This week we learned about the potential benefits and drawbacks to clinical decision support systems (CDSSs). Create a “Pros” versus “Cons” table with a column for “Pro” and a separate column for “Con”. Include at least 3 items for each column. Next to each item, provide a brief rationale as to why you included it on the respective list.
The primary goal of a CDSS is to leverage data and the scientific evidence to help guide appropriate decision making. CDSSs directly assist the clinician in making decisions about specific patients. For this discussion thread post, you are to assume your future role as an APN and create a clinical patient and scenario to illustrate an exemplary depiction of how a CDSS might influence your decision. This post is an opportunity for you to be innovative, so have fun. The student will select no less than TWO scholarly sources to support the initial discussion post.
West Coast University Clinical Decision Support Systems Paper
POSC 101 Palomar College Political Science Essay
POSC 101 Palomar College Political Science Essay.
Part II – Essay. Please give complete answers to any two (2) of the following questions. Give evidence and support to your answers. 1. From both Bardes (Ch. 2) and the class discussion we had regarding Federalist Papers 10 and 51, please discuss and analyze the Madisonian model of checks and balances. In particular, (1) how was the national government to be structured and set-up, under Madison’s vision? (2) How would this government design be able to protect from tyranny of a faction(s) and mass democracy, without taking away the liberty of any one group? (3) If there was to be governing, what has to happen among the factions and parts of the national government?2. Please describe and explain the concept of Selective Incorporation, as well as the Constitutional reasoning behind it. Please identify and briefly describe one or two Supreme Court cases that were part of the incorporation process. 3. Please describe and analyze in detail the concept and interpretation of nation-centered federalism, as well as Constitutional evidence for this view of federalism.4. In terms of political ideology and the political spectrum, please describe and explain, in detail, the ECONOMIC VALUES, of both the modern right and the left. 5. Please describe and analyze in detail the concept and interpretation of state-centered federalism, as well as Constitutional evidence for this view of federalism.
POSC 101 Palomar College Political Science Essay
MHE 503 Trident University International Effective Tsunami Systems Discussion
help me with my homework MHE 503 Trident University International Effective Tsunami Systems Discussion.
I’m working on a humanities case study and need support to help me learn.
Discussion RequirementsA substantive comment should be approximately 300 words or more for each response (A total of 1 response).Read the initial comments posted by your classmates and reflect upon them.Before writing your comments:Review the Discussion grading rubric to see what is expected for an excellent discussion, in order to earn full credit.Review some resources to help you synthesize, such as the following:Sullivan, J. (2011). Strategies for Synthesis Writing. Retrieved from http://www.findingdulcinea.com/features/edu/Strategies-for-Synthesis-Writing.htmlNOTE: You are required to cite sources and include a reference list for the second post if it is simply your opinion. However, if your opinion is based on facts (as it should be), it is good practice to strengthen your position by citing sources.Be sure to meet all of the criteria in the rubric, as noted in the instructions above.Third post for each module discussion:Read the initial and secondary comments posted by your classmates and reflect upon them.Directly respond to at least one classmate in a way that extends meaningful discussions, adds new information, and/or offers alternative perspectives.MY POSTClassmates and Professor,Tsunami Warning SystemsIndonesia is one of the countries that suffer more often from Tsunami disasters. The country has very unconventional tsunami warning systems with an advanced network that helps dispatch warnings very fast and data gathered by the deep sea sensors (Dias, Haigh & Sakalasuriya, 2020). During the recent tsunami in Indonesia, the warning system sent signals. The information was sent to the citizens’ warning them there might be a tsunami after they experienced an earth quark. The Earthquake had destroyed the network systems such that the messages did not go through. The data that was transferred from the deep sea sensors showed that the tsunami was not going to be too high; it would only be 6cm in rising, but it went up to 200km away in an absolute sense. The warning system was ineffective. The Tsunami sensors, regardless of how advanced they are they have turned to be inadequate because of lack of maintained and some have of the equipment’s have been stolen (LaBrecque, Rundle & Bawden, 2018). This makes it hard to detect an oncoming tsunami. The recent tsunami was unexpected because the Earthquake that was felt was not strong enough to cause a tsunami. The undersea sensors had sensed the tsunami, but the data transmission to warn the people on the mainland was not accurate. The tsunami signal was sent, but it underestimated the strength of the tsunami. There were no signals and sirens along the coast that warned the residents to leave the beach immediately. The tsunami affected over 200km of properties, and buildings were destroyed. People died, and others became homeless. The economy of Indonesia went down as the government tried to revive what had been killed. Many people went missing (Dias, Haigh & Sakalasuriya, 2020). If the tsunami signal system was operating correctly, accurate data could have been transmitted, and people receive an early alarm of an oncoming tsunami. The Indonesian government needs to look for ways to install working tsunami signals and sensors, and observers along every coastline and put strong security to protect from being stolen. The government also needs to set apart some funds for the warning system maintenance and management and employ qualified personnel to interpret data and handle the equipment. PedroReferencesDias, N., Haigh, R., Amaratunga, D., & Sakalasuriya, M. (2020). A cross-case analysis of the upstream-downstream interface in the tsunami early warning systems of Indonesia, Maldives, Myanmar and Sri Lanka. In International Symposium on Multi-Hazard Early Warning and Disaster Risk Reduction. Springer International Publishing.LaBrecque, J., Rundle, J., & Bawden, G. (2018, December 1). Global Navigation Satellite System to Enhance Tsunami Early Warning Systems. Retrieved from Global Assessment Report on Disaster Risk Reduction. : https://apru.org/wp-content/uploads/2019/01/GTEWS2…Science Daily. (2021, April). Natrual Disaster News. Retrieved from Science Daily: https://www.sciencedaily.com/news/earth_climate/na…__________________________________________________________________________________Response 1:Professor and Classmates, A warning system is only effective if the system can give citizens ample warning to take to higher ground immediately and for the citizens themselves to take the warning seriously. An effective warning system for tsunamis must also include historical information on previous tsunamis for it to be effective. This should aid both scientists and officials alike in determining the likelihood of the next “big one”. Lastly, the distance between the epicenter of the earthquake (or cause of the tsunami) and land also plays a factor and you will see why in the paragraphs below. A decade before the 2011 Tohoku, Japan earthquake, scientists discovered a tsunami had hit the nearby region of Honshu in the 869. The 869 tsunami’s destruction was very similar to what would be experienced in the aftermath of the earthquake and eventual tsunami of 2011. With ample time before the earthquake, scientists tried unsuccessfully to warn officials of a potential repeat tsunami with even more destruction that what was felt over a thousand years ago (Oskin, 2017). The 2011 earthquake struck at approximately 2:46 PM on March 11, 2011, about roughly 231 miles away from Tokyo. Within 30 minutes, the destructive waves of the tsunami made landfall. The 2010 census of the population of Fukushima, Japan, the largest metropolitan city near the tsunami, was almost 300,000 residents (Japan: Fukushima, 2021). So, you had less than 30 minutes to move over a quarter of a million people in a large city to higher ground. This would be impossible, even under the most ideal conditions. In the case of the 2011 Japan tsunami, the earthquake registered at a 9.1 in magnitude; causing a 133-foot-high wall of seawater to crash into the Eastern coast of Japan. Over 15,000 people were killed, and over 2,000 people are still missing. It is estimated that Japan suffered over $200 billion in damages (Amadeo, 2020). AndrewReferencesAmadeo, K. (2020, September 27). Japan’s 2011 Earthquake, Tsunami and Nuclear Disaster and Nuclear Disaster. Retrieved from The Balance: https://www.thebalance.com/japan-s-2011-earthquake-tsunami-and-nuclear-disaster-3305662#:~:text=Japan%27s%202011%20earthquake%2C%20tsunami%20and%20nuclear%20leak%20killed,people%2C%20cost%20%24360%20billion%2C%20and%20slowed%20global%20growth.Japan: Fukushima. (2021, April 17). Retrieved from citypopulation.de: https://www.citypopulation.de/en/japan/cities/fuku…Oskin, B. (2017, September 13). Japan Earthquake & Tsunami of 2011: Facts and Information. Retrieved from Livescience.com: https://www.livescience.com/39110-japan-2011-earth…
MHE 503 Trident University International Effective Tsunami Systems Discussion
UNLV Videogames Affecting Science Major Students Performance Research Worksheet
UNLV Videogames Affecting Science Major Students Performance Research Worksheet.
I’m working on a psychology presentation and need a sample draft to help me learn.
Video ProjectCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeState research question and identify IV and DV3 ptsFull Marks0 ptsNo Marks3 ptsThis criterion is linked to a Learning OutcomeSelected correct statistical technique3 ptsFull Marks0 ptsNo Marks3 ptsThis criterion is linked to a Learning OutcomeRestated hypotheses3 ptsFull Marks0 ptsNo Marks3 ptsThis criterion is linked to a Learning OutcomeDetermined the characteristics of the comparison distribution3 ptsFull Marks0 ptsNo Marks3 ptsThis criterion is linked to a Learning OutcomeDetermined the cut off point3 ptsFull Marks0 ptsNo Marks3 ptsThis criterion is linked to a Learning OutcomeComputed the sample score on the distribution3 ptsFull Marks0 ptsNo Marks3 ptsThis criterion is linked to a Learning OutcomeProvided diagram of distribution with cut off sample score3 ptsFull Marks0 ptsNo Marks3 ptsThis criterion is linked to a Learning OutcomeRejected or retained the null hypothesis using appropriate statistical format3 ptsFull Marks0 ptsNo Marks3 ptsThis criterion is linked to a Learning OutcomeConveyed results of the analysis in plain language3 ptsFull Marks0 ptsNo Marks3 ptsThis criterion is linked to a Learning OutcomeClear video and audioNote: does not have to be professional quality; whiteboard or PowerPoint (with audio) format is adequate.3 ptsFull Marks0 ptsNo Marks3 pts
UNLV Videogames Affecting Science Major Students Performance Research Worksheet
Understanding Of The Principles Of Democracy Politics Essay
One of the most basic signposts of a democracy is citizen participation in government. Participation is the key role of citizens in democracy. It is not only their right, but it is their duty. Citizen participation may take many forms including standing for election, voting in elections, becoming informed, debating issues, attending community or civic meetings, being members of private voluntary organizations, paying taxes, and even protesting. Participation builds a better democracy. Equality: Democratic societies emphasize the principle that all people are equal. Equality means that all individuals are valued equally, have equal opportunities, and may not be discriminated against because of their race, religion, ethnic group, gender or sexual orientation. In a democracy, individuals and groups still maintain their right to have different cultures, personalities, languages and beliefs. Political Tolerance: Democratic societies are politically tolerant. This means that while the majority of the people rule in a democracy, the rights of the minority must be protected. People who are not in power must be allowed to organize and speak out. Minorities are sometimes referred to as the opposition because they may have ideas which are different from the majority. Individual citizens must also learn to be tolerant of each other. A democratic society is often composed of people from different cultures, racial, religious and ethnic groups who have viewpoints different from the majority of the population. A democratic society is enriched by diversity. If the majority deny rights to and destroy their opposition, then they also destroy democracy. One goal of democracy is to make the best possible decision for the society. To achieve this, respect for all people and their points of view is needed. Decisions are more likely to be accepted, even by those who oppose them, if all citizens have been allowed to discuss debate and question them. Accountability: In a democracy, elected and appointed officials have to be accountable to the people. They are responsible for their actions. Officials must make decisions and perform their duties according to the will and wishes of the people, not for themselves. Transparency: For government to be accountable the people must be aware of what is happening in the country. This is referred to as transparency in government. A transparent government holds public meetings and allows citizens to attend. In a democracy, the press and the people are able to get information about what decisions are being made, by whom and why. Regular, Free and Fair Elections: One way citizens of the country express their will is by electing officials to represent them in government. Democracy insists that these elected officials are chosen and peacefully removed from office in a free and fair manner. Intimidation, corruption and threats to citizens during or before an election are against the principles of democracy. In a democracy, elections are held regularly every so many years. Participation in elections should not be based on a citizen’s wealth. For free and fair elections to occur, most adult citizens should have the right to stand for government office. Additionally, obstacles should not exist which make it difficult for people to vote. Control of the Abuse of Power: Democratic societies try to prevent any elected official or group of people from misusing or abusing their power. One of the most common abuses of power is corruption. Corruption occurs when government officials use public funds for their own benefit or exercise power in an illegal manner. Various methods have been used in different countries to protect against these abuses. Frequently the government is structured to limit the powers of the branches of government: to have independent courts and agencies with power to act against any illegal action by an elected official or branch of government; to allow for citizen participation and elections; and to check for police abuse of power. Bill of Rights: Many democratic countries also choose to have a bill of rights to protect people against abuse of power. A bill of rights is a list of rights and freedoms guaranteed to all people in the country. When a bill of rights becomes part of a country’s constitution, the courts have the power to enforce these rights. A bill of rights limits the power of government and may also impose duties on individuals and organizations. Accepting the Results of Elections: In democratic elections, there are winners and losers. Often the losers in an election believe so strongly that their party or candidate is the best one, which they refuse to accept the results of the election. This is against democratic principles. The consequences of not accepting the result of an election may be a government that is ineffective and cannot make decisions. It may even result in violence which is also against democracy. Human Rights: All democracies strive to respect and protect the human rights of citizens. Human rights mean those values that reflect respect for human life and human dignity. Democracy emphasizes the value of every human being. Examples of human rights include freedom of expression, freedom of association, freedom of assembly, the right to equality and the right to education. Multi-Party System: In order to have a multi-party system, more than one political party must participate in elections and play a role in government. A multi-party system allows for opposition to the party, which wins the election. This helps provide the government with different viewpoints on issues. Additionally, a multiparty system provides voters with a choice of candidates, parties and policies to vote for. Historically, when a country only has one party, the result has been a dictatorship. Rule of Law: In a democracy no one is above the law, not even a king or an elected President. This is called the rule of law. It means that everyone must obey the law and be held accountable if they violate it. Democracy also insists that the law be equally, fairly and consistently enforced. This is sometimes referred to as “due process of law.” In conclusion we can say that democracies are a great part of our lives, in other words, all areas in which we are taught are based on facts that will make a good democracy. Our lives are democracies, from our friends to our school.