Before Sarah quit her job as a carpenter, she was earning $35,000 per year. She rented a building for $12,000 per year and opened a cabinet shop. She spends $148,000 per year for labor, materials, utilities, and advertising. How much revenue will the business have to earn in order to break even in terms of business profit?

W1 – Global Economic Environment
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This is a two-part assignment!

Upon successful completion of this module, you will be able to:

Understand the scope of managerial economics.
Understand the nature and function of profit.
Perform maximization and minimization analysis.
Examine new management tools for optimization.

Part 1 (In three-hundred-word count, respond to the following prompts:

Before Sarah quit her job as a carpenter, she was earning $35,000 per year. She rented a building for $12,000 per year and opened a cabinet shop. She spends $148,000 per year for labor, materials, utilities, and advertising.
How much revenue will the business have to earn in order to break even in terms of business profit?
How much revenue will the business have to earn in order to break even in economic terms?
Suppose that Sarah buys the building. Now how much will the business have to earn in order to break even in economic terms?

What is the difference between unethical and unlawful behavior? Please provide examples for both behaviors in your discussion.

According to Milton Friedman, “Business has only one social responsibility – to make profits (as long as it stays within the legal and moral rules of the game established by society). Few trends could so thoroughly undermine the very foundations of our society as the acceptance by corporate officials of a social responsibility other than to make as much money for their stockholders as possible.” Explain why you agree or disagree with such a statement.
Additional information:

Milton Friedman was the recipient of the Nobel Memorial Prize in Economic Sciences in 1976.

“Not looking to your own interests but each of you to the interests of the others” (Philippians 2:4, NIV).

Target’s community giving: “Target has a long-standing tradition of strengthening families and communities through innovative programs and partnerships. Since 1946, we have contributed 5 percent of our annual income to support families and communities, and today we remain one of very few companies that maintain this level of sustained giving. Target gives more than $3 million each week to the communities in which we do business. Our giving is directed both by Target and by the Target Foundation, each with specific areas of focus and commitment” (Target Corporate Responsibility Report 2007, p. 3).

The paper must fully meet the following:

The prompt must fully addressed/answered in the thread.
The thread is at least 300 words
References at least three peer-reviewed sources (published with the last four years), one biblical integration, and one reference from the textbook
Provide integration of a biblical concept that supports the paper. Biblical integration is more than just quoting a verse. Be sure to explain the biblical principle seen in the verse and how that principle may be applied to the issue at hand.
The Bible, NIV, KJV, and NKJV are all acceptable for use in this order.
All sources are cited in current APA format.
Proper spelling and grammar are used.
Sentences are complete, clear, and concise

Part 2 – You are required to answer a set of questions that are taken from the end-of-chapter discussion questions and problems. Use the attached spreadsheets to complete each Questions for Critical Thinking assignment.

From the end-of-chapter discussion questions (DQ) and problems (P)

Salvatore Chapter 1:

Discussion Questions: 9.
Problems: 6, 15, and spreadsheet problem (p. 39)

Note:

P15(d): Change “… for $50,000 more than …” to “… for $50,000 less than …” Compare the present value of economic profit in each of the next three years and the loss of $50,000 in the third year using 15% as the discount rate.

The spreadsheet problem (b): Calculate a mean, …. to statistically describe the data of both variables, Time and Age.

Froeb et al. Chapter 3:

Individual problems: 3-1 and 3-3.

Salvatore Chapter 3:

Discussion Questions: 9.
Problems: 1(a), 7, and 9.

Note:

DQ9: Does maximum sales (revenue) equal maximum profit (see figure 3-4)?
Revised P1(a): Derive the total-revenue, average-revenue, and marginal-revenue schedules from Q = 0 to Q = 4 by 1s.
Average revenue (AR) = total revenue (TR)/Q

Marginal revenue (MR) = change in total revenue/change in Q

 

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Using Ellis & Levy (2008), Harlow, E. (2009), and five additional peer-reviewed articles, review the scholarly literature on the relationship between theory and research and the ways research (quantitative and qualitative) can contribute to theory. Discuss at least three ways research can contribute to theory.

Psychology Theory 2 solutions
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Question 1: Theory
Theories play a vitally important role in guiding research and organizing and making sense of research findings. In spite of the great importance of theory-building and theory testing within your field of specialization, there is no generally accepted conception of what a theory is. Because your dissertation must contribute to theory, you must have a clear understanding of the variety of conceptions of theory, types of theories, and ways of contributing to theory and be able to justify how, exactly, your study contributes to theory.
Part 1
Using Gelso (2006), Harlow (2009), Stam, H. (2007, 2010), Wacker (1999), and five additional peer-reviewed articles from your specialization, discuss scholarly views on the nature and types of theory. Compare and contrast at least three views of what constitutes a theory, including the view you will use in Part 3 of this question. Be sure to distinguish theory from related concepts, such as hypothesis, paradigm, model, and concept.
Part 2
Using Ellis & Levy (2008), Harlow, E. (2009), and five additional peer-reviewed articles, review the scholarly literature on the relationship between theory and research and the ways research (quantitative and qualitative) can contribute to theory. Discuss at least three ways research can contribute to theory.
Part 3
Pick a theory (in one of the views of what constitutes a theory that you identified in Part 1) of current interest directly related to the topic area of your dissertation. A theory is currently of interest if there are articles published on it in the past five years. Using at least 10 published, peer-reviewed research articles:
1. Explain how the theory adds or may add to our understanding of your field and/or research topic.
2. Discuss and analyze the literature on two areas of controversy or unanswered questions related to the theory.
The structure of your paper should be as follows:
Title page
Body (10-15 pages, no more or less; APA Style; use appropriate headings for organization of the paper)
References (APA Style)
Learning Outcomes:
1. Compose a theoretically sound and conceptually rich essay that demonstrates knowledge of fundamental subject areas of a student’s academic discipline and specialization.

Question 2: Practical Application
Your dissertation research must contribute to theory. Your research and the theory to which it contributes may or may not have a practical benefit or application. There is no doubt, however, that there is a theory in your dissertation topic area that does have a practical application.
Part 1
Referencing at least five peer-reviewed journal articles or scholarly books, discuss views on the relationship between theory and application or practice. How can a theory guide or inform practice? What are the issues involved in translating theory into practice? Be sure to keep in mind the various conceptions of theory you discussed in Question 1.
Part 2
Referencing at least five peer-reviewed journal articles, fully describe a theory of current interest in your topic area. A theory is currently of interest if there are articles published on it in the past five years. This theory may or may not be the same as the one you examined in Question 1, Part 3. Describe a current view of the theory, not the founder’s view or a classic view. Your answer should be no more than three pages long.
Part 3
Identify at least five scholarly articles (published in the last 5 years) that address how the theory you discussed in Part 2 has actually been applied. (Draw on your response to Part 1 in order to define what you mean by an application of a theory to an actual problem or situation.) Critically evaluate the appropriateness of the uses to which the theory has been applied. Consider, for example: Are the applications premised upon an accurate understanding of the theory and its scope? Do the applications “go beyond” what the theory claims? Is the reasoning linking application and theory sound?
The structure of your paper should be as follows:
Title page
Body (10-15 pages, no more or less; APA Style; use appropriate headings for organization of the paper)
References (APA Style)
Learning Outcomes:
2. Critique existing research and design a methodologically sound approach to research in the student’s academic specialization(s).

Question 3: Research
The ability to read, understand, critique, and integrate research studies and to design a study to address a gap in the research literature is a vital tool for a doctoral student. As you write your dissertation, you may be reading hundreds of studies, many of which you will evaluate as part of a coherent literature review.
Select five empirical articles from peer-reviewed journals that:
• you consider critical to your understanding of your area of dissertation research
• all address a particular phenomenon and attempt to contribute to theory about it
Part 1
1. Describe each study, including:
• the research problem, questions, or hypotheses
• the research purpose
• type of design and elements of the design (e.g., sample, data analysis, operationalization of constructs)
• threats to validity and if and how they were addressed
• the findings and their implications
2. Critically evaluate each study: Does the author make a compelling case for the meaning and significance of the findings?
Part 2
Write a literature review that explains what is known and not known about the phenomenon based on a critical evaluation of the five studies.
Part 3
Develop a research question that addresses one of the unknowns you identified in Part 2 and sketch a quantitative or qualitative study that can answer the question about what is unknown and contribute to theory (in some sense of theory you discuss in Question 1).
Address:
• the research purpose
• type of design and elements of the design (e.g., sample, the type of data you need to collect and how you will collect it, data analysis)
• the strengths and weaknesses of your envisioned design and methods
• quantitative: threats to validity and how your design will address them
• quantitative: the constructs you will measure and what you will do in order to determine how to operationalize them (you need not identify specific measures)
• qualitative: your means of ensuring the quality of your findings
• justification for why your chosen design and methods are more appropriate for your research question than alternatives you have considered
• your methods of data analysis
• how the data you collect will enable you to answer your research question and contribute to theory
Draw on the additional resources for this course for guidance in understanding the concepts (e.g., internal validity, threats to validity, and operationalization) needed to address this question.
The structure of your paper should be as follows:
Title page
Body (10-15 pages, no more or less; APA Style; use appropriate headings for organization of the paper)
References (APA Style)
Learning Outcomes:
3. Apply relevant theory and research from the student’s specialization coursework to real life situations where he or she solves specific problems and discusses implications.

Question 4: Ethics
As you know, scientific research must be conducted in accordance with ethical principles. The ethical principles of research are defined in:
Ethical Principles of Psychologists and Code of Conduct
Standard 8: Research and Publication
http://www.apa.org/ethics/code/index.aspx
The National Academy Of Sciences, National Academy Of Engineering, and Institute Of Medicine Of The National Academies have a more detailed and comprehensive set of ethical guidelines for scientific research:
Committee on Science, Engineering, and Public Policy (U.S.), National Academy of Sciences (U.S.), National Academy of Engineering., & Institute of Medicine (U.S.). (2009) On being a scientist: A guide to responsible conduct in research, (3rd ed.). Washington, D.C: National Academies Press.
http://www.nap.edu/catalog.php?record_id=12192
Write a paper in which you discuss how you will ensure that all aspects of your doctoral research, from literature review to conducting research, to writing the dissertation manuscript will be done with care and integrity and will meet the ethical standards of scientific research. Reference the two publications above and at least five additional peer-reviewed articles.
You must justify all the steps you will take to ensure the ethical integrity of your dissertation project and not simply describe standard practice. You must show that you have your own clear set of ethical principles and that you know how to apply them to your work. You must do more than just paraphrase ethical guidelines. You must explain specifically how you will apply published ethical guidelines and concepts to what you will do in your research (as you envision it at this point).

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Business Finance – Accounting
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For many of the remaining topics in BUS-660, assignments will be in the form of case studies. These case studies are designed to provide an opportunity to engage in that topic’s quantitative analysis method, as well as demonstrate critical thinking and appropriate professional communication.
Review “Decision Analysis Case Study: Valley of the Sun Reviews” for this topic’s case study, a proposal to change the faculty performance review process at Valley of the Sun Academy (VSA).
Based on the information presented in the case study, create a decision tree or Excel-based analysis to determine the most appropriate recommendation.
In a 500-750-word report to VSA’s Human Resources department and the chief financial officer, explain your approach and the rationale for this method. Evaluate both outcomes and how they would be applied to this decision. Conclude your report with your recommendation for the review process VSA should adopt.
Submit your Excel-based analysis or decision tree with your report.
Decision Analysis Case Study:
Valley of the Sun Reviews
Valley of the Sun Academy (VSA) is an online school specializing in GED programs for the Phoenix area. Valley of the Sun Academy enrolls 813 students and has a part-time faculty pool of 65 online instructors.
Online faculty are reviewed annually and provided with feedback about their facilitation techniques, content expertise, engagement, and classroom management. If necessary, remediation and additional support are provided by the Faculty Advisory Board (FAB). The online faculty reviews are one factor used to determine overall performance, teaching status, and potential performance appraisals.
Recently, the FAB submitted a proposal for a new approach for the next fiscal year, the Peer Faculty Performance Review (PFPR). Human Resources (HR) and the school’s chief financial officer are evaluating the suggestion against the current design, described by VSA’s director. Both review processes are outlined below.
Current Design
Valley of the Sun Academy uses an external firm, TeachBest Consulting, to conduct annual reviews for online faculty. The review team is composed of faculty members at other online institutions, including universities and high schools. Valley of the Sun Academy faculty are not part of the review process, and TeachBest Consulting handles hiring and training internally. Valley of the Sun Academy’s HR department assigns completed courses to review, and VSA’s Technical Support team is responsible for providing access.
Once completed, the TeachBest consultant submits the review form to VSA’s HR department, and HR submits a payment for each review. In addition, VSA has an annual contract with TeachBest Consulting.
The overall contract is $2,500/year. If VSA’s enrollment reaches 1,000 or more students or their faculty pool expands to 75 or more instructors, the contract amount will increase to $5,000/year. There is a 75% chance the student enrollment will reach 1,000 students within the next 18 months and a 25% chance enrollment will not increase. During the next nine months, Human Resources anticipates hiring at least six math instructors.
Individual reviewers are paid $75 for each review. Reviews are conducted in March, July, and November, with all faculty reviewed by December 1.
Valley of the Sun Academy is responsible for disseminating the results of the review to faculty members. If questions arise about review results, the FAB is responsible for verifying the review and responding to the instructor. Periodically, the Faculty Advisory Board finds fault with the initial review and follow-up must be scheduled. Each year, about 5% of the initial reviews are found to be inaccurate and new reviews must be scheduled. Valley of the Sun Academy pays a discounted price of $50 for each follow-up review.
Peer Faculty Performance Review (PFPR) Proposal
The FAB proposes to conduct faculty reviews in-house and no longer contract TeachBest Consulting. Human Resources will review faculty files and invite the top three performing instructors in four disciplines (Literacy and Communication, Social Sciences, Math, and Science and Technology) to join the PFPR committee.
Initial responsibilities will involve creating a new review form and conducting a norming session for consistency. There will be ongoing technology fees of $20/month for each reviewer, to ensure access to create and complete the review forms. There will also be an initial cost to set up the norming session. The Faculty Advisory Board recommends one of three options:
1. A $500 session that can be scheduled at any time with TeachBest Consulting.
2. A $750 session offered monthly by an external employee development firm.
3. A session designed by VSA’s HR and instructional design specialists, which would be free to attend but would require internal time and labor costs; HR anticipates a start of two months from implementation would prevent interrupting normal business practices.
Because the responsibilities are not included in current faculty contracts, FAB recommends stipends of $50 for each review completed. With the new internal PFPR process, FAB anticipates faculty reviews would no longer be overturned and there would not be a need to conduct secondary reviews. Additionally, FAB expects reviews to move to a 9-month rolling cycle rather than once every academic year.

 

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In the study by Chidambaram (2015), the question raised is, what associations dental procedure and CVCs have. Kadium, M. (2015) inquired into how the education program for 1 month, based on the evidence-based guidelines recommended by CDC, will improve registered dialysis nurses’ knowledge regarding CVC maintenance care?

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Central Line-Associated Bloodstream Infections Literature Review

Central Line-Associated Bloodstream Infection (CLABSIs) in a fatal infection that results from bacteria or viruses entering the bloodstream through the central line. A central line, also known as a central venous catheter, refers to a tube used by doctors to administer medication, fluids or to collect blood from the body of a patient (Deason & Gray, 2018). Central Line-Associated Bloodstream Infection is one of the leading causes of deaths each year in different countries across the globe. Central Line-Associated Bloodstream Infection has been an area of interest for many healthcare researchers representing a diverse body of knowledge about the infection while still expanding on what is already known. The paper is an analysis of articles related to CLABSIs with the major themes of concern to the authors including risk factors, interventions, CLABSIs and Hospital Acquired Infections (HAIs), benefits of the preventive measures and the common symptoms of CLABSIs.

Questions Posed in the Studies
Afonso, Blot, & Blot (2016) seeks to establish how hospital-acquired bloodstream infections can be prevented through the use of chlorhexidine gluconate-impregnated washcloth bathing in intensive care units. In the study by Chidambaram (2015), the question raised is, what associations dental procedure and CVCs have.
Kadium, M. (2015) inquired into how the education program for 1 month, based on the
evidence-based guidelines recommended by CDC, will improve registered dialysis nurses’ knowledge regarding CVC maintenance care?

CDC and NCBI (2011) raise the research question, how many people have been affected in the USA from 2001-2009?
Srinivasan, Wise, Bell, Cardo, Edwards, Fridkin, Jernigan, Kallen, McDonald, & Patel (2011) considers questioning the perception of central line-associated bloodstream
Dougherty (2012) questions the potential solutions in reducing incidences of central-line associated bloodstream infections have to be created in line with the clinical setting and careful consideration of the patients and the organizational culture.
Lin, Apisarnthanarak, Jaggi, Harrington, Morikane, Thu, Ching, Villanueva, Zong, Jeong, & Lee, (2015 (2011) the inquiry is into what level of knowledge, attitudes, and behavior the nurses in the cancer setting in the Italian hospitals have about CVC procedures.
O’Grady, Alexander, Burns, Delilnger, Garland, Heard, Lipsett, Masur, Mermel, Pearson, Raad, Randolph, Rupp, & Saint (2011), the inquiry focused into how Positive blood culture shows the relationship between CLABSI and CDC surveillance.
Perin, Erdmann, Higashi, Sasso, Bianco et al. (2016) the research question is; What are the CLABSI-related preventive measures implemented among adult patients hospitalized in an ICU?
Esposito, Guillari & Angelillo (2017) inquiries into what level of knowledge, attitudes, and behavior the nurses in the cancer setting in the Italian hospitals have about CVC procedures. It also questions the predisposing factors for the knowledge, attitudes, and behavior.
Oliveira, Stipp, Silva, Frederico, & Duarte (2016) questions into the standard procedure in the ICU, the catheterization of a central venous access good care practices from insertion and handling to the moment of withdrawal.
In a research by Basinger, M. A. (2014), the research question questions into the causal effects of the CUSP on the reduction of CLABSIs within the relationship CUSP team member webinar attendance has with the reduction of CLASBIs.
Xu & Wu (2017) inquire about how a Comprehensive Unit-Based Safety Program which involves the improvement of communication, teamwork, and safety in the ICUs.
Bianco, Coscarelli, Nobile, Pileggi, & Pavia (2013) find it interesting to establish the role of knowledge, evidence-based practices, the insertion and maintenance of CVC with the protection of CLABSIs.
The Final research is by Han, Liang, & Marschall, (2010), who question how the involvement of education to the family and the patient can help prevent CLABSIs attacks among patients on CVC care. Another study by questions the relationships between Positive blood culture and CLABSI with CDC.
Identified Subthemes
With the picot question In Patients > 65 years of age with central line catheters, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) compared to standard care over a one-month period at ICU Regional Medical Center, Texas? From this, there are various subthemes that emerge in this study. These include; the issue of hygiene and its effect on CLABSI, knowledge and how it impacts on infection, policies or experience and how it affects perception and prevention of infections, evidence-based practice, non-evidence-based practice, disinfection and sterilization, Insertion bundle, Maintenance bundle, and Quality Improvement.

The reviewed literature has shown that the nurse, patients, family, and evidence versus non-evidence-based practice are important in the analysis of the situation. Besides, the setting, type of catheter, and conditions affect the entire discussion.

Risk Factors Associated with CLABSIs
Contamination on Insertion
The catheter may gain entry into the bloodstream during the insertion of the line into the body of the patient. The rate of infections during insertion is substantially dependent on the hygiene levels that are put in place by the health care providers (Dick et al., 2015). The rates of infection during insertion happen to be high showing ignorance or lack of professionalism among the health caregivers. Contamination during insertion may also result from the instruments used and how sterilized they are.

Contaminated Skin of the Patient
The insertion is done on the body of the patient. A contaminated skin of the patient may contain germs which may enter the body during the insertion (Dombecki et al., 2017). The fact that patients have negligible knowledge concerning the different ways the infection may occur means that there is so much responsibility placed on the health caregivers. The infection rates due to unsanitary practices of the patients seem to have drawn the attention of the authors of the different articles analyzed. With the rates of CLABSIs rising each year, mortality rates have also increased. Researchers have made CLABSIs prevention a priority to address such risk factors to avoid or reduce infection rates.

Non-Compliance with the Central Line Maintenance
There are guidelines for healthcare professionals meant to reduce the chances of CLABSIs infection. Such guidelines include not using antiseptics and ensuring complete dressing changes (Orwoll et al., 2018). As much as these guidelines and policies are in place does not mean that compliance is definite. Cases of caregivers who do not comply with the stipulated guidelines are common and such levels of unprofessionalism have cost patients their lives.

Interventions
Removal of Unnecessary Lines
The authors agree that there are times patients will have lines which are no longer being used for any medical purpose. These are mainly patients who have spent so much time in the hospitals, and the chances of being discharged seem minimal (Sodek, 2016). The caregivers are meant to remove lines once they have served the purpose. The more these lines remain on the body of the patients the more the chances of infection. Bacteria and all other associated germs will easily enter the body.

Health Care Providers to Follow Recommendations
Healthcare professionals are trained on the best practices that are meant to ensure that the chances of patient infections are minimized or even eliminated entirely. Unfamiliarity creeps in at times, and the well-being of the patients is jeopardized (Stone et al., 2014). Just like any other profession, health care ties the professionals around practices which ensure ethical undertakings to safeguard the lives of the patients. The authors are for the idea that health care professionals should be just to patients and do what their work ethics dictates them to do. Such will ensure improved health and safety of the patients.

Encouraging Teamwork
In any health care setting, there are two main participants. These are the health caregivers and the patients. One of the authors suggests that teamwork between these two parties will go a long way in reducing the rates of these infections (Stone et al., 2014). Teamwork will ensure that there is knowledge sharing, that key concerns and risks that may be known to one of the parties are made known to the other. The impact teamwork will have towards preventing the cases of CLABSIs in hospitals is immeasurable. The same should be embraced and upheld.

CLABSIs associated infections/Transmissions
Hematogenous Transmission
This is an infection that is characterized by a primary tumor penetrating into blood vessels. They then get transported in the blood vessels and eventually into the distant parts of the body of the patient (Stone et al., 2014). Once at the distant sites, the cells will penetrate the walls of the vessels again and build a basis for another, a new tumor on the new site. Such are the same cases that happen with CLABSIs. Examples include catheter-associated Urinary Tract Infections (CAUTI) that can lead to CLABSI’s.

Catheter-associated Urinary Tract Infections (CAUTI)
A urinary tract infection (UTI) refers to an infection in any part of the urinary system. UTIs are also common healthcare-associated infections reported by both patients and healthcare givers. These infections are associated with urinary catheters, a tube which is used by doctors through the urethra to drain urine (Douglas, 2015). Most of the hospitalized patients end up with urinary catheters inserted in their bladder. Prolonged use of the catheters increases the risks of the infections. Health caregivers should ensure that these catheters are removed when not being used to reduce the risk of patients contracting the CLABSIs.

Contaminated Infusates
The term refers to the introduction of pathogens into the body of patients. The introduction of these pathogens occurs through the sterile used by the health care providers. During surgery or during other procedures which may require line insertion, bacteria may be introduced into the body of the patient (Stone et al., 2014). Contaminated infusates happen to be one of the ways CLABSIs bacteria is introduced into the bloodstream. Patients and the health care providers need to be educated on such risks.

Necessity for Interventions
Reduced incidences of CLABSIs
The preventive measures mentioned above by the authors of the different articles will go a long way into reducing the incidents that are reported by patients and caregivers concerning CLABSIs (Klintworth et al., 2014). Encouraging adherence to the hygiene standards, the policies and the recommendations as they relate to CLABSIs infections will enable the creation of an environment that will enhance the well-being of the patients and also minimize the chances of contraction of the infections. The infection is deadly and is already costing patients and nations dearly.

Reduced morbidity
Morbidity has been defined as how often a disease occurs or is reported in a population. The morbidity rate is determined by examining the number of patients with a certain disease at a given period (Kim & Biorn, 2017). Reduced cases of a disease mean that preventive and treatment measures are effectively implemented by all stakeholders involved. CLABSIs infections are no exceptions here. The literature work of the previous authors appreciates that the health care institutions that have adopted the interventions measures above report few and reduced cases of the infection.

CLABSIs Symptoms
Site Discharge
The area where the catheter is placed should remain dry, and no discharge should be coming from the area. Some patients, however, may notice yellow or green discharge (Conley et al., 2018). The drainage should be a cause for alarm, and the authors have identified the discharges as some of the top indicators that something has gone wrong and healthcare providers should act up. Discharges show that the area is not fresh and has been exposed to bacteria and germs, something that should be of great concern.

Site Swelling
Patients may experience additional swelling at the place where the catheter line has been inserted. The swelling is an indicator that there is no healing that is taking place and that there is every reason to worry about the well-being of the patient (Castagna et al., 2016). The authors suggest that nurses should give attention to the recovery process of patients and ensure that such instances are noted and addressed. In cases where there is no close relationship between the health caregivers and the patients, such incidents may be hard to notice, and the patients end up suffering and worse still, be exposed to the ugly infection which may even cost them their lives.

Site Redness
A patient may develop red streaks at the area where the line has been inserted. Another warning sign that the patient may be headed to a CLABSIs. Again, if there is no close interaction between patients and their caregivers such may be hard to notice (Chesshyre et al., 2015). Worse still if the patient is not aware that such are causes for alarm. They may never report the same and end up risking their lives. Adult patients and children are at the greatest risk of these symptoms because in most cases they do not know what should be made known to the health care providers and what should not be a cause for worry.

Research Questions
How does the training of health-care providers on the risks and the preventive measures of CLABSIs impact the overall infection rates?
What is the level of knowledge of nurses regarding the use of evidence-based guidelines to prevent central venous catheter bloodstream infections?
Does an increase in nurse’s knowledge concerning CLABSIs infections reduce the number of infections in the Intensive Care Units?
Sample Populations
The authors have utilized different study populations to accomplish their objectives. The two major categories of respondents that are common to all authors are healthcare professionals and adult patients suffering from or who have suffered the CLABSIs infections in the past (Hsu et al., 2014). These two categories have a rich knowledge on the study topic. Such enables researchers to collect adequate data for their research topics and also draw logical conclusions.

There are several processes through which people sample information in studies. For Alfonso et al. (2016) the search of the various database using key terms gave 291 records, however, based on relevance only 4 articles were suitable for the study. In a study by Dougherty, there was convenience sampling of a population of registered nurses in the LTACH setting after completion of orientation to the unit. Out of 52 eligible nurses, 31 participated in the survey response. The study by Lin et al (2015) utilized a cross-sectional design in the qualitative analysis of sources based on the key concepts of the study. Moreover, O’Grady et al. (2011) used data from a variety of available studies. Perin et al. (2016) explored a purposive sampling and selection of 34 studies that formed a set through which to assess results after a systematic review of academic and health database. In the sampling process, Esposito (2017) utilized a cross-sectional design in 16 non-teaching and teaching public and private hospitals with units utilizing CVCs for oncological patients. The target group was 472 nurses in the oncology and outpatient chemotherapy units of the selected hospitals. Likewise, Oliveria et al (2016) samples were collected through a cross-sectional study with questionnaires to 76 professionals in the intensive care. Zu & Wu (2017) utilized the qualitative process and a systematic search of databased on CINAHL, ABI INFORM, and OVID through which they established more than a hundred articles before applying the exclusion-inclusion criteria and utilizing ten articles in the study. Han et al (2010) searched from a variety of available studies for healthcare workers in all units using CVCs in the Calabria region of Italy. Bianco et al. (2013) used samples from a number of CLABSIs which were collected by the hospital-based IP in line with the NHAN approach and definition of CLABIs. The CUSP teams of hospitals receive monthly feedback on infections and quarterly feedback on rates of infection per 1,000 catheter days. Basinger (2016) samples were collected through a cross-sectional study with questionnaires to 76 professionals in the intensive care. In another study by Chidambaram (2015) the samples used were acquired from existent studies. On the other hand, Kadium (2015) utilized a convenience sampling of registered dialysis nurses in the hemodialysis unit was used in a pre and post-test educational interventional design among 60 registered dialysis nurses. CDC and NCBI (2011) worked by using the patients aged 1 year and above in the inpatient, outpatient and ICU settings. The acquisition of the participants was through Fistula First breakthrough initiative. Finally, Srinivasan, et al. (2011) used the ICU, inpatient ward, and hemodialysis facility records for years 2007, 2009 and 2001 to establish the rates of infection.

Limitations
There are several obvious limitations in the studies. For example, Esposito et al. (2017) opine that self-reported questionnaires affected accuracy in response. Questionnaires ought to be anonymous to encourage correct reporting. He also notes that a cross-sectional study hindered establishing a causative relationship with outcomes of interest. Future studies need to focus on non-evidence-based practices and dressing of catheters and how they relate with CLABSI (Han et al., 2013). Also, the study by Basinger (2014) was limited by failure to separate the efforts that aim at improving the use of CUSP, related approaches, and technologies that reduce compliance.

In the study by Afonso et al. (2015) the limitation was in the use of cumulative analysis on line-associated HABSI types while reporting the catheter culture is a diagnosis of infection. Moreover, another study by Lin et al. (2015) showed that the limited time and consideration of barrier towards quality, an aspect that needed adequate time hindered acquisition of enough information. Furthermore, Perin et al. (2016) note that the use of one type of catheter hindered generalization of information to other health departments.

Chidambaram (2015) assert that the limited evidence and utilization of exploratory method when conducting a study on CLABSIs. According to Kadium (2015) the small sample size and short duration within which it was conducted limited the results that were acquired. Another problem emerged because there was no assessment of the learning styles of the patients. CDC and NCBI (2011) states that even though there has been a reduction in the infections of CVC users, there is a need for more solutions to preventing this According to Srinivasan et al. (2011), there is a need for continuous studies on CLABSIs as they enhance establishing the preventive mechanism.

the Conclusions and recommendations
Overall, there are various issues that are addressed in the various papers in this analysis. From the literature review Afonso et al. (2016) conclude that hospitals achieve zero infections of CLABSI rates meaning the continued usage of surveillance together with a washcloth bathing for they curtail Gram-positive bacteria. Thus, hospitals with high baseline hygienic standards of care and lower CLABSI rates might benefit less from CHG washcloth bathing. Additionally, Lin et al. (2015) note that the adherence to the current evidence-based practice guidelines, education, and consideration or compliance to hygiene, and use of chlorhexidine antiseptic bathing instead of the soap helps in the prevention of CLABSIs. For example, according to O’Grady et al. (2011), maximal sterile, cautious insertion of catheters, avoidance of routine catheter replacement, usage of the antiseptic/antibiotic impregnated short-term central venous catheters and chlorhexidine-impregnated sponge dressings help to prevent and manage CLABSIs.

Similarly, Perin et al., (2016) opine that the consideration of necessary interventions on the catheters can prevent infections. According to Esposito et al. (2017) in situations where nurses have a positive attitude, and perceive hygiene as a risk in CLABSIs as well as where evidence-based practice programs are used, infection is likely to be prevented. There is still a low adherence to handwashing. Xu & Wu (2017) note that patient cooperation and knowledge of proper care for CVC prevent infections. There is a need for studying practical clinical nurse interventions in the care for CVC. In the study by Han et al (2013) state that blood culture is necessary for managing CVC patients. Formal training, years of experience, written policies, enhance compliance to proper CVC care and reduce infections (Han et al., 2013). In a study by Bianco et al. (2013), there is a conclusion that less costly evidence-based education, CUSP prevent infections. It is also indicated that multidisciplinary education programs improve assistance to patients (Oliveira et al., 2016)

According to Afonso et al. (2016), an analysis into the topic requires separate primary, secondary and central line-associated HABSI types in reporting catheter culture during the diagnosis of bloodstream infection that increases certainty and lowering of risks of bias as a result of improper attribution of blood culture contaminants.

Furthermore, Dougherty, (2012) suggests that in future research there is a need for an investigation into the personal motivation in adherence to the clinical practice guidelines of CVC care. Further examination into the required time, barriers towards quality care. Another important area of analysis is the LTACH specific practice in the assessment of CLABSI and prevention strategies towards CVC infections (Dougherty, 2012).

In the study by Chidambaram (2015), the conclusive view offers that the dental care process is necessary for pediatric CKD patients if studies on CVC are being held. Besides, CVC benefits CKD patients but poses a threat for long-term candidates due to negligence on disinfection and sterilization processes. According to Kadium (2015), high education levels do not affect pretest, but the completion of infection control course affects pretest scores. Another argument is that evidence-based care allows students to work purposefully. Moreover, the provision of continuous education enhanced retention and application of knowledge in tasks. In another study by CDC and NCBI (2011), it is indicated that while 2009 has about 25000 (58%reduction) fewer than 2001 but substantial numbers of infections caused by Staphylococcus aureus continue to exist. Ultimately, Srinivasan et al. (2011) opines that HAI best practices help prevent CLABSI cases. It is thus necessary for future studies to focus on more than one type of catheter for results to be relevant to various departments of health.

From the above literature review, it is clear that evidence-based practice, policies, hygiene, education and attendance of workshops are important aspects that need to be studied. Besides, the consideration of study population, using the adequate time for the study, having confidential questionnaires are part of the essentials of conducting a useful study on CVCs and CLABSI’s.

The conclusions and recommendations are drawn from what the authors had from their results. There is the need for continued monitoring and feedback concerning compliance with the set hygiene practices aimed at preventing CLABSIs infections. The infection basics, such as patient and health care providers’ education, should be addressed (Beverly et al., 2018). Public health funding has also been suggested as a recommendation towards the prevention of the infection. Further areas of the study should address different ways of tracking infections, whether they are high at the emergency rooms or the operation rooms. The areas for further research should also focus on strategies aimed at removing barriers in policies and practices.

References

Afonso, E., Blot, K., & Blot, S. (2016). Prevention of hospital-acquired bloodstream infections through chlorhexidine gluconate-impregnated washcloth bathing in intensive care units: A systematic review and meta-analysis of randomised crossover trials. Eurosurveillance, 21(46). doi:10.2807/1560-7917.es.2016.21.46.30400

Basinger, M. A. (2014). The Reduction of Central Line-Associated Bloodstream Infections in Intensive Care Units through the Implementation of the Comprehensive Unit-Based Safety Program. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2057/

Beverly, A. L., Hill, M. M., Camins, B. C., & Lee, R. A. (2018). Decreasing CLABSI incidence associated with decreasing MRSA Bacteremia LabID Incidence. American Journal of Infection Control, 46(6), S82.

Bianco, A., Coscarelli, P., Nobile, C. G., Pileggi, C., & Pavia, M. (2013). The reduction of risk in central line-associated bloodstream infections: Knowledge, attitudes, and evidence-based practices in health care workers. American Journal of Infection Control, 41(2), 107-112. doi:10.1016/j.ajic.2012.02.038

Castagna, H. M. F., Kawagoe, J. Y., Gonçalves, P., Menezes, F. G., Toniolo, A. R., Silva, C. V., … & Correa, L. (2016). Active surveillance and safety organizational goals to reduce central line-associated bloodstream infections outside the intensive care unit: 9 years of experience. American journal of infection control, 44(9), 1058-1060.

CDC, & NCBI. (2011). Vital Signs: Central Line–Associated Blood Stream Infections—United States, 2001, 2008, and 2009. Annals of Emergency Medicine, 58(5), 447-450. doi:10.1016/j.annemergmed.2011.07.035

Chesshyre, E., Goff, Z., Bowen, A., & Carapetis, J. (2015). The prevention, diagnosis, and management of central venous line infections in children. Journal of Infection, 71, S59-S75.

Chidambaram, R.(2015). A cautionary tale on the Central Venous Catheter: medical note for oral physicians. The Malaysian Journal of Medical Sciences, 22(5), 78-84.

Conley, S. B., Buckley, P., Magarace, L., Hsieh, C., & Pedulla, L. V. (2017). Standardizing best nursing practice for implanted ports. Journal of Infusion Nursing, 40(3), 165-174.

Deason, S., & Gray, P. (2018). Beyond the walls: infection prevention expands to the outpatient environment. American Journal of Infection Control, 46(6), S82.

Dick, A. W., Perencevich, E. N., Pogorzelska-Maziarz, M., Zwanziger, J., Larson, E. L., & Stone, P. W. (2015). A decade of investment in infection prevention: a cost-effectiveness analysis. American journal of infection control, 43(1), 4-9.

Dombecki, C., Vercher, J., Valyko, A., Mills, J., & Washer, L. (2017). Implementation of a Central Line-associated Bloodstream Infection (CLABSI). Prevention bundle for adult hematologic malignancy and bone marrow transplant patients. American Journal of Infection Control, 45(6), S103.

Dougherty, M. (2012). Central Line-Associated Bloodstream Infection Prevention in the Long-Term Acute Care Setting. Retrieved from Grand Valley State University website: https://pdfs.semanticscholar.org/2f37/36ebad961157cf124aeadd67fee7efdd52af.pdf

Douglas, M. (2015). 25. The journey to zero CLABSI: Impact of unit-based CLABSI prevention program. Journal of the Saudi Heart Association, 27(4), 309.

Esposito, M. G. (2017). Knowledge, attitudes, and practice on the prevention of central line-associated bloodstream infections among nurses in oncological care: A cross-sectional study in an area of southern Italy. PLoS One, 1-11. doi:e0180473.

Hsu, Y. J., Weeks, K., Yang, T., Sawyer, M. D., & Marsteller, J. A. (2014). Impact of self-reported guideline compliance: bloodstream infection prevention in a national collaborative. American journal of infection control, 42(10), S191-S196.

Kadium, M. (2015). Improving Nurses’ Knowledge to Reduce Catheter-Related Bloodstream Infection in Hemodialysis unit. Walden Dissertations and Doctoral Studies, 1-133.

Kim, R., & Biorn, J. (2017). Healthcare-Associated Clostridium difficile Infection Solution Guide. American Journal of Infection Control, 45(6), S103.

Klintworth, G., Stafford, J., O’connor, M., Leong, T., Hamley, L., Watson, K.,& Worth, L. J. (2014). Beyond the intensive care unit bundle: Implementation of a successful hospital-wide initiative to reduce central line-associated bloodstream infections. American journal of infection control, 42(6), 685-687.

Lin, M.L., Apisarnthanarak, A., Jaggi, N., Harrington, G., Morikane, K., Thu, T.A., Ching, P.Villanueva, V., Zhiyong Zong, Jeong, J.S. & Lee, C. (2015). APSIC guide for prevention of Central Line-Associated Bloodstream Infections (CLABSI) 5(16). https://doi.org/10.1186/s13756-016-0116-5

O’Grady, N.P., Alexander, M., Burns, L.A., Delilnger, E.P., Garland, J., Heard, S.O., Lipsett, P.A., Masur, H., Mermel, L.A., Pearson, M.L., Raad, I.I., Randolph, A.G., Rupp, M.E., Saint, S. (2011). Clin Infect Dis. 52(9) e162_e193.

Oliveira, F. T., Stipp, M. A., Silva, L. D., Frederico, M., & Duarte, S. D. (2016). Behavior of the multidisciplinary team about Bundle of Central Venous Catheter in Intensive Care. Escola Anna Nery – Revista de Enfermagem, 20(1). doi:10.5935/1414-8145.20160008

O’Neil, C. B. (2016). A Central Line Care Maintenance Bundle for the Prevention of Catheter-Associated Bloodstream Infection in Non-ICU Settings. Infect Control Hosp Epidemiol., 692-698. doi:10.1017/ice.2016.32

Orwoll, B., Diane, S., Henry, D., Tsang, L., Chu, K., Meer, C., & Roy-Burman, A. (2018). Gamification and Microlearning for Engagement with Quality Improvement (GAMEQI): A Bundled Digital Intervention for the Prevention of Central Line-Associated Bloodstream Infection. American Journal of Medical Quality, 33(1), 21-29.

Patel, P. K., Gupta, A., Vaughn, V. M., Mann, J. D., Ameling, J. M., & Meddings, J. (2017). Review of Strategies to Reduce Central Line-Associated Bloodstream Infection (CLABSI) and Catheter-Associated Urinary Tract Infection (CAUTI) in Adult ICUs. Journal of Hospital Medicine. doi:10.12788/jhm.2856

Perin, D.C., Erdmann, A.L., Higashi, G.D.C., Sasso, G.T.M. Bianco A1, (2016) Evidence-based measures to prevent central line-associated bloodstream infections: a systematic review. Rev. Latino-Am. Enfermagem 2016;24:e2787 DOI: 10.1590/1518-8345.1233.2787

Sodek, J. (2016). Examining the impact of standardization of central line nursing care. American Journal of Infection Control, 44(6), S91.

Srinivasan, A., Wise, M., Bell, M., Cardo, D., Edwards, J. Fridkin, S., J Jernigan, J., A Kallen, A., McDonald, L.C., & Patel, P.(2011). Central Line–Associated Blood Stream Infections. 60(08);243-248

Stone, P. W., Pogorzelska-Maziarz, M., Herzig, C. T., Weiner, L. M., Furuya, E. Y., Dick, A., & Larson, E. (2014). State of infection prevention in US hospitals enrolled in the National Health and Safety Network. American journal of infection control, 42(2), 94-99.

White, L. A., Brent, K., Eherenman, H., & Vance, C. (2016). Infection prevention and quality coordinators collaborating to decrease Central Line Associated Blood Stream Infections (CLABSI) by monitoring central line catheter maintenance. American Journal of Infection Control, 44(6), S94-S95.

Xu, H., & Wu, Y. (2017). Central Venous Catheter: care and prevention of infection. Retrieved from Centria University of Applied Sciences website: https://www.theseus.fi/bitstream/handle/10024/…/Han_Xu%20Yujia_Wu.pdf?…1..

Practice Hours Completion Statement DNP-820

I, Kerry Murphy, verify that I have completed (30) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.

 

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Analyze, identify, and explain at least four different physical effects on the body that occur during the aging process.

Applied Sciences
Paper , Order, or Assignment Requirements

Analyze, identify, and explain at least four different physical effects on the body that occur during the aging process.

Analyze, identify, and explain the systems of the body that are affected by these changes.

Provide at least three specific examples of how these physical conditions can affect daily living.

Applied Sciences
Instructions: Instructions
Write a paper in which you compare and contrast the characteristics of external, internal, and construct validity.
In addition, please identify the threats to internal, external and construct validity. Please discuss how validity issues could impact your envisioned research.

Applied Sciences
Describe the employment and unemployment rate in the US.

 

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Discuss whether the absorbance values you obtained under different light wavelength (blue, green, white) conditions, intensity (dark-covered with foil or bright light

Biology (and other Life Sciences)
Paper , Order, or Assignment Requirements

Teachers message for the class: In your Photosynthesis report, explain how we applied the Hill reaction to our experiment.

Be sure to include the absorbance of DPIP vs. time plot you generated by your experiment, in your results section.

Discuss whether the absorbance values you obtained under different light wavelength (blue, green, white) conditions, intensity (dark-covered with foil or bright light) and addition of an electron transport inhibitor (DCMU) correlated with the predictions we had discussed at the beginning of the lab? Why or why not? Did you feel confident with the trendline rate values you obtained from your data sets?

Identify at least 2 experimental controls we used, and point out at least four sources of error that may have affected your results.

 

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Describe the four steps of the entrepreneurial process.

Applied Sciences
Paper , Order, or Assignment Requirements

Successful entrepreneurs follow a multi-step process that is based on four main elements to achieve their entrepreneurial goals. A clear understanding of the entrepreneurial process is an important step in understanding the functions of a business administrator or assessing if entrepreneurship is the right fit for you.
Write a 1,050- to 1,250-word paper on the entrepreneurial process. Include the following:
• Describe the four steps of the entrepreneurial process.
• Rank the importance of each element in the entrepreneurial process, and explain why you have placed the elements in that order.
• Describe which elements are most important from an individual perspective.
• Describe which elements are most important from a corporate perspective.
• Discuss how the entrepreneurship process has influenced the delivery of health care services and products.
Cite 3 peer-reviewed, scholarly, or similar references to support your paper.
Format your assignment according to APA guidelines.

 

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Identify the R-squared value for this data set, along with the R-value. Explain what each means.

Paper , Order, or Assignment Requirements

A human resources (HR) manager wants to know if annual performance review scores can be predicted by the number of vacation days taken during the year and the number of dependents an employee claims. She randomly pulls the vacation, W-2, and performance review records of twenty employees. The data is presented in the attached document

Using the attached data, run a correlation matrix and then run a regression analysis in Microsoft Excel that will answer the human resources (HR) manager’s question. Examine the results and consider the implications. Write a 3- to 4-page paper based on the results and implications. Make sure to include your data printout and justify your responses. In your paper, address the following questions:
• Identify the R-squared value for this data set, along with the R-value. Explain what each means.
• Describe what the F-test and the p value tell us in general and name each for these data sets and analyses.
• Explain what can be learned from the multiple regression that may not be known from the correlation matrix.
• Justify whether performance review scores can be predicted by the number of days of vacation taken, dependents claimed, or vacation days taken in combination with the number of dependents. Support your position.
• Describe any potential ethical or legal concerns related to this research. Provide a rationale backed by authoritative references to support your position.

 

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Briefly describe at least one (1) episode of a television show in which you observed aggression or violence. Identify the context in which the character(s) demonstrated aggression or violence. Include the gender, age, and culture of the character(s) involved in the aggressive or violent act(s).

Reflect on two to three (2-3) TV shows in which characters demonstrate aggression or violence. Consider the context in which this aggression or violence occurred and ways in which it can lead to desensitization.

Write a one to two (1-2) page paper in which you:

  1. Briefly describe at least one (1) episode of a television show in which you observed aggression or violence.
  2. Identify the context in which the character(s) demonstrated aggression or violence. Include the gender, age, and culture of the character(s) involved in the aggressive or violent act(s).
  3. Discuss at least two (2) possible reasons why the selected TV episode included aggression or violence. Provide a rationale for your response.
  4. Describe at least two (2) ways that media violence can cause desensitization in people. Justify your response.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required assignment page length.
 

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Define wireless technologies and mobile technologies. Next, determine at least three (3) ways which companies or organizations utilize such technologies to improve business efficiency.

In this very competitive climate, many companies are seeking ways to connect with customers in ways that add value. Mobile and wireless computing have become key focal points to attract and retain customers.

Review this Article titled “Delta Named Top Tech-Friendly U.S. Airline”, located here.

Use Internet or Strayer Library to search articles on wireless and mobile technologies as well as the application in business. Select one (1) company other than Delta which uses mobile and wireless technology.

Write a four to six (4-6) page paper in which you:

  1. Define wireless technologies and mobile technologies. Next, determine at least three (3) ways which companies or organizations utilize such technologies to improve business efficiency.
  2. Determine the wireless technologies and mobile technologies that Delta has implemented. Next, evaluate the level of efficiency of the technology implementation. Provide a rationale for your response.
  3. Specify the overall manner in which the company that you selected from your research implements organizational systems, wireless technologies, and mobile technologies. Next, evaluate the level of efficiency of such implementation within the selected company. Provide rationale for your response.
  4. Give your opinion as to which company (i.e., Delta or the selected company from your research) is using the mobile and wireless technologies more strategically. Justify your response.
  5. Determine the operational and enterprise systems that support wireless and mobile technologies for each company. Provide a rationale for your response.
  6. Use at least three (3) quality references. Note: Wikipedia and other Websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Describe the use of network management, Web, wireless, and mobility technologies.
  • Compare and contrast operational and enterprise systems.
  • Use technology and information resources to research issues in information systems and technology.
  • Write clearly and concisely about topics related to information systems for decision making using proper writing mechanics and technical style conventions.

Points: 120

Case Study 2: Wireless and Mobile Technologies

Criteria

Unacceptable

Below 70% F

Fair

70-79% C

Proficient

80-89% B

Exemplary

90-100% A

1. Define wireless technologies and mobile technologies. Next, determine at least three (3) ways which companies or organizations utilize such technologies to improve business efficiency.

Weight: 15%

Did not submit or incompletely defined wireless technologies and mobile technologies. Did not submit or incompletely determined at least three (3) ways which companies or organizations utilize such technologies to improve business efficiency.

Partially defined wireless technologies and mobile technologies. Partially determined at least three (3) ways which companies or organizations utilize such technologies to improve business efficiency.

Satisfactorilydefined wireless technologies and mobile technologies. Satisfactorily determined at least three (3) ways which companies or organizations utilize such technologies to improve business efficiency.

Thoroughly defined wireless technologies and mobile technologies. Thoroughly determined at least three (3) ways which companies or organizations utilize such technologies to improve business efficiency.

2. Determine the wireless technologies and mobile technologies that Delta has implemented. Next, evaluate the level of efficiency of the technology implementation. Provide a rationale for your response.

Weight: 20%

Did not submit or incompletelydetermined the wireless technologies and mobile technologies that Delta has implemented. Did not submit or incompletelyevaluated the level of efficiency of the technology implementation. Did not submit or incompletelyprovided a rationale for your response.

Partially determined the wireless technologies and mobile technologies that Delta has implemented. Partially evaluated the level of efficiency of the technology implementation. Partially provided a rationale for your response.

Satisfactorily determined the wireless technologies and mobile technologies that Delta has implemented. Satisfactorily evaluated the level of efficiency of the technology implementation. Satisfactorily provided a rationale for your response.

Thoroughlydetermined the wireless technologies and mobile technologies that Delta has implemented. Thoroughlyevaluated the level of efficiency of the technology implementation. Thoroughlyprovided a rationale for your response.

3. Specify the overall manner in which the company that you selected from your research implements organizational systems, wireless technologies, and mobile technologies. Next, evaluate the level of efficiency of such implementation within the selected company. Provide rationale for your response.

Weight: 20%

Did not submit or incompletely specified the overall manner in which the company that you selected from your research implements organizational systems, wireless technologies, and mobile technologies. Did not submit or incompletely evaluated the level of efficiency of such implementation within the selected company. Did not submit or incompletely provided rationale for your response.

Partially specified the overall manner in which the company that you selected from your research implements organizational systems, wireless technologies, and mobile technologies. Partially evaluated the level of efficiency of such implementation within the selected company. Partially provided rationale for your response.

Satisfactorilyspecified the overall manner in which the company that you selected from your research implements organizational systems, wireless technologies, and mobile technologies. Satisfactorilyevaluated the level of efficiency of such implementation within the selected company. Satisfactorilyprovided rationale for your response.

Thoroughly specified the overall manner in which the company that you selected from your research implements organizational systems, wireless technologies, and mobile technologies. Thoroughly evaluated the level of efficiency of such implementation within the selected company. Thoroughly provided rationale for your response.

4. Give your opinion as to which company (i.e., Delta or the selected company from your research) is using the mobile and wireless technologies more strategically. Justify your response.

Weight: 15%

Did not submit or incompletely gave your opinion as to which company (i.e., Delta or the selected company from your research) is using the mobile and wireless technologies more strategically. Did not submit or incompletely justified your response.

Partially gave your opinion as to which company (i.e., Delta or the selected company from your research) is using the mobile and wireless technologies more strategically. Partially justified your response.

Satisfactorily gave your opinion as to which company (i.e., Delta or the selected company from your research) is using the mobile and wireless technologies more strategically. Satisfactorily justified your response.

Thoroughly gave your opinion as to which company (i.e., Delta or the selected company from your research) is using the mobile and wireless technologies more strategically. Thoroughly justified your response.

5. Determine the operational and enterprise systems that support wireless and mobile technologies for each company. Provide a rationale for your response.

Weight: 15%

Did not submit or incompletely determined the operational and enterprise systems that support wireless and mobile technologies for each company. Did not submit or incompletely provided a rationale for your response.

Partially determined the operational and enterprise systems that support wireless and mobile technologies for each company. Partially provided a rationale for your response.

Satisfactorily determined the operational and enterprise systems that support wireless and mobile technologies for each company. Satisfactorily provided a rationale for your response.

Thoroughly determined the operational and enterprise systems that support wireless and mobile technologies for each company. Thoroughly provided a rationale for your response.

6. 3 references

Weight: 5%

No references provided.

Does not meet the required number of references; some or all references poor quality choices.

Meets number of required references; all references high quality choices.

Exceeds number of required references; all references high quality choices.

7. Clarity, writing mechanics, and formatting requirements

Weight: 10%

More than 6 errors present

5-6 errors present

3-4 errors present

0-2 errors present

 

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