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Tag: Applied Sciences

  • [Solved] IHP 604 Final Project

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    In-depth study guidance and analytical solution covering IHP 604 Final Project.

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  • [Solved] IHP Module 8 Activity FRAUD

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    In-depth study guidance and analytical solution covering IHP Module 8 Activity FRAUD.

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  • [Solved] IHP Module 8 ACTIVITY SBAR

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    In-depth study guidance and analytical solution covering IHP Module 8 ACTIVITY SBAR.

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  • [Solved] IHP 670 Modul 8 Critique

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    In-depth study guidance and analytical solution covering IHP 670 Modul 8 Critique.

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  • [Solved] discussion

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    – ## unit4disadv.docx **## unit4disadv.docx** Instructions It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive conten…

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    – ## unit4disadv.docx

    **## unit4disadv.docx**

    Instructions

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.

    Classroom Participation

    Initial Response

    Scenario

    A 60-year-old white female presents to your office for a follow-up after a recent Urgent Care visit with her daughter.

    · The patient’s daughter reports that the patient has not been eating much for the past few weeks and complains of a gnawing pain in her stomach when she does eat and reports that she seems to be getting “full” very quickly with eating.

    · The patient complains of mild nausea over the last two weeks.

    · Her daughter reports that she has been having an increase in forgetfulness and that the patient’s colleagues have noticed she seems to be “off her game” for the last few weeks.

    · Yesterday she was evaluated at Urgent Care and found to have a hemoglobin of 8.5 and hematocrit of 25, and she was instructed to follow-up in your office today.

    · Upon examination today his lung sounds are clear and heart rhythm is regular. She has mild tenderness on palpation over her upper abdomen, but normal bowel sounds.  Her skin is pale and dry.  No other abnormalities are noticed on exam.

    Please develop a discussion post that responds to each of the following prompts.  Where appropriate your discussion needs to be supported by scholarly resources.  Be sure to include in-text citations in the context of the discussion and provide a full reference citation at the end of the discussion post:

    · Provide your diagnosis.

    · Discuss how you would treat the patient’s current presentation and provide a rationale supported by scholarly reference for your treatment plan.

    · Include your specific prescription(s) for the patient. (This must include the medication name, dose, route, and frequency as well as any special instructions that apply as you would include when writing a prescription).

    · Describe the patient education you would provide in relation to your treatment plan.

    · Provide your plan for follow-up and/or referral (if indicated)

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    **## unit4disadv.docx**

    Instructions

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.

    Classroom Participation

    Initial Response

    Scenario

    A 60-year-old white female presents to your office for a follow-up after a recent Urgent Care visit with her daughter.

    · The patient’s daughter reports that the patient has not been eating much for the past few weeks and complains of a gnawing pain in her stomach when she does eat and reports that she seems to be getting “full” very quickly with eating.

    · The patient complains of mild nausea over the last two weeks.

    · Her daughter reports that she has been having an increase in forgetfulness and that the patient’s colleagues have noticed she seems to be “off her game” for the last few weeks.

    · Yesterday she was evaluated at Urgent Care and found to have a hemoglobin of 8.5 and hematocrit of 25, and she was instructed to follow-up in your office today.

    · Upon examination today his lung sounds are clear and heart rhythm is regular. She has mild tenderness on palpation over her upper abdomen, but normal bowel sounds.  Her skin is pale and dry.  No other abnormalities are noticed on exam.

    Please develop a discussion post that responds to each of the following prompts.  Where appropriate your discussion needs to be supported by scholarly resources.  Be sure to include in-text citations in the context of the discussion and provide a full reference citation at the end of the discussion post:

    · Provide your diagnosis.

    · Discuss how you would treat the patient’s current presentation and provide a rationale supported by scholarly reference for your treatment plan.

    · Include your specific prescription(s) for the patient. (This must include the medication name, dose, route, and frequency as well as any special instructions that apply as you would include when writing a prescription).

    · Describe the patient education you would provide in relation to your treatment plan.

    · Provide your plan for follow-up and/or referral (if indicated)

    Please be sure to validate your opinions and ideas with citations and references in APA format.

  • [Solved] bus final 23

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    – Review Chapters 17 and 18 from your textbook, _Applied Psychology in Talent Management_. – Review the article [How Do You Solve a Problem Like Quitting? Amazon has committed to expanding workers’ upskilling opportunities and is encouraging other employers to do the sameLinks to an external site.](…

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    Assignment Prompt & Instructions

    – Review Chapters 17 and 18 from your textbook, _Applied Psychology in Talent Management_.
    – Review the article [How Do You Solve a Problem Like Quitting? Amazon has committed to expanding workers’ upskilling opportunities and is encouraging other employers to do the sameLinks to an external site.](https://link.gale.com/apps/doc/A737162730/GBIB?u=ashford&sid=bookmark-GBIB&xid=8377229e%20).
    – Review the [_Amazon’s New Approach to ‘Human Capital’ Is a Telling Takeaway From Its Annual Regulatory Report_Links to an external site.](https://www.geekwire.com/2021/amazons-new-approach-human-capital-telling-takeaway-annual-regulatory-report/) webpage.
    Assume the role of a consultant at Amazon dedicated to creating and reinforcing the company’s ideal culture. You have been asked to assess Amazon’s current company culture, determine ways that it can be improved, forecast potential changes through growth, and provide a plan for sustaining cultural longevity through employees.
    Using the materials provided to you, as well as at least three additional resources pertaining to human resource management, prepare a PowerPoint presentation on the proposal for a strategic human capital development program focused on the transmission of company core values.
    To communicate with Amazon’s executive team, you will present your analysis using PowerPoint. The analysis should be 8 to 10 slides. The strategic human capital analysis should reinforce the culture through
    – recruitment
    – training
    – retention
    – team development
    – organizational responsibility
    The analysis should also consider Week 4’s contemporary human capital topic and predictive analysis.
    In your presentation,
    – Determine ways to improve the company’s culture in a growth environment.
    – Provide recommendations regarding the company’s recruiting, training, development, and retention strategies.
    – Integrate contemporary human capital topics and predictive analysis.
    – Discuss potential global expansion on the company culture and success.
    – Formulate an overall organized and concise proposal for the company’s ideal culture supported through human resource management.
    The- Amazon: Reinforcing Culture Through Human Capital Development final presentation
    – 8 slides double space plus title and conclusion slide
    –  3 scholarly and/or credible sources in addition to the course text

  • [Solved] Diversity and Inclusion in Organizational Culture

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    Please respond to this classmate post must be at least 250 words with at least one reference. My name is Dan Yost, and I live in West Michigan. I have been involved in EMS for the past twenty years and currently serve as the Program Director for EMS and Fire programs at our local community college. …

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    Assignment Prompt & Instructions

    Please respond to this classmate post must be at least 250 words with at least one reference.
    My name is Dan Yost, and I live in West Michigan. I have been involved in EMS for the past twenty years and currently serve as the Program Director for EMS and Fire programs at our local community college. My role allows me to oversee education and training for future EMS professionals, but before stepping into this academic leadership position, I worked as a supervisor in a different organization where I experienced firsthand the realities of managing a diverse team.
    In that previous role, our team was diverse primarily in terms of age. We had individuals just entering the workforce, including recent high school graduates, as well as others who had been with the organization for decades and were approaching retirement. This multigenerational team brought a range of experiences, perspectives, and expectations to the table. At its core, diversity should have been an asset. However, in practice, I would characterize the relationship between the diversity present and the team’s performance as mostly neutral, at times negative.
    The challenge was not with the diversity itself, but with the environment we were placed in. Supervisors were given very little authority to lead effectively. While we were technically “in charge” of our teams, upper management retained most decision-making power and often bypassed us in both policy enforcement and communication. This created a disconnect between leadership expectations and the realities of daily operations. As a result, it was difficult to foster collaboration and accountability, especially across such a broad spectrum of ages and work styles.
    Additionally, there was no formal training or development provided on how to manage or support a diverse workforce. Diversity and inclusion were not part of the organization's values in practice, even if they may have been stated on paper. We were left to navigate interpersonal conflicts, generational differences, and inconsistent communication with no clear strategy. Younger employees often brought energy and tech-savviness but struggled with professionalism or consistency, while older employees had a strong work ethic but sometimes resisted change or new approaches. Instead of bridging these differences to build a stronger team, the lack of organizational support allowed tensions to fester.
    What could have made a difference was leadership involvement and a commitment to inclusion at every level. Had upper management invested in supervisor training, encouraged cross-generational mentoring, or created space for open dialogue about expectations and work styles, I believe the outcomes could have been significantly different. In fact, diversity can absolutely be a positive force in organizational performance, but only when it’s matched with intentional practices that support inclusion.
    In contrast, my current role in education has shown me what it looks like when leadership does support diversity and inclusion. We work with students and faculty from all backgrounds, and through deliberate planning, ongoing training, and a culture of collaboration, we see how diversity enhances problem-solving, student engagement, and innovation. My past experience has reinforced for me how critical it is that inclusion is more than just representation, it must be active, ongoing, and supported by leadership.

  • [Solved] Diversity and Inclusion in Organizational Culture

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    The studies on diversity and inclusion often find conflicting results in relation to the performance of diverse groups. Some research indicates that diversity has no relationship on the group's performance, and other research shows that the greater diversity the team has, the poorer the group's perf…

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    The studies on diversity and inclusion often find conflicting results in relation to the performance of diverse groups. Some research indicates that diversity has no relationship on the group's performance, and other research shows that the greater diversity the team has, the poorer the group's performance will be. Finally, some research shows a positive relationship for diverse groups and their performance.
    For this discussion, consider your current organization or one that you have worked for previously. Based on the results listed above (no relationship, a negative relationship, and a positive relationship), what types of results did you experience when diversity and inclusion were present in the company? Remember that diversity can be a multitude of dimensions, such as age, gender, race, ethnicity, religion, and the like. After providing your experiences, discuss why you believe that results were no relationship, a negative relationship, or a positive relationship and the reasons for the results, such as the attitudes of the employees, lack of training on diversity, no leadership involvement, and the like.
    Initial post to be a substantive post of approximately 500 words and at least two supporting references, one must come from a CSU Library database. Posts to others should be a substantive post of approximately 250 words. You should also include at least one reference.

  • [Solved] Case Study Week 3 HIST405N

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    #### Purposes The purposes of each case study assignment include the following: – To hone your abilities to research using scholarly sources – To advance critical thinking and writing skills – To compile a response to the prompts provided – To explore a historical topic and make connections to chang…

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    #### Purposes
    The purposes of each case study assignment include the following:
    – To hone your abilities to research using scholarly sources
    – To advance critical thinking and writing skills
    – To compile a response to the prompts provided
    – To explore a historical topic and make connections to change over time
    #### Required Resources
    In your American History course, you will utilize scholarly sources to address questions in the weekly assignments. Please be advised that History.com, Wiki, Wikipedia, or websites such as cliffnotes.com, studymode.com, coursehero.com, and the like are not deemed scholarly sources.
    **For your Week 3 Case Study, please use either your course text or class lesson AND two (2) additional scholarly sources from the Chamberlain Library for a total of at least three (3) sources.**
    **Below is a list of resources you must choose from:**
    – Textbook: Chapters 9, 10, 11, 13
    – Lesson
    – Minimum of **2** scholarly sources from the Chamberlain Library resources below:
    – The “Popular Data Bases” within the Library Guide for scholarly sources and videos via [Search Popular History DatabasesLinks to an external site.](https://library.chamberlain.edu/History/populardatabases) or the [History Library GuideLinks to an external site.](https://library.chamberlain.edu/History/gettingstarted).
    – **Please review the following optional scholarly articles (sorted by topic). NOTE: You will need to log in to the Chamberlain Library before accessing these resources.**
    **Medical Practices Mexican War V. Civil War**
    Herbelin, M. (2019, April 4). [_Military Medicine in an Occupied City: Matamoros, 1846 – National Museum of Civil War Medicine_.Links to an external site.](https://www.civilwarmed.org/matamoros) National Museum of Civil War Medicine.
    Rohrbough, M. J. (n.d.). [Medicine in the antebellum period.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=191606) In _Expansion and Reform, Third Edition_ (3rd ed.).
    Tannenbaum, R. J. (n.d.). [Health and Medicine in the 18th Century.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=358127) In _Health and Medicine in U.S. History_.
    Hawk, A., & McCallum, J. (n.d.). [Military medicine.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=191990) In _Encyclopedia of American Military History, Second Edition_ (2nd ed.).
    Behling, R. A., & Roder, R. J. (n.d.). [Medicine in the Civil War era.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=201605) In _Civil War and Reconstruction, Third Edition_.
    The Disputed Election, or Revolution of 1800
    [Thomas Jefferson and the presidential election of 1800.Links to an external site.](https://online-infobase-com.chamberlainuniversity.idm.oclc.org/HRC/Search/Details/2?articleId=369553) (n.d.). In _A Companion to Thomas Jefferson_.
    Cunningham Jr., N. E. (n.d.). [Election of 1800.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=535692) In the _Election of 1800_.
    Mayo-Bobee, D. (n.d.). [Jeffersonians versus Federalists: Political Battles in the Election of 1800.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=533910) In _Jeffersonians versus Federalists: Political Battles in the Election of 1800_.
    Ferling, J. (2004). [_Adams vs. Jefferson: The Tumultuous Election Of 1800_.Links to an external site.](https://ebookcentral-proquest-com.chamberlainuniversity.idm.oclc.org/lib/chamberlain-ebooks/detail.action?docID=279495) Oxford University Press, Incorporated.
    Bowling, K. R., & Kennon, D. R. (Eds.). (2005). [The Election of 1800.Links to an external site.](https://ebookcentral-proquest-com.chamberlainuniversity.idm.oclc.org/lib/chamberlain-ebooks/reader.action?docID=3026843&ppg=35) In _Establishing Congress : The Removal to Washington, D.C., and the Election of 1800_ (pp. 35–38). Ohio University Press.
    [Election of 1800: Presidential TieLinks to an external site.](https://chamberlainuniversity.idm.oclc.org/login?qurl=https://video.alexanderstreet.com/p/mqNx9YkOp) (p. 3 min). (n.d.). [Video]. Makematic.
    Dyer, J. (dir.). (n.d.). [A Peaceful Transfer of Power: Part 5Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?qurl=https://video.alexanderstreet.com/p/mqNx9yOrO) (p. 6 min) [Video]. Dallas County Community College District.
    Westward Expansion Movement to the Homestead Act
    Robert, T. (n.d.). [Early National Period and Expansion.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=396932) In _The Early National Period and Expansion_.
    Bodenner, C. (n.d.). [Homestead Act: Necessary for National Strength or an Unfair Dispersal of Public Land?Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=592544) In _Homestead Act_.
    Billington, R. A., & Ridge, M. (n.d.). [The West and Slavery 1850-1860.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=535909) In _Westward Expansion: A History of the American Frontier_.
    Molnar, J. A. (n.d.). [Overview: Native Americans and American Expansionism.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=534375) In _Native Americans and American Expansionism_.
    Maxwell-Long, T. (n.d.). [Overview: The Land of Opportunity.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=534335) In _The Land of Opportunity_.
    Aley, G. (2020). [Homestead ActLinks to an external site.](https://search.credoreference.com/articles/Qm9va0FydGljbGU6NDkyMTk4NQ==?aid=239824). In K. McCoy (Ed.), _Milestone Documents in American History: Exploring the Primary Sources That Shaped America_ (2nd ed.).  (pp. 867–878). Schlager Group Inc.
    [The Civil War Part 2Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?qurl=https://video.alexanderstreet.com/p/J8Wp9EvZl) (p. 10 min). (n.d.). [Video]. In _Crash Course in US History_.
    [_Expanding WestLinks to an external site._](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&vid=406440 "Link") (p. 04:15). (n.d.). [Video]. Annenberg Learner.
    Women's Movement at Seneca Falls and Sojourner Truth
    Kane, M. (n.d.). [Chronology: The Seneca Falls Convention and the Struggle for Women’s Rights.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=534171) In _The Seneca Falls Convention and the Struggle for Women’s Rights_.
    [Overview: The Seneca Falls Convention and the Struggle for Women’s Rights.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=534286) (n.d.). In _The Seneca Falls Convention and the Struggle for Women’s Rights_.
    Denial, C. J. (n.d.). [Seneca Falls Convention.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=196118) In _Expansion and Reform, Third Edition_ (3rd ed.).
    [The Road to Seneca Falls.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=1008600) (n.d.). In _Lucretia Mott_.
    Kohn, G. C. (n.d.). [Declaration of Women’s Rights.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=256890) In _Dictionary of Historic Documents, Revised Edition_.
    [A Mother Is Born.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=1008549) (n.d.). In _Elizabeth Cady Stanton_.
    Wellman, Judith. (2004). [_The road to Seneca Falls [electronic resource] : Elizabeth Cady Stanton and the First Woman’s Rights Convention_.Links to an external site.](https://ebookcentral-proquest-com.chamberlainuniversity.idm.oclc.org/lib/chamberlain-ebooks/detail.action?docID=3414013) University of Illinois Press.
    Cullen-DuPont, K., & Frost-Knappman, E. (n.d.). [Women’s suffrage, 1850-1854.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=165499) In _Women’s Suffrage in America, Updated Edition_.
    Kort, C. (n.d.). [Truth, Sojourner.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=165536) In _American Women Writers, Third Edition_ (3rd ed.).
    McMillen, S. (2016). [Declaration of Sentiments, Seneca Falls (1848)Links to an external site.](https://search.credoreference.com/articles/Qm9va0FydGljbGU6NjY0MzM4?aid=239824) In _S. Schechter (Ed.), American Governance_ (1st ed.). (pp. 9–11). Macmillan US.
    [_Learn About The Life Of Abolitionist And Former Slave Sojourner Truth_Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?qurl=https://video.alexanderstreet.com/p/qQLBko2k2) (p. 1 min). (n.d.). [Video]. Encyclopedia Britannica.
    Jacksonian Democracy- The Era of the Common Man, A New political Theory
    Remini, R. V. (n.d.-b). [Jacksonian America and Reform.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=404913) In _The Reach for Perfection_.
    Remini, R. V. (n.d.-c). [Jacksonian Democracy.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=404910) In _Jacksonian Democracy_.
    Remini, R. V. (n.d.-a). [Election of 1832.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=534813) In _Election of 1832_.
    Silbey, J. H. (n.d.). [Election of 1836Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=535031). In _Election of 1836_.
    Lynn, J. A., & Watson, H. L. (2019). [Introduction: Race, Politics, and Culture in the Age of Jacksonian “Democracy.”Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fintroduction-race-politics-culture-age-jacksonian%2Fdocview%2F2631951425%2Fse-2%3Faccountid%3D147674) _Journal of the Early Republic_, _39_(1), 81–87. https://doi.org/10.1353/jer.2019.0006
    Tillery, A. B. (2009). [Tocqueville as Critical Race Theorist: Whiteness as Property, Interest Convergence, and the Limits of Jacksonian Democracy.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Ftocqueville-as-critical-race-theorist-whiteness%2Fdocview%2F215326445%2Fse-2%3Faccountid%3D147674) _Political Research Quarterly_, _62_(4), 639–652. https://doi.org/10.1177/1065912908322412
    Adams, S. P. (2013). [Part II: The Era of the “Common Man.”Links to an external site.](https://ebookcentral-proquest-com.chamberlainuniversity.idm.oclc.org/lib/chamberlain-ebooks/reader.action?docID=1116954&ppg=109) In _A Companion to the Era of Andrew Jackson_. John Wiley & Sons, Incorporated.
    [The rise of the “common women” in Jackson’s America.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=369201) (n.d.). In _A Companion to the Era of Andrew Jackson_.
    [Creating a democracy of common men in Jacksonian America.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=369185) (n.d.). In _A Companion to the Era of Andrew Jackson_.
    Dyer, J. (dir.). (n.d.). [A White Man’s Democracy: Part 2Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?qurl=https://video.alexanderstreet.com/p/EqWkVBr5g) (p. 6 min) [Video]. Dallas County Community College District.
    Sheldon, G. W. (n.d.). [Tocqueville, Alexis de.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=209992) In _Encyclopedia of Political Thought_.
    #### Writing Requirements
    – Length: 2–3 pages (not including title page or references page)
    – 1-inch margins
    – Double spaced
    – 12-point Times New Roman font
    – Title page
    – References page
    – In-text citations that correspond with your end references
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    Executive Solution Overview

    **Notes:** It is strongly recommended that you complete all labs in Lesson 10 of your textbook, for practice, before attempting this assignment. Although you will not submit the labs from your textbook, they will give you the foundation to understand how to correctly code in HTML. You must write the…

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    Assignment Prompt & Instructions

    **Notes:**
    It is strongly recommended that you complete all labs in Lesson 10 of your textbook, for practice, before attempting this assignment. Although you will not submit the labs from your textbook, they will give you the foundation to understand how to correctly code in HTML.
    You must write the code files by hand for all assignments in this class. A simple text editor, such as Notepad or Notepad++ will suffice. DO NOT use web page programs, such as FrontPage, Dreamweaver, etc. You must write the code for your web pages yourself.
    Make sure all of your web pages (HTML files) comply with the HTML 5 standards. DO NOT use deprecated (outdated) tags and attributes from previous versions of HTML. By including the HTML 5 DOCTYPE declaration in your webpages, and [validating](http://validator.w3.org/) all of your HTML files, you can be sure that your code complies with HTML 5.
    Make sure all of your style sheets (CSS files) comply with the CSS3 standards. By ensuring that all of your CSS files (and any HTML files containing embedded CSS) [validate](http://jigsaw.w3.org/css-validator/), you can be sure that your code complies with CSS3.
    For this final assignment, all of your web pages must also pass validation at the [W3C mobile OK Checker.](http://validator.w3.org/mobile) This is one of the ways that we verify that your website has been correctly optimized for mobile devices.
    Create your files using a text editor, such as Notepad or Notepad++, and name the main page (home page of your website) "LastFirstFinalProject.html" where "Last" is your last name and "First" is your first name. For example, if your name is John Smith, you would name your main file SmithJohnFinalProject.html
    **Instructions:**
    This week you will optimize your website for mobile devices. You will also add at least one more HTML5 API of your choice (from Lesson 7) to your website (in addition to the drag-and-drop API you added in week 5). You must add **at least two additional HTML pages** to your website, for a minimum of six total pages on your website. If there were any errors in your website in weeks 1-7, please make sure you correct them before re-submitting your files for this week's assignment. Continue to build on the website you created in weeks 1-7. You should be creating an informative website about any topic that interests you. Make sure that you write the content (the paragraphs of information about your topic) yourself. Do not copy content from other web pages. Your website should contain at least 4-6 paragraphs of information, arranged in a logical manner (appropriately using headings and sub-headings, as well as HTML5 structure elements). Do not re-use webpages or webpage content that you have already used for a grade in a previous course, such as WEBD121. Although the skills you gained in other courses will give you a good foundation to build upon in this class, you are expected to create original work for this course, using new content and new code that you learn in this course. Use this as an opportunity to teach me something new about a topic which you are knowledgeable about!
    Your website (HTML files) must include all of the following:
    1. Correctly uses all basic HTML 5 tags, such as HTML 5 DOCTYPE declaration; html, head, and body tags; charset, author, keywords, and description meta tags; title tags; and HTML5 structure elements (found in Table 1-2 of Lesson 1 of your textbook). In particular, be sure to use each structure element correctly, containing information appropriate for that type of structure element.
    2. In the body section of your document, include all seven HTML5 structure elements from Table 1-2 of Lesson 1 of your textbook. Be sure to use each structure element correctly, containing information appropriate for that type of structure element.
    3. You must add **at least two additional HTML pages** to your website, for a minimum total of six HTML pages in your website. Make sure all pages appear in menus on each page of your website, and that all pages are linked together using a well thought-out navigation scheme.
    4. Website contains at least six HTML pages with a total of 4-6 paragraphs of well-written, well-thought-out content.
    5. Include images, hyperlinks, a form (with input validation) and other HTML elements appropriate to your page.
    6. At least two correctly coded HTML5 APIs (including the drag-and-drop API that you added in week 5, and an additional HTML5 API of your choice).
    7. Correct use of a variety of techniques from Lesson 10 to optimize your website for mobile devices.
    8. [Validate](http://validator.w3.org/) all HTML files and fix any errors that the validator identifies before submitting your assignment.
    9. [Validate](http://validator.w3.org/mobile) all HTML files and fix any errors that the validator identifies before submitting your assignment.
    Your style sheets (CSS files) must include all of the following:
    1. Correctly coded CSS3 selectors and properties, including a variety of background properties, border properties, font properties, text effects, and advanced CSS3 techniques.
    2. [Validate](http://jigsaw.w3.org/css-validator/) all CSS files (and all HTML files that contain embedded CSS) and fix any errors that the validator identifies before submitting your assignment.

    Make sure all of your style sheets (CSS files) comply with the CSS3 standards. By ensuring that all of your CSS files (and any HTML files containing embedded CSS) [validate](http://jigsaw.w3.org/css-validator/), you can be sure that your code complies with CSS3.

    For this final assignment, all of your web pages must also pass validation at the [W3C mobile OK Checker.](http://validator.w3.org/mobile) This is one of the ways that we verify that your website has been correctly optimized for mobile devices.

    Create your files using a text editor, such as Notepad or Notepad++, and name the main page (home page of your website) "LastFirstFinalProject.html" where "Last" is your last name and "First" is your first name. For example, if your name is John Smith, you would name your main file SmithJohnFinalProject.html

    **Instructions:**

    This week you will optimize your website for mobile devices. You will also add at least one more HTML5 API of your choice (from Lesson 7) to your website (in addition to the drag-and-drop API you added in week 5). You must add **at least two additional HTML pages** to your website, for a minimum of six total pages on your website. If there were any errors in your website in weeks 1-7, please make sure you correct them before re-submitting your files for this week's assignment. Continue to build on the website you created in weeks 1-7. You should be creating an informative website about any topic that interests you. Make sure that you write the content (the paragraphs of information about your topic) yourself. Do not copy content from other web pages. Your website should contain at least 4-6 paragraphs of information, arranged in a logical manner (appropriately using headings and sub-headings, as well as HTML5 structure elements). Do not re-use webpages or webpage content that you have already used for a grade in a previous course, such as WEBD121. Although the skills you gained in other courses will give you a good foundation to build upon in this class, you are expected to create original work for this course, using new content and new code that you learn in this course. Use this as an opportunity to teach me something new about a topic which you are knowledgeable about!

    Your website (HTML files) must include all of the following:

    1. Correctly uses all basic HTML 5 tags, such as HTML 5 DOCTYPE declaration; html, head, and body tags; charset, author, keywords, and description meta tags; title tags; and HTML5 structure elements (found in Table 1-2 of Lesson 1 of your textbook). In particular, be sure to use each structure element correctly, containing information appropriate for that type of structure element.
    2. In the body section of your document, include all seven HTML5 structure elements from Table 1-2 of Lesson 1 of your textbook. Be sure to use each structure element correctly, containing information appropriate for that type of structure element.
    3. You must add **at least two additional HTML pages** to your website, for a minimum total of six HTML pages in your website. Make sure all pages appear in menus on each page of your website, and that all pages are linked together using a well thought-out navigation scheme.
    4. Website contains at least six HTML pages with a total of 4-6 paragraphs of well-written, well-thought-out content.
    5. Include images, hyperlinks, a form (with input validation) and other HTML elements appropriate to your page.
    6. At least two correctly coded HTML5 APIs (including the drag-and-drop API that you added in week 5, and an additional HTML5 API of your choice).
    7. Correct use of a variety of techniques from Lesson 10 to optimize your website for mobile devices.
    8. [Validate](http://validator.w3.org/) all HTML files and fix any errors that the validator identifies before submitting your assignment.
    9. [Validate](http://validator.w3.org/mobile) all HTML files and fix any errors that the validator identifies before submitting your assignment.

    Your style sheets (CSS files) must include all of the following:

    1. Correctly coded CSS3 selectors and properties, including a variety of background properties, border properties, font properties, text effects, and advanced CSS3 techniques.
    2. [Validate](http://jigsaw.w3.org/css-validator/) all CSS files (and all HTML files that contain embedded CSS) and fix any errors that the validator identifies before submitting your assignment.

    [Report issue](https://www.sweetstudy.com/contact-us)