Best Writer

QI Project: Scenario and Data:

Synopsis:

You are a Performance Improvement Project Coordinator working for the World Health Organization. Over the past 18 months, you have been working with a team of individuals from the United States and around the world on an initiative around improving the implementation and administration of the malaria vaccine to children in sub-Saharan Africa. The following scenario and data provided are around a Malaria Vaccine Initiative in Ghana.

Now that this initiative is complete, you must create a presentation to the Board of Directors around the work that was done. Your presentation must include critical elements and explanations around why this work was needed, how it was implemented, results that were seen, and if outcomes were improved or fell flat.

This project did not present without its own challenges, though. Utilizing the data given to you and from your own research, explain the challenges that were within this project and how your team overcame them.

Your presentation must be professional, robust, and engaging so that the team’s work, dedication, ideas, and passions that were dedicated to this project over the past 18 months is articulated in such a way that your expertise is going to be utilized on future projects going forward.

*This scenario has been adapted from an initiative currently underway by the WHO.

Scenario:

Background: Malaria remains a primary cause of childhood illness and death in sub-Saharan Africa. More than 260 000 African children under the age of five die from malaria annually. To assess the knowledge and understanding that parents have around protection for their children from Malaria with this new vaccine becoming available.

Goal: With additional education and support, 95% of the children who visit the Kumasi Clinic will receive their first dose of the vaccine series.

Method: Parents of children were given a pre-survey regarding their knowledge of the malaria vaccine and benefits for their own children. After the pre-survey, parents were given the option to vaccinate their child. Afterwards, a post-survey was also conducted with these parents

Results: The proportion of participants with increased knowledge around malaria increased after intervention, respectively. Counseling was provided around appropriateness of the vaccine and education around the vaccine schedule prior to discharge. Many children did receive their first malaria vaccine of the series prior to discharge.

Conclusion: Increased vaccination rates were seen when proper education was provided to parents, with an opportunity to participate in shared-decision making.

Data:
416 non-vaccinated children were invited to participate in the study; 213 declined to participate. Ultimately, 972 non-vaccinated children’s parents agreed to be involved in the study and participated throughout the evaluation period.
A pre-survey was given to the participants to assess their level of knowledge around appropriate malaria vaccination. Questions around the survey included:
Knowledge around Malaria and transmission rates
Knowledge around RTS & S/AS01 Malaria vaccines
Knowledge around cadence of vaccine series and safety of vaccine

Pre-Survey Results:
Questions
Good Level of Knowledge
Fair Level of Knowledge
Poor Level of Knowledge
Malaria and Transmission Rates
8
149
167
RTS & S/AS01 Malaria Vaccine
9
148
169
Vaccine Schedule and Safety
9
148
165

After analyzing the pre-survey results, team members instituted a plan around a social worker meeting with all mothers prior to leaving the clinic. Prior to discharge, this social worker would provide counseling around Malaria, the vaccine, and safety.
A memo for this change was posted in the staff break room, and project management planned to look at the results around this change after 6 weeks.
A social worker who previously worked with elderly patients was moved in to working on this project and meeting with parents
If the social worker was not available to meet with patients prior to discharge, the discharge nurse was expected to complete the counseling and administer the vaccine if necessary

Number of Counseling Sessions Completed After 6 Weeks:
Parents Who Received Counseling & Vaccines Administered to Children
Discharges for that Week
Intervention 1; Week 1 (10/10-10/16)
20
65
Intervention 1; Week 2 (10/17-10/23)
16
68
Intervention 1; Week 3 (10/24-10/30)
12
62
Intervention 1; Week 4 (10/31-11/6)
13
64
Intervention 1; Week 5 (11/7-11/13)
3
70
Intervention 1; Week 6 (11/14-11/20)
8
62

After the first month, the social worker assigned to this project within the maternity ward quits. The Project Management team goes back to the drawing board and makes the following changes:
Two new team members are added, both nurses who work specifically with pediatric patients
In-person training is provided for all staff
New Social Worker hired for the position, with maternal/child experience
Vaccine Counseling Checklist created and required for use by staff at every discharge
After introducing these changes, the team decides to evaluate the number of counseling sessions after 24 weeks, with the following results:

Intervention 2; Week 1 (11/28-12/4)
31 – Number of Parents Who Received Counseling & Vaccines Administered to Children
68 – Number of Discharges for that Week

Intervention 2; Week 2 (12/5-12/11)
34 – Number of Parents Who Received Counseling & Vaccines Administered to Children
68 – Number of Discharges for that Week

Intervention 2; Week 3 (12/12-12/18)
35 – Number of Parents Who Received Counseling & Vaccines Administered to Children
61 – Number of Discharges for that Week

Intervention 2; Week 4 (12/19-12/25)
38 – Number of Parents Who Received Counseling & Vaccines Administered to Children
69 – Number of Discharges for that Week

Intervention 2; Week 5 (12/26-1/1)
33 – Number of Parents Who Received Counseling & Vaccines Administered to Children
72 – Number of Discharges for that Week

Intervention 2; Week 6 (1/2-1/8)
33 – Number of Parents Who Received Counseling & Vaccines Administered to Children
63 – Number of Discharges for that Week

Intervention 2; Week 7 (1/9-1/15)
34 – Number of Parents Who Received Counseling & Vaccines Administered to Children
65 – Number of Discharges for that Week

Intervention 2: Week 8 (1/16-1/22)
36 – Number of Parents Who Received Counseling & Vaccines Administered to Children
64 – Number of Discharges for that Week

Intervention 2; Week 9 (1/23-1/29)
37 – Number of Parents Who Received Counseling & Vaccines Administered to Children
71 – Number of Discharges for that Week

Intervention 2; Week 10 (1/30-2/5)
39 – Number of Parents Who Received Counseling & Vaccines Administered to Children
68 – Number of Discharges for that Week

Intervention 2; Week 11 (2/6-2/12)
40 – Number of Parents Who Received Counseling & Vaccines Administered to Children
70 – Number of Discharges for that Week

Intervention 2; Week 12 (2/13-2/19)
42 – Number of Parents Who Received Counseling & Vaccines Administered to Children
70 – Number of Discharges for that Week

Intervention 2; Week 13 (2/20-2/26)
39 – Number of Parents Who Received Counseling & Vaccines Administered to Children
66 – Number of Discharges for that Week

Intervention 2; Week 14 (2/27-3/5)
41 – Number of Parents Who Received Counseling & Vaccines Administered to Children
63 – Number of Discharges for that Week

Intervention 2; Week 15 (3/6-3/12)
43 – Number of Parents Who Received Counseling & Vaccines Administered to Children
65 – Number of Discharges for that Week

Intervention 2; Week 16 (3/13-3/19)
40 – Number of Parents Who Received Counseling & Vaccines Administered to Children
68 – Number of Discharges for that Week

Intervention 2; Week 17 (3/20-3/26)
44 – Number of Parents Who Received Counseling & Vaccines Administered to Children
72 – Number of Discharges for that Week

Intervention 2; Week 18 (3/27-4/2)
40 – Number of Parents Who Received Counseling & Vaccines Administered to Children
67 – Number of Discharges for that Week

Intervention 2; Week 19 (4/3-4/9)
36 – Number of Parents Who Received Counseling & Vaccines Administered to Children
70 – Number of Discharges for that Week

Intervention 2; Week 20 (4/10-4/16)
39 – Number of Parents Who Received Counseling & Vaccines Administered to Children
71 – Number of Discharges for that Week

Intervention 2; Week 21 (4/17-4/23)
28 – Number of Parents Who Received Counseling & Vaccines Administered to Children
40 – Number of Discharges for that Week

Intervention 2; Week 22 (4/24-4/30)
20 – Number of Parents Who Received Counseling & Vaccines Administered to Children
32 – Number of Discharges for that Week

Intervention 2; Week 23 (5/1-5/7)
48 – Number of Parents Who Received Counseling & Vaccines Administered to Children
68 – Number of Discharges for that Week

Intervention 2; Week 24 (5/8-5/14)
50 – Number of Parents Who Received Counseling & Vaccines Administered to Children
73 – Number of Discharges for that Week

At the end of the 18 weeks, a post-survey was given to the 203 randomized participants who had received counseling around Malaria vaccination. Again, this assessed their level of knowledge around Malaria and transmission rates, vaccines, and safety.

Questions
Good Level of Knowledge
Fair Level of Knowledge
Poor Level of Knowledge
Malaria and Transmission Rates
266
50
8
RTS & S/AS01
189
125
10
Vaccine Schedule and Safety
274
38
12

Additional data collected during post-survey:
150 Families reported that they plan to continue and complete the vaccine series
15 Families reported that the counseling provided around vaccines was not helpful
172 Familie reported that they found the counseling helpful and necessary to process this decision
189 Families reported that cultural and familial expectations have the highest impact on whether or not to vaccinate their own children

Six months after the Malaria Vaccine Counseling process and checklist was introduced, the Project Management team asked for feedback from the 25 nurses who work within the pediatric clinic. Staff provided the following feedback:
25/25 nurses believe that counseling, options, and education around the new Malaria vaccine needs to be provided to all families
9/25 nurses report that they complete the Malaria Vaccine Counseling Checklist when appropriate
21/25 nurses report that additional staff is needed to complete the checklist and many would also benefit from additional education around this new process

For this assignment, I need a 2000 to 3000 words draft of the final paper. The final paper will be a critical essay of 6000 words which integrates theory and practice. References should follow the Harvard system.
A critical literature review of key theories of the nature and exercise of leadership in organisations (40% of the available marks)
A critical evaluation of the behaviour of selected leaders that you have encountered in the course of your career, in relation to a range of theories of leadership (40% of the available marks) examples of
A summary of the learning you can take from this assignment for your own practice and development as a leader (20% of the available marks)

Book “Leadership in Organizations” by Gary Yukl 8th edition, PG 10
Gary states that “Attempts to organize the literature according to major approaches or perspectives show only partial success. One of the more useful ways to classify leadership theory and research is according to the type of variable that is emphasized the most. Three types of variables that are relevant for understanding leadership effectiveness includes; (1) characteristics of leaders, (2) characteristics of followers, and (3) characteristics of the situation.”

Many scholars have defined the leadership theories as refined and modified according to the trends making the theories completely irrelevant. The relevance here depends on the context that the theories will be applied. The forms of leadership applied in very high degree areas of confidence level, precision, and technical expertise are different from those applied in simple management portfolios. Cultures will influence leadership concepts, situations, new laws, environment, and information overload, making the idea commensurate to leadership’s ever-changing dynamics. The theories of leadership include the following:
A Great Man Theory
According to Baltaci and Balcı (2017), the common leadership traits have had several efforts that have been explored over the past centuries where heroes are needed to define their failures and successes. In 1847, philosopher Thomas Carlyle stated that these heroes’ interests were always based on the histories of those who have worked to achieve certain levels (Leithwood et al., 2020). Carlyle claimed that everyone is born a leader, but it takes certain efforts for those endowed with heroic efforts to become leaders. He argued that great men are born but not made. This theory was further explained by Sidney Hook, an American philosopher who claimed that there are impacts that an eventful man can create. He stated that an eventful man remained more complex than the historical situation but did not determine their courses precisely. He also introduced the idea of an event-making man who influenced the making of the man’s role because of the consequences of a person’s capacity of intelligence, character, and will, instead of their actions of distinction. However, after subsequent events unfolded, these ideas were considered flawed, just like the story of Hitler, therefore, challenging the credibility of this theory (Gary, 2012). These once regarded as great men became irrelevant. This leadership theory, thus, proceeded from the dogma that great leaders are always born or, just as nature could state it that they were destined to at one particular time to rise to the level of becoming a leader.
Trait Theory
Daniëls et al. (2019) believed that people who were born and destined to become leaders had specific physical characteristics and personality traits that differentiated them from other non- leaders. For example, a child at his earlier stage can be identified as a future leader by having certain leadership traits at that young age. They, however, ignored the idea of whether leadership skills were acquired or genetic. Jenkins, one of the theorists, identified two leadership traits as emergent, which included level of intelligence, height self- confidence, and attractiveness. The other trait was effectiveness which included charisma which was a fundamental characteristic of leadership.
On the other hand, Max Webber termed charisma as the world’s most tremendous revolutionary force that was completely capable of producing a new orientation of followers, who have one leader they perceive to be having supernatural, inhuman and superhuman powers and abilities (Daniëls et al. 2019). The initial focus on knowledge, intelligence, personal and physical traits of a person used to distinguish leaders from non-leaders, signals the need to have more research because there were minor differences between a leader and a follower (Thompson et al., 1996). Trait theory was mainly developed because of the failure to detect every leader’s characteristics. Scholars who did their research on military and non- military leaders during the Second World War realized that there are certain leadership traits that a leader develops at certain times in regards to certain conditions.
Situational Theory
Daniëls et al. (2019) stated that no leadership style stood alone and was precise because the style used was dependent on other factors such as the conditions and quality of the followers together with the number of variables. The theory does not give or state ways to lead because the external and internal dimension of the leadership ecosystem requires them to adapt to the situation particularly. In several instances, these leaders changed the environment and the dynamics and employees Daniëls et al. (2019). The situational theory, in simple terms, explains that there are no simple ways of leading an organization because the leadership style that will be operative in one situation will not be applicable in another situation.
Behavior and Style Theory
Thompson et al. (1996) acknowledged the importance of specific leadership skills to a leader who performs their duties by drawing parallel examples from the previous leader’s capacity level. This leader will argue that each individual who has been a leader has the capacity and leadership styles different from others. Other leaders cannot use one similar solution that a leader uses to solve other problems. They will be forced to implement or come up with suitable solutions to these problems. Democratic leaders, according to this theory, are considered the best because employees who have worked under these leaders always display a high level of satisfaction, motivation, and creativity (Thompson et al., 1996). In a democratic organization, the leader always allows all their employees, regardless of their positions to present their views towards solving a problem; unlike other styles of leadership where the only individuals permitted in making decisions are the superior employees, democratic leadership treats every employee equal. These employees always work with great enthusiasm whether the leader is there or not. There were two variables identified in this theory. They are concerned with people’s relationships and commencing structure which is concerned with task behaviors and production.

you are to respond to my classmates over all response and give feedback the response should be (100-200 words)
classmates response
On “Elena”
Explain what happened to Elena and her children after they immigrated from Mexico to American and adapted to the new language, English. What reactions does she receive from her family members when she is struggling with English?
Moving to America made Elena’s life quite different. When her and her family immigrated to America from Mexico her children adapted to English well but, she did not. She misses how things were back in Mexico, “I remember how I’d smile / listening to my little ones” (2-3). Her children speak and most of the time she feels excluded because she cannot fully understand what they are saying. She misses the times where she could understand the jokes and songs her children would sing and now, she is feeling lost. She is embarrassed that she cannot speak English clearly but, tries to learn by buying a book. Her husband gives a frown, and her children respond with laughter when she struggles to pronounce words. Moving to America was supposed to be a change for the better but, instead it has drifted the family apart and they have lost connection.
What attitude does Elena show about the communication gap between herself and her children? What thoughts and desire toward her children does she display, especially in the last part? “for if I stop trying, I will be deaf / when my children need my help”(21-22).
Elena is embarrassed that she cannot regularly be a part of her children’s conversations. She accepts that she needs to learn English not only for herself but, also for those around her. She recognizes that the lack of knowing English has been the main reason for the division happening in her household. She feels isolated and alone when her children are speaking Neligh. Elena wants to be able to be there for her children when they need help and to do this it is vital, she learns English. She wants to rebuild the connection between her family and knows that giving up on English is not an option; She says, “for if I stop trying, I will be deaf”. She feels like an outcast and wants to make the necessary moves to rebuild the connection between her and her children, Elena wants to feel confident when speaking English and leaning will allow for her to succeed for herself and family.

this is my response to the questions (this is just so you could see what i wrote)
“Explain what happened to Elena and her children after they immigrated from Mexico to American and adapted to the new language, English. What reactions does she receive from her family members when she is struggling with English”
“Elena” talks about how a mother was not well educated in the Spanish language and how her family moved to America. The mother wants to learn English, but her husband discourages her from learning. The line “My Spanish isn’t good enough” shows that the mother may lack some primary education due to her past as a Mexican who they were taught as a housewife. Also, in another line, “I purchased a book to study English, My husband scowled, drank beer,” this indicates the setting in which it could have taken place where a woman’s job was mainly to take care of the children and house and should not be heard. The mother speaks about a situation in the poem where she states, “I stand by the oven, feel dumb, alone,” which means that she is not a part of the family since she cannot keep up a conversation.
Similarly, some words in the poem show how the Mexican culture made the woman hide to acquire some skills “Occasionally I take my English book and bolt myself in the bathroom.” The woman wants an improvement in her English, but her husband doesn’t like the idea since she might be smart than him, as experienced by the oldest son in the line “My eldest son, “Mama, he doesn’t need you to be good; then he is.”
“What attitude does Elena show about the communication gap between herself and her children? What thoughts and desire toward her children does she display, especially in the last part?: “for if I stop trying, I will be deaf / when my children need my help”
In the poem “Elena,” the author talks about the Mexican’s treatment and how they categorize women in roles, including being housewives or maids. The speaker says that women do not have to worry about studying since they have a man who can take care of them. The author also shows that women should improve themselves for their children to help them when their time comes. Most people want to shut down the Mexican culture, stopping them from crossing the border since they want a good life for their children where they can see them grow happily, safe and healthy. In conclusion, the poem indicates that although the immigrants will be stereotyped according to their origin and language, a day will come when Mexicans will be accepted and not judged.

Research Topic: Eating disorders of adolescence and their effective treatment. The effect of cultural /global
perspectives, and gender on eating disorders.

Write a 5-7 pages research paper on adolescence. Please include How this research apply to diversity/global factors
(e.g., age, gender, race, ethnicity, and/or religion), and effect of it on adolescent development. Creativity is encouraged in completing this project. You are asked to write 5-7 pages typed double spaced research/reaction paper with a
reference section. You need to include your reflection in your paper (make sure you include your reflection also base on your culture.) – I am a 30 year old African American man, Christian, married to an Indian woman and we have two
beautiful daughters.

You need to use a minimum of 5 scientific resources (hard copy or electronic version) for this research paper. The
American Psychological Association, “Psyc INFO,” database that assists you in identifying relevant journal articles,
books, and book chapters.

Written Assignment Spring 2022

How to Approach the Research Paper Assignments:
The assignments build upon one another. Successful completion of the first task better ensures the successful completion of subsequent writings.
Choose a country that is of interest to you. Ensure that there are enough research materials to enable deep analysis of the comparative aspects of the country and the United States.

Framework analysis (due Week Three, Sunday, April 10, 2022): This framework analysis allows you the opportunity to design a model that you will utilize to assess the county identified as your focus in the two subsequent assignments and final paper. For framework examples, you are highly encouraged to read the Harvard Business Review Spotlight, January-February 2018 (Leading Culture, pp 43- 57). You are not required to utilize one of these as the basis for your analysis. However, as is noted on page 46 of the HBR article, “… through the seminal work by Edgar Schein, Shalom Schwartz, Geert Hofstede, and other leading scholars, we have identified four generally accepted attributes: Shared, Pervasive, Enduring, and Implicit.” You will need to include these four attributes – at the very least.
These models may be a part of or in addition to other model ideas; however, you are required to critically analyze the criteria for your research and analysis. (Suggestion: Include a visual display of the model. Graphs, flowcharts, or other visuals will enhance the overall impact of your analysis.) Extra points will be earned by those submitting creative analysis frameworks encompassing leading scholars and your own methodology.
The final requirement for the framework is the identification of the country that will be the focus of your work throughout the course. You are expected to submit a paper with 2,000-4,000 words (exclusive of citations, cover page, or references).
Country Research Report Outline (due Week Five, Sunday, April 24, 2022): Using your framework created and detailed for the first writing assignment, describe how the people and organizations of your selected country work locally and internationally. The deliverable for this assignment includes three parts:
describe how the people and organizations work – both locally and internationally;
prepare a detailed outline of the final project’s topics, and
demonstrate the depth and breadth of your research by using authoritative and highly regarded resources.

Your outline should, at a minimum include:
Thesis statement – this short video (roughly three minutes) details what is included in a thesis statement https://www.youtube.com/watch?v=MsDhO9U3hz4
Primary structure
Abstract – must be included in the outline
Introduction and thesis statement (include in this outline)
Robust Conclusion(s) including whether your thesis statement was proven or not (included in the final paper)
References – Twelve or more references eventually cited in your final report. Please use materials published in 2020 or later. You can include older publications; however, these do not count towards the twelve required sources.

The Country Research Report Outline paper must be at least 2,500 – 4,000 words in length, with appropriate references.

Final Research Paper (due Week 8, Thursday, May 12, 2022): Using the framework designed in assignment one and the extensive material included in your outline presented in assignment two, you are expected to write a paper that offers a detailed, curated cultural perspective on your chosen country, contrasting key variables to the U.S. approaches. Describe cultural similarities and differences between the U.S. and the selected country, addressing how these cultural distinctions affect business globally.
You may focus on a specific topic, like work goals (work values), corporate responsibility, or gender treatment in the workplace while detailing the impact of different cultural dimensions (e.g., individualism, power distance) between the two countries. You may choose to focus on one aspect of culture, like individualism, and investigate how the cultural differences impact one significant managerial practice (e.g., human resource management, leadership, motivation). The key to writing a successful analysis will be that the more significant or narrow the focus, the greater the expected depth. Identifying a narrow topic or cultural dimension is most practical.
Unless there are direct ties to culture which you specify, avoid an overly detailed analysis of political or legal issues. The focus here is culture, using a managerial point of view. Write your paper from the perspective of aiding a manager who will be assuming a leadership role in the country you are analyzing.
Content must include:
Cover Page (include your name, title of your paper, Course, semester, and the number of words included)
Abstract (executive summary)
Introduction and thesis statement
The items included in the outline (presented in assignment two)
Robust Conclusion(s) including whether your thesis statement was proven or not
References

The final paper should be a minimum of twelve thousand words to a maximum of twenty thousand words long – double spaced (exclusive of the cover page, and references). This translates into roughly 15 – 25 pages. Remember that you will include material from assignment one and the detailed outline prepared for assignment two. The final paper is a consensus of three separate, though integrated efforts, building upon one another.
Use a spell and grammar check, punctuation, and word choice application before submission. Four or more errors of this type will result in as much as a full letter grade reduction.

Evaluation Criteria

Five specific criteria are used to evaluate assignments and final papers. These include:
Fulfillment of the assignments as outlined
Written presentation, including clarity of positions, unique views on the issues, and overall presentation
Logic, depth, and flow of positions or ideas
Thorough representation of both the thesis and conclusion.
Quality of reference materials utilized.

Write Your Own Short Story.

For our second assignment, I would like you to write your own short story. We’ve discussed many of the qualities of effective short stories; varying sentences, sharp dialogue, avoiding cliches. In 3-5 pages, I want you to take the opportunity to write and create a piece of your own. It can be about anything you would like; it can even be a fictionalized story from your own life.

This assignment will not be graded on quality, but on effort. Creating a piece is subjective; what one reader thinks is good is not what another enjoys. This assignment will be graded on effort. Does the piece meet the requirements, is it free of spelling and format errors. Does it seen like the writer cared about their work.

If you need an idea, try a prompt with a random word, sentence, color. Sometimes little things can spark your imagination. But most of all, think about the kinds of things that interest you as a reader, as a viewer. What is something you feel passionately about and want to explore?

As we make our way through short stories
from some of our finest writers, it’s worth
stepping back to examine how we, as readers,
feel about the main characters. Do we like them?
Are they flawed characters that can do bad
things? Or are they bad people we root for
because they occupy the position of Protagonist?
In 3-5 pages, explore and prove whether
or not an unlikable character makes for a good
story. Which protagonists in which stories that
we’ve read stand out to you? Is being unlikable a
core componet of what makes the story good, or
are there other elements of these stories that
make them work regardless of the character.
You must cite examples from at least 2 of the
stories we’ve read so far this semester. Your
essay should include examples directly from the
text and should explore specific characters.

Hoolie is a (fictional) big data company that profits from novel insights gained from users’ personal data. Suppose that Hoolie is (magically) able to ensure that all user data is completely anonymized.
Set out the best argument you can that Hoolie has a right to profit from these insights because it owns the anonymized data.* Then set out and evaluate the objection based on Floridi’s account of personal data which Sax raises for this argument (i.e., the objection in the ‘Divisibility of personal data’ section pp. 29-30 of his article).
* You should use either the finders-keepers picture Sax sets out (pp.27-29 of his article) or the Lockean picture from the written lectures. Technically you could make up your own argument, but why make the task harder / riskier than it needs to be?
944397
3 hours ago
Hoolie is a (fictional) big data company which profits from novel insights gained from user’s personal data. Suppose that Hoolie is (magically) able to ensure that all user data is completely anonymized.
Set out the best argument you can that Hoolie has a right to profit from these insights because it owns the anonymized data.* Then set out and evaluate the objection based on Floridi’s account of personal data which Sax raises for this argument (i.e., the objection in the ‘Divisibility of personal data’ section pp. 29-30 of his article).
* You should use either the finders-keepers picture Sax sets out (pp.27-29 of his article) or the Lockean picture from the written lectures. Technically you could make up your own argument, but why make the task harder / riskier than it needs to be?

https://mili2nd.co/6g5b is the website needed to take the experiment and the USER ID is: 80610322
– need 2 empirical articles as references, based on: Need for cognition and false memories
HW10 FILE HAS RESULTS IF NEEDED

1st paragraph write how, the results were not significant ( p > .05 ), the hypothesis was not supported because we found no results, how do we connect results to previous studies (references)
2nd paragraph is limitations which are: gender, ethnicity, online experiment, the length, age of participants, etc, explain why these factor in as problems. And future directions for the experiment such as taking the experiment in class instead of online, making it shorter in length, age groups and anyone can take it. Explain the reasoning for limitations and future directions
3rd paragraph: Why the study is important. As far as helping people make judgment calls to see if someone is lying, for legalities in the court, or based on professions. Tie it to the real world.

In a 2-3 page paper discuss how health and illness beliefs
can influence the assessment process. You can use your
textbook or any other evidence-based sources. Include how
belief structure might impact how a client responds to an
assessment interview and how culture might influence
physical findings. Your assignment must have accurate
spelling and grammar and use APA Editorial Format.
You must include a title and reference page, running
head and page numbers.