...Associate Program Material Appendix J Reliable Sources Worksheet Locate two sources in the University Library on a topic of your choice. Provide the required information for both sources. Source 1 • Author: Milgrom P,Sutherland M,Shirtcliff RM,Ludwig S,Smolen D • Date: 2010 Feb 18 • Title: Children's tooth decay in a public health program to encourage low-income pregnant women to utilize dental care. • Publication: BMC Public health Write a 100- to 150-word response to each of the following questions: • Is the source reliable? How do you know? Yes, the source is reliable as the authors are established authors. They have published the journal after conducting a survey of low income pregnant women in Klamath County, Oregon. They also conducted camps where women from low income groups were given free and regular dental check up so as to prevent the transmission of infectious bacteria from mother to the infant. This is also conducted at other counties, and a statistical analysis of the research and test conducted were studied. The results showed that children of mother in Klamath County were 1.5 times more likely to caries free than the children of mothers of other counties. • Is the information relevant to the topic? Yes, the information is very much relevant to the topic. The tests conducted and the graphs produced from statistical analysis show the results as positive. • Does the information reflect a bias on the author’s part? If...
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...and that the information contained in this ISCP provides an accurate representation of the application, its hardware, software, and telecommunication components. I further certify that this document identifies the criticality of the system as it relates to the mission of the {Omega Research Inc}, and that the recovery strategies identified will provide the ability to recover the system functionality in the most expedient and cost-beneficial method in keeping with its level of criticality. I further attest that this ISCP for {Information System Contingency Plan} will be tested at least annually. This plan was last tested on {12/3/2011}; the test, training, and exercise (TT&E) material associated with this test can be found {TT&E results appendix or location}. This document will be modified as changes occur and will remain under version control, in accordance with {organization name}’s contingency planning policy. {System Owner Name} Date {System Owner Title} 1. Introduction Information systems are vital to {Omega Research Inc} business processes; therefore, it is critical that services provided by {system name} are able to operate effectively without excessive interruption. This Information System Contingency Plan...
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...online library use, academic honesty, and the development of effective study skills. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Carter, C., Bishop, J., & Kravits, S. L. (2011)....
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...THE CASE 2008 | FULL VERSION CBS Case Competition Copyright © 2008 CBS Case Competiton www.casecompetition.com Thank you On behalf of CBS Case Competition 2008 the case writers wish to thank Bang & Olufsen A/S Interviews Alberto de Lucio, Head of Bang & Olufsen Southern Europe, B&O Carsten Sander, Senior Director Scandinavia and Baltic, B&O Flemming Møller Pedersen, Senior Director, Idea Factory, B&O Flemming Nielsen, Sales Director, Enterprise, B&O Henrik Messel, Senior Director, Technology and Platform, B&O Kasper Eis, Director, Global Marketing, B&O Lars Flyvholm, Director, Product and Business Management, B&O Lars Topholm, Securities Analyst, Carnegie Peter Petersen, Director, Business Innovation, B&O Peter Thostrup, Executive Vice President, B&O Torben Ballegaard Sørensen, former CEO, B&O Song, video and layout Pernille Zillmer (speak) Philip Vensby, Tranzistor Søren Raasted (property rights) Claus Winther Jørgensen, B&O Claus Hoelgaard Noer, B&O Jan Hegermann Skræddergaard, B&O Scott Neillands, B&O Thomas Vistesen Andersen, B&O Case test persons Bjørn Ruwald, McKinsey & Company Michael Wiatr, The Boston Consulting Group Simon Friberg Andersen, Userneeds Stefan Jung, Bain & Company Thomas Joachim Hansen, FIH Partners Thor Jørgensen, The Boston Consulting Group Bang & Olufsen: In a Time of Strategic Change The members of the Board of Directors and the management team met early one morning as they were entering the headquarters of...
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...Second Order Moment Approach to Real Options Analysis Submitted as a Component of Required Courses for the Award of Bachelor of Engineering (Civil) Honours School of Civil Engineering University of New South Wales Author: Ariel Hersh October 2010 Supervisor: Professor David G. Carmichael i ORIGINALITY STATEMENT ‘I hereby declare that this submission is my own work and to the best of my knowledge it contains no materials previously published or written by another person, or substantial proportions of material which have been accepted for the award of any other degree or diploma at UNSW or any other educational institution, except where due acknowledgement is made in the thesis. Any contribution made to the research by others, with whom I have worked at UNSW or elsewhere, is explicitly acknowledged in the thesis. I also declare that the intellectual content of this thesis is the product of my own work, except to the extent that assistance from others in the project's design and conception or in style, presentation and linguistic expression is acknowledged.’ Signed …………………………………………….............. Date …………………………………………….............. ii 1. ABSTRACT Real options analysis can be used by investors to determine the value of potential investments that offer an owner the right but not the obligation to exercise a strategic decision at a predetermined time and price. Tools which are popular for valuing financial ...
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...COM 156 V5 COMPLETE CLASS To purchase this visit here: http://www.activitymode.com/product/com-156-v5-complete-class/ Contact us at: SUPPORT@ACTIVITYMODE.COM COM 156 V5 COMPLETE CLASS COM 156 Week 1 Individual Research Plan (Appendix D) COM 156 Week 1 DQ 1 COM 156 Week 1 DQ 2 COM 156 Week 1 DQ 3 COM 156 Week 2 Individual Strategies for Gathering and Evaluating Sources (Appendix E) COM 156 Week 2 DQ 1 COM 156 Week 2 DQ 2 COM 156 Week 2 DQ 3 COM 156 Week 3 Individual Writing an Annotated Bibliography and Quoting, Summarizing, and Paraphrasing a Source (Appendix F) COM 156 Week 3 DQ 1 COM 156 Week 3 DQ 2 COM 156 Week 3 DQ 3 COM 156 Week 4 Individual Thesis Statement (Appendix G) COM 156 Week 4 DQ 1 COM 156 Week 4 DQ 2 COM 156 Week 4 DQ 3 COM 156 Week 5 Individual Outline (Appendix H) COM 156 Week 5 DQ 1 COM 156 Week 5 DQ 2 COM 156 Week 5 DQ 3 COM 156 Week 6 Individual Body Paragraphs COM 156 Week 6 DQ 1 COM 156 Week 6 DQ 2 COM 156 Week 6 DQ 3 COM 156 Week 7 Individual Introduction and Conclusion (Appendix I) COM 156 Week 7 DQ 1 COM 156 Week 7 DQ 2 COM 156 Week 7 DQ 3 COM 156 Week 8 Individual Revision Analysis (Appendix J) COM 156 Week 8 DQ 1 COM 156 Week 8 DQ 2 COM 156 Week 8 DQ 3 COM 156 Week 9 Individual Research Paper COM 156 Week 9 DQ 1 COM 156 Week 9 DQ 2 COM 156 Week 9 DQ 3 Activity mode aims to provide quality study notes and tutorials to the students of COM 156 v5 Complete Class in order to ace their studies. COM 156 V5 COMPLETE...
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...The vermiform appendix, more commonly known as the appendix, is a blind-ended tube connected to the caecum in the large intestine and is located in the right lower quadrant and is approximately 9cm long is considered a part of the digestive system (Derrickson, 2009). The appendix consists of a four layered tissue; from deep to sacrificial they are the mucosa, submucosa, muscularis and serosa (Derrickson, 2009). The appendix is considered a vestigial organ, an organ that once had an important role in past ancestors but no longer in present humans, and is thought to have had an important role in the digestion of plant matter (Ansaloni, Catena & Pinna, 2009). It is debated to currently have some role in immune functioning due to its association with the substantial lymphatic tissue, and for this reason is considered a part of the lymphatic system (Ansaloni, Catena & Pinna, 2009). As mentioned previously the appendix, in humans, is a vestigial organ and is no longer considered vital to human life and is commonly removed through surgery from acute appendicitis (Zissin et al., 2003). Acute appendicitis is the inflammation of the appendix, common symptoms include pain in the lower abdominal quadrant, nausea and vomiting. If left untreated the appendix can rupture or cause an abscess in the peritoneal cavity, which can in some circumstances lead to death (Hernandez, Jain, Rosiere, & Henderson, 2008). The process of relieving acute appendicitis is usually through surgery...
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...|[pic] |Syllabus | | |College of Humanities | | |US/101 Version 5 | | |Introduction to University Studies | Copyright © 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description The essential information, skills, tools, and techniques necessary for academic success and personal effectiveness at University of Phoenix are introduced in this course. The course develops and applies practical knowledge and skills immediately relevant to first-year university students. Course topics include goal setting and working with personal motivation, understanding and using university resources, developing efficient study habits, making the most of personal learning styles, and how best to manage time and reduce personal stress levels. Policies Students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document...
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...places to students who demonstrate the values of the School (ACE) Grading Structure Parameter | Max number of points/Weightage (%) | Remarks | Cumulative Average Point (CAP) | 70 | CAP to be re-weighted to 70% (Out of a possible maximum of 70 points, down to 2 decimal places) | Co-curricular Activity (CCA) Involvement | Up to 10 | Applicants will be awarded up to 5 points for each CCA involvement. A maximum of 10 points (2 CCAs) can be counted.Can be NUS based and/or non-NUS based.Important note:This will be mutually exclusive to the “Caring for Community” section, so students who are in a CCA centered on volunteerism will only be allowed to enter that involvement in either of the sections.See Appendix A for point allocation | Caring for Community | Up to 5 | See Appendix A for point allocation | Leadership & Entrepreneurship | Up to 5 |...
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...Surface Reconstruction from Medical Imaging for Use in a Computer-AidedDesign (CAD) Environment A thesis by Gregory M. Sturgeon M.S.E. Presented January 2005 In partial fulfillment of the requirements for the Masters of Science in Engineering degree Padnos School of Engineering Grand Valley State University Advisor: Dr. Jeff Ray Grand Valley State University Padnos School of Engineering Certificate of Examination Advisor ________________________ Dr. J. Ray Examining Board ________________________ Dr. H. Jack ________________________ Dr. J. Ray ________________________ Dr. J. Farris The EGR 693 thesis by Gregory M. Sturgeon entitled Surface Reconstruction from Medical Imaging for Use in a Computer-Aided-Design (CAD) Environment is accepted in partial fulfillment of the requirements for the degree of Masters of Science in Engineering ________________________ Date ________________________ Dr. H. Jack, Graduate Chair ii Abstract A method was developed to create Computer-Aided-Design (CAD) models for bones of the human body utilizing medical imaging data. The human hand was chosen as the subject of the research. Computed Tomography (CT) imaging was chosen to provide a volumetric data set. This data set was visualized through an isosurfacing technique utilizing the marching cubes algorithm. The original CT data set contained slices that were not aligned with the natural orientation or long axis of the bones. Transformation matrices and linear interpolations...
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...SAMPLE NARRATIVE REPORT FOR THE ASSOCIATE IN INFORMATION TECHNOLOGY STUDENT-TRAINEE (THIS PAGE NOT INCLUDED) LAGUNA STATE POLYTECHNIC UNIVERSITY VISION, MISSION, COLLEGE GOALS AND OBJECTIVES OF THE INFORMATION TECHNOLOGY PROGRAM VISION The University shall be known as a premier university in CALABARZON offering academic programs and related services designed to respond to the requirements/needs of the Philippines and the global economy particularly Asian countries. MISSION AND MAIN THRUSTS The University shall primarily provide advance education, professional, technological and vocational instruction in agriculture, fishery, forestry, science, engineering, industrial technologies, teacher education, medicine, law, arts and sciences, information technology and other related fields. It shall also undertake research and extension services, and provide a progressive leadership in its area of specialization. COLLEGE OF ARTS AND SCIENCES GOALS In pursuit of the University Vision/Mission, the College of Arts and Sciences is committed to develop students with well-rounded personality flexible enough to adjust in the changing needs of time for global competitiveness which are related to research, extension and production; equip them with knowledge and skills in Computer Education and other related fields in arts and sciences. THE OBJECTIVES OF THE IT PROGRAM General The Associate in...
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...| Syllabus College of Natural Science BIO/100 Version 2 Introduction to Life Science with Lab | Copyright © 2009, 2007 by University of Phoenix. All rights reserved. Course Description This course applies a broad, conceptual understanding of biology. Students are introduced to scientific ideologies and concepts that not only shape the biological world, but also shape humans. Students examine the scientific method, evolution and biodiversity, the biology of cells, physiology, the dynamics of inheritance, and the effect humans have on the environment. The text emphasizes methods and the theoretical foundations of ideas, while minimizing isolated facts. It stresses the integration of ideas, making connections that form an understanding of the living world. The weekly online labs add a practical component to the class. The labs build upon the concepts in the text and offer a chance to interact with the material and further their understanding. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have...
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...|[pic] |Course Syllabus | | |College of Humanities | | |COM/220 Version 7 | | |Research Writing | Copyright © 2011, 2009, 2007 by University of Phoenix. All rights reserved. Course Description Students focus on gathering research, evaluating and documenting sources, and developing a major research paper. Selected readings prompt discussion regarding bias, rhetorical devices, arguments, and counter arguments. Grammar exercises address commonly confused sets of words, modifiers, parallel structure, sentence variety, and sentence clarity. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class...
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...Brown, Ph.D. David J. Barton, B.A. Department of Management and Organizations University of Iowa Table of Contents Table of Contents ….………………………………………………………………….2 Introduction ……………………………………………………………………………..3 Document .…………………………………………………………………………….4 Purpose/Audience ……………………………………………………………………..4 Format ..……………………………………………………………………………4 Word Choice ……………………………………………………………………..4 Flow/Logic .…………………………………………………………………………….4 Introduction ..……………………………………………………………………………5 Conclusion .…………………………………………………………………………….5 Spelling ....…………………………………………………………………………..6 Style tips ..……………………………………………………………………………6 Paragraphs ...………………………..………………………………………………….7 Generalization and Support ..……………………………………………………………7 Transitions ………………………………………………………………………….….7 Sentences ...…………………………………………………………………………...8 Complete Sentences ……………………………………………………………..8 Wordiness ……………………………………………………………………………..8 Grammatical ……………………………………………………………………..8 Punctuation ……………………………………………………………………………..8 Active/Passive word use ……………………………………………………………10 Appendix A (Business Letter) .………………………………………………..….11 Appendix B (Memorandum) …..………………………………………………………..12 Appendix C (E-mail) ..…………………………………………………………………..13 Appendix D (Word Choice list) ..…………………………………………………..14 Appendix E (Writing Process chart) ..…………………………………………………..16 Appendix F (Reading Resource list) ..…………………………………………………..17 Appendix G (Self-grading checklist)...
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...Overcoming Learners’ Misconceptions of Forces at Key Stage 3 Introduction Children’s ideas of science are developed through science education, but also life experiences. These life experiences will provide learners with an idea of how the world around them works, whether this is right or wrong (Smith, diSessa, & Roschelle, 1994). Children may arrive at Key Stage 3 with deeply imbedded misconceptions of forces and motion that not only affect how they initially think about forces and motion, but also the way in which they learn. One cannot simply teach a new way of thinking without first addressing the underlying misconceptions, and challenging these views. This study focuses on one group of mixed ability year 7 students, studying the forces topic over a course of ten lessons (approximately 11 hours contact time). A review of the literature will cover the kinds of misconceptions that students come with to Key Stage 3, and where these likely originated. It will also consider what research says about how to address misconceptions (both in general terms and specific to the forces topic), and whether or not these techniques are beneficial. Before misconceptions can be challenged, there must first be an understanding of the types of misconceptions held about the topic in general. These can be used to inform pre-topic assessment to distinguish what, if any, misconceptions are held by the students, in order to challenge these views. An action plan will be devised to address...
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