Netlytic Report
Overview
The goal of this assignment is to apply techniques from social media analytics, text mining, and
network analysis to analyze online discourse about a product of your choice.
Objectives: Identify main topical themes (e.g., what people are saying about your product) and key influencers (both individual and organizational accounts). Determine how to use insights gleaned from analysis to improve products/services under examination or develop a new communication strategy to influence online discourse on this topic.
Process
1. Utilize free(!) software: Netlytic (https://netlytic.org)
• Documentation: https://netlytic.org/home/?page_id=36
• Tutorials: https://www.youtube.com/channel/UCNBfatUFOZJzekDsV9oOg3w
• Text analysis example: https://netlytic.org/home/?p=168
• Network analysis example: https://netlytic.org/home/?p=171

2. [Part 1, No more than one page]
Data Approach (RQs, Hs)
Analysis + Insights
Collect publicly available Twitter data about your product and analyze it with the help of Netlytic text AND network analysis (must be both).
• Make sure to define the product you are analyzing, including an explanation for why social media analytics might be valuable to employ.
• Make sure to specify 1) your final query, 2) your filters applied, and 3) your final corpus of tweets that make up the data set for your visualizations.
• Make sure to specify your data collection process, including any challenges you faced and adjustments you made to overcome those issues.

3. [Part 2+3] Use the resulting visualizations to prepare an analytics report. Your second
and third pages should be composed solely of your key visualizations and insights.
• The visualizations should be paired with contextual explanations and the takeaway insights that your team and clients would need to know.
• For each visualization, you will be graded on both the clarity of the figure itself and specific findings (e.g., do not just say you did a network analysis).
• Figure and figure descriptions needed.

4. Include your name in the header. Single space. Three pages MAX.

Grading
You will be graded on the following criteria:
1. The extent to which your report has all the required elements described above.
2. The extent to which you have a well-written and creative proposal.
3. The extent to which you have a well-thought-out approach, logic, and application.

Learning Theories Case Study Reflective Journal- Associate what you have learned about the theories to this case study and complete a journal entry about your experience. Entry reflection should be a minimum of five to six paragraphs.
Scenario: Aminah Rachedi was recently appointed to position as nurse educator. This is her first lead role at this hospital. She just completed her master’s degree in nursing education. The chief nursing officer has invited Aminah to discuss the lack of quality and consistency in existing training of volunteers in the hospital’s volunteer program. The chief nursing officer would like nursing education to take over the training. Therefore, she charges Aminah in developing a new training course for hospital volunteers. Aminah recognizes that this is a particular challenge because of the diversity of her students. Her current volunteers are two high school students, a college intern majoring in Kinesiology, two stay-at-home moms, a retired bus driver and a retired software developer.
When developing a class for audience with different learning styles and age groups, a variety of learning strategies are needed. The auditory learner would not appreciate the printed material, while the kinetic will not be comfortable in a formal setting with no breaks or movement. The analytical learner needs a quiet environment while the global learner needs periods of relaxation, soft lighting and snacks to learn.
The following theories apply: 1. Developmental psychology theories-(Diversity of learning styles).2. Adult learning theory (Adult learners-p.403). 3.Cognitive field theory (reason and motivation) cognitive field theory states that “motivation is the key to learning”(p.393).4.Behavioral theories(physical skills)psychomotor skills are one of the three categories of learning.
Reference: McEwen, M., & Wills, E. M. (2017). Theoretical basis for nursing. Lippincott Williams & Wilkins.

Below is an item from a patient’s medial record. Read it carefully, make sure you understand all the medical terms used, and then answer the questions that follow. Please follow the instructions given on the email to submit assignment.
Gastroenterology Consultation Report

Reason for Consultation: Evaluation of recurrent epigastric and LUQ pain with anemia.

History of Present Illness: Patient is a 56-year-old male. He reports a long history of mild dyspepsia characterized by burning epigastric pain, especially when his stomach is empty. Over-the-counter antacids have relieved this pain. Approximately two weeks ago, the pain became significantly worse; he is also nauseated and has vomited several times.

Past Medical History: Patient’s history is not significant for other digestive system disorders. He had a tonsillectomy at age 8. He sustained a compound fracture of the left ankle in a bicycle accident at age 11 that required surgical fixation. More recently he has been diagnosed with an enlarged prostate gland, and surgery has been recommended. However, he would like to resolve this epigastric pain before going forward with the TUR.

Results of Physical Exam: CBC indicates anemia, and a fecal occult blood test is positive for blood in the feces. A blood test for Helicobacter pylori is positive. Erosion in the gastric lining was visualized on an upper GI. Follow-up gastroscopy found evidence of mild reflux esophagitis and an ulcerated lesion in the lining of the pyloric section of the stomach. This ulcer is 1.5 cm in diameter and deep. There is evidence of active bleeding from the ulcer. Multiple biopsies were taken, and they were negative for gastric cancer. IV Tagamet relieved the painful symptoms in two days.

Assessment: Peptic ulcer. Gastric cancer has been ruled out in light of the negative biopsies.

Recommendations: A gastrectomy to remove the ulcerated portion of stomach is indicated because the ulcer is already bleeding. Patient should continue on Tagamet to reduce stomach acid. Two medications will be added: Keflex to treat the bacterial infection and iron pills to reverse the anemia. Patient was instructed to eat frequent small meals and avoid alcohol and irritating foods.

1. This patient reports LUQ pain. What does LUQ stand for and what organs do you find there?

2. This patient had two diagnostic tests that indicated he was losing blood. Name these two tests (no abbreviations).

3. This patient had a procedure to visually examine the ulcer. Name the procedure done.

4. Name the serious pathological condition that was ruled out.

You have been given the task of designing a short early childhood program (three learning experiences) that adopt a socially just/anti-bias approach to teaching. You need to choose one area from those addressed this session: gender, sexuality, linguistic diversity, ethnicity or Aboriginality. You are not required to implement the program for this assessment.
Pay close attention to issues of pedagogy and be thoughtful about the ways you incorporate the notion of socially just/anti-bias teaching in each learning activity that you build in throughout the short program. It is important to demonstrate how you will encourage children to be critical thinkers around your topic.
The short program [and thus, your assessment] needs to include these tasks:
Topic and rationale
1) Identify the topic you will focus on and give a rationale as to why this topic important for your centre to address (or one you have visited/had a practical experience with – if you are not currently employed in an EC setting). The rationale should include connections to your readings (approx. 250 words).
Resource audit
2) Do an audit in your room for resources that might be encouraging dominant discourses around your chosen topic (eg if your topic is sexuality, you might note resources that represent social norms like heterosexual parents, gender roles, etc.). Make a list of these resources. Then explain how these resources could be used differently to challenge the dominant discourses they currently convey, or what other kinds of resources could be included to show diversity around your topic (approx. 250 words).
Learning experiences
3) Create 3 learning experiences where you continue to disrupt dominant discourses by encouraging
children to think critically about your topic (approx. 1000 words total for the three activities).
•Describe each activity
•Include sample questions you could ask about your topic to encourage children to think differently, or to challenge stereotypes.
•At the end of each activity, include a table that shows how each activity addresses particular outcomes/elements of both the EYLF and NQS in regard to diversity and difference (please see an example of the format for the learning experiences and EYLF/NQS notes in the Resources folder on the subject’s Interact2 site). A minimum of 8 notes in total must be made across the 3 learning activities (300-350 words per learning experience).
•At the end of all three experiences, write one combined justification for the three experiences. This should explain how the experiences encourage children to be critical thinkers and demonstrate a socially just/anti-bias approach to teaching. The justification must include connections to your readings (approx. 250 words).
Professional reflection
4) Write a professional reflection considering your cultural plunge, the main ideas that have been
presented in the subject materials and why it is important we critically reflect on our knowledge/ assumptions /bias/beliefs to become socially just teachers (approx. 250 words).
The entire assessment should use no less than 6 references (from your readings and extra readings if
possible). For the purposes of confidentiality, please do not use a service’s real name when discussing the service philosophy. A pseudonym (a name that you make up for the service) may be used if you wish.
Rationale
back to top
This assessment task will assess the following learning outcome/s:
• demonstrate a critical understanding of issues related to diversity, social justice and equity for children, families and communities.
• develop and articulate a critical disposition towards assumptions about children in relation to issues of diversity and difference in our contemporary culture.
• critically analyse scenarios, recognising issues related to social justice and suggest changes in order to address the issues in positive ways.
• develop strategies, pedagogies and curricula for a more inclusive and just practice in early childhood contexts and the broader community.
Rationale
This assessment is designed to allow you to imagine how issues we are reading about and discussing
in this subject might look in practice. To that end, you are asked to think deeply about one of the topics we have addressed in the session, and to frame a short program for your centre. This should be designed so it creates opportunities for reflection and learning for the children in your service, and to advocate the celebration of diversity and difference. In completing this assessment task, you will work towards meeting the following learning outcomes:
• critically analyse scenarios, recognising issues related to social justice and suggest changes in order to address the issues in positive ways.
• recognise the power and place of early childhood education in the struggle for social justice and act to provoke thought in others
• develop strategies, pedagogies and curricula for a more inclusive and just practice in early childhood contexts and the broader community.
References
Referencing the Early Years Learning Framework (EYLF)

First in-text citation –

(Department of Education, Employment and Workplace Relations [DEEWR], 2009)

Subsequent citations –

(DEEWR, 2009)

Reference list –

Department of Education Employment and Workplace Relations [DEEWR]. (2009). Belonging, being and becoming: The Early Years Learning Framework for Australia. Retrieved from
https://www.education.gov.au/early-years-learning-framework

Or

Department of Education Employment and Workplace Relations [DEEWR]. (2009). Belonging, being and becoming: The Early Years Learning Framework for Australia. Canberra: Council of Australian

TYPE YOUR RESPONSES TO THE FOLLOWING QUESTIONS:
Item 1) Briefly and specifically characterize the denim industry in which True Religion Jeans competes, including its basic (economic/competitive) structure, and the most important characteristics and recent trends. Be specific and use tools/concepts from our study of industry analysis.
Item 2) In light of your industry description (Item 1 response), evaluate how effectively True Religion has responded to industry and competitive forces over the time period covered in this case. In particular, evaluate True Religion’s strategic emphasis on product differentiation as an upscale “lifestyle” brand. Use both case evidence and financial analysis to evaluate True Religion’s competitive positioning and performance.
With respect to financial analysis, perform ratio/trend analysis that compares True Religion with at least two or three of its closest jean competitors (see. Exhibits B and C in True Religion case, pages PC 1-22 and PC 1-23).

CASE PAPER GUIDELINES:
1) INCLUDE ALL RATIO CALCULATIONS IN YOUR PAPER.
2) TYPE: Type your responses in simple 12-point font, and single-space.
3) LENGTH: Approximately 3-4 pages, but length may vary somewhat by case and questions. Be concise and specific.
3) HEADING: Place your Name and Case Paper #1 in the top right corner on the first page.
4) TITLE: Use the Case Company (e.g., True Religion Jeans) as your title. Center this title at the top of the first page only.
5) BODY OF PAPER: Format your paper around the Items. Use a heading for each item, as: Item 1. Indent on the next line and begin your response. Do not use any “introductory” or “background.” Instead, begin directly and specifically responding to the case question. Use standard indention (tab) for each new paragraph.
6) WRITING/GRAMMAR: This is a formal analytical paper. The general flow of such technical writing is: Evidence + Conclusion. The order doesn’t matter. You may open a response with a conclusion, and then follow with evidence. Or you may open with your evidence and close a section of response with your conclusion. The key is that you are always focused on making clear points and using evidence to support your conclusions.
Use short, simple sentences. This approach greatly reduces grammar mistakes. Edit your paper carefully, keeping an especially sharp eye out for lengthy sentences. Shortening sentences is the simplest way to improve clarity and avoid grammar mistakes.
Avoid informal language, slang or texting lingo. No BTW, hey, cool, cash-o-la, etc. If in doubt, write as you would to a prospective employer. Avoid starting sentences with the words “being,” “so,” or “with”—these words start us off on a trail toward grammar pitfalls. Avoid references to reading the case, as: “when I read this case…” or “after having read this case…” Assume that your reader has also read the case, and instead directly respond to the Item using the company name: “True Religion (TR) is achieving some success…” You may use “I” when describing conclusions—“I question TR’s decision to…”
7) MARGINS: Use one (1) inch margins top/bottom, left/right.
8) PAGE NUMBERS: Number your pages in the bottom right.
9) CITATION/QUOTES: Use citation for evidence from the case, as (9-2). Be sure to use quotation marks around all direct quotes.
EXTERNAL SOURCES: External sources are typically optional, although on a few cases you may be given instructions to use external sources. You may use external sources, but do not fall into the trap of allowing the conclusions of another analyst/author to substitute for your own! You must quote/cite any and all external sources. Failure to do so is a serious violation of the Breech Student Honor Code and Drury University policy. If you use external sources for your case paper, you should include a REFERENCES list at the end of your paper, with full (APA style) citation.
10) COMPETITOR FINANCIALS: If using competitor financials which are not included in the case study, be sure to cite your source (website address), or attach a copy of the competitor financials you used to calculate ratios for comparison. Show your work with all competitor ratio calculations.
11) CHARTS: Use one chart PER RATIO/METRIC (e.g., 1 chart for Operating Profit Margin, True Religion Jeans/Guess/Buckle vs. ARCADIA, another chart for Debt Equity—TR vs. Guess, Buckle). Wherever possible, use comparative charts (case company trend vs. competitor trend). Use color or clear differences in line style to distinguish one company’s trend from a competitor’s trend. Use Excel or similar format tool to produce neat and accurate charts. Be sure to include correct Axes labels and scaling (e.g., % for NPM, “X” for Inventory Turnover; ROA scaled in increments appropriate to the range of companies’ ROA’s).

3-5 pages, double spaced, 12-point font, 1” margins. mla format essay.

Write about two or more people interacting in a single situation (not over time or in multiple interactions). If you need a specific framework, try observing for 20 minutes and see what you have. That’s the kind of scope you want to allow you to be as specific as possible. The interaction must highlight some sort of diversity. This can be diversity between your subjects (young and old, different races, economic levels, religions, etc.) or in the topic they discuss (difference of opinion on gay marriage, disability access, or another current topic relating to diversity) or both. You are NOT part of the action. Therefore, there is really no reason to use “I”: try to avoid it here. Finally, you may choose to begin “in medias res” (in the middle of things) or give us an intro and conclusion. Similarly, you may wish to explore the situation and implications or simply give us your dialogue. Do remember that you are trying to be as detailed and specific as possible. An example, instead of “I went to get my neighbor a drink”! You say “’It’s summer and there ain’t no leaves,’ she countered. Her face was pinched with lines; fat jiggled under her chin. She pointed to the lawn, then the flower bed, and said: ‘You see any leaves there – or there?’ I followed her pointing arm, stupidly. But she had a job for me and that was to get her a Coke at the liquor store. She gave me twenty cents, and after ditching my rake in a bush, off I ran. I returned with an unbagged Pepsi, for which she thanked me and gave me a nickel from her apron.” Begin a new paragraph for each speaker: anytime there is a switch and beware shifting verb tenses! For some reason, this paper challenges writers in this aspect.

Basically, what I want is for you to write about an interaction between two people or more people that shows diversity as m

Go to PsycPORT (http://www.apa.org/news/psycport/) and select an article related to one of the topics below. Write a summary of the article that is between 150 and 200 words long. Your summary must include the main ideas of the article, the chosen topic from the list below somewhere in the title, a brief descriptions of any research discussed in the article, and a link to the article. No direct quotes or copied and pasted text from the article are allowed.
Please be clear about your topic choice (of the five given) by putting it at the top of your submission. Also be selective about what kind of article you choose. Do not choose an article that provides basic information about the topic. For instance if you choose Learning, you need to find an article that connects Learning and some other factor, like poverty, for example. There is a lot of general information about these topics on the website, but choose articles that discuss cutting edge research regarding the topic.
Grading Rubric
Topic choice stated at the top of the submission 15
Article regards new research on the topic (not purely informational like you would find in a textbook definition). 30
Link to article present 15
Article has a direct and clear connection w/the chosen topics 15
Sub-total 75
Mechanics penalties (-2 each to maximum of 30 points)
Word count penalties (-20 if over 200 or under 150)
Topic:
Stress
Personality
Psychological disorders
Therapies
We have to choose one articles from PsycPORT this website.

The assignment: Explain how (if at all) the internet of things (IoT) affects, has affected, or will affect your life. You can consider the issue from any angle or perspective, provided the concept of IoT you use in your essay is not significantly different from the one discussed in class.
Take some time to think about this – treat the essay as an opportunity to reflect on your own relationship to technology, and how (if at all) it shapes your everyday experience.
Essay format:
• Please write this essay using a typical essay format, starting with a short introduction that leads up to a thesis.
o Your thesis should say something about how (if at all) the IoT, has affected, or will affect your life and why you hold that view.
o Follow the introduction with a few paragraphs on specific topics or ideas. Use concrete examples (from personal experience and observation) to support the main claims you are making in the essay.
o End with a short conclusion that summarizes your main idea and reflects thoughtfully on it. You do not need quotations or textual references in this essay.
Audience: I am the audience for this essay! Your writing may have some “voice” (personality, vivid words, strong emotions), but should be polite and appropriate for my eyes. A somewhat conversational tone is fine, but don’t be overly informal.
Format:
• 500-700 words, If you must exceed this limit, please do not do so by too much.
• Typed, double spaced with 1 inch margins.
• Put your name at the top left-hand side of the first page along with the date and the heading “Personal Reflection Essay.”
• Centered, write a descriptive title.
• Include page numbers.
• Upload your paper to myCourses under the appropriate heading.
Grading: Your work will be assessed based on the clarity of your argument and your writing. Your writing should be polished and you should aim to write expressively, with proper spelling and grammar.

For the assignment, you will write a 2-3 page analysis of one musical cue. This means you will analyze the music for one scene of a film – do not try to do a longer section, or you will not be able to address it in enough depth within the page limit.

This cue must not:
– Be one we cover in the course (check this against the syllabus and the textbook).
– Be one for which you’ve found an existing analysis.
– Come from a different medium (i.e. it should not be from television or any medium besides film).

Your paper must:
– Make a claim about the music of the scene – which functions of film music does the scene fulfill?
– Describe the music in detail – which instruments do you hear? Is a leitmotif used? Is the music diegetic or nondiegetic?
– Synthesize these observations to support your claim
– Explain why this is important/how the music is effective

If you’re unsure about how to get started, I recommend repeated watching, and starting your notes by listing what you hear, without trying to analyze it. Identify as many aspects of the music as you can – this might mean style, the kind or size of group performing the music, whether there are words, whether it sounds like something you’ve heard before, or any number of other observations. These observations will be the raw material for your analysis and the claim you want to make.

Again, this is not a music major course, so while I expect you to use the terminology we’ve learned in the course, I do not expect you to transcribe/write down melodies or do extensive formal musical analysis.

Your paper will be graded on:
Content (40% of grade): must address the scene’s music with appropriate terminology, detail, and reference to film scoring practices learned in class.
Critical Thinking (40% of grade): must make an original claim about the music’s function and synthesize observations to support claim.
Communication (20% of grade): must be organized in essay format, with at least 4 paragraphs, a thesis statement in the introduction, and a conclusion.

Assignment Title: “Building a Community”
Assignment: U.S. writer required and at least three references from uploaded text/material answer/address the following:
A) Which strategies from “Building a Community” would you incorporate into your overall U.S. 11th grade U.S. History class classroom management plan? Explain your reasoning along with the 11th grade U.S. History class classroom you envision.

B) As a way to demonstrate your ideas, go back to the scenario: “A middle school student who is required to set at the front of a class becomes fidgety to point where he/she is becoming disruptive to the whole class. 20 minutes into the class the student gets up and wanders around the class room. When asked to return to his/her seat, he/she leaves the classroom and heads down the hall.” Briefly describe the situation. Then describe the community-building strategies you would use to solve the problem.