Learning Analytics Is An Educational Application Of Big Data

Learning Analytics Learning analytics is an educational application of â€Å"big data,† a branch of statistical analysis. Learning analytics first appeared in the Horizon Reports in 2011 and although there are differences in the time-to-adopt the reports agree that high levels of adoption will be from now to 2016 (Johnson et al. 2011, p. 1) (Johnson et al. 2012, p. 3) (Johnson et al. 2013, p. 5) (Johnson et al. 2014, p. 38). Learning analytics has the ability to transform education from a standard one–size–fits–all delivery system into a responsive and flexible structure, able to meet students’ academic needs and interests. Adaptive software carefully fine-tunes the course content to keep learners motivated and engaged (Johnson et al. 2014, p. 38). Education–related data on a large scale could provide policymakers and administrators with an indication of local, regional, and national education performance and measure a program’s effectiveness and possible improvements (Johnson et al. 2014, p. 40). Combining learning analytics with student devices that will capture data in real time about how, when, and in what context the devices are used, will construct a dataset can be deeply analysed to gauge student learning (Johnson et al. 2014, p. 40). Why is Learning Analytics important now? Education is embarking on a similar pursuit into new ways to improve student engagement by provide a high-quality, personalized, authentic experience for learners. 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Sasmsung Poter 5 Forces Free Essays

CHM1022 Lab Report 1 Rate Law of an Iodine Clock Reaction Name: Sashini Naomi Wijesekera Student ID: 23877847 Lab Partner: Zahiya Imam Lab Session: Monday 9. 00am Aim The aim of the experiment is to determine the factors that affect the rate of a reaction, by performing the iodine clock reaction and repeating it changing different initial conditions in order to measure and compare the rate of reaction for each experiment and experimentally determine the rate law. Method Refer CHM1022 Laboratory Manual, Semester 1 2013. We will write a custom essay sample on Sasmsung Poter 5 Forces or any similar topic only for you Order Now Results and Calculations- Part A- Calculations of rate for one set of conditions 1. n(S2O32-)=CV =0. 0025M*(10/1000)L =2. 50*10-5mol Molar ratio of I2 : S2O32- = 1 : 2 n(I2)=0. 5*n(S2O32-) =0. 5*(2. 50*10-5mol) =1. 25*10-5mol Mean time taken for blue colour to appear = (131sec+135sec+145sec)/3 =137seconds Rate of reaction=n(I2)/t =(1. 25*10-5mol/137sec) =9. 12*10-8mols-1 [H2O2]: C1V1=C2V2 0. 8*1=C2*99 C2=8. 8*10-3M [I-]: C1V1= C2V2 0. 025*10=C2*99 C2=2. 53*10-3M [H30+]: C1V1= C2V2 0. 36*35=C2*99 C2=0. 127M [S2O32-]: C1V1= C2V2 0. 0025*10=C2*99 C2=2. 53*10-4M Part B-Results and calculations B4 (i) n(S2O32-) = 0. 0025*(5/1000) = 1. 25*10-5mol Molar ratio of I2 : S2O32-=1: 2 n(I2)=0. 5*n(S2O32-) n(I2)= 0. 5*(1. 25*10-5) =6. 25*10-6mol B4 (ii) n(S2O32-)= 0. 0025*(20/1000) = 5*10-5mol Molar ratio ofI2: S2O32-=1:2 n(I2)=0. 5*n(S2O32-) n(I2)=0. 5*(5. 0*10-5) =2. 5*10-5mol Part B-Results and calculations | | | | | | |Time/s |n(I2)/mol |Rate/mol s-1 |Concentration/M | | | | | | | | | | | | | | | | | | | | | | | | | |1 |2 |3 |4 |5 |6 |Mean time/s | | | | |B1[H202] (i)higher (ii)lower | 66 | 63 | 61 | 67 | 69 | 60 | 64 | 1. 5*10-5 | (1. 25*10-5)/64=1. 95*10-7 |[H2O2]: C1V1= C2V2 0. 8*2=C2*99 C2=0. 016 | | | 249 | 287 | 242 | 262 | 252 | 260 | 259 | 1. 25*10-5 | (1. 25*10-5)/259=4. 83*10-8 |[H2O2]: C1V1= C2V2 0. 8*0. 5=C2*99 C2=4. 0*10-3 | |B2[I-] (i)higher (ii)lower | 78 | — | 78 | 87 | — | — | 81 | 1. 25*10-5 | (1. 25*10-5)/81=1. 54*10-7 |[I2]: C1V1= C2V2 0. 025*20=C2*99 C2=5. 1*10-3 | | | — | 252 | 288 | 261 | — | — | 267 | 1. 25*10-5 | (1. 25*10-5)/267=4. 68*10-8 |[I2]: C1V1= C2V2 0. 025*5=C2*99 C2=1. 26*10-3 | |B3[H30+] (i)higher (ii)lower | 91 | — | 92 | 94 | — | — | 92 | 1. 25*10-5 | (1. 25*10-5)/92=1. 36*10-7 |[H30+]: C1V1= C2V2 0. 36*70=C2*99 C2=0. 55 | | | 206 | 226 | 221 | 207 | — | — | 215 | 1. 25*10-5 | (1. 25*10-5)/215=5. 81*10-8 |[H30+]: C1V1= C2V2 0. 36*17. 5=C2*99 C2=0. 064 | |B4[S2032-] (i)lower (ii)higher | 61 | 67 | 71 | 69 | — | — | 67 | 6. 25*10-6 | (6. 25*10-6)/67=9. 33*10-8 |[S2032-]: C1V1= C2V2 0. 0025*5. 0=C2*99 C2=1. 26*10-4 | | | 230 | 245 | — | 244 | — | — | 240 | 2. 5*10-5 | (2. 5*10-5)/240=1. 04*10-7 |[S2032-]: C1V1= C2V2 0. 0025*20=C2*99 C2=5. 05*10-4 | |B5(Temp) (i)warmer (ii)colder | 65 | 60 | 58 | — | — | — | 61 | 1. 25*10-5 | (1. 25*10-5)/61=2. 05*10-7 | T=450C | | | — | 288 | 310 | 303 | — | — | 300 | 1. 25*10-5 | (1. 25*10-5)/300=4. 17*10-8 | T=150C | | How to cite Sasmsung Poter 5 Forces, Papers

Reflective Practice in Nursing for Aboriginal -myassignmenthelp

Question: Discuss about theReflective Practice in Nursing for Aboriginal Patient. Answer: Carperss fundamental ways of knowing is a systematic process which is helpful in classifying the different sources form which proefessionals can derive knowledge and belifes in professional practice (Carnago and Mast 2015 pp 389). The utility of it can be shown with the help of an event and then sequentially describing the knowledge accordingly. Event description: An aboriginal patient was admitted to the ward by his son and daughter in law where they told that their father is facing severe issues with the pain of osteoarthritis and increased body weight. He had been sleepless the entire night due to the pain and he was found to be very weak. He had been mostly unresponsive to the various questions asked to him and was not willing to cooperate with the nurses who were trying to ease him of the pain. The family members told that he was humiliated as the nurses on duty in the previous hospitals did not maintain his dignity and pressurized their intervention on them. When he wanted to inquire about the intervention, they insulted him saying he was illiterate and a backward class and that he would have no idea even if they discuss their decisions with them. His fear for such humiliation had prevented him to visit other hospitals as well as and hence the situations with his osteoarthritis had become so worse. He was not responding to any questions asked and he was also not cooperating with the treatment interventions given. His self-respect was overpowering his will to live and this created a challenge for the nurses on duty including me. Carpers way of knowing: Empirics: One can gain empirical knowledge form research as well as objective facts. The knowledge usually remains systematically organized in a number of different general laws and also in theories (de Olivera and Toledo 2017 pp 33). The best ways by which empirical knowledge is gained is by the evidence based practices. While I faced the issue with the patient, I tried to search for articles that would help to match up with the case I was handling. The articles that I came across helped me to develop an idea that in such cases, becoming aggressive with the patients or forcing him to take interventions would have negative effects. Instead, developing a therapeutic relationship with him full of compassion and empathy may help him to develop trust on the nursing professionals (Nielson et al. 2014 pp 95). Making him feel important by sharing with him the interventions applied on him and also involving him in decision making was suggested by the researchers who conducted qualitative studies on pa tients with similar symptoms (Hole et al. 2017 pp 1668). Therefore this ways, evidence based practice helped me to develop an idea about how to approach with the task assigned to me and helped me to act as a responsible professional. From this kind of knowing, I learnt that I would use person centered care, value the patients decision making skills, discuss the treatment plan with him and concentrate on developing a therapeutic relationships with him. However, I faced various issues while conducting this procedure as I was not rightly using the correct search terms and therefore it took me a large amount o time to find correct evidences. Hence, is should develop my skill in searching engines for evidence based practices. Esthetics: It mainly refers to the form of nursing where the profession is considered to be an art. Proper knowing of different aspects of the profession with the correct understanding of phenomena is the main central part of this type of knowing (Garrett and Cutting 2015 pp 99). It mainly focuses on the new perspectives that individuals develop when they uncover something new through their interventions and practices while treating for patients. I was previously a follower of routine method of caring where I used to communicate very less with the patients but however never ill treated patients. As a result my introvert behavior offended many patients and they could not open themselves with me. However, with the seriousness of the mentioned patient, I tried to change my working style and with the help of the advices of my mentor nurses, I learnt to strike a right kind of conversation with the patient. I gradually came to understand how developing a therapeutic relationship helped not only me to apply my interventions easily but also helped the patient t get over his insecurities and find a friend and companion in me (Ray 2016 pp 455-460). I gradually noticed that developing a therapeutic relationship with the patient helped the patient to recover faster (Jacob et al. 2016 pp 319). Whereas the empirics helped me to learn about some strategies from evidence based knowledge, esthetics helped me to develop idea form my own experiences. Personal: Personal knowing refers to the knowledge one his about himself or her and also about anything that he or she has experienced or seen. This type of knowledge usually comes through the process of observation, self reflection and self actualization (Robert, Tilley and Peterson 2014 pp 351). It is through this knowledge which when gained by the professional help them to establish the authentic, therapeutic relationships as these attributes help the professional to attain integrity and wholeness. On a personal, level, I had very few experiences as I was a new comer and I needed more time to observe, learn and establish new interventions strategies to handle these situations I could not gain any help from my personal knowledge learning procedure as is was not experienced enough to dvelop personal learning form situations. Ethical: Ethical knowledge helps one develop an idea about his or her moral code along with the sense of knowing what is right and wrong. For a nursing professional, personal ethics are based on the duty to protect and respect human lives (Carnago and Mast 2015 pp: 387). A nurse should always follow the Codes of ethics given forward by the NMBA in order to provide quality care to patients and prevent from getting involved in any legal obligations. Codes of ethics advise us to follow that we should never discriminate any patients based on race, ethnicity, religion, culture and classes. Following the ethics, it becomes duty to maintain cultural competency and to provide the best treatment to the patient according to the norms of the culture practiced by them. Here I learnt that we should never force our decisions on them and should never perform anything that affects their cultural sentiments (Josif et al. 2017 pp 93). I noticed that the person was mostly affected because the previous nurses di d not important to their cultural norms. The patient declared that the nurse had talked with him by directly looking into his eyes which is a symptom of disrespect for them. Moreover, he previous nurse showed cultural biasness when he said that aboriginals are illiterate and they have no proper ways of maintaining health. This is absolutely a violation of the principle of justice where the responsively of a nurse is provide the best quality acre to the patient irrespective of caste, creed and religion (Freeman et al. 2014, pp: 358). The previous nurse had also not maintained his dignity and autonomy of the patient giving him no scope to take decisions for himself. Hence, I as a nurse, would try to be culturally competent and never discriminate between my patients. This results in mental and emotional turmoil in patients which might affect his health. Hence, I came to know that following the codes of ethics and maintaining the principle of autonomy, justice, beneficence and non-, mal eficence are extremely important for providing an ethically safe treatment procedures. Conclusion: The Carpers system of knowing helps to provide us a systematic process of reflecting on the procedure of the development of knowledge. Empirically, I used a large number of evidence based journals which showed that person centered care can help in the present situation where an aboriginal patient should be treated in a culturally competent environment, allowing him to participate in decision making. Esthetically, I learned how to be more compassionate and empathetic towards my patent and develop a successful relationship with him unlike the routine care of patients that I used to carry on for all patients. I believe with the passage of time, I would develop personal knowledge to cope such strenuous situations. However, ethically, I learnt that how not being compliant with the ethics and not following the principles of justice, autonomy, beneficence and non maleficence may have negative effects on the patients. If a similar situation arise again in front of me, I would recommend prope r reading of journal based articles, develop aesthetic sense and aligning more with the code of ethics and following the principles of nursing would help anyone who overcomes the situation. I would also recommend that I should also perform proper reflective skills and self actualization and closely observe every experience to become expert in the profession. References: Cameron, B.L., Plazas, M.D.P.C., Salas, A.S., Bearskin, R.L.B. and Hungler, K., 2014. Understanding inequalities in access to health care services for Aboriginal people: a call for nursing action.Advances in Nursing Science,37(3), pp.E1-E16. Carnago, L. and Mast, M., 2015. Using ways of knowing to guide emergency nursing practice.Journal of Emergency Nursing,41(5), pp.387-390. de Olivera, A. and Toledo, V.P., 2017. Nursing care in first-episode psychotic patients: a qualitative study. In5 Congresso Global de Investigao Qualitativa em Sade. Investigao Qualitativa em(Vol. 10, No. 2, p. 33). Freeman, T., Edwards, T., Baum, F., Lawless, A., Jolley, G., Javanparast, S. and Francis, T., 2014. Cultural respect strategies in Australian Aboriginal primary health care services: beyond education and training of practitioners.Australian and New Zealand journal of public health,38(4), pp.355-361. Garrett, B.M. and Cutting, R.L., 2015. Ways of knowing: realism, non?realism, nominalism and a typology revisited with a counter perspective for nursing science.Nursing inquiry,22(2), pp.95-105. Hole, R.D., Evans, M., Berg, L.D., Bottorff, J.L., Dingwall, C., Alexis, C., Nyberg, J. and Smith, M.L., 2015. Visibility and voice: Aboriginal people experience culturally safe and unsafe health care.Qualitative health research,25(12), pp.1662-1674. Holland, K., 2017.Cultural awareness in nursing and health care: an introductory text. CRC Press. Jacob, E., Raymond, A., Jones, J., Jacob, A., Drysdale, M. and Isaacs, A.N., 2016. Exploration of nursing degree students content expectations of a dedicated Indigenous health unit.Collegian,23(3), pp.313-319. Josif, C.M., Kruske, S., Kildea, S.V. and Barclay, L.M., 2017. The quality of health services provided to remote dwelling aboriginal infants in the top end of northern Australia following health system changes: a qualitative analysis.BMC pediatrics,17(1), p.93. Nielsen, A.M., Alice Stuart, L. and Gorman, D., 2014. Confronting the cultural challenge of the whiteness of nursing: Aboriginal registered nurses perspectives.Contemporary nurse,48(2), pp.190-196. Ray, M.A., 2016.Transcultural caring dynamics in nursing and health care. FA Davis. Robert, R.R., Tilley, D.S. and Petersen, S., 2014. A power in clinical nursing practice: concept analysis on nursing intuition.Medsurg Nursing,23(5), pp.343-350.

English 10 Unit 6 Review Flashcard

English 10 Unit 6 Review

High Performance Timer in Delphi - TStopWatch

High Performance Timer in Delphi - TStopWatch For routine desktop database applications, adding a single second to a tasks execution time rarely makes a difference to end users - but when you need to process millions of tree leaves or generate billions of unique random numbers, speed-of-execution becomes more important. Timing Out Your Code In some applications, very accurate, high-precision time measurement methods are important and luckily Delphi provides a high-performance counter to qualify  these times. Using RTLs Now  Function One option uses the Now function. Now, defined in the SysUtils unit, returns the current system date and time. A few lines of code measure elapsed time between the start and stop of some process: var   Ã‚  start, stop, elapsed : TDateTime;​ begin   Ã‚  start : Now;   Ã‚  //TimeOutThis();   Ã‚  stop : Now;   Ã‚  elapsed : stop - start; end; The Now function returns the current system date and time that is accurate up to 10 milliseconds (Windows NT and later) or 55 milliseconds (Windows 98). For very small intervals the precision of Now is sometimes not enough. Using Windows API GetTickCount For even more precise data, use the GetTickCount Windows API function. GetTickCount retrieves the number of milliseconds that have elapsed since the system was started, but the function only has the precision of 1 ms and may not always be accurate if the computer remains powered-up for long periods of time. The elapsed time is stored as a DWORD (32-bit) value. Therefore, the time will wrap around to zero if Windows is run continuously for 49.7 days. var   Ã‚  start, stop, elapsed : cardinal; begin   Ã‚  start : GetTickCount;   Ã‚  //TimeOutThis();   Ã‚  stop : GetTickCount;   Ã‚  elapsed : stop - start; //millisecondsend; GetTickCount is also limited to the accuracy of the system timer (10 / 55 ms). High Precision Timing Out Your Code If your PC supports a high-resolution performance counter, use the QueryPerformanceFrequency Windows API function to express the frequency, in counts per second. The value of the count is processor dependent. The QueryPerformanceCounter function retrieves the current value of the high-resolution performance counter. By calling this function at the beginning and end of a section of code, an application uses the counter as a high-resolution timer. The accuracy of high-resolution timers is around a few hundred nanoseconds. A nanosecond is a unit of time representing 0.000000001 seconds or 1 billionth of a second. TStopWatch: Delphi Implementation of a High-Resolution Counter With a nod to .Net naming conventions, a counter like TStopWatch offers a high-resolution Delphi solution for precise time measurements. TStopWatch measures elapsed time by counting timer ticks in the underlying timer mechanism. The IsHighResolution property indicates whether the timer is based on a high-resolution performance counter.The Start method starts measuring elapsed time.The Stop method stops measuring elapsed time.The ElapsedMilliseconds property gets the total elapsed time in milliseconds.The Elapsed property gets the total elapsed time in timer ticks. unit StopWatch;interface uses Windows, SysUtils, DateUtils;type TStopWatch class   Ã‚  private   Ã‚  Ã‚  Ã‚  fFrequency : TLargeInteger;   Ã‚  Ã‚  Ã‚  fIsRunning: boolean;   Ã‚  Ã‚  Ã‚  fIsHighResolution: boolean;   Ã‚  Ã‚  Ã‚  fStartCount, fStopCount : TLargeInteger;   Ã‚  Ã‚  Ã‚  procedure SetTickStamp(var lInt : TLargeInteger) ;  Ã‚  Ã‚  Ã‚  function GetElapsedTicks: TLargeInteger;  Ã‚  Ã‚  Ã‚  function GetElapsedMilliseconds: TLargeInteger;  Ã‚  Ã‚  Ã‚  function GetElapsed: string;  Ã‚  public   Ã‚  Ã‚  Ã‚  constructor Create(const startOnCreate : boolean false) ;  Ã‚  Ã‚  Ã‚  procedure Start;  Ã‚  Ã‚  Ã‚  procedure Stop;  Ã‚  Ã‚  Ã‚  property IsHighResolution : boolean read fIsHighResolution;  Ã‚  Ã‚  Ã‚  property ElapsedTicks : TLargeInteger read GetElapsedTicks;  Ã‚  Ã‚  Ã‚  property ElapsedMilliseconds : TLargeInteger read GetElapsedMilliseconds;  Ã‚  Ã‚  Ã‚  property Elapsed : string read GetElapsed;  Ã‚  Ã‚  Ã‚  property IsRunning : b oolean read fIsRunning;  Ã‚  end;implementation constructor TStopWatch.Create(const startOnCreate : boolean false) ;begin   Ã‚  inherited Create;   Ã‚  fIsRunning : false;   Ã‚  fIsHighResolution : QueryPerformanceFrequency(fFrequency) ;   Ã‚  if NOT fIsHighResolution then fFrequency : MSecsPerSec;  Ã‚  if startOnCreate then Start;end;function TStopWatch.GetElapsedTicks: TLargeInteger;begin   Ã‚  result : fStopCount - fStartCount; end;procedure TStopWatch.SetTickStamp(var lInt : TLargeInteger) ;begin   Ã‚  if fIsHighResolution then   Ã‚  Ã‚  Ã‚  QueryPerformanceCounter(lInt)   Ã‚  else   Ã‚  Ã‚  Ã‚  lInt : MilliSecondOf(Now) ; end;function TStopWatch.GetElapsed: string;var   Ã‚  dt : TDateTime; begin   Ã‚  dt : ElapsedMilliseconds / MSecsPerSec / SecsPerDay;   Ã‚  result : Format(%d days, %s, [trunc(dt), FormatDateTime(hh:nn:ss.z, Frac(dt))]) ; end;function TStopWatch.GetElapsedMilliseconds: TLargeInteger;begin   Ã‚  result : (MSecsPerSec * (fStopCount - fStartCount)) div fFrequency; end;procedure TStopWatch.Start;begin   Ã‚  SetTickStamp(fStartCount) ;   Ã‚  fIsRunning : true; end;procedure TStopWatch.Stop;begin   Ã‚  SetTickStamp(fStopCount) ;   Ã‚  fIsRunning : false; end;end. Heres an example of usage: var   Ã‚  sw : TStopWatch;   Ã‚  elapsedMilliseconds : cardinal; begin   Ã‚  sw : TStopWatch.Create() ;   Ã‚  try   Ã‚  Ã‚  Ã‚  sw.Start;   Ã‚  Ã‚  Ã‚  //TimeOutThisFunction()   Ã‚  Ã‚  Ã‚  sw.Stop;   Ã‚  Ã‚  Ã‚  elapsedMilliseconds : sw.ElapsedMilliseconds;   Ã‚  finally   Ã‚  Ã‚  Ã‚  sw.Free;   Ã‚  end;end;

Managing Email Security in Organizations Research Proposal

Managing Email Security in Organizations - Research Proposal Example The information security system helps to protect the integrity, confidentiality availability and credibility of the information being received and sent via the internet (Sehun, 2008). Spywares: these are programs that monitor keystrokes and other activities being performed by the computer and send the information to others without the consent of the computer user. Spywares also play adverts on the computers and are privacy invasive software. Trojans: these programs steal information from the infected computer and send it to a third party by pretending to perform a given task. They also alter the computer and the information and other programmable devices. Malware: this is a generalized term, used to describe software that maliciously damage the computer and other programmable devices as well as spying and sending information to another person without the consent of the user. Viruses: these programs are able to replicate themselves. They integrate themselves to the existing programs and files. By doing this, they hinder the information from the user and also corrupt the information. The ISO/IEC 2700 series consist of a set of information standards which were formulated and published by International Electrotechnical Commission (IEC) and The International Organization for Standards (ISO). The following standards are commonly used; ISO/IEC 27000; which contains information about the family of standards and contains the terminologies used ISO/IEC 27001; it contains the standards for the establishment, implementation, improvement and control of information security management. The are based on British standards, BS 7799 part 2, they published ISO/IEC 27002 ISO/IEC 27005; these standards are designed to aid in the implementation of information security system. They are based on the risk management methods. ISO/IEC 27006: these acts as guides to the process of certification and registration. ISO/IEC 27011: they contain the guidelines for the security management of information for the telecommunication industry. ISO 27001 provides information about standards used for Email security systems (ISO 27001). This information is contained in the fourth chapter of the standardization report. Other standards are being prepared. (National Institute of Standards and Technology, 2005) Problem statement Network insecurity problem is experienced in most corporations and organizations and

Public Health Leadership Essay Example | Topics and Well Written Essays - 1250 words - 1

Public Health Leadership - Essay Example This paper also compares and contrasts the roles and responsibilities of the chief executive or key leader for each level. To understand the differences in leadership and organizational structures at all the levels, it is important to use a specific country as a point of reference, in this case, the US. According to Scutchfield and Keck (2009), there are several organizations at the federal or national level responsible for public health in the US. Some of these include the Center for Disease Control (CDC) and Food and Drug Agency (FDA). These national organizations are led by directors. These organizations have analogous arrangements and constitutions. These directors exert massive control at all health activities at the national level. In other words, these individuals are responsible for managing all health activities at the federal level. Subsequently, they support and promote methodical investigations and explorations in regard to health issues of public concern. In addition, these directors establish and uphold effective associations and linkages with other organizations at the national, state, an d local levels. It is of significance to assert that these directors take part in creating national health strategies as well in their implementation, and also ensures the competence and efficiency or helpfulness of all health care sectors at the national level. Branches of health care at this level are structured in a self-governing or autonomous manner and they are a function of the state governments. Leadership varies greatly at all the three levels though they are all involved in providing support for health delivery systems. At the state level, there are key powers accountable for establishing strategies, courses of actions, or guiding principles in relation to health matters, placing precedence on health issues, gathering relevant information as well as scrutinizing it, providing monetary support, and supervising localized actions in relation