Impact of technology with Clinical Laboratories

Please use there resources.

Delwiche F. A. (2003). Mapping the literature of clinical laboratory science. Journal of the Medical Library Association: JMLA, 91(3), 303310.

Stowers, B. (2019). Automation in action in the blood bank. MLO: Medical Laboratory Observer, 51(8), 3638.

Murray, P. R. (2019). Automation enables the future of clinical microbiology. MLO: Medical Laboratory Observer, 51(10), 3839.

Streitberg, G. S., Bwititi, P. T., Angel, L., & Sikaris, K. A. (2009). Automation and Expert Systems in a Core Clinical Chemistry Laboratory. JALA: Journal of the Association for Laboratory Automation, 14(2), 94105. https://doi.org/10.1016/j.jala.2008.12.001

Petrides, A. K., Ida Bixho, & Goonan, E. M. (2017). The Benefits and Challenges of an Interfaced Electronic Health Record and Laboratory Information System. Archives of Pathology & Laboratory Medicine, 141(3), 410417. https://doi-org.fir.tesu.edu/10.5858/arpa.2016-0146-OA

Storyboard of Focal Species

 

Building a Story Board

For this assignment you need to provide an outline and a plan for the video you create next week as the final part of this project. You are not actually making the video yet! Your ultimate goal is to make a 2-3 minute video highlighting your species and its habitat in the LA River and the impact of the proposed habitat restoration on this species. 

You should format your storyboard like the example at the bottom of the page. Include the following elements (though you may change the order) and the content that will go with them. Consider how the elements fit together to create a video with good flow — it should proceed logically, so you should think how they go together as a set and how you will transition between topics. Feel free to include other fun and interesting facts about your species.

Required Elements – Content 

Please note: These are the required elements, but you will need to include more information about your species, its biology and its presence in the Los Angeles River to provide context and make your video engaging. 

  1. Common and Scientific name of your species
  2. Discussion of iNaturalist observations for your species in the Los Angeles River — what factors are contributing to the patterns you observed?
  3. NATIVE SPECIES – Skip this section if your species is introduced to the LA River
    1. Current status of your species both locally and globally (including if it is a species of conservation concern) and what factors have contributed to its status
    2. The two restoration actions that you chose, and an explanation of how each of these actions would benefit your species. You should reference specific aspects of the species biology and ecology from your .
  4. INTRODUCED SPECIES – Skip this section if your species is native to the LA River
    1. Current status of your species both locally and globally. Why was it introduced and what makes the species successful outside of its native habitat? 
    2. What would be the benefits for the LA River ecosystem if your species would be removed? You should reference specific aspects of the species biology and ecology from your .
    3. What would be two costs to the LA River ecosystem if your species would be removed?  You should reference specific aspects of the species biology and ecology from your .
  5. Credits:
    1. Citations
    2. Attributions (like a citation for images and videos)  for any images you use. (Some of the video creators such as Adobe Spark will make this for you automatically if you use images from their library). If you are making them yourself, Open Washington has an that I suggest you use.

Required Elements – Visuals 

What visuals or images will you use to communicate about your species in the LA River? Your video must have a minimum of 5 images. 

  • One of the images is required to be a graph of iNaturalist data from the . 
  • Suggestions for additional images: 
    • iNaturalist map of global distributions
    • iNaturalist map of observations in the Los Angeles River 
    • Images of the species and/or the species that it interacts with
    • Images of habitat
    • Images of the LA River 

COM-370-PRINCIPLES OF PUBLIC RELATIONS

TOPIC: Mass Media and Public Relations

Assessment Description

Read the Topic 1 Required Readings on mass communication theories that relate to media influence. The readings are on the following theories: mass media, agenda setting, selective exposure, and cultivation theories.

Write a 500-750-word and include the following: 

  1. An analysis of how these mass communication theories are a part of PR practice or inform PR practice
  2. What must PR professionals consider regarding these theories when making decisions related to media influence?

Include three or more scholarly resources are required.

Prepare this assignment according to the APA guidelines found in the APA Style Guide.

You are required to submit this assignment to LopesWrite for similarity and plagiarism check 

RESOURCES

COM-370: Topic 1 Mass Media Theories Library Resource

Read the articles below related to mass media theories including media advocacy and agenda setting.

Media Advocacy

Laestadius, L., Lagasse, L., Smith, K., & Neff, R. (2012). Print news coverage of the 2010 Iowa egg recall: Addressing bad eggs and poor oversight. Food Policy, 37(6), 751-759.

Degeling, C., Rock, M., & Teows, L. (2011). Portrayals of Canine Obesity in English-Language Newspapers and in Leading Veterinary Journals, 20002009: Implications for Animal Welfare Organizations and Veterinarians as Public Educators. Journal Of Applied Animal Welfare Science, 14(4), 286. doi:10.1080/10888705.2011.600160

Shanahan, E., McBeth, M., Hathaway, P., & Arnell, R. (2008). Conduit or contributor? The role of media in policy change theory. Policy Sciences, 41(2), 115-138. doi:10.1007/s11077-008-9058-y

Wakefield, M., Flay, B., Nichter, M., & Giovino, G. (2003). Role of the media in influencing trajectories of youth smoking. Addiction,9879-103.

Agenda Setting

Besiou, M., Hunter, M. L., & Van Wassenhove, L. N. (2013). A web of watchdogs: Stakeholder media networks and agenda-setting in response to corporate initiatives. Journal of Business Ethics, 118(4), 709-729.  

Hunter, M. L., Van Wassenhove, L. N., Besiou, M., & van Halderen, M. (2013). The agenda-setting power of stakeholder media. California Management Review, 56(1), 24-49.  

Lei, G. (2012). The application of social network analysis in agenda setting research: A methodological exploration. Journal of Broadcasting & Electronic Media, 56(4), 616-631. doi:10.1080/08838151.2012.732148

Muddiman, A., Jomini Stroud, N., & McCombs, M. (2014). Media fragmentation, attribute agenda setting, and political opinions about Iraq. Journal of Broadcasting & Electronic Media, 58(2), 215-233. doi:10.1080/08838151.2014.906433  

Olds, C. (2013). Assessing presidential agenda-setting capacity: Dynamic comparisons of presidential, mass media, and public attention to economic issues. Congress & the Presidency, 40(3), 255-284. doi:10.1080/07343469.2013.824047  

Thesen, G. (2013). When good news is scarce and bad news is good: Government responsibilities and opposition possibilities in political agenda-setting. European Journal of Political Research, 52(3), 364-389. doi:10.1111/j.1475-6765.2012.02075.x  

Yunjuan, L. (2014). The internet and agenda setting in China: The influence of online public opinion on media coverage and government policy. International Journal of Communication (19328036), 8, 1289-1312.  

  

Topic 1 Optional Readings

For additional information related to theories on agenda setting, cultivation, and selective exposure in mass media, the following are recommended

Agenda Setting Theory:

Kiousis, S., Popescu, C., & Mitrook, M. (2007). Understanding influence on corporate reputation: An examination of public relations efforts, media coverage, public opinion, and financial performance from an agenda-building and agenda-setting perspective. Journal of Public Relations Research, 19(2), 147-165. doi:10.1080/10627260701290661

 

Lei, G., Hong Tien, V., & McCombs, M. (2012). An expanded perspective on agenda-setting effects: Exploring the third level of agenda setting. Revista de Comunicacin, 11, 51-68. 

 

Cultivation Theory

Battersby, E., & Robinson, W. G. (2012). Paradise lost: Media in justice and justice in media. Seton Hall Journal of Sports & Entertainment Law, 22(1), 29-58.  

Beullens, K., Roe, K., & Van den Bulck, J. (2012). Music video viewing as a marker of driving after the consumption of alcohol. Substance Use & Misuse, 47(2), 155-165. doi:10.3109/10826084.2012.637449  

Bryant, J. (1986). The road most traveled: Yet another cultivation critique. Journal of Broadcasting & Electronic Media, 30(2), 231-335. 

 

Chapin, J. R., & Coleman, G. (2012). Optimistic bias about dating/relationship violence among teens. Journal of Youth Studies, 15(5), 645-655. doi:10.1080/13676261.2012.665440  

Gabriel Chong, Y. M., Scott Teng, K. Z., Amy Siew, S. C., & Skoric, M. M. (2012). Cultivation effects of video games: A longer-term experimental test of first- and second-order effects. Journal of Social & Clinical Psychology, 31(9), 952-971. doi:10.1521/jscp.2012.31.9.952  

Hetsroni, A., & Lowenstein, H. (2013). Cultivation and counter cultivation: does religiosity shape the relationship between television viewing and estimates of crime prevalence and assessment of victimization likelihood? Psychological Reports, 112(1), 303-324. doi:10.2466/16.07.17.PR0.112.1.303-324

Kahlor, L., & Eastin, M. S. (2011). Television’s role in the culture of violence toward women: A study of television viewing and the cultivation of rape myth acceptance in the United States. Journal of broadcasting & Electronic Media, 55(2), 215-231. doi:10.1080/08838151.2011.566085

Ki, E., & Hon, L. C. (2009). A measure of relationship cultivation strategies. Journal of Public Relations Research, 21(1), 1-24. doi:10.1080/10627260802520488

  

Lewis, S., & Shewmaker, J. (2011). Considering age and gender: A comparative content analysis of sexualization of teen celebrity websites. International Journal Of Interdisciplinary Social Sciences, 5(12), 215-224.  

Meyer, T. P. (1989). Reflections on cultivation theory and consumer behavior. Advances in Consumer Research, 16(1), 786-789. 

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bah&AN=6487800&site=ehost-live&scope=site  

Morgan, M., & Shanahan, J. (2010). The state of cultivation. Journal of Broadcasting & Electronic Media, 54(2), 337-355. doi:10.1080/08838151003735018

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O’Guinn, T. C., Faber, R. J., Curias, N. J. J., & Schmitt, K. (1989). The cultivation of consumer norms. Advances in Consumer Research, 16(1), 779-785. 

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bah&AN=6487799&site=ehost-live&scope=site  

Waters, R. D. (2009). The Importance of understanding donor preference and relationship cultivation strategies. Journal of Nonprofit & Public Sector Marketing, 21(4), 327-346. doi:10.1080/10495140802662523

 

Selective Exposure Theory

Chan, J., & Stone, D. (2013). Media proliferation and partisan selective exposure. Public Choice, 156(3/4), 467-490. doi:10.1007/s11127-012-9928-x  

Fischer, P. (2011). Selective Exposure, Decision Uncertainty, and Cognitive Economy: A New Theoretical Perspective on Confirmatory Information Search. Social & Personality Psychology Compass, 5(10), 751-762. doi:10.1111/j.1751-9004.2011.00386.x

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=71688272&site=ehost-live&scope=site 

Fischer, P., Fischer, J. K., Aydin, N., & Frey, D. (2010). Physically attractive social information sources lead to increased selective exposure to information. Basic & Applied Social Psychology, 32(4), 340-347. doi:10.1080/01973533.2010.519208  

Gil de Ziga, H., Correa, T., & Valenzuela, S. (2012). Selective exposure to cable news and immigration in the U.S.: The relationship between FOX News, CNN, and attitudes toward Mexican immigrants. Journal of Broadcasting & Electronic Media, 56(4), 597-615. doi:10.1080/08838151.2012.732138  

Kastenmller, A., Greitemeyer, T., Jonas, E., Fischer, P., & Frey, D. (2010). Selective exposure: The impact of collectivism and individualism. British Journal Of Social Psychology, 49(4), 745-763. doi:10.1348/014466609X478988  

Magee, R. G., & Wojdynski, B. W. (2012). Mortality salience effects on selective exposure and web browsing behavior. Cyberpsychology, Behavior & Social Networking, 15(12), 663-668. doi:10.1089/cyber.2012.0205  

Meertens, R. M., & Lion, R. (2011). The effects of risk-taking tendency on risk choice and pre- and post-decisional information selection. Journal Of Risk Research, 14(6), 647-656. doi:10.1080/13669877.2010.547254

 

Weaver, A. J. (2011). A meta-analytical review of selective exposure to and the enjoyment of media violence. Journal of Broadcasting & Electronic Media, 55(2), 232-250. doi:10.1080/08838151.2011.570826  

COM-370-mPRINCIPLES OF PUBLIC RELATIONS

I need the following discussion questions in 200 words each. Please provide individual references for each question. Please provide the references immediately after each question

MODULE 1

DQ1

There are many definitions of public relations. There are several listed in the book and many more online. What is the definition you feel best reflects what you know about PR? Why are you drawn to this definition? How do the journalism, marketing, and advertising differ from public relations?

DQ2

Imagine that you are entering the public relations field promptly after graduating with a bachelors degree. Will you seek a job in a PR firm or an in-house PR department for a company? Why?

MODULE 2

DQ1

Identify one modern example of public relations communication. Identify how one of the four classic models of public relations was used in the public relations communication. Do you feel an appropriate model was used in the situation? Why or why not? What would have been a better or equally appropriate model to use in that instance?

DQ2

Is there more innovation in the PR field now than there was in the past? How do todays trends compare to key events that shaped the PR profession in the past? Give specific examples to support your claims and rationale.

MODULE 3

DQ1

Review the eight elements of a program plan. Which two do you feel are the most essential? Why? What are the benefits of putting an extra emphasis on these elements?.

DQ2

Which do you feel is the least effective way to measure message exposure? What is the most effective? Why?

MODULE 4

DQ1

What is the role of opinion leaders in the formation of public opinion? Why can this be an effective persuasive tactic in affecting public discourse? What are some credibility factors to consider?

DQ2

Apply the phases of the conflict management life cycle to a recent popular news event. Would you have handled anything differently?

MODULE 5

DQ1

Various methods and collateral can be used to deliver publicity materials to the media. Name four methods and compare their relative strengths and weaknesses. Which method do you believe to be the most effective distribution channel? Why do you think that method is the most effective?

DQ2

Companies are increasingly working with TV and film studios to have their products featured as part of the program or movie. What is this practice called and what are your thoughts on this trend? Share an example of this that you have witnessed that you feel was done particularly well or poorly.

MODULE 6

DQ1

Why can blogging or content creation be an effective PR tool for a company? What are the benefits or potential downfalls?..

DQ2

Many organizations have social media policies in place for individual employees. Research several online. Do you feel it is appropriate to put guidelines in place for social media use? Why or why not? What about the policies did you expect to see included and what did you find that was unexpected?

MODULE 7

DQ1

What are some of the public relations difficulties that a corporation may encounter when it conducts business in another country?.

DQ2

Why are employee relation efforts so important to a companys image and reputation? What are some tactics practitioners can employ to strengthen employee relations?

MODULE 8

DQ1

Choose a specialty area in PR. Detail several common tactics associated with this specialty area. Why are these tactics important to this specialty area?

DQ2

Consider everything you have learned about nonprofit PR. Find a specific example of a nonprofit PR campaign. Summarize the campaign. What did you like about it? What would you change about it? What other factors should be taken into consideration?

Analytical Memo

The parameters for your response are as follows:
The response must be between 850-1150 words. Students that fall short of the required word count will receive a 10% deduction.
 

  1. You must cite a minimum of 3 scholarly sources– news media articles  do not count as scholarly sources, only peer reviewed journals, books,  etc.
     
  2. You must cite all sources clearly and consistently, regardless of the citation style you choose be sure to keep it consistent.
     
  3. You must include a works cited (not part of the word count) at the end.
     
  4. You response should include considerable reflection on the pertinent  course terms and concepts, failing to reference these consistently  throughout will result in a deduction.

    PROMPT

    In the following op-ed Dr. Patricia Williams, a prominent scholar of  race and law, argues for the continuing need for affirmative action. If  you were going to team up with Dr. Williams in a debate on the  importance of diversity-based policies, what scholarly argument would  you put forward in the debate? In your response, be sure to explore the  theories of identity that emphasize how important diversity is, and the  efficacy of diversity policies discussed in Sociological research.

    LINK TO OP-ED

    https://www.nytimes.com/roomfordebate/2013/05/13/can-diversity-survive-without-affirmative-action/we-need-race-based-affirmative-action

discussion

 

“What we are hoping for is creating language, vocabulary, shared conversations, where we can help each other move forward in helping children… there’s information out there that can help [teachers] understand the children in the classroom and help them really be more successful.”  Dr. Paul Yellin

For the Module 2 discussion, we take our lead from Dr. Yellins comment lets engage in a conversation in which you point out specific information from the materials that speaks to you.  Citing the source of the information, discuss why you find it particularly pertinent, and how it might help you in your current teaching environment, how it might have helped in a previous situation, or how it might help you in your own learning journey. 

Italian translation

Hello
We have group of documents and pages typed and written in English
We are working under news papers and magazines creation in Europe. We need a native Italian translator to translate this pages into Italian language and we have grammatical errors and wrong punctuations that needs to be corrected to Italian

Activity: Parable of the Sower

This optional discussion provides an opportunity for you to apply the Virtuous Business Model to a parable Jesus told his disciples. As you explore the scripture and reflect on its meaning and significance, consider your understanding in the context of your personal and professional life. If you are not familiar with parables, it may be helpful to understand Jesus used the narrative format to help his followers comprehend what was to come and to help guide their lives as they furthered his ministry.   

Imagine the wisest teachers you have encountered in your lifetime. Maybe it was a history teacher in high school or an undergraduate professor who possessed a great mastery of his or her chosen content. Once you have recalled this individual, consider why the instruction he or she provided was so powerful; it is highly likely these individuals drew you into their lessons and engaged you by sharing interesting stories and examples. That is how Jesus often ministered and taught. He used stories to illustrate important and necessary concepts for his followers to grasp.

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

  • Interpret the Virtuous Business Model through the lens of a parable (a story told by Jesus).
  • Analyze an issue or problem related to a specific industry using the lens of the VBM as framed in this parable.

Instructions

  1. Read  and review the . 
  2. Reflect on the following questions: 
    1. What past personal experience(s) can you relate to the parable?
    2. How does the Scripture inform your understanding of the VBM?
    3. What can you do differently or better as a result of this reflective learning exercise?

Discussion: Writing Exercise #1 – A Place for Poetry in the World of Business?

Whilst most people can see a potential connection between poetry and advertising, they become skeptical when faced with the notion that reading poems and experiencing the process of getting to grips with their possible meaning can help in business. The suggestion that poetry can help with strategic thinking, with creativity and innovation, in decision-making, in communications, in the way we look at situations, the way we think, the way we interact with others or the way we express our opinions leaves many people struggling. (Pritchett, 2014, p. 54)

In this first discussion on writing, you will learn about genre and medium. In the realm of literary devices, there are so many ways to convey messages and meaning. Each provides an opportunity for just the right form of expression when needed. By becoming familiar with the various types of genres and medium in practical ways, you will be able to more finely hone your craft of writing. For example, have you ever given thought to the concept that poetry could help articulate issues in business or aid creative thinking in the workplace? In this first lesson, you will discuss genre and medium as well as craft a freestyle poem.

The habit of compulsive, premature editing doesnt just make writing hard. It also makes writing dead. Your voice is damped out by all the interruptions, changes, and hesitations between the consciousness and the page. In your natural way of producing words there is a sound, a texture, a rhythma voicewhich is the main source of power in your writing, I dont know how it works, but this voice is the force that will make a reader listen to you. Maybe you dont like your voice; maybe people have made fun of it. But its the only voice youve got. (Runyan, 2015, p. 15)

The purpose of this assignment is to introduce you to the craft of freestyle poetry writing as a means to delve deeper into business issues and without the inhibiting inclination to prematurely edit. Once you have experienced freestyle poetry writing, you may find the practice highly beneficial and quite practical whenever encountering writers block as you compose your ADP consulting report.

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

  • Integrate the Virtuous Business model into their reading, research, writing, and reporting.

Instructions

  1. Review the rubric to make sure you understand the criteria for earning your grade.
  2. Acquire the three textbooks required for the course. Refer to the required resources in the Syllabus.
  3. Link to and read Purdue OWLs webpage .
  4. Link to and read Grammarlys brief webpage article .
  5. Download and review .
  6. Link to and read the article
  7. Read the Foreward and IntroductionChapter 5 (pp. xvii26) in the Everybody Writes book by Handley (2014).
    1. Reflect on Handleys advice to place the most important words (and ideas) at the beginning of each sentence when you begin to work on the shape of your freewrite poem. Is it sage advice for poems, too?  You decide.
  8. Simple directions for how to write a free-form poem:
    1. Freewriting Starts:
      1. For this freewrite exercise, focus on the Virtuous Business Model or any one part of it.
      2. Set a timer for ten minutes.
      3. Write or type without stopping.
      4. If you get stuck, keep writing I dont know what to write until more thoughts return.
      5. If the alarm goes off and youre in deep, keep going.
      6. When finished, make a cup of coffee, read a poem, or go for a walk. Then, sit down and read through what you wrote, without making any changes.
    2. Finding Your Freewrites Shape
      1. Underline or highlight words or phrases that strike you from your freewrite.
      2. Type or write the highlighted portions into lines.
      3. Fill in any gaps to add continuity.
    3. Color It In: Imagery
    4. Now try these sensory language strategies as you make your own poem more inviting to the senses: specifics, senses, figurative language, personal experience.
      1. Stir the Bees: Sound
      2. Experiment with sound in your draft.
      3. Try combinations of phrases and words, and read aloud, always, until you cant imagine the poem buzzing any other way.
    5. Lay a Path: Pay Attention to Lines
      1. How would you break the lines to suggest emotion and meaning?
      2. Either rewrite the poem or include slash marks where the lines should break.
      3. Consider removing a line or lines and or reordering them. (Runyan, 2015, pp. 16, 17, 21, 29, 37, 43)
  9. In the discussion forum, complete the following prompts:
    1. New Insights What new insights did you gain from this lesson to further develop your business writing skills?
    2. Agree or Disagree Do you agree or disagree? Can poetry be of value in the world of business? Explain.
    3. Freestyle Poetry Share your freestyle poem.
  10. The first two prompts should each be 75100 words in length with APA citations and references listed, as applicable.
  11. Use Grammarly to edit the first two paragraphs.
  12. Submit the initial discussion post by the fifth day (Day 5) of the workshop.
  13. Read and respond to at least one of your classmates postings and any follow-up instructor questions directed at you by the end of the workshop. When responding, utilize at least one of the following ways to engage in scholarly dialogue: 
    1. Extension: Expand the discussion.
    2. Relevancy: Relate the topic to a current event.
    3. Exploratory: Probe facts and basic knowledge.
    4. Challenge: Interrogate assumptions, conclusions or interpretations.
    5. Relational: Make comparisons or contrasts of themes, ideas, or issues.
    6. Diagnostic: Probe motives or causes.
    7. Action: Identify application or an action in personal or work life.
    8. Cause & Effect: Cite causal relationships between ideas, actions or events.
    9. Hypothetical: Pose a change in the facts or issues.
    10. Priority: Seek to identify the most important issues.
    11. Summary: Elicit synthesis.

References

Research topic ideas. (n.d.). Frances Willson Thompson Library.

Runyan, T. (2015). How to write a poem. T. S. Poetry Press.

Pritchett, G. (2014, September). Can poetry be of value in the world of business? Central European Business Review, 3(3), 5457.

Traffis, C. (n.d.). Learn the Types of writing: Expository, descriptive, persuasive, and narrative. Grammarly.

Wk 3, MHA 543: DQ

APA format

175 – 265 words

Cite at least one peer-reviewed reference

Respond to the following:

 

  • What are the best and worst traits of leaders you have worked with?
  • How did these traits affect your productivity and engagement?
  • What is more important for leading people: hard knowledge of the area you are running or soft people skills?
  • What leadership skills do researchers value the most within the health care sector?
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