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We’re using modified public use files from Wave 1 and 2 of the Add Health Study. The SAS data

We’re using modified public use files from Wave 1 and 2 of the Add Health Study. The SAS data and
data dictionaries are attached, in addition to a crosswalk explaining
the variable names in the provided dataset.

Instructions
1. You are manipulating data in SAS to create an interactive Tableau dashboard for this assignment
instead of the one-page report we used in the previous three quarterly reports
2. The dataset has multiple observations per subject
a. Specifically, there can be 1-2 rows per subject that are identified by the variable “wave”
b. Wave=1 means the data are from the Wave 1 interview, and Wave=2 means the data
are from the Wave 2 interview
3. The dataset contains demographic variables and items on health care access
a. There is not an age variable, but you can figure out generally how old subjects were in
each wave from the study methodology
4. You must manipulate the data in SAS
5. Your interactive Tableau dashboard needs to include a minimum of 3 graphs
b. Correctly labeled axes, titles, legends, and visual appeal will be graded
c. Each graph needs an interactive component (i.e. hovering over a point on a line graph
displays the value for that point)
d. You must use data from both Waves 1 and 2
6. The dashboard needs a title, descriiption of the Add Health Study and data used in this activity
a. It needs to show how many subjects responded to Wave 1, Wave 2, and both Waves
7. Do not use raw variable names on any part of the project!
8. Overall visual appeal will be graded
a. Be mindful of too much text and use buttons
9. You must include a minimum of five (5) variables from the dataset in the dashboard
10. Deliverables for submission:
a. SAS Log, Program, and Output files saved using the lastname_type of SAS file naming
convention
b. Tableau workbook saved using the lastname_workbook naming convention
11. I will only grade visualizations in the Tableau dashboard workbook

Developing Professional Practice

Developing Professional Practice.

Click here and consider this done.

Understand what is required to be an effective and efficient HR professional.
2 Be able to perform efficiently and effectively as an HR professional.
3 Be able to apply CPD techniques to construct, implement
and review a personal development

you are asked to develop an electronic portfolio of evidence which includes four
sections that respond to the following tasks:
Activity 1
Evaluate what it means to be an HR professional, making reference to the current CIPD Profession Map.

Activity 2
Briefly describe the elements of group dynamics and give at least two examples of conflict resolution methods within an HR context
Activity 3
With reference to a recent or current project (large or small) which you have led (or been part of a project team):
Provide evidence of using project management and problem solving techniques in the course of the project.
Explain how you successfully influenced, persuaded and negotiated with others in the course of the project (or other related activity)
Activity 4
Undertake a self assessment of one area of your practice to identify your professional development needs in that area
and options to address these.
Produce a professional development plan (PDP) plan to meet your professional development needs which includes a justification of the option(s) chosen.
?
During your programme, provide a reflective summary of your performance against
the plan. You should also identify any future development needs and record these
in your PDP.

for Activity 1: we should identify a range of the knowledge, skills and behaviours required by HR professionals and state why these are important. they may include examples from any of the professional areas and behaviours in the CIPD profession map.

Activity 2: we should describe the elements of group dynamics. they may illustrate this be referring to a model of group processes eg. Tuckman or ways of capturing group dynamics eg. interaction analysis tool. they should provide examples of conflict resolution methods eg. active listening to understand the nature of the conflict from the perspective of different parties and then using problem solving skills to try and seek a win-win situation using compromise, using accommodating to provide temporary relief from the conflict.

Activity 3: we should summarize the project we are working on which can be a smart project and give some examples of how we used project management techniques eg. setting objectives defining deliverables, identifying resources, setting timelines, costing the project using risk management, monitoring and evaluation. we should also give example of how we analysed and resolved any problems with justification of the solution used. we need to give an example of how we influenced, persuaded and negotiated with others i.e sing skills of analysis, risk assessment and options appraisal.

Activity 4: we should undertake a self assessment of one area of our HR professional proactive capabilities and identify one or more development options. please take exit management as an example.. you should select and justify options chosen for my self development. these might include training courses , secondment, a coach/mentor etc. we should produce personal development plan which include objectives, an associated program of development activities and timelines. we should explain the main components of reflection and how the reflective activities might have led to a revision of the plan.

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What is the significance of Greco-Roman epistlography for understanding the letters of the New Testament?

We’re using modified public use files from Wave 1 and 2 of the Add Health Study. The SAS data What is the significance of Greco-Roman epistlography for understanding the letters of the New Testament?.

Essay Questions

1) In your own words: explain the synoptic problem. Write your essay as if you were explaining it to a friend who asked you about the relationship between the Gospels. As part of your answer, make an argument for which synoptic Gospel came first: Mark, Luke, or Matthew.

2) Pick one of the synoptic Gospels (Matthew, Mark, Luke) and write an essay in which you compare and contrast that author’s depiction of Jesus with the depiction of Jesus in the Gospel of John. How are they similar? How are they different?

3) What is the significance of Greco-Roman epistlography for understanding the letters of the New Testament? Be specific in your answer, and discuss at least one example of how the study of ancient letters helps us understand the New Testament. 4) In your own words: what is “apocalyptic literature”? How does a broader understanding of the genre of “apocalypse” help you make sense of the book of Revelation? 5) What is the significance of circumcision in the New Testament? Why does it come up so often as a topic? How do New Testament authors (especially Paul) deal with this topic, and why is it so important to them?

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Political tweets

Political tweets.

 In light of the results of the election, some of the national political dynamics have now changed, although as we lurch toward the 2020 elections, the contrast between dividing to win a campaign and uniting to govern will remain an issue that crosscuts policy areas. This is your invitation to join the fun. For your final essay,  examine an issue of your choice from the Twittersphere perspective of a federal political person of your choice. You are free to choose which individual you wish to focus upon, but  use major figures such as Alexandria Ocasio-Cortez, President Trump, Sens. Elizabeth Warren, Kamala Harris, Ted Cruz and Lindsey Graham because they tweet often and mingle to emotive with the substantive. Tweets on subjects of interest that are not policy issues (example: Donald Trump on the media) are not to be included. Write an essay that will: 1. Report on the substance of either a tweet or, more likely, a series of tweets on an issue (let’s say Trump on immigration). What is it that the person is saying? What prompted it? What pieces of the issue are not addressed in the tweet? 2. The larger presence. Looking at how this individual uses Twitter, what is his/her purpose – political presence, political bomb-throwing, issue development, outreach to the folks back home? How does this fit with that strategy? How does this fit with the overall strategy of what you can find out on line about the legislator / political person? 3. Report on the wider issue. What is the context of the tweet? Explain what is taking place in the issue before and after the tweet. How is this issue, or a specific piece of legislation, important. Has this tweet (or this series of tweets) made any difference? As we have discussed, is this tweet about politics or government? 4. Tap into the opposition and those who support the person. If this is, for example, Trump on immigration, what does the other side say (again, federal officials only – not random commenters or pundit types). What do his allies say? 5. Tell me what the individual wants done. That may be different than the literal tweet. For example, you could argue that a pre-midterm immigration tweet from Trump was influenced more on the elections than resolving immigration policy. 6. Examine whether this message is effective. How you define that is up to you, but you need to explain it. 7. Discuss the process. Social media debates on policy in the low-word count world of Twitter are unique. Tell me the good and bad about what you found in your research. What is different about policy “debates” in an online world where no one necessarily listens? How does it impact how policy formation takes place in a democracy if the national policy agenda comes about through Twitter? If debate takes place this way? Do NOT use most of the word count listing tweets. This essay is your discussion of governing via Twitter, not a list of comments.

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Choose three stories from three different cultures for compare and contrast. Only one of those cultures may be modern Euro-American.

Choose three stories from three different cultures for compare and contrast. Only one of those cultures may be modern Euro-American..

Description The Final Cumulative Essay is due in Module 15. Considering a standard of 250 words per page, your essay should be approximately, 5 pages in length (or 1250 words). Choose three stories from three different cultures for compare and contrast. Only one of those cultures may be modern Euro-American. You will, therefore, need to explore other culture’s mythos: Native American, Australian Aborigine, African, Asian, etc. You can also travel far back in time to explore the mythic narratives of the ancient world. One way or another, get as far out as you can into the deep ocean of myth and legend! You can find your stories from various sources, your own personal library, a public library, or reputable online web sources: Wikipedia, blog entries, or popular websites are not considered authoritative. Your goal is to get as close to the origin source of your mythic material as possible. The stories should be concise, such as fairytales, legends, folk tales, ethnographic records, or religious texts, but they might be fragments of larger narratives as well. In your essay you will clearly analyze the plots, characters, and/or settings of these stories using the universal perspective, the cultural perspective, and the pedagogical/psychological perspective. You will also do independent research where you explore what scholars, mythologists, anthropologists, artists, psychologists, or other commentators have said about your topic and cite them in your essay, using MLA style. In the end, however, the essay is unique to you. The richness of this sort of comparison/contrast arises from developing a strong thesis or insight into the meaning of the tales and driving it home with cogent argument supported by solid research. What this requires is a nugget of insight. Before writing, you must utilize your synthesizing intelligence and get beneath the superficial features of your myths and penetrate towards their core. In that way, your discussion can significantly relate to what it means to be human––not merely a mechanical discussion of superficial elements. We will be developing your essay in stages throughout the semester, beginning with our first module where you find one mythic narrative from a particular culture in which you recognize a universal theme. Identify the theme, summarize the story and explain why you think it is interesting. Here is the skeleton key to your final essay, the three modes of analysis which, if effectively used, will guarantee a successful outcome to your discussion. These three modes, the cultural perspective, the universal perspective, and the pedagogical/psychological perspective, allow scholars to focus their analysis and interpretation in such a way as to unpack the meaning and function of myths across cultures worldwide. In comparing/contrasting your three mythic tales, you want to be certain to integrate all three perspectives into your discussion. Here is how they work: The cultural perspective compares myths to locate regional variations in the stories, variations that will almost always reflect the specific culture that produced the story. For example, a folktale from the rainforest of the Congo region of Africa will have motifs, characters, settings, and objects quite different from a folktale of the Plains Indians of North America due to the great differences in their geography and ecology, societal structures, spiritual beliefs, ancestry, etc. It is the job of anthropologists and ethnographers to research and collect data exploring these differences. The universal perspective compares myths to locate both a common deep structure and shared surface similarities. Because all stories reflect certain universal qualities of the human experience, it follows there will be archetypal forms, ideas, and concepts that are common among all tales. Psychologists and mythologists tend to explore these universal qualities. For example, the hero’s journey archetype of Joseph Campbell, a mythic form which he claims occurs among cultures worldwide. The pedagogical/psychological perspective looks at myths to determine what lessons they teach. Generally speaking, the stories passed down as an inheritance within cultures are created to teach certain lessons, such as how to conduct oneself towards the spiritual realm, dangers to be encountered, respect for the plants and animals that give life, and how to honor and nourish the structures and relationships of society that hold a culture together. Many mythic narratives also have a psychological message as well, which teach us about the nature of the human psyche and development. Jungian psychology, which explores the archetypes in human experience and the process of individuation (we will be covering this psychological approach during our course), is a particularly effective mode of analysis for mythic narrative as well as dreams. Note that these lessons can be both specific for the culture from which they emerged and universal in that they address themes common to all humanity. This explains how ancient Greek mythology, such as Odysseus’ adventures in The Odyssey, continues to be profoundly meaningful for us in the 21st century. So, think from all three perspectives as you analyze your tales: What makes them culturally unique? What makes them universal for all Humanity? What do they teach us about how to conduct our lives? Things to think about: The process of Jungian individuation The “initiatory” aspects of fairytale form and what do the stories initiate? Do the stories conform to the Campbellian monomythic form; the hero’s journey, and in what ways do they conform or veer from that pattern? Are Jungian archetypes present? What are they and how do they function in the mythic narrative. FINAL TIP: Choose one of your essays as the primary narrative (you have already done this in a previous assignment); then compare it to the other two, using these to examine psychological or pedagogical significances, as well as similarities and cultural particularities and differences in order to come up with a unique angle on the significance of the primary narrative or a specific motif found in all three.

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Evaluation of the BSN program

Evaluation of the BSN program.

The end of program evaluation of the BSN program outcomes will be comprehensively analyzed in a synthesis paper.

The paper should be no more than 5 pages and will include the elements below. The student will identify the element below, identify in which course the element was achieved, and provide a brief reflection addressing how the outcome was reached. Integrate knowledge from nursing and liberal education concepts as the basis for clinical reasoning, analytical skills of inquiry, social justice, spirituality, and advocacy. 7 2 Apply leadership concepts of quality improvement, patient safety, and caring to healthcare delivery. 7 3 Synthesize the impact of evidence-based practice utilized theory and research. 7 4 Demonstrate best practice using patient care technologies, information systems and communication devices to collaborate with interdisciplinary team to deliver safe, quality care. 7 5 Analyze knowledge of healthcare policy, finance and regulatory environments that impact safe, quality care. 7 6 Apply concepts of interdisciplinary communication techniques to promote positive patient outcomes. 7 7 Collaborate with interdisciplinary professionals to implement effective clinical prevention strategies for the population health throughout the lifespan. 7 8 Articulate the value of pursing practice excellence, lifelong learning, and professional engagement to foster professionalism. 7 9 Implement holistic compassionate, patient centered, safe, and evidence based care that respects patients and family preferences. 7 10 Advocate for global care and social justice among all populations. 7 11 Employ lifelong learning for decision making to support excellence in nursing practice. 7 12 Discuss your nursing career goals, steps to continue lifelong learning and the hopes you have for nursing in the future. 1 13 Environment 3 14 Humanity 15 Health 16 Nursing

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Assessing a Concussion

Assessing a Concussion.

 There has been a renewed interest in sports-related head injuries in the news, as many professional athletes have come forward with their stories of multiple concussions and long-term neurologic problems resulting from poor management and chronically ignored symptoms. Due to the increased awareness of these types of problems, many schools will now coordinate much more openly and efficiently among the coaching staff, the athlete’s doctor, and even the teachers on the academic side, to allow the athlete’s brain a chance to rest and recover. Concussions don’t flaunt their dramatic neurologic symptoms like other injuries and diseases of the brain. However, knowing how to properly perform a neurologic exam and how to compare its results to the subsequent neurologic exams can enable the quick identification of ominous sudden changes. Tracking improvements allows the full schedule of academics and physical activity to be resumed at the safest, earliest time. Download and read the Assessing a Concussion.docx file. Respond to the questions on page 3 of this file. CONTENT Exemplary, in-depth discussion addressing all of the specific diagnoses with direct reference to all available supporting data from history and physical exam. Identifies all major follow-up needs. Content is engaging and fully developed. Content is well written and flows in a logical and organized manner. Main points are appropriately and sufficiently supported by credible and current sources. CRITICAL ANALYSIS Provides an exemplary and thorough analysis and evaluation of the assignment topic. Clearly communicates specific insights, applications, and usefulness of information. 

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