LOCATING RESEARCH ASSIGNMENT

DEP 2000 Name _________________________

Spring 2021 (20-2)

LOCATING RESEARCH ASSIGNMENT

Purpose of the Assignment

1. This assignment teaches you how to use library databases to access research.

2. You will learn to distinguish between primary and other sources of information.

3. You will become acquainted with the many types of research methods and with how researchers write about their studies in scholarly journals.

4. This assignment supports College Learning Outcomes #1: Communication and #4: Information Literacy, as well as others related to content of your article.

Part I. Locate an article about a research study (see your handout on research design for types of              studies) on a topic related to the course. A research article is different from articles that appear in              popular magazines and newspapers or in miscellaneous places on the Internet in that it:

· Has an author or authors

· Is located in a paper or online journal or database (you must use a database for this assignment.)

· Reports the results of a specific research study and draws conclusions based on them.

· Is not an opinion piece.

· Does not only summarize current research or present a general overview of the topic.

Part II. Include the following information:

1. Using APA reference style, give the reference citation. Follow the example below. 10 points

Example: Borman, W. C., Hanson, M. A., Oppler, S. H., Pulakos, E. D. & White, L. A. (1993). Role of early supervisory experience in supervisor performance. Journal of Applied Psychology, 78(3), 443-449. DOI: 1234567. Retrieved October 23, 2017, from PsycARTICLES database.

2. Describe the research in your own words 15 points

a. Topic and kind of study (see your handout on research design)

b. Method(s) and procedure(s) (what they did in the study): what the research questions were, how many participants and how they were chosen, how data were collected, what the researchers and the subjects did, etc.

c. Results and conclusions (what they found out)

3. What specifically did you learn from the process of locating the article for this exercise? 5 points

4. What did you learn about the topic from the content of the article? Include why you chose the topic, how the information relates to you, and how you might use the information. 5 points

5. What connections can you make between this research and the competencies of the course? How can it help you better understand some aspects of human development? 5 points

Part III. General Formatting Information for the assignment:

6. Use a cover page (include at least the name of the assignment, your name, and class time).

7. Typing is preferred – use double spacing, 1-inch margins, 12-point type, and Times New Roman font.

8. Remember you must use library databases for this assignment ( not Google, Google Scholar, Yahoo, Bing, etc.) Do not use books, newspapers, encyclopedias, book reviews, biographies, autobiographies, news bulletins, comments on papers, newsletters, popular magazines, news updates, brief articles, or meta-analyses – even if they are in the database.

9. Be sure to use APA style when giving the reference citation for the paper. An example is above in #1.

10. In a narrative paragraph for each, answer items 2, 3, 4, and 5 above. For item 2 (describing the research), you may also use the outline format above to describe the information.

11. This assignment is worth up to 40 points.

Using Library Databases

General Instructions:

· Go to the Library research page: https://libraryguides.mdc.edu/BbLLibrary

· Watch the Library video on Accessing Academic Databases: https://libraryguides.mdc.edu/BbLLibrary/research

· Watch the YouTube video on APA format: ( https://www.youtube.com/watch?v=3z_y5wrT7jw&feature=emb_title ). You are responsible for only the citation, not headers and footers.

· Read the other links on the page to search engines and databases

· Recommended Social Science Databases: PsycArticles, SIRS Researcher, Social Sciences Full Text, Academic Search Complete, JSTOR

To reach these databases:

1. Go to www.mdc.edu/kendall/library .

2. Go to Find articles/More databases

3. Log in with your Borrower ID (your MDC student number) and PIN (the last four digits of your MDC student number).

4. Select a subject category or database.

5. Enter your search terms.

For education For psychology

(Subject Category = EDUCATION) (Subject Category = SOCIAL SCIENCES)

•Education Full Text •Social Sciences Full Text

•Education Research Complete •PsycARTICLES

•Educator’s Reference Complete

•ERIC via EBSCO For articles on general subjects

(Subject Category = GENERAL)

For articles on current issues •Academic Search Complete

(Subject Category = SOCIAL SCIENCES) •Expanded Academic ASAP

•Opposing Viewpoints in Context •OmniFile Full Text Mega

•CQ Researcher Academic OneFile

•Issues and Controversies

•SIRS Researcher

For articles on health and wellness issues

(Subject Category = HEALTH and MEDICINE)

•Health & Wellness Resource Center

​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​ Resource by Jenny Saxton __________________________________________________________________________

Hints to be successful in this assignment:

· Read the assignment thoroughly and send me any questions immediately.

· Don’t procrastinate – especially for finding the research study (not a general article on a general topic). Sometimes finding one you like takes more time than you think.

· Feel free to ask advice along the way – remember I am always available by email, and the Library web page has a chat function as well.

· Use an outline format to write it up. In other words, use 1, 2, 3, etc. and follow with what that item requires.

· If you finish before it is due, turn it in. I will read it and get back to you with the results.

1

 What do you think it would be like to be in therapy with Rollo May? Would you have wanted May to be your therapist? Why or why not?  What would be his focus? 

 What do you think it would be like to be in therapy with Rollo May? Would you have wanted May to be your therapist? Why or why not?  What would be his focus?

Imagine you are in a fast-food restaurant where a lady tells you that she had heard there was a gene for liking or hating the taste of cilantro.

Imagine you are in a fast-food restaurant where a lady tells you that she had heard there was a gene for liking or hating the taste of cilantro. You looked on the Internet to investigate this statement, and although you found similar comments on reputable websites, you are yet to find any scientific studies supporting this claim.

  • Should you be skeptical about the scientific merit of this claim after browsing the Internet? Why?
  • Do you think there are times when scientifically-sound research is not accepted for publication? Why?
  • What should you do to continue this investigation?
  • find two peer-reviewed articles discussing genetics and food preference. Using the skills you learned from this week’s lectures, summarize each of them.
  • What is a primary source for any research study? Why is it important to read the primary source?
  • Why do most students settle for reading secondhand or thirdhand accounts of research studies instead of reading the primary source?
  • When might you have to depend on a secondary source of information? Are thirdhand accounts of research studies reliable? Why?

Identify at least two social/cultural factors that can influence aggressive behavior in Western Societies. Provide an example of each.

For your task, you will post a discussion of the following points:

  1. Identify at least two social/cultural factors that can influence aggressive behavior in Western Societies. Provide an example of each.
  2. Identify at least two social/cultural factors that can impact aggressive behavior in a non-Western society of your choosing. Provide an example of each.
  3. Discuss the major research strategies for studying aggression; and the limitations of the cross-cultural study of aggression.

Support your assignment with at least two references from peer-reviewed journal articles.

Length: 350-400 words

Personalized Gear Shifting Architecture for Next Generation Automatic Transmission Systems

Personalized Gear Shifting Architecture for Next Generation Automatic Transmission Systems

Ayşegül Sarı AVL Research and Engineering

Istanbul, Turkey

aysegul.sari@avl.com

Ahmet Taha Bilgiç AVL Research and Engineering

Istanbul, Turkey

taha.bilgic@avl.com

Görkem Şafak AVL Research and Engineering

Istanbul, Turkey

gorkem.safak@avl.com

Duygu Erateş AVL Research and Engineering

Istanbul, Turkey

duygu.erates@avl.com

Emre Kaplan AVL Research and Engineering

Istanbul, Turkey

emre.kaplan@avl.com

Abstract—Personalization is one of the trending topics of nowadays. Artificial Intelligence based technologies enable us to personalize systems to reflect user desire and driving profile. In automotive domain, we see intelligent software takes place in many aspects of the vehicle including transmission systems. Today, most of the vehicles are produced with an automatic transmission system which works as programmed according to the development expertise but does not incorporate behavior feedbacks. This paper proposes a novel contribution to automatic transmission systems by incorporating driver feedback to achieve personalization. This way, next generation automatic transmis- sion systems can learn from user behavior taking their inputs into account and reflect under certain conditions. The system learns driver’s demands on the road via supervised learning and predicts driver’s desired gear according to the road conditions, user manipulations, and all relevant information gathered from the vehicle at run time. Learning desires of the driver can fit into the automatic transmission’s decision-making process without violating safety standards and the operational durability as well as leaving very small footprint in terms of memory, space and computation respecting to the limited capability of the environment that the method resides. The proposed method was tested in a realistic testing environment and the results are promising so that it can be deployed in a vehicle to extend automatic transmissions’ capabilities with personalization. In fact, personalized shifting leads to better customer experience and retention.

Index Terms—Artificial Intelligence, Automatic Transmission, Machine Learning, Personalization, Imbalanced Data Classifica- tion

I. INTRODUCTION

Various high-technology devices are going through digital

transformation and vehicles are no exception with many op-

portunities [1]. Automatic transmission equipped within cars is

one of the most important candidates in vehicles [2]. Most of

these developed advanced automatic transmissions, the trend is

on Artificial Intelligence (AI) based technologies [3]. One of

the trending topics in AI is personalization [4] which focuses

on acting upon user’s profile and desire. Car manufacturers

should consider that personalization should not be limited to

peripheral systems like infotainment devices, but also extend to

the powertrain elements. In this work, we bring personalization

and automatic transmissions together to build an intelligent

transmission system which is adaptable to its user.

Since transmission is one of the key components that affects

driving comfort and experience, we see that a personalized

transmission will greatly enhance driver’s experience by pro-

viding gear shifts which are completely modified according

to their previous demands and driving styles. Moreover, this

kind of system maybe promising in commercial purposes as

well. In this work, we propose an end to end system which

will learn driver’s actions and interventions to the automatic

transmission using AI-based classification technique.

In Methodology Section, we depict the main flow of the

processes in the proposed architecture. In order to learn

the behavior and demand of the user, the state-of-the-art

learning methods are utilized and adapted to work under

limited capability of transmission control unit (TCU). This is

especially crucial considering the full safety and operational

security requirements of the system. According to the output

of this personalization engine, it signals TCU to apply desired

upshifts or downshifts as it is applied by the user transparently.

Input parameters of the TCU and driver’s upshift and down-

shift intervention to the transmission will be used for training

the machine learning model and by learning driver’s personal

choices, desired shift changes will be done automatically.

For the proof of concept implementation of the proposed

system, an end to end real-time simulation system is used.

In particular, a Hardware in the Loop (HIL) system is used

because simulation environment plays an important role for

testing automotive software applications in terms of saving

time and money. Early detection of problems and acting cor-

respondingly provide the opportunity to enhance quality. Since

it is possible to test every scenario in simulation environment,

it is also beneficial for safety critical products. HIL is one of

the simulation environments that is used for the development

and testing of complex control systems [5]. Physical parts that

are connected to the control systems through actuators and

sensors, are replaced by software models in the HIL simulation

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systems [6].

We developed several AI methods and compared their

performance in software-based experiments. Even up to 95%

score is achieved when modelling different user interactions

and personalizations.

II. RELATED WORK

Most common approach to the personalized transmission

concept is using a learning mode which is activated at a

certain stage to learn the operating parameters of gear shifting

algorithm and data is stored in the memory to be used for

future control [7].

In [8], authors propose a method focusing on learning

driver’s actions in different travel situations such as lane

changing, overtaking. Data is collected from sensors in learn-

ing mode to learn the driving maneuver and used for training

process which will then anticipate driver behavior in a non-

learning mode and shift gears accordingly.

Utilizing the same methods in previous work, learning

driver’s characteristics during different travel routes is another

proposed concept where a learning phase occurs for collecting

sensor data during predefined routes such as travelling to work,

shopping center or school [9].

Driver classification (driver type evaluation) is another

concept in personalized transmission. The classification uses

various number of parameters, which can range from pedal

position, kick down behavior to seat position [10].

In [11], shifting lines are compared with pre-defined shift

lines of different drivers and according to the driver’s style,

curves in the gear shifting map are updated.

In the proposed method of this paper, the main difference

is having no dedicated learning mode. Instead of using a re-

stricted period for learning driver’s shift actions, continuously

learning method is aimed. Driver classification and vehicle

characteristics are not considered as significant inputs for the

concept. The learning algorithm does not alter shift lines in

shift maps; instead, the output of the personalization engine

is used to override the request of output of the gear shift

map where it is allowed by transmission control algorithm.

Proposed method also differs from similar works in not being

restricted only to certain travel routes and situations. Every

intervention of the driver to the transmission is considered.

III. METHODOLOGY

In a real-world personalized shifting engine life cycle, data

consisting parameters from TCU and requested gear (reqGear

in “Fig. 1”) from driver intervention is collected by person-

alization engine and stored in a measurement database. In

the meantime, a supervised learning model (Driver Behaviour

Learning block in “Fig. 1”) is trained periodically. This

training process continues until a confidence criterion is sat-

isfied and user confirmation is received. After personalization

engine is able to predict driver’s desired gear, the predicted

gear (predGear) is sent to Logic 1 symbolizing selection of

personalized gear. If driver does any tip-up or tip-down, logic 1

directly choose reqGear, if not, predGear is chosen as shifting

to be sent to TCU. Logic 2 checks the TCU conditions and

safety criteria. If shifting is allowed by TCU after safety

check, Next Gear Decision of TCU will be output of Logic 1.

Otherwise, no personalized shifting will be occurred, instead

desired gear from TCU is applied.

IV. IMPLEMENTATION AND TESTING

A. Data Acquisition Data acquisition and functionality tests are performed on a

HIL setup equipped with the TCU application software and a

plant model that consists of a recently developed state of the

art 7-speed dual clutch transmission and the corresponding

passenger car model. HIL follows a given driving cycle which

is a time-series signal of desired vehicle speeds (as depicted

in “Fig. 2”). In addition, pre-defined rules can be input to

change the behavior of the vehicle in certain situations. For

instance, tip up and tip down requests can be injected into

TCU application using these rules to emulate the behavior of

a user requesting another gear instead of the gear which is

calculated and decided by TCU gear selection mechanism.

We collected 4 hours of driving data using HIL with the

above-mentioned setup. Driving data generated using 4 differ-

ent driving cycle as a basis. In real life, these driving cycles

are the minority of the cases which consequently produce

imbalanced results since we are interested at these minority of

cases as training dataset. A practical solution on the other hand

and for the sake of rapid convergence, we generate and collect

data with higher ratio of tip-up and tip-down samples which

is produced by using aggressive driving cycles (not normal

driving behavior) including frequent speed changes.

Since HIL produces data with plenty of asynchronous

channels, we performed an interpolation and resampling with

sampling time of 40ms on the whole data (368487 samples).

B. Personalization Methods We aim to model user intervention state using feature set

consisting of engine speed, output shaft speed, gas pedal

Fig. 1. Personalized Shifting System on Vehicle

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Fig. 2. A drive cycle used as an input for HIL

position, current gear and desired gear by TCU. The user

intervention state can be either of the classes: ‘no intervention’,

‘tip-up’ and ‘tip-down’.

Since we focus on prediction of minor classes with in-

terventions, drastic imbalance in the class populations (Ta-

ble I), makes this problem difficult. To solve this problem,

we performed following procedures. Data is split to train,

validation and test sets considering the intervention class

statistics. To handle imbalance, we either resample the training

data before modelling or use cost-sensitive models directly.

Boosting models are utilized beside the conventional models

like logistic regression or multi-layer perceptron.

1) Data splitting Splitting data into train and test sets is especially crucial

when the data is highly imbalanced. When the data is split

randomly, it is possible that samples from minor classes

diminish in the training. For that reason, the stratified splitting

method which splits the dataset without losing the overall

statistics of the target variable, is found to be suitable for this

problem. Our data is split to train, validation and test sets in

the ratio of 65:10:25 and stratified according to intervention

categories.

2) Resampling Resampling methods simply aim to balance the data classes

quantitatively, which can be both under sampling the majority

classes and over-sampling the minority classes. Using only

under-sampling is not efficient because the training data will

consist of about 800 sample which causes lack of information.

Therefore, applying over-sampling or using both are efficient

in terms of data utilization (Table II). Synthetic Minority

Over-sampling Technique (SMOTE) is applied to continuous

TABLE I COUNTS AND RATES OF TARGET CATEGORIES

Target categories No intervention Tip-up Tip-down

Count 366831 1253 403 Ratio 0.9955 0.0034 0.0011

variables as over-sampling method because it is better than

random over-sampling to not overfit to the specific instances

[12]. Although SMOTE is applicable if all variables are

continuous numerical variables, we apply a SMOTE-based

technique which [12] proposed in the same paper to handle

both categorical and numerical variables (SMOTE-NC, etc. in

section 6.1).

SMOTE-NC is applied alone and combined with Random

Under-sampling (RUS) to training data considering nominal-

categorical features. After SMOTE-NC and combination of

SMOTE-NC and under-sampling is applied, counts of each

category in training data is shown in the Table II.

3) Boosting Gradient boosting is an ensemble learning method to get

an iteratively strong model with starting a weak classifier,

focusing on the misclassifications of model and trying to fit

the residuals (real value – predicted value) in each iteration of

training [13]. Model iteratively fits more data and can catch the

minor patterns and learn difficult instances. Generally, decision

tree algorithms are used in boosting. As mentioned before,

personalized shifting behavior of a driver consists of some

decisions under similar conditions. This cause the appropriate

learning solution on the problem can be decision tree-based

classifiers. On the other hand, minor patterns which is hard to

learn for models can be handled by the boosting algorithms.

In the experiments, XGBoost [14] and CatBoost [15] are

applied as the new generation powerful gradient boosting tree

classifiers.

4) Cost-Sensitive Modelling In a real-world problem as AI model learns user’s behaviors

and demands, using synthetic data in training can make the

learning model weak when the output of the model will

directly be used for intervention to the real world. Giving

different costs according to weights of classes can be better al-

ternatives in modelling. For example, in a binary classification

assuming minority as positive class, false positive error for one

sample has accordingly higher importance than false negative

sample error, however, when a cost-insensitive classifier is

used, the model predicts all dataset as negative [16].

In the modelling personalized gear shift intervention, data is

three classes with two minorities. In the ratio of class weights

in training data, the high cost is given to misclassifications of

upshifts and downshifts, and the low cost to false positives of

minority classes. In other words, since the category ratio is

1:3:1000, the cost weights ratio is chosen as 1000:333:1. The

TABLE II TARGET CATEGORY COUNTS OF TRAIN SET BEFORE-AFTER RUS,

SMOTE-NC AND SMOTE-NC-RUS COMBINATION

Target category counts Train Set No intervention Tip-up Tip-down Original 238440 814 262

After RUS 262 262 262 After SMOTE-NC 238440 238440 238440 After combination 50000 50000 50000

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implementation results show that using boosting algorithms

with cost sensitive approach can achieve confident models.

V. EXPERIMENTAL RESULTS

Concepts detailed in the previous part got into some com-

binations to reach the powerful model that can be used in the

personalization engine. Resampling and const-sensitive mod-

elling concepts are implemented as alternatives of each other

while logistic regression, multi-layer perceptron, XGBoost and

CatBoost used as modelling algorithms. The primary aim of our model is learning minorities well

because personalization engine changes the behavior of TCU

in these cases. On the other hand, misclassification of no-

intervention class is not problematic cases for the system

because the safety conditions are checked, and the gear

shifts occur if they are fully safe and eligible for shifting.

Considering all of these aspects, the recall score (i.e. the true

positive rate) of each class, especially the minority classes

is decided to be important but also the weighted accuracy

which is average of the recall scores of three categories. On the

other hand, precision metric and F1 score are not important to

evaluate models. Results of the selected method combinations

indicating the comparison are shown in the Table III. The scores show that the most powerful models are the cost-

sensitive XGBoost and cost-sensitive multi-layer perceptron

with average recall score greater than 0.94.

VI. CONCLUSIONS

Personalization may be considered as one of the most

appealing criteria that makes next generation products more

popular thanks to AI expansion in almost all fields of our

lives. A personalized automatic transmission concept is stud-

ied in this work incorporates AI into transmission to make

transmission intelligent. The gear shifting in a vehicle is one

of the most appropriate components giving the feeling of

personalization of their car to its driver. Main purpose of

the system is to eliminate user’s desire to interfere with the

automatic transmission by learning their previous interventions

and performing desired shift changes. Since driver’s manual

intervention to the automatic transmission is not a frequent

action, the generated training data is a good example of an

imbalanced data set which is also a challenge. Different meth-

ods, that are mostly used for imbalanced dataset problems, are

experimented such as resampling, boosting and cost-sensitive

modeling. The experimental results indicate that the proposed

system is promising. As a future work, we plan to deploy

this method to a development vehicle for demonstration. In

such a setup, the driver interventions will be used instead of

the upshift and downshift signals created by the HIL simula-

tion which is according to some predetermined programmed

conditions. In a real-world scenario, the correspondence for

the predetermined conditions are the user’s demands for gear

shifting in terms of tip-ups and tip-downs.

REFERENCES

[1] Pakusch, C., Bossauer, P., Shakoor, M., & Stevens, G. (2016, July). Using, Sharing, and Owning Smart Cars. In Proceedings of the 13th International Joint Conference on e-Business and Telecommunications (ICETE 2016), Lisbon, Portugal (pp. 26-28).

[2] Ha, S. H., & Jeon, H. T. (2013). Development of intelligent gear-shifting map based on radial basis function neural networks. International Journal of Fuzzy Logic and Intelligent Systems, 13(2), 116-123.

[3] Zhu, Z., & Xu, C. (2003). Experimental study on intelligent gear-shifting control system of construction vehicle based on chaotic neural network. Nature and Science, 1(1), 86-90.

[4] Adomavicius, G., & Tuzhilin, A. (1999). User profiling in personaliza- tion applications through rule discovery and validation. In Proceedings of the fifth ACM SIGKDD international conference on Knowledge discovery and data mining (pp. 377-381). ACM.

[5] Cavina, N., Olivi, D., Corti, E., Mancini, G., Poggio, L., & Marcigliano, F. (2013). Development and implementation of hardware in the loop simulation for dual clutch transmission control units. SAE International Journal of Passenger Cars-Electronic and Electrical Systems, 6(2013- 01-0816), 458-466.

[6] Chen, R., Mi, L., & Tan, W. (2012). A new hardware-in-the-loop test system for electronic control unit of dual-clutch transmission vehicle. In Advanced Materials Research (Vol. 490, pp. 13-18). Trans Tech Publications.

[7] 维尔纳沃尔夫冈, 英戈索特, 迈克维特纳. (2007). Chinese Patent No. CN101680533A

[8] Bastian, A. (1993). German Patent No. DE4337164A1 [9] Richter, B., Bastian, A., (1993). German Patent No. DE4337163A1

[10] Henneken, M., Jauch, F., Herbster, K., Schuler, F., Mauz, T. (2000). German Patent No. DE4337163AI

[11] Borodani, P., Gianoglio, R., Giuliano, F., Lupo, M., (1999). European Patent No. EP0950839B1

[12] Chawla, N. V., Bowyer, K. W., Hall, L. O., & Kegelmeyer, W. P. (2002). SMOTE: synthetic minority over-sampling technique. Journal of artificial intelligence research, 16, 321-357.

[13] Freund, Y., Schapire, R., & Abe, N. (1999). A short introduction to boosting. Journal-Japanese Society For Artificial Intelligence, 14(771- 780), 1612.

[14] Chen, T., & Guestrin, C. (2016). Xgboost: A scalable tree boosting system. In Proceedings of the 22nd acm sigkdd international conference on knowledge discovery and data mining (pp. 785-794). ACM.

TABLE III RESULTS OF MODEL TESTS ON THE POC DATA

Recalls Methods Weighted Accuracy Weighted F1 No Intervention Tip-down Tip-Up

Cost-sensitive Logistic Regression 0.5643 0.9279 0.1818 0.5831 0.9633 Logistic Regression to SMOTE-NC 0.8101 0.7886 0.8080 0.8338 0.7098

Cost-sensitive Multi-Layer Perceptron 0.9401 0.8923 0.9607 0.9674 0.9546 Cost-insensitive XGBoost 0.4087 0.9990 0.1717 0.0554 0.9929 XGBoost to SMOTE-NC 0.7678 0.9772 0.8181 0.5082 0.9749

Cost-insensitive XGBoost to SMOTE-NC-RUS combination 0.8167 0.9701 0.8384 0.6417 0.8975 Cost-Sensitive XGBoost 0.9467 0.8997 0.9697 0.9707 0.9237

Cost-Sensitive CatBoost without one-hot-encoder 0.8904 0.9609 0.9091 0.8013 0.9672 Cost-Sensitive CatBoost with one-hot-encoder gear states 0.8691 0.9628 0.8889 0.7557 0.9361

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[15] Prokhorenkova, L., Gusev, G., Vorobev, A., Dorogush, A. V., & Gulin, A. (2018). CatBoost: unbiased boosting with categorical features. In Advances in Neural Information Processing Systems (pp. 6638-6648).

[16] Ling, C. X., & Sheng, V. S. (2010). Cost-sensitive learning. Encyclope- dia of machine learning, 231-235.

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 Create an argument for why healthcare is best regulated at the federal or state/local level. Explain the pros and cons of regulation at that level versus the other level, and consider aspects such as taxation, national standards versus local control, and the Constitution. Include recent examples in the news that support your argument.

Create an argument for why healthcare is best regulated at the federal or state/local level. Explain the pros and cons of regulation at that level versus the other level, and consider aspects such as taxation, national standards versus local control, and the Constitution. Include recent examples in the news that support your argument. No plagiarism, will be submitted through Turnitin. Must be written in Turabian format.

Several sources should be cited and listed in the references to support points. These include the book, lessons, news articles, and relevant websites.

The task is to research, create, and support a scholarly argument using facts and evidence. Personal opinions are unnecessary and should be left out of the arguments. State facts and back them with citations. Phrases like “I feel” or “in my opinion” should appear nowhere in the essay. 

Please reference the attached rubric before beginning.

Writing Rubric

Exemplary
Accomplished
Developing
Beginning
Did not attempt
Criterion ScoreSynthesis Of Knowlegde
20 points

Submission exhibits a clear understanding of the assignment. Thesis is well constructed to guide the reader through the assignment. Submission builds on the thesis with well-documented supporting facts, figures, and/or statements. 17 points

Submission demonstrates good comprehension of topic and in the building of the thesis. Thesis is effectively presented, with most statements and facts helping to support the key focus of assignment. 15 points

Submission exhibits a basic understanding of the assignment, but the thesis is not fully supported or is unclear. The reader may have difficulty seeing linkages between thoughts. Submission has included few supporting facts and statements. 13 points

Submission exhibits a limited understanding of the assignment. Reader is unable to follow the logic of the submission. Thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Writing is weak in the inclusion of supporting facts or statements. 0 points

No submission or plagiarized submission. / 20Foundation of Knowledge
20 points

Submission demonstrates proficient command of the subject matter. Assignment shows an impressive ability to relate course content to practical examples and applications. Submission provides comprehensive analysis of details, facts, and concepts in a logical sequence. 17 points

Submission exhibit competent usage of subject matter in assignment. Submission provides satisfactory ability in relating course content in examples given. Details and facts presented provide an adequate presentation of current level of subject matter knowledge. 15 points

Submission demonstrates has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Submission generally explains concepts, but it only meets the minimum requirements in this area. 13 points

Submission tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Submission presents concepts in isolation, and does not perceive to have a logical sequencing of ideas. 0 points

No submission or plagiarized submission. / 20Application of Knowledge
20 points

Submission demonstrates a higher-level of critical thinking and provides a strategic approach in presenting examples of problem solving. It draws conclusions which are not immediately obvious. Submission provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. It presents a genuine intellectual development of ideas throughout assignment. 17 points

Submission exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates above average use of relating concepts by using a variety of factors. There are adequate conclusions. 15 points

Submission takes a conventional approach in guiding the reader through various linkages and connections presented in assignment. There’s a limited perspective on key concepts throughout assignment. Submission appears to have difficulty applying information in a problem-solving manner. 13 points

Submission demonstrates a beginning understanding of key concepts, but overlooks critical details. Information is not applied in a problem-solving fashion. Submission presents confusing statements and facts in assignment. There is no evidence or little semblance of critical thinking skills. 0 points

No submission or plagiarized submission. / 20Organization and Format
10 points

Submission thoroughly explains all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates ability to plan and organize research in a logical sequence. 8.5 points

Submission explains the majority of points and concepts in the assignment. It demonstrates a good skill level in formatting and organizing material in assignment. It also presents an above average level of preparedness, with few formatting errors. 7.5 points

Submission applies some points and concepts incorrectly. There are a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing. 6.5 points

Assignment reveals formatting errors and a lack of organization. It is an incomplete attempt to provide linkages or explanation of key terms. 0 points

No submission or plagiarized submission. / 10Writing Skills
15 points

Submission demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. It presents a thorough, extensive understanding of word usage. Submission excels in the selection and development of a well- planned research assignment. Assignment is error-free. 12.75 points

Submission provides an effective display of good writing and grammar. Assignment reflects an ability to select appropriate word usage and presents an above-average presentation of a given topic or issue. Assignment appears to be well written with no more than five errors. It is a good final product that covers the above-minimal requirements. 11.25 points

Assignment reflects basic writing and grammar, but with more than five errors. Key terms and concepts are somewhat vague and not completely explained by student. Submission uses a basic vocabulary in assignment and demonstrates a mediocre writing ability. It also demonstrates a basic understanding of the subject matter. 9.75 points

Topics, concepts, and ideas are not coherently discussed or expressed in assignments. Writing style is weak and needs improvement, along with numerous proofreading errors. Assignment lacks clarity, consistency, and correctness, and it needs significant revisions to reach an acceptable level. 0 points

No submission or plagiarized submission. / 15Research Skills
15 points

Submission provides sophisticated synthesis of complex body of information in the preparation of assignment. Research contributes significantly to the development of the overall thesis. Assignment incorporates five or more quality references, and it incorporates a variety of research resources and methodology. 12.75 points

Submission achieves an above average synthesis of research, but interpretation is narrow in scope and description within assignment. Assignment contains fewer than five valid resources, which are cited throughout to support statements. 11.25 points

Assignment demonstrates basic or borderline research abilities. Submission has incorporated fewer than three sources, and it does not attempt to support key elements of assignment with proper citations, although sources may be listed at the end. 9.75 points

Submission fails to provide an adequate synthesis of research collected for assignment. The lack of appropriate citations or source materials demonstrates a need for additional help or training in this area. Assignment lacks proper citations to support statements The submission is not acceptable college-level work. 0 points

No submission or plagiarized submission. / 15Rubric Total ScoreTotal/ 100

Primary Task Response: Write 300-350 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.

Primary Task Response: Write 300-350 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.

  • Define and explain the concept of vicarious responsibility and the respondeat superior doctrine. 
  • Conduct research and find a real-life example of how a health care organization has been found vicariously liable under the legal principles of the respondeat superior doctrine.
  • Explain how organizations can mitigate the chance of vicarious liability. 

Use APA formatting and citation standards. Use at least 2 scholarly references published within the last 5 years to substantiate your work.

Disparities in Healthcare 

Part 1 

Disparities in Healthcare 

This is an individual activity and tests the students’ ability to consume, synthesize, and apply all they learned during the course in order to address specific disparities existing among several countries’ healthcare systems. These reports are in professional written report format, not PowerPoint.

  • Each student picks a geographic region with at least three countries (not in North America) and investigates health care in the context of:

o   Poverty

o   Public and professional education

o   Distribution of providers by specialties and educational levels

o   Allocation of resources (including locations of medical facilities and providers)

o   Overall management of the health care by government as well as other political, social, and economic factors.

It will be important to investigate and document links between poverty, education, and accessibility to the quality of health care and delivery.

Each student will write a report combining statistics and information from various reputable international sources with their own insights into an analysis of current strengths and weaknesses for each country. Each student will integrate the reports to create potentially workable solutions to the shortcomings and problems that are discovered.

The students must utilize primary sources, consulting the literature and works of known and well reputed organizations such World Health Organization (WHO) and/or National Institutes of Health in their research. The students must also follow scholarly methods of conducting research, organizing data, and citing references.

Minimum number of pages for this assignment is 5 detailed pages (double-spaced).  Five detailed pages do not include title and reference pages.  Please use APA formatting; you do not need to provide an abstract.  Abstract is not included in the 5 detailed pages either.

Part 2

Choose 2 out of the 3 questions and provide fact-based answers:

Chapter 12

1. How is health care cost defined and measured?

2. How is health care accessibility defined and measured?

3. How is health care quality defined and measured?

Expectation is that you write about 3-4 pages addressing these questions and post them prior to the deadline. Writing is expected to be in APA format.  The 3-4 pages do not include title page and reference page.

electronic health records

Financial challenges associated with changes to how healthcare organizations are reimbursed for healthcare services, the cost of implementing new technology and professionals to comply with federal requirements for electronic health records, and the increasing numbers of individuals who cannot pay for their healthcare represent only one issue for healthcare executives in the healthcare delivery system. But it has significant consequences for the viability and solvency of healthcare organizations. Healthcare executives don’t have a crystal ball; however, they do engage in forecasting the future based on what is currently known and examination of trends (Lee, 2015). To do this type of forecasting, healthcare executives are demonstrating techniques found in anticipatory management. According to their seminal research, Ashley and Morrison (1997) reported there are severe consequences for not anticipating future trends in a rapidly changing and complex society. The anticipatory management process they describe begins with scanning the environment to identify issues; creating issues briefs to inform stakeholders; prioritizing issues; assembling the team of experts; creating, implementing, and evaluating action plans and outcomes; and adjusting the course when necessary.

Last week, you compared healthcare delivery and costs in the United States with those in developed countries. This week, you will focus U.S. healthcare executives and how they prioritize the challenges confronting them to minimize the impact to their organizations.