ,please elaborated two responses with a minimum of 150 words and reference as if it were to respond to two peers based on the above topic .
Florida National University Chapter 19 & 20 Theory of Nursing as Caring HW