Runway Incursions Avoidance

I have attached the background, research problem, research questions and Hypothesis. Bases on that information write statistical Methodology answer the followings. Each bold headed topic should be each new paragraph started and cover each bullet points headings.  Also I have attached the more supporting documents

 

The Research Statistical Framework

Instructions:   Begin each paragraph with the statement shown.  Then, complete the paragraph using the concepts shown in the bullets.  You can change the wording of the statements and the bullets.  

The researcher will obtain data from …

  • Explain where your data will derive from
  • Describe the type of data that will be collected
  • Identify the data as quantitative or qualitative
  • Elaborate on how the data will be collected

The data will be tabulated using computer software.

  • Describe the software(s) that will be used to tabulate the data(stat crunch and excel)
  • What format style will the data be presented in

 The data will be plotted to display the graphical characteristic and parameters of the data.

  • Describe the software(s) that will be used to plot the data
  • What format style will the graphs be presented in

The statistical method to test the hypothesis will be determined based on the shape and graphical characteristic of the graph.

  • Provide a statement that explains the following: the plot will determine if the data is parametric or non-parametric (parametric means normal while non-parametric means not normal)
  • Describe in your words the following: based on the shape of the plotted data, a decision will be made as to the appropriate statistical hypothesis method to test the hypothesis. Some examples of statistical methods are the z-score, t-test, ANOVA and Chi-square, to name a few

The researcher will complete the analysis of the data using an appropriate statistical method.  

  • Describe the confidence interval that will be used (eg, 90%, 95%, 99%…)

The researcher will reach a conclusion based on the results of the statistical analysis.  The researcher will articulate the conclusion and pertinent details to support the conclusion of the research question and hypothesis statements.

Describe in your words the following:

  • The results will be used to decide if the null hypothesis is rejected.
  • If the null hypothesis is rejected, then the analysis suggests that the research hypothesis is supported. The conclusion will have a statement similar to the following: “The result of the statistical test of the hypotheses indicates that the null hypothesis can be rejected.  This suggests that the research hypothesis of this Graduate Capstone Paper is supported.  The findings are statistically significant with a p=0.05 or an equivalent confidence interval of 95%.”
  • If the null hypothesis test is not rejected, plausible explanations will be provided as to why the null hypothesis was not rejected.P(5.u)

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molecular desin

Quantum Chemistry
7 Section 6: Methods and Basis Sets (How to work with a computational chemistry program)
8
9 In this section we will explore a number of methods and basis sets, and explore the impact of
10 expanding the method and basis set on calculated properties. The key concept we will explore is
11 convergence of calculated properties. This section forms the foundation of subsequent sections,
12 whereby we can explore the question of how accurate are my results, and how can I assess
13 that?
14
15 We will explore the effect of method and basis set on (i) geometry and (ii) energy of reaction to
16 illustrate how methods and basis sets effect the calculated result.
17
18 Methods and Basis Sets
19
20 The use of a theoretical model (model chemistry) combines a method with an atomic orbital basis
21 set. The method and basis set can be described as follows.
22 • method describes how electrons in atomic orbitals interact with each other (N-electron),
23 • basis set describes the set of atomic orbitals (1-electron).
24 There is a host of abbreviations and notation that are used in computational chemistry. All
25 acronyms have a specific meaning, however in this course we are focused on introducing the
26 concepts and modelling chemistry.
27
28 We generally use the notation of Pople, which is:
29 method/basis set
30 HF/6-31G Hartree-Fock wave function with a 6-31G basis set
31 MP2/cc-pVTZ MP2 wave function with a cc-pVTZ basis set
32 B3LYP/6-31G* B3LYP-DFT method with a 6-31G* basis set
33 CCSD(T)/TZVP CCSD(T) wave function method with a TZVP basis set
34
The two-dimensional chart of nonrelativistic quantum chemistry
• The quality of nonrelativistic molecular electronic-structure calculations is
determined by the description of
1. the N-electron space (wave-function model),
2. the one-electron space (basis set).
• In each space, there is a hierarchy of levels of increasing complexity:
1. the N-electron hierarchy:
coupled-cluster excitation levels
HF, CCSD, CCSDT, CCSDTQ, …
2. the one-electron hierarchy:
correlation-consistent basis sets
DZ, TZ, QZ, 5Z, 6Z, … one!electron basis sets wave!function models
exact solution
• The quality is systematically improved upon by going up in the hierarchies.
6
S6.2
1 Methods
2
3 If solutions are generated without reference to experimental data, but only rely on fundamental
4 constants, they may be called ab initio (latin for ‘from the beginning’). Electronic structure methods
5 are characterized by their various mathematical approximations to the solution of this equation.
6
7 There are three major classes of electronic structure methods:
8 • Semi-empirical methods, such as AM1, PM3, MNDO.
9 • Ab initio methods (Hartree-Fock, Møller-Plesset, coupled cluster, etc)
10 • Density functional theory (DFT) methods (e.g. B3LYP, BP86, etc)
11
12 The Density Functional Theory (DFT) methods have become the most popular methods used in
13 computational chemistry. DFT methods have about the same computational expense of the
14 Hartree-Fock method, but they include electron correlation – the fact that the motion of electrons is
15 affected by other electrons. The Hartree-Fock model only considers this in an average way.
16
17 There are a very large number of methods (and acronyms) in computational chemistry.
18
19 Basis Sets
20
21 A basis set is the mathematical description of the atomic orbitals (AO) of a system, which in turn
22 combine to form molecular orbitals (MOs). Larger basis sets more accurately represent the orbitals
23 by imposing fewer restrictions on the locations of electrons in space (at increasing computational
24 cost).
25
26 Molecular orbitals are constructed as a linear combination of atomic orbitals (basis functions). The
27 original formulation of the Hartree-Fock equations was in terms of Slater type orbitals, however
28 almost all quantum chemistry computer programs utilize Gaussian functions, which are easier for
29 computers to work with. Gaussian functions have the form,
30
STO
€
g(ζ,r) = cx n
y mz
l
e−aζr
€
g(ζ,r) ∝e−ζr 31
GTO
€
g(ζ,r)=cx n
y mz
l
e−aζr 2
€
g(ζ,r) ∝e−ζr 2
32
33
34 where r is composed of x, y and z Cartesian components (angular component). ζ (zeta) is a
35 constant determining the size (radial extent) of the function. A small value of zeta refers to a diffuse
36 basis function that allow the electrons to be further from the nucleus, while basis functions with a
37 large value of zeta are tight functions, in that they are close to the nucleus.
38
39 Basis set families
40
41 There are a few common families of basis sets, including Pople-style basis sets and Dunning’s
42 correlation consistent basis sets (notation cc-pVXZ, X=D,T,Q,5,…).
43
44 A minimal basis set contains the minimum number of basis functions needed for each atom. For
45 example,
S6.3
1 H: 1s
2 C: 1s, 2s, 2px, 2py, 2pz
3
4 The STO-3G basis set is a minimal basis set.
5
6 The first way that a basis set can be made larger is to increase the number of basis functions per
7 atom. Double zeta basis sets include 3-21G, 6-31G and cc-pVDZ. For example, the 3-21G basis
8 includes the functions:
9
10 H: 1s, 1s´
11 C: 1s, 2s, 2s´, 2px, 2px´, 2py, 2py´, 2pz, 2pz´
12
13 where the primed and unprimed orbitals can differ in size. The double-zeta terminology comes
14 from the fact that two Gaussian functions (and hence two values of zeta) are given for each atomic
15 orbital.
16
17 A triple split valence (triple-zeta) includes three basis functions for each valence orbital. The 6-
18 311G and cc-pVTZ basis sets are examples of triple-zeta basis sets.
19
20 Split-valence basis sets employ an approximation (for computational efficiency), by including
21 single-zeta (minimal) description of core orbitals, and the double-zeta (etc) only applies to valence
22 orbitals. Most basis sets are of this form, as most chemistry is dictated by valence rather than core
23 orbitals.
24
25 Polarisation functions are functions of higher angular momentum – they allow for changes in
26 shape. Split-valence basis sets allow orbitals to change size (radial extent), but not shape. That is,
27 a split-valence basis set for H only contains fully symmetric s type orbitals, from which a linear
28 combination will still be totally symmetric. Polarised basis sets remove this restriction by adding
29 basis functions of higher angular momentum. For example, adding p functions to H, d functions to
30 C and f functions to transition metals. A common polarized basis set is the 6-31G(d), which
31 denotes that d functions are added to heavy (non-hydrogen) atoms. This basis set is also known
32 as 6-31G*. We can additionally add polarization functions to the H, which is denoted 6-31G(d,p) or
33 6-31G**.
34
35 Diffuse functions are larger-size s,p,d,… orbitals that allow orbitals to occupy a larger region of
36 space. Basis sets with diffuse functions are especially important for molecules with electrons far
37 from the nucleus, such as anions, molecules with lone pairs, molecules with significant negative
38 charge and systems in excited states. Diffuse functions are added to Pople-style basis sets with
39 the notation 6-31+G(d), which adds diffuse functions to the 6-31G(d) basis set. The 6-31++G(d)
40 adds diffuse functions to both hydrogen and heavy (non hydrogen) atoms. Adding diffuse functions
41 to hydrogens generally has little effect on the accuracy of results. The cc-pVXZ basis sets are
42 extended with diffuse functions by adding an ‘aug-‘ prefix, eg. aug-cc-pVDZ adds a diffuse function
43 for each angular momentum.
44
S6.4
1 The correlation-consistent basis sets are designed to systematically recover the correlation energy
2 (and converge to the theoretical basis set limit). These work very well with CCSD(T) theory. For
3 example, running cc-pVDZ (double-zeta) then cc-pVTZ (triple-zeta) then cc-pVQZ (quadruple-zeta)
4 calculations would give a clear indication of the convergence of the calculated property.
5
6 Basis set convergence: The following plot (left) illustrates the convergence of the Hartree-Fock
7 energy of water as the basis set is expanded. This trend is typical of most molecular properties,
8 including energies, geometries (bond distances, angles), vibrational spectra, NMR shifts etc.
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27 To determine whether a basis set will achieve satisfactory results we can look at the basis set
28 convergence. We will perform the calculations with different basis sets. When enlargement of the
29 basis set hardly influences the outcome, there is ‘convergence of the basis set’, and we can
30 conclude that the quality of the basis set is sufficient.
31
32 Method and Basis Set Convergence 1: Geometry
33
34 In this section we will illustrate the effect of basis set convergence (towards the basis set limit), as
35 well as the effect of diffuse and polarization functions.
36
37 We will study basis set effects on the optimized geometry of the HF molecule. The experimental
38 value is 0.917 Å.
39
40 Perform the following calculations (geometry optimizations) at the Hartree-Fock level of theory.
41 Which (if any) basis sets yield results within 0.01 Å of the experimental value?
42
energy. The Hartree–Fock model allows for an exact treatment
within a finite one-electron basis with
5 orbitals suffi-
cient for H2O⇥, whereas the correlation energy cannot be
treated exactly in any finite-dimensional basis. Consequently,
it is reasonable to expect the convergence characteristics
of these energy contributions to be different. The dominance
of the Hartree–Fock energy over the correlation
energy also makes a separate treatment of these contributions
desirable.
In order to extrapolate the Hartree–Fock and correlation
energies, we assume that simple analytical forms can be
found that display the correct asymptotic behavior of the
energies, and which allow for accurate fits of the calculated
energies with only a few parameters since
only a few energies
can be calculated⇥. Dunning found that, in correlated
calculations, the energy lowerings along the cc-pVXZ sequence
decrease approximately geometrically. Indeed, this
observation constitutes much of the justification for the
correlation-consistent basis sets. Although the energy corrections
in Hartree–Fock calculations are expected to be smaller
than those obtained in correlated calculations, we may still at
this uncorrelated level assume a geometrical progression for
these basis sets. In Fig. 1, we have therefore plotted the
cc-pVXZ energies for the water molecule together with an
exponential fit of the form
ESCF⇤a⇥b expcX⇥,
4⇥
as suggested by Feller.6 This fit is seen to be an excellent one
with errors of the order of 0.1 mEh for all basis sets, indicating
that the error in the SCF energy indeed decreases in a
geometrical fashion for the correlation-consistent basis sets.
For the cc-pVXZ sets, the SCF error decreases by a factor
of 3.9 with each increment in the cardinal number. A
similar exercise for the core-valence sets cc-pCVXZ gives a
plot indistinguishable from those of the valence set and also
a similar fit, with basis-set limit of 76.067
6 Eh and a decrease
by a factor of 3.9 with each increment in the cardinal
number. As expected, there is nothing to be gained in the
total energy by carrying out Hartree–Fock calculations in the
cc-pCVXZ basis set, although molecular properties that depend
critically on the electron distribution in the inner valence
and core regions may be significantly affected.
E. Correlation energies and extrapolations
Since the exponential fit was so successful for the
Hartree–Fock energies and since, for the correlation energies,
a geometrical progression has been observed by Dunning
and co-workers, it would appear natural to use the same
exponential fits for the correlation energies. Indeed, it appears
that reasonable exponential fits can be made to the
calculated correlation energies for the valence and corevalence
calculations. At this point, we recall that there is no
rigorous theoretical justification for the use of the exponential
function for the extrapolation of the correlation-energy
limit. On the contrary, the work of Schwarz indicates that the
correlation energy should not converge exponentially, but as
an inverse power in the highest angular-momentum function
present in the basis set.7 Investigating the second-order energy
of the 1/Z perturbation expansion for two-electron atoms,
Schwartz showed that, asymptotically, the convergence
with respect to the angular-momentum quantum number l
contained in the one-particle basis goes as
⇤El
2⇥
⇤
45
256 ⌅4

1
5
4 ⌅2⇥O⌅4⇥⇥
, 5⇥
where ⌅⇤(l⇥ 1
2)1.
A similar formula was found empirically
by Carroll et al.24 for configuration interaction calculations
on the helium atom,
⇤El⇤0.074⌅40.031⌅5⇥O⌅6⇥,
6⇥
later analyzed in detail by Hill.25 Recently, atomic states
other than the 1S ground state have been studied by Kutzelnigg
and Morgan,8 who also considered the rates of convergence
of n-electron atoms in second-order Mo”ller–Plesset
MP2⇥
perturbation-theory calculations.
Schwarz’ work was based on a 1/Z perturbation analysis
of the wave function of the helium atom and applies to a
situation where the basis sets at each level are completely
saturated with respect to the radial part of the basis functions.
We cannot apply these results directly to the cc-pVXZ and
cc-pCVXZ calculations on the water molecule since these
basis sets are constructed in a ‘‘correlation-consistent’’
manner—that is, convergence is obtained by adding functions
of different angular momenta simultaneously if they
give similar energy lowerings, rather than by saturating each
angular-momentum space separately. Nevertheless, by analogy
with the helium expansion, it is reasonable to expect that
FIG. 1. Convergence of the SCF energy in
Eh⇥ for H2O as a function of the
cardinal number X⇤2,3,…,6 in the series of basis sets cc-pVXZ. The solid
line corresponds to the fit ESCF⇤76.067
6⇥0.617 161 exp
(1.357
71X).
9642 Helgaker et al.: Correlated calculations on water
J. Chem. Phys., Vol. 106, No. 23, 15 June 1997
Downloaded¬06¬Jun¬2003¬to¬129.242.5.30.¬Redistribution¬subject¬to¬AIP¬license¬or¬copyright,¬see¬http://ojps.aip.org/jcpo/jcpcr.jsp
The two-dimensional chart of nonrelativistic quantum chemistry
• The quality of nonrelativistic molecular electronic-structure calculations is
determined by the description of
1. the N-electron space (wave-function model),
2. the one-electron space (basis set).
• In each space, there is a hierarchy of levels of increasing complexity:
1. the N-electron hierarchy:
coupled-cluster excitation levels
HF, CCSD, CCSDT, CCSDTQ, …
2. the one-electron hierarchy:
correlation-consistent basis sets
DZ, TZ, QZ, 5Z, 6Z, … one!electron basis sets wave
!function models
exact solution
• The quality is systematically improved upon by going up in the hierarchies.
6
S6.5
1 Table: Calculated H-F bond distances.
2
Basis set Bond distance (Å)
Hartree-Fock MP2 CCSD(T)
1. Pople Style Basis Sets
6-31G
6-31G(d)
6-31G(d,p)
6-31+G(d,p)
6-31++G(d,p)
6-311G(d,p) 0.8960
6-311++G(d,p) 0.8976
6-311G(3df,3pd) 0.8957
6-311++G(3df,3pd) 0.8972
2. Correlation-consistent basis sets
cc-pVDZ
cc-pVTZ
cc-pVQZ
3. Correlation-consistent basis sets with aug (diffuse) functions
aug-cc-pVDZ
aug-cc-pVTZ
aug-cc-pVQZ
3
4 In this last part of the table we are using the augmented basis sets (have additional diffuse
5 functions) to investigate the effect of including these basis functions. This is important to consider
6 since we have a very electronegative element present (F), and so we need to account for electron
7 density further from the nucleus to produce accurate results.
8
9 Method and Basis Set Convergence 2: Energy
10
11 In this exercise we will calculate the energies of isomers of C2H2F2. There are 3 isomers we will
12 consider: cis-1,2-difluoroethene, trans-1,2-difluoroethene, and 1,1-difluoroethene.
13
14 Create cis-1,2-difluoroethene in WebMO. Optimize the geometry at the BP86/6-311+G(d,p) level of
15 theory.
16
17 Using the optimized geometry, calculate the energy with BP86 and the def2svp basis set an copy
18 the result into the following table. Repeat the calculation with the def2tzvp and def2qzvp basis
19 sets. You will see that the energy is successively lower (more negative).
20
21 As part of the exercise you will calculate the energy of all 3 isomers. We will use the BP86 DFT
22 method together with the following basis sets: def2svp (DZ basis set), def2tzvp (TZ), and def2qzvp
23 (QZ).
S6.6
1 Table: Energy of difluoroethene isomers
2
Cis-1,2 Trans-1,2 1,1
Total energy (Hartree)
BP86/def2svp
BP86/def2tzvp
BP86/def2qzvp
Relative energy (kJ/mol)
BP86/def2svp
BP86/def2tzvp
BP86/def2qzvp
3
4
5 Calculations and Units (a reminder)
6
7 The energy in atomic units (Hartrees) should be retained with ALL significant figures. Because you
8 will convert from a.u. to kJ/mol by multiplying by 2625.50, then at the very least, 6 decimal places
9 (in a.u.) are important!
10
11 It is recommended to leave your energies in atomic units (Hartree), perform any calculations in
12 atomic units (Hartree), and only convert your final answer to kJ/mol. This reduces any round-off
13 errors due to the ‘approximate’ conversion factor (it is more accurately 2625.4997).
14
15 For example,
16 reactants -75.9628659848 Hartree
17 products -76.0177431627 Hartree
18 Difference 0.0548771779 Hartree
19 Difference 144.08 kJ/mol
20
21 In quoting the final answer you should be mindful of significant figures. Throughout the calculation,
22 retain all digits and only round your final answer.
23
24
25
S6.7
1
2
3 Exercise 6: Basis set and Methods
4
5 Learning Outcomes
6 • Explore the effect of basis sets on calculated properties and energies, including the effect of
7 adding diffuse and polarization functions.
8 • Develop an understanding of the concept of basis set convergence (how energies and
9 properties converge to a value as the basis set is expanded), by plotting bond distances and
10 energies as a function of basis set.
11 • Develop an appreciation of the relationship between computational accuracy and computational
12 expense (time of calculation, computer memory/disk required)
13 • Identify the lowest energy isomer of difluoroethene, and rationalize why the trans isomer is not
14 the lowest energy isomer (investigate the so-called cis-effect).
15
16 (a) Geometry optimizations
17
18 (i) Complete the above table for the geometry optimization of the HF molecule, with the HF, MP2
19 and CCSD(T) methods. You will probably have to manually enter the basis sets (select other).
20
21 NOTES:
22 * To run the larger calculations with MP2 and CCSD(T), you will need to increase the memory
23 allocated for the calculation.
24 (i) set up calculation in Gaussian job options (eg, CCSD(T) with aug-cc-pVTZ basis set),
25 (ii) select the preview tab, click on generate (this generates the input file).
26 (iii) Add a single line at the top (above all the text that is there),
27 %mem=400MB
28 This increases the requested memory (RAM) to 400 MB.
29 If the job still fails, increase the memory to 800MB.
30
31 * The longest calculation will take about 10 minutes.
32
33 * You will need to look at the raw output to get the geometry to 4 decimal places (towards the
34 bottom of the file).
35
36 (ii) Pople-style basis sets: Comment on the specific effect on bond distance of adding diffuse
37 and/or polarization functions. Are the trends consistent for all methods?
38
39 (iii) Correlation-consistent basis sets: Comment on the specific effect on bond distances of
40 increasing the size of the basis set (from DZ to TZ and QZ). Consider the cc-pVXZ and aug-cc-
41 pVXZ basis sets separately.
42
43 (iv) Correlation-consistent basis sets: Consider the effect of diffuse functions on calculated bond
44 distance by comparing the results with cc-pVDZ and aug-cc-pVDZ basis sets, and then TZ and
S6.8
1 QZ. That is, how do the aug-cc-pVXZ results compare to those with cc-pVXZ, and is the trend
2 consistent with the results of adding diffuse functions to Pople-style basis sets.
3
4 (v) Correlation-consistent basis sets: Plot your results (optimized H-F bond distance) using the
5 correlation-consistent basis sets (plot cc-pVXZ and aug-cc-pVXZ in separate plots) for each
6 method to observe the basis-set convergence for the optimized bond distance. Put the H-F bond
7 distance on the y-axis, and the basis set (D,T,Q for cc-pVXZ and aug-cc-pVXZ) on the x-axis, with
8 a line for each method considered.
9
10 (vi) Comment on the convergence properties and relative accuracy of the various methods.
11
12 (vi) The Møller-Plesset and Coupled-Cluster (CCSD(T)) methods include electron correlation.
13 Based on your results and analysis (comparing calculated and experimental bond distances), in
14 your opinion, is it necessary to account for electron correlation in calculating an equilibrium
15 geometry of HF?
16
17 (b) Relative energies of C2F2H2 isomers.
18
19 Construct cis-1,2-difluoruethene, trans-1,2-difluoroethene, and 1,1-difluoroethene. Optimize the
20 geometry of each isomer at the BP86/6-311+G(d,p) level of theory.
21
22 Calculate the relative energies of the 3 isomers using the def2svp, def2tzvp, and def2qzvp basis
23 sets and the following methods:
24 (i) Hartree-Fock
25 (ii) BP86
26
27 Put your results into a table.
28
29 You can find highly accurate values for these relative energies from a search of the Internet – try
30 Google as a starting point. Include in your report a discussion that compares your calculated
31 values with an accurate reported result. Discuss your results, including an analysis of basis set
32 convergence

P(5.u)

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Writer’s Calculate Investing in Productivity Improvements (HR)

Week 3 Information:
PDF attached to order for simulation that we are having to complete along with paper assignment. I don’t make any sense of simulation but maybe you with pdf’s attached.

Week 3: Books and Resources

• Cairns, T. (2012). Overcoming the challenges to developing an ROI for training and development.

• Heeyoung, H., & Boulay, D. (2013). Reflections and future prospects for evaluation in human resource development.

• Neirotti, P. (2013/2014). How do human resource development strategies influence performance? A contingency perspective.

• McNutty, Y., & Cieri, H. D. (2013). Measuring expatriate return on investment with an evaluation framework.

• (2015). CapSim Simulation.

Week 3 Instruction:
Prepare a policy position that addresses the issue, “Does it make sense to invest in the productivity improvements offered by the HR module?”
Suppose that you apply the maximums to recruiting and training. Here are the costs:
1. Recruiting costs per new worker are $5000.
2. Each employee trains 80 hours per year at $20 per training hour
3. Workforce complement increases by 4.2% to cover the 80 hours people are in training.
For this exercise you need a spreadsheet and both the Capstone Courier and Annual Report. Use the Round 2 reports for the analysis. Human Resources statistics like workforce complement and turnover are on Courier page 12. Use Annual Report Income Statement’s total Labor cost to estimate payroll costs.
Assume the following productivity payoffs:
1. Round 1 – 102%
2. Round 2 – 105%
3. Round 3 – 108%
4. Round 4 – 112%
5. Round 5 – 115%
6. Round 6 – 118%
Therefore, in Round 6 each worker would be 1.18 times as effective as the beginning worker, and your workforce complement would fall to 1/1.18 or 85% of its current level.

For a quick evaluation, assume your total labor expenditure from the Annual Report Income Statement will stay flat for the next six years.

How much of a cost savings might you expect in the sixth year? For example, if the total labor costs on the Income Statement says $29M, and costs stay the same for six years, then in the last year your costs would fall to $29/1.18 M. Apply the same approach to years one through five to get a total savings over time.

Would this justify the necessary expenditures in recruiting and training made over time? Assume a turnover of 10% and no increase in workforce size. Since you are sending workers to training for 80 hours or two weeks each year, you also need to expand the workforce enough to cover the workers that are in training. We are looking for a ballpark answer, not a precise answer, so that you can decide whether or not a payoff in HR productivity justifies the expense.

So far we have assumed our workforce and labor contracts are constant. In practice the market is growing at about 14%, and your labor contract has a 5% wage escalator. How does this affect the numbers? At what level, if any, would you recommend that your company invest in recruiting and training? Are there any factors beyond the simple numbers that should be considered?

Length: 1 – 2 pages of analysis not including title page and references as well as all of the calculations that you generated to come up with your solution.

Your response should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Please use at minimum of three outside scholarly sources for support.

Comments from Support Team: Prepare a policy position that addresses the issue, “Does it make sense to invest in the productivity improvements offered by the HR module?”

Suppose that you apply the maximums to recruiting and training. Here are the costs:

Recruiting costs per new worker are $5000.
Each employee trains 80 hours per year at $20 per training hour
Workforce complement increases by 4.2% to cover the 80 hours people are in training.
For this exercise you need a spreadsheet and both the Capstone Courier and Annual Report. Use the Round 2 reports for the analysis. Human Resources statistics like workforce complement and turnover are on Courier page 12. Use Annual Report Income Statement’s total Labor cost to estimate payroll costs.

Assume the following productivity payoffs:

Round 1 – 102%
Round 2 – 105%
Round 3 – 108%
Round 4 – 112%
Round 5 – 115%
Round 6 – 118%
Therefore, in Round 6 each worker would be 1.18 times as effective as the beginning worker, and your workforce complement would fall to 1/1.18 or 85% of its current level.

For a quick evaluation, assume your total labor expenditure from the Annual Report Income Statement will stay flat for the next six years.

How much of a cost savings might you expect in the sixth year? For example, if the total labor costs on the Income Statement says $29M, and costs stay the same for six years, then in the last year your costs would fall to $29/1.18 M. Apply the same approach to years one through five to get a total savings over time.

Would this justify the necessary expenditures in recruiting and training made over time? Assume a turnover of 10% and no increase in workforce size. Since you are sending workers to training for 80 hours or two weeks each year, you also need to expand the workforce enough to cover the workers that are in training. We are looking for a ballpark answer, not a precise answer, so that you can decide whether or not a payoff in HR productivity justifies the expense.

So far we have assumed our workforce and labor contracts are constant. In practice the market is growing at about 14%, and your labor contract has a 5% wage escalator. How does this affect the numbers? At what level, if any, would you recommend that your company invest in recruiting and training? Are there any factors beyond the simple numbers that should be considered?

Length: 1 – 2 pages of analysis not including title page and references as well as all of the calculations that you generated to come up with your solution.

Your response should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Please use at minimum of three outside scholarly sources for support.P(5.u)

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STANDARDIZING REGULATION REGARDING THE USE OF CELL PHONES WHILE DRIVING

These directions will also be uploaded. The yellow and blue highlighted area has already been done. I will upload that paper.

You must Develop Part 3 (which will give me a total of 9 pages). Please follow the directions thoroughly.

Assignment 5: Persuasive Paper Part 3: Possible Disadvantages, Answers, with Visuals Include two (2) relevant visuals that help illustrate an advantage.

Due Week 10 and worth 250 points

Using feedback from your professor and classmates, revise Parts 1 and 2, and add Part 3. Plan to include visuals to illustrate the advantages of your proposed solution.

Develop Part 3: Possible Disadvantages, Answers, with Visuals (1-2 pages, for 7-9 total pages)

3. Included a defensible, relevant thesis statement in the first paragraph.

4. State, explain, and support the first disadvantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution and provide a logical answer. This should be one (1) paragraph.

5. State, explain, and support the second (and third if desired) disadvantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution and provide a logical answer. This should be one or two (1-2) paragraphs.

6. Include two (2) relevant visuals that help illustrate an advantage.

7. Use effective transitional words, phrases, and sentences.

8. Provide a concluding paragraph to summarize the proposed solution, its advantages, possible disadvantages, and answers to the disadvantages. Repeat or paraphrase your thesis statement.

9. Develop a coherently structured paper with an introduction, body, and conclusion.
10. Use one (1) or more rhetorical strategy (ethos, logos, pathos) to explain claims.

11. Support disadvantages and answers with at least two (2) additional quality relevant references. Use at least twelve (12) total for Parts 1, 2, and 3. Note: Wikipedia and other Websites do not qualify as academic resources.

Your assignment must follow these formatting guidelines:

• 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.

Note: Submit your assignment to the designated plagiarism program so that you can make revisions before submitting your paper to your professor.

The specific course learning outcomes associated with this assignment are:

• Recognize the elements and correct use of a thesis statement.
• Associate the features of audience, purpose, and text with various genres.
• Analyze the rhetorical strategies of ethos, pathos, logos in writing samples and for incorporation into essays or presentations.
• Correct grammatical and stylistic errors consistent with Standard Written English. Prepare a research project that supports an argument with structure and format appropriate to the genre.
• Revise drafts to improve clarity, support, and organization.
• Recognize how to organize ideas with transitional words, phrases, and sentences.
• Incorporate relevant, properly documented sources to substantiate ideas.
• Use technology and information resources to research selected issues for this course.
• Write clearly and concisely about selected topics using proper writing mechanics.P(5.u)

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Observational and Motor Learning’s choice

During the period of early childhood, mastering fine motor skills is a very important process needed for physical and cognitive development. However, for a number of different reasons, there are some children who do not develop at the same pace as an average child. It is important for parents and physicians to recognize children who are not on track developmentally because the earlier the cause of the delay can be determined, the earlier parents can start working with the child to correct or minimize these deficits. Often, the earlier the children begins to work on their developmental deficits, the greater the advancements they can make.

By the age of three, a child should be able to do the following:

Use a spoon by themselves
Draw a vertical and horizontal line
String large beads
Snip paper with scissors
Roll clay or play dough into a "snake"

Conduct an Internet search using the two phrases listed below. Your results will help you better understand the kind of milestones that are used to assess the development of fine motor skills in young children.

Fine motor skills milestones
Child development milestones

Using the Internet, research observational and motor learning and activities that can be used to help develop motor skills. Then, address the following:

Describe in detail how a young child’s fine motor skills are developed—making sure to include the theory of motor-skill learning that best fits this situation.
Explain whether any motor tasks or skills can be accomplished via observational learning. Justify your response.
Now, consider a situation in which a young child (3–4 years old) is developmentally delayed in fine motor skill development. Create a strategy which would help the child strengthen his or her fine motor skills.
You can find a number of activities online which purport to help develop these skills. From a theoretical viewpoint, be sure to explain how these activities will aid a child’s fine motor skill development. Make sure that you reference at least one peer-reviewed article in addition to any Web sites you find and describe these activities as part of your development strategy.

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Providing culturally congruent Nursing care

COURSE:  Nursing Care of the Family

TITLE OF ASSIGNMENT:Online Discussion Forum #1: Providing Culturally Congruent Nursing Care for a Somali Family

LEARNING ACTIVITY: Discussion – 10 pts

 

PSLO and Competency Addressed:

 

PSLO 3: Utilize best available evidence and informatics to guide decision making.

COMP 3C: Analyze unique needs of the family related to protection of human subjects in research.

PSLO 5: Adapt communication strategies to effectively respond to complex situations.

COMP 5J:  Examine safeguard and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and families unique contribution to patient outcomes.

COMP 5N: Identify information systems in practice settings.

 

Directions:

  1. Read the case study of the Housah-Ibrahim Family in our text (Kaakinen et. al., 2015, p. 379-380).
  2. Initial posting should include your answer to the first two scenarios/questions. Initial posting is due per course calendar.
  3. Responses will include responses to initial postings from at least two other students. They will include scholarly responses, including outside evidence-based sources. Responses are due per course calendar.
  4. Initial posting and responses should include evidence from the case study and from recommended journal readings. Scholarly writing (proper grammar and use of APA for references) should be used.
  5. Prepare to answer questions by reading the case study and additional readings.
  6. Review the grading rubric to make sure you complete the assignment accurately.

 

INITIAL POSTING:

For both questions, you are a home care nurse for the Maternal Child Health Home Care Agency of St. John’s Hall Hospital. You are assigned to provide post-partum and newborn care in the home setting for the Housah-Ibrahim family, who recently had their first child at the hospital. Your nursing supervisor wants you to ask the husband and wife if they would participate in a research study exploring the experiences of Muslim families who have given birth at St. John’s Hall Hospital. You are given an informed consent form for the husband and wife to sign.

 

Question 1:

Considering what you know (and research) about this family, their Muslim culture and the ethical issues related to informed consent, would you encourage this family to sign the informed consent form? Why or why not?

Consider the stresses this family is experiencing. Would participating in this study potentially increase the family’s stress and ability to cope?

Consider the unique characteristics and needs that might influence this family’s decision to participate in this research. How would you present the information? What would you tell them about the informed consent process?

 

Related Readings:

 

Dhami, S., & Sheikh, A. (2000). The Muslim family: predicament and promise. Western Journal of Medicine, 173(5), 352–356. Access online at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1071164/pdf/wjm17300352.pdf

 

Schrems, B. M. (2014). Informed consent, vulnerability and the risks of group-specific attribution. Nursing Ethics, 2(7), 829-843.

doi:10.1177/0969733013518448 (E-Reserve)

 

Stratus Health. Culture Care Connections: Somalis in Minnesota

http://www.culturecareconnection.org/matters/diversity/somali.html

 

Question 2:

In your position of the home care nurse for this couple, you have been contacted by the nurse midwife who delivered the couple’s child. The nurse midwife wants you to contact her after each visit you make with her clients, using electronic messaging. Would you agree to use electronic messaging to share private information about the Housah-Ibrahim family? Why or why not? Considerthe potential risks in using this technology to provide confidential data about the health of the mother and infant?  Are there any safeguards embedded in electronic messaging that you could use to protect this family’s privacy?

 

Related Readings:

 

Stine, K. & Scholl, M. (2010). E-mail security: An overview of threats and safeguards.Safeguards. Journal of AHIMA, 81(4), 28-30. Access fromhttp://library.ahima.org/xpedio/groups/public/documents/ahima/bok1_046940.hcsp?dDocName=bok1_046940

 

Lyngstad, M., Grimsmo, A., Hofoss, D., &Helleso, R. (2014). Home care nurses’ experiences with using electronic messaging in their communication with general practitioners. Journal of Clinical Nursing, 23, 3424-3433.

doi: 10.1111./jocn.12590  (E-Reserve)

 

 

RESPONSES:

In your responses, be sure to respond to both question 1 and 2 and to at least 2 other students. Begin your responses by identifying if you think this family is vulnerable; why or why not? Do you agree or disagree with the position your peers have taken? Why or why not? Your responses will be evaluated by what you add to the discussion (in other words, don’t just say, I agree with you).

 

 

College of Nursing and Health Sciences

 

 

COURSE:   Nursing Care of the Family

TITLE OF ASSIGNMENT:  Online Discussion Forum

LEARNING ACTIVITY: Grading Rubric – 10 pts

 

CASE-BASED DISCUSSION GRADING RUBRIC

  Exemplary Proficient Developing Unacceptable Comments Total Points
2 1.9 1.8 1.5    
Quality of (Initial) Posting (based on insight, knowledge, analysis, and integration of concepts from readings or ideas of others) Posting demonstrates original, well-developed ideas in addition to in-depth synthesis, critical analysis, and integration of concepts or ideas.  Posting stimulates further discussion. Posting demonstrates well-developed ideas and integration of concepts from readings or ideas; synthesis, analysis, and/or integration of ideas noted that contributes to overall discussion. Posting demonstrates beginning idea development and understanding; some contribution to overall discussion. Posting demonstrates poor/inadequate idea development and understanding of pertinent concepts.  Minimal contribution to overall discussion.    
2 1.9 1.8 1.5    
Relevance to and application of class readings, outside sources, and prior personal experiences Clear referencing and strong linkages / integration of at least three sources, including class readings, outside references, and prior personal experiences.  Concepts from multiple sources incorporated into posting that exemplify a high level of understanding of readings. Clear referencing of at least two class readings or outside sources with obvious linkages noted between readings, outside resources, or personal experiences.  Very clear that the readings were understood and incorporated into posting. Clearly cites one class reading or outside relevant source or experience; some linkage of readings to outside resources or personal experiences.  Clear evidence that readings were done, understood, and incorporated into posting. Minimal references to any sources or experiences; demonstration of beginning understanding of course readings / materials.  Postings are largely personal opinions or feelings without support from relevant, scholarly resources. Unclear whether readings were done and/or understood.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
  2 1.9 1.7 1.5    
Quality of Reply Postings to Peers High level expansion of ideas of others are integrated with own ideas to expand discussion and contribute to it. Reply postings clearly indicate multiple other postings have been read and understood; expansion of discussion is significant. Strong expansion on the ideas of others (either respectfully supporting or refuting) contributes to the discussion significantly.  Reply postings clearly indicate other postings have been read and understood; expansion of the discussion is clearly evident.

 

Beginning expansion of ideas of others contributes to discussion.  Reply postings indicate other postings have been read and considered; some expansion of the overall discussion results. Beginning building upon ideas from others.  Reply postings are brief and/or superficial, doing little to involve others or encourage others.  Minimal evidence that other postings have been read and/or understood.    
  2 1.7 1.6 1.5    
Timeliness and Clarity of Discussion Contributions Postings are submitted on time.  Links between ideas and overall structure are very clear. Postings are submitted on time. Links between ideas in postings usually clear. Minimal fragmentation in structure noted.

 

At least one posting is late.  Links between ideas difficult to follow at times.  Logic and structure of post unorganized in areas. Postings are late and lack structure and/or clarity.  Postings minimally related to discussion topic.    
  1 0.75 0.5 0.25    
Mechanics of Writing Integrates creative approach that enhances the discussion and is appropriate to the audience.  Entire text flows smoothly with clear transitions. Entire document is well organized. Sentence structure varies appropriately. Rare grammar and/or punctuation errors. Entire text flows smoothly with clear transitions.  Entire posting is well organized. Sentence structure varies appropriately. Rare errors in grammar and/or punctuation. Writes in complete sentences. Transition of ideas generally smooth.   Evidence that the posting has been proofread before submission. Occasional errors in grammar and/or punctuation. Writes in incomplete, run-on or fragmented sentences. Posting could have benefitted from more careful proofreading and editing.  Multiple errors of grammar and/or punctuation.    
  1 0.75 0.5 0.25 Comments Total Points
Use of APA Document complies with APA format and guidelines with very rare error. Correctly applies APA document formatting.Literature citations arein correct APA format.  May be occasional error in APA style. Correctly applies APA document formatting guidelines. Literature citations are in correct APA format.  May have some errors in citations.

 

Multiple errors in APA document formatting.   Literature citations do not use correct APA format.
TOTAL POSSIBLE POINTS 10 (A) 8.9 (B) 7.9 (C) 7.0 (F)  

 

____/10

 

 

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Untested Sexual Assault Kits

1) Give A Research Question (number each)
2) Identify The Type Of Question (number each)
3) Identify The Subject Of The Question (number each)
Just A Short 1 Page This, I Will Be Ordering A 13 Page After This Is Done.

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Effectively Treating the LGBT Older Person—Website Review and Analysis

Conduct internet research for a specific support organization designed to serve one of the following special populations:

LGBT Survivors of Intimate Partner Violence
Muslims with Substance Use Disorders
Law Enforcement Officers with Anger Management Problems
You may select an organization within the United States or any country outside the United States. Analyze the purpose and mission or vision statements for the organization you select. Explain any prevention factors are a focus of this organization.

Next, discuss the specific services offered by the organization. What activities or services offered by the organization overtly address prevention? Are there any services or activates offered that may indirectly address prevention? What could this organization do to improve its focus on prevention? What, if any, case management services are offered?

In paragraph 1, introduce the topic of the article by summarizing the issue or problem discussed in the article.
In paragraphs 2-4, analyze the purpose and mission or vision statements for the organization you select.
Explain any prevention factors that are a focus of this organization, including the proposal or key question.
Discuss the specific services offered by the organization, while identifying those that overtly and/or indirectly address prevention?
What research is identified to support the need for this organization’s services?
In the final paragraph, provide your personal response to the organization and its services and include:
How it applies to human-services prevention
Why you chose it
How you intend to use the information
Criticisms or questions you have

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Communication Audit Presentation

Communication Audit Presentation (30 points) Outcomes 2 and 4 – Introduced in Week 6; Due Week 7 (8Oct)

What are the communication challenges organizations face today? Once they are identified, how does an organization overcome these challenges and improve their communication flow? In this three-part assignment, you will first conduct a communication audit to assess organizational communication within an organization of your choice. A communication audit is a method of research that reveals how your stakeholders view your organization’s communication methods and effectiveness.We will provide you with a survey (located in the Content> Course Resources> Assignment Resources area) that you will use to measure this perception, and you will administer it in your organization.

You will then analyze and synthesize the results of the data obtained from your audit efforts and select one critical communication challenge in your organization, conduct research and develop suggestions for addressing that specific communication challenge. Last, you will present the result of your audit, your research, and suggestions for improvement in a presentation.

Your goals:
•Administer the communication audit in your organization.
•Analyze and synthesize the results of the data from the communication audit.
•Based on the communication audit identify one critical communication challenge that needs to be addressed within your organization.
•Create and deliver a presentation that provides the results of your audit with suggestions for improvement based on the data obtained from the audit and the literature on organizational communication.

Directions:

Assume you are the Director of Human Resources at your chosen organization. You are tasked with conducting a communication audit and presenting the results to leadership. Your goal in conducting the communication audit is to identify one main communication challenge within an organization that needs to be addressed.

You will complete the following tasks:

Conduct a communication audit using the Communication Audit Survey located below. In order to obtain valid results, you want to survey between 8 to 10 people.

You may print out the survey and distribute it in person for completion, or you may administer it online, for example, using SurveyMonkey or Google Form.

The survey includes questions that tap six different areas of organizational communication: (1) Receiving information from others, (2) Sending information to others, (3) Following up on information, (4) Sources of information, (5) Timeliness of information, and (6) Channels of communication. Within these six areas of organizational communication, identify one major issue in one area to address based on the responses from the survey.

Finally, research the scholarly literature for recommendations about how the organization can address this issue.

Format:

Communicate the results of the Communication Audit by developing a presentation, using APA format. Include a title slide with your project title (e.g., “Communication Audit”), the organization’s name, your name, class, instructor, and date.

Present an introduction that describes your research methodology and provides details of the survey administration, response rate, and characteristics of the survey population. Develop a professionally-written narrative in which you describe the data using appropriate tables, charts, and graphs. Include a detailed analysis followed by a summary of your findings, using the example in the “Collecting and Analyzing Data” file below. Identify the top communication challenge from your survey, and present your recommendations to strengthen this communication challenge, based on the scholarly literature. In the appendix, present the survey questions and the number of responses for each question.

Your presentation should be professional and creative. Adding audio and/or visual elements on the slides is highly recommended. Text should be the proper size for viewing during a presentation. Your presentation will need title and citation slides. You must have a minimum of 3 reliable sources in your citations. Use APA format for the in-text citations you use to support your arguments. Don’t forget to check your spelling! As a friendly reminder, all words must be yours and your own typing. You may not copy text directly from a source.

You may use presentation software of your choice. Examples include (but are not limited to):
◦Powerpoint
◦Powerpoint with audio recording
◦Animot0
◦Google Docs- presentation
◦GoAnimate
◦Prezi

PLEASE NOTE: Your presentation software should not incur any costs. You are responsible for understanding how to use the software. You will need to submit your work in a format that can be easily opened by your colleagues and the instructor.

** Be sure to review the rubric for grading criteria before you begin working on and submitting this assignment**

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