Tag: PayPal Instant Download

  • [Solved] Reaction

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    – a year ago **files (1)** – ## ReactionPaper.docx **## ReactionPaper.docx** Students will write a reaction paper to one of the chapters covered in Rosenberg & Rosenberg textbook or one of the peer-reviewed papers listed under Additional Recommended Textbooks and Other Course Materials on syllabus. …

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    – a year ago

    **files (1)**

    – ## ReactionPaper.docx

    **## ReactionPaper.docx**

    Students will write a reaction paper to one of the chapters covered in Rosenberg & Rosenberg textbook or one of the peer-reviewed papers listed under Additional Recommended Textbooks and Other Course Materials on syllabus. At least 2 Pages, double-spaced, and typed.

    I couldn’t get you the chapter in Rosenberg & Rosenberg textbook. But one of the peer reviewed papers listed under Additional Recommended Textbooks is as follow :

    _Achieving the promise Authors: United States. President's New Freedom Commission on Mental Health Publication Date: 2003-01-01_

    Here’s the link to paper.
    https://dmh.mo.gov/media/pdf/achieving-promise-transforming-mental-health-care-america-report

    **_Grading Rubric: Total Possible Points: 10_**

    **Introduction**

    Clear thesis statement and purpose

    · Objectives and main points are clear

    · Relevant to topic

    **Content**

    · Accurate information

    · Analysis of data

    · Explanation and illustration of concepts

    **Reaction**

    · -Clear opinions and reactions

    · -Well-developed arguments

    **Style and Organization**

    · Clear and helpful transitions from idea to idea

    · Well-developed paragraphs

    · Compositional rules

    · Grammatical and punctuation rules followed

    · Referencing

    · Compositional style

    · Clarity of expression

    · Conciseness

    · Creativeness of expression

    · Appropriate language

    · Form

    · Superior form (spelling, typing, proofreading)

    · Appropriate margins, font, page length

    · 1” margins, Arial/Times New Roman 12pt Font), two to three pages, double-spaced, and typed

    **Conclusion**

    · Logical progression to ending

    · Summary of analysis

    · Reiteration of thesis statement

    References

    **## ReactionPaper.docx**

    Students will write a reaction paper to one of the chapters covered in Rosenberg & Rosenberg textbook or one of the peer-reviewed papers listed under Additional Recommended Textbooks and Other Course Materials on syllabus. At least 2 Pages, double-spaced, and typed.

    I couldn’t get you the chapter in Rosenberg & Rosenberg textbook. But one of the peer reviewed papers listed under Additional Recommended Textbooks is as follow :

    _Achieving the promise Authors: United States. President's New Freedom Commission on Mental Health Publication Date: 2003-01-01_

    Here’s the link to paper.
    https://dmh.mo.gov/media/pdf/achieving-promise-transforming-mental-health-care-america-report

    **_Grading Rubric: Total Possible Points: 10_**

    **Introduction**

    Clear thesis statement and purpose

    · Objectives and main points are clear

    · Relevant to topic

    **Content**

    · Accurate information

    · Analysis of data

    · Explanation and illustration of concepts

    **Reaction**

    · -Clear opinions and reactions

    · -Well-developed arguments

    **Style and Organization**

    · Clear and helpful transitions from idea to idea

    · Well-developed paragraphs

    · Compositional rules

    · Grammatical and punctuation rules followed

    · Referencing

    · Compositional style

    · Clarity of expression

    · Conciseness

    · Creativeness of expression

    · Appropriate language

    · Form

    · Superior form (spelling, typing, proofreading)

    · Appropriate margins, font, page length

    · 1” margins, Arial/Times New Roman 12pt Font), two to three pages, double-spaced, and typed

    **Conclusion**

    · Logical progression to ending

    · Summary of analysis

    · Reiteration of thesis statement

    References

  • [Solved] wellness

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    APA with two references – a year ago **files (1)** – ## WELLNESSTOBUY.docx **## WELLNESSTOBUY.docx** **WELLNES JOURNAL ACTIVITY: HEALTH CARE ECONOMICS** This activity will focus on: Emotional, Social, Occupational and Environmental Wellness **Case Study**: Amina Ahmed, an experienced nurse, recogniz…

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    Assignment Prompt & Instructions

    APA with two references

    – a year ago

    **files (1)**

    – ## WELLNESSTOBUY.docx

    **## WELLNESSTOBUY.docx**

    **WELLNES JOURNAL ACTIVITY: HEALTH CARE ECONOMICS**

    This activity will focus on: Emotional, Social, Occupational and Environmental Wellness

    **Case Study**: Amina Ahmed, an experienced nurse, recognizes the importance of understanding Medicare coverage guidelines for the hospital's financial success. She understands that modern nursing requires extensive knowledge of healthcare reimbursement and economic factors to ensure high-quality client care. However, Amina is concerned as the hospital's patient satisfaction scores have recently dropped by 20% in several areas, including her in-patient telemetry unit.

    **Answer the following Questions:**

    1. Explain how a decline in patient satisfaction scores can challenge Amina’s social and emotional wellness?

    2. What strategies could Amina use to address the wellness challenges identified in Question 1?

    3. Occupational wellness involves finding personal satisfaction and enrichment in one's work while maintaining a healthy work-life balance. How can a unit not meeting HCAHPS (Hospital Consumer Assessment of Healthcare Providers and Systems) scores or facing budget constraints adversely impact Amina’s occupational wellness?

    4. What strategies could Amina utilize to enhance her occupational wellness? Explain how these strategies would be beneficial.

    5. What strategies could Amina implement to improve the wellness of the unit she works on? Explain how these strategies would be beneficial.

    **## WELLNESSTOBUY.docx**

    **WELLNES JOURNAL ACTIVITY: HEALTH CARE ECONOMICS**

    This activity will focus on: Emotional, Social, Occupational and Environmental Wellness

    **Case Study**: Amina Ahmed, an experienced nurse, recognizes the importance of understanding Medicare coverage guidelines for the hospital's financial success. She understands that modern nursing requires extensive knowledge of healthcare reimbursement and economic factors to ensure high-quality client care. However, Amina is concerned as the hospital's patient satisfaction scores have recently dropped by 20% in several areas, including her in-patient telemetry unit.

    **Answer the following Questions:**

    1. Explain how a decline in patient satisfaction scores can challenge Amina’s social and emotional wellness?

    2. What strategies could Amina use to address the wellness challenges identified in Question 1?

    3. Occupational wellness involves finding personal satisfaction and enrichment in one's work while maintaining a healthy work-life balance. How can a unit not meeting HCAHPS (Hospital Consumer Assessment of Healthcare Providers and Systems) scores or facing budget constraints adversely impact Amina’s occupational wellness?

    4. What strategies could Amina utilize to enhance her occupational wellness? Explain how these strategies would be beneficial.

    5. What strategies could Amina implement to improve the wellness of the unit she works on? Explain how these strategies would be beneficial.

  • [Solved] 2-2

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    – a year ago **files (1)** – ## -2.docx **## -2.docx** ssay #2: Explain how the business concept of branding applies to terrorist groups, their membership, operations, targets, and funding. Each essay is to be about 2000 words. Footnotes or end notes are required; Author-Date In-text Citations must …

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    – a year ago

    **files (1)**

    – ## -2.docx

    **## -2.docx**

    ssay #2: Explain how the business concept of branding applies to terrorist groups, their membership, operations, targets, and funding.

    Each essay is to be about 2000 words. Footnotes or end notes are required; Author-Date In-text Citations must include page numbers. e.g. (Smith, 154). The content is to be typed, double-spaced, font 12. The assignment must have appropriate footnotes or endnotes in Chicago (preferred), APA, or MLA style documentation. A bibliography is optional. Ensure your PDF version correctly displays your footnotes or endnotes after converting to PDF. The cover page, endnotes, and bibliography (if used) do not count in the word count. The naming convention for the PDF file is lastnamePSCI6661essay#.pdf (the last name being the student's last name and Essay # being, e.g., Essay#1, Essay#2, etc.) All submissions must include the student's name, course number, and title on the cover page.

    Guidelines for Grading Your Essays: The highest grades will go to appropriately structured essays that accomplish the following: 1) substantively answers the question (60% of the grade); 2) correctly uses concepts and terminology from the class (20% of the grade); 3) is grammatically correct and error-free (10% of the grade). Following these submission directions precisely is worth 10% of the grade.

    **## -2.docx**

    ssay #2: Explain how the business concept of branding applies to terrorist groups, their membership, operations, targets, and funding.

    Each essay is to be about 2000 words. Footnotes or end notes are required; Author-Date In-text Citations must include page numbers. e.g. (Smith, 154). The content is to be typed, double-spaced, font 12. The assignment must have appropriate footnotes or endnotes in Chicago (preferred), APA, or MLA style documentation. A bibliography is optional. Ensure your PDF version correctly displays your footnotes or endnotes after converting to PDF. The cover page, endnotes, and bibliography (if used) do not count in the word count. The naming convention for the PDF file is lastnamePSCI6661essay#.pdf (the last name being the student's last name and Essay # being, e.g., Essay#1, Essay#2, etc.) All submissions must include the student's name, course number, and title on the cover page.

    Guidelines for Grading Your Essays: The highest grades will go to appropriately structured essays that accomplish the following: 1) substantively answers the question (60% of the grade); 2) correctly uses concepts and terminology from the class (20% of the grade); 3) is grammatically correct and error-free (10% of the grade). Following these submission directions precisely is worth 10% of the grade.

  • [Solved] 1-2

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    – a year ago **files (1)** – ## 1.docx **## 1.docx** [**I 6661 Essay #1**](https://hpu.blackboard.com/webapps/assignment/uploadAssignment?content_id=_2644799_1&course_id=_78028_1&group_id=&mode=view) Essay #1: Explain the complexity of defining terrorism and the impact of the definition on the creat…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## 1.docx

    **## 1.docx**

    [**I 6661 Essay #1**](https://hpu.blackboard.com/webapps/assignment/uploadAssignment?content_id=_2644799_1&course_id=_78028_1&group_id=&mode=view)

    Essay #1: Explain the complexity of defining terrorism and the impact of the definition on the creation and execution of an effective counterterrorism strategy.

    The goal is for you to author an appropriately researched and formatted argumentative essay that answers the question posed in the assignment. Each essay is to be about 2000 words. Footnotes or end notes are required; Author-Date In-text Citations must include page numbers. e.g. (Smith, 154). The content is to be typed, double-spaced, font 12. The assignment must have appropriate footnotes or endnotes in Chicago (preferred), APA, or MLA style documentation. A bibliography is optional. Ensure your PDF version correctly displays your footnotes or endnotes after converting to PDF. The cover page, endnotes, and bibliography (if used) do not count in the word count. The naming convention for the PDF file is lastnamePSCI6661essay#.pdf (the last name being the student's last name and Essay # being, e.g., Essay#1, Essay#2, etc.) All submissions must include the student's name, course number, and title on the cover page.

    Guidelines for Grading Your Essays: The highest grades will go to appropriately structured essays that accomplish the following: 1) substantively answers the question (60% of the grade); 2) correctly uses concepts and terminology from the class (20% of the grade); 3) is grammatically correct and error-free (10% of the grade). Following these submission directions precisely is worth 10% of the grade.

    **## 1.docx**

    [**I 6661 Essay #1**](https://hpu.blackboard.com/webapps/assignment/uploadAssignment?content_id=_2644799_1&course_id=_78028_1&group_id=&mode=view)

    Essay #1: Explain the complexity of defining terrorism and the impact of the definition on the creation and execution of an effective counterterrorism strategy.

    The goal is for you to author an appropriately researched and formatted argumentative essay that answers the question posed in the assignment. Each essay is to be about 2000 words. Footnotes or end notes are required; Author-Date In-text Citations must include page numbers. e.g. (Smith, 154). The content is to be typed, double-spaced, font 12. The assignment must have appropriate footnotes or endnotes in Chicago (preferred), APA, or MLA style documentation. A bibliography is optional. Ensure your PDF version correctly displays your footnotes or endnotes after converting to PDF. The cover page, endnotes, and bibliography (if used) do not count in the word count. The naming convention for the PDF file is lastnamePSCI6661essay#.pdf (the last name being the student's last name and Essay # being, e.g., Essay#1, Essay#2, etc.) All submissions must include the student's name, course number, and title on the cover page.

    Guidelines for Grading Your Essays: The highest grades will go to appropriately structured essays that accomplish the following: 1) substantively answers the question (60% of the grade); 2) correctly uses concepts and terminology from the class (20% of the grade); 3) is grammatically correct and error-free (10% of the grade). Following these submission directions precisely is worth 10% of the grade.

  • [Solved] art

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    In-depth study guidance and analytical solution covering art.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] press ganey

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    After looking at the Press Ganey examples post your answers to the following questions: – What is surprising to you about the comments? – What will you do about any concerns listed above? – What is the economic impact of these comments? – What is a common theme of the categories on the satisfaction …

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    Assignment Prompt & Instructions

    After looking at the Press Ganey examples post your answers to the following questions:

    – What is surprising to you about the comments?
    – What will you do about any concerns listed above?
    – What is the economic impact of these comments?
    – What is a common theme of the categories on the satisfaction survey?

    need APA style with two references

    – [\
    \
    PressGaneyExampleofPatientSatisfactionResponses.pdf](https://www.sweetstudy.com/files/pressganeyexampleofpatientsatisfactionresponses-pdf "PressGaneyExampleofPatientSatisfactionResponses.pdf")

    – a year ago

  • [Solved] java code program

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    [>Java homework help](https://www.sweetstudy.com/fields/computer-science-java) – a year ago **files (1)** – ## ClassProject-DiceGame.pdf **## ClassProject-DiceGame.pdf** CS1083 – Programming 1 for Computer Scientists Class Project – Dice Game Objectives The goal of this project is to help the studen…

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    Assignment Prompt & Instructions

    [>Java homework help](https://www.sweetstudy.com/fields/computer-science-java)

    – a year ago

    **files (1)**

    – ## ClassProject-DiceGame.pdf

    **## ClassProject-DiceGame.pdf**

    CS1083 – Programming 1 for Computer Scientists

    Class Project – Dice Game

    Objectives

    The goal of this project is to help the student bring together all of the concepts learned
    throughout this course. The following are the main concepts for the project:

    • Use of local and global variables
    • Understanding data types and data type conversions
    • Use of arithmetic expressions
    • Use of if/else/switch statements
    • Use of for loops, while loops
    • Use of arrays
    • Use of Scanner for user inputs
    • File I/O
    • State driven logic
    • Use of methods

    Hand-in Requirements

    All projects will be submitted electronically only via Canvas. Students will compress their
    project directory and submit as a zip file. The zip file must contain at least the following file:

    • DiceGameAbc123.java

    Where “Abc123” should be replaced by your actual abc123. If your project requires any
    other files for loading saved state resources, you must include those as well.

    Game Logic

    The program will emulate a modified version of the dice game like “craps”. Craps use two
    six-sided dice containing numbers 1 through 6. Craps is played according to the following
    rules:

    1. The Come-out Roll aka “the first roll” of the two six-sided dice:
    • If the sum of the numbers on the dice is either 7 or 11; the player wins and

    the game is over.

    • If the sum of the numbers on the dice is either 2, 3 or 12; the player loses,
    and the game is over. (aka crap out)

    • If the sum of the numbers on the dice is any other number, that number
    becomes the point, and the game continues

    2. Follow-up rolls, aka “rolling the point”:
    • If the initial roll results in a point, the player will continue to roll the dice and

    win every time they roll the same point.
    • If the player rolls any other number that is not “the point” or “7”, the game

    continues to the next roll
    • If the player rolls a “7”, the game is over. (aka 7 out)

    3. Betting: to keep things simple, betting and winning will be modified from traditional
    rules

    • Before the initial roll, the player must place a bet up to their current bank roll.
    The program must check to see if they still have money in their bank roll.

    • Once a bet has been placed, the player can win an equal amount (1:1) based
    on the rules set up in steps 1 and 2.

    • A player will lose only the amount they bet, not their cumulative winnings,
    based on the rules in steps 1 and 2.

    Tasks

    1. Create method(s) game menus with the following information:
    a. An intro message: i.e. “Welcome to Juan’s Dice Game: Main Menu” (replace

    Juan with your name)
    b. Main Menu Options

    i. “Log In”
    1. Allow the user to enter a username. No password required

    ii. “Register”
    1. Allow the user to create a new account

    iii. “Quit”
    1. Ends the game and quits the program

    c. Game Menu Options; update the intro message to reflect this menu location
    i. “View Bank Roll”

    ii. “Place the bet”
    iii. “Roll the dice”
    iv. “Back to Main Menu”

    2. Create a method(s) to handle the game logic based on the rules defined in the
    ‘Game Logic’ section of this document.

    3. Create a method(s) to handle the registration
    4. Create a method(s) to handle the log in

    Details

    Register Logic:

    The user will be allowed to register using an email address, first and last name. This
    information will be stored in a file, along with an initial bank roll of $500. Your program must
    check to make sure that each user’s email address is only used once, duplicates are not
    allowed. First and last names must also only contain alphabet letters. Appropriate error
    messages must be displayed for any input errors encountered. Once the user is registered,
    the main game options must be displayed.

    Log in Logic:

    The user will be allowed to log in by entering an email address. The program must look for
    this data stored in a file; if the data is found, the main game options are displayed. Your
    program must load the remaining bank roll from file. If the data is not found, an appropriate
    error message must be displayed instructing the user to register before proceeding. If the
    user’s bank roll is $0, an error message must be displayed letting the user know they can no
    longer play. If the data is found and the bank roll is greater than $0, proceed to the main
    game menu.

    View Bank Roll Logic:

    The user will be allowed to view their current bank roll only in between current playing
    sessions, that is prior to the initial roll or after they win or crap out/7 out. The bank roll must
    reflect current wins/losses based on game play. This data should be stored in a file to
    prevent data loss.

    Place bet logic:

    The user will be allowed to enter any positive whole integer, up to their current bank roll.
    This is the number that will be used to calculate winnings and losses. The program must

    check to make sure this number is not greater than their bank roll; present an error
    message otherwise. The program must also check for valid integer values, present error
    message otherwise.

    Roll the dice logic:

    Based on the game logic section of this document, the program must calculate the
    winnings based on the amount of each bet.

    The Come-Roll example:

    If the bet is $50 and the player rolls a 7 on the first roll, a message will be displayed
    letting the user know they rolled a 7 (with each individual number rolled: i.e.: 6-1, 4-
    3, 2-5) on the come-out roll and the player has won an amount equal to their bet,
    which is immediately added to their bank roll. Their bet is also added back to their
    bank roll and the player is presented with the game menu options.

    The Craps-out roll example:

    If the bet is $50 and the player craps out on the initial roll, a message is displayed to
    the user letting them know what was rolled (each individual dice) and that they crap
    out and lost, then the $50 is immediately deducted from their bank roll and the
    player is presented with the game menu option.

    Follow-up (“point”) Roll example:

    If the bet is $50 and the player rolls an 8, this number becomes the point; a message
    must be displayed to the player displaying the number they rolled (each individual
    dice) to let them know this is the point. The player will be prompted to roll again,
    each roll will be displayed to the player. If this new number matches the point, a
    message must be displayed to the player that they rolled the point number and have
    won an amount equal to their bet, this amount is immediately added to their bank
    roll. The player must roll again. This process continues until the player rolls a 7 (7-
    out), at which point a message is displayed to the player with the dice roll and that
    they 7-out and lose their initial bet. This initial bet is immediately deducted from
    their bank roll and the player is presented with the game menu option.

    Back to main menu logic:

    This menu option will be treated as the end to the gaming session, meaning that the user is
    done playing and will be logged out. The program must save all appropriate data to file to
    be used if the user decides to log in later. This menu option does not end the program, only
    the game session.

    Quit Logic:

    Stop the program.

    Rubric

    • Methods: [35 points]
    o All your program logic must be done within method calls, that is your public

    main should only contain global variable/constant declarations as well as
    method calls. [30 points]

    o Methods should call other methods for code re-usability, for example, there
    should be a roll dice method that returns each individual dice rolled and their
    sum. [5 points]

    • Game Logic Implementation: [60 points]
    o Register Logic: [10 points]

     Your users must be saved to a file for later processing. You must
    create a users.txt file containing username, first name, last name,
    bank roll (using comma separated values) [5 points]

     Input must be error checked [3 points]
     Duplicate users must be error checked [2 points]

    o Log In Logic: [10 points]
     User must be prompted to enter a username (email) [2 points]
     If the username is not found, display an error message [2 point]
     If the username is found, load data into variables and proceed [6

    points]
    o View Bank Roll Logic: [2 points]

     The user will be able to see how much money is in their bank roll,
    updated with by most current gaming session [1 point]

     Bank roll can only be viewed in between gaming sessions [1 point]
    o Place Bet Logic: [3 points]

     Check to make sure input is positive integer only [1 point]
     Display error message on invalid input [1 point]
     Display error message when bet placed is larger than current bank roll

    [1 point]
    o Roll Dice Logic: [35 points]

     The “come roll” [10 points]
    • Check to make sure there is a valid current bet [1 point]
    • Display error message if there is no valid current bet [1 point]
    • Display each dice rolled along with their sum [1 point]
    • Display the message when the user wins and how much they

    won [5 points]
    • Add both the winnings and their bet back to their bank roll [1

    point]
    • Send user back to main game menu [1 point]

     The “Craps out” roll [10 points]
    • Check to make sure there is a valid current bet [1 point]
    • Display error message if there is no valid current bet [1 point]
    • Display each dice rolled along with their sum [1 point]
    • Display the message when the user loses and how much they

    lost [5 points]
    • Subtract their losses their bank roll [1 point]
    • Send user back to main game menu [1 point]

     The “point” roll [15 points]
    • Check to make sure there is a valid current bet [1 point]
    • Display error message if there is no valid current bet [1 point]
    • Display each dice rolled along with their sum [1 point]
    • Whenever the point is rolled, display the message that the user

    won and how much they won [5 points]
    • Add the winnings to their bank roll [1 point]
    • Continue until the user rolls a “7 out”, at which point display a

    message that the user has “7 out” and subtract their bet
    amount from their bank roll [5 point]

    • Send user back to main game menu when they “7 out” [1 point]
    • Back to main game menu Logic: [15 points]

    o Take the current bank roll amount and update the users.txt file with the new
    bank roll to the appropriate user. [14 points]

    o Display the main menu [1 point]

    • Quit Logic: [2 point]
    o Present the user with a message that the program is now over [1 point]
    o Stop the program [1 point]

    • Code comments: [23 point]
    o You must use comments on all your code, in particular logic explaining

    functional tasks [10 points]
    o Each method must have a description of what arguments are passed and

    what data and data type is returned (if any) [13 points]
    • Algorithm flow chart: [15 points]

    o You must submit a PDF outlining the flow of your program and include it in
    your zip file along with your source code.

    About Submission

    Late work will not be accepted, NO EXCPETIONS. You may not collaborate or share code
    with fellow students. You must submit your flow diagram as a PDF.

    Use of AI of any kind will result in an IMMEDIATE ZERO on this project and may result in
    expulsion from this class.

    Be prepared to explain your code upon request. Failure to do so will result in a zero for this
    project, no exceptions.

    **## ClassProject-DiceGame.pdf**

    CS1083 – Programming 1 for Computer Scientists

    Class Project – Dice Game

    Objectives

    The goal of this project is to help the student bring together all of the concepts learned
    throughout this course. The following are the main concepts for the project:

    • Use of local and global variables
    • Understanding data types and data type conversions
    • Use of arithmetic expressions
    • Use of if/else/switch statements
    • Use of for loops, while loops
    • Use of arrays
    • Use of Scanner for user inputs
    • File I/O
    • State driven logic
    • Use of methods

    Hand-in Requirements

    All projects will be submitted electronically only via Canvas. Students will compress their
    project directory and submit as a zip file. The zip file must contain at least the following file:

    • DiceGameAbc123.java

    Where “Abc123” should be replaced by your actual abc123. If your project requires any
    other files for loading saved state resources, you must include those as well.

    Game Logic

    The program will emulate a modified version of the dice game like “craps”. Craps use two
    six-sided dice containing numbers 1 through 6. Craps is played according to the following
    rules:

    1. The Come-out Roll aka “the first roll” of the two six-sided dice:
    • If the sum of the numbers on the dice is either 7 or 11; the player wins and

    the game is over.

    • If the sum of the numbers on the dice is either 2, 3 or 12; the player loses,
    and the game is over. (aka crap out)

    • If the sum of the numbers on the dice is any other number, that number
    becomes the point, and the game continues

    2. Follow-up rolls, aka “rolling the point”:
    • If the initial roll results in a point, the player will continue to roll the dice and

    win every time they roll the same point.
    • If the player rolls any other number that is not “the point” or “7”, the game

    continues to the next roll
    • If the player rolls a “7”, the game is over. (aka 7 out)

    3. Betting: to keep things simple, betting and winning will be modified from traditional
    rules

    • Before the initial roll, the player must place a bet up to their current bank roll.
    The program must check to see if they still have money in their bank roll.

    • Once a bet has been placed, the player can win an equal amount (1:1) based
    on the rules set up in steps 1 and 2.

    • A player will lose only the amount they bet, not their cumulative winnings,
    based on the rules in steps 1 and 2.

    Tasks

    1. Create method(s) game menus with the following information:
    a. An intro message: i.e. “Welcome to Juan’s Dice Game: Main Menu” (replace

    Juan with your name)
    b. Main Menu Options

    i. “Log In”
    1. Allow the user to enter a username. No password required

    ii. “Register”
    1. Allow the user to create a new account

    iii. “Quit”
    1. Ends the game and quits the program

    c. Game Menu Options; update the intro message to reflect this menu location
    i. “View Bank Roll”

    ii. “Place the bet”
    iii. “Roll the dice”
    iv. “Back to Main Menu”

    2. Create a method(s) to handle the game logic based on the rules defined in the
    ‘Game Logic’ section of this document.

    3. Create a method(s) to handle the registration
    4. Create a method(s) to handle the log in

    Details

    Register Logic:

    The user will be allowed to register using an email address, first and last name. This
    information will be stored in a file, along with an initial bank roll of $500. Your program must
    check to make sure that each user’s email address is only used once, duplicates are not
    allowed. First and last names must also only contain alphabet letters. Appropriate error
    messages must be displayed for any input errors encountered. Once the user is registered,
    the main game options must be displayed.

    Log in Logic:

    The user will be allowed to log in by entering an email address. The program must look for
    this data stored in a file; if the data is found, the main game options are displayed. Your
    program must load the remaining bank roll from file. If the data is not found, an appropriate
    error message must be displayed instructing the user to register before proceeding. If the
    user’s bank roll is $0, an error message must be displayed letting the user know they can no
    longer play. If the data is found and the bank roll is greater than $0, proceed to the main
    game menu.

    View Bank Roll Logic:

    The user will be allowed to view their current bank roll only in between current playing
    sessions, that is prior to the initial roll or after they win or crap out/7 out. The bank roll must
    reflect current wins/losses based on game play. This data should be stored in a file to
    prevent data loss.

    Place bet logic:

    The user will be allowed to enter any positive whole integer, up to their current bank roll.
    This is the number that will be used to calculate winnings and losses. The program must

    check to make sure this number is not greater than their bank roll; present an error
    message otherwise. The program must also check for valid integer values, present error
    message otherwise.

    Roll the dice logic:

    Based on the game logic section of this document, the program must calculate the
    winnings based on the amount of each bet.

    The Come-Roll example:

    If the bet is $50 and the player rolls a 7 on the first roll, a message will be displayed
    letting the user know they rolled a 7 (with each individual number rolled: i.e.: 6-1, 4-
    3, 2-5) on the come-out roll and the player has won an amount equal to their bet,
    which is immediately added to their bank roll. Their bet is also added back to their
    bank roll and the player is presented with the game menu options.

    The Craps-out roll example:

    If the bet is $50 and the player craps out on the initial roll, a message is displayed to
    the user letting them know what was rolled (each individual dice) and that they crap
    out and lost, then the $50 is immediately deducted from their bank roll and the
    player is presented with the game menu option.

    Follow-up (“point”) Roll example:

    If the bet is $50 and the player rolls an 8, this number becomes the point; a message
    must be displayed to the player displaying the number they rolled (each individual
    dice) to let them know this is the point. The player will be prompted to roll again,
    each roll will be displayed to the player. If this new number matches the point, a
    message must be displayed to the player that they rolled the point number and have
    won an amount equal to their bet, this amount is immediately added to their bank
    roll. The player must roll again. This process continues until the player rolls a 7 (7-
    out), at which point a message is displayed to the player with the dice roll and that
    they 7-out and lose their initial bet. This initial bet is immediately deducted from
    their bank roll and the player is presented with the game menu option.

    Back to main menu logic:

    This menu option will be treated as the end to the gaming session, meaning that the user is
    done playing and will be logged out. The program must save all appropriate data to file to
    be used if the user decides to log in later. This menu option does not end the program, only
    the game session.

    Quit Logic:

    Stop the program.

    Rubric

    • Methods: [35 points]
    o All your program logic must be done within method calls, that is your public

    main should only contain global variable/constant declarations as well as
    method calls. [30 points]

    o Methods should call other methods for code re-usability, for example, there
    should be a roll dice method that returns each individual dice rolled and their
    sum. [5 points]

    • Game Logic Implementation: [60 points]
    o Register Logic: [10 points]

     Your users must be saved to a file for later processing. You must
    create a users.txt file containing username, first name, last name,
    bank roll (using comma separated values) [5 points]

     Input must be error checked [3 points]
     Duplicate users must be error checked [2 points]

    o Log In Logic: [10 points]
     User must be prompted to enter a username (email) [2 points]
     If the username is not found, display an error message [2 point]
     If the username is found, load data into variables and proceed [6

    points]
    o View Bank Roll Logic: [2 points]

     The user will be able to see how much money is in their bank roll,
    updated with by most current gaming session [1 point]

     Bank roll can only be viewed in between gaming sessions [1 point]
    o Place Bet Logic: [3 points]

     Check to make sure input is positive integer only [1 point]
     Display error message on invalid input [1 point]
     Display error message when bet placed is larger than current bank roll

    [1 point]
    o Roll Dice Logic: [35 points]

     The “come roll” [10 points]
    • Check to make sure there is a valid current bet [1 point]
    • Display error message if there is no valid current bet [1 point]
    • Display each dice rolled along with their sum [1 point]
    • Display the message when the user wins and how much they

    won [5 points]
    • Add both the winnings and their bet back to their bank roll [1

    point]
    • Send user back to main game menu [1 point]

     The “Craps out” roll [10 points]
    • Check to make sure there is a valid current bet [1 point]
    • Display error message if there is no valid current bet [1 point]
    • Display each dice rolled along with their sum [1 point]
    • Display the message when the user loses and how much they

    lost [5 points]
    • Subtract their losses their bank roll [1 point]
    • Send user back to main game menu [1 point]

     The “point” roll [15 points]
    • Check to make sure there is a valid current bet [1 point]
    • Display error message if there is no valid current bet [1 point]
    • Display each dice rolled along with their sum [1 point]
    • Whenever the point is rolled, display the message that the user

    won and how much they won [5 points]
    • Add the winnings to their bank roll [1 point]
    • Continue until the user rolls a “7 out”, at which point display a

    message that the user has “7 out” and subtract their bet
    amount from their bank roll [5 point]

    • Send user back to main game menu when they “7 out” [1 point]
    • Back to main game menu Logic: [15 points]

    o Take the current bank roll amount and update the users.txt file with the new
    bank roll to the appropriate user. [14 points]

    o Display the main menu [1 point]

    • Quit Logic: [2 point]
    o Present the user with a message that the program is now over [1 point]
    o Stop the program [1 point]

    • Code comments: [23 point]
    o You must use comments on all your code, in particular logic explaining

    functional tasks [10 points]
    o Each method must have a description of what arguments are passed and

    what data and data type is returned (if any) [13 points]
    • Algorithm flow chart: [15 points]

    o You must submit a PDF outlining the flow of your program and include it in
    your zip file along with your source code.

    About Submission

    Late work will not be accepted, NO EXCPETIONS. You may not collaborate or share code
    with fellow students. You must submit your flow diagram as a PDF.

    Use of AI of any kind will result in an IMMEDIATE ZERO on this project and may result in
    expulsion from this class.

    Be prepared to explain your code upon request. Failure to do so will result in a zero for this
    project, no exceptions.

  • [Solved] feed back kev

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    According to **DeCoster (1998),** **factor analysis** is a statistical framework utilized to identify **underlying constructs** and **latent relationships** within a **large set of measured variables**. This methodological approach enhances **data interpretation** by systematically grouping correlat…

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    According to **DeCoster (1998),** **factor analysis** is a statistical framework utilized to identify **underlying constructs** and **latent relationships** within a **large set of measured variables**. This methodological approach enhances **data interpretation** by systematically grouping correlated variables into distinct factors, thereby facilitating the development of **psychometrically sound** **assessment instruments.**

    As noted by **Donahue et al. (1991)**, the **Big Five Inventory (BFI)** was developed through **expert ratings** and subsequently validated using **factor analytic methods** applied to **observer personality** **ratings**. Through this process, researchers established the existence of **five distinct subscales**, each representing a fundamental dimension of personality:

    1. **Openness to Experience** – Creativity, curiosity, and willingness to explore new ideas.
    2. **Conscientiousness** – Organization, responsibility, and goal-directed behavior.
    3. **Extraversion** – Sociability, assertiveness, and enthusiasm.
    4. **Agreeableness** – Compassion, cooperation, and interpersonal warmth.
    5. **Neuroticism** – Emotional instability, anxiety, and mood fluctuations.

                 Factor analysis has consistently validated the **five-factor structure** of the **(BFI)** across **diverse populations and cultural contexts**, reinforcing its **psychometric robustness**. The statistical measures employed in these analyses provide **empirical support** for the BFI’s **structural validity,** ensuring that it functions as a **reliable and valid instrument** for assessing fundamental **personality traits** in psychological research.

    **What is the difference between exploratory and confirmatory factor analysis?**

    The difference between **exploratory factor analysis (EFA)** and **confirmatory factor analysis (CFA)** lies in their respective objectives, methodologies, and applications within research. **EFA** is employed to identify **underlying factor structures** without imposing **predefined hypotheses** regarding the number or nature of factors. Researchers using EFA do not specify the relationships between variables and factors beforehand; rather, the analysis uncovers these associations.

         EFA is commonly applied during **early stages of research** to explore **new constructs** or refine **measurement instruments**. It permits variables **to** **load onto multiple factors**, making it particularly suitable for identifying complex factor structures. Ultimately, EFA generates **factor** **loadings,** which indicate the strength of each variable's association with the identified factors, facilitating a deeper understanding of the construct being assessed.

                The distinction between **exploratory factor analysis** **(EFA)** and **confirmatory factor** **analysis (CFA)** lies in their distinct objectives, methodologies, and applications within research. According to **Shur (2006),** CFA is a **statistical technique** utilized to validate the **factor structure** of a set of observed variables, ensuring consistency with a predefined theoretical model.

    In contrast, **EFA** is employed to identify **underlying factor structures** without imposing any prior hypotheses regarding the number or nature of factors. It is an exploratory approach where researchers allow the data to determine the relationships between variables and factors, uncovering latent constructs or patterns. This differentiation makes EFA particularly suitable for early-stage research and CFA more appropriate for hypothesis testing and model validation in later stages.

    EFA is commonly applied during **early stages of research** to explore **new constructs** or refine **measurement instruments**. It permits variables to **load onto multiple factors**, making it particularly suitable for identifying complex factor structures. Ultimately, EFA generates **factor** **loadings,** which indicate the strength of each variable's association with the identified factors, facilitating a deeper understanding of the construct being assessed.

    **Reference**

    John, O. P., Donahue, E. M., & Kentle, R. L. (1991). Big five inventory. _Journal of personality and social psychology_

    DeCoster, J. (1998). Overview of factor analysis.

    Suhr, D. D. (2006). Exploratory or confirmatory factor analysis

    – a year ago

  • [Solved] Final 568

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    Executive Solution Overview

    [>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing) – a year ago **files (5)** – ## FinalOgl568TC.docx – ## SwimSanna1996PSPB1.pdf – WhatWorksforWomenatWork_FourPatternsWorkingWomenNeedto.pdf – Download-IP-in-High-Achieving-Women.pdf – NoCreditwhereCreditisdue.p…

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    [>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing)

    – a year ago

    **files (5)**

    – ## FinalOgl568TC.docx

    – ## SwimSanna1996PSPB1.pdf

    – WhatWorksforWomenatWork_FourPatternsWorkingWomenNeedto.pdf
    – Download-IP-in-High-Achieving-Women.pdf
    – NoCreditwhereCreditisdue.pdf

    **## FinalOgl568TC.docx**

    **Final: PhotoVoice Exhibit & Preparation: this is a women’s gender course so I will also attach things that relate for your use. This must be in PowerPoint style, and you can use any photos that you want to use, that includes nothing but women or something related to women. I will do the photovoice with my voice for the assignment. I just need you to do the PowerPoint. You must also complete an annotated bibliography for this assignment as well. Due** Sunday by 11:59pm

    Your Final Presentation will include a class PhotoVoice exhibit of your individually selected images presented using VoiceThread in Module 7 (you may choose photos you have taken or photos taken by other students and shared in discussion board).   Images should have titles, and include a brief 2-3 sentence explanation of the image (APA Format) in this outline.

    Using the Thematic Analysis of your work, decide what you want to communicate about your selected themes.  Begin to think about how you want to tell your story with your final PhotoVoice exhibit.

    To help you organize your work, you will create and submit an outline of your project.  The outline should include:

    **Overarching Theme-think of this as the title or primary idea you want to illustrate and explain:**

    1. Identify the primary focus of your Final  Presentation.  Write a one paragraph description of this idea or issue and identify what literature you might use to support your thinking about this topic.

    2. Then, identify the 3-5 Themes discovered in the coding process that support this broader topic.  Select what images you will use to illustrate each theme, and what other data sources you used and plan to include as part of your Final PhotoVoice exhibit.  The photographs you select, along with the explanation of each, will be posted in the Module 7  Photovoice Exhibit for the class to see and respond to.

    3. Identify the images you wish to use for your discussion board, how you wish to present them to the class (what order, what titles, and what explanations will you include for each).  Each image used for your presentation will require an explanation of the image.

    4. Lastly, write one paragraph discussing why this matters, what you learned, and what might be the way forward.

    **Annotated Bibliography**: You will submit a bibliography of at least seven-nine references in APA format that you plan to use in your final presentation.  For each reference, you should include a brief annotation that includes a one-two sentence summary of the source and a one-two sentence description of why this source will be useful in your presentation.  You can use materials already created for previous modules.

    Upload your outline here to submit.

    This paper is worth 35 points.

    **## SwimSanna1996PSPB1.pdf**

    See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/258180383

    He's Skilled, She's Lucky: A Meta-Analysis of Observers' Attributions for

    Women's and Men's Successes and Failures

    Article  in  Personality and Social Psychology Bulletin · May 1996

    DOI: 10.1177/0146167296225008

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    **## FinalOgl568TC.docx**

    **Final: PhotoVoice Exhibit & Preparation: this is a women’s gender course so I will also attach things that relate for your use. This must be in PowerPoint style, and you can use any photos that you want to use, that includes nothing but women or something related to women. I will do the photovoice with my voice for the assignment. I just need you to do the PowerPoint. You must also complete an annotated bibliography for this assignment as well. Due** Sunday by 11:59pm

    Your Final Presentation will include a class PhotoVoice exhibit of your individually selected images presented using VoiceThread in Module 7 (you may choose photos you have taken or photos taken by other students and shared in discussion board).   Images should have titles, and include a brief 2-3 sentence explanation of the image (APA Format) in this outline.

    Using the Thematic Analysis of your work, decide what you want to communicate about your selected themes.  Begin to think about how you want to tell your story with your final PhotoVoice exhibit.

    To help you organize your work, you will create and submit an outline of your project.  The outline should include:

    **Overarching Theme-think of this as the title or primary idea you want to illustrate and explain:**

    1. Identify the primary focus of your Final  Presentation.  Write a one paragraph description of this idea or issue and identify what literature you might use to support your thinking about this topic.

    2. Then, identify the 3-5 Themes discovered in the coding process that support this broader topic.  Select what images you will use to illustrate each theme, and what other data sources you used and plan to include as part of your Final PhotoVoice exhibit.  The photographs you select, along with the explanation of each, will be posted in the Module 7  Photovoice Exhibit for the class to see and respond to.

    3. Identify the images you wish to use for your discussion board, how you wish to present them to the class (what order, what titles, and what explanations will you include for each).  Each image used for your presentation will require an explanation of the image.

    4. Lastly, write one paragraph discussing why this matters, what you learned, and what might be the way forward.

    **Annotated Bibliography**: You will submit a bibliography of at least seven-nine references in APA format that you plan to use in your final presentation.  For each reference, you should include a brief annotation that includes a one-two sentence summary of the source and a one-two sentence description of why this source will be useful in your presentation.  You can use materials already created for previous modules.

    Upload your outline here to submit.

    This paper is worth 35 points.

    **## SwimSanna1996PSPB1.pdf**

    See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/258180383

    He's Skilled, She's Lucky: A Meta-Analysis of Observers' Attributions for

    Women's and Men's Successes and Failures

    Article  in  Personality and Social Psychology Bulletin · May 1996

    DOI: 10.1177/0146167296225008

    CITATIONS

    185
    READS

    1,600

    2 authors, including:

    Some of the authors of this publication are also working on these related projects:

    Stereotypes of Environmental Advocates View project

    Charles Stangor publications View project

    Janet Swim

    Pennsylvania State University

    113 PUBLICATIONS   8,263 CITATIONS

    SEE PROFILE

    All content following this page was uploaded by Janet Swim on 13 August 2015.

    The user has requested enhancement of the downloaded file.

    [https://www.researchgate.net/publication/258180383_He%27s_Skilled_She%27s_Lucky_A_Meta-Analysis_of_Observers%27_Attributions_for_Women%27s_and_Men%27s_Successes_and_Failures?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_2&_esc=publicationCoverPdf](https://www.researchgate.net/publication/258180383_He%27s_Skilled_She%27s_Lucky_A_Meta-Analysis_of_Observers%27_Attributions_for_Women%27s_and_Men%27s_Successes_and_Failures?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_2&_esc=publicationCoverPdf)

    [https://www.researchgate.net/publication/258180383_He%27s_Skilled_She%27s_Lucky_A_Meta-Analysis_of_Observers%27_Attributions_for_Women%27s_and_Men%27s_Successes_and_Failures?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_3&_esc=publicationCoverPdf](https://www.researchgate.net/publication/258180383_He%27s_Skilled_She%27s_Lucky_A_Meta-Analysis_of_Observers%27_Attributions_for_Women%27s_and_Men%27s_Successes_and_Failures?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_3&_esc=publicationCoverPdf)

    [https://www.researchgate.net/project/Stereotypes-of-Environmental-Advocates?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_9&_esc=publicationCoverPdf](https://www.researchgate.net/project/Stereotypes-of-Environmental-Advocates?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_9&_esc=publicationCoverPdf)

    [https://www.researchgate.net/project/Charles-Stangor-publications?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_9&_esc=publicationCoverPdf](https://www.researchgate.net/project/Charles-Stangor-publications?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_9&_esc=publicationCoverPdf)

    [https://www.researchgate.net/?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_1&_esc=publicationCoverPdf](https://www.researchgate.net/?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_1&_esc=publicationCoverPdf)

    [https://www.researchgate.net/profile/Janet-Swim?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_4&_esc=publicationCoverPdf](https://www.researchgate.net/profile/Janet-Swim?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_4&_esc=publicationCoverPdf)

    [https://www.researchgate.net/profile/Janet-Swim?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_5&_esc=publicationCoverPdf](https://www.researchgate.net/profile/Janet-Swim?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_5&_esc=publicationCoverPdf)

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    [https://www.researchgate.net/profile/Janet-Swim?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_7&_esc=publicationCoverPdf](https://www.researchgate.net/profile/Janet-Swim?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_7&_esc=publicationCoverPdf)

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    from the SAGE Social Science Collections. All Rights Reserved.

    View publication statsView publication stats

    [https://www.researchgate.net/publication/258180383](https://www.researchgate.net/publication/258180383)

    **WhatWorksforWomenatWork_FourPatternsWorkingWomenNeedto.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/whatworksforwomenatwork-fourpatternsworkingwomenneedto-pdf)

    **Download-IP-in-High-Achieving-Women.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/download-ip-in-high-achieving-women-pdf)

    **NoCreditwhereCreditisdue.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nocreditwherecreditisdue-pdf)

    **## FinalOgl568TC.docx**

    **Final: PhotoVoice Exhibit & Preparation: this is a women’s gender course so I will also attach things that relate for your use. This must be in PowerPoint style, and you can use any photos that you want to use, that includes nothing but women or something related to women. I will do the photovoice with my voice for the assignment. I just need you to do the PowerPoint. You must also complete an annotated bibliography for this assignment as well. Due** Sunday by 11:59pm

    Your Final Presentation will include a class PhotoVoice exhibit of your individually selected images presented using VoiceThread in Module 7 (you may choose photos you have taken or photos taken by other students and shared in discussion board).   Images should have titles, and include a brief 2-3 sentence explanation of the image (APA Format) in this outline.

    Using the Thematic Analysis of your work, decide what you want to communicate about your selected themes.  Begin to think about how you want to tell your story with your final PhotoVoice exhibit.

    To help you organize your work, you will create and submit an outline of your project.  The outline should include:

    **Overarching Theme-think of this as the title or primary idea you want to illustrate and explain:**

    1. Identify the primary focus of your Final  Presentation.  Write a one paragraph description of this idea or issue and identify what literature you might use to support your thinking about this topic.

    2. Then, identify the 3-5 Themes discovered in the coding process that support this broader topic.  Select what images you will use to illustrate each theme, and what other data sources you used and plan to include as part of your Final PhotoVoice exhibit.  The photographs you select, along with the explanation of each, will be posted in the Module 7  Photovoice Exhibit for the class to see and respond to.

    3. Identify the images you wish to use for your discussion board, how you wish to present them to the class (what order, what titles, and what explanations will you include for each).  Each image used for your presentation will require an explanation of the image.

    4. Lastly, write one paragraph discussing why this matters, what you learned, and what might be the way forward.

    **Annotated Bibliography**: You will submit a bibliography of at least seven-nine references in APA format that you plan to use in your final presentation.  For each reference, you should include a brief annotation that includes a one-two sentence summary of the source and a one-two sentence description of why this source will be useful in your presentation.  You can use materials already created for previous modules.

    Upload your outline here to submit.

    This paper is worth 35 points.

    **## SwimSanna1996PSPB1.pdf**

    See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/258180383

    He's Skilled, She's Lucky: A Meta-Analysis of Observers' Attributions for

    Women's and Men's Successes and Failures

    Article  in  Personality and Social Psychology Bulletin · May 1996

    DOI: 10.1177/0146167296225008

    CITATIONS

    185
    READS

    1,600

    2 authors, including:

    Some of the authors of this publication are also working on these related projects:

    Stereotypes of Environmental Advocates View project

    Charles Stangor publications View project

    Janet Swim

    Pennsylvania State University

    113 PUBLICATIONS   8,263 CITATIONS

    SEE PROFILE

    All content following this page was uploaded by Janet Swim on 13 August 2015.

    The user has requested enhancement of the downloaded file.

    [https://www.researchgate.net/publication/258180383_He%27s_Skilled_She%27s_Lucky_A_Meta-Analysis_of_Observers%27_Attributions_for_Women%27s_and_Men%27s_Successes_and_Failures?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_2&_esc=publicationCoverPdf](https://www.researchgate.net/publication/258180383_He%27s_Skilled_She%27s_Lucky_A_Meta-Analysis_of_Observers%27_Attributions_for_Women%27s_and_Men%27s_Successes_and_Failures?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_2&_esc=publicationCoverPdf)

    [https://www.researchgate.net/publication/258180383_He%27s_Skilled_She%27s_Lucky_A_Meta-Analysis_of_Observers%27_Attributions_for_Women%27s_and_Men%27s_Successes_and_Failures?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_3&_esc=publicationCoverPdf](https://www.researchgate.net/publication/258180383_He%27s_Skilled_She%27s_Lucky_A_Meta-Analysis_of_Observers%27_Attributions_for_Women%27s_and_Men%27s_Successes_and_Failures?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_3&_esc=publicationCoverPdf)

    [https://www.researchgate.net/project/Stereotypes-of-Environmental-Advocates?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_9&_esc=publicationCoverPdf](https://www.researchgate.net/project/Stereotypes-of-Environmental-Advocates?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_9&_esc=publicationCoverPdf)

    [https://www.researchgate.net/project/Charles-Stangor-publications?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_9&_esc=publicationCoverPdf](https://www.researchgate.net/project/Charles-Stangor-publications?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_9&_esc=publicationCoverPdf)

    [https://www.researchgate.net/?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_1&_esc=publicationCoverPdf](https://www.researchgate.net/?enrichId=rgreq-0941181f7478af4095741baa36558d37-XXX&enrichSource=Y292ZXJQYWdlOzI1ODE4MDM4MztBUzoyNjE5Nzk2NjMyMzcxMjBAMTQzOTQ3MjIyNzY5MA%3D%3D&el=1_x_1&_esc=publicationCoverPdf)

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    **WhatWorksforWomenatWork_FourPatternsWorkingWomenNeedto.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/whatworksforwomenatwork-fourpatternsworkingwomenneedto-pdf)

    **Download-IP-in-High-Achieving-Women.pdf**

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    **NoCreditwhereCreditisdue.pdf**

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