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WCM 610 Southern New Hampshire University Mitigating Unwanted Consequences Discussion
Rubric and responses attached. First, read Chapter 9 in The Essential Workplace Conflict Handbook. Additionally, review th ...
WCM 610 Southern New Hampshire University Mitigating Unwanted Consequences Discussion
Rubric and responses attached. First, read Chapter 9 in The Essential Workplace Conflict Handbook. Additionally, review the CONTROL Supplementary Document. In your initial post, address the following:How has your identification of unwanted consequences from your Improve phase informed your understanding of what you need to control?In what way might you need to dig more deeply into implementing specific Control elements for particular unwanted consequences?What are your thoughts on how the other phases of DMAIC help you understand what specific unwanted consequences you may need to control?How will you apply your understanding of Control to your organization's specific conflict or to the Garden Depot case study?In responding to your peers, reflect upon your own learning about Control, and offer constructive criticism that you feel would benefit your peers as though you were a coach or a mentor. Provide details or examples from your professional experience, where possible. Be sure to reflect carefully on your peers' thinking regarding Control and the relationship of the Control phase of DMAIC with the entire DMAIC process.Use specific examples from your own organizational conflict or the Garden Depot case study in your initial post and in your responses to other students' posts.https://www.youtube.com/watch?v=iJd03WyAtTUIn Module Six, you explored the second and final phase of the Improve process of DMAIC, paying specific attention to the mitigation of unwanted consequences. In this module, you will examine how the Control phase of DMAIC works, focusing more deeply on the mitigation of unwanted consequences that emerge as a result of Improve recommendations.The Control phase is the piece of DMAIC wherein the improvements and achievements made in the remaining phases are maintained. Specific work needs to be done to ensure that Improve recommendations are implemented, but there is more to Control. “The Control phase differs significantly from the earlier phases in that it ‘survives’ the project itself, continuing in some form as long as the process is used” (Carroll, 2013, Chapter 21, para. 1).For the discussion in this module, you will engage with your peers in a conversation about identified unwanted consequences of your Improve phase recommendations for your final project case study, and how you will control these unwanted consequences, using your learning from the reading in this module.In addition to the discussion, you will submit the third milestone toward your final project, a draft of the Improve phase of the DMAIC process model wherein you will use your learning from Modules Five and Six in the Improve phase.In Module Eight, you will conclude the Control phase and the entire DMAIC process.ReferenceCarroll, C. T. (2013). Six Sigma for powerful improvement: A Green Belt DMAIC training course with Excel tools and a 25-lesson course. Boca Raton, FL: CRC Press.
Module 1 Discussion Topic
Consider the readings for this module concerning case study protocol. In your post, address the following:
What three ke ...
Module 1 Discussion Topic
Consider the readings for this module concerning case study protocol. In your post, address the following:
What three key ideas were most significant from the readings;
Two ideas/topics from the readings that you would like to explore or discuss further; and
One element/issue/concept that you found difficult in your understanding or application of case study research methods.
In your responses to other students, focus on questions 2 and 3.This assignment is a discussion, so remember to join the conversation early in the module. Remember to cite sources—particularly in your initial post. Finally, respond to several of your classmates.Background InfoThe following readings are required for Module 1. Optional readings can be found at the end of this section and while not required, may help you understand the material better and be useful to you if you choose to conduct a case study research method for your doctoral study. All readings can be accessed in the Trident Online library, unless linked to another source.The Case Study as a Research MethodThis module begins with an overview of the case study method, how this method differs from other types of research, the types of topics that are well suited for case studies, and compares the main types of case studies used for research. IntroductionBegin your reading with Chapter One from Case Study Research: Design and Methods. You can find this book in the Trident Library, or purchase your own copy very inexpensively at a number of online book purveyors.Yin, R.K. (2009). Introduction. In Case Study Research: Design and Methods, Fourth Ed. (pp. 3-23). Thousand Oaks, CA: Sage Inc.Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219-245. (Trident Library, Sage Research Methods database).Gagnon, Y. (2010). Stage 1: Assessing appropriateness and usefulness. In The Case Study As Research Method : A Practical Handbook (pp. 11-18). Québec [Que.]: Les Presses de l'Université du Québec (EBSCO ebook Collection) Case Study DesignWe continue with an exploration of case study design. This section begins with a consideration of research questions and units of analysis, followed by the role of implicit or explicit theory in driving the research, considerations of quality (validity and reliability), and ending with the selection of single versus multiple case study designs and mixed methods.Yin, R.K. (2009). Designing case studies. In Case Study Research: Design and Methods, Fourth Ed.(pp. 24-65). Thousand Oaks, CA: Sage Inc.Baxter, P. & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13 (4), 544-559. Retrieved from http://nsuworks.nova.edu/cgi/viewcontent.cgi?artic...Gagnon, Y. (2010). Stage 2: Ensuring accuracy of results. In The Case Study As Research Method : A Practical Handbook (pp. 19-36). Québec [Que.]: Les Presses de l'Université du Québec (EBSCO ebook Collection)OptionalFarquhar, J. D. (2012). Quality in case study research. In Case study research for business (pp. 100-112). London, : SAGE Publications Ltd Gibbs, G., Clark, D., Taylor, C., Silver, C., & Lewins, A. (n.d.). Welcome to Online QDA. Retrieved November 25, 2016, from http://onlineqda.hud.ac.uk/Moeller, J. D., Dattilo, J., & Rusch, F. (2015). Applying quality indicators to single-case research designs used in special education: A systematic review. Psychology in the Schools, 52(2), 139-153Stake, R. E. (1995). The art of case study research. Thousand Oaks: Sage Publications.Case Study Protocol and Preparing to Collect DataIn Module 2, we will examine the steps of collecting and analyzing case study data, but there is much to be done (and learned) before data collection. Thus, in this final section of module one, we look at how to prepare for a case study, ethical considerations and procedures for protecting human subjects, and developing a protocol.Yin, R.K. (2009). Preparing to Collect Case Study Data. In Case Study Research: Design and Methods, Fourth Ed. pp. 66-96. Thousand Oaks, CA: Sage Inc.The Belmont Report: Ethical principles and Guidelines for the Protection of Human Subjects of Research: http://www.hhs.gov/ohrp/humansubjects/guidance/bel... (Links to an external site)Gagnon, Y. (2010). Stage 3 : Preparation. In The Case Study As Research Method : A Practical Handbook (pp. 37-48). Québec [Que.]: Les Presses de l'Université du Québec (EBSCO ebook Collection)Optional:Gagnon, Y. (2010). Stage 4 : Selecting cases. In The Case Study As Research Method : A Practical Handbook (pp. 49-54). Québec [Que.]: Les Presses de l'Université du Québec (EBSCO ebook Collection)Farquhar, J. D. (2012). Developing your case study research strategy. In Case study research for business (pp. 30-48). London: SAGE Publications Ltd. (Trident Library, Sage Research Methods database).Farquhar, J. D. (2012). Access and ethics in case study research. In Case study research for business (pp. 49-64). London: SAGE Publications Ltd. (Trident Library, Sage Research Methods database).Mills, A. J., Durepos, G. & Wiebe, E. (2010). Encyclopedia of case study research Thousand Oaks, CA: SAGE Publications Ltd (Trident Library, Sage Research Methods database). Yilmaz, K. (2013). Comparison of Quantitative and Qualitative Research Traditions: epistemological, theoretical, and methodological differences. European Journal of Education, 48(2), 311-325. (Trident Library Academic Search Complete)
Grand Canyon University Sturgeon Point Productions Sales Report & PPT
The purpose of this assignment is to utilize Microsoft Excel and PowerPoint to create a business presentation.Part 1As a s ...
Grand Canyon University Sturgeon Point Productions Sales Report & PPT
The purpose of this assignment is to utilize Microsoft Excel and PowerPoint to create a business presentation.Part 1As a sales manager at Sturgeon Point Productions, you are required to report your sales numbers weekly and share them with the vice president of sales. Create an Excel spreadsheet that provides the following information.Total sales for each type of video.Total sales of all videos.Percentage of total sales for each type of video.A chart that summarizes the sales data.The data needed for the spreadsheet is as follows.Pilates sold 156 videos at $29.99 each.Step sold 392 videos at $14.99 each.Weight Training sold 147 videos at $54.99 each.Kickboxing sold 282 videos at $29.99 each.Yoga sold 165 videos at $34.99 each. In addition to the spreadsheet content, the spreadsheet will be assessed on the following criteria.Use of appropriate worksheet, column, and row titles.Correct use of formulas.Use of chart title.Appropriate labels on X and Y axis of chart.Part 2Create a 5-slide PowerPoint presentation based upon the Excel spreadsheet you created in Part 1 of this assignment. Utilize the chart from the spreadsheet as a graphic element on at least one slide in the presentation. The presentation should summarize the following information for the vice president of sales.Total sales for each type of video.Total sales of all videos.Percentage of total sales for each type of video.In addition to the content, the presentation will be assessed on the following criteria.Slide structure includes correct use of bullet points and the 6 x 6 rule.Slide appearance includes consistent theme, text alignment, readable font, clear photos/charts, and wise use of transitions/effects.Slide content is accurate, concise, and focused on a single topic.Use of chart enhances the presentation and illustrates slide information.Slide spelling, grammar, and formatting are error-free.Speaker notes are appropriate for explaining slide content and add details not presented on the slide.Submit the Excel spreadsheet and PowerPoint presentation.Refer to the resource, "Creating Effective PowerPoint Presentations," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style. While GCU style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using GCU formatting guidelines, which can be found in the GCU Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are not required to submit this assignment to LopesWrite.Benchmark InformationThis benchmark assignment assesses the following programmatic competencies:BS Business Secondary Education7.1: Demonstrate computer literacy skills.
4 pages
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To begin with, Food Now Please is very new in the market, due to that it cannot use expensive strategies. These are the to ...
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To begin with, Food Now Please is very new in the market, due to that it cannot use expensive strategies. These are the tools I chose: WordPress is ...
4 pages
Non Tarrif Barriers
Non-tariff barriers tend to affect the way countries trade with each other. They include prohibitions and a vast of condit ...
Non Tarrif Barriers
Non-tariff barriers tend to affect the way countries trade with each other. They include prohibitions and a vast of conditions that dictate the way a ...
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WCM 610 Southern New Hampshire University Mitigating Unwanted Consequences Discussion
Rubric and responses attached. First, read Chapter 9 in The Essential Workplace Conflict Handbook. Additionally, review th ...
WCM 610 Southern New Hampshire University Mitigating Unwanted Consequences Discussion
Rubric and responses attached. First, read Chapter 9 in The Essential Workplace Conflict Handbook. Additionally, review the CONTROL Supplementary Document. In your initial post, address the following:How has your identification of unwanted consequences from your Improve phase informed your understanding of what you need to control?In what way might you need to dig more deeply into implementing specific Control elements for particular unwanted consequences?What are your thoughts on how the other phases of DMAIC help you understand what specific unwanted consequences you may need to control?How will you apply your understanding of Control to your organization's specific conflict or to the Garden Depot case study?In responding to your peers, reflect upon your own learning about Control, and offer constructive criticism that you feel would benefit your peers as though you were a coach or a mentor. Provide details or examples from your professional experience, where possible. Be sure to reflect carefully on your peers' thinking regarding Control and the relationship of the Control phase of DMAIC with the entire DMAIC process.Use specific examples from your own organizational conflict or the Garden Depot case study in your initial post and in your responses to other students' posts.https://www.youtube.com/watch?v=iJd03WyAtTUIn Module Six, you explored the second and final phase of the Improve process of DMAIC, paying specific attention to the mitigation of unwanted consequences. In this module, you will examine how the Control phase of DMAIC works, focusing more deeply on the mitigation of unwanted consequences that emerge as a result of Improve recommendations.The Control phase is the piece of DMAIC wherein the improvements and achievements made in the remaining phases are maintained. Specific work needs to be done to ensure that Improve recommendations are implemented, but there is more to Control. “The Control phase differs significantly from the earlier phases in that it ‘survives’ the project itself, continuing in some form as long as the process is used” (Carroll, 2013, Chapter 21, para. 1).For the discussion in this module, you will engage with your peers in a conversation about identified unwanted consequences of your Improve phase recommendations for your final project case study, and how you will control these unwanted consequences, using your learning from the reading in this module.In addition to the discussion, you will submit the third milestone toward your final project, a draft of the Improve phase of the DMAIC process model wherein you will use your learning from Modules Five and Six in the Improve phase.In Module Eight, you will conclude the Control phase and the entire DMAIC process.ReferenceCarroll, C. T. (2013). Six Sigma for powerful improvement: A Green Belt DMAIC training course with Excel tools and a 25-lesson course. Boca Raton, FL: CRC Press.
Module 1 Discussion Topic
Consider the readings for this module concerning case study protocol. In your post, address the following:
What three ke ...
Module 1 Discussion Topic
Consider the readings for this module concerning case study protocol. In your post, address the following:
What three key ideas were most significant from the readings;
Two ideas/topics from the readings that you would like to explore or discuss further; and
One element/issue/concept that you found difficult in your understanding or application of case study research methods.
In your responses to other students, focus on questions 2 and 3.This assignment is a discussion, so remember to join the conversation early in the module. Remember to cite sources—particularly in your initial post. Finally, respond to several of your classmates.Background InfoThe following readings are required for Module 1. Optional readings can be found at the end of this section and while not required, may help you understand the material better and be useful to you if you choose to conduct a case study research method for your doctoral study. All readings can be accessed in the Trident Online library, unless linked to another source.The Case Study as a Research MethodThis module begins with an overview of the case study method, how this method differs from other types of research, the types of topics that are well suited for case studies, and compares the main types of case studies used for research. IntroductionBegin your reading with Chapter One from Case Study Research: Design and Methods. You can find this book in the Trident Library, or purchase your own copy very inexpensively at a number of online book purveyors.Yin, R.K. (2009). Introduction. In Case Study Research: Design and Methods, Fourth Ed. (pp. 3-23). Thousand Oaks, CA: Sage Inc.Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219-245. (Trident Library, Sage Research Methods database).Gagnon, Y. (2010). Stage 1: Assessing appropriateness and usefulness. In The Case Study As Research Method : A Practical Handbook (pp. 11-18). Québec [Que.]: Les Presses de l'Université du Québec (EBSCO ebook Collection) Case Study DesignWe continue with an exploration of case study design. This section begins with a consideration of research questions and units of analysis, followed by the role of implicit or explicit theory in driving the research, considerations of quality (validity and reliability), and ending with the selection of single versus multiple case study designs and mixed methods.Yin, R.K. (2009). Designing case studies. In Case Study Research: Design and Methods, Fourth Ed.(pp. 24-65). Thousand Oaks, CA: Sage Inc.Baxter, P. & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13 (4), 544-559. Retrieved from http://nsuworks.nova.edu/cgi/viewcontent.cgi?artic...Gagnon, Y. (2010). Stage 2: Ensuring accuracy of results. In The Case Study As Research Method : A Practical Handbook (pp. 19-36). Québec [Que.]: Les Presses de l'Université du Québec (EBSCO ebook Collection)OptionalFarquhar, J. D. (2012). Quality in case study research. In Case study research for business (pp. 100-112). London, : SAGE Publications Ltd Gibbs, G., Clark, D., Taylor, C., Silver, C., & Lewins, A. (n.d.). Welcome to Online QDA. Retrieved November 25, 2016, from http://onlineqda.hud.ac.uk/Moeller, J. D., Dattilo, J., & Rusch, F. (2015). Applying quality indicators to single-case research designs used in special education: A systematic review. Psychology in the Schools, 52(2), 139-153Stake, R. E. (1995). The art of case study research. Thousand Oaks: Sage Publications.Case Study Protocol and Preparing to Collect DataIn Module 2, we will examine the steps of collecting and analyzing case study data, but there is much to be done (and learned) before data collection. Thus, in this final section of module one, we look at how to prepare for a case study, ethical considerations and procedures for protecting human subjects, and developing a protocol.Yin, R.K. (2009). Preparing to Collect Case Study Data. In Case Study Research: Design and Methods, Fourth Ed. pp. 66-96. Thousand Oaks, CA: Sage Inc.The Belmont Report: Ethical principles and Guidelines for the Protection of Human Subjects of Research: http://www.hhs.gov/ohrp/humansubjects/guidance/bel... (Links to an external site)Gagnon, Y. (2010). Stage 3 : Preparation. In The Case Study As Research Method : A Practical Handbook (pp. 37-48). Québec [Que.]: Les Presses de l'Université du Québec (EBSCO ebook Collection)Optional:Gagnon, Y. (2010). Stage 4 : Selecting cases. In The Case Study As Research Method : A Practical Handbook (pp. 49-54). Québec [Que.]: Les Presses de l'Université du Québec (EBSCO ebook Collection)Farquhar, J. D. (2012). Developing your case study research strategy. In Case study research for business (pp. 30-48). London: SAGE Publications Ltd. (Trident Library, Sage Research Methods database).Farquhar, J. D. (2012). Access and ethics in case study research. In Case study research for business (pp. 49-64). London: SAGE Publications Ltd. (Trident Library, Sage Research Methods database).Mills, A. J., Durepos, G. & Wiebe, E. (2010). Encyclopedia of case study research Thousand Oaks, CA: SAGE Publications Ltd (Trident Library, Sage Research Methods database). Yilmaz, K. (2013). Comparison of Quantitative and Qualitative Research Traditions: epistemological, theoretical, and methodological differences. European Journal of Education, 48(2), 311-325. (Trident Library Academic Search Complete)
Grand Canyon University Sturgeon Point Productions Sales Report & PPT
The purpose of this assignment is to utilize Microsoft Excel and PowerPoint to create a business presentation.Part 1As a s ...
Grand Canyon University Sturgeon Point Productions Sales Report & PPT
The purpose of this assignment is to utilize Microsoft Excel and PowerPoint to create a business presentation.Part 1As a sales manager at Sturgeon Point Productions, you are required to report your sales numbers weekly and share them with the vice president of sales. Create an Excel spreadsheet that provides the following information.Total sales for each type of video.Total sales of all videos.Percentage of total sales for each type of video.A chart that summarizes the sales data.The data needed for the spreadsheet is as follows.Pilates sold 156 videos at $29.99 each.Step sold 392 videos at $14.99 each.Weight Training sold 147 videos at $54.99 each.Kickboxing sold 282 videos at $29.99 each.Yoga sold 165 videos at $34.99 each. In addition to the spreadsheet content, the spreadsheet will be assessed on the following criteria.Use of appropriate worksheet, column, and row titles.Correct use of formulas.Use of chart title.Appropriate labels on X and Y axis of chart.Part 2Create a 5-slide PowerPoint presentation based upon the Excel spreadsheet you created in Part 1 of this assignment. Utilize the chart from the spreadsheet as a graphic element on at least one slide in the presentation. The presentation should summarize the following information for the vice president of sales.Total sales for each type of video.Total sales of all videos.Percentage of total sales for each type of video.In addition to the content, the presentation will be assessed on the following criteria.Slide structure includes correct use of bullet points and the 6 x 6 rule.Slide appearance includes consistent theme, text alignment, readable font, clear photos/charts, and wise use of transitions/effects.Slide content is accurate, concise, and focused on a single topic.Use of chart enhances the presentation and illustrates slide information.Slide spelling, grammar, and formatting are error-free.Speaker notes are appropriate for explaining slide content and add details not presented on the slide.Submit the Excel spreadsheet and PowerPoint presentation.Refer to the resource, "Creating Effective PowerPoint Presentations," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style. While GCU style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using GCU formatting guidelines, which can be found in the GCU Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are not required to submit this assignment to LopesWrite.Benchmark InformationThis benchmark assignment assesses the following programmatic competencies:BS Business Secondary Education7.1: Demonstrate computer literacy skills.
4 pages
Marketing Technology Stack
To begin with, Food Now Please is very new in the market, due to that it cannot use expensive strategies. These are the to ...
Marketing Technology Stack
To begin with, Food Now Please is very new in the market, due to that it cannot use expensive strategies. These are the tools I chose: WordPress is ...
4 pages
Non Tarrif Barriers
Non-tariff barriers tend to affect the way countries trade with each other. They include prohibitions and a vast of condit ...
Non Tarrif Barriers
Non-tariff barriers tend to affect the way countries trade with each other. They include prohibitions and a vast of conditions that dictate the way a ...
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