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First watch the film : https://www.youtube.com/watch?v=H3I3JKlUMHE Second : Answer only one of the following questions in a short essay (2 double-spaced pages, with font size 12 and MLA style). Support your ideas with specific examples from Luis Puenzo’s La historia oficial ( The Official Story .) 1. The plot of the movie focuses on Alicia, her husband Roberto, and their daughter Gaby. However, there are many other characters in the movie, among them Alicia’s students, her colleague Benítez, her friend Ana, Roberto’s father and brother, and Gaby’s grandmother. In your opinion, why is the presence of so many characters important for the movie’s main subject? You may write about the relevance of all them in general, but you will also need to focus on two or three of them and explain their specific importance for the movie’s story and ideas. 2. Although Alicia is the main character and there are many secondary characters, including some direct victims of state violence, all the events in the movie actually originate from and focus on an indirect victim: Gaby. In your opinion, why did the writers and director of this movie choose a child as the central point of the story? How does this choice contribute to explain and develop the main ideas of the movie? .

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FLICKERING SNAPSHOT OF YAHOO S FUTURE MYSPACES BIC PLAN (STOP LAUGHING) INNOVATING IN MICROSOFT'S GARAGE FIVE TRUTHS THAT EXPLAIN WITH THE QUINTESSENTIALLY PHOTO ILLUSTRATION BY JOE ZEFF DESIGN APRIL 2013 FASTC0MPANY.COM 35 NEXT Could it be that Apple's best quarter ever—and the second most profitable in U.S. corporate history, at $13.1 billion—is a head-for-the-hills disaster? With mar- gins declining and no imminent "in- sanely greaf new products (as Steve Jobs liked to call them), has the age of Apple come abruptly to an end? To understand whaf s happening with Apple, it's prudent to step back from the noise of Wall Street and recognize five essential truths about Apple's success. TRUTH NO. I: Apple has never been a non- stop, new-product machine. Apple's stock wouldn't have plunged if expectations, financial and otherwise, hadn't been so high. Apple is the market's most emotionally driven brand, "the Super Bowl for stock lunatics," as Stock- TWits CEO Howard Lindzon puts it. Every tech blogger, hedge-fund manager, and fan has a fervent opinion about it. We have been emotionally conditioned to believe in Apple's game-changing powers. Apple thrived on this attention and the belief that the next revolutionary product was coming: iPod, iPhone, iPad. What is too easily forgotten is that Apple's quantum leaps were never fast and furi- ous. We forget that six years separated the launches of the iPod and the iPhone, The marvel of Apple has been its seemingly inexhaustible capacity to pummel consumers again and a jiain with product refinements. and three years came between the iPhone and iPad. What is more, the pace of adop- tion of these products, meteoric of late, was not always so. The iPad took two years to sell 100 million units; the iPhone nearly four years; the iPod six. Is there impatience about what's coming next? Of course. Wall Street is indignant that Apple hasn't announced a wearable computer, say, or a voice- controlled TV As Lindzon says, "Apple's problem is that it can't dance to what Wall Street wants." But, frankly, it never has. TRUTH NO. 2: The real driver of Apple's success has been incremental innovation. If the magic of Steve Jobs was his aptitude for conceiving new product categories, the marvel of Apple has been its seemingly inexhaustible capacity to pummel consumers again and again with product refinements. Apple has earned a distinc- tive reputation for thriving with only a handful of products; often overlooked is how many different versions of these few products Apple continually rolls out. The Apple gadgets we know and love today are markedly different from their first iterations. Yes, the 2001 launch of the iPod marked the beginning of a revolution in how we consume music. But most forget that iPod sales didn't explode until 2005, when Apple released the Nano. Apple released two dozen versions of the iPod—including generations of the Classic, Nano, Mini, Shuffle, Touch, even one branded and di.

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Florida Department of Corrections- Suggested Action or Change OutlineAndersen Dupiton, Lawrence Yarbrough, Patricia Sanchez, Grace Acevedo, Wendi Boyd CJA 475 May 13, 2019Dr. Jacquelyn Bradway Florida Department of Corrections- Suggested Action or Change The Strategy Change Cycle develops into a strategic management procedure. Not just a strategic planning process, to the degree that it is used to connect preparation and implementation and to achieve a business in a strategic method on a continuing basis. The total reason and point of strategic management are to grow a ongoing pledge to the task and vision of the company together within and in the sanctioning atmosphere, cultivate a philosophy that recognizes and supports the task and vision, and will uphold a strong attention of the establishment’s strategic outline during all its conclusionary developments and actions. Florida Department of corrections has 143 facilities statewide, including 50 major institutions, 17 annexes, seven private prisons that are over seen by the Florida Department of Management Services, 34 work camps, three re-entry centers, two road prisons, two road prisons one forestry camp, one basic training camp, 12 FDC operated work release centers and 16 more work release centers that are operated by different vendors. Institutions are geographically grouped in four regions. The Florida Department of corrections is dedicated to transforming lives one at a time and to do this they must continue to change. 1) Changes in management 2) increase in pay and benefits 3) Job Security and advancement 4) Stressful and under appreciated 5) Develop a better workplace culture 6) Innovation Working with inmates daily can be a difficult and developing a positive work environment, changing the organization culture and promoting healthy relationships between co- workers, can help change the face of the Florida Department of Corrections. Chief of Staff · To reinforce partnerships with Florida’s colleges and universities for the provision of research in the area of corrections. · To continue to host our Community Partnership meetings to strengthen ties to local stakeholders and community organizations · Enhance internal Department communications Director of Legislative Affairs · To continue to encourage the development of local criminal justice partnerships. Regional Directors (Institutions and Community Corrections) · To ensure partnerships with Florida’s colleges and universities for the utilization of interns for the State correctional system · To establish collaborative partnerships with local law enforcement, community service providers, businesses, and other appropriate entities. Deputy Assistant Secretary of Institutions · To comply with Department audit standards addressing Public and staff safety. · Maintain an effective emergency management system and resources to respond to institutional emergencies. · Ensure safety equipment is available for all institutional c.

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Flora Smith and Harry Smith have one child. 10-year-old Mary Smith. .docx

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Flexible Budgeting and Analysis of Overhead Costs Chapter 11 Copyright © 2011 by The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill/Irwin Chapter 11: Flexible Budgeting and Analysis of Overhead Costs Learning Objective 11-1 – Distinguish between static and flexible budgets and explain the advantages of a flexible overhead budget. 10-* Helen (H) - Slide 2 NN For format consistency, changed the colon after the number '11-1' to a period. Learning Objective 11-1. Distinguish between static and flexible budgets and explain the advantages of a flexible overhead budget. Flexible Budgets Static budgets are prepared for a single, planned level of activity. Performance evaluation for overhead is difficult when actual activity differs from the planned level of activity. Hmm! Comparing static budgets with actual costs is like comparing apples and oranges. 11-* Static budgets are prepared for a single, planned level of activity. Performance evaluation for overhead is difficult when actual activity differs from the planned level of activity. Since direct material and direct labor are traceable to products, it is straightforward to determine standard costs for these inputs. But to compare overhead costs at the budgeted level of activity to actual overhead costs at some other level of activity, is like comparing apples and oranges. (LO 11-1) Static Budgets and Performance Reports 11-* U = Unfavorable variance Cheese Company was unable to achieve the budgeted level of activity. Cheese Company was unable to produce at the budgeted level of activity. There were only 8,000 machine hours actually used as opposed to the 10,000 hours budgeted. Therefore, there was a 2,000 hour unfavorable variance. (LO 11-1) Static Budgets and Performance Reports Since cost variances are favorable, have we done a good job controlling costs? 11-* F = Favorable variance since actual costs are less than budgeted costs. Because there was less production, the variable overhead costs were less. This caused a favorable variance. But does a favorable cost variance indicate that Cheese Company has done a good job controlling costs? (LO 11-1) I don’t think I can answer this question using a static budget. Static Budgets and Performance Reports 11-* I do know that actual activity is below budgeted activity which is unfavorable. But shouldn’t variable costs be lower if actual activity is below budgeted activity? Cheese Company cannot determine how well overhead costs have been controlled using a static budget. When actual activity is different from the budgeted activity, variable costs should also be different. This is because variable costs vary with the level of activity. If static budgets do not provide the answer to controlling overhead, what does? (LO11-1) Static Budgets and Performance ReportsThe relevant question is . . . “How much of the favorable cost variance is.

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Flag question: Question 1 Question 1 1 pts If the Sun were suddenly moved 5 times further away. How many times fainter would it be? Flag question: Question 2 Question 2 1 pts If the distance to a star was suddenly cut in half, how many times brighter would the star appear? Flag question: Question 3 Question 3 1 pts Two stars appear the same brightness in the sky, but Star A is three times farther away than Star B. How many times more energy is Star A giving off than Star B? Flag question: Question 4 Question 4 1 pts If the Sun was moved farther away and suddenly appeared 4 times fainter in the sky, how many times further away would it be? Flag question: Question 5 Question 5 1 pts Two stars in the sky give off the same amount of total energy, but Star A appears 121 times fainter in our night sky than Star B. How many times farther away is Star A than Star B? .

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fl ast.indd 11:57:23:AM 01/17/2014 Page xx ffi rs.indd 12:57:18:PM 01/17/2014 Page i Threat Modeling Designing for Security Adam Shostack ffi rs.indd 12:57:18:PM 01/17/2014 Page ii Threat Modeling: Designing for Security Published by John Wiley & Sons, Inc. 10475 Crosspoint BoulevardIndianapolis, IN 46256 www.wiley.com Copyright © 2014 by Adam Shostack Published by John Wiley & Sons, Inc., Indianapolis, Indiana Published simultaneously in Canada ISBN: 978-1-118-80999-0 ISBN: 978-1-118-82269-2 (ebk) ISBN: 978-1-118-81005-7 (ebk) Manufactured in the United States of America 10 9 8 7 6 5 4 3 2 1 No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, or online at http://www.wiley .com/go/permissions. Limit of Liability/Disclaimer of Warranty: The publisher and the author make no representations or warranties with respect to the accuracy or completeness of the contents of this work and specifi cally disclaim all warranties, including without limitation warranties of fi tness for a particular purpose. No warranty may be created or extended by sales or promotional materials. The advice and strategies contained herein may not be suitable for every situation. This work is sold with the understanding that the publisher is not engaged in rendering legal, accounting, or other professional services. If professional assistance is required, the services of a competent professional person should be sought. Neither the publisher nor the author shall be liable for damages arising herefrom. The fact that an organization or Web site is referred to in this work as a citation and/or a potential source of further information does not mean that the author or the publisher endorses the information the organization or website may provide or recommendations it may make. Further, readers should be aware that Internet websites listed in this work may have changed or disappeared between when this work was written and when it is read. For general information on our other products and services please contact our Customer Care Department within the United States at (877) 762-2974, outside the United States at (317) 572-3993 or fax (317) 572-4002. Wiley publishes in a variety of print and electronic formats and by print-on-demand. Some material included with standard print versions of this boo.

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FIVE WISHES ® 1 2 3 4 5 M Y W I S H F O R : The Person I Want to Make Care Decisions for Me When I Can’t The Kind of Medical Treatment I Want or Don’t Want How Comfortable I Want to Be How I Want People to Treat Me What I Want My Loved Ones to Know print your name birthdate 2 T here are many things in life that are out of our hands. This Five Wishes document gives you a way to control something very important—how you are treated if you get seriously ill. It is an easy-to- complete form that lets you say exactly what you want. Once it is filled out and properly signed it is valid under the laws of most states. Five Wishes Five Wishes is the first living will that talks about your personal, emotional and spiritual needs as well as your medical wishes. It lets you choose the person you want to make health care decisions for you if you are not able to make them for yourself. Five Wishes lets you say exactly how you wish to be treated if you get seriously ill. It was written with the help of The American Bar Association’s Commission on Law and Aging, and the nation’s leading experts in end-of-life care. It’s also easy to use. All you have to do is check a box, circle a direction, or write a few sentences. What Is Five Wishes? • It lets you talk with your family, friends and doctor about how you want to be treated if you become seriously ill. • Your family members will not have to guess what you want. It protects them if you become seriously ill, because they won’t have to make hard choices without knowing your wishes. • You can know what your mom, dad, spouse, or friend wants. You can be there for them when they need you most. You will understand what they really want. How Five Wishes Can Help You And Your Family How Five Wishes Began For 12 years, Jim Towey worked closely with Mother Teresa, and, for one year, he lived in a hospice she ran in Washington, DC. Inspired by this first-hand experience, Mr. Towey sought a way for patients and their families to plan ahead and to cope with serious illness. The result is Five Wishes and the response to it has been overwhelming. It has been featured on CNN and NBC’s Today Show and in the pages of Time and Money magazines. Newspapers have called Five Wishes the first “living will with a heart and soul.” Today, Five Wishes is available in 23 languages 3 If you live in the District of Columbia or one of the 42 states listed below, you can use Five Wishes and have the peace of mind to know that it substantially meets your state’s requirements under the law: You may already have a living will or a durable power of attorney for health care. If you want to use Five Wishes instead, all you need to do is fill out and sign a new Five Wishes as directed. As soon as you sign it, it takes away any advance directive you had before. To make sure the right form is used, please do the following: Five Wishes is for any.

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Five-year-old Xian Lei enters kindergarten with little understanding of English. Ms. Sisco, her teacher, sees that Xian Lei has difficulty con- necting with much of what is going on in the classroom if it depends on English. The one time when she seems to brighten up is when Ms. Sisco tells nursery rhymes or reads traditional stories such as Goldilocks and the Three Bears. These are stories that Xian Lei has obviously heard in her own language. That’s when her teacher first hears her say some phrases in Eng- lish, such as “Bears eat” and “Goldilocks sleep,” in her play and as she draws pictures in her journal following story time. Xian Lei also seems eager to participate in the classroom activities that spin off from Ms. Sisco’s storytelling. M any US classrooms today have at least some children with limited abilities to understand and express themselves in English. Because language acquisition is highly social, there is reliable evidence that immersing young dual language learners (DLLs) in playful contexts that high- light language is far more effective than teach- ing isolated skills in resource rooms or through tutoring sessions (Freeman, Freeman, & Mer- curi 2004). Even so, during the initial stages, second language acquisition can be challenging for young children and for the classroom teacher who must create high-quality learning experiences for everyone in the class. Using Stories to Extinguish the Hot Spots in Second Language Acquisition, Preschool to Grade 1 34 Young Children March 2013 Anne K. Soderman, Kay G. Clevenger, and Ian Gregory Kent Supporting Dual Language Learners and Their Families ® 2 , 3 Photos © Ellen B. Senisi unless otherwise noted Two critical factors spell success or failure for teachers who have DLLs in their classrooms: the teacher’s understanding of and respect for the initial difficulties in learning a second language and the teacher’s ability to adapt learning experiences in a creative and playful manner (Soderman, Wescott, & Shen 2007; Menken & Garcia 2010). Responding to hot spots in early acquisition of second languages Acquiring a second language presents challenges that differ for individual children. It is less difficult when done as early as possible and prior to adolescence (Howard & Sugarman 2007). The young dual language learner is better able to hear the “music,” or prosody, of the new language and therefore has less difficulty with phonol- ogy than do older children and adults. However, there are definite hot spots where children in preschool through the early primary grades need targeted support as they move through the multiple stages of second language building. The following six suggestions will enable teachers to help children through these hot spots. Foster children’s motivation to acquire a new language Second language acquisition is almost never a young child’s choice. Families move from their home countries.

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Five Training Design LearningObjectives Afterreadingthischapter,youshouldbeableto: Identify three constraints a human resources department (HRD) might face in the design of training, and what might be done to deal with each. Describe the purpose of learning objectives, the criteria for evaluating such objectives, and the advantages of developing these objectives. List the reasons that learning objectives are a bene�it to the trainee, training designer, trainer, and training evaluator. Use expectancy theory to explain how to motivate a trainee to attend training. Describe social learning theory and how it helps in the design of training. Identify what to include in training to facilitate transfer of training to the workplace. Identify the help that supervisors, peers, and trainers can provide back on the job to assist in the transfer of training. Explain the relationship between the Gagné–Briggs theory of instruction and social learning theory. Use elaboration theory and the Gagné–Briggs theory of instructional design to design a training session. Describe the advantages a small business has to facilitate the transfer of training. 5.1Case:TheRealWorldofTraining...WhatIsWrongHere? Case1 Mechanics from dealerships across the country attended a three day training session put on by the manufacturer. The cost of the training, including travel and lodging was split between the manufacturer and the dealerships. The focus of the training was on the electrical systems in three lines of automobiles. Given the number of trainees, it would have been too expensive to provide three automobiles for each mechanic to work on and it would be nearly impossible to �ind a facility large enough to do so. So the training was designed for the instructor to give instruction on the various systems and then to pose various problems that might occur. The trainees would then try to identify the symptoms that would result. For example, the problem might be given as “The car has a burned-out capacitor.” The trainees would then try to identify the symptoms that would appear (e.g., High current surge demands on the vehicle’s electrical systems can damage the electrical system, including the battery, alternator and voltage regulator.). The training covered a wide range of electrical problems and the mechanics rated the program highly as they left. When doing a follow-up evaluation, the training director was disappointed to learn that the dealerships reported that their mechanics showed no improvement in trouble shooting electrical problems. Case2 You are the training director for a training program designed to prepare people to become certi�ied as program managers. The training is divided into �ive sections. Each section consists of two days of training for each of four weeks. Each section has a different trainer who is an expert in the content of that section. At the end of each week, the trainees take a test to measure what they have learned. You’ve just .

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Five U.S. Supreme Court Cases: Kent v. United States (1966) re Gault (1967) re Winship (1970) McKeiver v. Pennsylvania (1971) Breed v. Jones (1975) These five cases show differences and similarities between the adult and juvenile justice systems. Answer the Following Questions in a 500-750 word summary. Why is it necessary to have different justice systems when looking at people who commit crimes? How do these cases affect how the law is applied to juveniles? Are there other differences between the adult and juvenile justice systems that would indicate juveniles have modified or more restricted rights when dealing with the juvenile justice system? Support your claims with examples from scholarly resources and properly cite any references. Make sure that they are properly cited in APA form. .

Five U.S. Supreme Court CasesKent v. United States (1966)re Gau.docx

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Five Reasons to Stop Saying “Good Job!” By Alfie Kohn NOTE: An abridged version of this article was published in Parents magazine in May 2000 with the title “Hooked on Praise.” For a more detailed look at the issues discussed here — as well as a comprehensive list of citations to relevant research — please see the books Punished by Rewards and Unconditional Parenting. Hang out at a playground, visit a school, or show up at a child’s birthday party, and there’s one phrase you can count on hearing repeatedly: “Good job!” Even tiny infants are praised for smacking their hands together (“Good clapping!”). Many of us blurt out these judgments of our children to the point that it has become almost a verbal tic. Plenty of books and articles advise us against relying on punishment, from spanking to forcible isolation (“time out”). Occasionally someone will even ask us to rethink the practice of bribing children with stickers or food. But you’ll have to look awfully hard to find a discouraging word about what is euphemistically called positive reinforcement. Lest there be any misunderstanding, the point here is not to call into question the importance of supporting and encouraging children, the need to love them and hug them and help them feel good about themselves. Praise, however, is a different story entirely. Here’s why. 1. Manipulating children. Suppose you offer a verbal reward to reinforce the behavior of a two-year-old who eats without spilling, or a five-year-old who cleans up her art supplies. Who benefits from this? Is it possible that telling kids they’ve done a good job may have less to do with their emotional needs than with our convenience? Rheta DeVries, a professor of education at the University of Northern Iowa, refers to this as “sugar-coated control.” Very much like tangible rewards – or, for that matter, punishments – it’s a way of doing something to children to get them to comply with our wishes. It may be effective at producing this result (at least for a while), but it’s very different from working with kids – for example, by engaging them in conversation about what makes a classroom (or family) function smoothly, or how other people are affected by what we have done — or failed to do. The latter approach is not only more respectful but more likely to help kids become thoughtful people. The reason praise can work in the short run is that young children are hungry for our approval. But we have a responsibility not to exploit that dependence for our own convenience. A “Good job!” to reinforce something that makes our lives a little easier can be an example of taking advantage of children’s dependence. Kids may also come to feel manipulated by this, even if they can’t quite explain why. 2. Creating praise junkies. To be sure, not every use of praise is a calculated tactic to control children’s behavior. Sometimes we compliment kids just because we’re genuinely pleased by what they’ve done. Even then, however, it’s worth looking m.

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five pages Research Paper – must be on a company involved in the TRAVEL INDUSTRY , you can also write about a park, monument and the like and also a single UNESCO world heritage site. · Must include a bibliography of more than 5 different sources · If you quote a source, you must give credit. · Do not bullet point the paper, use paragraphs · What are the principles of the company or organization in regards to sustainability and/or being eco-friendly? · What practices do they support? · What charities do they support and participate in? · Are there programs in place to teach – employees, guests, and community? · Do they support the community? How? · What future programs are they planning? · What conclusions have you reached about the company or organization? .

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Fitness/Substance Abuse Do Alcohol Consumers Exercise More? Findings From a National Survey Michael T. French, PhD; Ioana Popovici, PhD; Johanna Catherine Maclean, MA Abstract Purpose. Investigate the relationship between alcohol consumption and physical activity because understanding whether there are common determinants of health behaviors is critical in designing programs to change risky activities. Design. Cross-sectional analysis. Setting. United States. Subjects. A sample of adults representative of the U.S. population (N 5 230,856) from the 2005 Behavioral Risk Factor Surveillance System. Measures. Several measures of drinking and exercise were analyzed. Specifications included numerous health, health behavior, socioeconomic, and demographic control variables. Results. For women, current drinkers exercise 7.2 more minutes per week than abstainers. Ten extra drinks per month are associated with 2.2 extra minutes per week of physical activity. When compared with current abstainers, light, moderate, and heavy drinkers exercise 5.7, 10.1, and 19.9 more minutes per week. Drinking is associated with a 10.1 percentage point increase in the probability of exercising vigorously. Ten extra drinks per month are associated with a 2.0 percentage point increase in the probability of engaging in vigorous physical activity. Light, moderate, and heavy drinking are associated with 9.0, 14.3, and 13.7 percentage point increases in the probability of exercising vigorously. The estimation results for men are similar to those for women. Conclusions. Our results strongly suggest that alcohol consumption and physical activity are positively correlated. The association persists at heavy drinking levels. (Am J Health Promot 2009;24[1]:2–10.) Key Words: Health Behavior, Lifestyle, Alcohol, Exercise, Health Consciousness, Sensation Seeking, Prevention Research. Manuscript format: research, Research purpose: modeling/relationship testing, Study design: nonexperimental, Outcome measure: physical activity, behavioral, Setting: state/ national, Health focus: fitness/physical activity, Strategy: skill building/behavior change, Target population age: adult, Target population circumstances: education/income level and race/ethnicity PURPOSE The epidemiologic literature has firmly established that certain lifestyle health-related choices are associated with an elevated risk of morbidity and mortality.1–3 Excessive alcohol consumption, physical inactivity, smoking, and unhealthy dietary practices ac- count for a large proportion of pre- ventable chronic diseases and deaths in the United States. However, the precise association between these behaviors is still the subject of longstanding debate. There are reasons to believe that health behaviors may not be indepen- dent of each other. One view purports that individuals’ motivation to prevent disease or improve health could cause the clustering of health behaviors.4 In other words, health consciousness could l.

FitnessSubstance AbuseDo Alcohol Consumers Exercise More.docx

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fitness of older adults Helping to delay physical frailty and improve functional mobility among older adults are two of the most important goals of senior fitness instructors. Many would say the quality of life in later years depends to a large degree on being able to continue to do what you want, without pain, for as long as possible. Designing effective exercise programs that can help older adults maintain or improve their mobility requires two prerequisites: 1. An understanding of the physical attributes needed for mobility tasks in later years; and 2. The ability to assess physical attributes, so that client weaknesses can be detected and then targeted for individualized programming. Many senior fitness instructors have been especially frustrated with the lack of tests available to assess the functional fitness of older adults, particularly tests that have accompanying performance standards. Recognizing the need for a tool to evaluate the functional fitness performance of older adults, researchers at California State University, Fullerton, recently developed and validated a new fitness test battery especially for older adults: the Senior Fitness Test (Rikli and Jones, 2001). The test is based on a functional fitness framework (see Figure 1), which points out that being able to perform everyday activities (e.g. personal care, shopping, housework) requires the ability to perform functional movements, such as walking, stair climbing and standing up; and that these functional movements, in turn, are dependent on having sufficient physiologic reserve (i.e. strength, endurance, flexibility, balance). One unique feature of the Senior Fitness Test is that it measures physiologic parameters using functional movement tasks, such as standing, bending, lifting, reaching and walking. Figure 1. A functional ability framework indicating the physiologic parameters associated with functions required for basic and advanced everyday activities. R.E. Rikli & C.J. Jones, 2001, Senior Fitness Test Manual (Champaign, IL: Human Kinetics). Adapted with permission. PHYSICAL PARAMETERS FUNCTIONS ACTIVITYGOALS Muscle strength/endurance Aerobic endurance Flexibility Motor ability power speed/agility balance Body composition Walking Stair climbing Standing up from chair Lifting/reaching Bending/kneeling Jogging/Running Personal care Shopping/errands H ousework Gardening Sports Traveling Physical impairment Functional limitation Reduced ability/ Disability result in falls and physical frailty (Alliance for Aging Research, 1999). One goal of fitness practitioners should be to help with the early identification of at-risk participants, and either to provide a targeted intervention program or to make appropriate medical referrals for a complete diagnosis, treatment and maintenance plan. Program planning and evaluation. To plan safe and effective exercise or physical activity programs for older adults, it is important to know as much as possible abo.

fitness of older adults Helping to delay physical frailty and .docx

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Fiscal Planning and Management Presentation You are a regional healthcare administrator for a long-term care organization. You have been asked to provide training to a new group of healthcare administrators, who just completed their degree. They have no work experience in healthcare administration or financial management. For this assignment, you are to: Develop a narrated presentation using PowerPoint slides that explain the role of healthcare administrators in fiscal planning and financial management. Be sure to address the following components: Strategic planning. Budgeting. Regulatory compliance. Insurance and reimbursement. Human resources/human capital/staffing. Develop a 10–12 slide narrated presentation (excluding your cover page and references) with speaker notes. include 3–5 quality references, one being your course textbook. The specific course learning outcome associated with this assignment is: Analyze the healthcare administrator's role in fiscal planning and management. Course Resources Instructional Materials Required Resources Agency for Healthcare Research and Quality (AHRQ). (2019). Section 4: Ways to approach the quality improvement process (Page 1 of 2) . Retrieved from https://www.ahrq.gov/cahps/quality-improvement/improvement-guide/4-approach-qi-process/index.html Agency for Healthcare Research and Quality (AHRQ). (2018). Understanding quality measurement . Retrieved from https://www.ahrq.gov/professionals/quality-patient-safety/quality-resources/tools/chtoolbx/understand/index.html Becker's Hospital Review. (2019). Cost containment is a top priority in 2019 for healthcare executives . Retrieved from https://www.beckershospitalreview.com/cost-containment-is-a-top-priority-in-2019-for-healthcare-executives.html BrainStuff. (2013). How does the Affordable Care Act work? [Video] . Retrieved from https://youtu.be/vju70I6qSKk Codible. (2012). NPV and IRR in Excel 2010 [Video] . Retrieved from https://youtu.be/qAhV3xG0i8s Claxton, G., Cox, C., Gonzales, S., Kamal, R., & Levitt, L. (2015). Measuring the quality of healthcare in the U.S . Retrieved from https://www.healthsystemtracker.org/brief/measuring-the-quality-of-healthcare-in-the-u-s/ Gaither, K. (2014). Payback and discounted payback [Video] . Retrieved from https://youtu.be/423Wdr5SDPc Gapenski, L. C. & Reiter, K. L. (2016). Healthcare finance: An introduction to accounting & financial management (6th ed.). Chicago, IL: Health Administration Press. Healthcare Financial Management Association (HFMA) . (2019). Retrieved from https://www.hfma.org/about-hfma.html Interwork. (2018). How to achieve (& maintain) regulatory compliance in healthcare . Retrieved from https://interwork.com/regulatory-compliance-in-healthcare/ iPatientCare. (2016). Why quality improvement in healthcare is important . Retrieved from https://ipatientcare.com/blog/why-quality-improvement-in-healthcare-is-important/ Kaiser Family Foundation. (2014)..

Fiscal Planning and Management PresentationYou are a regional .docx

clydes2

First: Review these assigned readings; they will serve as your scientific sources of accurate information: http://www.closerlookatstemcells.org/Top_10_Stem_Cell_Treatment_Facts.html http://www.closerlookatstemcells.org/How_Science_Becomes_Medicine.html http://www.newvision.co.ug/news/649266-fighting-ageing-using-stem-cell-therapy.html http://www.nature.com/news/stem-cells-in-texas-cowboy-culture-1.12404 http://www.cbc.ca/radio/whitecoat/blog/stem-cell-hype-and-risk-1.3654515 http://stm.sciencemag.org/content/7/278/278ps4.full Next: Use a standard Google search for this phrase: “stem cell therapy.” Do not go to Google Scholar. Select one of the websites, blogs, or other locations that offer stem cell therapies. Save the link for your selected site. Read the materials provided on your selected site and find out who the authors and sponsors of the site are by going to their “home” or “about us” pages. Finally, submit your responses to the following in an essay of 500-750 words (2-3 pages of text—use a separate page for a title and for your references): You are going to prepare a critique of the site you located and compare it to the scientific information available on this therapy. Give the full title of the website, web blog, or other site that you selected, along with the link. Describe the therapy that is being offered and what conditions it is designed to treat. Who are the authors and sponsors of the site you selected? Compare the claims about the therapy offered to what is said in the assigned readings about this type of therapy. You may have to use our library, as well, to determine what scientists and researchers have to say about the use of stem cells to treat this condition. Would you say that the therapy you found is a well-established, proven technique for humans, or more of an experimental, unproven approach? What about the type of language discussed in the Goldman article? Is the therapy you found using sensationalist claims and terminology that are not supported by the scientific research? Would you recommend that a patient with this condition go ahead and participate in this treatment? Why or why not? Literature review on how Information Technology has impacted governing bodies’ ability to align public policy with stakeholder needs Nowadays, the governing bodies both in public and private sectors are dealing with complex systems on a day to day operations. These systems are made up of different components which present varying interactions and interrelationships with and/or among each other; therefore, making their management to be difficult or challenging. Indeed, Ruiz, Zabaleta & Elorza (2016), highlighted that public policymakers have to deal with complex systems which involve heterogeneous agents that act in non-linear behaviors making their management difficult. Neziraj & Shaqiri (2018) also stated that the policymakers are faced with problems which are complex and non-uniform due to a lot of uncertainties and risk situ.

FirstReview these assigned readings; they will serve as your .docx

clydes2

First: Research the following three art movements Impressionism Post Impressionism Expressionism Second: Provide the following information for each of the three art periods • Describe each art period in a summary of two to three sentences (write down what you learned about each art period that would help you explain each period to other people who know nothing about them) • List four visual characteristics of the artworks produced in each art period, i.e. what differentiate the artworks produced in this period from artworks produced in other periods. Your list should be in bullet points of short sentences. .

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