Sample paper: Nursing leadership

Nursing Leadership

Student Name

Institutional Affiliation

Question one

 Through leadership, it is possible to set policies and guidelines that govern the operation of every activity within the field. Nursing is one of the major technical fields, professional leadership has always played an important role in ensuring that there is the delivery of quality services to the patients. However, professional leadership in nursing has faced several challenges and barriers which has limited delivery of better leadership services. Nevertheless, the challenges should not lead to the eradication of leadership in the nursing industry, they should, however, provide a propelling force towards offering the best leadership. People have different ideas, during decision making, each person would want his or her idea to be considered and when that is not done, there may rise unnecessary quarrels within the organization. Thompson et al. (2004), acknowledges that this is a major challenge that professional leaders face, he advises that each person be allowed to explain more about his or her idea and through that, it will be easy to merge all ideas and come up with a concrete solution.

Question two

In the health care industry, nursing is the largest profession, in this profession research shows that there are more women than men. Unfortunately, during policymaking, the nursing profession has often lacked enough representation this makes other medical practitioners make policies that all nurses are supposed to adhere to. Gender bias has always been a great issue for human beings to deal with. Women are considered weak and vulnerable, often their ideas are ignored and thus they lack the morale of presenting concrete ideas that could change the face of the nursing profession (MacKusick & Minick, 2010). Thus, the main problem has been ignorance since other medical practitioners especially male have ignored the ideas raised by women making the nursing profession lack representation during policymaking.

Personal Statement

From a tender age, long before I could fathom the particulars of science or its numerous fields, I had already developed a compelling desire to practice in the healthcare profession. This desire was as a result of a tragic incident that occurred to my family when I was around ten years old. My beloved little sister, upon premature discharge from the hospital, passed on. The heartbreaking incident happened in my home country, Nigeria. I was utterly devastated. She had been discharged from the hospital because we could no longer afford her medical upkeep. We desperately sought for ways to help her in vain. The loss engraved in me a deep desire to dedicate my life to caring for the sick, and in particular the sick and the poor. Nevertheless, it was not until my senior year in high school that I married my desire to my specific liking for human biology.

My childhood imaginations of how the body works were that there were little persons who always labored to make metabolic processes possible. Honestly, I was thrilled and overly excited to learn and understand the word metabolism later in life at Texas State University. I was very encouraged to confirm the reality of my imagination in real life. My imagination of little persons matched the relationship of body cells to the rest of the body in general. My thirst for learning, great sense of imagination, and the ability to relate textbook knowledge to the practical anatomy it refers to have brought me a long way in becoming the health caregiver that I always aspired to be.

ECON 201 - DATA EXERCISE #1

DATA EXERCISE #1

Due at the end of week 2

Format of the Project:

The Data Exercise must be posted to the LEO Student Assignments as a Attachments are limited to a maximum two files in doc, docx., xls. xlsx., or rtf. formats. OTHER FORMATS ARE NOT ACCEPTABLE, will not be reviewed or graded.

Please note that hand-written and scanned works, pdf. files, jpg. files, as well as files posted in google drive, will not be accepted or graded.

The paper should be written in APA style Research Paper format.

No more than 20% of the text of the project should be made up of quotes.

Please note that Use of APA Citation Methodology is required for all parts of the assignment

Written projects must be:

1. typed, double-spaced, in 12-point Times New Roman or Arial font, with margins no wider than one inch
2. have footnotes or endnotes, with correct citations
3. have a bibliography of sources used
4. include, for each entry, the author, title, city and state of publisher, publisher's name, year, and page numbers
5. prepared using word processing software (Microsoft Word preferred), in a manner similar to the preparation of a written assignment for classroom submission 

Data exercise #1 Assignment

Consists of four parts.

Part 1: Expenditures Approach to Calculating GDP (weight 25% of the assignment grade)

Complete the following exercise

Visit the Bureau of Economic Analysis website at www.bea.gov. From the drop-down menu under “Data”, click on “by Economics Account”.

Then click on “National”> “Gross Domestic Product > and “Full Release and Tables”. (To find “Full Release and Tables” you need to scroll down the page to the section “Current Release".

Use table 3 (Gross Domestic Product: Level and Change from Preceding Period). Table 3 is located on page 9, so you need to scroll all the way down to page 9.

The left columns are nominal GDP (and its components) and the right half represents real GDP (chained 2012 dollars).

1. Create the table that contains the following information for the last available quarter. Please note that using the data for previous quarters will produce grade zero for this part of the project.

You need this information from both parts of the table 3- (nominal GDP (and its components) from left columns and real GDP (chained 2012 dollars) from the right part of the table 3). Omit the intermediate lines found in Table 3 on the web site.

Gross domestic product

Personal consumption expenditures

Gross private domestic investment

Net exports of goods and services

Government consumption expenditures and gross investment

b) Calculate the percentage (the proportion) of each category in nominal GDP and in real GDP.

Using Nominal GDP:

[Personal consumption expenditures / Nominal GDP]*100%

[Gross private domestic investment / Nominal GDP]*100%

[Net exports of goods and services / Nominal GDP]*100%

[Government consumption expenditures and gross investment/ Nominal GDP]*100%

And using Real GDP:

[Personal consumption expenditures / Real GDP]*100%

[Gross private domestic investment / Real]*100%

[Net exports of goods and services / Real GDP]*100%

[Government consumption expenditures and gross investment/ Real GDP]*100%

 Present the information that you received (a) and (b) as a table(s) in your project. 

2. Write a report (2 pages double - spaced), which contains an analysis of the results you received.

In this report consider, but do not be limited to the following:

1. Why was the nominal GDP greater than the real GDP? By how much?
2. GDP is composed of a number of categories. What category makes up the largest portion of GDP? What category makes up the smallest portion of GDP?
3. What is “Gross private domestic investment”? What does gross private domestic investment measure?
4. What is “Net exports of goods and services”? Why it is negative?
5. In the left part of the table 3 (nominal GDP) find the category “National defense”. How much was the National defense for the last quarter? Calculate percentage of National defense out of “Government consumption expenditures and gross investment”. Calculate percentage of National defense out of GDP.
6. Please analyze and discuss the significance of the data that you received for this Data exercise. Reflect on what you have learned from this exercise.

Part 2: Income Approach to Calculating GDP (weight 25% of the assignment grade)

Complete the following exercise:

Go to http://www.bea.gov/

Visit the Bureau of Economic Analysis website at www.bea.gov. From the drop-down menu under “Data”, click on “by Economics Account”. Then click on “National”, “Gross Domestic Product, and “Full Release and Tables”. Use table 7 (Relation of Gross Domestic Product, Gross National Product, and National Income) and table 8 (Personal Income and its Disposition).

1. Create the table that contains the following information for the last available quarter. Please note that using the data for previous quarters will produce grade zero for this part of the project.

Omit the intermediate lines found in Tables 7 and 8 on the web site.

Gross domestic product

Gross national product

Net national product (you should calculate it as Gross national product minus Consumption of fixed capital)

National income

Personal income

 Present the information that you received in your project.

2. Write a report in your own words (1 page, double-spaced), which contains the analysis of the results you received. In this report consider, but do not be limited to the following:

1. What is the difference between gross domestic product (GDP) and gross national product (GNP)? What is the difference in what GDP measures compared to GNP?
2. Based on the table, what calculations must you make to determine GNP from GDP?
3. What is national income (NI)? What does NI measure?
4. Which was higher in this year, GNP or NI? By how much?
5. What calculations must you make to determine NI from GNP?
6. NI is composed of a number of categories. What category makes up the largest portion of NI?
7. Please analyze and discuss the significance of the data that you received for this Data exercise. Reflect on what you have learned from this exercise.

Part 3: GDP in Different Countries (weight 25% of the assignment grade)

Complete the following exercise:

Go to World Development Indicators database:

http://databank.worldbank.org/data/views/variableSelection/selectvariables.aspx?source=world-development-indicators

1. Select 12 countries for your project by checking the check boxes under Country. 
2. Select the 2 data series GDP (current US$) and Population (Total) under Series. 
3. Select the most recent year under Time. Please use the last year when the data is available. Otherwise you will get zero for this part of the project.
4. Choose Layout on the upper left side of the screen. Under Orientation choose “Page” for Time, “Column” for Series, “Row” for Country.
5. Retrieve data. You can now retrieve data by clicking on the options on the right upper side of the window.  Clicking “Table” will allow you to see data.  Click “Download options” and choose “Data on this page only – formatted”. This option will allow you to download the data in Excel, which can then be copied into your report file. Or you can simply type the required data into the table below. Fill in the table below.
6. Present the table in your project.
7. Calculate the per capita GDP for the most recent available year for the countries with the equation given in the far right column.

Country	GDP	Population	Per Capita GDP
1	2	3	4 = 2/3

Write a short report in your own words (1 page, double-spaced), which contains the analysis of the results you have gotten. In this report consider, but do not be limited to the following:

1. List the countries by highest per capita GDP to lowest.
2. Does the order remain the same for total GDP as for per capita GDP.
3. If not, explain why is it different?
4. Please analyze and discuss the significance of this data and reflect on what you have learned from this exercise.

Part 4: Index of Economic Freedom (weight 25% of the assignment grade)

Log onto the Heritage Foundation's website at https://www.heritage.org/index/

“Today, we live in the most prosperous time in human history. Poverty, sicknesses, and ignorance are receding throughout the world, due in large part to the advance of economic freedom. In 2019, the principles of economic freedom that have fueled this monumental progress are once again measured in the Index of Economic Freedom, an annual guide published by The Heritage Foundation, Washington's No. 1 think tank.

For over twenty years the Index has delivered thoughtful analysis in a clear, friendly, and straight-forward format. With new resources for users and a website tailored for research and education, the Index of Economic Freedom is poised to help readers track over two decades of the advancement in economic freedom, prosperity, and opportunity and promote these ideas in their homes, schools, and communities.

The Index covers 12 freedoms – from property rights to financial freedom – in 186 countries.”

Click on COUNTRY RANKING to find the Rank and the Overall Score of economic freedom.

Click on EXPLORE THE DATA to find the Rank of business, trade, financial freedom, and property rights.

1. Find the Rank and Overall Score in economic freedom (overall) of the countries that you were using in part III of the assignment. Present this information as table(s) in your project.
2. Find the scores in business, trade, financial freedom, and property rights of the countries that you were using in part III of the assignment. Present this information as table(s) in your project.
3. Compare the Rank in economic freedom (overall) and other indicators with the order of the countries using the per capita GDP in the table in part III of the assignment. 
4. Write a report in your own words (1 page, double-spaced), which contains the analysis of the results that you received. Discuss the significance of the data and what you feel is the relevance of rankings. Please reflect on what you have learned from this assignment.

Get Solution: Static and dynamic analysis of an unknown suspicious file

Tasks to be undertaken:

In this coursework, you are expected to:

Analyse two specimens of malware and answer questions about the insights gained, detailing your approach with relevant evidence (e.g. screenshots, excerpts of logs, etc.)

Part 1: Static and dynamic analysis of an unknown suspicious file

This is the first part of your graded coursework and is worth 50% of your total marks.

Scenario and goal

You have been provided with an unknown file found on a suspected infected machine on your organization’s network. The goal is to perform an in-depth analysis of the file to determine its type, infection mechanisms, and document any observable behaviours. After the analysis you will recommend steps to eradicate the malware from all the other systems in your organization that have been infected by the same malware.

Answer all the questions below (in the analysis tasks section) backing your answers with appropriate proofs and detailed supporting documentation and evidence from analyses. Please provide your answers under each given question. Any references cited should be listed at the end of your report.

Environment and tools

Analyse the file “suspicious.file” on a Windows virtual machine. The file should be extracted from “suspicious.7z” with the archive password ‘infected’. Please note that this is real malware. Which tools you use is entirely up to you. In malware analysis there is rarely one “right” path. Be creative and observant! However, I suggest you look at previous lab exercises and lecture slides, and pick whatever tools you deem appropriate. Provide documentary evidence to support your answers where

appropriate, for example screenshots, excerpts from Logs, dumps and other analyses outputs.

Analysis tasks

1. What type of file is the suspicious program? How do you determine its type? Document the method you used or steps you took to identify the type of file. Can the program be run as it is? If not, explain what would you do to make it execute? [5 marks]

2. Now that you’ve determined how to make it execute for analysis, is the malware packed? What observable features of the file suggest that it may/may not be packed? Document your observations with any applicable tools of your choice. [5 marks]

3. Next, perform a basic static analysis of the malware sample and document your findings. For example, what do the imports and exports tell you about the sample? (Remember, MSDN is your friend) Are there any interesting strings? Can you observe anything suspicious section-wise? If the sample is packed, make sure you unpack it first. [6 marks] 

4. Analyse the sample dynamically and monitor its activities on the system. What changes do you observe on the host? For example, is anything dropped, executed or deleted? (Hint: if you use Regshot in any phase of your analysis, be careful to set the right scan directory i.e. ‘C:\’) Support your claims with documentary evidence. [8 marks] 

5. Is the malware sample persistent? If yes, how does it achieve its goal of being persistent on the system? What corroborating observations can you put forth from your analysis that the malware is persistent? Provide evidence of the sample’s persistence on the system (use appropriate tools to investigate). [6 marks]

6. Does the malware exhibit any network based behaviours? Analyse and document any observable network activity under (a) an isolated environment and (b) with the system connected online (in this exercise it is ok to let the sample talk to the outside world). Document all observable traffic/network activity patterns using appropriate tools and techniques. [10 marks]

7. As a member of the incident response team in your organization you are tasked with the removal of the malware from all systems infected with this same malware. How would you eliminate the malware from an infected system on your network? Outline the steps to be taken in cleaning up the system. Show how you would confirm that the malware has been completely removed by the steps you have taken. (Hint: For example you can use RegShot before and after the clean-up to show that the infection has been removed) [5 marks] Presentation: organization, readability, references etc. [5 marks]

Part 2: Analysis and reverse engineering of a malicious DLL This is the second part of your graded coursework and is worth 50% of your total marks. 

Scenario and goal Your friend received an email with an attachment and proceeded to open the email. Without being careful, your friend opened the attachment and is now concerned that the system may be infected. Answer all the questions below (in the analysis tasks section) backing your answers with appropriate proofs and detailed supporting documentation and evidence from analyses.

 Environment and tools Analyze the file “malsample.dll” on a Windows virtual machine. Extract it from “malsample.7z” with the archive password ‘infected’. Which tools you use is entirely up to you. In malware analysis there is rarely one “right” path. Be creative and observant! However, I suggest you look at previous lab exercises and lecture slides, and pick whatever tools you deem appropriate. Provide documentary evidence to support your answers where appropriate, for example screenshots, excerpts from Logs, dumps and other analyses outputs. Please provide your answers under each given question. Any references cited should be listed at the end of your report. Analysis tasks 1.

 Your friend receives the file in an email attachment on their windows XP machine and accidentally double clicks the file. Is their system infected?

 If yes why/how? If no, why not? Explain and support your answer with evidence from dynamic analysis.

 [3 marks]

2. Analyse the sample dynamically and monitor its activities on the system. Outline the steps taken to execute the sample for analysis. What changes do you observe on the host? For example, is anything dropped, executed or deleted? Any other changes to the host observed? (Hint: if you use Regshot in any phase of your analysis, be careful to set the right scan directory i.e. C:\). Support your claims with documentary evidence. [8 marks]

 3. Under which process is the malicious DLL running? What is the process ID of this process? Document your approach and show how you obtained this information. [5 marks

] 4. Does the malware exhibit any network-based behaviours? Analyse and document any observable network activity in an isolated environment. How does this malware behave networkwise? [5 marks] 

5. Reverse engineer the sample with IDA/IDA pro. (a) How many functions are exported by the DLL? (b) What are the addresses of the functions that the DLL exports? (c) How many functions call the kernel32 API LoadLibrary function? (d) How many times is the kernel32 API Sleep() function called in the DLL? (support your answers with documentary evidence e.g. screenshots) [4 marks

 6. Navigate to the ServiceMain function. (a) Show the graph view of the function (b) The main subroutine (of the ServiceMain function) jumps to a location where the code calls the kernel32 API Sleep() function right after the JZ assembly instruction. What is the value of the parameter used by this Sleep() function? [5 marks]

 7. Malware analysts sometimes need to patch an executable in order to alter its behaviour, especially when the malware uses evasive techniques. The parameter used in the Sleep function (referred to in question 6) provides a time delay after which the main sub-routines are called to perform network operations that generate traffic. Permanently patch the DLL to remove the delay so that the network activity begins without any delay i.e. immediately after the DLL is executed. Document the steps taken. [10 marks] 8. Run the DLL again and confirm that your patch has removed the delay. Document the activity and present the evidence showing that the delay in sending network traffic has been removed. [5 marks] 

Presentation: organization, readability, references etc. [5 marks] Deliverables to be essay prosubmitted for assessment: Written document consisting of two parts, with answers to each question provided as a separate items. Detailed answers and documentary evidence should be given under each question. Where appropriate, references should be listed at the end of the report and cited within the body of the report (max. 3000 words excluding figures, references, appendices, etc.).

 Part 1: Static and dynamic analysis of an unknown suspicious file; and Part 2: Analysis and reverse engineering of a malicious DLL need to be presented in the document. How the work will be marked: Each malware sample analysis will be awarded a total of 50 points. The questions each are scored from 0 to a maximum point indicated alongside each question, following a specific marking grid that considers the substance of each written response. There is a total of 10 marks for presentation quality (5 marks for each section). Please refer to the criteria marking grid for details of the assessment of the work.

Solved: Create a dialogue between two artists discussing their work(s) with an interviewer asking questions in front of an audience at an art gallery

Instructions

Create a dialogue between two artists discussing their work(s) with an interviewer asking questions in front of an audience at an art gallery (much like a panel discussion format). Have Gris or Picasso dialogue with Matisse, Cezanne Gauguin, or van Gogh, Each one should explain his work(s), influences, philosophy, style, themes, and meaning, highlighting the reason for the work(s)’ importance to and impact on the world of art.
Use the style of dialogue used in a play. For example:
Interviewer: Senor Picasso and Monsieur Matisse, which work do you consider your most significant accomplishment and why do you think so?
Picasso: (Confidently) I have so many that are significant, but one that I think is truly a work of genius and innovation is [insert the Title of the Artwork]. This work shows the innovation the art world refers to as Cubism. I was the founder of that movement and perfected the style. No other artist has had that type of influence in the world of art.
Matisse: (Somewhat insulted). If I may be so bold, Senor Picasso, but I think my work has had a greater influence. My [insert the Title of the Artwork] has had a lasting impression, if you excuse the term, on thousands of artists. For example, …

Write a two to three 2 page paper in which you:

Create dialogue for selected artist #1 that reflects his influences, philosophy, style, themes, and meaning of his work(s).
Create dialogue for selected artist #2 that reflected his influences, philosophy, style, themes, and meaning of his work(s).
Create dialogue for selected artist #1 that highlights the reason for work(s)’s importance and impact on the world of art.
Create dialogue for selected artist #2 that highlights the reason for work(s)’s importance and impact on the world of art.
Create appropriate interview questions that facilitate the dialogue and highlighted the comparison between the two (2) artists.
Include three (3) references that help support the artists’ comments. (The text may be used as one (1) reference.)

Your assignment must follow these formatting requirements:

This course requires use of new Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow SWS or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.

Sample  Solution

Interviewer: hello. Today we have two guests: Mr. Picasso and Mr. Gris, who are famous painters. Welcome painters (the audience claps).

Picasso: Thank you (smiling).

 Gris:    Thank you.

 Interviewer :( turning to Mr. Picasso). Mr. Picasso you have done a lot of paintings since you were young. What are some of the things that influenced you to engage in art?

Picasso: One of the main reason why I started painting was that my father was a painter, and he taught me how to paint. He taught in the school of art, and he would draw naturalistic paintings such as those of birds.

Interviewer: How about you, Mr. Gris, what influenced you to begin painting?

Gris: As you know, I was once an engineering student before, then later, I decided to start learning how to paint. For quite some time, I was a satirical cartoonist (laughing) before finally going to paint. I went to school for quite a while, but I started exhibiting my art a few years later.

Interviewer: How has your painting changed over time?

Picasso: When I first started painting, they were more naturalistic just like my father's paintings, but with time, my style evolved, and I started experimenting with different techniques, theories, and ideas. I started adding more color to my paintings as you can see (pointing some of the paintings at the back).

Gris: It has always been on simplification of geometric structure. And it is also blurring of distinction and setting between the subject matter and background. It is seen in the woman with the mandolin after Corot which was on September 1916. I have a few samples here you can see (he shows it to the audience, and they are awed by the paintings).

 Interviewer: What is your philosophy, Mr. Gris?

Gris: I believe that paintings communicate more than words. There are something's we cannot say through words of mouth, but we say and achieve them through paintings (the audience claps and the interviewer turns to Mr. Picasso to get his response).

Picasso: My philosophy is to do what I want. Even from an early age, I knew what I wanted in life and pursued it. As you can see, I have become one of the best painters in this era. You got to do what makes you happy.

Interviewer: can you tell us the meanings of one your paintings Mr. Picasso

Picasso: It would be my pleasure (elated) the Guernica was done in 1937. It portrays the bombing by the German and Italian air forces at the behest of the Spanish nationalist government during the Spanish civil war. It is a very somber painting.

Gris: one of the paintings I ever made was of Mr. Picasso. He has always been my mentor, and for a long time, I always wanted to be like him. So this is a token of appreciation. This one is for you Mr. Picasso (he stands up and hands the painting. Mr. Picasso cannot hide his grin. The audience are now cheering as he does so, the interviewer is impressed).

Interviewer: What are some of the themes you tackle in your paintings?

Picasso: They are different, but I always cover everything. Most off my paintings are of people. I have painted some of my relatives such as Mrs. Stein who is my sister in law. Most of the photos are of beggars and prostitutes. They often portray some of the problems the society has to deal with. It, therefore, means that I am trying to inform people of this and make them work to stop such in our community.

Gris: I also tackle different themes in my art. There are some musical instruments that I have painted, and such do signify the theme of entertainment.

Interviewer: Tell us the reason for your work, and do you feel that your work has made an impact in the world?

Gris: I paint because of the passion I have for art, particularly painting. It has a lot of impact on people. During the many exhibitions, I have showcased I can see how the paintings speak to people. They bring what is unsaid within their souls. And that is the impact of my work.

Picasso: other than paying my bills (the audience bursts into laughter), I do it for fun; it has always been my passion. There was a time I went on a trip to Spain. After that trip, it influenced the nature of my paintings. I felt that I needed to show some of the ills in society. With that, it helped to eradicate some of them. Paintings usually communicate with people.

Interviewer: Thank you for your time, gentlemen. I am glad you agreed to do this interview. (They stand up and shake hands with one another. The audience claps as they do so).

                                                         REFERENCES

Cowling, E., & Mundy, J. (1991). On classic ground: Picasso, Leger, de Chirico and the New Classicism, 1910-1930. Choice Reviews Online, 28(11), 28-6065-28-6065. doi: 10.5860/choice.28-6065

Daix, P., (1994). Picasso: life and art .icon editions ISBN 978-0-06-430201-2.

 

Gris, J.(1988). Juan Gris peintures et dessines, 1887-1927 [Marseille]: musees de Marseilles ISBN 2-71118-2969-3. (French language).