PU Programming Diagram Showing the Structure of The Database Project
Design Assignment: DirectionsThe task of this assignment is to design the structure of the database for a startup company that would allow the storage of user’s preferences.Submit a document with tables that lists the following:Field nameField type (use A comment on the role of the fieldIn order to complete the assignment, you will need to identify the number of tables that would efficiently store data collected by the startup company. And design the fields including the ones that would store ID values of other table(s) in order to ensure relations between tables. Please use arrows to identify the relations between table fields.Coding Assignment: DirectionsFor the database design in the design assignment for this week write an SQL script to:Make sure to use appropriate DML and DDL statements.Create four new users;Retrieve the list of places in a given category;Find the number of ratings submitted by a given user;Delete all preferences submitted by a user with a given ID = 342
SEU Health & Medical The Mental and Behavioral Disorders Question
Im working on a Health & Medical question and need guidance to help me study. What are the new changes in ICD 11 coding system compared to ICD10?
E17-4b (entries for available-for-sale securities) assume the same
E17-4B (Entries for Available-for-Sale Securities) Assume the same information as in E17-3B except that the securities are classified as available-for-sale. The fair value of the bonds at December 31 of each yearend is as follows.2014 $430,000 2017 $450,0002015 425,000 2018 470,0002016 420,000Instructions(a) Prepare the journal entry at the date of the bond purchase.(b) Prepare the journal entries to record the interest received and recognition of fair value for 2014.(c) Prepare the journal entry to record the recognition of fair value for 2015.
news lead-writing | English homework help
Part 1
Using the information in Scenario 1, News Lead-writing Exercise1, write a summary news lead. Your lead may be no longer than 20 words and must be written in the active voice.
Tip: One letter grade will be subtracted for a 21-word lead. One letter grade also will be subtracted for a passive voice lead.
Part 2
Using the information in Scenario 2, News Lead-writing Exercise2, write a summary news lead. Your lead may be no longer than 20 words and must be written in the active voice.
Tip: One letter grade will be subtracted for a 21-word lead. One letter grade also will be subtracted for a passive voice lead.
Check every word you write against the Course AP Stylebook and use the Checklist for News Lead-Writing Exercises to help you polish your leads. Submit the completed worksheet with your assignment.
The News Lead Basics lecture in your Course Content contains detailed advice on how to write a news lead properly, as does your instructors feedback on yours and your classmates Try Its from Weeks 1 and 2. Please study all of those materials carefully before submitting your assignment.
Here are a few tips:
The assignment calls for you to write two news leads. Each should be 20 words or fewer, written in active voice and free of grammatical and spelling errors. Write only one sentence for each of the leads.
If you break any of the major rules, you will lose credit (one grade for each major rule broken). That means if you hand in a 21-word news lead, you lose a letter grade (-5%). If you hand in a lead written in passive voice, you will lose a grade. If you put a name in your lead, you will lose a grade. If you write a label lead, you will lose a grade. If you omit when the action occurred, you will lose a grade. If you make a factual error in your leadeven a tiny one or an accidental oneyou will lose a letter grade for it. Please study and learn the information presented in our reading assignments and posts here in the classroom. Please also follow all assignment instructions.
Use Associated Press style. You will lose points for every style error, including grammar and mechanics mistakes.
If you would like to submit a draft for me to review before you hand in your final assignment, please upload it in the appropriate folder within the Workbook module to the left of your screen by noon on Thursday. Do not paste text into the message area of the Workbook folder. Drafts are optional but they can make a big difference in your final assignment grade! I will make suggestions and respond to you as soon as possible.
Make sure you complete BOTH news leads listed for this assignment.
Save your file according to the file-naming instructions in Getting Started and the syllabus
Post your finalized assignment to the Assignments area.
Compose your assignment in MS Word for PC and then upload it as a Rich Text-Formated (.rtf) attachment using the upload button below. (You may also complete your assignment as a doc. or docx. document but not as an .odt document). Do not paste text into the message area of the Assignment folder. Do not fax or email your assignments.
Assignments are due by 11:59 p.m. Eastern time Sunday. Late assignments generally will not be accepted. The cutoff is midnight; that means assignments received at 12:00:01 a.m. Monday will be considered late.
Do you have questions about Story #1? Please post them in Ask the Professor! This way, your classmates can benefit from the questions and answers.
These two leads together are worth 10 percent of your final grade for JOUR 201. Heres a checklist to help you complete the assignment well.
You will receive a grade of 0 if you:
Do not hand the assignment in.
Hand the assignment in late. Its due at midnight EASTERN TIME on Sunday. Late is 12:00:01 a.m. Monday. Late papers generally will receive a grade of 0.
Do the wrong assignment. You must follow the instructions listed here and/or in the Project Descriptions section of the syllabus. If you submit an assignment based on the wrong scenario, you will receive no credit, even if the writing is perfect. (Note that you must write two leads for this assignment.)
You will lose one full letter grade for each major rule from Weeks 1 and 2 that your lead breaks. In other words, you will lose a full letter grade if your lead contains:
more than 20 words
more than one sentence
no reference to time, or if the time is the first word in the sentence
passive voice
a name
a factual error, even an accidental one or a small one
any form of the verb to be (i.e. is, was, were, be, been, are)
present tense
an incomplete sentence, or one that reads like a headline
your opinion
an adjective that conveys any value or opinion (like unfortunately)
You also will lose a full letter grade for:
a label lead
a lead that does not contain the storys most important detail
You will lose credit for each:
grammatical error
AP style error
spelling error
typo
missing word
punctuation error
jargon
unnecessary word
long word instead of short word
redundancies
acronym (including UMUC. Spell them out.)
vague term or description. Write in specifics and write literally
obvious word (for example, if someone introduced legislation yesterday, its obviously new, so the word new is unnecessary to the sentence)
You will receive a grade of A if you write a lead that contains all of these:
one sentence only
20 words or fewer
active voice
past tense
the storys most important detail
the answer to the question: Who-did-what-when?in that order
as many specific details as will fit
a complete sentence
breaks none of the rules given in Weeks 1 and 2.
UA Expatriates Utilization for The Benefit of Organizations Discussion
What decisions related to expatriates can organizations take to maximize the benefits to the company despite the economic downturn? Do you think a company that paid more careful attention to selection could further boost its chances of success?
Deliverable 5 | Statistics homework help
Competency
Evaluate hypothesis tests for population parameters from two populations.
Dealing with Two Populations
Inferential statistics involves forming conclusions about a population parameter. We do so by constructing confidence intervals and testing claims about a population mean and other statistics. Typically, these methods deal with a sample from one population. We can extend the methods to situations involving two populations (and there are many such applications). This deliverable looks at two scenarios.
Concept being Studied
Your focus is on hypothesis tests and confidence intervals for two populations using two samples, some of which are independent and some of which are dependent. These concepts are an extension of hypothesis testing and confidence intervals which use statistics from one sample to make conclusions about population parameters.
GLST 220 Cultural Intelligence Assessment Results Discussion
Instructions Discuss why and how the concept of CQ is relevant to you and your future personal and career goals.Discuss the results of your Cultural Intelligence Assessment.Discuss the ways you will seek to increase your CQ in the next 4 weeks as we finish this course? What about over the next year?How does Cultural Intelligence relate to Gods story, your story, and the global story?
JMVU Philosophy History and Foundations of Psychology Essay
Write an essay Comparing and contrasting psychology, psychopathology, psychiatry, psychoanalysis, psychotherapy, and clinical psychology and comparing the “scientific” and “humanistic” approaches to solving human problems.
Management Inquiry vs Advocacy in Decision Making Questions
Use Stephen Covey’s Time Management Grid to answer: provide an example for each quadrant for an issue you have dealt with at work (or related to your college activities) Why is understanding this grid important for decision making? (Use these labels in your answers: Urgent/importantNot urgent/importantNot important/urgentNot important/ not urgent From the article “What You Don’t Know about Making Decisions,” answer the following: Explain 3 reasons why INQUIRY is a better approach to decision making than ADVOCACY. Provide a decision making example that illustrates your points.
Positive response to this post 150 words due october 18 at 10:00 am
Suicide is the taking of own life which is a tragic reaction to stressful life situations (Suicide and suicidal thoughts, 2015). The national institute of health reported ages 10-24 year olds in 2014 was the second leading cause of death with a total count of 5,504 deaths in the US (Advancing research to prevent youth,n.d.). Ericksons stages of development for the adolescent shows the teen must successfully concur the two stages of development identity vs. identity confusion and intimacy vs isolation (Miller, 2017). Teens who are struggling with the first and second stage will become socially isolated (Miller,2017). Eriksons theory predicts when adolescents are unable to successfully answer the questions of identity during this stage of development, they may experience feelings of inadequacy and despair, which can eventually lead to depression (Miller,2017). Depression left untreated can lead to suicide.
Health professionals can utilize primary, secondary, and tertiary methods to help with health prevention of suicide. Primary suicide prevention aims to reduce the number of new cases of suicide in the general population. Secondary prevention aims to decrease the likelihood of a suicide attempt in high-risk patients and Tertiary suicide prevention occurs in response to completed suicides and attempts to diminish suicide contagion (Ganz, n.d.).
In general, if a true emergency is occurring 9-1-1 should always be the first line to call for help. When teens are struggling through thoughts of despair and potential suicide the communities do have resources to reach out to. As followed are some of the resources: Transitional Age youth support- Mental health services: (360)918-7860; Crisis Line: (360)586-2800; National Suicide Prevention Lifeline: (800)273-Talk (community youth services, n.d.).
As the nurse it is our duty to obtain a precise assessment of the teen through thorough questions and observations. The nurse should be mindful of some risk factors which place this age group at higher risk are as followed: a previous suicide attempt, mental disorders- schizophrenia/social anxiety, substance abuse, abused or mistreated, history found in family, hopelessness, lack of social support, access to means or methods for suicide (Preventing Teen Suicide, n.d.). A main nursing intervention in assisting a suspected depressed teen is to show active listening and presence.
Advancing Research to Prevent Youth Suicide. (n.d.). Retrieved October 17, 2017, from https://prevention.nih.gov/programs-events/pathways-to-prevention/workshops/suicide-prevention
Ganz, D., Braquehais, M. D., Sher, L. (n.d.). Secondary Prevention of Suicide. Retrieved October 17, 2017, from http://journals.plos.org/plosmedicine/article?id=10.1371%2Fjournal.pmed.1000271
(n.d.). Retrieved October 17, 2017, from http://www.communityyouthservices.org/p_suicide_prevention.shtml
Miller, R. (2017, June 13). Erik Eriksons Theory About Adolescent Depression. Retrieved October 17, 2017, from https://www.livestrong.com/article/560899-erik-eriksons-theory-about-adolescent-depression
Preventing Teen Suicide. (n.d.). Retrieved October 17, 2017, from https://teens.webmd.com/preventing-teen-suicide#1
Suicide and suicidal thoughts: Take action to prevent a tragedy. (2015, August 28). Retrieved October 17, 2017, from http://www.mayoclinic.org/diseases-conditions/suicide/basics/definition/con-20033954
health 3 quest 1
