- http://www.youtube.com/watch?v=OuibH0n6W9s
- one page and references in Apa format
What is your experience with documentation formats and styling-English Week 4 Discussion 2
MLA formatting is required in this course because we use literature as our content.
What is your experience with documentation formats and styling? What is your strategy for being sure that you are using the correct style?
Do you document as you write–or do you wait? Does this method work for you? Why or why not?
Will you be changing any part of your documentation style as a result of the writing you have done in this class? Why or why not?
If you have any questions on MLA formatting for your paper (which includes the formatting of the paper, the in-text citations, and the Works Cited page), please post them here.
Best Cloud-Based Solution
Your company’s CIO interested in hosting several existing and new applications on a cloud. The CIO requests that you conduct some research to determine the most appropriate cloud computing solution for the needs of the application. The goal of your research is to create a comprehensive assessment document to assist IT in determining the best cloud-based solution for a given application.
The assessment document should detail what factors should your organization consider when making a cloud computing decision. The assessment document should cover the following topics:
- Cloud deployment model(s)
- Cloud service model(s)
- Cloud storage
- Cloud security
- Cloud management
- Cloud solution design – functional and non-functional requirements
For example, under Cloud deployment models, what questions must be answered in order to determine if a public, private, hybrid, or community cloud is the correct solution?
Final Project Deliverable:
- Paper should be 10 to 12 pages in length.
- The page count should not include the title page and references page.
- Cite at least 1 credible source other than the textbook.
- Follow the CSU-Global Guide to Writing and APA Requirements and review the library material concerning APA style before turning in this assignment.
tribes fighting for clean water
Hi all,
The below links are regarding tribes fighting for clean water:
http://www.takepart.com/feature/2016/08/26/native-american-waters/ (Links to an external site.)Links to an external site.
https://www.azcentral.com/story/news/local/arizona-environment/2017/09/03/native-american-tribes-fight-clean-water-and-more-money/617172001/ (Links to an external site.)Links to an external site.
Questions:
1) How are these two articles similar and how are they different?
2) What are your thoughts regarding these tribes fighting for clean water? Do you think they make a valid point or do you disagree?
3) Which of the two articles do you believe is a more of a credible source and why?
The below links are regarding tribes fighting for clean water:
http://www.takepart.com/feature/2016/08/26/native-american-waters/ (Links to an external site.)Links to an external site.
https://www.azcentral.com/story/news/local/arizona-environment/2017/09/03/native-american-tribes-fight-clean-water-and-more-money/617172001/ (Links to an external site.)Links to an external site.
Questions:
1) How are these two articles similar and how are they different?
2) What are your thoughts regarding these tribes fighting for clean water? Do you think they make a valid point or do you disagree?
3) Which of the two articles do you believe is a more of a credible source and why?
Research And Statistical Methods – Psychology
Initial Post Part 1 (minimum of 250 words)
You read in a health magazine about a study in which a new therapy technique for depression was examined. A group of depressed individuals volunteered to participate in the study, which lasted 9 months. There were 50 subjects at the beginning of the study and 29 at the end of the 9 months. The researchers claimed that of those who completed the program, 85% improved. What possible confounds can you identify in this study and how can they be corrected? Or can they?
Initial Post Part 2 (minimum of 250 words)
Review the internal and external threats to validity in the example from Part 1 of this Forum. Identify and define those threats that are related to measurement, and the threats that are related to sampling issues.
Monopolistic Competition
This week we shall look at Monopolistic Competition. This is where you, as a consumer, spend most of your time. In Monopolistic Competition, there are many companies selling similar but not identical products. Put differently, the goods are close, but not perfect substitutes.
Because of the relative ease of substitution, companies often compete by advertising, services (for stores), brand names, brand loyalty and product differentiation more than by price. Thus, prices of competing products tend to be close, but not identical as they are in Perfect Competition.
Since this market is where you – as a consumer – spend most of your time and a lot of your money, this week you are going to look at this market in action in your daily life. When you go shopping this week, pay close attention to product prices and what information they tell you about how the products compete.
A grocery store is a good example. Look at the soda aisle and by viewing the prices and the product locations on the shelves, which products are close substitutes, sufficiently differentiated that they have brand loyalty (i.e., a higher price), etc. Do the same with canned vegetables. Or undertake the same observational experiment in another type of store you regularly frequent.
Assignment Summary:
1) Go to a store and observe. Observation is a well-established method of real world research. It will probably be easier and perhaps more informative if you pick on one product line to observe and observe by brand name. In particular, look for:
a) product prices,
b) product packaging (design, colors, logos, etc.); and,
c) product shelve placement relative to other similar products.
2) Based on what you observe can you identify:
a) which products/brand names compete most closely with each other? Are they placed close to each other on the shelves or far apart?
b) which products/brand names are aimed at cost conscious consumers? Where are these on the store shelves for grocery stores?
c) which are aimed at higher end consumers? Where are these on the store shelves for grocery stores?
d) which products/brand names have a narrower market and command brand loyalty? This one could be tricky to figure out.
3) Share what you find with the class on the discussion board.
What do you think you have learned from this activity?
What have you learned about monopolistic competition?
*APA Format
*300-350 Words Maximum
Because of the relative ease of substitution, companies often compete by advertising, services (for stores), brand names, brand loyalty and product differentiation more than by price. Thus, prices of competing products tend to be close, but not identical as they are in Perfect Competition.
Since this market is where you – as a consumer – spend most of your time and a lot of your money, this week you are going to look at this market in action in your daily life. When you go shopping this week, pay close attention to product prices and what information they tell you about how the products compete.
A grocery store is a good example. Look at the soda aisle and by viewing the prices and the product locations on the shelves, which products are close substitutes, sufficiently differentiated that they have brand loyalty (i.e., a higher price), etc. Do the same with canned vegetables. Or undertake the same observational experiment in another type of store you regularly frequent.
Assignment Summary:
1) Go to a store and observe. Observation is a well-established method of real world research. It will probably be easier and perhaps more informative if you pick on one product line to observe and observe by brand name. In particular, look for:
a) product prices,
b) product packaging (design, colors, logos, etc.); and,
c) product shelve placement relative to other similar products.
2) Based on what you observe can you identify:
a) which products/brand names compete most closely with each other? Are they placed close to each other on the shelves or far apart?
b) which products/brand names are aimed at cost conscious consumers? Where are these on the store shelves for grocery stores?
c) which are aimed at higher end consumers? Where are these on the store shelves for grocery stores?
d) which products/brand names have a narrower market and command brand loyalty? This one could be tricky to figure out.
3) Share what you find with the class on the discussion board.
What do you think you have learned from this activity?
What have you learned about monopolistic competition?
*APA Format
*300-350 Words Maximum
Project Planning 2
DUE DATE: 26 Jan 2018 DUE TIME: 18:00Hrs GMT
You have two Assignments to submit in this part. – Assignments A & B
Assignment A:
Plan schedule management with associated resources.
This Assignment is designed to evaluate your ability to research, organize, and demonstrate project data and financial information pertaining to the development of the feasibility study within the project initiation phase. These exercises mimic actual situations one could expect to occur between the project manager and their sponsor or key stakeholders. Its assessments are directed toward measuring mastery in synthesis of information, proper classifications, critical thinking, and attention to detail, explanations, and professional acumen. Given the information provided you for your assigned rocket assembly project (See Course Resources attached):
• Construct a Resource Allocation Matrix for the labor, equipment and material allocated to your assigned rocket project.
• Construct a Gantt schedule based on the WBS activities at the task level with associated deliverable milestones for your assigned rocket.
• Construct a project Network Diagram for your assigned rocket project. You will need an evening for data collection. This will require about two hours to write up your findings. Download the appropriate templates from Course Resources to record the information found. Alternatively you can use recommended internet links in the appendix of your text for a similar template. The document you use must meet all criteria specified in the grading rubric. Fill in all sections completely using your assigned assignment scenario found in Course Resources.
1. Go to Course Resources or locate an appropriate template from the internet that meets the rubric criteria.
Using this worksheet and your assigned project, answer the sections on the worksheet.
If there are sections missing from the template for the assigned documents but required in the rubric, be sure to address them.
Upload all documents as separate files to the designated team members’ Dropbox.
2. Go to the internet and find a product description template that meets the rubric criteria. Using this worksheet and your assigned project, answer the sections on the worksheet. Upload this charter to the designated team members’ Dropbox.
3. Ensure that your project documents address the criteria of the rubric and follow the stated requirements. You have three deliverables. Be sure to upload all deliverables into this Assignment Dropbox.
Assignment Points Possible Points Earned Content (0-24 points)
1. Tool Development (Resource Allocation Matrix)
a) Contains all project WBS tasks? 8pts
b) Contains all requisite/identified labor resources?
c) Identifies method of cross-impacting labor resources to project WBS tasks?
2. Tool Development (Gantt schedule)
a) All WBS tasks depicted? 8pts
b) Each task level activity depicted with incremental bar(s)
c) Schedule relationships specified using Critical Path Method (CPM) d) Critical path correctly identified according to CPM?
3. Tool Development (Network Diagram)
a) Utilizes activity-on-node format? 8pts
b) Project divided into all task level activities with task number, task name, and predecessors identified?
c) Task level activities correctly sequenced according to precedence (reflects Gantt schedule)?
d) Critical path correctly identified according to CPM?
e) Durations for all activities correctly entered (same as Gantt durations)?
f) Forward pass correctly performed?
g) Backward pass correctly performed?
h) Float correctly calculated? i) Minimum project duration same as reflected on Gantt schedule?
Analysis (0-9 points)
Response exhibits strong higher-order critical thinking and analysis (e.g., evaluation). Paper shows original thought. 3 pts
Analysis includes proper classifications, explanations, comparisons and inferences. 3pts
Critical thinking includes appropriate judgments, conclusions and assessment based on evaluation and synthesis of information. 3pts
Writing (0-7 points)
Grammatical skills are strong with typically less than one error per page. Correct use of APA when assigned. 3pts
Appropriate to the assignment, fresh (interesting to read), accurate, (no far-fetched, unsupported comments), precise (say what you mean), and concise (not wordy). 2pts
Project is in 12-point font.
Narrative sections are double-spaced with a double space between. Project is free of serious errors; grammar, punctuation, and spelling help to clarify the meaning by following accepted conventions. 2pts
Total 40
……………………………………………………………………………………….
Assignment B:
Team Assignment:
This Assignment is designed to evaluate your ability to research, organize, and demonstrate project data and financial information pertaining to the development of the schedule baseline within the project planning phase. These exercises mimic actual situations one could expect to occur between the project manager and the sponsor or key stakeholders. Its assessments are directed toward measuring mastery in synthesis of information, proper classifications, critical thinking, attention to detail, explanations, and professional acumen. In this Assignment, you and your team will develop a Definitive Duration Estimate and a Schedule Management Plan for your assigned rocket project. You and your team have received word that your company, Space Systems Technologies (SST) does not employ the “Fitter” labor resource you will need in assembling the rocket. As a corporate policy, this skill set is outsourced as part of an agreement with the local Fitters Union to keep an open shop. All Fitter labor needs are required to be outsourced to the Fitters Union Local #1234 for all new rocket assembly projects. The SST human resources department will coordinate with the procurement office and provide the assigned rocket assembly project with the necessary Union Fitters once they receive the estimated number of labor hours required for this project. Identify your group members develop the following from your assigned Ansari “X-Prize” project entry:
• Develop a Definitive Duration Estimate for your assigned rocket project down to the work package level.
• Develop a Schedule Management Plan for your assigned rocket project.
Your team will need an evening for data collection. This will require about two hours per group member to write up your findings. Download the appropriate templates in Course Resources to record the information found. Alternatively you can use recommended internet links in the appendix of your text for a similar template. The document you use must meet all criteria specified in the grading rubric. Fill in all sections completely using your assigned assignment scenario found in Course Resources.
1. Go to Course Resources or locate an appropriate template from the internet that meets the rubric criteria. Using this worksheet and your assigned project, answer the sections on the worksheet. If there are sections missing from the template for the assigned documents but required in the rubric, be sure to address them. Upload all documents as separate files to the designated team members’ Dropbox.
2. Go to the internet and find a product description template that meets the rubric criteria. Using this worksheet and your assigned project, answer the sections on the worksheet. Upload this charter to the designated team members’ Dropbox.
3. Ensure that your project documents address the criteria of the rubric below and follows the stated requirements.
Team Assignment Rubric:
Points Possible Points Earned Content (0-30 points)
1. Tool Development (Definitive Duration Estimate)
a) Project scope (WBS) correctly entered down to work package level? 15pts
b) All labor skill sets accounted for with own column?
c) Levels of effort correctly entered at the work package levels?
d) Level of effort (in hours) correctly rolled-up (totaled) to each requisite sub-task level?
e) Sub-task totals correctly rolled-up (totaled) to each requisite task level?
f) Task level totals for each labor skill set totals to reflect total task labor hours?
g) Each labor skill set task totals tallied at bottom of each skill set column to reflect each skill set total labor for the project?
h) All labor total hours tallied to show total labor hours for the project.
i) All labor levels of effort calculated to show total labor for each increment by task?
2. Tool Development (Schedule Management Plan)
a) Scheduling methodology/Tool to be used for project schedule specified?15points
b) Level of accuracy specified to determine activity duration estimates (round up to the next 1 hour/day/month)?
c) Units of measure (hours/days/weeks/months)? d) Organizational procedures links (WBS numbering mapped to accounting numbering mapped to general ledger/budget line, etc.)?
e) Process identified for updating the status and recording of progress in the schedule tool and defined?
f) Control thresholds specified for schedule variances between planned value and actual costs (EVM variances thresholds)?
g) Rules for performance measures specified (SV, SPI, etc.) with definitions?
h) Reporting formats and frequency for schedule reports defined?
i) Process descriptions documented?
Analysis (0-11 points)
Response exhibits strong higher-order critical thinking and analysis (e.g., evaluation). Paper shows original thought. 3points
Analysis includes proper classifications, explanations, comparisons and inferences. 4points
Critical thinking includes appropriate judgments, conclusions and assessment based on evaluation and synthesis of information. 4 points
Writing (0-9 points)
Grammatical skills are strong with typically less than one error per page. Correct use of APA when assigned. 3 points
Appropriate to the assignment, fresh (interesting to read), accurate, (no far-fetched, unsupported comments), precise (say what you mean), and concise (not wordy). 3points
Project is in 12-point font. Narrative sections are double-spaced with a double space between. Project is free of serious errors; grammar, punctuation, and spelling help to clarify the meaning by following accepted conventions. 3
Project Planning 2
Event Management
Task description:
For this assignment you are to attend the event that you nominated and described in Assignment 2.
Your assignment should identify and critically analyse the positive and negative impacts of the event and evaluate aspects of its operational management to determine whether it has successfully realised its goals and resulted in stakeholder satisfaction.
The information for this assignment can be obtained from your own personal observations whilst attending the event, from discussions with event stakeholders (attendees, event organisers, staff and volunteers, stallholders, local government etc.) and from secondary information such as newspaper reports, social media commentary etc)
The event should be evaluated using the principles of sustainability and the triple bottom line approach (refer to and cite the academic literature when defining and explaining these concepts).
A reference list should be provided for any academic literature cited. At least 3 academic references should be cited.
This assignment can be presented as either a 1500 word essay or as a report. It is recommended that students include photos of the event that demonstrate the impacts they observe whilst attending the event.
Please note: This is an independent, self-directed assessment task and therefore students will be responsible for attending, negotiating any permissions if appropriate, their own transportation and any expenses incurred attending the event.
MEMORY LOSS AMONG THE ELDERLY
Hypotheses Paper
Running head: MEMORY LOSS AMONG THE ELDERLY 1
MEMORY LOSS AMONG THE ELDERLY 4
Memory Loss among the Elderly
Cassandra Howery
PSYC501 Research and Statistical Methods
American Public University
January 21, 2018
Memory Loss among the Elderly
A recent study from the University of Minnesota reported that the memory deficiency among the elderly is not as high as earlier thought. While it is true that the capability to remember the specific facts reduces with age, other types of memory are not affected in the same way. Koustaal (2015) reported that while the elderly have less ability to remember specific details than other groups, the retention of events and experiences is almost similar. This changes the highly widespread belief of the decrease in our ability to remember as we grow old. The changes in memory among people as they grow old are caused more by other health problems than age.
Most neuropsychologist agrees that cognitive loss starts at the age of 20 years. People fail to notice the loss because it is not significant enough to impede daily activities. However, between 45 and 49 years, people start to feel these effects while at 75 years, other people can see the impact (Clapp & Gazzaley, 2012). While it is normal to have changes in our ability to remember, it is necessary to identify those changes that are abnormal so that severe diseases cases are not ignored. It is a common problem, especially among low-income communities to confuse most memory challenges such as dementia and Alzheimer’s disease for aging and inevitable (Gard, Hölzel & Lazar, 2014). It is noteworthy that the brain is capable of producing new cells to stall information even at a very old age which makes memory loss with aging not inevitable.
The deterioration of memory with age is not uniform and does not affect all memory types at the same time in the lifespan of an individual. In fact, studies have shown that some types of memory such as semantic improves exponentially as one grows old (Clapp & Gazzaley, 2012). This means that unless an individual is having other health problems, their ability to remember general facts should remain perfect. Also, a procedural memory that helps recall how to do things remains the same throughout an individual’s life. Episodic memory that helps understand questions of what, where and when, and long-term memory are affected most by aging (Gard et al., 2014). Consequently, certain brain functions such as learning new things, information processing and ability to perform more than one toss deteriorate inevitably with age.
Several physiological and physical problems can result in glitches in memory. For example, depression, infections, substance abuse, depression, dehydration, medications, thyroid imbalance and poor nutrition have been reported to cause significant changes in an individual’s ability to remember. Alzheimer’s disease and dementia are the chief culprits for loss of memory with age (Clapp & Gazzaley, 2012). It is, therefore, necessary to attend to any challenges an individual or their loved ones face with memory rather than ignoring them and attributing them to age. In the hospital, a doctor should discuss all the possible causes of the problem with a patient and get a complete medical workup. To rule out psychological stresses such as anxiety and depression, a comprehensive neuropsychological evaluation should be done.
To keep up with age and ensure a healthy brain, an individual should take precautions to minimize age-related changes. One way of doing this is socializing and getting involved in community activities (Aizpurua Koutstaal 2015). Also, physical activities such as brisk walking help in boosting the brain functionality. One also ought to train their brain on learning and memorizing by challenging it every day with new tasks. It is also necessary to avoid ageist stereotypes as they may cause memory loss psychologically (Villeda et al., 2014). While age is a factor in memory loss, its effects will be felt most by the physical and physiological fitness of an individual.
References
Clapp, W. C., & Gazzaley, A. (2012). Distinct mechanisms for the impact of distraction and interruption on working memory in aging. Neurobiology of aging, 33(1), 134-148.
Aizpurua A., Koutstaal W. (2015). A matter of focus: Detailed memory in the intentional autobiographical recall of older and younger adults. Consciousness and Cognition, 2015; 33: 145 DOI: 10.1016/j.concog.2014.12.006
Villeda, S. A., Plambeck, K. E., Middeldorp, J., Castellano, J. M., Mosher, K. I., Luo, J., … & Wabl, R. (2014). Young blood reverses age-related impairments in cognitive function and synaptic plasticity in mice. Nature medicine, 20(6), 659-663.
Gard, T., Hölzel, B. K., & Lazar, S. W. (2014). The potential effects of meditation on age‐related cognitive decline: a systematic review. Annals of the New York Academy of Sciences, 1307(1), 89-103.
University of the Basque Country. (2015, June 5). Memory loss among the elderly is lower than what was originally thought. ScienceDaily. Retrieved January 17, 2018 from www.sciencedaily.com/releases/2015/06/150605081613.html
MEMORY LOSS AMONG THE ELDERLY 4
Memory Loss among the Elderly
Cassandra Howery
PSYC501 Research and Statistical Methods
American Public University
January 21, 2018
Memory Loss among the Elderly
A recent study from the University of Minnesota reported that the memory deficiency among the elderly is not as high as earlier thought. While it is true that the capability to remember the specific facts reduces with age, other types of memory are not affected in the same way. Koustaal (2015) reported that while the elderly have less ability to remember specific details than other groups, the retention of events and experiences is almost similar. This changes the highly widespread belief of the decrease in our ability to remember as we grow old. The changes in memory among people as they grow old are caused more by other health problems than age.
Most neuropsychologist agrees that cognitive loss starts at the age of 20 years. People fail to notice the loss because it is not significant enough to impede daily activities. However, between 45 and 49 years, people start to feel these effects while at 75 years, other people can see the impact (Clapp & Gazzaley, 2012). While it is normal to have changes in our ability to remember, it is necessary to identify those changes that are abnormal so that severe diseases cases are not ignored. It is a common problem, especially among low-income communities to confuse most memory challenges such as dementia and Alzheimer’s disease for aging and inevitable (Gard, Hölzel & Lazar, 2014). It is noteworthy that the brain is capable of producing new cells to stall information even at a very old age which makes memory loss with aging not inevitable.
The deterioration of memory with age is not uniform and does not affect all memory types at the same time in the lifespan of an individual. In fact, studies have shown that some types of memory such as semantic improves exponentially as one grows old (Clapp & Gazzaley, 2012). This means that unless an individual is having other health problems, their ability to remember general facts should remain perfect. Also, a procedural memory that helps recall how to do things remains the same throughout an individual’s life. Episodic memory that helps understand questions of what, where and when, and long-term memory are affected most by aging (Gard et al., 2014). Consequently, certain brain functions such as learning new things, information processing and ability to perform more than one toss deteriorate inevitably with age.
Several physiological and physical problems can result in glitches in memory. For example, depression, infections, substance abuse, depression, dehydration, medications, thyroid imbalance and poor nutrition have been reported to cause significant changes in an individual’s ability to remember. Alzheimer’s disease and dementia are the chief culprits for loss of memory with age (Clapp & Gazzaley, 2012). It is, therefore, necessary to attend to any challenges an individual or their loved ones face with memory rather than ignoring them and attributing them to age. In the hospital, a doctor should discuss all the possible causes of the problem with a patient and get a complete medical workup. To rule out psychological stresses such as anxiety and depression, a comprehensive neuropsychological evaluation should be done.
To keep up with age and ensure a healthy brain, an individual should take precautions to minimize age-related changes. One way of doing this is socializing and getting involved in community activities (Aizpurua Koutstaal 2015). Also, physical activities such as brisk walking help in boosting the brain functionality. One also ought to train their brain on learning and memorizing by challenging it every day with new tasks. It is also necessary to avoid ageist stereotypes as they may cause memory loss psychologically (Villeda et al., 2014). While age is a factor in memory loss, its effects will be felt most by the physical and physiological fitness of an individual.
References
Clapp, W. C., & Gazzaley, A. (2012). Distinct mechanisms for the impact of distraction and interruption on working memory in aging. Neurobiology of aging, 33(1), 134-148.
Aizpurua A., Koutstaal W. (2015). A matter of focus: Detailed memory in the intentional autobiographical recall of older and younger adults. Consciousness and Cognition, 2015; 33: 145 DOI: 10.1016/j.concog.2014.12.006
Villeda, S. A., Plambeck, K. E., Middeldorp, J., Castellano, J. M., Mosher, K. I., Luo, J., … & Wabl, R. (2014). Young blood reverses age-related impairments in cognitive function and synaptic plasticity in mice. Nature medicine, 20(6), 659-663.
Gard, T., Hölzel, B. K., & Lazar, S. W. (2014). The potential effects of meditation on age‐related cognitive decline: a systematic review. Annals of the New York Academy of Sciences, 1307(1), 89-103.
University of the Basque Country. (2015, June 5). Memory loss among the elderly is lower than what was originally thought. ScienceDaily. Retrieved January 17, 2018 from www.sciencedaily.com/releases/2015/06/150605081613.html
essay learninng
You were born knowing nothing about bicycles. So how do you become a competent user of bicycles? (if you can’t ride a bike, then answer how you became able make use of camels, use a car or some other means of transportation.) Explain all crucial aspects of your bicycle proficiency, drawing on frameworks and concepts from “Playing on the MotherGround” by David F. Lancy or other readings.
Give your essay an appropriate, effective, meaningful title, and put your name, TA’s name, and section letter. Your essay should be no more than two pages; it should be double-spaced, paginated, pages stapled together, with your name on each page. Use Times New Roman, 12pt. font, 1-inch margins all around. Make sure you have proofread the paper at least twice.
Citation format is not crucial, so long as it is complete and consistent. Source citations and references at the end do not count toward the 2-page limit.