Nurse Shuffle worked as a registered nurse in a state-run organization for fifteen years. In 1970, the state made a decision to close and transition all state-run hospitals to the private sector. The state required a number of nurses to remain employed with the new facility for a period of eight years. Nurse Shuffle was one of the state employees to continue employment under the new ownership. The facility Nurse Shuffle worked at was transitioned to a long-term acute care facility (LTAC). Nurse Shuffle remained as a staff nurse in the LTAC, which was a small facility with thirty-five inpatient beds.
In the years that followed, Nurse Shuffle became depressed over matters in her personal life. Given the mounting life pressures, she contrived ways to obtain controlled prescription medication from the medication drawers of patients. This practice became more urgent for Nurse Shuffle, who contrived more blatant, desperate measures to obtain controlled prescription medication. Eventually, she was caught, and she also confessed to having an addiction problem. Since Nurse Shuffle was a state employee, the administration decided to not terminate her but offered her an option of treatment at an addiction center. The facility would satisfy the due process protection afforded to government employees.
In the next ninety days, the LTAC facility closed down. Nurse Shuffle was released from rehabilitation treatment services but was without employment. She decided a change was needed and sought employment with a healthcare professional agency that provided nurses with healthcare facilities throughout the country. Nurse Shuffle accepted a one-year temporary position at a large teaching hospital as a nurse working the night shift in a surgical stepdown unit. Unfortunately, the strain of acclimating to a new setting and the night shift was too much to cope with, and she found opportunities to remove controlled prescription medication from the facility for personal use. Again, the behavior was discovered, Nurse Shuffle was prosecuted, and, as a consequence, her license was revoked.
An investigation revealed that there was no information on the file for the previous controlled prescription medication offense at the LTAC. Since the LTAC facility was in its waning days, some top human resource personnel left for other opportunities and the department was understaffed. The remaining personnel were lower-level clerks, who were unaware of the policy or procedure, and hence, no information was reported to the state for licensure purposes. The LTAC believed that Nurse Shuffle was entitled to due process since she was a government employee, and hence it her offered addiction treatment to resolve the matter. The employment agency conducted the standard state nursing license verification, and Nurse Shuffle failed to offer any information regarding the substance theft matter. The teaching facility where Nurse Shuffle accepted the assignment relied on the agency’s verification process because Nurse Shuffle was not considered the facility’s employee.
Interpret and explain the basis of due process protection and why it might or might not apply to Nurse Shuffle’s situation. Express your opinion regarding whether Nurse Shuffle should have been terminated or afforded the option of an addiction treatment program.
Explain the applicability of the FMLA to Nurse Shuffle’s situation.
Discuss the responsibility of the teaching hospital’s requirement to verify the licensure and professional credentials of Nurse Shuffle. Compare the verification burden for an agency employee versus a regular employee.
Author: admin
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Title: “Nurse Shuffle: A Case of Due Process Protection and the Responsibilities of Healthcare Employers”
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Adolescent Psych Film Review: Examining the Effects of Mental Health on Teenagers in “The Perks of Being a Wallflower”
Adolessnt psych Film/Series Review Paper
Description: A film analysis is not a review or summary of the plot, it goes deeper into analysis and reaction.
IT MUST BE TYPED and double-spaced using a 12 point, easily readable font. Your paper should be between 4-5 pages long in APA format.
Introduction Paragraph
Provide basic information about the movie, and a sense of what your review will be about. Include:
_____ Brief introduction to the movie.
_____ Title (underlined) + Director
_____ Publication Information: year released, length of movie
_____ Genre-i.e. comedy, animated, drama
_____ Movie’s thesis / theme / purpose?
Body
There are two main sections for this part. The first is an explanation of what the movie is about. The second is your opinions about the movie and how successful it is with examples used to support your opinion.
_____ Explanation
Give a brief summary of the plot in which you identify the main characters, describe the setting, and give a sense of the central conflict or point of the movie. Don’t give too much away. Include what we have studied so far with examples where pertinent:
Opening
Plot
Camera techniques or angles sound, or other things you notice.
_____ Analysis and Evaluation
In this section you analyze or critique the movie. Write about your own opinions; just be sure that you explain and support them with examples. Some questions you might want to consider :
How did the director achieve his or her purpose?
Is the acting / writing / music effective, powerful, difficult, beautiful?
What are the strengths and weaknesss of the movie?
What is your overall response to the movie? Did you find it interesting, moving, dull? Why?
Would you recommend it to others? Why or why not?
_____ Conclusion
Briefly conclude the review by pulling your thoughts together. You may want to say what impression the movie left you with, or emphasize what you want your reader to know about it.
_____ Additional Details
Spelling and grammar count.
Write in a logical and coherent manner; it should be easy to read.
Proofread it before turning it in.
No plagiarism!
_____ /10 TOTAL -
Title: The Impact of Angel Involvement on Startup Success: A Quantitative Analysis of Funding and Valuations
I require help to complete the methodology, results and discussion portion of my masters thesis. I will include the data that that I have researched as well as the rough results. Here is also a general outline for these portions.
The research methodology being used will is quantitive in nature
Chapter 3: Methodology
Research Design: Choose between qualitative (e.g., detailed case studies), quantitative (e.g., statistical analysis of startup outcomes), or mixed methods (combining both to enhance depth and reliability).
Data Collection Methods: If qualitative, describe plans for semi-structured interviews with founders and investors. If quantitative, outline surveys measuring key performance indicators of startups.
Sample and Population: Define criteria such as industry focus, startup stage, and geographical location. Explain sampling techniques—random, stratified, etc.
Data Analysis: Describe analytical methods—thematic analysis for qualitative data, regression analysis for quantitative data.
Ethical Considerations: Discuss consent, confidentiality, and the handling of sensitive information.
Chapter 4: Results
Presentation of Data: Organize findings logically—perhaps themed around different types of strategic influence (e.g., mentoring, networking, strategic direction).
Analysis: Correlate findings with research questions, using statistical or thematic analysis methods to draw conclusions about the influence of business angels.
Chapter 5: Discussion
Interpretation of Results: Link back to your theoretical framework and compare your findings with existing literature.
Implications: Discuss the practical implications for startups and business angels, such as best practices for leveraging angel networks and expertise.
Limitations: Critically evaluate the limitations of your methods, sample size, or any potential biases.
The data I have captured looks at startups between 2015-2020 and we look at startups who have been backed angels, accelerators, and those who bootstrapped.
Angel Backed Companies: founded between 2015-2020
-8778 (total angel backed companies excl. accelerator backed startups)
-Angel companies the following reached a Series A funding round: 2962 (33.72%)
-Those with a valuations greater than $50M: 2706 (30%)
-Those with valuations greater than $100M: 1739 (19.81%)
– Reached Unicorn status (+$1B value): 249 (2.83%)
-Recieved funding of $10M + : 3102 (35.33%)
Accelerator Backed Companies: founded between 2015-2020
-24430 (total accelerator backed companies excl. Angel backed startups)
-Startups reached a Series A funding round: 2902 (11.87%)
-Valutions greater than $50M: 1777 (7.27%)
-Valuations greater than $100M: 973 (3.98%)
-Startups with Unicorn status: 63 (0.25%)
-Recieved funding of $10M+ : 2349(9.62%)
Bootstrapped Companies: Founded between 2015-2020
-5292 (total bootstrapped companies)
-Reached Series A: 0
-Valuation greater than $50M: 3 (0.06%)
-Valuation greater than $100M: 3 (0.06%)
-Startups with Unicorn status: 1 (0.02%)
-Recieved funding of $10M+: 23 (0.44%)
Success metrics: Should companies reach a series A funding round, it is a positive sign for future success. Anecdotal evidence suggests $10M in funding instills investor confidence. Of course Unicorn status is the ultimate sign of success in the venture capital world.
Some limitations I faced: The data did not allow me to find the averaged funding raised for each group, that would be a great metric to judge success.
If you are able to find secondary data sets ir evidence to support the findings please include.
Evidently you can see from the data provided that startups with angel inlvovement are far more likely to succeed than without, even more than those who go through accelerator programs. Data was caputured from dealroom.co
Also attached are some other research papers as well as my thesis outline
If you have any questions that will help to write the thesis please ask. -
“The Impact of Globalization: A Comparative Analysis of Post-World War II Perspectives”
This DBQ is the final writing assessment for the course. It is the exact same prompt you encountered early in the course in DBQ 0. This DBQ will show you how much you have grown in your ability to use a range of texts to construct an evidence-based, well-structured explanation or argument. Answering this DBQ now will give you a true sense of what you’ve learned and accomplished during the course. you are going to take the final DBQ assessment for the course. Do your best—you’ll very likely see a lot of growth since you first encountered this same DBQ at the beginning of the year. Take out the DBQ and follow the directions. You may want to review the WHP Writing Rubric to remind yourself of the criteria you are aiming for in your writing. Write and submit your essay to Score, by clicking on the DBQ Assignment in My Assignments or on the Unit page.
PROMPT: Directions: Write a five- to six-paragraph essay in response to the following prompt. Make sure to use the documents provided to help support your argument. In addition to trying to meet the criteria of the WHP Writing Rubric, make sure to address the most relevant of these historical thinking skills in your response: comparison, causation, or CCOT. Finally, make sure you contextualize (describe the broader historical context) relevant to the prompt. Make sure to write and submit your essay to Score, by clicking on the DBQ Assignment in My Assignments or the Unit page.We suggest you spend 10-15 minutes reading these documents and 35-45 minutes writing. Sources are edited for brevity and clarity.Evaluate the extent to which globalization since the Second World War has benefited everyone… BE SURE TO USE AND INCORPORATE ALL DOCUMENTS IN DBQ, IN EACH PARAGRAPH, PLEASE COPARE 2 SIMILAR DOCUMENTS, THE MORE DOCUMENTS USED THE BETTER THE GRADE, ALSO DO NOT USE HEAVY ADVANCED GRAMMAR, THIS IS FOR SOPHMORE LEVEL ENGLSIH… I WILL PROVIDE THE DOCUMENTS TO USE IN FILES. -
Title: The Power of Perspective: Analyzing the Theme of Perception in Literature
Essay Outline:
Introduction
Attention Grabber
Thesis (Should answer the question!)
Body
Support Paragraph 1 (Should cite an example from the text)
Support Paragraph 2 (Should cite an example from the text)
Support Paragraph 3 (Should cite an example from the text)
Additional support paragraphs as needed
Conclusion
Summary/Restatement of Thesis and Supporting Ideas -
“Understanding Specific Learning Disabilities: Causes and Manifestations in the Classroom” Slide 1: Introduction – Welcome and thank you for joining us today – Today’s presentation will focus on understanding specific learning disabilities, their potential causes, and how they may
Assignment: Examine the Potential Causes Manifestations of Specific Learning Disabilitie
Instructions
For this task, you will develop a PowerPoint presentation that could be used with a teaching staff to make them aware of the research-based causes of specific learning disabilities and the various ways that they may see specific learning disabilities manifested in their classrooms.
Your presentation should:
Define specific learning disabilities.
Examine how specific learning disabilities manifest themselves in the following content areas:
Reading
Writing
Language
Mathematics
For each content area, give examples of how the SLD is manifested academically, behaviorally, cognitively, and socially. Remember, the objective of this presentation is to help teachers understand the manifestations of these SLDs as they may present in the classroom setting.
Length: 8-10 slides, with 100–150-word explanation in the speaker notes section of each slide
References: minimum of 3 scholarly resources.
Incorporate appropriate narration, animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists. Review the “Creating a Successful PowerPoint Presentation” document in the resources for additional assistance in completing this assignment.
Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate. Save the file as PPT with the correct course code information. -
“Understanding Public Policy in Namibia: Processes, Influences, and Importance”
Public policy over all is the course intend to make students or
scholars understand how policies are made in Namibia and how are they
implemented. It go in-depth to have the understanding of public policy making
process in Namibia, the characteristics of public policy, the challenges of public policy as well
as why public policy is important. To
have a deep understanding of public policy we learnt about the source, types
and categories of public policy. In Namibia there are a lot of factors that can
influence public policy, political factor be one of them, this year 2024 we
will be having our national election around November; whereby we will elect our
country president for the next 5 years.
As a student we learnt about the participants in the policy making
process, who are the officials policy makers; and how are the political
parties, medias , businesses and individual citizens influence in policy making
process. Policy analysis is an important aspect of public policy in a way that
it define the activities of creating knowledge of the policy making process.
Even though there are types of analysis there are also limitation to policy
analysis.
When it comes to policy making process, there are problem
identification stage which help to define the problems, the agenda setting
process and the policy formulation. These processes help to divide the policy
making process into small different parts to make students understand the
policy making process easily. -
Title: “Exploring the Effects of Social Media on Mental Health: A Literature Review” Abstract: Social media has become an integral part of our daily lives, with millions of people around the world using various platforms to connect, share information,
This is my work that i have done in the past and I need to re write it, structure it, and resubmit it so it looks like a new piece of work. On turnit in i need 0% and plagerism also 0 please. Il submit my paper and the rubric. There also must be one page of an Abstract and il also attach a rubric to that.
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The Impact of Social Media on Mental Health: A Critical Analysis
The final paper should be in word format, in no less than or no more than 5 full pages in length, double-spaced (no extra spaces between paragraphs), with 12-point Times New Roman or Georgia font, 1″ margins, and proper citations.
(NOTE: Those pages do not include, title, reference/work cited page (s), or the abstract if you choose to use one). Spelling and grammar are a part of this assignment, as incorrect usage can inhibit your ability to communicate your ideas. Make use of the rubric as it gives specific guidance about the factors that go into grading the paper. The exercise is worth 225 points towards your final grade.
Please remember to cite your sources, using MLA or APA format. you can pick a research topic from the list in the picture I send -
Standard Form and Inference Forms for Conditional Statements Exercise 1: Standard Form and Inference Forms of Conditional Arguments
Instructions
Exercise 1
Write each of the following arguments into standard form:
Plato will graduate only if he bribes his instructors. But Plato does not bribe, never has, never will. Therefore, Plato will not graduate.
In the absence of interesting activities in the world life would be boring. But I don’t find life boring—in fact—life is not boring. Therefore, there must interesting activities in the world.
If the washing machine is disconnected, nothing will get washed. But it is connected, I plugged it in myself. So, we will be able to wash.
Your gas bill will be acceptable provided that you do not use more that X many units a month. But you never do use more than X units a month, so your bill will be acceptable.
If Socrates is a dogbomber, then he will have trouble holding down a job. Knowing Socrates, he definitely will have trouble holding down a job, so he must be a dogbomber.
Label the premises (P) and the conclusion (C); you can use the line (“——–“) to separate the conclusion from the premises.
Identify which inference form is used in each of these (affirming the antecedent, affirming the consequent, denying the antecedent, or denying the consequent).
And then, state whether the inference (the argument) is valid or invalid Additional Information
Conditional Statements
If … the cat is on the mat … then … the dog is in the yard
(P) (Q)
The antecedent the consequent
Different ways of representing the conditional:
“P implies Q” “if P is true, then Q is true” “P → Q” “P Ↄ Q” Note: The statement “if P then Q” is a false statement only
when its antecedent statement P is true but its consequent Q is false; otherwise the statement “If P then Q” is true.
Therefore,
When P is false, then “If P then Q” is a true statement
When Q is true, then “If P then Q” is also a true statement
Two Valid Inference Forms (and two invalid forms.)
Valid
A. Modus Ponens (affirming the antecedent)
1. P → Q If P is true then Q is true (P implies Q)
2. P P is true (affirms the antecedent of premise 1)
—————————————-
3. Q Q is true
Given that, assuming that, 1 and 2 are true then it is not possible for Q to be false
also Valid
B. Modus Tollens (denying the consequent)
1. P → Q If P is true then Q is true (P implies Q)
2. ~ Q Q is not true (denies the consequent of premise 1)
———————————
3. ~ P P is not true
If P truly implies Q, but Q is false, then P must be false
Note that these two inference rules come right out of the meaning of the statement “If P is true, then Q is true”.
Negating a conditional
If statement S is true, then…
not-S, or ~ S, or ⌐ S are false
If S is a conditional statement, If P then Q, then to negate it it must be negated this way:
not- (If P then Q). The “not” must go on the outside of the parenthesis so that the whole expression is negated. The statement ” if not-P then Q” with “not” inside says something different.
Note also that asserting ” Not- (if P then Q) ” is logically equivalent to asserting “P and not-Q”,
i.e. asserting that P can be true while Q is not
Invalid – These are Formal Fallacies (they violate logical form)
Denying the antecedent is a fallacy
1. If P is true then Q is true
2. P is false (denies the antecedent of premise 1)
—————
Q is false This argument form is invalid
Even though P implies Q, so might other things. P being false does nothing to Q’s truth status, one way or the other
also a Formal Fallacy
Affirming the consequent is a fallacy
1. If P implies Q
2. Q is true (affirms the consequent of premise 1)
————-
P is true No, this is an invalid inference
Stylizations of conditional statements: If P then Q
These are different ways of stating “If P then Q”, different ways of translating “If P then Q”.
P is a sufficient condition for Q
Q is a necessary condition for P
Q is so if P is so (‘so’ roughly meaning true)
Q provided that P
P only if Q is so
Only if Q is P so
Given that P is so, then Q
Not-P unless Q
Assuming P, then Q
Note: “if” dictates antecedent. For example, “P if J” means “If J then P”. It has nothing to do with the letters. It is the logic of “if”.
But the word “only” alters things. The statement “if P then Q” means the same thing as “P only if Q”., or “only if Q is the case, is P also the case”. Thus “if” and “only if” are different. “If” indicates a sufficient condition and logically will identify the antecedent. “Only if”, on the other hand, indicates a necessary condition and logically identifies the consequent.
The above are all variations (translations) for saying “If P then Q” or “P implies Q”
Before starting homework Exercise 1` be sure to review the above translation rules (or stylizations) for conditional statements (right above); and also especially review the material starting at the top about conditionals and the inference forms (some are valid and some are not).
For the homework start off with this exercise – call it Exercise 1 Do the exercise offline first so that you have it ready to copy and paste it into the submission device.
These are exercises on argument forms involving conditional propositions. Re-write each of the following arguments into standard form: Plato will graduate only if he bribes his instructors. But Plato does not bribe, never has, never will. Therefore, Plato will not graduate.
In the absence of interesting activities in the world life would be boring. But I don’t find life boring—in fact—life is not boring. Therefore, there must interesting activities in the world.
If the washing machine is disconnected, nothing will get washed. But it is connected, I plugged it in myself. So, we will be able to wash.
Your gas bill will be acceptable provided that you do not use more that X many units a month. But you never do use more than X units a month, so your bill will be acceptable.
If Socrates is a dogbomber, then he will have trouble holding down a job. Knowing Socrates, he definitely will have trouble holding down a job, so he must be a dogbomber.
Each argument will have the premises listed first, and then the conclusion at the bottom. Label the premises P for each premise and C for the conclusion. You can use the line (“——–“) to separate the conclusion from the premises. Identify (state) which inference form is used in each of these (is it affirming the antecedent, affirming the consequent, denying the antecedent, or denying the consequent?)
Explain whether the inference (the argument) is valid or invalid. (remember, these are only exercises in deduction—do not get involved with inductive assessments about the truth of the premises.
HOMEWORK ASSIGNMENT
Exercise 1 above), Display each of those five arguments into standard form. Identify which inference form is used in each, and explain whether the inference (the argument) is valid or invalid.
Again, just repeating the exercise specifications:
Re-write each of those five arguments into standard form: that is a list with one sentence per line; the premises listed first, and then the conclusion at the bottom.
Label the premises (P) and the conclusion (C); you can use the line (“——–“) to separate the conclusion from the premises.
Identify (state) which inference form is used in each of these (affirming the antecedent, affirming the consequent, denying the antecedent, or denying the consequent).
And then, state whether the inference (the argument) is valid or invalid. (remember, these are only exercises in deduction—do not get involved with inductive assessments about the truth of the premises.