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Write a Introduction to Qualitative Inquiry in Curriculum, Teaching and Learning!

Use your experience from cleaning data in the previous weeks’ assignments to help you complete this assessment.

Review the Credit Risk document. The data set has 425 cases and 15 variables pertaining to past and current customers who have borrowed from a bank for various reasons. The data set contains customer-related information such as financial standing, reason for the loan, employment, demographic information, and the outcome or dependent variable for credit standing. It also classifies each case as good or bad, based on the institution’s experience.

Complete the following tasks:

Scrape, clean, and manipulate the data so that it is usable.
Create a list of the top 5 predictors to identify potentially risky customers (e.g., financial standing, employment).
Perform a type of regression analysis to predict and classify the risk factors.

Compile a 1- to 2-page report as a written document or an 8- to 10-slide presentation with detailed speaker notes and appropriate graphics, which includes the following:

Describe the steps you took to clean the data.
Describe the input variables used. (Input variables are categorized as time variables and environment variables.)
Explain the type of regression analysis you used to predict and classify the accident types.

Explain why white man who trades in secrets and deception is given a better turn than a black man whose father was murdered by his own family and who is left by family and nation to languish in poverty. That’s racist.”
In MINIMUM 5 PAGES (DOUBLE-SPACED), argue why you agree or disagree with Lebron’s reading of the film’s narrative as ideologically problematic, or even racist. Your answer should be based specifically (though not exclusively) on the analysis and interpretation of the character development of Killmonger and Ross.

Describe Kant’s line of reasoning in which he arrives at the Categorical Imperative. What does this imply that all agents must have access to? Is this a reasonable constraint on moral agency and moral decision-making? Additionally,
consider the Case of the Inquiring Murder once more. Provide a scenario in which it would be in accordance with the laws of your country to tell the Inquiring Murder which way
the victim went. Describe how this might be in accordance with the Categorical Imperative.

The paper must be in Mla format with Intext citations.

Write a COVID-19 testing site and you need to develop a project.

Explain how useful is the concept of ‘critical literacies’ in approaching children’s literature (Giles 2009 p. 344)? Giles, J. (2009) ‘What is the other side of truth?’, in Montgomery, H. and Watson, N. (eds) Children’s Literature: Classic Texts and Contemporary Trends. Milton Keynes: Palgrave MacMillan/The Open University. Guidance notes Your assignment should include: • a clear description of the framework that you intend to use to explore the EMA question that you have chosen, and your rationale for this • the reasons for your choice of set text(s), and an indication of what these choices bring to your answer • an awareness (critical evaluation) of the strengths and limitations of the theoretical material from EA300 Block 6 and at least another block that you have chosen to draw on. You are not required to agree with the points made in the material. In the introduction to your EMA, please indicate clearly which books and module blocks you will be referring to. Preparing your EMA • Be sure to invest time in planning your EMA. Take time to read the question. Return to your previous TMAs and read through all the feedback your tutor has given you. • You can select from and organise the EA300 module material (its set texts, Study Guide, Readers and AV materials) that you find most engaging and relevant to the option you choose. • You will need to be selective in choosing from all this information and evidence but are expected to draw on material from Block 6, one or more of its associated set texts, and at least another block and set text from the module. • You should demonstrate that you can sift material and present points in the form of a coherent, in-depth argument, garnering support from a range of sources and positions represented across the module. • You will be assessed in part on your ability to evaluate the strengths and limitations of the materials you use, and to clearly express in your writing your critical engagement with the associated issues. • You may draw on additional external sources as long as they are relevant and you reference them appropriately. However, it is not essential to use them, and priority should be given to the EA300 material. • In the EMA, you may write about the set texts that you have focused on in your TMAs, but you must not reuse material, such as sections of previous assignments, whether in the original or in an edited form. These are the texts that have been used previously: Harry Potter Treasure Island Little Women Peter Pan Swallows and Amazons Roll of Thunder The Tale of Peter Rabbit Voices In the Park. I am more than happy for you to use a text that has already been used, however, If you choose to use a text that has been included in a previous essay, please just check that you are not reusing previous material etc. All previous essays will be uploaded so you can check. I will highlight the texts that I have a digital copy that can be uploaded and sent to you. Structuring your EMA There are no specific requirements for the structure of this assignment. You may organise it in any way that you feel is appropriate. You will nevertheless need to ensure a balance between examples and discussion, without either one of these predominating. Plot summaries are unnecessary, and you will not gain credit for using them. Similarly, you don’t need to include long summaries of any articles or essays you refer to, or very lengthy quotations from them. You may include visual images if they are relevant. It is important to keep to the recommended word length. Module structure The module is organised into six blocks, each covering four or five weeks of study: Highlighted books are books that I can upload a digital copy to you. Block 1 Instruction or delight? This block introduces the history of children’s literature, setting the context for the rest of the module. It raises fundamental questions about the nature and purposes of children’s literature and begins the discussion of key themes that will run throughout your study, for example, the idea that books for children should instruct as well as entertain, and the tension between books that are popular with children and those that are judged by adults to be more prestigious. In relation to these debates, the block considers some contemporary best-sellers and the reasons for their importance. In the final week of this block, you will examine fairy stories – their purpose, how they have become transformed over the years, and the gulf that sometimes occurs between their interpretation by children and by adults. Set text • Philip Pullman, Northern Lights, • . Rowling, Harry Potter and the Philosopher’s Stone. Block 2 Books for girls and books for boys This block introduces you to two nineteenth-century novels that have been seminal in the development of children’s literature. The first, Little Women, was a forerunner of realistic domestic novels directed specifically at girls, and the second, Treasure Island, was a foundational adventure story designed to appeal particularly to boys. The block looks at constructions of gender in and around nineteenth-century children’s literature and examines the influence of British imperialist values on the role models that this literature offered young people. You will be introduced to a range of literary criticism on both these books and shown how to examine some of the stylistic techniques used by authors to present certain points of view and ideologies.? Set texts • Louisa May Alcott, Little Women. • Robert Louis Stevenson, Treasure Island. Block 3 Poetry and performance This block introduces a selection of poetry and different kinds of performance: storytelling, plays and screen adaptations. It starts by examining how a wide variety of poems, songs, rhymes and verse have come to be seen as ‘children’s poetry’, and considers the ideas about childhood found in the poems and who their implied audience was. The study of storytelling is then str‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌uctured around video recordings of live storytelling events. The second half of the block focuses on the most famous play ever written for children, . Barrie’s Peter Pan. As well as comparing different versions of the story – from the original 1904 stage play to the 2003 film directed by . Hogan – the block examines Peter Pan’s strong influence on Western visions of childhood. Your work in Block 3 again includes reflection on some critical literature and stylistic analysis. Set texts • Roger McGough (ed.), 100 Best Poems for Children. • . Barrie, Peter Pan and Other Plays. • Peter Pan, DVD (2003). Block 4 The prestigious and the popular This block focuses on twentieth-century children’s fiction, drawing on literary and stylistic analysis to explore the role of realism and the fantastic in five set texts (of which you will study four, one of these being your Block 1 choice of either Northern Lights or Harry Potter and the Philosopher’s Stone). The theme of ‘evaluation’ is central to the block, which examines why particular books have been judged to be good quality literature and presents arguments about the value of less respectable, more popular literature. You will be asked to reflect on the purposes and effects of book prizes, and to consider the role and appeal of children’s comics. Block 4 revisits questions about the purposes of children’s literature, the criteria by which it should be evaluated and the models of childhood by which it is underpinned. Set texts • Arthur Ransome, Swallows and Amazons. • Philippa Pearce, Tom’s Midnight Garden. • Mildred D. Taylor, Roll of Thunder, Hear my Cry. Revisiting: • . Rowling, Harry Potter and the Philosopher’s Stone • Philip Pullman, Northern Lights. Block 5 Words and pictures In this block you focus in depth on the use and effects of images in children’s books. The block approaches this at different levels, from the overall appearance of the book as an artefact, through the role that visual information plays in forming the story, to the ways in which different visual elements can be used to create meaning and emotional impact. You will examine the complex ways in which words and images can be combined to form narratives for children, focusing in particular on one of the most famous classic illustrated books for young children, Beatrix Potter’s The Tale of Peter Rabbit, and on a more recent picture book, Voices in the Park by Anthony Browne. The block includes the study of how images in children’s books have changed over time, from early-Victorian woodcuts to postmodern picture books. Set texts • Beatrix Potter, The Tale of Peter Rabbit. • Anthony Browne, Voices in the Park. Block 6 Contemporary trends. This block explores a number of trends in children’s fiction at the beginning of the twenty-first century, focusing in particular on socially committed fiction, stories about past or future worlds, and social-realist literature for young adults. Each of these trends is exemplified by one of the set texts for the block. In addition, you will consider the effects of broader changes in the field of children’s literature. These include recent developments in publishing and the growth of a global market, the proliferation of digital media, the effects of translating literature across cultures, and the implications of crossover literature for divisions between literature for children and for adults, and for the boundaries of childhood itself. Set texts • Beverley Naidoo, The Other Side of Truth. • Jamila Gavin, Coram Boy • Philip Reeve, Mortal Engines. • Melvin Burgess, Junk. Some of the blocks follow a broadly chronological order: Block 1 discusses early children’s literature Block 2 focuses mainly on nineteenth-century children’s books Block 4 concerns twentieth-century children’s literature Block 6 looks at current trends at the beginning of the twenty-first century. Block 3 and Block 5 are each focused on specific genres of children’s literature, and include historical as well as contemporary discussion. Each block involves a combination of investigation into ideas and issues relating to children’s literature, specific set texts, literary criticism, and the use of language. The blocks all draw on a range of different module materials (see the ‘Module components’ section). Readers Academic material is presented in two Readers, which include extracts from seminal writings in the field together with newly commissioned material. Reader 1 focuses on issues, debates and different genres in the field of children’s literature. Reader 2 provides a set of critical case studies focused on the set texts covered in the module. Each Reader includes a general introduction to the book as a whole, and a short introduction to each section, which explains the significance of the area of work that it covers and offers suggestions for further reading. The illustrations in the Readers are an important resource for your study of the development of children’s books and how they have changed in appearance over time. Reader 1: Children’s literature: approaches and territories Edited by Janet Maybin and Nicola J. Watson This Reader includes sections on the history and purposes of children’s literature, publishing and popularity, the different genres of poetry, performance and picture books, and contemporary transformations. The Study Guide will direct you to read specific chapters of the Reader. Reader 2: Children’s literature: classic texts and contemporary trends Edited by Heather Montgomery and Nicola J. Watson The first part of this Reader consists of sections of critical essays on each of the nine classic set texts for the module, as well as a section on poetry anthologies. The second part includes essays on the four contemporary set texts for the module (those by Burgess, Naidoo, Gavin and Reeve), which represent current trends in young people’s fiction. The Study Guide suggests how you can weave your reading of the critical material into your reading of the set texts. Alternatively, you may want to complete your reading of each set text before turning t‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌o the relevant section in Reader 2. This information is also uploaded in the files and you can see the texts that have been highlighted. etc

Nursing informatics works to develop communication and information technologies into clinical practice. However, this study is far more important to the discipline than just data analysis and connection. This discipline allows for growth in the industry using emerging technologies, data analysis, and changes in practice. Often, this occurs through the use of project management, to take a need, change, or issue, and identify a solution to implement in practice.

Photo Credit: juli_lenets / Adobe Stock

Based on your experience with your small nursing informatics project, the materials provided, and evidence collection, how might you explain the value of nursing informatics and project management in nursing practice? How does nursing informatics align with technology, and how is it far more than just data collection and analysis?

For this Discussion, reflect on the implementation (or proposed implementation) of your small nursing informatics project. Think about the value of the project management as it relates to nursing informatics and consider how nursing informatics impacts nursing practice and healthcare.

To Prepare
Reflect on the last 10 weeks of the course, considering what you may have learned or experienced. Focus on the assigned learning materials, discussions, and projects.
Reflect on the concepts of nursing informatics, project management, and technology that you have examined throughout this course.
Consider how you might connect the topics and concepts that you have examined in this course to your healthcare organization or nursing practice.
Reflect on other areas of nursing informatics in which you may be interested.
Reflect on the value of developing a small nursing informatics project, including the specific applications and processes of implementation.
How might the concepts and competencies of project management assist you in the development of your DNP Project or dissertation?
By Day 3 of Week 11
Post a cohesive response that reflects on what you have examined in this course regarding the value of nursing informatics and how it may impact your clinical practice.

What are some other areas where Nursing Informatics is important as a discipline?
How might Nursing Informatics align with technology?
Explain how it is more than data analysis and collection in today’s practice. Be specific and provide examples.
What are some other areas where project management is important as a discipline?
How does project management align with technology?
How does project management align with everyday practice and other processes? Be specific.
Do you see it as an organizational framework and thought process? Why or why not?

Insights into how your core values influence your professional identity.
Discuss your leadership attributes that you would like to develop addressing both leadership and management responsibilities.
Organizational structure diagram that reflects the roles and responsibilities of professional nurse leaders in the micro, meso and macro levels of operation that begins with a mission, vision, and philosophy statement directed at improving client health outcomes.
Techniques and strategies needed to identify and quantify quality issues that impact outcomes in the clinical microsystem.
Apply standards to favorably impact a quality improvement initiative.
Describe how communication techniques to include staffing assignment challenges, delegation, supervision, and prioritization impact the improvement of quality as a nurse leader within the context of a multi and interdisciplinary team.
Incorporate how change theory is influenced by environmental and cultural dynamics
Provides stated ideas with professional language and attribution for credible sources with correct APA citation, spelling, and grammar.

Analyze the character’s idealism and its positive or negative consequences. Explain how the author’s portrayal of this idealism illuminates the meaning of the work as a whole.write an essay in which you analyze the character’s idealism and its positive or negative consequences. Explain how the author’s portrayal of this idealism illuminates the meaning of the work as a whole. The books to choose from and only one needs to be chosen: Passing, The Bell Jar, Death of a Salesman, The Things They Carrie‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌d

Week 2 Discussion: Professionalism, Ethics, Leadership, and Communication
Describe the characteristics of police professionalism, and how this relates to ethics? What are the most ethical issues in today’s era of policing?

According to Grant (2002), officers must also maintain their personal lives private and acknowledge the badge as a symbol of public faith and confidence. The police code of conduct and the law enforcement code of ethics work together. The code of conduct is a set of ethical guidelines that law enforcement agents follow when carrying out their jobs. Acting impartially, using caution, using only required force, and maintaining confidentiality, honesty, and a professional image at all times are all part of these rules (Grant, 2002). These ethical declarations, together with appropriate training and competent leadership, inspire law enforcement officers to pursue a career in which they are ethical. Corruption is an ethical concern that police officers face. Strong leadership, changes in the selection and socialization of new officers, changes in departmental organization and operations, and changes in the environment in which the department works are listed as characteristics of police corruption, and four methods for controlling corruption in law enforcement agencies are suggested, including strong leadership, changes in the selection and socialization of new officers, changes in departmental organization and operations, and changes in the environment in which the department works (Grant, 2002).