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Assessment/Interview Select a community of interest in your region. Perform a physical assessment of the community. Perform a direct assessment of a community of interest using the "Functional Health Patterns Community Assessment Guide." Interview a community health and public health provider regarding that person's role and experiences within the community. Interview Guidelines Interviews can take place in-person, by phone, or by Skype. Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community. Complete the "Provider Interview Acknowledgement Form" prior to conducting the interview. Submit this document separately in its respective drop box. Compile key findings from the interview, including the interview questions used, and submit these with the presentation. PowerPoint Presentation Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest. Include the following in your presentation: Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health. Summary of community assessment: (a) funding sources and (b) partnerships. Summary of interview with community health/public health provider. Identification of an issue that is lacking or an opportunity for health promotion. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA format ting guidelines, which can be found in the APA 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. .

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Include the following in your presentation:
Description of community and community boundaries: the
people and the geographic, geopolitical, financial, educational
level; ethnic and phenomenological features of the community,
as well as types of social interactions; common goals and
interests; and barriers, and challenges, including any identified
social determinates of health.
Summary of community assessment: (a) funding sources and (b)
partnerships.
Summary of interview with community health/public health
provider.
Identification of an issue that is lacking or an opportunity for
health promotion.
A conclusion summarizing your key findings and a discussion
of your impressions of the general health of the community.
While APA style is not required for the body of this assignment,
solid academic writing is expected, and documentation of
sources should be presented using APA format ting guidelines,
which can be found in the APA 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.

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Select a community of interest in your region. Perform a physical assessment of the community. Perform a direct assessment of a community of interest using the ″Functional Health Patterns Community Assessment Guide.″ Interview a community health and public health provider regarding that person′s role and experiences within the community. Interview Guidelines Interviews can take place in-person, by phone, or by Skype. Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community. Compile key findings from the interview, including the interview questions used, and submit these with the presentation. PowerPoint Presentation Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest. Include the following in your presentation: Desсrіption of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health. Summary of community assessment: (a) funding sources and (b) partnerships. Summary of interview with community health/public health provider. Identification of an issue that is lacking or an opportunity for health promotion. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA format ting guidelines, this assignments has rubics .

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Community Assessment and Analysis Presentation This assignment consists of both an interview and a PowerPoint (PPT) presentation. Assessment/Interview Select a community of interest in your region. Perform a physical assessment of the community. 1. Perform a direct assessment of a community of interest using the "Functional Health Patterns Community Assessment Guide." 2. Interview a community health and public health provider regarding that person's role and experiences within the community. Interview Guidelines Interviews can take place in-person, by phone, or by Skype. Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community. Complete the "Provider Interview Acknowledgement Form" prior to conducting the interview. Submit this document separately in its respective drop box. Compile key findings from the interview, including the interview questions used, and submit these with the presentation. PowerPoint Presentation Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest. Include the following in your presentation: 1. Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health. 2. Summary of community assessment: (a) funding sources and (b) partnerships. 3. Summary of interview with community health/public health provider. 4. Identification of an issue that is lacking or an opportunity for health promotion. 5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community. While APA style, and thesis is required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA format ting guidelines. Functional Health Patterns Community Assessment Guide Functional Health Pattern (FHP) Template Directions: This FHP template is to be used for organizing community assessment data in preparation for completion of the topic assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community. Value/Belief Pattern Predominant ethnic and cultural groups along with beliefs related to health. Predominant spiritual beliefs in the community that may influence health. Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.). Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundrai.

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Assessment/Interview- USE BRONX, NY as the Community Select a community of interest in your region. Perform a physical assessment of the community. Perform a direct assessment of a community of interest using the "Functional Health Patterns Community Assessment Guide." Interview a community health and public health provider regarding that person's role and experiences within the community. Interview Guidelines Interviews can take place in-person, by phone, or by Skype. Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community. Compile key findings from the interview, including the interview questions used, and submit these with the presentation. PowerPoint Presentation Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest. Include the following in your presentation: Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health. Summary of community assessment: (a) funding sources and (b) partnerships. Summary of interview with community health/public health provider. Identification of an issue that is lacking or an opportunity for health promotion. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA format ting guidelines, which can be found in the APA Style Guide This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. .

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This is a Collaborative Learning Community assignment. The instructor will assign you to a CLC group. The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. This assignment consists of both an interview and a PowerPoint (PPT) presentation. Assessment/Interview Select a community of interest. It is important that the community selected be one in which a CLC group member currently resides. Students residing in the chosen community should be assigned to perform the physical assessment of the community. 1. Perform a direct assessment of a community of interest using the "Functional Health Patterns Community Assessment Guide." 2. Interview a community health and public health provider regarding that person's role and experiences within the community. Interview Guidelines Interviews can take place in-person, by phone, or by Skype. Complete the "Provider Interview Acknowledgement Form" and submit with the group presentation. Develop one set of interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community. Compile key findings from the interview, including the interview questions used, and submit with the group presentation. PowerPoint Presentation Within your group, create a PowerPoint presentation of 15-20 slides (slide count does not include title and reference slide) describing the chosen community interest. Include the following in your presentation: 1. Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level, ethnic, and phenomenological features of the community as well as types of social interactions, common goals and interests, barriers, and challenges, including any identified social determinates of health. 2. Summary of community assessment: (a) funding sources and (b) partnerships. 3. Summary of interview with community health/public health provider. 4. Identification of an issue that is lacking or an opportunity for health promotion. The issue identified can be used for the Community Teaching Plan: Community Teaching Work Plan Proposal assignment. 5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community. In addition to submitting this assignment in the LoudCloud dropbox, email a copy of your submission to [email protected] While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA ...

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Provider Interview Acknowledgement Form Student Name: __________________ Section & Faculty Name:_________________________________ Date of Interview: ________________ Provider Information Provider Name : Last First M.I. Credentials: Title: (i.e. MS, RN, etc.) Organization: Phone Number: E-mail Address: Interview Acknowledgement I _______________________acknowledge that I was interviewed by _____________________on the (Provider Name) (Student Name) date listed above. The organization / agency does not endorse the university or the student however, the student learning experience is considered appropriate for educational purposes. ______________________________ _________________ Provider Signature Date Signed NOTE: Acknowledgement form is to be returned to the student for electronic submission to the faculty member. Functional Health Patterns Community Assessment Guide Functional Health Pattern (FHP) Template Directions: This FHP template is to be used for organizing community assessment data in preparation for completion of the topic assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community. Value/Belief Pattern Predominant ethnic and cultural groups along with beliefs related to health. Predominant spiritual beliefs in the community that may influence health. Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.). Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)? What does the community value? How is this evident? On what do the community members spend their money? Are funds adequate? Health Perception/Management Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state). Immunization rates (age appropriate). Appropriate death rates and causes, if applicable. Prevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient? Available health professionals, health resources within the community, and usage. Common referrals to outside agencies. Nutrition/Metabolic Indicators of nutrient deficiencies. Obesity rates or percentages: Compare to CDC statistics. Affordability of food/available discounts or food programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food stamps, senior discounts, employee discounts, etc.). Availability of water (e.g., number and quality of drinking fountains). Fast food and junk food accessibility (vending machines Evidence of healthy food consumption or unhealthy food consumption (trash, long lines, observations, etc.). Provisions for special diets, if applicable. For schools (in addition to ...

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Create a 5-7 slide PowerPoint presentation about an evidence-based population health improvement plan. Scenario Your organization has created an initiative to improve one of the pervasive and chronic health concerns in the community. Some examples of possibilities for health improvement initiatives include type 2 diabetes, HIV, obesity, and communicable diseases. You will need to do your own research to gather and evaluate the relevant data for your chosen issue. Once you have created a presentation for the initiative, you have been asked to present to a group of community stakeholders. The purpose of your presentation is to inform and enlist support for the initiative from your audience. *The suggested headings for your presentation are: · Community Data Evaluation. · Meeting Community Needs. · Measuring Outcomes. · Communication Plan. · Evidence. In your presentation, you will: · Evaluate the environmental and epidemiological data about your community so that you can determine a population health issue within a chosen community. 1. Identify the relevant data. This can be communicated in a table or chart. 1. Describe the major population health issue suggested by the data within your community. 1. Explain how environmental factors affect the health of community residents. 1. Identify the level of evidence, validity, and reliability for each source. 1. Develop an ethical health improvement plan with outcome criteria that addresses the population health issue that you identified in your evaluation. 2. Consider the environmental realities and challenges existing in the community. 2. Include interventions that will meet community needs. 2. Address potential barriers or misunderstandings related to various cultures prevalent in the community. 2. Propose criteria that can be used to evaluate the achievement of the plan's outcomes for your population health improvement. 4. Explain why your proposed criteria are appropriate and useful measures of success. · Explain how you plan to apply strategies for communicating with community stakeholders and community members in an ethical, culturally sensitive, and inclusive way about the development and administering of your population health improvement plan. . Identify the community stakeholders that are relevant to your Evidence-Based Population Health Improvement Plan. . Develop a clear communication strategy that is mindful of the cultural and ethical expectations of colleagues and community members regarding data privacy. . Ensure that your strategy enables you to make complex medical terms and concepts understandable to members of the community regardless of disabilities, language, or level of education. · Explain the value and relevance of the resources you used as the basis for your population health improvement plan. . Explain why the evidence is valuable and relevant to the community health concern you are addressing. . Explain why each piece of evidence is appropriate and informs the goal of i.

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Common sports-related shoulder injuries S houlder pain is commonly treated in general practice; its causes are often multi-factorial. The focus of this article is on sports-related shoulder injuries likely to be seen in the community. This article aims to overview the presentation, assessment and management of these conditions in general practice. The GP curriculum and common sports-related shoulder injuries Clinical module 3.20: Care of people with musculoskeletal problems lists the learning objectives required for a GP to manage common sports-related shoulder injuries in the community or refer for specialist management. In particular, GPs are expected to be able to: . Communicate health information effectively to promote better outcomes . Explore the perceptions, ideas or beliefs the patient has about the condition and whether these may be acting as barriers to recovery . Use simple techniques and consistent advice to promote activity in the presence of pain and stiffness . Agree treatment goals and facilitate supported self-management, particularly around pain, function and physical activity . Assess the importance and meaning of the following presenting features: . pain: nature, location, severity, history of trauma . variation of symptoms over time . loss of function – weakness, restricted movement, deformity and disability, ability to perform usual work or occupation . Understand that reducing pain and disability rather than achieving a complete cure could be the goal of treatment . Understand indications and limitations of plain radiography, ultrasound, and magnetic resonance scans . Diagnose common, regional soft-tissue problems that can be managed in primary care . Understand the challenge that many musculoskeletal conditions might be better and more confidently managed by other healthcare personnel rather than GPs, because most GPs do not gain the necessary treatment skills during their training . Refer those conditions which may benefit from early referral to an orthopaedic surgeon The four most common categories of shoulder pain seen in primary care are (Mitchell, Adebajo, Hay, & Carr, 2005): . Rotator cuff disorders (85% tendinopathy) . Glenohumeral disorders . Acromioclavicular joint disease, and . Referred neck pain. There are many different types of sports that can cause acute or chronic shoulder injuries. In professional English Rugby Union, for example, the most common match injury is of the acromioclavicular joint (32% overall) and the most severe injury requiring the longest time off (mean of 81 days) is shoulder dislocation (Headey, Brooks, & Kemp, 2007). Shoulder injuries can also occur in non-contact sports, such as golf, tennis, swimming and weightlifting. Although shoulder injuries may be more common in contact sports, the injury may have a larger impact on the performance of individuals playing non-contact sports. For example, golfers require very precise manoeuvres of their dominant.

Common sports-relatedshoulder injuriesShoulder pain is.docx

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Common Product Yields VEGETABLES Acorn Squash Flesh Raw 74% Eggplant Trim, Pared, and Sliced 81% Artichoke Edible Leaves and Base 40% Endive Trimmed and Cored 86% Asparagus Trimmed Ends 80% Fennel Trimmed and Cored 86% Beets Peeled and Diced 91% Garlic Peeled Cloves 87% Broccoli Cored. Florets Only 47% Ginger Root Peeled Root 83-90% Brussel Sprouts Trim and Ready To Cook 90% Iceberg Lettuce 62% Butternut Squash 84% Leek Bulb and Flower Leaves 44% Red & Green Cabbage Trimmed Without Core 64% Mushrooms 90% Carrots 68% Onions 63% Cauliflower Cored. Florets Only. 53% Peppers 59% Celery 60% Potatoes Skinned By Hand and Raw 63% Cilantro 90% Romaine 86% Corn Raw Kernals Cut Off Cob 36% Spinach Trimmed Leaves 72% Cucumber Pared and Sliced 84% Zucchini 78% FRUITS Apples Peeled and Cored 40% Mango Without Pit and Skin 69% Avocado Skin and Seeded 63% Oranges Pared, Flesh 44% Banana 66% Papayas 65% Blackberries 96% Peaches Without Pit and Skin 76% Cantaloupe Rind and Seeded 43% Pears Without Pit and Skin 78% Cherries Flesh 62% Pineapple Peeled and Cored 38% Coconut Meat 48% Plantains Fully Ripe 65% Figs Without Stem 97% Plums Pitted 94% Grapefruit Segments Without Membrane 52% Pomegranates Seeded 44% Grapes Stems Removed 96% Prickle Pear Pulp 44% Honeydew Rind and Seeded 48% Strawberries Good Quality, No Stem 90% Lemons Juiced and Strained 36% Tomato Stem and Base 90% Lime/Lemon Zest 16% Watermelon Rind and Seeded 52% Limes Juiced and Strained 47% Common Product Yields MEAT Beef Chuck 85% Lamb Breast And Flank 89% Flank 90% Chop 75% Flap Meat 80% Foreleg 70% Inside Round 65% Loin 89% Neck 75% Rib 81% Rib Chop 83% Shoulder 86% Rump 79% Pork Bacon 93% Shank Hind 43% Butt Boneless 85% Shank Fore 61% Chop 75% Shoulder Clod 75% Ham 85% Short Ribs 68% Picnic 81% Sirloin Butt 70% Shoulder 84% Sirloin Top Full Cut 71% Tender 95% Steak Club 83% Veal Chuck 80% Steak Porterhouse 91% Flank 99% Steak T-Bone 88% Fore Shank 52% Tender PSMO 75% Leg, Boned and Trimmed 68% Cut Steak Ribeye Steak Lip Off 72% Loin 83% Ribeye Steak Lip On 78% Plate 79% Strip Steak Center Cut 50% Rib 77% Strip Steak End Cut 63% Round 77% Top Butt Steak Cap On 52% Top Butt Steak Center Cut 38% Peeled Tenderloin 52% Peeled Tenderloin c/c 38% Common Product Yields POULTRY AND FISH Game Hen With Neck and Giblets 91% Bass Without Skin Filet 59% Breast Skin On 74% Clams Edible Portion 15% Chicken Broiler/Fryer Without Neck/Giblets 89% Cod Filet Without Skin 30% Drum 63% Crab Blue From Shell 17% Thighs 70% Dungeness From Shell 27% Wings 50% King From Shell 25% Breast 87% Crawfish Tail 12% Breast Quarter 75% Back 23% Drum 69% Flounder Filet Without Skin 41% Leg 75% Frog Legs Flesh 65% Leg Quarter 71% Halibut Filet Without Skin 59% Thigh 82% Trout Fil.

Common Product Yields VEGETABLES Acorn Squash.docx

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Common Law Strict Liability Introduction: Strict liability, or liability without fault, is a category of unintentional torts in which the wrongdoer may be held liable for harm to others even when exercising utmost care and being as careful as possible. Strict liability applies to (1) abnormally dangerous activities. Abnormally dangerous activities are those that involve a high risk of serious harm to persons or property that cannot be completely eliminated even with reasonable care, such as using and storing explosives, stunt flying, keeping wild animals, and trespassing livestock. Product Liability** Introduction: Product liability, sometimes called strict product liability refers to cases in which a person is injured by a product, or use of a product because the product is defective in some way. When a product is defective it may become abnormally dangerous although the product, when not defective, may be safe. Please also see Instructor Notes link in week 2 for further details and explanation of product liability. **Strict product liability is often confused with the separate common law tort of strict liability, sometimes referred to as “liability without fault”. Strict liability applies only to a small category of abnormally dangerous activities, such as use of explosives, fireworks, and stunt flying. Please see section above. Warranties and Product Liability Introduction: A warranty is a promise, or guarantee, by a seller or lessor that certain facts are true of the goods being sold or leased. Types of warranties include (1) warranties of title guaranteeing that the goods have clear and valid title, (2) express warranties promising specific facts about the goods, and (3) implied warranties of merchantability, or fitness for a particular purpose. A warranty creates a legal duty for the seller or lessor; a non-breaching party can recover damages for breach of warranty(ies). Because warranties are associated with the sale or lease of products, breach of warranty claims are a part of product liability claims and manufacturers and sellers of goods can be held liable for breach of warranty for defective products. Warranties are subject to regulation under the UCC, product liability tort law, contract law, and the Magnuson-Moss Warranty Act. Product Liability** Product liability, sometimes called strict product liability refers to cases in which a person is injured by a product, or use of a product because the product is defective in some way. When a product is defective it may become abnormally dangerous although the product, when not defective, may be safe. Definitions of a Defective Product in Product Liability Products may become defective because of: 1) defective manufacture (so the product is "broken", not perfectly made, i.e., a product is manufactured so that the electric wiring is improperly made/attached, etc. and may cause a fire or cause elect.

Common Law Strict Liability Introduction Strict liabilit.docx

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Common Core .docx

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common core state stanDarDs For english Language arts & Literacy in History/social studies, science, and technical subjects appendix B: text exemplars and sample Performance tasks Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS a p p e n d ix b | 2 exemplars of reading text complexity, Quality, and range & sample Performance tasks related to core standards Selecting Text Exemplars The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that students should encounter in the text types required by the Standards. The choices should serve as useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do not represent a partial or complete reading list. The process of text selection was guided by the following criteria: • Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on qualitative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group began by soliciting contributions from teachers, educational leaders, and researchers who have experience working with students in the grades for which the texts have been selected. These contributors were asked to recommend texts that they or their colleagues have used successfully with students in a given grade band. The work group made final selections based in part on whether qualitative and quantitative measures indicated that the recommended texts were of sufficient complexity for the grade band. For those types of texts—particularly poetry and multimedia sources—for which these measures are not as well suited, professional judgment necessarily played a greater role in selection. • Quality. While it is possible to have high-complexity texts of low inherent quality, the work group solicited only texts of recognized value. From the pool of submissions gathered from outside contributors, the work group selected classic or historically significant texts as well as contemporary works of comparable literary merit, cultural significance, and rich content. • Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to ensure that the samples presented in each band represented as broad a range of sufficiently complex, high- quality texts as possible. Among the factors considered were initial publication date, authorship, and subject matter. Copyright and Permissions For those exemplar texts not in the public domain, we secured permissions and in some cases employed a conser- vative interp.

common core state stanDarDs For english Language arts & .docx

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COMMON ETHICAL PROBLEMS OF INDIVIDUALS BA 354 COLLEGE OF BUSINESS 1 ASSUMPTIONS OF THE “GIVING VOICE TO VALUES” APPROACH: Ethical dilemmas at work are common, not rare. You have values that you want to live up to. There are many ways that you can voice your values. Practicing ahead of time will help you to be more effective. 2 THE POWER OF FAIRNESS The example of grades Equity Reciprocity Impartiality 3 Discrimination Unequal treatment based on one’s race, gender, ethnicity, national origin, religion, age, disability, etc. Standard for hiring, promotions, etc., should be the ability to do a job + 4 Have you ever experienced discrimination? What could you have done about it? Why is discrimination an ethical issue? DISCRIMINATION 5 CONFLICTS OF INTEREST Objectivity is compromised by possibility of financial or other gains. Gifts or bribes Access to resources such as privileged information Relationships or Influence 6 CONFLICTS OF INTEREST 7 Conflict of Interest Your daughter is applying to a prestigious university. Since admission to the school is difficult, your daughter has planned the process carefully. She has consistently achieved high marks, taken preparatory courses for entrance exams, and has participated in various extracurricular activities. When you tell one of your best customers about her activities, he offers to write her a letter of recommendation. He's an alumnus of the school and is one of its most active fund raisers. Although he's a customer, you also regularly play golf together and your families have socialized together on occasion. 8 CUSTOMER CONFIDENCE Includes such issues as Confidentiality Product safety Truth in advertising Fiduciary responsibilities 9 Confidentiality You work for a consulting company in Atlanta. Your team has recently completed an analysis of Big Co. including sales projections for the next five years. You're working late one night when you receive a call from an executive vice president at Big Co. in Los Angeles, who asks you to immediately fax her a summary of your team's report. When you locate the report, you discover that your team leader has stamped "For internal use only" on the report cover. Your team leader is on a hiking vacation and you know it would be impossible to locate him. Big Co. has a long-standing relationship with your company and has paid substantial fees for your company's services. 10 Product Safety You’re the head of marketing for a small pharmaceutical company that has just discovered a very promising drug for the treatment of Alzheimer’s disease. You have spent months designing a marketing campaign which contains printed materials and medication sample kits for distribution to almost every family physician and gerontologist in the country. As the materials are being loaded into cartons for delivery to your company’s representatives, your assistant tells you that .

COMMON ETHICAL PROBLEMS OF INDIVIDUALSBA 354COLLEG.docx

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Common Core Casey Berry English / 200 August 29, 2018 Ms. Gaby Maruri Common Core I) Introduction A. Common Core is an educational tool that should not be used in our public schools. B. Common Core is unconstitutional and is a disadvantage for teachers as well as students and their parents. C. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons. II) Body A. Common core is unconstitutional. · Common Core was not a concept done by the Department of Education (DOE). · It was created by a company named Achieve, Inc. and released under two private associations, the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). · Educational responsibility has been taken away from the states and local districts. B. Common Core has not been embraced by teachers very well. · Many teachers have had to adapt their style of teaching to accommodate the Common Core curriculum. · It only focuses on three specific subjects such as Mathematics. · Focuses more on “critical thinking” rather than knowledge. C. It is not beneficial for students and their parents. · Parents have a difficult time helping their children with homework because they do not understand the methods used to solve the problems. · Prepares students more for the workforce, rather than college. III) Refuting Opponents Arguments Comment by Author: You list opposing arguments, but you did not provide refutations. D. States win more money · States that implement Common Core have the chance to compete for Race to the Top money and a better chance at a No Child Left Behind Waiver. E. Prepares students more efficiently · Students who are taught Common Core are more prepared for college than others. F. Statewide standards benefit students from other states · Statewide based school standards allow teachers to assist better students who move frequently and are constantly changing schools. IV) Conclusion G. While for some Common Core is a success, it is still a nuisance that needs to be eliminated. It takes rights away from teachers, parents and schools. H. A Disaster For Libraries, a disaster for Language Arts, a Disaster for American Education. Comment by Author: Not sure how this will play out, but just be sure that this does not present itself as new information. Comment by Author: Comment by Author: I. Finally, there is no evidence that having national standards and increasing testing have improved student learning in the past. References Shanahan, T. (2015). COMMON CORE STATE STANDARDS. Elementary School Journal, 115(4), 464-479. I believe that this reference is justified and appropriate because the entire book covers the standards and meat of the common core curriculum. It is broad and general to help readers with little to no knowledge on the topic. Robbins, J. (2013). Uncommonly bad. Ac.

Common CoreCasey BerryEnglish 200August .docx

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Common Holy Days in Jewish Religious Traditions Complete the table below with information about Jewish holy days. Identify at least seven Jewish religious holy days and place each holy day in the correct season (time of year). Provide a brief explanation of each holy day you identified. Note : An example has been provided. You may add additional rows or move the text fields to different locations within the table as needed. Fall (September – November) Winter (December – February) Spring (March – May) Summer (June – August) Enter text. Example: Hanukkah Hanukkah is an 8 day-long Festival of Lights. It is a celebration of the victory of the Maccabees over the armies of Syria, as well as the rededication of the Temple in Jerusalem. Enter text. Enter text. Enter text. Enter text. Enter text. Enter text. Part 2: Major Sects of Judaism Select three major sects of Judaism to compare and contrast. Identify them in the table below. Sect of Judaism Enter text. Sect of Judaism Enter text. Sect of Judaism Enter text. In the table below, list at least two similarities and two differences among the sects of Judaism you selected. Similarities Differences Enter text. Enter text. Part 3: Summary Write a 525- to 700-word summary that includes the following: · A description of the life and importance of one key person in Jewish history · An explanation of one key event in the history of Judaism that is connected to that person · A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person · Brief explanation of Jewish ethics Summary Enter text. Include references formatted according to APA guidelines. References Enter text. .

Common Holy Days in Jewish Religious TraditionsComplete th.docx

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Common Hacking Techniques You Should Know About Hacking is the process of gaining unauthorized access into a computer system, or group of computer systems. This is done through cracking of passwords and codes which gives access to the systems. Discussion/Research Questions What are the best ways to guard against hacking attacks? List one of the biggest (known) hacks of all time and provide a few details related to this incident .

Common Hacking Techniques You Should Know AboutHacking is th.docx

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Common Pool Resource Management Kim Townsend SUS 350 Sustainable Communities Key Features of Common Pool Resources Goods that are difficult or costly to exclude users from Subtractability-use of a resource by one person means it is not available to another Core resource-a measure of the stock which must be retained to provide non-declining future stock Fringe units-extractable units where availability is a function of the relative productivity of the core resource and rate of harvest Marine Fisheries CPR Example Used by multiple individuals through time and at the same time. Subtractable—over-fishing reduces availability of stock for other users. Core—total number of fish in a specific population required to sustain the population through time. Fringe—number of fish that can be harvested without reducing the ability of the population to sustain itself through time. Water Subtractability-use of a resource by one person means it is not available to another Core? Fringe? We must consider both quantity and quality of water in a system Why is water quantity/quality important? The Tragedy of the Commons https://www.youtube.com/watch?v=WYA1y405JW0 Narrative created by Garrett Harden, a renowned ecologist, in a 1968 Nature paper Is this model too simplistic? Which assumptions can be questioned? Elinor Ostrom: Sustainable Development and the Tragedy of the Commons https://www.youtube.com/watch?v=ByXM47Ri1Kc Elinor "Lin" Ostrom (born Elinor Claire Awan;[2] August 7, 1933 – June 12, 2012) was an American political economist[3][4][5] whose work was associated with the New Institutional Economics and the resurgence of political economy.[6] In 2009, she shared the Nobel Memorial Prize in Economic Sciences with Oliver E. Williamson for "her analysis of economic governance, especially the commons".[7] To date, she remains the only woman to win The Prize in Economics. 7 Elinor Ostrom’s Cooperative Management Conditions Dr. Ostrom studied thousands of locally self-governed CPR systems all around the world to determine what the sustainable systems had in common, and what the failures had in common. Ostrom developed a set of design principles associated with sustainable local community governance of small-scale CPRs. Ostrom’s Cooperative Management Conditions (1/2) Clearly defined boundaries Who gets access, who doesn’t Resource boundaries Congruence Costs ≈ Benefits of cooperating Appropriation rules are fair and sensible, locale-specific Argues against “one rule system fits all” approach. Collective-choice arrangements Most individuals affected have a voice in changing the rules Monitoring Monitors are the cooperative members Ostrom’s Cooperative Management Conditions (2/2) Graduated sanctions Punishment scaled to the offence Sanctions administered by the cooperative Conflict-resolution mechanisms Access to low-cost, rapid, local way to resolve conflicts Recognition of Rights to Organize Community’s right t.

Common Pool Resource ManagementKim Townsend SUS 350 Sustai.docx

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Common Assignment: Prepare a written analysis of the impact of the 4th, 5th, 6 th 8 th and the 14th Amendments to the US Constitution in processing offenders through the criminal justice system. Explain the concept of due process as applied to the U.S. Constitution. What due process rights are contained in the US Constitution? Give examples. What is procedural due process and why does it exist? Do you think any of these rights should be revoked at any time? Which ones? What made you choose those? To what extent does procedural due process hinders or strengthens the criminal justice system? .

Common Assignment Prepare a written analysis of the impact of the.docx

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Common Assignment Essay Objective of this Assignment: This assignment will be used to evaluate student progress on the course learning objectives. The assignment will be uploaded as a file on Blackboard. Instructions: Students will follow the process outlined below to guide them in the development of a comparative essay. The essay should be approximately 700-1000 words, and should include footnotes. ➢ Step One: Essay Purpose / Relevance / The Task of a Historian o Purpose: Students should consider why the topic of memorializing the Mexican American War is a contemporary problem facing historians. o Task of a Historian: Your work should clearly communicate the purpose of public history sites (museums / battlegrounds / memorials), the current struggle between art and truth, the reasons why this event has been ignored by previous generations / administrations, and the societal impact of neglecting a major historic event. o Relevance: Your work should consider the current facilities and public history sites dedicated to honoring this event and its participants, as well as the funding and supporters associated with those sites. (At a minimum you should examine the facilities in Texas, however, there are links provided to steer you to other state /federal facilities). Furthermore, you should consider the message provided at those sites / exhibits and whether this message is satisfactory given the mission of public historians. o You may copy and paste sections of your source analysis from the previous essay, just pay attention to flow and be sure to utilize footnotes. ➢ Step Two: You must use these two sources. Read these first so you can understand the war, and how it has or has not been remembered. o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial Amnesia" by Amy Greenberg in JSTOR o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T. Fulmore in JSTOR ➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds, monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas sites in the highly suggested category. o Highly Suggested Sources: ▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm ▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/ ▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new- memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12- bdcd-014ebd3514fc.html ▪ Capitol 360 View of Mexican American War acknowledgement: https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html ▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html o Potentially Useful Sources: https://www.nps.gov/paal/learn/historyculture/places.htm http://www.bvvm.org/photos/ https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.

Common Assignment Essay Objective of this Assignment.docx

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Committee on Enhancing Federal Healthcare Quality Programs Janet M. Corrigan, Jill Eden, and Barbara M. Smith, Editors THE NATIONAL ACADEMIES PRESS Washington, D.C. ww.nap.edu Enhancing, Federal Healthcare Quality Programs Committee. Leadership by Example : Coordinating Government Roles in Improving Health Care Quality, edited by Jill Eden, and Barbara M. Smith, National Academies Press, 2003. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ncent-ebooks/detail.action?docID=3375805. Created from ncent-ebooks on 2019-04-24 06:50:39. C op yr ig ht © 2 00 3. N at io na l A ca de m ie s P re ss . A ll rig ht s re se rv ed . THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W Washington, DC 20001 NOTICE: The project that is the subject of this report was approved by the Gov- erning Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engi- neering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. Support for this project was provided by the Department of Health and Human Services, the Commonwealth Fund, and the California Healthcare Foundation. The views presented in this report are those of the Institute of Medicine Commit- tee on Enhancing Federal Health Care Quality Programs, and are not necessarily those of the funding agencies. Library of Congress Cataloging-in-Publication Data Institute of Medicine (U.S.). Committee on Enhancing Federal Healthcare Quality Programs. Leadership by example : coordinating government roles in improving healthcare quality / Committee on Enhancing Federal Healthcare Quality Programs ; Janet M. Corrigan, Jill Eden, and Barbara M. Smith, Editors. p. ; cm. Includes bibliographical references and index. ISBN 0-309-08618-3 (pbk.) 1. Medical policy—United States. 2. National health services—United States. [DNLM: 1. Health Care Reform—United States. 2. Government Programs—United States. 3. Quality Assurance, Health Care—United States. WA 540 AA1 I455L 2003] I. Corrigan, Janet. II. Eden, Jill. III. Smith, Barbara M. IV. Title. RA395.A3I4935 2003 362.1’0973—dc21 2003001324 ISBN 0-309-51693-5 (pdf) Additional copies of this report are available from the National Academies Press, 500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202) 334-3313 (in the Washington metropolitan area); Internet, http://www.nap.edu. For more information about the Institute of Medicine, visit the IOM home page at: www.iom.edu. Copyright 2003 by the National Academy of Sciences. All rights reserved. Printed in the United States of America. The serpent has been a symbol of long life, healing, and knowledge among almost all cultures and religions since the beginning of reco.

Committee on Enhancing Federal Healthcare Quality ProgramsJa.docx

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Committees 1. To provide for greater transparency in the HUD–VASH supported housing program for homeless veterans, and for other purposes. 2. Representative Scott H. Peters. House and Senate committees: Energy and Commerce, Ways and Means, Judiciary, Oversight and Government Reform, Education and the Workforce, Senate Committee, Homeland Security and Governmental Affairs, Veterans' Affairs, Health, Education, Labor, and Pensions, Banking, Housing, and Urban Affairs, Energy and Natural Resources. 3. N/A no committee report 4. H.R.7022 — 115th Congress (2017-2018) Homes for Our Heroes Act of 2018 Sponsor: Representative Scott H. Peters Committees: House - Financial Services, Veterans' Affairs Committee Reports: N/A Latest Action: House 10/02/2018: Referred to the Committee on Financial Services, and in addition to the Committee on Veterans' Affairs, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned. Tracker: introduced Here are the steps for Status of Legislation: 1. Introduced Members 1. To authorize the Department of Energy to conduct collaborative research with the Department of Veterans Affairs in order to improve healthcare services for veterans in the United States, and for other purposes. 2. Representative Ralph Norman. Both House and senate committees: Judiciary, Ways and Means, Energy and Commerce, Education and the Workforce, Oversight and Government Reform, Financial Services, Foreign Affairs, Natural Resources, Rules, Armed Services, Science, Space, and Technology, Transportation and, Infrastructure, Agriculture, Budget, House Administration, Homeland Security, Small Business, Veterans' Affairs, Appropriations, Intelligence, Ethics, Senate Committee, Judiciary, Banking, Housing, and Urban Affairs, Energy and Natural Resources, Homeland Security and Governmental Affairs, Agriculture, Nutrition, and Forestry, Armed Services, Commerce, Science, and Transportation, Environment and Public Works, Finance, Foreign Relations, Small Business and Entrepreneurship, and Veterans' Affairs. 3. The committee’s favorability is to recommend that the bill as amended do pass. 4. H.R.6398 — 115th Congress (2017-2018) Department of Energy Veterans' Health Initiative Act Sponsor: Rep. Norman, Ralph [R-SC-5] Committees: House - Science, Space, and Technology, Veterans' Affairs | Senate - Energy and Natural Resources Committee Reports: https://www.congress.gov/congressional-report/115th-congress/house- report/974/1?q=%7B%22search%22%3A%5B%22H.R.6398%22%5D%7D&r=1 Latest Action: Senate - 09/26/2018 Received in the Senate and Read twice and referred to the Committee on Energy and Natural Resources. Tracker: Passed House. Here are the steps for Status of Legislation: 1. Introduced 2. Passed House CLASS EXERCISE #2 THE STATUS OF BILLS IN CONGRESS Go to: http://thomas.loc.gov/ and become familiar.

Committees1. To provide for greater transparency in the HU.docx

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Commitment to Professionalism Commitment to Professionalism. Due by Day 7 . As leaders in early childhood education we are in the unique position of creating partnerships with the community, organizations, and local government in an effort to promote the needs of the children we are serving. Through a program’s daily operation, we are witnesses to the specific issues that are facing the children, families, and community in which we work. When we highlight and broadcast these issues and advocate for a community’s needs, we are also advocating for increased awareness of the value and professionalism of the field of early childhood education. When we participate in advocating in our field we are further demonstrating that we are professionals that deserve to be valued and respected. After reading the week’s text, write a reflection in two parts: Part I Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate. Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group. Describe the strategies you would use to gain the support needed for this issue through individual advocacy. Describe the strategies you would use to attract the support needed for this issue through collective advocacy. Create two talking points (as discussed in Chapter 13) using one concrete example (refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue. These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating. Part II Create a Commitment to the Profession Statement. Remember, this is a draft that will continually be revised and modified as new information is acquired. Address the following: Describe how you will advocate on behalf of young children, their families, and the profession. Describe how you will support the development of future practitioners and leaders in the field. Refer to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from unskilled workers and toward paradigm professionals . The Commitment to Professionalism paper Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.) . Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Use the text and two outside sources to support your responses. The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific so.

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AssessmentInterviewSelect a community of interest in your regio.docx

1. Assessment/Interview Select a community of interest in your region. Perform a physical assessment of the community. Perform a direct assessment of a community of interest using the "Functional Health Patterns Community Assessment Guide." Interview a community health and public health provider regarding that person's role and experiences within the community. Interview Guidelines Interviews can take place in-person, by phone, or by Skype. Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community. Complete the "Provider Interview Acknowledgement Form" prior to conducting the interview. Submit this document separately in its respective drop box. Compile key findings from the interview, including the interview questions used, and submit these with the presentation. PowerPoint Presentation Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest.

2. Include the following in your presentation: Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health. Summary of community assessment: (a) funding sources and (b) partnerships. Summary of interview with community health/public health provider. Identification of an issue that is lacking or an opportunity for health promotion. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA format ting guidelines, which can be found in the APA 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.

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