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Walden University Torts Definitions Discussion

Walden University Torts Definitions Discussion.

The purpose of the definitions assignment is to move students beyond
mere familiarity with legal terminology, to understanding what the terms
mean. There are two parts to the assignment: (1) Students must give a definition or rule of law for each term. The
definition need not be in a student’s own words. Any reliable legal
source may be used, such as Black’s Law Dictionary, Clancey’s Outlaw,
commercial law outlines, etc. so long as the definition is correct,
concise, and includes all necessary elements. We do not recommend
Wikipedia, websites containing other law students’ work, or similar
sources, as the information may not be accurate. (2) In their own words students must provide either 1) a short hypothetical
which shows understanding of the term by illustrating or providing an
example of its usage, or 2) a further explanation of detailed
information concerning the term. It is not sufficient to simply restate
the rule provided in part one in one’s own words — an illustration or
additional information that demonstrates an understanding of the term or
rule must be included.
Walden University Torts Definitions Discussion

Moraine Valley Community College Cybersecurity in the Healthcare Setting Capstone

Moraine Valley Community College Cybersecurity in the Healthcare Setting Capstone.

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.A. Develop an introduction (suggested length of 4-6 pages) for your capstone in which you do the following:1. Describe your chosen topic within the field of HIM.2. Explain why you chose the topic.3. Explain why you chose your research methodology (e.g., case study, meta-analysis of data).4. Discuss why the topic is important to the field of HIM. B. Explain the problem (suggested length of 3–5 pages) within the field of HIM your project will address by doing the following: Note: You may choose to refer to your sources to support your explanations. 1. Explain the problem related to your selected topic.2. Describe background information about the problem.3. Discuss possible causes of the problem.4. Explain why an examination of this problem is important to the field of HIM. C. Create a literature review by doing the following:1. Summarize 10–15 professional sources relevant to the topic you have chosen.2. Explain how each of the professional sources applies to the topic being investigated3. Explain how all 10-15 sources collectively support the chosen topic. Note: If you are referencing a source as current, it should be no older than three years. D. Submit an email containing the completed Human Subjects FAQ Quiz, which demonstrates that you have read and understood the “Human Subjects FAQ.” Note: Contact your course instructor if you have any questions about where to find these. E. Assess whether the capstone proposal complies with the Institutional Review Board (IRB) standards for exemption status. Note: If you would like your proposed project to have an IRB review, make those arrangements with your course instructor and the IRB. F. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized. G. Demonstrate professional communication in the content and presentation of your submission.RUBRICA1. TOPIC:NOT EVIDENTA description is not provided.APPROACHING COMPETENCEThe submission does not logically describe the topic, or the topic is not relevant to the field of HIM.COMPETENTThe submission logically describes the topic, and the topic is relevant to the field of HIM.A2. TOPIC CHOICE:NOT EVIDENTAn explanation is not provided.APPROACHING COMPETENCEThe explanation is not in narrative format or does not logically address why the topic was chosen.COMPETENTThe explanation is in narrative format and logically addresses why the topic was chosen.A3. RESEARCH METHODOLOGY:NOT EVIDENTAn explanation is not provided.APPROACHING COMPETENCEThe explanation is not in narrative format or does not logically address why the research methodology was chosen.COMPETENTThe explanation is in narrative format and logically addresses why the research methodology was chosen.A4. TOPIC IMPORTANCE:NOT EVIDENTA discussion is not provided.APPROACHING COMPETENCEThe discussion of the topic is not in narrative format or does not provide a logical and relevant discussion about why the chosen topic is important to the field of HIM.COMPETENTThe discussion of the topic is in narrative format and provides a logical and relevant discussion about why the chosen topic is important to the field of HIM.B1. PROBLEM:NOT EVIDENTAn explanation is not provided.APPROACHING COMPETENCEThe explanation is not in narrative form or it does not address how the problem relates to the selected topic. Or the problem is a generic healthcare problem that is not specific to the field of HIM.COMPETENTThe explanation is in narrative format and addresses how the problem relates to the selected topic. The problem is specific to the field of HIM.B2. BACKGROUND INFORMATION:NOT EVIDENTA description is not provided.APPROACHING COMPETENCEThe description of the background information about the problem is not in narrative format or is not relevant to the field of HIM. Or the description is not supported by at least 2 outside sources.COMPETENTThe description of the background information about the problem is in narrative format, is relevant to the field of HIM, and is supported by 2 or more outside sources.B3. PROBLEM CAUSES:NOT EVIDENTA discussion is not provided.APPROACHING COMPETENCEThe discussion is not in narrative format or does not logically address possible causes of the problem. Or the possible causes of the problem are not supported by at least 2 outside sources.COMPETENTThe discussion is in narrative format, logically addresses possible causes of the problem, and the possible causes of the problem are supported by 2 or more outside sources.B4. PROBLEM EXAMINATION PROCESS:NOT EVIDENTAn explanation is not provided.APPROACHING COMPETENCEThe explanation is not in narrative format or it does not logically address why examining the problem is important to the field of HIM.COMPETENTThe explanation is in narrative format and logically addresses why examining the problem is important to the field of HIM.C1. PROFESSIONAL SOURCES:NOT EVIDENTA summary of each of the 10–15 sources is not provided.APPROACHING COMPETENCEThe summary of any source is not in narrative format, or any source is not appropriate for professionally supporting the chosen topic.COMPETENTThe summary of each of the 10–15 sources is in narrative format and professionally supports the chosen topic.C2. LITERATURE APPLICATION:NOT EVIDENTAn explanation of each of the 10–15 professional sources is not provided.APPROACHING COMPETENCEThe explanation of any professional source is not in narrative format or does not logically explain how the source applies to the topic being investigated.COMPETENTThe explanation of each of the 10–15 professional sources is in narrative format and logically explains how the source applies to the topic being investigated.C3. EXPLANATION OF SOURCES:NOT EVIDENTA explanation is not provided.APPROACHING COMPETENCEThe explanation of the professional sources does not logically address how the sources collectively support the chosen topic, or not all of the professional sources are included in the explanation.COMPETENTThe explanation of all the professional sources logically addresses how the sources collectively support the chosen topic.D. HUMAN SUBJECTS FAQ:NOT EVIDENTThe Human Subjects FAQ Quiz is not submitted.APPROACHING COMPETENCEThe Human Subjects FAQ Quiz is submitted, but it is not complete.COMPETENTThe Human Subjects FAQ Quiz is submitted and complete.E. IRB COMPLIANCE:NOT EVIDENTThe capstone proposal does not comply with IRB standards for exemption status due to using WGU data, including human subjects, involving research that poses greater than minimal risk to human subjects, dealing with vulnerable populations or relations, gathering data on sensitive topics, gathering data in atypical ways, or failing to meet other human subjects’ protection criteria.APPROACHING COMPETENCENot applicableCOMPETENTThe capstone proposal complies with IRB standards for exemption status by not using WGU data, not including human subjects, not involving research that poses greater than minimal risk to human subjects, not dealing with vulnerable populations or relations, not gathering data on sensitive topics, not gathering data in atypical ways, and meeting other human subjects’ protection criteria. Or the capstone project has IRB approval.F. APA SOURCES:NOT EVIDENTThe submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized.APPROACHING COMPETENCEThe submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style.COMPETENTThe submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style.G. PROFESSIONAL COMMUNICATION:NOT EVIDENTContent is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.APPROACHING COMPETENCEContent is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.COMPETENTContent reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.
Moraine Valley Community College Cybersecurity in the Healthcare Setting Capstone

Lone Star College Child Development Ecological Systems Theory Worksheet

essay writing help Lone Star College Child Development Ecological Systems Theory Worksheet.

The majority of your short answer responses should be written in your own words.
Try to limit quotations to a small minimum. Make sure you use proper APA
formatting. Chapter 1: Ecological Systems Theory – 10 points 1. According to Uri Bronfenbrenner, each person, is significantly affected by interactions
among several overlapping systems. To reinforce your understanding of
Bronfenbrenner’s ecological model, complete the following table by adding the
description to each system and filling in specific examples of the overlapping systems
(general descriptions and examples of the systems are provided to get you started).
Remember that although these are presented in linear form, they are overlapping and
interacting. Be sure to add your citation if you quote.NOTE: I UP-LOADED A FILE BELOW, THAT CONTAINS ALL QUESTIONS, THAT NEEDS TO BE ANSWERED; AND THE REQUIREMENTS YOU ARE EXPECTED TO FOLLOW FOR SUCCESSFUL SOLUTIONS. THANK-YOU AND GOOD LUCK.
Lone Star College Child Development Ecological Systems Theory Worksheet

Discussion, casestudy and Journal Article Analysis

Discussion, casestudy and Journal Article Analysis. Can you help me understand this Management question?

1. Discussion: How would you describe that factors that determine the tone at the top?
INSTRUCTIONS:
a) Main discussion with 250 word length
b) Response for the discussion with 200 word length(First response with 200 words length and second response with 200 word length)
c) No plagarism and Three references

d) double-spaced

2. Case Study: Raiding Customer Assets at MF Global
Instructions:
Go to the below Link and answers the questions with word length of all together 400 words for all questions.
Link: https://www.scu.edu/ethics/focus-areas/business-ethics/resources/raiding-customer-assets-at-mf-global/

3. Journal Article Analysis:
Why Do Managers Leave Their Organization? Investigating the Role of Ethical Culture in Managerial Turnover.
INSTRUCTIONS:
The topic should contain the below format
1. DEFINITION: Brief definition of key word Ethical Culture followed by APA reference
2. SUMMARY: summary should be 150 to 200 word length
3. DISCUSSION: 300 to 350 word length discussion

4. REFERENCES: Need 3 references in APA format
Discussion, casestudy and Journal Article Analysis

   The purpose of this paper is to examine Jazz and Civil Rights in the 1950s-60s

   The purpose of this paper is to examine Jazz and Civil Rights in the 1950s-60s. Paper details PLEASE FOLLOW THE BELOW OUTLINE. THANK YOU I. Introduction: The purpose of this paper is to examine Jazz and Civil Rights in the 1950s-60s “Jazz calls us to engage with our national identity. It gives expression to the beauty of democracy and of personal freedom and of choosing to embrace the humanity of all types of people. It really is what American democracy is supposed to be”.Wynton Marsali II. Louis Armstrong, Duke Ellington, Lonnie Johnson and John Coltrane provide some biographical information/ background of each artist III. The power of music during the Civil Rights- Describe and provide example how it influenced the civil rights and its leaders IV. Describe “Black, Brown and Beige” song by Duke Ellington and “(What Did I Do To Be So) Black and Blue?” by Louis Armstrong utilizing musical terms V. How it compares to Saint Leo University core value or Personal development and Community (Inclusion) VI. Conclusion Jazz was judge by the artist individual’s ability and not by race or other factors, served as a common ground during civil rights. References Alger, D. (2014). Original guitar hero and the power of music: the legendary Lonnie Johnson, music, and civil rights (Ser. North Texas lives of musicians’ series, number 8). University of North Texas Press. Davis, F. M. (2003). Livin’ the blues: memoirs of a black journalist and poet. (J. E. Tidwell, Ed.) (Ser. Wisconsin studies in autobiography). University of Wisconsin Press. Monson, I. T. (2010). Freedom sounds: civil rights call out to jazz and Africa. Oxford University Press. Music is cultural – it has historical context. Society shapes the lives of composers and performers. Many factors contribute to the style of music that was popular in a given historical period. Who were the patrons of music? What were the prominent venues for performances? What was the social status of the musicians? What role did the music play in the culture of the time?   The purpose of this paper is to examine Jazz and Civil Rights in the 1950s-60s