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Reflection paper

This is a great place to highlight key elements of your learning, your clinical observations, your concerns, and questions related to your future practice.12-point Times New Roman, double spacing, Please follow APA style regarding format and referencing.will attach what we generally learn

Wilbur Wright College CIS 142 C++ Programming Language Prof. Gustavo Alatta Lab Free College Essay Help

Wilbur Wright College
CIS 142 C++ Programming Language
Prof. Gustavo Alatta
Lab # 6
Points: 100
Instructions:
The Best Buy Data Analytic Department ask you to create a CSV file containing the total sales information of their stores in Chicagoland from the second quarter of the year (Jan, Feb, March, and April).
Procedure:
Create an application (CreateCSV) that will create a text file (with CSV extension) that contains the following data in the row: StoreName, JanSales, FebSales, MarSales, AprSales, and TotaSales.
Make sure that the file add the comma delimiter.
The first row (row header) of the CSV file must be: Store, January, February, March, April, Total.
The App must ask the user to enter the file name to be created. Ex: FileName.csv.
The, the App will ask for 5 different stores in ChicagoLand. Ex.: Chicago, Naperville, Evanston, Oakton, Skokie.
The App will calculate the total sales for each month of the quarter.
You will need to create a class call FileCreator. You must implements the following function: the function constructor (FileCreator) that will have the FileName(AnyName.csv) as parameter. Create The WriteFile function with the following parameters: StoreName, JanSales, FebSales, MarSales, and AprSales. The WriteFile function must calculate the total sales for the store and write this information in the file: StoreName, JanSales, FebSales, MarSales, AprSales, and TotaSales. The function WriteFile won’t return anything.
Finally, create the CloseFile that will close that file opened.
You will need to generate the following files: CreateCSV.cpp, FileCreator.h, and FileCreator.cpp.
Output CSV file sample:
Store, January, February, March, April, Total
Chicago, 150000, 125650, 210000, 100000, 585650
Naperville, 100000, 100000, 200000, 50000, 450000
…….
Class Diagram:
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Self-Reflection Assignment SW What are the Objectives of the Assignment (Student Learning writing an essay help: writing an essay help
Self-Reflection Assignment SW
What are the Objectives of the Assignment (Student Learning Outcomes)?
A. To assure that each student by the end of the semester will be able to describe the major fields of social work practice and its ability to practice incorporating diversity and various social issues.
B. Identify and describe the impact of personal values as they relate to professional social work values and ethical issues.
C. Apply and communicate an understanding of the importance of diversity and difference in shaping life experiences in practice at the micro and macro levels
D. Present themselves as learners and engage clients and constituencies as experts of their own experiences
E. Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies
Your Assignment Will Consist of the Following Sections:
Cover Page
What is Social Work
Why is Social Work Importance to You
Culturally Humble
Lifelong Learners
Practice Self-Awareness
Personal Strength 1
Personal Strength 2
Personal Challenge
References Page
The Topic Headings – Content of the Self Reflection Assignment
Using your own words, what is social work? (1 paragraph minimum)
Why is social work important to you? (1 paragraph minimum)
Why is being culturally humble a necessity for social workers?
Why is it important for social workers to be lifelong learners?
Why is it important for social workers to practice self-awareness?
What are two personal strengths that you think will help you succeed as a social worker? Explain why for each strength.
What is one personal challenge you believe you will have to overcome to be a successful social worker? How will you overcome it?
What Are The Research Requirements?
A. Begin your research for appropriate and relevant reference materials. Use the topic headings to help you identify the areas of focus.
B. The essay must include at least two quotes or citations from relevant and appropriate sources.
C. Locating Your Research
1. Draw supporting information from the course textbook, class lectures, any of the resources used in the Research Paper, or any other quality resource.
Submission Options:
Paper Submission: APA format, 12pt. Times New Roman font, double spaced, & one-inch margins. Minimum 4 pages – Maximum 6 pages.
Guidelines for the Self Reflection Essay Assignment
A. General Information
The reflection essay should be 3 to 5 pages in length.
The bibliography and cover page are not included in the length of the paper.
Content must be thoughtful and supported by at least two quotes or citations.
Grammar and syntax: Sentences should convey meaning clearly and should be grammatically correct with appropriate punctuation in place. The spelling should be correct.
B. Use APA Formatting (American Psychological Association)
1. Please consult the APA Style Essentials for general document guidelines such as the title page, abstract, body of the paper, text citations and quotations, and references (located in Canvas under “Files”)
2. A sample APA Format paper is available in Canvas under “Files.”
C. The Bibliography or “References” Section
1. There will be one “References” section located at the end of the paper, in APA format.
D. Goals of the Self Reflection Assignment
1. Gauge your understanding of the field of social work.
2. Assess the student’s working knowledge of several important components of what it is to be a social worker.
3. Assess if the student has taken time to self-reflect and personalize the material covered in class.
E. Final Paper is the finished product that includes a college-level discussion of the topic with accompanying research and supporting evidence.
1. All required topics are covered.
2. At least two sources are used to support opinions.
3. The paper is written in APA format, including citations and the “References” page.
4. Grammar, organization, and writing are at a collegiate level.
5. Please refer to the term paper guidelines in this document for all requirements.
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The field of entrepreneurship is experiencing incredible rates of growth around the cbest essay help: cbest essay help
The field of entrepreneurship is experiencing incredible rates of growth around the world. People of all ages, backgrounds, and nationalities are launching businesses of their own and, in the process, are reshaping the global economy.
As you currently studying Entrepreneurship and Effective Small Business Management Course (MGT-402), List the most 6 important knowledge points that you have learned so far (MGT_402 Added Value)? (3Marks)
No longer are small businesses limited to pursuing customers within their own borders. The dramatic shift to a global economy has opened the door to tremendous business opportunities for those entrepreneurs willing to reach across the globe.
Discuss the role of information technology as one driver of such dramatic shift? (2 Marks)
One of the tenets of entrepreneurship is the ability to create new and useful ideas that solve the problems and challenges people face every day. “Entrepreneurs innovate,” said management legend Peter Drucker. “Innovation is the special instrument of entrepreneurship.” Entrepreneurs achieve success by creating value in the marketplace when they combine resources in new and different ways to gain a competitive edge over rivals.
Explain how entrepreneurs spot business opportunities? (3Marks)
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Week 14: Reading Response Journal Due Sunday, 11/22, 11:59pm Rationale: We will homework essay help: homework essay help
Week 14: Reading Response Journal
Due Sunday, 11/22, 11:59pm
Rationale:
We will complete reading response journals throughout the class (if not weekly). The reason for keeping reading response journals is because effective readers are active participants in making meaning from texts, in constructing personal interpretations of texts, and in expanding and refining those ideas within an interpretive community of readers. It is well documented that writing while you read is an effective thinking and learning strategy. The contents of your journal responses also represent a record of your reactions to the reading of each of the texts. Since you will be likely using these texts to help you craft your own papers, this record of your thoughts and reactions will be valuable when it comes time to develop those papers.
Reading response journals should:
Be first draft writing. Do your best work, proofread and spellcheck, but don’t consider these essays. These are merely thoughtful responses.
Include your comments, questions, and reactions, quotes from the text with commentary and your conclusions about the reading.
Contain questions and comments that reflect your real thinking as a college reader. That is, don’t just say what you think the instructor or the class wants to hear.
Avoid retelling the text. We’ve all read it. Don’t merely summarize it.
Illustrate clearly that you have read the whole text. Responses which only reflect the first few pages will be suspect.
If you’re stuck and don’t know what types of comments to make about a text, consider the following prompts:
Briefly summarize the significant claims. Use conventional attributions like “The author claims,” “The
author argues,” and/or “The authors contends” to help you stay focused on the arguments or claims. Be as concise as possible here.
Synthesize the authors’ key claims. For example, what concepts in the chapter(s) and points of view are
similar or different? How do they build on each other? The key is emphasizing the connections and relationships among the chapter(s) or points of view and their ideas.
Reflect on how the reading affirms or challenges your own ideas about an experience with the topic or
concepts. Do you have any personal reactions to the authors’ claims?
Work out the assumptions that underlie the claims and evidence. Do you feel the arguments made by the
authors are made fairly and honestly? Are they based on reliable, reputable ideas?
Identify parts of the argument that are strongly supported, or parts that are weakly supported, or both.
Can you identify weaknesses or poke holes in the authors’ arguments?
Demonstrate how different parts of the argument may conflict with each other or reinforce each other.
Show how the writers’ selection of evidence, sources, or authorities either strengthens or undermines the
case.
Evaluation:
Quality and quantity count. Your reading response journal allows me to evaluate your understanding and interpretation of a text. You will receive a “C” if you meet the requirements, a “B” if you fulfill and exceed the requirements or an “A” if you clearly exceed all of the requirements.
Length:
Your journal should be at least 300 words, typed, 12-point Times New Roman, double spaced. Submit your response on time. Late reading response journals will not be accepted for any credit.
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Chapter 5 Review Questions Answer each question in paragraph form using complete english essay help online: english essay help online
Chapter 5 Review Questions
Answer each question in paragraph form using complete sentences. Answer them as completely as possible using your own words, since they are potential examination questions. Also, clearly number your answers with the corresponding question number.
5.2 What is the difference between a continuous variable and a discrete variable? Illustrate with examples.
5.4 What is the difference between a continuous control system and a discrete control system? Illustrate with examples.
5.5 What is feedforward control?
5.8 What is the difference between an event-driven change and a time-driven change in discrete control?
5.9 What are the two basic requirements that must be managed by the controller to achieve real-time control?
5.10 What is polling in computer process control? Illustrate with an example other than one covered in class or the textbook.
5.11 What is an interlock? Illustrate with an example other than one covered in class or the textbook.
5.12 What are the two types of interlocks in industrial control?
5.13 What is an interrupt system in computer process control? How is an interrupt different than polling? Illustrate with an example other than one covered in class or the textbook.
5.23 Describe five forms of computer process control in use today. Be sure that your descriptions clearly distinguish one form from another.
Chapter 6 Review Questions
REVIEW QUESTIONS
7.3 What is the right-hand rule in NC and where is it used?
7.4 What is the difference between point-to-point and continuous path control in a motion control system?
7.5 What is linear interpolation, and why is it important in NC?
7.6 What is the difference between absolute positioning and incremental positioning?
7.12 Name six part characteristics that are most suited to the application of numerical control.
7.14 What are four advantages of numerical control when properly applied in machine tool operations?
7.15 What are three disadvantages of implementing NC technology?
PROBLEMS
7.3 An end milling operation is performed on an NC machining center. The total length of travel is 800 mm along a straight-line path to cut a particular workpiece. Cutting speed = 1.5 m/s and chip load (feed/tooth) = 0.09 mm. The end milling cutter has two teeth and its diameter = 12.5 mm. Determine (a) the feed rate and (b) the time to complete the cut.
7.4 A turning operation is to be performed on an NC lathe. Cutting speed = 2.2 m/s, feed = 0.25 mm/rev, and depth = 3.0 mm. Workpiece diameter = 90 mm and its length = 550 mm. Determine (a) rotational speed of the workpiece, (b) feed rate, (c) material removal rate, and (d) time to travel from one end of the part to the other.
7.5 A numerical control drill press drills four 10.0 mm diameter holes at four locations on a flat aluminum plate in a production work cycle. Although the plate is only 12 mm thick, the drill must travel a full 20 mm vertically at each hole location to allow for clearance above the plate and breakthrough of the drill on the underside of the plate. Time to retract the drill from each hold is one-half the feeding time. Cutting conditions: speed = 0.5 m/s and feed = 0.10 mm/rev. Hole locations are indicated in the following table:
Hole number
xcoordinate (mm)
ycoordinate (mm)
1
25.0
25.0
2
25.0
150.0
3
150.0
150.0
4
150.0
25.0
The drill starts out at point (0,0) and returns to the same position after the work cycle is completed. Travel rate of the table in moving from one coordinate position to another is 600 mm/min. Owing to effects of acceleration and deceleration, and time required for the control system to achieve final positioning, a time loss of 3 seconds is experienced at each stopping position of the table. Assume that all moves are made so as to minimize the total cycle time. If loading and unloading the plate take 20 seconds (total handling time), determine the time required for the work cycle.
Chapter 7a Review Questions
REVIEW QUESTIONS
7.3 What is the right-hand rule in NC and where is it used?
7.4 What is the difference between point-to-point and continuous path control in a motion control system?
7.5 What is linear interpolation, and why is it important in NC?
7.6 What is the difference between absolute positioning and incremental positioning?
7.12 Name six part characteristics that are most suited to the application of numerical control.
7.14 What are four advantages of numerical control when properly applied in machine tool operations?
7.15 What are three disadvantages of implementing NC technology?
PROBLEMS
7.3 An end milling operation is performed on an NC machining center. The total length of travel is 800 mm along a straight-line path to cut a particular workpiece. Cutting speed = 1.5 m/s and chip load (feed/tooth) = 0.09 mm. The end milling cutter has two teeth and its diameter = 12.5 mm. Determine (a) the feed rate and (b) the time to complete the cut.
7.4 A turning operation is to be performed on an NC lathe. Cutting speed = 2.2 m/s, feed = 0.25 mm/rev, and depth = 3.0 mm. Workpiece diameter = 90 mm and its length = 550 mm. Determine (a) rotational speed of the workpiece, (b) feed rate, (c) material removal rate, and (d) time to travel from one end of the part to the other.
7.5 A numerical control drill press drills four 10.0 mm diameter holes at four locations on a flat aluminum plate in a production work cycle. Although the plate is only 12 mm thick, the drill must travel a full 20 mm vertically at each hole location to allow for clearance above the plate and breakthrough of the drill on the underside of the plate. Time to retract the drill from each hold is one-half the feeding time. Cutting conditions: speed = 0.5 m/s and feed = 0.10 mm/rev. Hole locations are indicated in the following table:
Hole number
xcoordinate (mm)
ycoordinate (mm)
1
25.0
25.0
2
25.0
150.0
3
150.0
150.0
4
150.0
25.0
The drill starts out at point (0,0) and returns to the same position after the work cycle is completed. Travel rate of the table in moving from one coordinate position to another is 600 mm/min. Owing to effects of acceleration and deceleration, and time required for the control system to achieve final positioning, a time loss of 3 seconds is experienced at each stopping position of the table. Assume that all moves are made so as to minimize the total cycle time. If loading and unloading the plate take 20 seconds (total handling time), determine the time required for the work cycle.
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1 PROCRASTINATION AND STRESS The Influence Procrastination Has on Stress Abstract Introduction college essay help nyc: college essay help nyc
1
PROCRASTINATION AND STRESS
The Influence Procrastination Has on Stress
Abstract
Introduction
Realistic, the typical daily life of a college/university can be a legitimately hectic. For many students juggle between work, personal life, as well as school life. The present-day student has plenty of tasks, projects, and assignments that are associated with certain upcoming deadlines. Yet, it can be an overwhelming day to day life. Students tend to delay many of their task just to get that moment of relief. Although a person can plan his/her time and resources, often, due to constant stress and multitasking, one often postpones the execution of some tasks for future use. (Saplavska & Jerkunkova, 2018). Procrastination is the act of voluntarily postponing something that has negative consequences. (Procrastination, 2016). Academic procrastination is a process that occurs when you always or almost always postpone your study assignments. It is most pronounced when you are doing routine tasks such as preparing for an exam. (Saplavska & Jerkunkova, 2018). Academic procrastination also affects students’ psychological and physical health because it constitutes the outcomes explored with poor health-related conditions. Procrastination is associated with increased academic stress following that it contributes to the students delay in handling tasks or assessments. (Tori & Wijaya, 2018). With the most recent study academic procrastination is defined as behavior that can negatively affect a person’s academic performance. This issue has been identified as a major concern for students. (Zarrin, Gracia, & Paixao, 2020). Procrastination enhances self-compassion, which enhances academic failure since it contributes to self-critical pain rather than promoting self-regulation based on concepts that minimize academic stress. The concept of procrastination consumes a lot of students time following that it enhances self blames and the negative reaction towards staying self-relevant to build academic proficiency.
Avoiding of task
Procrastination is a complex topic. It involves various components such as emotional states, cognitive states, and behavioral states. (Moonagh & Beydoktni, 2017) College students have varying responsibilities and deadlines. This makes it difficult to determine which tasks and deadlines should be handled by the student. Having a comprehensive view of a student’s workload is also important to ensure that they get the most out of their academic life. (Korstange, Craig, & Duncan, 2019) Tori and Wijaya study mentioned most of the time, student reported having high levels of procrastination when it comes to writing a paper, studying for tests, and weekly reading assignment. The other areas of academic task that perceptible to this behavior were also problematic. (Tori & Wijaya, 2018). The idea of procrastination enhances academic stress since the self-reflectors spend more time engaging in the thoughts about failing to complete the previous assignments instead of working on the ongoing tasks to improve their academic level. Procrastination traits influence the negative automatic thought production, enabling one to think about the past resemblance of rumination based on cognitions and behaviors (Pidgeon, McGrath, Magya, Stapletor, & Y. Lo, 2014). Procrastination promotes the actions that deter individuals from completing their academic goals since it breeds distress and self-evaluation. Self-compassion involves the characteristics of a remaining kind to oneself while recognizing imperfection following the isolation of anxiety and depression.
Stress from other sources of life
University/ College student have many responsibilities that compete for their time. Various of burdens of working part or full-time, extracurricular activities, social life, along with family responsibilities. (Korstange, Craig, & Duncan, 2019).While some of these are important, such as studying, writing, and managing their time, focusing on one’s workload is not ideal. Different students face different problems due to the different living arrangements and living away from the family. Moonaghi & Beydokhi (2019) study mentioned one of the courses that students tend to procrastinate is medical sciences, especially nursing. The goals of clinical practice for nurses are to improve their skills in critical thinking and communication. This aspect has taken time out of their studies, which is a negative factor on academic procrastination for them (Moonagh & Beydoktni, 2017). (Guideline 6.4). Academic procrastination is a serious obstacle to achieving goals and achieving success in school. It can also be prevented through the enhancement of one’s abilities to set and maintain goals and priorities. (Saplavska & Jerkunkova, 2018)
Lack of Energy and Low-Self Esteem
A wide variety of studies shows different reason on why college/university student procrastinate. A study from Steel & Gröpel (2008) show that energy, both boredom and lack of energy playing a role in procrastination with a mean of 3.94 (Steel & Gröpel , 2008). According to the literature, a motivational force is necessary to maintain the uncompleted intentions of people. This energy helps them carry out their performance under certain circumstances. (Steel & Gröpel , 2008). Procrastination dominates many varieties of negative consequences such as the increases of students’ stress levels. (Thakkar, 2009). Various studies have revealed that procrastination is caused by various factors. Some of these include fear of failure, low self-efficacy, and self-regulatory failure. (Smoletz, 2019). Many nontraditional students have difficulty balancing work and family responsibilities. They may also be prone to low motivation due to situational factors such as financial difficulties. (Santelli, Robertson, Larson, & Humphrey, 2020). Students who battle with academic procrastination characterized by poor sleep, lack of time, stress, and anxiety. It can also be caused by various factors such as: improper completion of assignments, self-blame, and depression. (Zarrin, Gracia, & Paixao, 2020).
Procrastination enhances academic stress following that it contributes to building the low levels of mindfulness that promotes the actions of meditation without the self-resilience that enable one to concentrate on learning activity sufficiently (Lodha, Sharma, Dsouza, Sousa, 2019). Procrastination enhances the self-relationship that enhances the appropriate self-defeating behaviors among the students that interfere with their learning. Procrastination constitutes a negative feeling about self since it raises the efficiency of one feeling outshined in classwork and thus fails to work hard for positive development.
Concept of Procrastination
The concept of procrastination enhances poor performance in classwork since it makes individuals feel unworthy to endure the competition in line with classwork, thus lowering their grades. The students commonly affected with procrastination conditions experience higher or increased levels of stress and guilt that denies them the opportunity to perform better in class through sharing knowledge with other students (Thakkar, 2009). Procrastinations influence students’ actions such as depression and anxiety that deprive them of attending classwork and concentrating sufficiently. Procrastination constitutes the development of poor work ethics related to performance since it deprives students of thinking critically to develop their academic careers and subjects. For instance, procrastinating students experience a high level of untidy work, poor work format, and insufficient time management competencies.
According to the study, procrastination adds a lot of stress to the students since a wide range of events thus ends up being frustrating, which causes guilt to students, stress and even anxiety (Riolli, Savicki & Richards, 2012). For instance, in many cases, procrastination results in students emerging into challenging and even serious concerns such as developing low self-esteem reduces one’s self-confidence, which later on becomes challenging and problematic for students to adjust or overcome. Procrastination causes the student to stress because when individuals are much stressed, they put everything off, resulting in accumulation due to procrastination (Santelli, Robertson & Humphrey, 2020). In response, in such a situation, one feels depressed, stressed and opts to put everything down and later develops anxiety for strongly thinking that the portions left undone have to be done within the set of times.
The study intents to shows that frequent academic procrastination always results in dysfunctional learning results for many students, including poor academic performance due to poor concentration out of stress. As a result of poor performance, the student develops stress by lowering one well-being (Zarrin & Gracia, 2020). Therefore, the effect of academic procrastination on student stress levels includes health and normal school grade performance. For instance, under factual circumstances, it is clear that students who procrastinate have a higher chance of getting disappointed, such as students from high school (Bu, & Wang, 2021). The moment student’s changes the lever from one institute to the other and start receiving daily assignments. These students always procrastinate until final minutes have higher chances of receiving poor grades than their peers who do not procrastinate (Nayak, 2019). As a result, students tend to develop a cycle of insignificant grades and lower self-esteem and confidence, which is challenging to overcome fully. The grades begin to affect the students’ post-secondary chances, resulting in even more stressful circumstances and frustrations.
For the student to promote and adjust the performance level and avoid stress caused by procrastination, one is supposed to build confidence, create effective and dedicated study habits, learn to eat healthy food, set efficient and clear goals, learn to make project plans and follow them, and establish effective study skills. Therefore, assisting students in improving their ways of learning plays a significant role by helping to avoid procrastination effects caused by academics since it always motivates them to work smart (Korstange, Craig & Duncan, 2019). Also, one should learn to help students complete their assignments on time to reduce stress caused by the bulkiness of schoolwork, putting procrastination to an end. University students are more likely to procrastinate due to the transition they have undergone while changing environments from high schools, thus taking time before they adapt to the academic challenges causing a high level of stress.
Method
Participants
Participants who responded were general students. Participants recruited from a general intro psychology course from a public university in the Midwest United States through convenient sampling method. The student who participates will be given a compensated extra credit. All participants will complete an online survey to be a part of the study. A total of 62 participants. The total of 5 participants did not complete the survey. The total sample size included in the study was (###).In order for all participants to maintain their confidentially during recruitment/screening participants made the decision whether they will take the survey to ensure their privacy will be protected.
(###) undergraduates in the United States alone participated in this study. There was also an estimated of (###) participants that were graduate students. (###) of the participants were freshman, (###) sophomore, (###) juniors, (###) seniors, and (###) graduate students. When it came to gender there were (###) females, (###) males, (###) non-binary /third gender, and (###) prefer not to say. Within this study the mean age of participants were (###) (SD = ##). There was a great variety of participants with different racial and ethnic: African American (###), White/Euro-American (###), Hispanic or Latino/Latina (###), Native American (###), Asian/ Pacific Islander (###), Other (###). There were a great number of participants that were (#####) majors. See Figure 1.
Table 1. (Guideline 11.10) Descriptive Statistics and demographics(N=57)
Descriptive
n
Percentage (%)
Min.
Max
Gender
Male
13
22.4%
Female
Non-binary/third gender
44
1
75.9%
1.7%
Age(years)
Mean
23.09
31.4%
18
60
Year in School
Freshman
23
39.7%
Sophomore
8
13.8%
Junior
6
10.3%
Senior
21
36.2%
Major
Psychology
15
25.8%
Biology
7
12%
Nursing
10
17.2%
Business
8
13.7%
Other
18
31%
Measures
Participants completed two different measures to assess procrastination and stress levels. Academic procrastination within participants were measured by using a Procrastination assessment scale for students which was constructed by Solomon and Rothblum in (1984).
Academic Procrastination (Guideline 9.13.1
The procrastination assessment scale for students measuring the frequency in which students procrastinate on a 12-item five-point Likert-scale. Participants were asked to rate the level of procrastination when it came to writing a term paper, studying for exams, keeping up with reading assignments, academic administrative tasks (such as filling out forms and registering for classes), attendance tasks (meeting with your advisor), and school activities in general. Each category was measured on a five-point Likert-scale: Never, Almost, Sometimes, Nearly Always, and Always. Moreover, participants were asked to describe some of the excuses that come to mind when procrastinating such as, You had a hard time knowing what to include and what not to include in your paper, and You were worried you would get a bad grade. (Solomon & Rothblum, 1984). The description of the excuses was also rated from not at all reflects why I procrastinate, somewhat reflects/neutral, to definitely reflects why I procrastinated.
Stress
The stress scale were created to measure how stressful various situations are in one’s life. It were designed to identify areas where people tend to get overwhelmed. The Perceived Stress Scale(refence) was used to measure college/university students’ perception of stress. Using PSS (procrastination and stress level) to determine how unpredictable, uncontrollable, and overloaded student might find their lives to be. Participants’ results were also measured on a Likert-scales from never, almost never, sometimes, fairly often, very often.
Procedure
Each participant participating in the study were identified via random sampling through social media platforms via Instagram, Twitter, Sona System, and Snap Chat. A demographic questionnaire were used to collect data such as age, gender, and study year. A procrastination and stress scale were used to assess procrastination among the students. The participants asked to participate in an online survey through Qualtrics, a tool used to create online questionnaires and surveys. All participants who partake in the online study took it voluntarily. Before participants begins the survey, they will first read a consent form. The survey all participants were given was written in English. All participants are aware that their information were kept confidential. After the competition of the research, all data will be deleted. Each participant’s identity will be protected. 
Results
(Guideline 11.5) A positive correlation were proven to be shown between academic procrastination and stress. In this experiment, student stress is measured by academic procrastination. Which were proven that procrastination will increase within university/college students’ stress levels. Table 1 (Guideline 11.11) shows the mean and the standard deviation of data from university/college students stress levels as well as academic procrastination. Perceived Stress Scale data indicated that student stress levels were high. (M= 21.9, SD=7.4) (Guideline 11.8). Participants scored high on the procrastination Assessment Scale- Student (M=98.9, SD=25.9)
Table 1. Mean standard deviations of PSS and PASS (N=57)
Variables
Mean
SD
PSS
PASS
PSS
21.9
7.4
Pearson Correlation
1
Sig. (2-tailed)
N
57
PASS
98.9
25.9
Pearson Correlation
.443**
1
Sig. (2-tailed)
<.001
N
57
57
**. Correlation is significant at the 0.01 level (2-tailed).
Table 1 the results were statistically significant, moderately positive correlation is found between the two variables PSS and PASS r (55) = .443, p< 0.001. This indicates that these two variables are totally depending on each other, with PASS explaining 19% variations in the PSS. This result proves that procrastination and students stress levels are positively related to each other. In order to decrease the students stress level we must deal with procrastination of students positively.
Table 2. Comparison of procrastination and perceived stress
Variable
1
2
3
4
Procrastination Score
Pearson Correlation
1
.474*
.461
.256
Sig. (2-tailed)
.035
.063
.290
N
20
17
19
Low Stress
Pearson Correlation
1
.904**
.830**
Sig. (2-tailed)
<.001
<.001
N
17
19
Med Stress
Pearson Correlation
1
.886**
Sig. (2-tailed)
<.001
N
17
High Stress
Pearson Correlation
1
Sig. (2-tailed)
N
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).
The results in Table 2 are statistically significant at 0.05% level of significance, moderately positive correlation is found between the procrastination and stress level r(18) = .474 = 0.035, with procrastination explaining 22.46% variation in the stress level. There was also a statistically significant at 0.01% level of significance, high levels of stress positive correlation in found between procrastination and low stress level r(15) = .904 = 0.063, with procrastination explaining 81.72% variation in low stress level. Within results are statistically significant at 0.01 level of significance, high positive correlation between Low stress level and Procrastination is found r(17) = .830 = 0.290, with procrastination explaining 68% variation in low stress level.
The results are statistically significant at 0.01% level of significance, high positive correlation between Medium stress Level and Procrastination is found r(17) = .886, p< 0.001, with Medium stress level explaining 78% variation in Procrastination.
Figure 1.
This bar chart explains the procrastination and stress level in a student. The statistical tests proved that procrastination and levels of stress (low, medium and high) are correlated significantly. Procrastination is slightly higher in students with Low stress level. Procrastination is slightly lower in students in students with Medium stress level. Procrastination is slightly lower in students with higher level of stress. (Whole results section need structure)
Discussion (Guideline 12.1)
The intent of this research was to contribute to developing knowledge and understand the nature between academic procrastination and perceived stress. (Guideline 12.3) A positive correlation was expected to be found between the two variables. Considering procrastination will cause an increase within university/college students’ stress levels. Benefiting from self-reporting instruments and scrutinizing the relationship between the two.
Academic procrastination has arisen from multiple different reasons. (Guideline 12.4) Students have varying responsibilities and deadlines The present-day students tend to delay many of their task just to get that moment of relief. Although a person can plan his/her time and resources, often, due to constant stress and multitasking, one often postpones the execution of some tasks for future use. (Saplavska & Jerkunkova, 2018). With the findings of effects of academic procrastination on students’ stress levels. A prevalence of 73.7% of students procrastinates, which was higher than expected. This figure happens to differ from the findings of previous reported by Solomon et al. (1984) showed that 46% of students regularly procrastinate. It is also notable that this study had the highest extensive of academic procrastination.
(Guideline 12.5)
The study was limited to self-reports. Also, the measures within the surveys were not designed to measure the individual’s observable procrastination behavior. Most participants preferred to avoid passive procrastination, even those who were categorized as active procrastinators. This preference should be used to identify individuals who have high levels of active procrastinating.
. Most of the participants in this study have a cultural background. This study aims to identify the cultural factors that influence procrastination.
The post 1 PROCRASTINATION AND STRESS The Influence Procrastination Has on Stress Abstract Introduction appeared first on PapersSpot.

NB30116 Leadership in Practice persuasive essay help: persuasive essay help
NB30116 – Leadership in Practice
(DEVELOPMENT PLAN SUBMISSION) You will develop a personal leadership development plan, using the template, which is provided. In the plan you will identify specific administrative, cognitive and / or interpersonal leadership skills that you would like to develop, including why these are important and how you might develop the skills in practice. An example of a development plan has been developed and you can find this in My Dundee. Information about what is meant by administrative, cognitive and interpersonal skills is provided in the module content and you should make sure that you understand this clearly before developing your plan. (500 words) The leadership development plan template, and an example of a completed development plan are provided further on.

NURS 330 Legal and Ethical issue in Nursing- reproductive technologies essay help fairfax: essay help fairfax
NURS 330 Legal and Ethical issue in Nursing
Task:

Among the questions associated with the increasing use and sophistication of reproductive technologies are the following:
• Is it the right of every human being to have a child?
• Do we have a right to control the genetic attributes of our children?
• Is it right to use technology to sustain life at all costs regardless of the quality of that life? (Keatings and Adams, 2019).

Outcomes
By the end of this lesson students should have a firm understanding of:

• The scope and ethical implications of the Human Genome Project
• Legislation regulating the use of stem cells
• Ethical issues involving the use of stem cells
• Reproductive technologies, including artificial insemination, in vitro fertilization and surrogacy
• The ethical implications of these technologies
• The provisions of the Assisted Human Reproduction Act of 2004
• The distinction between rights and obligations in health care
• Confidentiality and the right to privacy
• Ethical challenges associated with the duty to disclose health information

The sequencing of the human genome offers benefits in fields ranging from molecular medicine to human evolution. The Human Genome Project can therefore assist us to:
• Understand the genotyping of specific viruses to direct appropriate treatment
• Identify mutations linked to different forms of cancer
• Design more effective medications
• Advance forensic applied sciences

NURS 330 Legal and Ethical issue in Nursing

NURS6053 Analysis of a Pertinent Healthcare Issue my essay help uk: my essay help uk

NURS6053 Analysis of a Pertinent Healthcare Issue
Assignment: Analysis of a Pertinent Healthcare Issue The Quadruple Aim provides broad categories of goals to pursue to maintain and improve healthcare. Within each goal are many issues that, if addressed successfully, may have a positive impact on outcomes. For example, healthcare leaders are being tasked to shift from an emphasis on disease management often provided in an acute care setting to health promotion and disease prevention delivered in primary care settings. Efforts in this area can have significant positive impacts by reducing the need for primary healthcare and by reducing the stress on the healthcare system. Changes in the industry only serve to stress what has always been true; namely, that the healthcare field has always faced significant challenges, and that goals to improve healthcare will always involve multiple stakeholders. This should not seem surprising given the circumstances. Indeed, when a growing population needs care, there are factors involved such as the demands of providing that care and the rising costs associated with healthcare. Generally, it is not surprising that the field of healthcare is an industry facing multifaceted issues that evolve over time. In this module’s Discussion, you reviewed some healthcare issues/stressors and selected one for further review. For this Assignment, you will consider in more detail the healthcare issue/stressor you selected. You will also review research that addresses the issue/stressor and write a white paper to your organization’s leadership that addresses the issue/stressor you selected. To Prepare: Review the national healthcare issues/stressors presented in the Resources and reflect on the national healthcare issue/stressor you selected for study. Reflect on the feedback you received from your colleagues on your Discussion post for the national healthcare issue/stressor you selected. Identify and review two additional scholarly resources (not included in the Resources for this module) that focus on change strategies implemented by healthcare organizations to address your selected national healthcare issue/stressor. The Assignment (3-4 Pages): Analysis of a Pertinent Healthcare Issue Develop a 3- to 4-page paper, written to your organization’s leadership team, addressing your selected national healthcare issue/stressor and how it is impacting your work setting. Be sure to address the following: Describe the national healthcare issue/stressor you selected and its impact on your organization. Use organizational data to quantify the impact (if necessary, seek assistance from leadership or appropriate stakeholders in your organization). Provide a brief summary of the two articles you reviewed from outside resources on the national healthcare issue/stressor. Explain how the healthcare issue/stressor is being addressed in other organizations. Summarize the strategies used to address the organizational impact of national healthcare issues/stressors presented in the scholarly resources you selected. Explain how they may impact your organization both positively and negatively. Be specific and provide examples. Looking Ahead The paper you develop in Module 1 will be revisited and revised in Module 2. Review the Assignment instructions for Module 2 to prepare for your revised paper. Learning Resources Required Readings Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). New York, NY: Springer. Chapter 2, “Transformational Leadership: Complexity, Change, and Strategic Planning” (pp. 34–62) Chapter 3, “Current Challenges in Complex Health Care Organizations and the Quadruple Aim” (pp. 66–97) Read any TWO of the following (plus TWO additional readings on your selected issue): Auerbach, D. I., Staiger, D. O., & Buerhaus, P. I. (2018). Growing ranks of advanced practice clinicians—Implications for the physician workforce. New England Journal of Medicine, 378(25), 2358–2360. Gerardi, T., Farmer, P., & Hoffman, B. (2018). Moving closer to the 2020 BSN-prepared workforce goal. American Journal of Nursing, 118(2), 43–45. Jacobs, B., McGovern, J., Heinmiller, J., & Drenkard, K. (2018). Engaging employees in well-being: Moving from the Triple Aim to the Quadruple Aim. Nursing Administration Quarterly, 42(3), 231–245. Norful, A. A., de Jacq, K., Carlino, R., & Poghosyan, L. (2018). Nurse practitioner–physician comanagement: A theoretical model to alleviate primary care strain. Annals of Family Medicine, 16(3), 250–256. Palumbo, M., Rambur, B., & Hart, V. (2017). Is health care payment reform impacting nurses’ work settings, roles, and education preparation? Journal of Professional Nursing, 33(6), 400–404. Park, B., Gold, S. B., Bazemore, A., & Liaw, W. (2018). How evolving United States payment models influence primary care and its impact on the Quadruple Aim. Journal of the American Board of Family Medicine, 31(4), 588–604. Pittman, P., & Scully-Russ, E. (2016). Workforce planning and development in times of delivery system transformation. Human Resources for Health, 14(56), 1–15. doi:10.1186/s12960-016-0154-3. Retrieved from https://human-resources-health.biomedcentral.com/track/pdf/10.1186/s12960-016-0154-3 Poghosyan, L., Norful, A., & Laugesen, M. (2018). Removing restrictions on nurse practitioners’ scope of practice in New York state: Physicians’ and nurse practitioners’ perspectives. Journal of the American Association of Nurse Practitioners, 30(6), 354–360. Ricketts, T., & Fraher, E. (2013). Reconfiguring health workforce policy so that education, training, and actual delivery of care are closely connected. Health Affairs, 32(11), 1874–1880.

NURS6053 Analysis of a Pertinent Healthcare Issue

CAP240 The Family Genogram Individual Development in Family cbest essay help: cbest essay help
CAp240 The Family Genogram – Individual Development in Family
Box B-1 Symbols to Draw a Family Genogram Drawing a Family Genogram, illustrates the major “how’s” of developing a family genogram. The classic source for family genogram information is McGoldrick and Gerson (1985). Specific symbols and conventions have been developed that are widely accepted and help professionals communicate information to each other. There is a convention of placing an “X” over departed family members. Once we were demonstrating the family genogram strategy with a client and she commented, “I don’t want to cross out my family members—they are still here inside me all the time.” We believe that it is important to be flexible and work with the clients’ view of family and their choice of symbols. The family genogram is one of the most fascinating exercises that you can undertake. You and your clients can learn much about how family history affects the way individuals behave in the here and now. ****This brief overview will not make you an expert in developing or working with genograms, but it will provide a useful beginning with a helpful assessment and treatment technique. First go through this exercise using your own family; then you may want to interview another individual for practice. Basic relationship symbols for a genogram are shown in Figure B-1; an example of a genogram is shown in Figure B-2. (When you develop a family genogram with a client, use the basic listening sequence to draw out information, thoughts, and feelings. You will find that considerable insight into one’s personal life issues may be generated in this way). List the initials of family members for at least three generations (four is preferred), with ages and dates of birth and death if possible. List occupations, significant illnesses, and cause of death, as appropriate. Note any significance with alcoholism or drugs, or mental health. List important cultural/environmental contextual issues. These may include ethnic identity, religion, economic, and social class considerations. In addition, pay special attention to significant life events such as trauma or environmental issues (e.g., divorce, economic depression, major illness). As you develop your family genogram pay attention to any patterns that may become evident to you Prepare a final statement how you will use this information to (a) understand yourself, (b) identify how you want to change, commit or continue in your life. See statements below for awareness. FG (1).docx Download FG (1).docx ExerciseB.1.Developing a Family Genogram Develop a family genogram alone or with the help of a family member. After you have created the genogram, ask yourself the following questions and note the impact of each question has had on you. Change the wording and the sequence to fit the needs and interests of your family. Please include your responses for the 5 questions: 1.What does this genogram mean to you? (individual focus) 2. As you view your family genogram, what main theme, problem, or set of issues stands out? (main theme, problem focus) 3. Who are some significant others, such as friends, neighbors, teachers, or even enemies, who may have affected your own development and your family’s? (others focus) 4. How would other members of your family interpret this genogram? (family, others focus) 5. What impact do your ethnicity, race, religion, and other cultural/environmental contextual factors have on your own development and your family’s? (CEC focus) Using a Family Genogram to Understand Family Issues Developing a genogram with your clients and learning some of the main facts of family developmental history will often help you understand the context of individual issues. For example, as you look at the family genogram in Box B-1, what might be going on at home that results in Joan’s problems at school? Why is Nathan doing so well? How might intergenerational alcoholism problems play themselves out in this family tree? What other patterns do you observe? What are the implications of the ethnic background of this family? The person with a Jewish and Anglo background represents a bicultural history. Change the ethnic background and consider how this would impact counseling. Four-generation genograms can complicate and enrich your observations. (Note: The clients here have defined their ethnic identities as shown. Different clients will use different wording to define their ethnic identities. It is important to use the client’s definitions rather than your own.) Attached is an example for pt. 1

CAp240 The Family Genogram – Individual Development in Family

Micro3001 Infection and Immunity: Clinical Immunotherapy essay help 123: essay help 123
MICRO 3001 Infection and Immunity
 Question:
Immunotherapy

The below will be focused on Discussing a Clinical Case Study involving immunology OR explain an immunotherapy.
Clinical cases studies could include conditions such as inherited immunodeficiency, autoimmunity, and transplantation.
Some examples of immunotherapies that could be covered include immune checkpoint inhibitors, adoptive cell therapies, immune system modulators, monoclonal antibodies.
For Case Studies:

be sure to present the main disease symptoms,
underlying biology,
prevalence of the condition,
diagnosis,
and existing treatments (if any).

For immunotherapies:

be sure to explain the biology underlying the therapy,
disease(s) the therapy is intended to treat,
benefits to patients,
and side effects (if any).

MICRO 3001 Infection and Immunity

PA 502 International Health Care Systems: Healthcare Policy extended essay help biology: extended essay help biology

PA 502 International Health Care Systems
Question:

Interview Regarding a Healthcare Policy

Identify someone in the healthcare field who may have created a policy or assessment to improve healthy living.  Contact that individual to conduct an interview about the policy.
Consider whether the policy or assessment is effective, and how your interviewee feels how it might be improved. Be sure to include the following information in your interview:

Identify the interviewee.
The goals and objectives of your interview.
Location of the organization and how the interviewee is involved/position.
Description of the policy.
What are some of the challenges regarding the policy development?
What were some of the benefits of the policy?
Are there recommendations for improving the policy?

     Here are some suggested questions:

What are the mission and vision statements for your organization?
How do these mission and vision statements assist in helping your organization focus on healthy living promotions?
How are the daily operations for your organization meeting policy? What are some of the areas that may lead to improvement regarding any policy updates?
What are some of the challenges that you are currently experiencing with your policy revisions?
What are some of the benefits your policy is providing to patients, or clients?
What are some of the recommendations that you may have regarding policy improvement both internally and externally?

    Your report should meet the following structural requirements:

Be five to six pages in length, not including the cover or reference pages.
Be formatted according to APA 7th edition and Saudi Electronic University writing guidelines.
Provide support for your statements with in-text citations from a minimum of three scholarly articles. The Saudi Digital Library is an excellent source for scholarly research.  One of these sources may be from the class readings, textbook, or lectures.

PA 502 International Health Care Systems

CSC701 Final Project Report-Data Analysis Methods college essay help online free: college essay help online freeCSC701 Final Project Report

Task:
Outline
1. Title, Abstract, and a brief Introduction
2. Related background and Problem statements (in the light of a thorough literature review)
3.Research questions, hypothesis with respect to research aim/objective/problem statement
4. Proposed methodology: (as appropriate)
a. Study design (type of study)
b. Study population and sampling (if applicable)
c. Data collection methods and instruments
d. Data analysis methods
e. Mechanisms to assure quality of the study – e.g. control of bias, safe storage of data
f. Ethical considerations
5. Preliminary results
6. Research plan/Study period – Timetable for completion of the proposed research
7. Resources required for the study, including budget if applicable
8. References
9.Appendices (if applicable)
How do I ensure quality of the proposal?
After writing the proposal, see if the following questions have been answered in your proposal.
What are you trying to do? Did you clearly articulate your objectives?
How is it done today, and what are the limits of current practice? Is it novel?
What is new in your approach and why do you think it will be successful?
Who cares? If you succeed, what difference will it make?
What are the risks?
How much will it cost?
How long will it take?  What are the milestones?
How will you very success?

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