Best Writer

Review the stages of implementation strategies of healthcare organizations
Review “340B Drug Pricing Program Oversight”
Provide a written analysis of the implementation phases that were used or excluded in the “340B Drug Pricing Program Oversight” case.
Explain what the literature (external scholarly source) regarding health implemntation strategy of drug pricing.
Conclude with a summary of your research.

4-5pages

Obtain the Pharmacology Script template.
2. Obtain Pharmacology Script rubric. Remembering to complete the assignment per specifications outlined in the rubric.
3. Analyze and identify the current literature evidence to complete the Pharmacology Script template. (Per UpToDate, scholarly references/articles, module readings, and/or the textbook)
4. Discuss and describe all information identified in the literature search (step 3) in the Pharmacology Script template.

Find any PR news/event/issue/incident, which is less than three years old. Analyze the issue or case in terms of PR.
Specify with which area of PR your case is related (E.g. media relations, community relations, crisis communication, consumer relations, etc.).
Describe the issue and explain what happened. Who are the target audience(s) of an organization/person? What would be a PR objective in the situation?
If you were a communication director of the organization/case/issue, how would you fix the problem or improve the case? What additional strategies/tactics would you do? What message would you deliver via what media (e.g. TV, social media, special event, endorser and so on)? Provide details.
Provide a link to the source (news article, YouTube video, etc.).
The other section of this paper consists of:
Find a research article in an academic journal and explain how you will use the article for the Small Case
Explain what the case is about in one paragraph.
Explain how the article helps you analyze your case in one paragraph.- Summarize what information in the article is relevant to your case in one or two paragraphs. e.g., if the article deals with an ethical case in a certain way, then, explain how it handled the situation and how it gives you an idea of how to handle your case.

Finding the evidence. Topic, PICO question and ONE article has been provided and approved for this
assignment. Instructions will be uploaded. PLEASE follow instructions closely and pay close attention to
the highlighted areas. Topic and PICO question will also be uploaded. If there are any questions please
don’t hesitate to ask. Thank you!

Assignment Content

Tech for Families Presentation 100 points
Technology is an integral part of life–including the lives of young children and their families. NAEYC’s position is that technology and media can indeed support development when used wisely and in a developmentally appropriate fashion. Your task? Find and evaluate technology created to communicate and share information between the school and the family. Be sure to review all of its sections and tabs and capabilities. Then create a family-friendly guide for this tech review, this can be a rubric, rating scale, or checklist using the information listed below
Rubric/Rating Scale Components: (5 points each )
Is the technology capable of sharing:
Announcements for all families
Newsletters
Pictures
Videos
Attachments- files, pdf, google docs
Individualized messages with confidentiality
Share lesson plans
Share assessment data
Update school official formsAlso include –
Cost
Easy to use for families and teachers, apps for mobile devices?
Overall opinions- will this tool make it easier for teachers to share information, will it be a smooth collaboration with current curriculum and assessment practices, and will it be beneficial for families?
A reflection that summarizes your findings, and your thoughts about the use of this technology in a young child’s learning environment, is also required. Evaluate: Give feedback on each section. What is done well with this technology? What could be changed or fixed for the better? (50 points)
Link to other apps

Overview
The Annotated Bibliography allows you to survey the vast field of children’s literature beyond what we can read together as a class. You will select 8 books related to the themes of each module of the course for a total of 40 books, read them, and document your reading by recording the publication information for each book with an annotation that describes the plot or main ideas of the book, along with analysis of its appeal or usefulness in the classroom.
One of the goals of this class is to create a list of useful books related to Children’s Literature. To reach this goal you will be reading eight books of your choice for each module. You may find these books in your home or classroom collections, your public or college library, and/or through online collections such as the following:
International Children’s Digital Library
Internet Archive – Children’s Library
After reading each book, you will record its citation in MLA format and create an annotation describing it. By the end of the semester, you will have a minimum of 40 books in your Annotated Bibliography. Don’t forget to include annotations for each book.
How to Proceed:
Collect eight books related to each module for a total of 40 books by the last week of the course. Create a heading for each of these modules within your Annotated Bibliography.
8 books on Module 1—Definitions and Histories of Children’s Literature
These can be books which you think are excellent examples of children’s literature. In your annotations, be sure to explain why you think these are good examples!
You may include the book(s) used in your Storyteller Report/Lesson Plan assignment in this module.
8 books on Module 2—Genres of Children’s Literature (poetry, fairy tales, mystery, fantasy, science fiction)
Try to read books in as many genres as you can! In your annotations, explain what features of these books fit those genres or what literary modes they use.
8 books on Module 3—The Role of Visuals (picture books, graphic novels, and film)
These should be books in which the visuals play an important role in telling the story. Try to read at least two graphic novels in addition to other picture books and/or visual-heavy chapter books.
You may include the book used in your Book/Film Comparison Assignment in this module.
8 books on Module 4—Trends and Controversies in Children’s Literature
At least 4 books should be examples of diverse children’s books. When thinking about diversity, include races, cultures, religions, genders, sexual identities, and disability statuses in your choices.
At least 4 books should be ones which have been censored. Check the ALA (American Library Association) website for great examples of censored or banned books.
You may include the book used in your Banned Book Essay in this module.
8 books on Module 5—Realism (Realistic Fiction and Nonfiction)
4 books should be examples of realistic fiction.
4 books should be examples of nonfiction, biography, or memoir.
Write an annotation for each book. Each annotation should be no more than six sentences, no less than three sentences. Each annotation should include 1-2 sentences explaining the plot or main ideas of the book. The remaining sentences can do any of the following:
describe the book’s usefulness in the classroom;
explain the appeal of the book;
describe the genre of literature or literary modes used in the book.
Each entry needs to use MLA formatting. Remember that books you find in digital databases need to include the citation information both for the original published book and the database you found it in. See the links on the course home page for help with this. List all books under each module in alphabetical order by the author’s last name.
IMPORTANT-Please number each entry from #1-#40. (Bibliographies that do not have each entry numbered from 1-40 will automatically lose 10%).
Have fun exploring new books!

You are an International Management Project Team working in a Corporate
Entity who are intending on setting up a local operation in CANADA. Using the perspectives of how cultures are defined you will present to
the decision-making board:
 An analysis of the national culture present in the target country and its
impact on business and management practices
 What are the likely challenges with leading and motivating a workforce in
this new environment?
Note – neither the company nor the industry is important – apart from being of a
size and scope where cultural differences are something which will have impact;
the important bit is reasoning for the insight application and
the recommendations you make.

The key elements of the chosen culture must be presented clearly. Students can
also use PowerPoint to explore relationship of culture to theory and to be able to
draw sensible conclusions in the context of their chosen industry allowing them to
present sound practical advice and recommendations for managers.
It is up to the group to decide upon how they will present but the overall
assignment will include the following elements:
 Cultural Presentation and impact on business practices
 The Key Challenges
 Theory discussions
 Application through examples from businesses, case studies and research
into business in this culture
 The Recommendations

Rhetorical Analysis Essay
Include the following information in your paper:
1. What is the source of the image? What is its purpose and audience?
2. What prominent element in the image immediately attracts your attention?
3. What is the focal point of the image? How does the image direct your attention to this point?
What path does your eye follow as you observe the image?
4. What objects are included in the image?
5. What figures (people or animals) appear in the image?
6. What action takes place in the image? What is its “plot” or story?
7. What is in the background? In what place does the action take place?
8. What elements, colors, and shapes contribute to the design? How are they arranged or
balanced? What feeling, memory, or association does the design evoke?
9. How are the pictorial elements related to one another? How are they related to any written
material? What do these relationships tell you as a viewer?
10. How does the image use space? Does it include a lot of white space, or does it seem cluttered
and busy?
11. What composition decisions has the designer or artist made? What type of shot, shot angle,
lighting, or color is used?
12. What is the function of the image? How does form support function?
13. What typefaces are used? What impressions do they convey?
14. What general feeling do you get from looking at the image? What mood does it create? How
does it create this mood?
15. What sociological, political, economic, or cultural attitudes are reflected?
16. What language is included in the image? How does the language function?
17. What signs and symbols can you identify? What role do these play?
18. What theme or themes can you identify in the image?
From A Writer’s Guide

I have attached copies of the instructions.

Reflect on the importance of identifying comma splices and run-ons errors and why it is important to use the conjunctive adverbs and the semicolon correctly.
Write at least a paragraph of no less than 10 sentences and more than 200 words.
Include an example of a run-on and two ways to correct it.
Include an example of a comma splice and two ways to correct it.
Include an example of two independent ideas joined by a conjunctive adverb.
Include an example of two independent ideas joined by a semicolon.

*Do not use informal language: contractions, informal (slang) words/expressions.
**Use transitional words: first, another, also, however, therefore, furthermore, etc.

** https://opl.apa.org/OPL-Student/index.html?#/StudentExperimenthttps://opl.apa.org/OPL-Student/index.html?#/StudentExperimenthttps://opl.apa.org/OPL-Student/index.html?#/StudentExperiment

** ^ Link used for reference

Author: Ken McGraw, University of Mississippi

Editors: Leanne Boucher, Nova Southeastern University; James Collins, Middle Georgia State University

Introduction
The ‘First Impressions’ experiment is a computer-based version of a classic study conducted by Hamilton and Gifford (1976, Study 1). Jay Jackson (2000) provides a succinct explanation of the significance of this research:

‘Research has demonstrated that people pay special attention to distinctive or rare events and recall such events with relative ease (Hamilton & Gifford, 1976; Hamilton & Sherman, 1996). . . .When two distinctive or rare events co-occur, people tend to notice that relation more readily, encode the information more effectively, and recall such relations with greater ease (Matthews, 1996). Consequently, . . . people often subjectively overestimate how often two distinctive events occur together. This tendency has been dubbed the illusory correlation because it involves perceiving a relation that does not exist or is weaker in reality than perceived (Garcia-Marques & Hamilton, 1996). This cognitive process can influence the content of stereotypes. For example, it partly explains why many White Americans overestimate the rate at which African Americans engage in criminal activity (both are distinct or rare events)” (pp. 273-274).

Design
The current experiment is faithful to the original (Hamilton & Gifford, 1976) in its primary details. Participants read about people who belong to either a majority or minority group, with twice the number of majority members (n=26) as minority members (n=13). The information conveyed about each of the people describes a desirable or an undesirable behavior. The ratio of desirable to undesirable behaviors is 9:4 in both groups, but because both minority members and undesirable behaviors are rare events, participants should form illusory correlations and judge the minority members less favorably than majority group members.

Method
The stimulus materials are 39 photographs of male and female adults differing in age and race. The task for participants is to learn something about the people whose faces make up the task stimuli. They do so by clicking on each face in the 39-face set. When a face is clicked, a text balloon pops up with information about the person. The 39 statements are given in Appendix A. The information designates the person as either an Alpha or a Beta and describes a positive or a negative act or attribute of the person. The pairing of the face with information about the face is structured so that there are 26 Alphas to 13 Betas and that there are 18 positive and 8 negative acts by Alphas and 9 positive and 4 negative acts by Betas. The information produced by a mouse click remains on the screen until the mouse is released. This permits people to read and process the information at their own pace. Once the mouse is released, the face is greyed out, and the information about the face cannot be re-displayed.

Once all 39 faces are clicked, a set of 7-pt Likert scales appear on the screen. Participants indicate their impressions of Alphas and Betas using these rating scales. The ratings are made for the three positive attributes (popular, honest, and helpful) and three negative attributes (lazy, unhappy, and irresponsible). Scores from these separate scales are available in the data output along with a composite measure of the ratings on positive attributes and negative attributes. A final dependent measure is the participant’s rating of the percent of negative behaviors revealed in the statements made by the Alphas and Betas.

Data Format and Download
New column included in data reports!
There is a Profile ID included in new data reports. This is specific to each user. The User ID shown in old reports is now called Experiment Results ID. If a user takes an experiment multiple times, the Experiment Results ID will be different each time but the Profile ID will be consistent. To access the original data formats with User ID, use the OLD DATA files. The image below is not an exact representation of the XLS download. For more information, see our FAQs.
Data are downloadable in several formats (Microsoft Excel, CSV, XML, JSON). Figure 1 shows an excerpt from a sample Excel spreadsheet. Definitional information for each of the labeled columns appears in Figure 1.

Figure 1
Positive and negative attribute ratings (on a 7-pt Likert scale) for Alphas and Betas are calculated as both composite scores and as six separate ratings (three for positive attributes of popular, honest, and helpful; three for negative attributes of lazy, unhappy, and irresponsible). In addition, there is the participant’s estimation of the proportion of negative statements about the Alphas and Betas. Students wishing to perform inferential analyses on the data have several options.

One can conduct a repeated measures 2×2 ANOVA on the composite scores to determine if there is a difference between group membership and/or attribute valence. Planned comparison t-tests can be used to compare the composite positive rating for Alphas (ASumofPositive) to the composite positive rating for Betas (BSumofPositive); the same can be done for the composite negative rating for Alphas (ASumofNegative) and the composite negative rating for Betas (BSumofNegative). If Alphas are found to have higher composite positive ratings and Betas are found to have higher composite negative ratings, the results are consistent with the hypothesis that illusory correlation contributes to stereotype formation.

A one-way repeated measures ANOVA followed by planned comparisons of Alphas and Betas on each of the six attributes will reveal whether there were differences between the ratings of Alphas and Betas on the six attributes. If Alphas are found to be rated more highly on positive attributes and Betas more highly on negative attributes, the results are consistent with the hypothesis that illusory correlation contributes to stereotype formation.

The second measure of interest is the estimates participants made for the percent of negative statements that the members of the Alpha and Beta groups made about themselves. These are labeled ‘ApercentofNegative’ and ‘BPercentofNegative’ in the data. A repeated measures t-test can also be conducted on the participants’ estimations of the proportion of negative statements that were made by the Alphas and Betas. A significant difference reflecting higher estimates for Betas (the minority group) is consistent with the illusory correlation phenomenon that is hypothesized to contribute to stereotype formation.

In addition, since we know that the actual percent of negative statements is 31% for both groups (26/8 for Alphas and 13/4 for Betas), a one-sample t test can be conducted to determine if the participants rated the percent of negative statements made as more or less frequent than in actuality (31%). The result of these tests will indicate whether participants tend to overestimate the proportion of negative statements due, perhaps, to greater salience for negative than positive statements.

Applications/Extensions
This study allows participants to experience the formation of initial impressions and the roles minority/majority status and positive/negative attributes play in that formation process. Further comparisons can be made to the Implicit Association Test study also available here in the Online Psychology Laboratory.

References
Garcia-Marques, L., & Hamilton D.L. (1996). Resolving the apparent discrepancy between the congruency effect and the expectancy-based illusory correlation effect. The TRAP model. Journal of Personality and Social Psychology, 71, 845-860.doi: 10.1037/0022-3514.71.5.845

Hamilton, D.L., & Gifford, R.K. (1976). Illusory correlation in interpersonal perception: A cognitive basis of stereotypic judgments. Journal of Experimental Social Psychology, 12, 392-407. doi: 10.1016/S0022-1031(76)80006-6

Hamilton, D.L., & Sherman, S.J. (1996). Perceiving persons and groups. Psychological Review, 103, 336-355.doi: 10.1016/S0022-1031(76)80006-6

Jackson, J.W. (2000). Demonstrating the concept of illusory correlation. Teaching of Psychology, 27, 273-276.

Matthews, R.A. (1996). Base-rate errors and rain forecasts. Nature, 382, 766. doi:10.1038/382766a0

Appendix A
Statements by Alphas

I volunteer with Meals on Wheels.
I visited a sick friend in the hospital today.
I am rarely late for work.
I planted seedlings in the park
I helped a lost child in the supermarket yesterday.
I donated clothes to charity.
I volunteered to tutor needy students.
I drive my elderly neighbor to the grocery store.
I work out to keep in shape.
I received a promotion at work.
I sing in the church choir.
I took a hurt stray dog to the vet.
I helped a friend move to a new apartment.
I take the neighborhood kids swimming.
I volunteer in an after-school reading program.
I give blood to the Red Cross regularly.
I earned a community service award from the Chamber of Commerce.
I used vacation time to work with Habitat for Humanity.
I cheated on last year’s federal taxes.
I am self absorbed to a fault.
I kicked a dog for no good reason.
I ran a red light.
I failed to show up for a scheduled job interview.
I have crude table manners.
I stole the neighbor’s newspaper one morning.
I rarely wash my car.
I donated clothes to charity.
Statements by Betas

I helped a needy child.
I went out of my way to return a lost wallet to its owner.
I am well liked by my colleagues.
I converse easily with strangers.
I learned how to fly an airplane.
I am recognized as an excellent musician.
I helped paint my neighbor’s house.
I organized a birthday party for a co-worker.
I am considered to be a very dependable person.
I dented the fender of a parked car and did not leave my name.
I never return library books on time.
I yelled at a little boy who was bothering me.
I often tailgate when driving.