Poetry Explication

Poetry Explication

Order Description

Choose (3) poems we have read in the past few weeks and write an essay which includes your explication (interpretation) of each poem. To do this, you must find connections or similarities which allow you to link the poems together. The following guidelines will help you plan and envision your essay. Ultimately, this essay will be three pages in length.
The following can serve as a general outline for your explications. You will have to decide what your essay should include or not include. Just be sure your explication is thorough and organized.
I.Introduction
a.(Include such items as what is the poem title, who is the author, and is the theme or subject of the poems.)
II.Body Paragraphs will include:
Type of poem
(Is it a lyric poem? Is it an ode, haiku, sonnet or some other form you can identify?)
Paraphrases of lines/include direct quotes

Traits and examples/explanations
This is where you discuss alliteration, allusion, metaphor, rhythm, rhyme, etc organize this part in a way that best fits your content. For instance, you might want to discuss the sound traits first, then go on to the figurative traits such as personification, symbol, metaphor, etc.)
Exploration of Theme
(Propose what the theme is and support/defend your interpretation. The object is to show that you have reached a reasonable conclusion. What evidence supports your interpretation?)
Evaluation
(Make judgments about the poem. SUGGESTIONS/EXAMPLES: How well did the author do at making his/her point or creating an intended mood or other impact? Which elements were the strongest or weakest and why? Were some images or metaphors particularly interesting or effective and why? Did the rhyme scheme contribute to the poem or distract? Etc., etc., etc.)
III.Conclusion/Personal reactions
(SUGGESTIONS/EXAMPLES: What did you like or not like and why? How did you feel after reading the poem? Did it give you a new perspective or was it trite and why? Did it relate to you, or was it so foreign an idea that it did not seem to pertain to you, and why?)

?Elizabeth Bishop “The Fish”
?Carol Ann Davis, “Tips From My Father”’
Stevie Smith, “Not Waving but Drowning”
?Dylan Thomas, “Do Not Go Gentle…”
?Francis, The Pitcher, Brooks, We Real Cool
?A.E. Housman “To an Athlete Dying Young”
?Bob Dylan “Tangled Up in Blue”

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North American Free Trade Agreement (NAFTA)

North American Free Trade Agreement (NAFTA)

Order Description

North American Free Trade Agreement (NAFTA)

• Define NAFTA? Under which Presidential administration was NAFTA formed and explain why it was formed?
• Which countries are associated with NAFTA? Explain the advantages and disadvantages of the NAFTA trade agreement?
• Explain reshoring.
• Argue why leaders are deciding to reshore goods and what consequences could that approach have on the worldwide economy.

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Liberty: A Slave’s Water

Liberty: A Slave’s Water

Order Description

Essay #1: Brief Analysis of Frederick Douglass’s “What to the Slave is the Fourth of July”

The Assignment:

Compose an essay of approximately two double-spaced pages (300-400 words) in length in which you use well-chosen textual evidence to prove a very specific textual point about Douglass’s lecture.

Required components of the assignment:

*A very short introductory paragraph of no more than one sentence in length that contains only your thesis.

A thesis that indicates exactly what you will be arguing in the essay. The thesis should be narrow enough to be provable with the use of two or three pieces of evidence drawn from the text.

These paragraphs should be built around the key pieces of evidence you will be using to substantiate your main point. Each paragraph must include:

1) A topic sentence that introduces the paragraph’s featured piece of evidence by indicating where that piece of evidence arises in the text and how it will substantiate your point. For example: “Douglass first uses the word “cheese” early in the lecture during the discussion of the positive qualities of the revolutionary generation.” DO NOT introduce evidence with page locations (“On page 32”) . On this and every English paper, you should be imagining a reader who is familiar with the text in question, but may not have it immediately at hand. When you introduce evidence, you are in essence saying, “remember the part where…?” It is best to order your paper chronologically. Dealing with early parts of the text first, and later parts of the text last.

2) A direct and accurate quotation of the paragraph’s key piece of evidence. The quotation should be enclosed in quotation marks and include a parenthetical citation of the quotation’s page location. As in: “Quotation” (25). No italics. No “page” or “p.” or “pp.” in the parentheses.

3) A 2-3 sentence analysis of your chosen quotation indicating how it proves your point.

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My meaningful place

My meaningful place

Paper details:
Choose a place or object that has meaning to you. Describe the place or object and explain why it is meaningful. You have two options. 1. Describe different parts of the place and explain how each part is meaningful. For example, if you describe a house, you might move from room to room or from front to back, inside to outside, upstairs to downstairs. 2. Tell a story about an event that makes the place you describe meaningful. Be sure yo describe the place as you tell the story.

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Refinery Emergency Response Coordinator

Refinery Emergency Response Coordinator

Order Description

Case Study
Read the incident scenario, and write a response that is at least three pages in length. Your response must include answers to the questions being asked. All sources used, including the textbook, must be referenced. Paraphrased and/or quoted materials must have accompanying in-text and reference citations in APA format.
Scenario:
You are the Refinery Emergency Response Coordinator for an incident at the SJV Refinery which has been in operation since 1966. The refinery processes 120,000 bbls of crude oil per day, which has a sulfur content of 2.5 percent. The refinery converts crude oil to naptha, light oil, and heavy oils using the Atmospheric/Vacuum Distillation Unit with key equipment such as the following:
? naptha, kerosene, gasoline, and diesel hydrotreaters;
? isomerization unit;
? naptha reformer;
? fluid catalytic cracker;
? coker;
? hydrocracker;
? polymerization unit (petrochemical section of the refinery polymerizing olefin gases to produce polyethylene);
? sulfur recovery Claus plant (catalytic reactors); and
? distillate/gasoline blending tanks.
The refinery was initiating work on a major plant turnaround at the time of the incident to complete required maintenance repairs, mechanical integrity inspections, and modifications to existing equipment. Twenty contractor companies (approximately 150 employees) have been contracted to perform this work under the direction of refinery staff. All of the contractor workers completed the refinery orientation training.
Work for the contractor crews is assigned/scheduled each morning. On the day of the incident, the day-shift (6 am to 6 pm) crew had been tasked with isolating the acid gas feed stream for the Claus unit. Due to other work priorities, the crew did not isolate the line as planned. A shift turnover for the night contractor crew did not happen due to mandatory safety training that delayed their arrival at the worksite. Upon their arrival at the work site, the night crew held a job safety analysis (JSA) review of the scheduled task (line breaking of the acid gas feed line to replace a segment) to be performed and the hazards present. No pressure gauges or monitoring was present to indicate that the acid gas feed line was operational. The crew initiated the line breaking activity (open the line to the atmosphere) at approximately 7:45 pm under self-contained breathing apparatus (SCBA), which almost immediately resulted in the uncontrolled release of acid gas. A nearby ignition source from a welding operation ignited the flammable gas. The following actions were initially taken:
? The evacuation alarm was sounded and the refinery emergency response team (ERT) was activated.
? The plant manager and the local fire department were notified of the incident.
? The incident command was established at the refinery office near the main refinery access gate to the south (this is the furthest distance within the refinery boundary from the incident location).
? The refinery ERT incident commander implemented actions required under the approved refinery emergency response plan.
? The ERT was not able to immediately isolate the acid gas feed pipeline.
? The fire department arrived on location and assumed the incident command of the event.
Additional Relevant Information:
? The refinery encompasses an area measuring 2000 feet by 1400 feet. The Claus unit is located in the most northern part of the refinery, approximately 1350 feet from the main refinery access gate to the south. The polymerization unit is operating directly adjacent to the Claus unit.
? The nearest residential community is located approximately 1000 feet to the northeast of the refinery.
? A plastic recycling plant is located along the south fence boundary of the refinery.
? A major interstate highway runs directly parallel to the plant, approximately 1/4 of a mile directly north of the refinery.
? The ambient temperature on the day of the incident was 85° F and the wind was blowing at 7 mph from the southwest to the northeast.
? Work crews were scheduled to work 12-hour shifts, 24-hours a day, to complete the refinery turnaround.
? Due to the age of the refinery, SJV has implemented a robust mechanical integrity program.
? The refinery has a trained ERT that can respond to incidents.
? Fixed water monitors are present throughout the refinery to extinguish refinery equipment fires. The refinery ERT does not fight fires past the incipient stage.
? The refinery has received notices of violation (NOVs) from the local air district in the past several years due to gas and liquid leaks from piping components, such as valves, compressor/pump seals, and for excess sodium dioxide (SO2) emissions related with their sulfur plant.
? Due to historical discharges of organic compounds, groundwater monitoring wells are present down gradient of the facility. Groundwater underlying the plant has historically been encountered at 30 feet below ground surface.
? Hydrogen sulfide is present in the acid gas feed to the Claus plant. The H2S concentration of the acid gas feed is approximately 70 percent by volume. H2S and sulfur dioxide (SO2) have the following physical properties:
Physical Property H2S SO2
Specific Gravity at 68oF (20oC)
1.54
1.4
Vapor Density (Air=1)
1.18
2.22
Flashpoint
-116oF (-82.4oC)
Not Applicable
Autoignition Point
500oF (260oC)
Not Applicable
Lower Explosive Limit
4.3%
Not Applicable
Upper Explosive Limit
46%
Not Applicable
IDLH
100 ppm
100 ppm
Questions:
1. Discuss the hazards posed by the interaction of the hazardous materials present at the refinery and adjacent facilities, including the resulting by-products of the incident fire and acid gas release.
2. As the lead refinery representative on the unified incident command (UIC), what actions should be taken by the UIC to respond to this incident (please consider all receptors).
3. If the polymerization unit is engulfed in the fire, how will this affect your response?
4. All emergency responders participated in the post-incident critique. What corrective actions should be implemented by the refinery to prevent the reoccurrence of this incident?
APA Guidelines
use APA style for papers and projects. Therefore, the APA rules for formatting, quoting, paraphrasing, citing, and listing of sources are to be followed.

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Nature of HUMINT

Nature of HUMINT

Please read Chapter 1 of the manual on the nature of HUMINT.  when you done;identify:

A) the core components of Human Intelligence
B) the process by which intelligence is gathered
C) the range of roles played by Army intelligence personnel
D) the attributes thought necessary for working in HUMINT
E) the limitations associated with HUMINT
1-1
PART ONE
HUMINT Support, Planning, and Management
HUMINT collection activities include three general categories: screening,
interrogation, and debriefing. In some cases these may be distinguished by legal
distinctions between source categories such as between interrogation and
debriefing. In others, the distinction is in the purpose of the questioning. Regardless
of the type of activity, or goal of the collection effort, HUMINT collection operations
must be characterized by effective support, planning, and management.
_________________________________________________________________________
Chapter 1
Introduction
INTELLIGENCE BATTLEFIELD OPERATING SYSTEM
1-1.
The Intelligence battlefield operating system (BOS) is one of seven
operating systems
?
Intelligence, maneuver, fire
support, air defense,
mobility/countermobility/survivability, combat service support (CSS), and
command and control
?
that enable commanders to build, employ, direct, and
sustain combat power. The Intelligence BO
S is a flexible force of Intelligence
personnel, organizations, and equipment. Individually and collectively, these
assets generate knowledge of and products portraying the enemy and the
environmental features required by a command planning, preparing,
executing, and assessing operations. I
nherent within the Intelligence BOS is
the capability to plan, direct, and synchronize intelligence, surveillance, and
reconnaissance (ISR) operations; collect and process information; produce
relevant intelligence; and disseminate in
telligence and critical information in
an understandable and presentable form
to those who need it, when they
need it. As one of the seven disciplin
es of the Intelligence BOS, HUMINT
provides a capability to the supported
commander in achieving information
superiority on the battlefield.
INTELLIGENCE PROCESS
1-2.
Intelligence operations consist of
the functions that constitute the
intelligence process:
plan, prepare, collect, process, produce
, and the
common tasks of
analyze,
disseminate,
and
assess
that occur throughout
the intelligence process. Just as the
activities of the operations process
overlap and recur as circumstances demand, so do the functions of the
intelligence process.  Additionally, th
e analyze, disseminate, and assess tasks
FM 2-22.3 _________________________________________________________________________________
1-2                                                                                                                                            6 September 2006
of the intelligence process occur cont
inuously throughout the intelligence
process. (See Figure 1-1.)

Plan
. This step of the intelligence proc
ess consists of activities that
include assessing the situation, envisioning a desired outcome (also
known as setting the vision), identifying pertinent information and
intelligence requirements, developing
a strategy for ISR operations to
satisfy those requirements, direct
ing intelligence operations, and
synchronizing the ISR effort. The commander’s intent, planning
guidance, and commander’s critical information requirements (CCIRs)
(priority information requirements [PIRs] and friendly force
information requirements [FFIRs]) dr
ive the planning of intelligence
operations. Commanders must involve their supporting staff judge
advocate (SJA) when planning in
telligence operations (especially
HUMINT operations). Planning, managing, and coordinating these
operations are continuous activities
necessary to obtain information
and produce intelligence essential to decisionmaking.

Prepare
. This step includes those staff
and leader activities that take
place upon receiving the operations
plan (OPLAN), operations order
(OPORD), warning order (WARNO), or commander’s intent to improve
the unit’s ability to execute tasks or missions and survive on the
battlefield.

Collect.
Recent ISR doctrine necessita
tes that the entire staff,
especially the G3/S3 and G2/S2, must change their reconnaissance and
surveillance (R&S) mindset to conducting ISR. The staff must carefully
focus ISR on the CCIR but also enable the quick re-tasking of units
and assets as the situation changes. This doctrinal requirement
ensures that the enemy situation, not just our OPLAN, “drives” ISR
operations. Well-developed procedures
and carefully planned flexibility
to support emerging targets, changing requirements, and the need to
support combat assessment are critical. The G3/S3 and G2/S2 play a
critical role in this challenging task
that is sometimes referred to as
“fighting ISR” because it is so staff intensive during planning and
execution (it is an operation within the operation). Elements of all
units on the battlefield obtain information and data about enemy
forces, activities, facilities, and
resources as well as information
concerning the environmental and geographical characteristics of a
particular area.

Process.
This step converts relevant information into a form suitable
for analysis, production, or i
mmediate use by the commander.
Processing also includes sorting
through large amounts of collected
information and intelligence (multidiscipline reports from the unit’s
ISR assets, lateral and higher echelon units and organizations, and
non-MI elements in the battlespace).
Processing identifies and exploits
that information which is pertinent to the commander’s intelligence
requirements and facilitates situational understanding. Examples of
processing include developing film, enhancing imagery, translating a
document from a foreign language, co
nverting electronic data into a
standardized report that can be analyzed by a system operator, and
_________________________________________________________________________________ FM 2-22.3
6 September 2006                                                                                                                                             1-3
correlating dissimilar or jumbled information by assembling like
elements before the informatio
n is forwarded for analysis.

Produce.
In this step, the G2/S2 integrates evaluated, analyzed, and
interpreted information from single
or multiple sources and disciplines
into finished intelligence products
. Like collection operations, the
G2/S2 must ensure the unit’s information processing and intelligence
production are prioritized and sync
hronized to support answering the
collection requirements.
Figure 1-1. Intelligence Process.
1-3.
For more information on the Inte
lligence process, see FM 2-0.
Commander’s
Intent
ANALYZE,
DISSEMINATE,
and ASSESS
are
continuous
functions
ASSESS
is a
continuous
function
Intelligence Process
Operations Process
The Intelligence Process
provides continuous
intelligence i
nput essential
to the Operations Process
The Operations Process
provides guidance and
focus which drives the
Intelligence Process
PROCESS
COLLECT
PREPARE
PRODUCE
PREPARE
PLAN
EXECUTE
PLAN
COMMANDER
Relevant
Information
(which includes
Intelligence)
Facilitates
Situational
Understanding
Commander’s
Intent
Commander’s
Intent
ANALYZE,
DISSEMINATE,
and ASSESS
are
continuous
functions
ASSESS
is a
continuous
function
Intelligence Process
Operations Process
The Intelligence Process
provides continuous
intelligence i
nput essential
to the Operations Process
The Operations Process
provides guidance and
focus which drives the
Intelligence Process
PROCESS
COLLECT
PREPARE
PRODUCE
PREPARE
PLAN
EXECUTE
PLAN
COMMANDER
COMMANDER
Relevant
Information
(which includes
Intelligence)
Facilitates
Situational
Understanding
Relevant
Information
(which includes
Intelligence)
Relevant
Information
(which includes
Intelligence)
Facilitates
Situational
Understanding
Facilitates
Situational
Understanding
FM 2-22.3 _________________________________________________________________________________
1-4                                                                                                                                            6 September 2006
HUMAN INTELLIGENCE
1-4.
HUMINT is the collection of informat
ion by a trained HUMINT collector
(military occupational specialties
[MOSs] 97E, 351Y [formerly 351C], 351M
[formerly 351E], 35E, and 35F), from p
eople and their associated documents
and media sources to identify elements
, intentions, composition, strength,
dispositions, tactics, equipment, perso
nnel, and capabilities. It uses human
sources as a tool and a variety of co
llection methods, both passively and
actively, to gather information to
satisfy the commander’s intelligence
requirements and cross-cue other intelligence disciplines.
1-5.
HUMINT tasks include but are not limited to—

Conducting source operations.

Liaising with host nation (HN)
officials and allied counterparts.

Eliciting information from select sources.

Debriefing US and allied forces
and civilian personnel including
refugees, displaced persons (DPs),
third-country nationals, and local
inhabitants.

Interrogating EPWs and other detainees.

Initially exploiting docume
nts, media, and materiel.
Note.
In accordance with Army regulatory and po
licy guidance, a select set of intelligence
personnel may be trained and certified to conduct certain HUMINT tasks outside of those
which are standard for their primary MOS. Such selection and training will qualify these
personnel to conduct only those specific a
dditional tasks, and will not constitute
qualifications as a HUMINT collector.
HUMINT SOURCE
1-6.
A HUMINT source is
a person from whom information can be obtained.
The source may either possess first-
or second-hand knowledge normally
obtained through sight or hearing. Potential HUMINT sources include
threat, neutral, and friendly military
and civilian personnel. Categories of
HUMINT sources include but are not limited to detainees, refugees, DPs,
local inhabitants, friendly forces, an
d members of foreign governmental and
non-governmental organizations (NGOs).
HUMINT COLLECTOR
1-7.
For the purpose of this manual, a HU
MINT collector is a person who is
specifically trained and certified for, tasked with, and engages in the
collection of information from individu
als (HUMINT sources) for the purpose
of answering intelligence informatio
n requirements. HUMINT collectors
specifically include enlisted personnel in MOS 97E, Warrant Officers (WOs)
in MOS 351M (351E) and MOS 351Y (351C
), commissioned officers in MOS
35E and MOS 35F, select other specia
lly trained MOSs, and their Federal
civilian employee and civilian contractor counterparts. These specially
trained and certified individuals are the
only
personnel authorized to
conduct HUMINT collection operations
, although CI agents also use
HUMINT collection techniques in the
conduct of CI operations. HUMINT
_________________________________________________________________________________ FM 2-22.3
6 September 2006                                                                                                                                             1-5
collection operations must be conducte
d in accordance with applicable law
and policy. Applicable law and policy includ
e US law; the law of war; relevant
international law; relevant direct
ives including DOD Directive 3115.09,
“DOD Intelligence Interrogations, De
tainee Debriefings, and Tactical
Questioning”; DOD Directive 2310.1E, “The
Department of Defense Detainee
Program”; DOD instructions; and militar
y execute orders including FRAGOs.
Additional policies and regulations a
pply to management of contractors
engaged in HUMINT collection. (See Bib
liography for additional references
on contractor management.) HUMINT co
llectors are not to be confused with
CI agents, MOS 97B and WO MOS 351L (351B). CI agents are trained and
certified for, tasked with, and carry out the mission of denying the enemy the
ability to collect information on the ac
tivities and intentions of friendly
forces. Although personnel in 97E an
d 97B MOSs may use similar methods
to carry out their missions, commanders should not use them
interchangeably. See Figure 1-2 for HUMINT and CI functions.
PHASES OF HUMINT COLLECTION
1-8.
Every HUMINT questioning session, regardless of the methodology
used or the type of operation, consists
of five phases. The five phases of
HUMINT collection are planning and pr
eparation, approach, questioning,
termination, and reporting. They
are generally sequential; however,
reporting may occur at any point within the process when critical
information is obtained and the approa
ch techniques used will be reinforced
as required through the questioning and termination phases.
Planning and Preparation
1-9.
During this phase, the HUMINT collec
tor conducts the necessary research
and operational planning in preparation
for a specific collection effort with a
specific source. Chapter 7 discusses this phase in detail.
Approach
1-10.
During the approach phase, the
HUMINT collector establishes the
conditions of control and rapport to gain
the cooperation of the source and to
facilitate information collection. Chapter 8 discusses approach and
termination strategies in detail.
Questioning
1-11.
During the questioning phase,
the HUMINT collector uses an
interrogation, debriefing, or elicitation
methodology to ask a source questions
systematically on relevant topics, co
llect information in response to the
intelligence tasking, and ascertain so
urce veracity. Chapter 9 discusses
questioning techniques in detail. (See
Appendix B for a source and reliability
matrix.)

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The gender pay gap/Working with a disability/Ageism/Pregnant and working;(diversity in the workplace)

The gender pay gap/Working with a disability/Ageism/Pregnant and working;(diversity in the workplace)

TO chose a subtopic of this theme (diversity in the workplace), and write 800 words on that subtopic.

Examples of subtopics:
-The gender pay gap
-Working with a disability
-Ageism
-Pregnant and working

MARKING CRITERIA    Excellent
(5)    Good
(4)    Satisfactory
(3)    Insufficient
(2)    Poor
(1)
1. Introduction &definition of issue / sub-topic (5)

Identify and clearly explain a distinctive aspect of a contemporary career issue with reference to key ideas and examples.     Creates a comprehensive explanation of a contemporary career issue, offering a clear and engaging description of the issue with reference to course readings and additional resources.    Describes a contemporary career issue, providing detail on the main aspects of the topic including what makes it topical, referencing subject readings.    Provides a general description with some explanation of an issue, with reference to either course readings or other credible sources.    Provides a basic description of a career issue but lacks detail or uniqueness.  May show a lack of understanding of the key aspects of the issue; such as what makes it topical / contemporary.     Provides minimal information showing limited understanding of the issue and an inability to connect it to either career theory or practice. May overlap with other topics chosen by the group.
2. Information and ideas(5)

Outline tips or strategies to help individuals successfully navigate the issue in their own career or workplace, and / or refer to relevant policies and support provided by organisations.
Provides relevant, accessible and useful information. Shows good insights and understanding. Articulates in detail a range of appropriate tips, strategies and/or support available, thoroughly addressing the identified issue. Provides in depth insight and strong examples or scenarios to support assertions.    Information provided relates directly to the issue and offersrelevant, practical support.
Information is generally relevant but lacks insight or practical application.
Provides or indicates at least one tip, strategy or support service which could assist readers in dealing effectively with the issue. Provides general examples or scenarios.     Information and ideas are basic. Provides a tip, strategy, support option or policy but gives little or no explanation of its relevance or practical application. No evidence of analysis of appropriateness of chosen strategy / service. Examples or scenarios used may lack relevance or accurate explanation.    Doesn’t provide tips, strategies or support options related to the issue or suggestions are not based on course readings or equivalent.
No examples or scenarios are provided.

3. Style, structure and written expression (5)

Follow the general online writing style and structure used in sample Wikipedia pages and resources outlined in Workshop 3, with online readers in mind.

Express ideas in a clear, engaging way using appropriate language and correct punctuation, spelling and grammar.
Sub-topic is written in line with required structure and style, using concise, active language.
Information flows in a logical, coherent sequence. A range of strategies are used to make information clear and engaging for online readers. May also demonstrate a creative approach to the issue.
Consistently correct punctuation, spelling and grammar.
Sub-topic demonstrates wiki style requirements and information is generally concise and well-organised. Includes at least two strategies to make information clear and engaging for online readers.
The writing is clear and appropriate. Use of punctuation, spelling and grammar is almost always correct.    Sub-topic demonstrates the basic principles of wiki writing guidelines and structures information for online readership.Information is reasonably concise and well-organised.
The writing is quite clear but includes a number of errors in punctuation, spelling and grammar.    Limited use of wiki style. Information is not very clear or well organised.
Spelling and/or grammatical errors diminish the credibility and authority of the information.
No evidence of adherence to wiki style guidelines or strategies to engage online readers. Information is disorganised and not easy to follow.
Poor written expression, punctuation, spelling and/or grammar.
4. References(5)

Content is clearly referenced to course readings, wider research and through hyperlinks.
Evidence provided of at least 4 credible sources. Hyperlinks provided within text as per wiki style.    Evidence of more than two credible sources is provided in links / resources that clearly support strategies.    References at least two different and relevant sources.
Provides maximum of one credible source for the information given.
No sources of information included in the way of links or references, and/or sources provided do not support suggested strategies / policies.

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What is the implication of your concept to advance nursing practice?

What is the implication of your concept to advance nursing practice?

Order Description

Find one peer reviewed, theoretical article related to your concept and answer the following question: What is the implication of your concept to advance nursing practice? For example, if the concept is “pain”, how would this concept relate to advanced nursing practice? (For example, clear communication related to pain management) Each concept should relate back to nursing. Based on these findings, locate a peer reviewed, research article to support your argument. Include a title page and a reference page with your submission.

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java code

Java code

provide Java code for a simple class of your choice. Be sure to include at least one constructor, two methods and two fields. The fields should be private.

 

Create a test class to constuct and call the methods of your class.

Describe your class and demonstrate your code functions properly.

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Java

java

1
Homework
2
a
Before attempting this project, be sure you have completed all of the reading assignments, hands

on
labs, discussions, and assignments to date.
(25 points) Write a Java program
to simulate
a
p
ick 3, 4 or 5
lottery drawing.
A
lottery game of this type
will
d
raw
values between 0 and 9
.
You should use the Math.Random() or the java.util.Random() class to
generate the values
i
n the
lotter
y
drawing
. The program should prompt the user
for
w
hich lottery game
they w
a
nt
to play.
The program should also ask how many times they want to play t
he game.
The output
should
show the
numbers picked
for
each
g
ame
and
the
sum
of
the
numbers
of all
g
ame
s
.
Here is a
sample run:
W
hich lottery game do you
want to play (
Enter 3 for pick

3, 4 for pick

4 or 5 for pick

5
?
3
How many games would you like to play? 10
Thank you! The
n
umbers sele
cted
were:
3
4 9
2 4 7
3 3 1
0 3 2
9 3 1
9 2 4
4 5 2
1 1 0
0 1 7
8 6 3
The sum for all numbers picked
was:
107
Grading Rubric:
T
he following grading rubric will be used to determine your grade:
Attribute
Exceeds
Meets
Does not meet
Design
(5 points)
(5 points)
Exhibits proper use of
parameters, and
selection of data types
all of the
time.
Employs correct and
appropriate use of
programming
structures (loops,
(3

4 points)
Exhibits proper use of
parameters, and
selection of data types
most of the time
.
Employs correct and
appropriate use of
programming
structures (loops,
(0

2 points)
Rarely exhibits proper
use of parameters, and
selection of data types.
Rarely emp
loys correct
and appropriate use of
programming
structures (loops,
2
conditionals, classes
etc.) all of the time.
Efficient algorithms
used all of the time.
conditionals, classes
etc.) most of the time.
Efficient algorithms
used most of the time.
conditionals, classes
etc.)
Poorly structured and
inefficient algorithms.
Functionality
(10
points)
(9

10 points)
Extra effort was
apparent through the
addition of significant
and
additional
functionality beyond
the scope of the
assignment
.
(7

8 points)
Program fulfills most
functionality
.
Most requirements
were fulfilled
.
Screen captures
provided
demonstrating the
successful compiling
and running of the
program.
(0

6 points)
Program does not fulfill
functionality.
Few requirements
were fulfilled.
Test cases
(5 points)
(5 points)
Test cases provide
comprehensive
coverage of all code
paths.
Discussion of run

time
errors included.
(3

4 points)
Test cases provide
coverage of most
code
paths.
Test cases results well
documented providing
pass/fail results for
each test case.
(0

2 points)
No or insufficient test
cases
Minimal supporting
evidence provided to
verify testing actually
took place.
Java Style Guide
(5
points)
(5 points)
Code impeccably neat
and well

organized.
Extensive In

line
comments providing
additional insight into
code design and
functionality
(3

4 points)
Header comments
include filename,
author, date and brief
purpose of the
program.
In

line comments used
to
describe major
functionality of the
code.
Meaningful variable
names and prompts
applied
.
(0

2
points)
Code rarely follows
recommended Java
style guide

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