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Demographic Transition Model

Demographic Transition Model

You will write a research paper about the demographic transition model and global food production and distribution for a growing human population to meet global food security goals. You must use APA format for the paper and documentation.

Include the following:

  • Describe the demographic transition model and how it was developed by demographers.
  • Describe the 4 phases of demographic transition.
    • For each phase, compare crude birth rates (CBR) to crude death rates (CDR), and state whether the population is stable, growing, or declining in each. ·
  • According to demographers, what factors lead to a decline of the CDR in phase two and the CBR in phase three of the demographic transition? ·
  • Briefly describe 3 living conditions in developed countries that have reached phase four, and contrast them with these same conditions in developing countries that remain in earlier phases.
    • Note: When comparing and contrasting, include details for each of the entities being compared and contrasted. For example, if comparing availability of clean water in a developed country, contrast availability of clean water in a developing country.
  • Research and describe a program for developing countries that would help improve 1 of the 3 conditions that you compared.
  • Food security means that everyone has an adequate amount of nutritious food to lead healthy lives. Research and describe 1 specific program that helps developing countries reach food security goals.

Information Literacy and Research: Student selects and uses high-quality, credible references relevant to the assignment questions.

Sources are correctly cited using APA style: The paper follows APA format and includes a title page, abstract, body of paper, and reference list.

Civic Information Scavenger Hunt

Civic Information Scavenger Hunt

Part 1 – Civic Information Scavenger Hunt

The first part of this assignment is a fun scavenger hunt. Using a web search find and record the answer to following questions. (There is no need to cite sources for the questions asked in this scavenger hunt as this is commonly known information.)

Keep your submission organized, clear, and professional in look. Make sure that anyone who reads this list of information would be able to easily know what you are communicating. For example, don’t just list the name “Donald Trump” as our president.

One way to do this would be to include in your text the question asked: “Who is the current President,” followed by the answer: “Donald Trump.”

Another way you could do this is to write in complete sentence. For example: “The current President is Donald Trump.”

For Part 1, there is no need to provide any information beyond what is asked for in these questions.

Please answer the following questions:

  • Who is the President?
  • Who is the Vice President?
  • Who are the Justices of the Supreme Court?
  • Who are your two (2) United States Senators?
  • If you wanted to write them a letter where would you send it? -or- If you wanted to write them an email what address or website would you use to send it?
  • Who is your Representative to the United States House of Representatives?
  • If you wanted to write them a letter where would you send it? -or- If you wanted to write them an email what address or website would you use to send it?
  • What state do you live in?
  • Who is your governor?
  • Who are the Justices of your State Supreme Court?
  • Where does your State Legislature meet?
  • Does your State Legislature have two houses or one?
  • What is the name of the Upper House of your State Legislature?
  • What is the name of the Lower House of your State Legislature?
  • Who is/are your Senator(s) to the upper house of your State Legislature?
  • If you wanted to write them a letter where would you send it? -or- If you wanted to write them an email what address or website would you use to send it?
  • Who is/are your Representative(s) to the Lower House of your State Legislature?
  • If you wanted to write them a letter where would you send it? -or- If you wanted to write them an email what address or website would you use to send it?
  • What is the official website for your state where you can find information on registering to vote? (NOTE: in most cases this should be a .gov website)
  • Does this website contain information on finding where to vote on Election Day, information on getting an absentee ballot, sample ballots, and other voting information?
  • Is any information that would help you vote missing or hard to find on that official website?

Part 2 – Essay on the Meaning of Liberty

As we read in our lectures this week, philosopher John Locke asked: “If a man in the state of nature is free, if he is absolute lord of his own person and possessions, why will he give up his freedom? Why will he put himself under the control of any person or institution?”

John Locke’s answer was: “that the rights in the state of nature are constantly exposed to the attacks of others. Since every man is equal and since most men do not concern themselves with equity and justice, the enjoyment of rights in the state of nature is unsafe and insecure. Hence each man joins in society with others to preserve life, liberty, and property.”

In at least 500 words answer the following questions:

  • In your own words, what is freedom? (*Note: dictionary definitions of the word freedom will not be accepted)
  • In your own words, what is liberty? (*Note: dictionary definitions of the words liberty will not be accepted)
  • Does your definition of freedom agree with Locke’s definition of freedom? Why or why not?
  • Does your definition of liberty agree with Locke’s understanding of liberty? Why or why not?
  • John Locke argues that freedom and liberty are very different things. Do you agree or not? Why or why not?
  • Finally, how did these ideas of liberty and freedom connect to the creation of the Constitution?

Please note: APA formatting and citations rules apply to this and all essays in this course.

CSc 120: Pokemon data analysis

CSc 120: Pokemon data analysis

CSc 120: Pokemon data analysis

Introduction

This problem involves some simple data analysis and aims to give you some more practice with combining Python data structures in interesting ways: in this case, using two-level dictionaries (i.e., a dictionary of dictionaries). The data, as it happens, is about Pokemon (source: www.kaggle.com). You are to write a program to read in Pokemon data from a file and organize it according to Pokemon type (we will only consider Type 1 for this assignment), then repeatedly read in queries from the user and print out solutions to those queries.

Input Format

The input file, Pokemon.csv, is in CSV format (“comma-separated values”). This is a simple file format typically used for tabular data such as that for spreadsheets, and if you want you can open this file in a program like Excel or libreoffice to view the data in an easier-to-read form.

Any line in the input file that begins with the character ‘#‘ (without quotes) is a comment line that should be ignored for data analysis.

The first line of the input file, which is a comment line, gives the meaning of the various data columns (in this table, the number at the top of each entry gives its position in a row of comma-separated values, e.g., “Attack” is at position 6):

 

0
No.		 1
Name		 2
Type 1		 3
Type 2		 4
Total strength		 5
HP		 6
Attack		 7
Defense		 8
Special Attack		 9
Special Defense		 10
Speed		 11
Generation		 12
Legendary?

Expected Behavior

Write a program, in a file pokemon.py, that behaves as follows.

 

  1. Read in the name of a data file (do not prompt the user). This is a CSV file containing data about Pokemon in the format described above. It can be the full Pokemon.csv data file, but you can also specify other input files that contain more or less information (e.g., a smaller file may be useful for testing or debugging).
  2. Read the data file specified and organize the data into a data structure that collects together information about different Pokemon types (for this assignment we will consider only the Type 1 field for this, and ignore Type 2 since this is not defined for all Pokemon).
  3. Repeatedly read and process queries from the user (see Queries below) until the user enters an empty line. Some examples are given here.

Queries

Your program will read in queries from the user, and for each query, analyze the Pokemon data based on the query and print out the results (see Output Format below). The queries and the corresponding analyses are as follows:

 

User query Program action
Total Compute the Pokemon type(s) that have highest average Total strength.
HP Compute the Pokemon type(s) that have highest average HP.
Attack Compute the Pokemon type(s) that have highest average Attack.
Defense Compute the Pokemon type(s) that have highest average Defense.
SpecialAttack Compute the Pokemon type(s) that have highest average Special Attack.
SpecialDefense Compute the Pokemon type(s) that have highest average Special Defense.
Speed Compute the Pokemon type(s) that have highest average Speed.
(empty line) Terminate query processing
anything else Ignore the query

Note that, in each case, there may be more than one type of Pokemon with the highest average value computed. You should print out information about each of them according to the output format given below.

Matching the queries entered by the user’s with the User query column shown above should be case-insensitive. For example, the user inputs Attack, attack, ATTACK, and AtTaCk should all be processed the same way.

Output Format

For each Pokemon type identified by your analysis, print out the result as follows:

 

print("{}: {}".format(pokemon_type, max_average))

where pokemon_type is the type of Pokemon, and max_average is the average value computed for that Pokemon type for that query (e.g., average total, average HP, average Attack, etc.), which should be equal to the maximum value for that query across all types.

Programming Requirements

  1. Follow the style guidelines for this class. 
  2. Your code should not repeatedly and unnecessarily traverse all the data about all the Pokemon when processing queries. To this end, organize your code and data as follows. 
    A. Data organization.
    Use a two-level dictionary (i.e., a dictionary of dictionaries) to implement your Pokemon database, as explained below:

    • At the top level, information should be grouped by Pokemon type: i.e., all of the information about Pokemon belonging to a particular type should be grouped together. A data structure that will do this efficiently is the dictionary.
    • For each Pokemon type, we have to store information about all of the different Pokemon that belong to that type. Again, this can be done efficiently using a dictionary that maps the Pokemon’s name to its properties (Total strength, Attack, Defense, etc.).

    Additionally, for each Pokemon type you should pre-compute the average values for all of its properties (see Code Organization below). These average values should also be organized as a dictionary keyed by Pokemon type.

    B. Code organization.
    Notice that the Pokemon properties you read in do not change during the computation. This means that the average value for any property for any given Pokemon type will remain the same as well. This, in turn, means that the maximum average values will also not change. Thus, these values can all be computed once and saved, with query processing simply looking up the saved values as needed. This approach is closely related to an speedup technique called memoization.Your code should be organized as follows:

    • After reading in all the Pokemon data: for each Pokemon type, compute the average value for each of its properties across all of the Pokemon that belong to that type. Save this result into a dictionary indexed by Pokemon type.
    • Next, process the average values obtained in the previous step to compute the maximum average value for each property. Optionally, at this point you can also compute which Pokemon types have the maximum average value for each property.
    • Use these data to help process user queries until there are no queries to process.

Examples

Some examples of query processing, on different datasets, are shown here.

CSc 120: Pokemon Examples

It can be helpful, for testing and debugging, to start out with small input files and work up to larger inputs. In addition to the full Pokemon.csv dataset, the examples below also use four smaller slices of the full dataset. In each case, the program had four queries submitted (the queries used a mixture of upper- and lower-case characters to test the case-insensitive comparison in the code):

speed
ATTACK
Defense
hP

The characteristics of the five input files, and the results of these four queries, are as follows.

 

 

  • PokeInfo-tiny.csv. The first 3 lines from the full dataset. There are two Pokemon, and only one type. 
    speed
Grass: 52.5
ATTACK
Grass: 55.5
Defense
Grass: 56.0
hP
Grass: 52.5

     

  • PokeInfo-small.csv. The first 12 lines from the full dataset. There are 11 Pokemon, from three different types.
    speed
Fire: 89.0
ATTACK
Fire: 86.8
Defense
Grass: 79.5
hP
Grass: 66.25

     

  • PokeInfo-100.csv. The first 100 lines from the full dataset. There are 99 Pokemon from 12 types.
    speed
Psychic: 116.25
ATTACK
Fighting: 99.0
Defense
Rock: 115.0
hP
Fairy: 82.5

     

  • PokeInfo-250.csv. The first 250 lines from the full dataset. 249 Pokemon, 17 types.
    speed
Ghost: 100.0
ATTACK
Fighting: 102.85714285714286
Defense
Steel: 190.0
hP
Normal: 78.3529411764706

     

  • Pokemon.csv. The complete dataset. 800 Pokemon, 18 types.
    speed
Flying: 102.5
ATTACK
Dragon: 112.125
Defense
Steel: 126.37037037037037
hP
Dragon: 83.3125

Organizational Change and Personal Leadership Development Plan

Organizational Change and Personal Leadership Development Plan

Assignment 5: Organizational Change and Personal Leadership Development Plan

Due Week 10 and worth 300 points

Read the weekly assigned chapters and view the lectures before beginning the assignment.

Read the case study titled “A Successful Downsizing: Developing a Culture of Trust and Responsibility” before starting this assignment.

Write a seven to ten (7-10) page paper in which you:

  1. Describe specific practices that successful project managers apply in exercising their leadership and management roles overall.
  2. Evaluate Judy Stokley’s level of success in developing a culture of trust while implementing her drawdown plan as Eglin Air Base’s new Advanced Medium Range Air-to-Air Missile (AMRAAM) program director. Provide three (3) specific examples to support the response.
  3. Indicate three (3) key learning and behavior modification strategies that Judy Stokley used in order to address AMRAAM’s organizational problems and gain the trust of project team members. Provide three (3) specific examples to support the response.
  4. Analyze three (3) actions that Judy Stokley took in order to change the project team’s culture and create a relationship of trust, mutual support, and teamwork between the government and contractors. Support the response with three (3) specific corresponding examples.
  5. Create a personal leadership development plan for Judy Stokley so that she may be eligible for future promotions to leadership roles beyond program director. The plan should, at a minimum, focus on promoting key leadership behaviors, designate specific strategies to promote a higher level of performance relative to the position, and specify actions that Judy could take to promote the AMRAAM culture in her new role.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Apply the concepts of project leadership to implement sound leadership practices and effectively lead high-performance teams in a project environment.
  • Determine the most appropriate leadership style (e.g., directive, consultative, participative, or delegative) in a project environment to effectively manage the project.
  • Apply successful leadership practices to inspire and encourage teams through shared vision, purpose, and commitment, and set high expectations to promote a higher level of performance.
  • Develop productive relationships with project participants to gain the trust of project team members and build the personal credibility required for effective leadership.
  • Use technology and information resources to research issues in project management leadership.
  • Write clearly and concisely about project management leadership using proper writing mechanics.

valuation of financial instruments

valuation of financial instruments

Word document of 700–1,000 words with attached Excel Spreadsheet showing calculations

  • Explain the relationship observed between ratings and yield to maturity.
  • Explain why the coupon rate and the yield to maturity determine why the bonds would trade at a discount, premium, or par.

After completing the 3 tables, explain your findings and why your calculations coincide with the principles related to bonds that were presented in the Phase. Be sure to address the following:

 

  • Explain the relationship observed between the required rate of return, growth rate and the dividend paid, and the estimated value of the stock using the Gordon Model.
  • Explain the value and weaknesses of the Gordon model.
  • Explain the how the price-to-earnings model is used to estimate the value of the stocks.

Describe additional strategies for assisting patients

Describe additional strategies for assisting patients

Health Literacy

In order to effectively manage their own health, individuals need to have competencies in two areas-basic literacy and basic health literacy. What is the difference? Basic literacy refers to the ability to read, even simple language. Health literacy is defined as, “the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions” (National Coalition for Literacy, 2009). Unfortunately, according to a Department of Education report on health literacy, only 12% of adults aged 16 and older are considered to have a proficient level of health literacy (U.S. Department of Education, 2006). Acquiring health literacy skills has become more complicated with the explosion of online health information, some credible and some misleading.

In this Discussion, you focus on how to help individuals find credible information on the Internet and develop strategies nurses can use to increase the health literacy of their patients.

To prepare:

Think about the nurse’s role in improving the health literacy of patients.

Consider the many ways patients access health information, including blogs, social media, patient portals, websites, etc.

Reflect on experiences you have had with patients who self-diagnose using online medical sources.

Using the Internet, the Walden Library, or other trustworthy sources, identify a resource that you could introduce to patients to help them evaluate the credibility of health information found online.

What are some strategies you could employ to improve the health literacy of patients?

Post your assessment of the nurse’s role in improving the health literacy of patients. Then, identify the resource you would recommend to patients for evaluating online health information and why it would be beneficial. Describe additional strategies for assisting patients in becoming informed consumers of online health information.

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

Chapter 17, “Supporting Consumer Information and Education Needs”
This chapter explores health literacy and e-health. The chapter examines a multitude of technology-based approaches to consumer health education.

Chapter 18, “Using Informatics to Promote Community/Population Health”
In this chapter, the authors supply an overview of community and population health informatics. The authors explore a variety of informatics tools used to promote community and population health.

Chapter 16, “Informatics Tools to Promote Patient Safety and Clinical Outcomes”

The authors of this chapter present strategies for developing a culture of safety using informatics tools. In addition, the chapter analyzes how human factors contribute to errors.

Health literacy: How do your patients rate? (2011). Urology Times, 39(9), 32.
Retrieved from the Walden Library databases.

The authors of this article define health literacy and emphasize its poor rates in the United States. Additionally, the authors recommend numerous websites that offer patient education materials.
Huff, C. (2011). Does your patient really understand? H&HN, 85(10), 34.

Retrieved from the Walden Library databases.

This article defines hospital literacy and highlights the barriers that prevent it from increasing. It also emphasizes the difficulties created by language and financial costs.

The Harvard School of Public Health. (2010). Health literacy studies. Retrieved from http://www.hsph.harvard.edu/healthliteracy

This website provides information and resources related to health literacy. The site details the field of health literacy and also includes research findings, policy reports and initiatives, and practice strategies and tools.

Office of Disease Prevention and Health Promotion (n.d.). Health literacy online. Retrieved June 19, 2012, from http://www.health.gov/healthliteracyonline/

This webpage supplies a guide to writing and designing health websites aimed at increasing health literacy. The guide presents six strategies that should be used when developing health websites.

U.S. Department of Health and Human Services. (n.d.a). Quick guide to health literacy. Retrieved June 19, 2012, from http://www.health.gov/communication/literacy/quickguide/Quickguide.pdf

This article contains an overview of key health literacy concepts and techniques for improving health literacy. The article also includes examples of health literacy best practices and suggestions for improving health literacy.

Required Media

Agency for Healthcare Research and Quality (Executive Producer). (2012a). Interview with Rachelle Toman, M.D. Ph.D. Rockville, MD: Author. Retrieved from http://www.ahrq.gov/legacy/questions/video/06clinician/

In this interview, Dr. Toman discusses the importance of asking patients questions to ensure they have been able to sufficiently communicate their concerns.

Agency for Healthcare Research and Quality (Executive Producer). (2012b). The waiting room video. Rockville, MD: Author. Retrieved from http://www.ahrq.gov/patients-consumers/patient-involvement/ask-your-doctor/videos/waitroom/index.html

This video addresses the importance of communication in the patient-health care professional relationship. It highlights the need to ask meaningful questions to the patient to fully understand issues and concerns.

APA Format

Mortality and risk adjustment

Mortality and risk adjustment

Mortality and Risk Adjustment Please respond to the following:

1. Epidemiologists measure and compare mortality across time, place, and population. Give your opinion on which is the most difficult to measure. Explain your rationale.

2. Compare and contrast the three dimensions that epidemiologists use to describe important patterns, and make substantial inferences that are based on individual and population risk factors, disease, and longevity assessments. Provide specific examples to support your response.

Explain how children learn stereotypes and become prejudiced

Explain how children learn stereotypes and become prejudiced

Your post should be at least 200-250 words in length and should extend the discussion of the group supported by your course materials and/or other appropriate resources.

Society and Children

Our society is diverse and has been described over the years as being a melting pot or a tossed salad. Children and adolescents are continuously faced with the challenge of navigating cultural, racial, and ethnic differences. Explain how a social learning theorist would explain how children learn stereotypes and become prejudiced? Is there anything that parents or other people can do to change this?