How does rurality affect college attendance and selection decisions for students?

Title pageDoctoral Research Project TopicIndicate the purpose of the study, which is the “why” and what goal(s) or “what” your study will attempt to accomplish.Method chosen (qualitative, quantitative, or mixed method)Doctoral Research Project research questions if selecting a qualitative study or Doctoral Research Project questions and hypothesis if choosing either a quantitative or mixed methods approach. The hypothesis should be stated as Hypothesis: _______What preexisting data was collected and will be used indicating a description of collection type, description of participants who were in the original study, number and more. Describe the practical implications of the study. State the specific audience(s) who will benefit from the research project and why.Briefly discuss sharing the research results with an employer or outside party, if it is confidential and only shared internally or able to publish externally in a trade publication, journal or professional conference.References gathered in week two and additional ones to support your doctoral project.

What is “the shelf-life” of the biography? (How long after the biography was published do you think people would still be buying/reading it?)

Please submit this week’s Discussion Questions Response on the following readings:1. W7D2 Angela Davis Readinghttps://archive.org/details/angeladavisanaut0000davi/page/18Please note that this is another Internet Archive (IA) Reading, which requires you to follow the sign-in and borrowig steps you’ve taken with the other IA reading assignments.Please read chapter 3, pp. 115-146.2. W8D1 Carmichael Reading https://archive.org/details/readyforrevoluti00carm/page/13 Please read pp. 439-483 (Chapters XIX and XX)Please note that all the italic comments appearing in brackets are made by the co-writer, scholar and former SNCC activist Ekwueme Michael Thelwell. From the section syllabus:Each student should submit a short (1-page max) summary no later than 10 minutes before their assigned discussion section that answers the following questions about each of the week’s readings:1. Who is the author?2. If different from the author, who is the historical figure?3. What is the overarching conflict in the biography?4. Who do you think was the audience for the biography at the time it was written? 5. What is “the shelf-life” of the biography? (How long after the biography was published do you think people would still be buying/reading it?)

Examine how we understand sexual selection and male phenotype among the birds of paradise.

Examine how we understand sexual selection and male phenotype among the birds of paradise. Carefully read the abstract and author summary of the paper and write your AB as a general overview of the topic as it relates to class material. I have highlighted passages to focus on the main points of this complex paper. You may have to google the meaning of a few terms. Carefully examine Fig. 1 and watch the “Supporting Video” link in the paper to appreciate their methodology for classifying the color, sound, and behaviors.

Three cases of scientific fraud/cheating in genetics, and proposed policies or how to limit the incidence and consequences of fraud.Discuss what should punishments for cheaters be?

PLEASE MAKE SURE TO INCLUDE THESE DETAILS IN THE PAPER. THANKS StructureThe structure has five sections:1. Introduction (1 page)2. Case 1 (1.5 pages)3. Case 2 (1.5 pages)4. Case 3 (1.5 pages)5. Reflection and policy proposals (1 pages).The material in each section should be as follows:Section 1. Introduction (1 page)Briefly introduce the topic of fraud/cheating in scienceBriefly introduce each of the three cases to be discussedBriefly introduce the proposals for dealing with fraud/cheating in the final section. Section 2-4. Cases (1.5 pages each = 4.5 pages total)Research three cases of cheating in science, one for each section. For each case/section:1. Explain the science behind the case – what was the scientific problem that the scientists were trying to solve. Why did it matter?2. What was the fraud/cheating?3. How was the cheating person(s) caught?4. What were the consequences to the cheating person(s)?5. What were broader harms done by the cheating? For each case, name at least five harms that were done. Did people die because of bad science? Did investors or the government waste money on bad science? Did non-cheaters have their ideas stolen and so not receive credit? Section 5. Reflections and policy proposals (1 pages)Based on what you have learned and research into current policies:Reflect on what you have learned and how it has affected your views of science/the world/cheating. Was anything particularly interesting?Based on what you have learned, what policies would you propose to decrease the incidence or consequences of cheating? What should punishments for cheaters be? What compensation should be given to the victims of cheating?Section 6. References.You must use at least 20 sources – newspaper articles, wikipedia entries, genetics textbooks, etc. For every fact or argument that you include in your paper, you must cite the source. Any argument or fact that you include in your paper from another source must be stated in your own words. The assignments will be run through TurnItIn, and assignments that are flagged for plagiarism will not receive credit. All cited resources must be listed in a standard reference format.

In a hypertensive patient what is the effect of complementary measurements such a as exercise and nutrition compared with first line thiazides with days to several weeks of therapy.What is the magnitude of the problem?

CONTENT​Possible PointsFormulation of Clinical QuestionClinical question▪ Clear, concise▪ Use of PICO to formulate EBP question10Background & clinical significance▪ What is known about the topic?▪ What is the magnitude of the problem?▪ Why is it important to nursing?15Purpose of project5Review of the Literature/Appraisal of FindingsSearch Strategy:▪ List terms used for search▪ List databases used (minimum of two databases + Cochrane Review)▪ Include research studies, meta-analyses and EBP guidelines as EBP evidence10Critical appraisal of evidence.Include a narrative summary for each evidenceNarrative of findings20Practice Recommendations, Integration into Practice & Dissemination of FindingsDraw a conclusion, make a recommendation of the applicability of findings to nursing practice▪ Does these findings support a change in practice?▪ What is the basis for this recommendation?▪ (Strength & type of evidence for intervention)10Describe selected strategies (minimum 3) for promoting adoption of evidence-based practice/disseminating findings.▪ How will the recommendations be disseminated?▪ Who are the key stakeholders?▪ What is the suggested form of recommended change?

Describe briefly what you did and respond to what you read, saw, heard, thought, experienced.

Watch a scientific lecture online:Lecture ideas: Guest science speakers at colleges and universities, science on tap, a science related Town Hall, etc.Describe briefly what you did and respond to what you read, saw, heard, thought, experienced, etc. Describe what you learned and how it complimented something you learned in class. How did it alter your view of the subject? Why is it important to know about this topic? Do not just summarize. Responses should be at least a half a page single-spaced

Write an essay that addresses the following:Which of the cognitive biases would you address?

You have been asked to teach a one-hour course on cognitive biases at your workplace. Write an essay that addresses the following:Which of the cognitive biases would you address? Why would you address these cognitive biases?What exercises would you use to identify cognitive biases?What “push-back” might you expect from your co-workers? Why?If you worked in a different industry, what different biases might you face? How might you address these?

What connections can you make between what you saw using your stream table and what you discovered on Google Earth?

River Processes & LandformsIntroductionThe lab is in three parts. In the first part, you will study rivers using Google Earth. In the second part, you will use a few household materials to build a stream table model, to make observations about water flow firsthand. Before beginning this lab, take a few minutes to review the list of materials required to complete Part 2, on page 5. Also please note, that the stream table setup includes an overnight step. Contact your instructor if you have any questions. Your final product for this lab, the third part, will be a lab report. It is not necessary to submit this worksheet. Your report should cover all of the questions you have answered here (in paragraph essay form, not question and answer format), as well as your stream table observations (including drawings and photographs). It should discuss how these two tools – Google Earth and a stream table – can be used to study different aspects of rivers. Part 1: Observing Rivers in Google EarthThis lab assumes a working knowledge of Google Earth, which you should have gained by completing the first week’s lab on plate tectonics. It also assumes that Google Earth Pro has already been installed on your computer (see Module One lab for instructions on how to do that.)For each location you will be directed to in this lab, you have two choices. The first is to use the Google Earth search feature, following the instructions in this lab. The “workaround”, if you have difficulty finding a particular location, is to use the Placemarks – Earth Rivers KMZ file, which can be downloaded from here: https://serc.carleton.edu/NAGTWorkshops/earlycareer2010/activities/45769.html (Links to an external site.). Upon downloading, the file should open automatically in Google Earth Pro.Please note that the instructor is aware that there is an answer key file available from the same online location as the KMZ file. You are welcome to use it to check your answers here if you wish. However, your final lab paper should reflect original writing and analysis – not merely a repetition of the very brief answer key responses.Let’s get started! Open your Google Earth Pro – either directly from your computer, or by downloading and opening the Placemarks KMZ file. Locate Oxbow Bend (part of the Snake River in Grand Teton National Park, Wyoming). Observe the feature in Google Earth:What type of river is this, meandering or braided, and how can you tell?Discuss briefly the processes of erosion and deposition that are occurring in this area and why they are happening. What is the likely eventual fate of Oxbow Bend?Is there any evidence of this particular process operating in the past along this portion of the Snake River? If so, describe the evidence. If not, describe the evidence you would have expected to see but did not?Open the Oxbow Bend panorama (either in Google Earth or via the webpage https://www.thewave.info/GrandTeton/Oxbow%20Bend/index.html (Links to an external site.)). You can zoom in and out of the pan as needed. (Click ‘Exit Photo’ to return to the regular Google Earth view).Consider the processes of erosion and deposition you observed in Question 1: what evidence of these processes can you find in the panorama?Describe the Snake River plain as seen in the pan: the river plain extends from the foreground out to the base of the Tetons in the distance.Examine the river plain to determine if any river terraces are present. Describe the terraces you observe (size, how they likely formed), or suggest an explanation for why there are no terraces present.Locate Horseshoe Bend (near Page, AZ), which is part of the Colorado River east of the Grand Canyon. (Panorama a https://www.360cities.net/image/horseshoe1 (Links to an external site.)).First, explore this part of the Colorado River in Google Earth and describe the type of river present. How is this river similar or different to the portion of the Snake River you observed in Questions 1 and 2?Second, examine the location of Horseshoe Bend. What type of feature is this? How is it similar to and different from Oxbow Bend?Examine the panorama. Describe the Colorado River as observed in the pan: in addition, describe any terraces you observe (size, how they likely formed), or suggest an explanation for why there are no terraces present. What does this suggest about the geologic history of this part of Arizona compared to the portion of Wyoming observed earlier?Locate the drainage using the placemark “Drainage (CA)” or by searching for the latitude/ longitude 35° 8′ 9.74″N, 119° 40′ 29.25″W.What type of drainage pattern does this stream exhibit? How is this different from the Snake and Colorado Rivers?Suggest a reason for the drainage pattern observed here (zoom out and consider your location, especially the long linear valley associated with the stream).Find the location where the Volga River enters the Caspian Sea.What type of structure is this and how does it form?Part 2: Observing Rivers Using a Stream TableIn this part of the lab, you will contrast a stream table and use it to experiment with river flow. We will follow the scientific method to explore how river channel morphology (shape) changes when a variable, like gradient (slope of the stream) and discharge (amount of water flowing in it), is altered.To get started, and to get a sense of what you will be doing, check out a virtual stream video at the following location: Stream Table Timelapse (Links to an external site.). What landform develops over time where the river meets the water? (Hint: compare with what you saw where the Volga River enters the Caspian Sea in the Google Earth activity.)Now let’s set up a real stream table! Note: the set-up includes an overnight step.Materials needed (where several choices are offered, best option is in bold)A rectangular tray or pan (paint roller pan, baking pan, or cookie sheet with sides)Play sand (not construction sand) or corn meal (plain – not self-rising)A single-use cup (Paper or Styrofoam)A paper clip or push pin to make a hole in the cupA pitcher of waterBooks or other objects of different thicknesses (to tilt stream table)Construction process:Add sand or corn meal to about 2/3 of length of tray. Sand or corn meal should fill most of the height of the tray.Gently sprinkle water from the pitcher onto the clay or corn meal; allow it to soak in. Continue until the sand or corn meal is saturated.Leave your stream table to sit overnight.Set up your stream table with one or more books under one end, to provide slope for your stream.Using the pin or an unbent paper clip, make a hole in the side of the single-use cup, near the base. Make it big enough so that water can flow out of the cup at a fairly rapid rate. Have the pitcher of water available so you can refill your cup as needed. Choose Your Variable:For this experiment, you can choose either gradient (slope) or discharge (stream flow rate). Make a Hypothesis: Go back to your observations from the virtual stream table on page 5. Come up with a hypothesis (educated guess) as to what you think will happen with your stream channel when you alter your chosen variable. How might the stream morphology change?Record your hypothesis here.Run the ExperimentRun your experiment. If you are altering gradient, run the experiment twice with two different levels of tilt to your stream table – I recommend making your second stream twice as steep as your first one. If you are altering flow rate, after the first experiment, make the hole in your cup noticeably larger (aim for doubled flow). To run your experiment, hold your empty paper cup about an inch above the filled end of your stream table, roughly centered between the two sides, with the hole facing “downstream”. Fill the cup and let the water flow out of it and onto the sand or corn meal. Keep filling the cup and letting the water flow until your pitcher is empty. Record your results with a digital photograph; I recommend a sketch, too (which can also be photographed). You should include these visuals in your final report. Where did erosion occur? Where do you see deposition taking place?Drain as much of the water as possible out of your stream table and smooth over the sand or corn meal. Change your variable (steeper slope or higher flow rate, but not both). Run your experiment a second time and record results again. Accept or Reject Your HypothesisAccept your hypothesis if what happened matched what you thought would happen. Reject your hypothesis if it didn’t.Accept or reject your hypothesis here. Why do you suppose you got the results that you did?Part 3: The ReportWrite up your lab in a well-crafted report. The report should cover all the questions from Part 1 and your experiment in Part 2. Also include a discussion of how these two tools for studying rivers, Google Earth and a stream table, reveal different aspects of stream morphology. What connections can you make between what you saw using your stream table and what you discovered on Google Earth? What have you learned about river processes and landforms from this lab? Include a title page, your digital photos from the stream table activity, and a list of any references you cited in your text.

Describe briefly what you did and respond to what you read, saw, heard, thought, experienced, etc.

Read an article at least 3 pages long (or ~1500 words minimum):Choose a biology-related article from Scientific American, Science Daily, National Geographic, Discover or other relevant article in other periodicals.Describe briefly what you did and respond to what you read, saw, heard, thought, experienced, etc. Describe what you learned and how it complimented something you learned in class. How did it alter your view of the subject? Why is it important to know about this topic?