simple legal nurse question

Alison has just completed her RN training and this Legal Nurse Consultant Training Course within the last month. She considers herself to be a quiet, non-aggressive person. She has three job possibilities:

(a) Working full-time as a LNC for a large, fast paced Los Angeles law firm consisting of 100 attorneys, 20 paralegals, and 10 other LNCs

(b) Working full time as a LNC for a moderately busy Los Angeles sole practitioner, i.e., one attorney with one paralegal and no other LNCs

(c) Starting her own freelance LNC business in the basement of her suburban Los Angeles home

Alison likes the type of work in which both the downtown Los Angeles law firms engage. The pay and benefits in both of these law firms are roughly the same. She does not have a business plan, but she does have $10,000 saved to devote to her freelance business if she decides to work independently rather than as a full-time employee of a law firm.

How would you advise Alison regarding which of the three job opportunities she should pursue? Rank the possibilities in the order with 1 being the most favorable for Alison and 3 being the least favorable. Provide a thorough explanation for your ranking.

compare and contrast substantive law and procedural law

choose a court case from the list in the Final Project Guidelines and Rubric document. You may select a case not on the list with instructor approval. Finally, compare and contrast substantive (outcome) law and procedural (procedure) law. Below are a list of criminal cases that you may choose from (you may choose another case with instructor approval): ? O. J. Simpson Murder Trial ? Martha Stewart White-Collar Crime/Insider Trading/Conspiracy-Obstruction of Justice Trial ? Emmett Till Murder Trial ? Jeffrey Skilling/Kenneth Lay Securities Fraud/Wire Fraud/Insider Trading Trial ? Charles Manson Murder Trial

Rephrase

part 1
As a student, my favorite type of item is the constructed-response items whether short-answer items or essay items because they give me chance to explain and express my knowledge and prove my writing skills through out composition in order to gain more grades. In regard to my least favorite type, which are the selected-response items (multiple choice, true and false, and matching). I hate these kinds of tests because if I choose the wrong answer, I would miss the grade of that item and there is no chance to collect grade thus I feel more stress if I encounter questions that I am not sure about their answers. As a teacher, I would say my favorite item is the selected-response (multiple choices, true and false, matching) because they are easy to correct and to grade and usually they will not take much time. On the other hand, constructed-response items are difficult to correct and take a lot of time.
part 2
First off all, I will make sure that students own their portfolios by explaining it and expressing the importance of their personal ownership of the portfolios and the significance of their own evolution of the kinds of the work they put in their portfolios.
Second, I will decide collaboratively with my students what goes in the portfolios. I would give them choices to determine what they want to put in their portfolios. Then, students will collect their work samples as they created and place them in folder box and put all portfolios in the shelves that I prepared for them.
After that, I will work collaboratively with my students to select the best criteria that suitable to all students in which my students and me can judge the quality of their portfolio products. Then, I will ask my students to evaluate their own portfolio products at least every two days based on the criteria that we agreed on and each student will date his/her product after the evaluation and put it in their portfolios to see their progress each time. Such evaluation helps students to modify their products and then improve them. After that, I will hold conferences every month with each student one-by-one and discuss the most concerned to the student and me. Finally, I will involve all parents/ guardians by explaining to them the importance of portfolios and encouraging them to review their childrenƒ??s samples as well as their childrenƒ??s self-evaluation.
part 3
After I have read chapter 11, I have found that in order to improve teacherƒ??s assessment, teachers should know the idea of two improvement strategies: judgmental item improvement procedures and empirical item improvement procedures.
Three sources, which are the teacher himself, the teacherƒ??s colleagues, and teacherƒ??s students can do judgmental item improvement procedures. For judging teacher himself/herself, there are five review criteria he or she should follow to improve their assessment. First, adherence to item-specific guidelines and general item-writing commandments and if the teacher sees any item that needs to improve, the teacher then can fix it. The second criterion is that contribution to score-based inference. The third standard for the teacher to consider is the accuracy of content. The absence of content lacunae would be the fourth criterion and finally the fairness when a teacher develops his/her assessment instruments. In regard to colleagueƒ??s judgment, teachers can ask their trusted colleagues to review their testƒ??s items and teachers should provide their colleagues with the five criteria that I mentioned previously. Finally, teachers should get benefits from their studentƒ??s judgmental. Studentƒ??s judgments can provide useful insights to teachers and studentƒ??s reactions can help teachers to spot shortcomings in specific item.
In regard to empirical item improvement procedures, this approach depends on the empirical data that students supply when they respond to the instruments that teachers have developed. This approach deal with numbers and to improve the tests quality, teachers should consider two methods, which are the difficulty of the item, and item discrimination indices. First, the difficulty of the item, which referred to as P value. The P value can be measured by dividing the number of students responding correctly to an item(R) by the total number of students responding to the item (T). The P value of an item should be viewed in relationship to studentƒ??s chance probability of getting the correct response. Second, item discrimination indices, which tells us how frequently an item is answered correctly by those who preform well on the total test. It reflects the relationship between studentƒ??s responses for the total test and their responses to a specific test item, and that can be done by calculating a correlation coefficient between studentƒ??s total test scores and their performance on a particular item. For teachers to compute an itemƒ??s discrimination index, they have to follow four steps, which are:
1. Order the test papers from high to low by total score.
2. Divide the papers into a high group and low group with an equal number of papers in each group.
3. Calculate a P value for each of the high and the low groups.
4. Subtract the P value of the low group from the P value of the high group to obtain each itemƒ??s discrimination index. All these strategies can improve the assessment of teacherƒ??s instrument.
part 4
ƒ??Formative assessment is a planned process in which assessment-elicited evidence of studentƒ??s status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.ƒ?(Popham, 2011,P270). Formative assessment is absolutely not a test to measure studentƒ??s achievement rather it is a process to help teachers adjust their instruction and help students to improve their learning tactics. It helps students to learn better and also gives teachers the opportunity to monitor their studentƒ??s progress thus teachers can review their instructional decisions and then adjust them to improve studentƒ??s learning. In our school, we have agreed to use formative assessment in which teachers can employ it occasionally during the school year and they will select what kind of assessment that they are going to use in the classroom then establish adjustment triggers based on studentƒ??s performance on formative assessmentƒ??s activities then teachers can see studentƒ??s progress in learning and it is time for teachers to do any needed adjustment for their instructional decisions. After that, students will have the chance to see whether they need to adjust their own learning tactics and the ways they are trying to learn a particular skill. Then there would be a change in the atmosphere of a classroom in terms of learning expectations, responsibility for learning, and the role of classroom assessment. In other words, the substantial learning expectation used to occur for well- motivated students and with formative assessment it would allow substantial learning expectation to be for all students. Also, students might have the responsibility for learning as well as the learning of their classmates. Teachers are encouraged to use formative assessment whether formal or informal assessment activities including ungraded tests for informing decisions about teacher and studentƒ??s adjustments. All these assessments are enriching studentƒ??s knowledge and skills and to make sure that all students can master the curricular aim.
part 5
There are three ways for teachers to interpret the reporting results of standardized test scores. First, teachers can interpret the results using a percentile, which simply compares a studentƒ??s score with other students in a norm group. For example, a percentile of 80 indicates the student performed better that 80% of the students in the norm group. This comparison with the norm group is based on the performances of a group of individuals who have already been administered a particular examination. For instance, if a studentƒ??s test score is equal to the 30 th percentile, the studentƒ??s performance exceeds the performance of 30% of the individuals in the norm group. Also, there are two of norm groups: national norm groups and local norm groups. The advantage of percentile is that they are easy to interpret and peopleƒ??s interpretations of percentiles are accurate. A disadvantage of percentiles is the defensibility of the interpretation is totally dependent on the nature of the normative data on which the percentiles are based.
The second method that teachers can interpret standardized test scores is grade-equivalent scores. Grade equivalent score is an indicator of student test performance based on grade level and months of the school year. The goal of this method is to transform scores on standardized tests into an index reflecting a studentƒ??s grade-level progress in school. For example, a grade equivalent score of 5.6 means the 5 represents the fifth grade and the 6 represents the sixth month of the school year. To illustrate, lets say that a fourth ƒ??grade student makes a grade-equivalent score of 5.6 in writing, that means the fourth- grade understands those writing skills the test covers about as well as average sixth-grade does at midyear. An advantage of grade-equivalent scores is they can be readily communicated to parents. A disadvantage of this method is they usually misinterpreted.
The final method that teachers can interpret standardized test scores is the scale scores. Scale scores are interpreted according to a converted numerical scale that allows us to transform raw scores into more statistically useful scale score units. For example, a student who gets a raw score of 30 out of 40 items might end up with a converted scale score of 800. An advantage of scale scores is they can be useful in equalizing difficulties of different test forms. A disadvantage of scale scores is they are not easy to interpret or maybe impossible to interpret.

STRUCTURED ASSIGNMENT – Business Recovery Plan

Develop business recovery strategies for SanGrafix, a video game design company. The strategies should contain detailed guidance and procedures for restoring a damaged system unique to the systemƒ??s security impact level and recovery requirements.
Use the sample plan/template provided or create your own. The plan must include the following:
Business Function
Problem
Description
Immediate Action
Primary Support
Secondary Support
Mitigation Actions
Recovery Actions

I need help with my OPS 571 Week One Individual assignment

WEEK ONE INDIVIDUAL:
Flowchart Improvement Process
oDue Nov 26 6:00 PM (PST
Not Submitted
POINTS 7
Practice/Simulation/Homework/Game
o
Objectives:
1.1
Instructions
Assignment Files
Grading
Purpose of Assignment
The purpose of this assignment is for students to learn process flowcharting/improving a process and summarizing the results.
Assignment Steps
Resources: Microsoft¶© PowerPoint¶© (or other software such as Vizio, Word, etc.)
Select a complex process from your personal life or work.
Use Microsoft¶© PowerPoint¶© or other software including Vizio, Word, etc. to create a flowchart of the as-is process.
Define metrics and measure the current process.
Use process improvement techniques to improve the process.
Use Microsoft¶© PowerPoint¶© or other software such as Vizio, Word, etc. to create an improved process flowchart.
Use judgmental forecasting, which is your professional judgement, to ascertain how the future process will perform according to your metrics.
Develop a 525-word executive summary in which you describe your process improvement project (including the as-is process flowchart and the improved process flowchart).
Note: Students and faculty are reminded both Six Sigma readings and Lean Principles introduced in Week 2 are spread throughout the entire course. Students will apply the knowledge from the readings in their Learning Teams throughout the course.
Format your assignment consistent with APA guidelines.
Click the Assignment Files tab to submit your assignment.

Create Ad Concepts for persuasion purposes.

Create 4 ad concepts – one 30 second video script, one display ad, one social ad, and one search ad – aimed at persuading voters to support your chosen candidate or issue. This includes messaging and imagery for the page these ads click through to. Remember there are character limitations for ad copy so keep this in mind when drafting your ad copy. Draft script that includes imagery and language for video. Imagery and call to action for both display and social ads, including Text, Headline, and Link Description for Facebook ads. Feel free to create ads and provide screenshots. You can use AdParlor to create mockups of Twitter and Facebooks ads.

Read the Case Study and answer all questions in APA FORMAT

The report is exactly 2 full pages long (12-point, Times New Roman, 1-point margins, double-spaced), not including cover page and references page. The report follows APA format and citation rules.
Provide case study summary and develop practical and effective solution to the organizational issue based on theories, strategies, and best practices in organizational psychology.
Please use the power points as a reference to answering questions it may help.
I/O Psychology knowledge is needed for this assignment

Please watch for spelling and grammatical errors! ALSO, you can use other sources just make sure you put them in apa format on the work cited page!

English 2311 three projects 5, 6, and 7

Textbook: https://dcccd.blackboard.com/bbcswebdav/pid-12014852-dt-content-rid-78368372_1/courses/2018SP-ENGL-2311-42400/Technical-Writing.pdf
Project 5
For ONE topic below, create and organize into a tentative outline most suited to readers of this particular type of document. Then write a memo explaining the process.
Instructions for operating a power tool
a detailed breakdown of your monthly budget to trim excess spending
a report investigating the success of a no-grade policy at other colleges
Be sure to put all this in one document and submit to the link below. Remember, you have to make an outline and a memo for ONE topic from the three above.
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Project 6
Write a 2-3 page proposal on ONE of the following topics:
1. Containing textbook costs
2. Students connecting through service
In your proposal, present possible solutions/ideas for ONE of the above topics.
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Project 7
You have been appointed by your manager to be team leader for an important new project. The team involves people from the following countries:
China
Germany
India
Italy
United States
Your first assignment is to come up with a communication plan.
You decide that given the time differences, the team should use email as its primary means of communication. But you know that when people write using email, there can be misunderstandings due to tone, style, and levels of directness.
These issues might be amplified by the differences in cultures between team members.
Research the different cultures on the internet and read about email communication in your textbook.
Then write an email to the team outlining guidelines for communication for this project.
Remember that the email you send needs to reflect the guidelines you are proposing.
This email must be at least one page and to be submitted in the link below. Do very careful research and the tone of the email must be all-inclusive and take into account the different cultures.

Anthropology Discussion 3-5 paragraphs

I would like you to watch the follow Ted Talk on Race. When you are finished I would like you to write on one point of the talk that you found interesting and on a time that the concept of race may have affected your life. Once you are done you need to comment on two of your fellow students reactions to the video and their life experiences. For this post you will need to post before you read any of the others replies.
The Ted Talk is called, Breaking the illusion of skin color – Nina Jablonski and it is found on Youtube.”