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Therall Industries Therall Industries Headquarters Executive Suite Accounting Reception R & D Engineering Guest Offices Storage Telecom Room Brick Firewall Therall Industries Remote Production 2 Reception Engineering Production 1 Telecom Room Therall Health Educator’s Seven Areas of Responsibility Self-Assessment-Worksheet Directions: Use this self-assessment to determine your competency level in each of the seven areas as well as the sub-competencies. (Place an “X” in the boxes to indicate if you meet, are uncertain or do not meet). You will use this assessment worksheet to gather information regarding the journal assignment "Seven Areas of Responsibility" for this week. I currently have the skills to meet this competency/sub-competency I am uncertain if I have the skills to meet this competency/sub-competency I do not have the skills to meet this competency/sub-competency Area of Responsibility I: Assess Needs, Assets and Capacity for Health Education Competency 1.1.: Plan Assessment Process Competency 1.2: Access Existing Information and Data Related to Health Competency 1.3: Collect Quantitative and/or Qualitative Data Related to Health Competency 1.4: Examine Relationships Among Behavioral, Environmental and Genetic Factors That Enhance or Compromise Health Competency 1.5: Examine Factors That Influence the Learning Process Competency 1.6: Examine Factors That Enhance or Compromise the Process of Health Education I currently have the skills to meet this competency/sub-competency I am uncertain if I have the skills to meet this competency/sub-competency I do not have the skills to meet this competency/sub-competency Area of Responsibility II: Plan Health Education Competency 2.1: Involve Priority Populations and Other Stakeholders in the Planning Process Competency 2.2: Develop Goals and Objectives Competency 2.3: Select or Design Strategies and Interventions Competency 2.4: Develop a Scope and Sequence for the Delivery of Health Education Competency 2.5: Address Factors That Affect Implementation I currently have the skills to meet this competency/sub-competency I am uncertain if I have the skills to meet this competency/sub-competency I do not have the skills to meet this competency/sub-competency Area of Responsibility III: Implement Health Education Competency 3.1: Implement a Plan of Action Competency 3.2: Monitor Implementation of Health Education Competency 3.3: Train Individuals Involved in Implementation of Health Education I currently have the skills to meet this competency/sub-competency I am uncertain if I have the skills to meet this competency/sub-competency I do not have the skills to meet this competency/sub-competency Area of Responsibility IV: Conduct Evaluation and Research Related to Health Education Competency 4.1: Develop Education/Research Plan Competency 4.2: Design Instruments to Collect Competency 4.3: Collect and Analyze E.

Education

competency level in each of the seven areas as well as the sub-
competencies. (Place an “X” in the boxes to indicate if you
meet, are uncertain or do not meet). You will use this
assessment worksheet to gather information regarding the
journal assignment "Seven Areas of Responsibility" for this
week.
I currently have the skills to meet this competency/sub-
competency
I am uncertain if I have the skills to meet this competency/sub-
competency
I do not have the skills to meet this competency/sub-
competency
Area of Responsibility I: Assess Needs, Assets and Capacity for
Health Education
Competency 1.1.: Plan Assessment Process
Competency 1.2: Access Existing Information and Data Related
to Health
Competency 1.3: Collect Quantitative and/or Qualitative Data
Related to Health
Competency 1.4: Examine Relationships Among Behavioral,
Environmental and Genetic Factors That Enhance or

Compromise Health
Competency 1.5: Examine Factors That Influence the Learning
Process
Competency 1.6: Examine Factors That Enhance or Compromise
the Process of Health Education
I currently have the skills to meet this competency/sub-
competency
I am uncertain if I have the skills to meet this competency/sub-
competency
I do not have the skills to meet this competency/sub-
competency
Area of Responsibility II: Plan Health Education
Competency 2.1: Involve Priority Populations and Other
Stakeholders in the Planning Process
Competency 2.2: Develop Goals and Objectives

Competency 2.3: Select or Design Strategies and Interventions
Competency 2.4: Develop a Scope and Sequence for the
Delivery of Health Education
Competency 2.5: Address Factors That Affect Implementation
I currently have the skills to meet this competency/sub-
competency
I am uncertain if I have the skills to meet this competency/sub-
competency
I do not have the skills to meet this competency/sub-
competency
Area of Responsibility III: Implement Health Education
Competency 3.1: Implement a Plan of Action
Competency 3.2: Monitor Implementation of Health Education

Competency 3.3: Train Individuals Involved in Implementation
of Health Education
I currently have the skills to meet this competency/sub-
competency
I am uncertain if I have the skills to meet this competency/sub-
competency
I do not have the skills to meet this competency/sub-
competency
Area of Responsibility IV: Conduct Evaluation and Research
Related to Health Education
Competency 4.1: Develop Education/Research Plan
Competency 4.2: Design Instruments to Collect
Competency 4.3: Collect and Analyze Evaluation/Research Data
Competency 4.4: Interpret Results of the Evaluation/Research
Competency 4.5: Apply findings from Evaluation/Research

I currently have the skills to meet this competency/sub-
competency
I am uncertain if I have the skills to meet this competency/sub-
competency
I do not have the skills to meet this competency/sub-
competency
Area of Responsibility V: Administer and Manage Health
Education
Competency 5.1: Manage Fiscal Resources
Competency 5.2: Obtain Acceptance and Support for Programs
Competency 5.3: Demonstrate Leadership
Competency 5.4: Manage Human Resources
Competency 5.5: Facilitate Partnerships in Support of Health
Education

Competency 7.1: Assess and Prioritize Health Information and
Advocacy Needs
Competency 7.2: Identify and Develop a Variety of
Communication Strategies, Methods, and Techniques
Competency 7.3: Deliver Messages Using a Variety of
Strategies, Methods, and Techniques
Competency 7.4: Engage in Health Education Advocacy
Competency 7.5: Influence Policy to Promote Health
Competency 7.6: Promote the Health Education Profession
© 2014 Laureate Education, Inc.
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Ask Michael E. Mark about his company’s procedures for making a big capital investment, and he is likely to refer you to the Flextronics International Corporate Policy Manual. It has 80 pages – all of them blank. Although Marks is Flextronics’ chairman and CEO, he says he sometimes lets subordinates such as Humphrey W. Porter, the head of Flextronics’ European operations, do multi-million dollar acquisitions without showing him the paperwork. He disdains staff meetings at his San Jose (Calf.) headquarters, and he refuses to draw up an organization chart delineating his managers’ responsibilities. One might think Marks’ style is too casual for a growing conglomerate. This is a giant that owns dozens of factories scattered over four continents and has big contracts with some of the most demanding corporate customers on earth, from Cisco Systems Inc. to Siemens. In recent years it has acquired manufacturing plants, design firms, and component makers in the United States, Europe and Asia. It also has landed huge manufacturing contracts with Motorola Inc. and Microsoft Corp. As Marks sees it, the business of global contract manufacturing is all about speed. The time it takes to get a prototype into mass production and onto retail shelves across the globe can determine whether a leading-edge digital gadget succeeds or flops. And with the Internet and corporate makeovers rapidly reconfiguring entire industries, Marks thinks it’s a bigger sin to miss important opportunities than to make a mistake or two. So he doesn’t want to tie down his top managers with bureaucracy. One of Marks’ favorite dictums: “It’s not the big who eat the small. It’s the fast who eat the slow.” So far Marks has managed to craft the right balance. A Harvard MBA who had run several small electronics makers, Marks helped engineer a takeover of Singapore domiciled Flextronics in 1993, when it was nearly bankrupt. After turning the company around, he began to rebuild. Flextronics became a favored supplier to companies like Cisco, 3Com, and Palm. Flextronics is poised to become the world’s second-largest contract manufacturer, after Milpitas (Calif.) based Solectron Corp. Beside the industrial parks in Hungary, it also has huge manufacturing campuses in Mexico, China and Brazil. The basketball hoop hanging in Marks’ modest, somewhat disheveled office seems to sum up his self-image. Marks is a passionate player – even though he stands all of 5 ft. 2 in. Likewise, in the business world Marks seems determined to prove a point. One way or another, he’s convinced he can retain the agile management style of a start-up, while making Flextronics a global enterprise that can play in the big leagues. 1. Based on your reading of the case, describe Marks’ leadership process, style, behavior and the text term that best defines it. Do you think he is successful because of or in spite of his leadership approach? 2. What leadership theories covered in the chapter.

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ask an expert www.NursingMadeIncrediblyEasy.com January/February 2017 Nursing made Incredibly Easy! 55 Be a legislative advocate By Lisa Lockhart, MHA, MSN, RN, NE-BC Q: As nurses, when we feel strongly about a practice issue, should we consider lobbying? A: The American Nurses Association (ANA) believes that it’s our responsibility as nursing professionals to be involved in advocating for patient safety, care standards, and healthy work environments. The ANA is a strong voice for America’s nurses and is among the most powerful lobbying groups in Washington, D.C. Not alone in its fi ght for nursing quality and safety, the ANA is joined and supported by our professional organizations, state boards of nursing, and advocacy groups. These include the American Academy of Nursing, the American Nurses Credential- ing Center, and the American Nurses Foundation. Participating in your local, specialty, or state organizations can help you give voice to your concerns as an engaged professional. You have the ability to build, shape, and alter current laws, effectively changing legislation by joining forces with your peers. To simply complain about staffi ng ratios, the Affordable Care Act, and unhealthy work environments is just that—complaining. But by being involved, we have a large and potentially powerful voice for safety and quality when you consider that we’re 3.6 million strong! Our power as an educated workforce must be harnessed and used purposefully to effect change. The Institute of Medicine and the Robert Wood Johnson Foundation understood this when they launched The Future of Nursing report. This doesn’t necessarily mean that you have to go to Washington and lobby; it means advocating at the organizational, state, or federal level. Stay abreast of what’s going on in your state and nationally, be an active participant in professional organizations, vote for legislators who share your healthcare policy and regulation views, and join internal commit- tees where nurses at your facility review policies and procedures. You can make a difference. If you decide to give lobbying a try, here are tips on how to lobby Congress from the American Academy of Ambulatory Nursing: “• keep it short and to the point • don’t forget to say ‘thank you’ • get to know the legislator’s staff (It’s frequently more productive to speak to a staff member than the lawmakers themselves.) • tell the whole story by acknowledging when something is diffi cult and when there’s opposition • timing is everything (It’s important to know Congressional procedures, so men- tion proper deadlines and don’t ask for requests at the last minute.) • have a one-page written draft of what you want available to leave or send to the legislator • be professional even when the answer is ‘no;’ regroup and wait for another chance.” ■ REFERENCES American Nurses Associ.

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Ask clarifying or thought provoking questions.Provide personal or .docx

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Asian American Research Hello class, I hope this finds you all well! For this week and the last we have been looking at an overview of Asian American Theatre, some of its origins, traditions, the rise of xenophobia against specific yet different Asian cultural groups, and Asian immigration over the last 150 years, as well as a brief look at where this culturally specific kind of Theatre and cinema stands today nationally and more locally with respect to the kinds of stories that are being told that are from an Asian P.O.V. as well as the actors that are cast to play these roles in the last 80 years of cinema, television and theater. Consider your own overall outlook, knowledge and familiarity (including from our class) with Asian history in the U.S. and the potential struggles that Asian Americans have endured in the last century(s) with the mass migrations in the middle of the 1800’s, the struggle of the Gold and Railroad industries, the rise of wars and conflicts that set Asian Americans and immigrants against the prevailing attitudes in the U.S. about race in the last 150 years. Looking at the Asian American experience in the U.S. is important as we consider the building blocks of our nation, with railroads, industry, wars, working and labor rights, internment camps during WWII, the deep culture of education and rich traditionalism that is so socially important to the overall history of this group of study, and the important contributions that we as a society have enjoyed from key figures in Asian American history. We can all speak with a certain level of experience and knowledge, either directly or indirectly, to what we think would be important elements and issues to discuss within the Asian American culture. Your assignment for this week is to research our topic of Asian American Arts and find an article or video link that deals with this topic in some way and then respond to it with a response paper. This can be topics of: 1. The Issue of "Yellow Casting" and it's affects on modern Cinema 2. Insufficient roles for Asians in Cinema, T.V. and Theatre 3. Pay gap for Asian actors compared to white actors, 4. How many of the common stereotypes that we discussed are still seen and expressed in film and TV. today. 5. Highlighting an Individual Artist and their impact on pop culture and elevating Asian culture in some way: - Director(s) - Actor(s) - Playwright(s)/Screenwriter(s) - Any article or video you feel are relevant to our topic and this assignment that you can write a reaction to in line with this assignment Please upload your link with your 2-3 page reaction paper. (double space / MLA format) .

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ASIAN CASE RESEARCH JOURNAL, VOL. 23, ISSUE 1, 153–191 (2019) ��E\�:RUOG�6FLHQWLÀF�3XEOLVKLQJ�&R�� '2,��6�� ACRJ This case was prepared by Dr. Ivy S. N. Chen of Hong Kong Polytechnic Univer- sity, Professor Sherriff T. K. Luk of Emlyon Business School, France, and Dr. Jinghui Tao of Nanjing University of Finance and Economics, as a basis for classroom discussion rather than to illustrate either effective or ineffective handling of an administrative or business situation. Please send all correspon- dence to Dr. Ivy S. N. Chen, Department of Management and Marketing, Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong. E-mail: [email protected] Kerry Logistics — Paving the New Silk Road &KLQD·V� WKLUG�SDUW\� ORJLVWLFV� ��3/�� PDUNHW� ZDV� RQH� RI� WKH� ZRUOG·V� ODUJHVW�� ZLWK� �3/� UHYHQXHV� UHDFKLQJ� 86�� ELOOLRQ� LQ� ��1�� 2QH� RI� WKH� PDMRU� FKDOOHQJHV� WKH� &KLQHVH� JRYHUQ� PHQW� IDFHG� ZDV� KRZ� WR� LPSURYH� HIÀFLHQF\� DQG� DFKLHYH� VXV� WDLQDEOH�HFRQRPLF�JURZWK�RYHU�WKH�QH[W�GHFDGH��&KLQD�QHHGHG� PRUH�HIÀFLHQW�ORJLVWLFV�V\VWHPV�WR�PRYH�SURGXFWLRQ�UHVRXUFHV� TXLFNO\� DQG� DW� D� UHDVRQDEOH� FRVW�� &KLQD·V� ORJLVWLFV� VSHQGLQJ� ZDV�URXJKO\�HTXLYDOHQW�WR��RI�*'3��KLJKHU�WKDQ�WKDW�RI� RWKHU�GHYHORSLQJ�FRXQWULHV� OLNH�,QGLD��DQG�6RXWK�$IULFD� ��DQG�WKDW�RI�GHYHORSHG�FRXQWULHV1. .HUU\� /RJLVWLFV� ZDQWHG� D� VOLFH� RI� &KLQD·V� IDVW� JURZLQJ� H[SUHVV� PDUNHW�� %XW� DV� (GZDUGR� (UQL�� .HUU\� /RJLVWLFV·� H[HF� XWLYH� GLUHFWRU� DQG� PDQDJLQJ� GLUHFWRU� RI� &KLQD� DQG� 1RUWK� $VLD� QRWHG�� ´7KH� VLWXDWLRQ� LQ� WKH� FRXULHU� PDUNHW� LV� FKDRWLF�� XQUHJXODWHG�DQG�LQ�D�FXW�WKURDW�SULFH�ZDU�µ�6FDOH�ZDV�QHHGHG� WR� GRPLQDWH� DQG� H[SUHVV� FRPSDQLHV� UHFHQWO\� UDFHG� WR� JHW� DV� PXFK� FDSLWDO� DV� SRVVLEOH�� 2Q� DQRWKHU� IURQW�� &KLQD·V� ´2QH� %HOW� 2QH� 5RDGµ� KDV� RSHQHG� XS� VRPH� RSSRUWXQLWLHV� WKDW� WKH� FRPSDQ\� KDG� QRW� SUHYLRXVO\� FRQVLGHUHG�� .HUU\� /RJLVWLFV� ZDV�ZRQGHULQJ�ZKDW�FDSDELOLWLHV�ZHUH�FULWLFDO�WR�WKH�GHOLYHU\� RI�FXVWRPHU�YDOXH�SURSRVLWLRQ�DQG�DFKLHYLQJ�GLIIHUHQWLDWLRQ"� +RZ� VKRXOG� WKH� FRPSDQ\� H[SDQG� DQG� VXSSRUW� LWV� FOLHQWV·� RSHUDWLRQV�LQ�&KLQD" S0218927519500068.indd 153 01-07-19 4:30:43 PM A si an C as e R es . J . 2 01 9. 23 :1 53 -1 91 . D ow nl oa de d fr om w w w .w or ld sc ie nt if ic .c om by M O N A SH U N IV E R SI T Y o n 03 /1 7/ 20 . R e- us e an d di st ri bu tio n is s tr ic tly n ot p er m itt ed , e xc ep t f or O pe n A cc es s ar tic le s. http://dx.doi.org/10.1142/S0218927519500068 �� $&5- OVERVIEW OF THE DEVELOPMENT AND DRIVERS OF CHINA’S LOGISTICS INDUSTRY 6WDWLVWLFV� VKRZHG� WKDW� WKH� YDOXH� RI� ORJLVWLFV� LQ� &KLQD� JUHZ� IURP� 50%�� WULOOLRQ� LQ� �� WR� 50%�� WULOOLRQ� LQ� WKH� ÀUVW� �� PRQWKV� RI� �� 7DEOH� �� VSXUUHG� E\� UDSLG� JURZWK� LQ� WKH� HFRQRP\� DQG� XUEDQL]DWLRQ�� 7KH� YDOXH� RI� JRRGV� SHU� XQLW� OR.

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Asian Americans had been excluded from entering the U.S. for more than half a century through the litany of anti-Asian immigration legislation passed in the years (1882, 1917, 1924, 1934) leading up to WWII. How did the 1965 Immigration Act (Hart-Cellar Act) change this situation? Why have so many well-educated Asians immigrated into the U.S. after the passage of this act? To what extent will Asian immigrants continue to enter the U.S. in the 21 st century? Drawing upon evidence presented in the course reading (Fong's chapter), make a case that Asian immigrants will continue to come in a steady pace to the U.S., or slow down significantly, or halt altogether. .

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Asia; Opera and Society and a DilemmaPlease respond to t.docx

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Asian Academy of Management Journal, Vol. 18, No. 1, 1 –17, 2013 © Asian Academy of Management and Penerbit Universiti Sains Malaysia, 2013 CHALLENGES TO TOYOTA CAUSED BY RECALL PROBLEMS, SOCIAL NETWORKS AND DIGITISATION Jay Rajasekera International University of Japan Graduate School of International Management Minamiuonuma City, Niigata, Japan 949-7277 E-mail: [email protected] ABSTRACT The recent recall problems that shook Toyota raised questions about the company's openness with the public. Media attention and the intervention by governments in Toyota's largest markets in North America, Europe, China, and Japan kept Toyota's management in the spotlight. The crisis also exposed the power of social media. Although authoritarian regimes can control social media, public companies cannot. They have to live with it by either countering effectively when a crisis begins to brew or suffering the consequences when it grows out of proportion. If Toyota manages social media strategically, can it overcome the recall debacle and protect the reputation it has built over decades as the top-quality automaker in the world? What challenges does the increasingly digitalised auto industry present to Toyota? These are the main subjects of this paper. Keywords: social media, crisis management, Toyota, recall, social networks, Facebook, Twitter, digitisation INTRODUCTION Social media, including social networking sites (SNS) such as Facebook and Twitter, have added new meaning to the spread of news and information. Whereas traditional information channels, such as newspapers, radios and TV, are one-way mediums, the dawn of the Internet and social media has made communication a two-way medium. The lack of official control, supervision and regulation has fuelled a social media frenzy, which has proven to be an effective method of rallying crowds for any significant (or even insignificant) issue. The recent bans on Facebook and other types of social media by certain governments are proof that social media cannot be ignored. Although authoritarian governments can resort to such drastic methods, public corporations cannot afford to do so. Corporations have no other option than to live with social media phenomena, either countering them effectively when a crisis begins to brew or suffering the consequences when it grows out of proportion. Jay Rajasekera 2 In this context, it is interesting to explore how recall-troubled Toyota has handled social media and what options are available for Toyota to prevent the situation from going out of control and harming the worldwide reputation as a top-quality automaker that the company has worked for decades to develop. Toyota's recall exposed some "digitisation" in the automobile industry as well. Digital technology in the music and video industries and its exploitation by Apple in the Internet and social media essentially pushed Sony, an old industry h.

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Ashry 1 Nedal Ashry Prof. Guzik ENGL 301B 15 February 2020 Education and Technology The benefits of technology cannot be denied in how they help students getting their work done both in and outside of the classroom. Technology also saves students time by helping them submit their work when it’s due. Even with these great benefits, using screen-based-devices can distract students from staying focused. Handwriting notes is more efficient than typing it because the notes will be more specific. In this essay, I will discuss the benefits of screen-based-devices in education and their disadvantages. I will discuss a potential policy which California State University Long Beach should adopt in order to prevent students from multitasking and staying focused on getting one task done at a time. Administrators and instructors should develop ways to help students stay engaged in class by providing them with a productive environment for learning with the use of screen-based-devices. Students who try to multitask can’t get things done in a timely manner since their brain can’t process two different things at the same time. According to Dr. Adam Gazzaley, who is a neuroscientist at the University of San Francisco, the prefrontal cortex faces challenges when the brain tries to process multiple tasks at the same time. Studies show that the brain works in harmony with the prefrontal cortex when one task is being accomplished. However, as soon as students start multitasking, the right hemisphere and left hemisphere of the brain are forced to work independently which stops them from getting things done on time. However, if they focus on doing schoolwork or taking notes individually from start to finish, they won’t be worried or concerned about checking their devices. In order for the prefrontal cortex to process things in harmony with the rest of the brain, students should minimize the use of screen-based-devices while they are in class or doing homework so that they can get tasks done on a timely manner. Another disadvantage about screen-based-devices is the ability to retain information during lectures. Students spend the entire class time taking notes on their electronic devices without paying full attention to the material being taught. I have experienced this issue myself when I would be taking notes during class, and when I went home to study. I had a hard time understanding my notes because I didn’t spend as much time paying attention during class. With some professors drawing diagrams or not having uniform notes, I would not be able to copy down the information on my screen-based-device as quickly or in a manner that would make as much sense as what the professor wrote on the board. I also would get distracted as soon as I received a notification from either Facebook, Twitter or when I receive an important email. I would often find myself switching from one screen to another and oftentimes forget that I am in class. It came to a point where I prefer.

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Ashford Graduate Intro Week Six Discussion Two: 2 Examples Example One: The purpose of this discussion is to compare and contrast a popular mainstream article on cyber bullying with an article on the same topic in peer-reviewed scientific literature. Cyber bullying is certainly a very important issue in the modern world, where we are, in many ways, more connected and able to interact with each other technologically than ever before. With the overall volume of social networking among youths and adolescents up, the dangers posed by online abuse and bullying has come to the forefront in public awareness and has become a topic often discussed in the mass media. With multiple high profile cases of adolescents committing suicide as a result of constant cyber bullying, it is clear that the issue is a serious one with deep psychological effects. The two articles used in this discussion are a USA Today article by Robin Erb, entitled Social-media abuse rampant in middle, high school, and an entry from a 2013 edition of the Journal of Youth and Adolescence entitled, Cyber bullying and internalizing difficulties: Above and beyond the impact of traditional form of bullying. The most striking difference between the two articles can be found in the use of language. The USA Today article is well-written, but it is done so in a manner that is clearly intended to be easily consumable for both parents and potential young readers. The scholarly article, naturally, is much more matter-of-fact and is clearly not designed for the casual reader, void of the colorful language and first-person accounts heavily featured in Erb’s piece. For instance, terms such as “throwing shade” are mentioned, and one quote reads, “teenagers have these squishy little half-formed brains” (Erb, 2015). This use of casual language is not brought up to belittle the article in any way, because it actually is written in a way in which the average reader is much more likely to read the article to its completion and also more likely to understand the content once they are finished than is the more complex journal entry. However, for someone who is truly interested in the topic and wants to explore it more fully, the journal entry provides a much deeper insight into the psychological effects of cyber bullying and how those psychological effects correlate with real-world consequences. It also brings up a few factors and concepts that are not openly discussed in the USA Today article, such as the fact that evidence shows that “students who are cyber victimized are less likely to report or seek help than teens who were victimized by more traditional means” (Bonnano & Hymel, 2013, p. 695). Perhaps the most important commonality between these two articles, besides the overall topic itself, is the intent of the work. While the information is disseminated in a very different manner, the overall message may be the same. Both articles are meant to bring .

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Ashford 6: - Week 5 - Final Project Final Project Imagine that you work for a health department and have been asked to make a presentation to a group of health care professionals on the role and responsibilities of community and public health. After reviewing the materials throughout the course and based on what you have learned, create a PowerPoint presentation of at least six slides that covers the following topics: Describe the role of community and public health in the well-being of populations. Describe the public health organizational structure. Examine the legal and ethical dimensions of public and community health services. Analyze funding of public and community health services. Discuss the role of communication in community and public health programs. Creating the Final The Final Presentation: Must be created using a screencast program such as Jing, Screencast-O-Matic, Screenr, or other audio/video program. Must be a minimum of six PowerPoint slides in length (excluding title and reference slide), and formatted according to APA style as outlined in the Ashford Writing Center. Must include a title slide with the following: Title of presentation Student’s name Course name and number Instructor’s name Date submitted Must include a succinct thesis that is presented on the opening slide. Must address the topics with critical thought. Must use at least four scholarly sources (not including the course text), including a minimum of two from academic journals found in the Ashford University Library. Other sources should be obtained from appropriate epidemiological information. Must document all sources in APA style, as outlined in the Ashford Writing Center. Must include a separate reference slide, formatted according to APA style as outlined in the Ashford Writing Center. .

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ASD Services Resources Autism Resources/Florida Department of Health (www.floridahealth.gov.) American Autism Association (www.myautism.org.) Bloom Autism Services. ABA Therapy in South Florida (www.inbloomautims.com. National Autism Association (https://nationalautimsassociation.org.) Miami Dade County Autism Support Groups. South Florida/Autism Speaks (www.autismspeaks.org.) CAP4Kids Miami. Special Needs/Autism (https://cap4kids.org.) The Autism Society of Miami Dade (www.ese.dadeschools.net.) University of Miami Center for Autism and Related Disabilities (CARD) Family Life Broward and Miami Dade. Miami Dade Special Needs Resources and Activities Guide (2019). (https://southfloridafamilylife.com.) Running head: HIGHER EDUCATION 2 HIGHER EDUCATION 2 The Morrill Land-Grant Acts, Title V, Gratz v. Bollinger, and Grutter v. Bollinger Student’s Name Course Code Institution Affiliation Date The Morrill Land-Grant Acts had the most significant positive impact on students' access to higher education. This is because this act made it possible for the new states in the west to put up colleges for their students. The institutions that were established gave a chance to a lot of farmers and other working-class people who could not previously access higher education. Since the land was the most readily available resource, it was given for these states to establish colleges. According to Christy (2017), even though some individuals misused the earnings from those lands, the Morrill land-grant Act gave the foundation of a national system of state colleges and universities. Finances from the lands even helped existing institutions, helped build new institutions, and other states were able to charter new schools. Grutter v. Bollinger & Gratz v. Bollinger had the most influence in shaping how higher education institutions recruit and retain students from diverse backgrounds. This is because this ruling recognizes the benefits of diversity in education and validates any reasonable means which can be used to achieve that diversity. The verdict is even supported by a lot of studies which show that student body diversity promotes learning outcomes, and 'better prepares students for an increasingly diverse workforce and society…'" (The Civil Rights Project, 2010). Grutter vs. Bollinger laid a foundation for the diversity we see today in universities and colleges. Garces (2012) asserts that in our current world, which is diverse, access to higher education is what determines our legitimacy and strength. This all has been made possible by the Grutter v. Bollinger & Gratz v. Bollinger. The ruling helped break down stereotypes and for students to understand others from different races. References Christy, R. D. (2017). A century of service: Land-grant colleges and universities, 1890-1990. Routledge. Garces, L. M. (2012). Necessary but not sufficient: The impact of Grutter v. Bollinger on student of color enrollment in graduate and profess.

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ASCI 615 Aviation/Aerospace Accident Investigation and Analysis Data Collection Part II Overview • Records Review • Electronic Evidence  CVR  FDR  ATC data  Weather  Aircraft Records  Crew Records • Accident Photography • Witness Interviews Records Review • Records are not as glamorous as wreckage, but may tell a large part of the story. Personnel training and qualification, aircraft maintenance and modification, and company policies and procedures all help build a picture of the operation prior to the accident • Operations Specialist –  Gather personnel, medical, and training records of aircrew involved.  Get copies of operating procedures, flying schedules, and training procedures from the owner/operator. Records Review (Cont.) • Maintenance Specialists –  Gather aircraft, engine, appliance, maintenance, servicing, and overhaul records.  Gather personnel and training records for maintainers involved with the accident aircraft.  Gather records on maintenance procedures, policies, and training.  Gather the same records for any organization that did outsourced maintenance. • Air Traffic Control Specialist –  Gather copies of all ATC voice and radar tapes.  Gather copies of local ATC policies and procedures.  Gather personnel and training records of local ATC personnel if involvement in the accident is suspected. Records Review (Cont.) • Human Factors Specialist –  Gather and analyze crew issues including medical records, schedule, crew rest, off-duty activities, nutrition, hydration, etc.  May involve interviews with family members to establish activities leading up to the aircraft.  Research previous work done on human-machine interface and ergonomics in the aircraft. • Weather Specialist – FAA requires special weather observation to be taken at the time of the accident. Gather this as well as weather forecast provided to the aircrew. Records Review (Cont.) • Survival Specialist –  Gather information from first responders and rescue personnel on condition and location of survivors, condition and location of casualties, and type and severity of injuries.  Gather emergency response procedures and established plans (E.g., Airport Emergency Plan)  Gather data “CREEP” data (covered in a later module)  Gather information from operator on assigned seat location for each individual on the aircraft, both crew and passengers. Records Analysis • Personnel records (crew and maintenance) –  Look for the obvious first: medical problems, training deficiencies, qualification issues, personal problems.  Analyze training received and adequacy of training for the job  Analyze currency of training  Make sure the people involved were trained, qualified, and current to be doing the job they were doing for both crew and maintenance  Make sure the people involved were capable of doing wha.

ASCI 615 AviationAerospace Accident Investigation and.docx

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ASCM 631 – Integrative Supply Chain Management – Midterm Examination Multiple Choice Questions. Choose the one alternative that best answers the question. 2 points each. 1) Successful supply chain management requires which of the following decision phases? 1) _______ A) Supply chain strategy/design B) Supply chain operation C) Supply chain planning D) all of the above E) A and B only 2) Supply chain surplus involves what two parts? 2) _______ A) Reliable transportation and supply chain cost B) Manufacturing cost and selling price C) Customer value and high quality products D) Customer value and supply chain cost 3) Successful supply chain management requires many decisions relating to the flow of information, product, and funds. These decisions fall into three categories or phases. Which of the following is NOT one of these categories? 3) _______ A) Supply Chain Strategy and Design B) Supply Chain Operation C) Supply Chain Alliances D) Supply Chain Planning 4) Customer arrival refers to 4) _______ A) the customer informing the retailer of what they want to purchase and the retailer allocating product to the customer. B) the process where product is prepared and sent to the customer. C) the process where the customer receives the product and takes ownership. D) the point in time when the customer has access to choices and makes a decision regarding a purchase. E) none of the above 5) Which of the following is not a process in the customer order cycle? 5) _______ A) Customer order fulfillment B) Customer arrival C) Customer order receiving D) Customer order entry E) All are processes in the customer order cycle. 6) Supply chain responsiveness includes the ability to do which of the following? 6) _______ A) Handle supply uncertainty B) Match supply chain responsiveness with the implied uncertainty of demand C) Ensure that all functional strategies within the supply chain support the supply chain's level of responsiveness D) Understand customers and supply chain uncertainty E) none of the above 7) The key weakness of the ________ view is that different functions within a firm may have conflicting objectives. 7) _______ A) Intrafunctional scope B) Intercompany scope C) Intraoperation scope D) Interfunctional scope 8) Supply chain responsiveness includes the ability to do which of the following? 8) _______ A) Meet short lead times B) Ensure that all functional strategies within the supply chain support the supply chain's level of responsiveness C) Match supply chain responsiveness with the implied uncertainty of demand D) Understand customers and supply chain E) all of the above 9) A supply chain strategy involves decisions regarding all of the following except 9) _______ A) operating facilities. B) transportation. C) inventory. D) information flows. E) new product development. 10) Pricing directly affects revenues but.

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ASB3109 Strategic ManagementYour Individual Assignment.docx

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asap nursing Provide a Topic of Health Promotion Paper for Approval Health Topic 1. Describe a single health promotion/disease prevention problem from the Healthy People 2020 Objectives Introduction to population or problem. Describe incidence, prevalence, epidemiology, cost burden etc., 2. Description of specific population, program or organization Discuss how the policy is intended for a specific population, program or organization. 3. Specific legislators involved Identify and discuss specific legislators involved in the policy development and policy, practice and outcomes. 4. Discuss how the policy influences clinical practice and is used to promote best outcomes. Policy, practice and the inter-professional team. Examine how the policy can be used by the inter-professional team to ensure coordinated. Use of primary sources and evidence that is not older than 5 years. Writing, grammar and APA application Scholarly grammar, use of APA 6th edition. .

asapnursingProvide a Topic of Health Promotion Paper for App.docx

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Asap Essay Need, it needs to be 4-5pages long. I really want to get A+.... Please help...... NO PLAGIARISM...OR SPELLING MISTAKES..... IF FOUND YOU WILL BE IN TROUBLE........ Topic--There are probably a few things that have changed since you were in high school. Write an essay that might seve as a call to action.What would you change about high school systems in general and specially. Please make sure that there is good introduction.. good attention in the intro... good transition... and there better be thesis.... Make sure there is a thesis... Plagiarism is the "wrongful appropriation" and "purloining and publication" of another author 's "language, thoughts, ideas, or expressions," and the representation of them as one's own original work . [1] [2] The idea remains problematic with unclear definitions and unclear rules. [3] [4] [5] [6] The modern concept of plagiarism as immoral and originality as an ideal emerged in Europe only in the 18th century, particularly with the Romantic movement . DO IT RIGHT OR MONEY BACK... .

Asap Essay Need, it needs to be 4-5pages long. I really want to get .docx

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ASB 100 Spring 2019 Writing Assignment 3 In this assignment, you must select a topic, condition, or problem related to ‘water, sanitation, and hygiene’ or climate change that you consider to be a global health priority. This priority needs to be specific rather than a general concept such as ‘climate change.’ After describing the issue and justifying why it is a priority, design a health intervention to address the issue. The intervention must include at least two components: an educational component (e.g. dealing with beliefs and behavior); and an infrastructure or policy component (for example new construction, policy to limit emissions, etc.). For each component, state what you would do as well, why and how your intervention would have an effect, and how you would measure success (e.g. increasing handwashing rates). You are encouraged to use visuals to help explain your intervention or to provide examples of your interventions. If you use images from the internet, please provide the website where you found the image. Make sure that you address the ‘who, what, where, when, and why’ issues in both your justification as well as your proposed intervention. For example, do you focus on areas that lack access to adequate sanitation versus places where the quality of services may be an issue? Do you focus on areas that are at highest risk of climate change impacts, or areas that contribute the most to greenhouse gases? Do you focus on urban or rural areas? For the educational component, do you provide ads on tv, billboards, or in schools? Do you focus on adults, teenagers, or children? Do you propose policy at the global or national level? You must include at least one unique source for each section of the proposal (justification, education/behavior, infrastructure/policy). You may use the same author or institution for each section (such as the World Health Organization), but the documents must be unique for each part. Please make sure that you identify the source of any information you use by using in-text citations (e.g. the WHO (2016) states…), and well as identifying any direct quotations with quotation marks (“”). Topic: Justification: (approximately 200 words) Educational / Behavioral Component: (approximately 300-400 words) Infrastructure / Policy Component: (approximately 300-400 words) Citations: · Ulrich, D. & Smallwood, N. 2004. Capitalizing on capabilities. Harvard Business Review, 82(6):119-127 (C) · Porter, M. E. (2001). The value chain and competitive advantage. Understanding business processes, Chapter 5, pp. 50-59. The reading is available online at the following link. · https://books.google.com/books?hl=en&lr=&id=lNEl9R4MWawC&oi=fnd&pg=PT54&dq=porter+value+chain&ots=XCm72AmYMJ&sig=gYW0LThqprzbiDfB1NNnPxIEKA8#v=onepage&q=porter%20value%20chain&f=false · Porter’s Value Chain Analysis: https://www.toolshero.com/management/value-chain-analysis-porter/ www.hbr.org A R T I C L E H B R S P.

ASB 100Spring 2019Writing Assignment 3In this assignme.docx

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asap nursing Health policy unfolds daily and drives clinical practice in the US. The student will investigate current policies or legislation underway for a specific health-related issue. The Student will develop a scholarly APA formatted supported by evidence. The rubric: 1. Introduction to population or problem (incidence, prevalence, epidemiology, cost burden etc) 2. Description of how the policy is intended for a specific population, program or organization 3. Specific legislators involved in the policy development and dissemination 4. Identify the role of the APRN in assisting with the policy or refuting the policy – this requires the evidence to support opinion, ideas and/or concepts. 5. Discuss how the policy influences clinical practice and is used to promote best outcomes 6. Examine how the policy can be used by the interprofessional team to ensure coordinated and comprehensive care for the specific population 7. Conclusion – summarize findings 8. APA format – use of primary peer-reviewed references as much as possible .

asapnursingHealth policy unfolds daily and drives clinical p.docx

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Asam100bb Xinyu Shang Reading journal week1 In the article Immigration and Livelihood, 1840s to 1930s, the key reason why the Asians moved to the United States was to look for jobs. The Asians were desperate for jobs and were ready to work even if they received low salaries. On the other hand, their employers loved the situation since they made a lot of profits. The first Asians to enter the United States made it through the Manila galleon trade. “An act for the governance of masters and servants” (Chan, 1991 p25). However, other communities felt as if the Asians brought competition, which could result in a reduction of job opportunities. Some of these were the Euro-Americans employees who saw the Asians as their competitors. Others were the nativists for all levels who were aggressive to them since they stopped them for restless reasons to prevent their coming. Azuma Introduction tells that people who were born in Japan and later on shifted to America for studies had the right to express their views without any restrictions. Both the Tateishi and the Hoashi had not gotten a chance to become leaders in the Japenese colonist community, and they were not even recognized in America. “East is West West is East” (Azuma, 2005 p9). However, their routes were not highly valued compared to their expressions, especially during their times. These two communities had the capability of offering their shared predicament comprehensibly in public. Linking with the article on Mercantilists, Colonialists, and Laborers, the dilemma of these communities living through the claimed the separation for the East-West separation and linked binaries. The article also concentrates on the global history of Japanese immigrants and the procedure of creating the racial process. Additionally, the collective impacts of the organizational and figurative regulators control the experience of a marginal group that was viewed as a racial project.Chapter one talks about theoretical groups and how they are confusing. There was considerable confusion on whether the Japanese who relocated to the United States were there to colonize the U.S, or they had just come as immigrants. “Going to America” (Azuma, 2005 p23). The difficulty categorized the historical course of Japanese relocation to the United States as a varied nature of the early Issue community. It is clear that later on, after the Japanese had shifted to the United States, they implemented their capitalist economy, which brought more confusion concerning the issue of immigration and colonization. Therefore, this was one of the intercontinental histories of Japanese immigration in the American West, which brought about the contradiction issue. On the Takaki talks about how the Chinese moved to one of the cities in the United States known as California. It happened to be a movement that had been formed by several people from various nations. These were inclusive of the Korean, Chinese, Filipino, and Japanese. “Cheap .

Asam100bbXinyu ShangReading journal week1In the article Im.docx

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