Assignment Resources and Interview QuestionMilitary members.docx
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Assignment: Resources and Interview Question Military members and their families are moved generally every 3-4 years. This requires families to change schools, jobs, churches, social connections—everything. It can be a challenge even with the assistance programs set up on bases to help families get reestablished. Those who have difficulty making new connections can serve their time on the new base in relative isolation. Submit a 1-2 page paper in which you accomplish the following: Describe 2-4 specifically selected resources for military personnel/families related to PCS/relocation and deployment. These may include resources that address social, emotional, or psychological stressors. Identify potential interview questions that addresses the impact of deployment and/ or PCS on the military family to you will ask the subject of your final paper and explain why you plan to ask these questions. .
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Assignment 04EC410 Cultural DiversityDirections Be sure to m.docx
Assignment 04
EC410 Cultural Diversity
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper discussing six values
that were instilled by family.
The student wrote a
somewhat clear paper
discussing the six values
that were instilled by family
or only discussed four to five
values.
The student wrote an
unclear paper discussing
the six values that were
instilled by family or only
discussed two to three
values.
The student wrote a poor
paper discussing the six
values that were instilled
by family or only discussed
one value.
15 points10 points5 points2 points
The student clearly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student mostly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student somewhat
explained how four or five
(4 or 5) of the particular
values are supported by or
at odds with parts of his or
her personal and/or
professional life.
The student poorly
explained how three or
four (3 or 4) of the
particular values are
supported by or at odds
with parts of his or her
personal and/or
professional life.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
strategies to meet the needs.
Understandingthe threephasesofdeploymentcanassist
There are three phases of deployment for military families: pre-deployment, deployment, and reunion. During pre-deployment, children experience anxiety about the upcoming separation from their parent(s). While the parent is deployed, schools can help keep the deployed parent connected to their child's life. The reunion phase begins before the parent returns, as children experience mixed emotions. It is important for schools to understand each phase and provide counseling support, activities to involve deployed parents, and help the child and family adjust to reunions.
©2014 Walden University 1 CECS RC004 Research and Adv.docx
©2014 Walden University 1
CECS RC004: Research and Advocacy
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Analyze research on advocacy issues impacting children and families.
Learning Objective 1.1:
Describe an advocacy
issue/challenge/ need
and its impact on
children and families.
Description of the
advocacy issue/challenge/
need is missing.
Description details only
one aspect of the
issue/challenge/need
and/or does not explain
the impact on children and
families.
Description is unclear
and/or incomplete.
Description details at least
two aspects of the
issue/challenge/need and
explains how each one (or
how they collectively)
affects children and
families.
Description is clear and
complete.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Implications of the
issue/challenge/need for
the larger field are
discussed and relevant
examples are provided.
Learning Objective
1. 2:
Synopsize research
findings that support a
specific area of the
early childhood field
worthy of advocacy.
Synopsis is not present. Synopsis highlights only
one research finding
and/or research findings
were not relevant and/or
compelling.
Research findings do not
relate to
issue/challenge/need.
Synopsis does not provide
rationale or rationale is
unclear or illogical.
Synopsis highlights at least
two relevant and
compelling research
findings related to the
issue/challenge/need.
Synopsis provides clear
and logical rationale for
the need for advocacy
related to the
issue/challenge/need
previously identified.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Synopsis highlights more
than two relevant research
findings.
Synopsis includes
compelling examples to
support rationale.
Sub-Competency 2: Analyze professional organizations that advocate for young children, families, and the early childhood field.
Learning Objective
2. 1:
Description of organization
is missing.
Description does not
clearly identify the name,
Description clearly
identifies the name,
Response demonstrates
the same level of
©2014 Walden University 2
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Describe how
organizations advocate
for issues that affect
young children,
families, and the early
childhood field.
mission/vision, and
purpose of an organization
that advocates for young
children, families, and the
early childhood field.
Overview of advocacy
initiative in which the
organization in engaged is
vague.
Explanation for how the
initiatives relate to the
issue/challenge/need
previously identified is
unclear, or online one
initiative is addressed.
mission/vision, and
purpose of at least one
organization that
advocates for young
children, families, .
Walden UniversitySocial Work and Human Services MSW Child.docx
Walden University
Social Work and Human Services
MSW Children and Family Concentration Year Field Evaluation (No N/A)
Dear Field Instructor: Below are questions regarding the field experience performance of the Walden University MSW student you have been working with this term. Please complete all of the questions and, if a student receives a rating of 1 or 2 on any items in the section, also please give written feedback on what improvement needs to occur. If you wish to leave the survey and come back to it later, please use the “Save Draft” button at the bottom of the page. Please note that once you submit the evaluation using the “Save Final” button, it will close and you will not be able to make changes. As part of this process you need to review the evaluation with your student. The student can log in under his/her account, review the evaluation, enter comments, and save them. If you have any questions about completing this evaluation feel free to contact [email protected] Thank you again for all that you do.
Please summarize the student's primary responsibilities:
-Completion of Risk Assessments and Crisis Assessment to determine the level of the client’s needs and services
-Apply Family-Centered Practice, Systems Theory, and Strengths Perspective when assessing the challenges of the family
-Develop and implement Treatment Plans for client
-Train and develop foster parents in providing therapeutic foster care to foster care children
-Evaluate state and Federal Policies in Child Welfare
-Link the family to resources with consideration to the family's culture, social-economic status, etc.
-Serve as advocate for client in ensuring equal access to resources, education, community services, etc.
Please rate the student on each of the following competencies using the following scale:
5
Demonstrates a high level of competency
4
Clearly demonstrates competency
3
Demonstrates minimal level of competency
2
Demonstrates inadequate level of competency
1
Fails to demonstrate even minimal competency
Competency 1 - Demonstrate Ethical and Professional Behavior
5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail
Score
Criteria
4
1. Makes appropriate decisions based on the NASW Code of Ethics and other local, state, and federal legal statutes and regulations related to children and families.
4
2. Identifies and manages personal values to provide service delivery to children and families, according to professional values and standards.
4
3. Incorporates professional behavior when engaging children, families, colleagues, and other stakeholders.
4
4. Evaluates the ethical and appropriate use of technology to facilitate delivery of social work services to children and families.
4
5. Integrates principles of supervision and consultation to guide professional judgement and behavior.
4
6. Demonstrates professional devel ...
CWTS CWFT Module 7 Chapter 2 Eco-maps 1 ECO-MAPS .docx
CWTS
CWFT Module 7 Chapter 2
Eco-maps
1
ECO-MAPS
The eco-map helps to identify family resources at-a-glance. Areas of strength and concern are presented to assist in
creating a picture of the family’s world. Information is gathered in circles. Eco-maps are a snapshot in time.
Periodically update changes in connections to resources—especially natural familial and community resources to
maximize usefulness of the tool. The list below helps spur questions and generate deeper discussion about resources
and strengths during the initial visit.
Extended Family Medical/Health Care
Who is in the area that can be a support for you ALL family members: physical illness or disease
What kind of relationship Effects of chemical use
What kind of insurance
Income Effects of chemical use
Financial status Access to medical care
Sources of income Psychological illness, disease
Budgeting
Social Services/Resources
Friends County or Tribal/Financial Services/Child Welfare
Close – Supportive – Conflictive Names of workers
Where located Neighborhood centers
What kind of contact - frequency Agencies / counseling involved with in the past
Positive or negative experiences
Recreation
What do you do for fun Work/School
What do you do for relaxation Employment—past/present
What would you like to do What work are you interested in pursuing
Interests and / or hobbies What type of skills, vocation
What have you done in the past Degree or school until what grade
Positive or negative experiences
Spiritually/Religion
Spirituality and/or religious affiliation growing up Neighborhood
What kind of experiences did you have How long at present home
With what activities were you involved What is your neighborhood like
Current spiritual beliefs and religious affiliations Do you feel safe in your home and neighborhood
Where did you grow up, and what was it like
When showing connections with the ecomap, indicate the nature of the connections with a descriptive word or by
drawing different kinds of lines:
Strong connections: ----------
Tenuous connections: ._._._._
Stressful connections: //////
Draw arrows along the connection lines to signify the flow of energy and resources.
Identify significant people and fill in empty circles as needed. See the example Kelly Family below.
CWTS
CWFT Module 7 Chapter 2
Eco-maps
2
CHURCH/SPIRITUALITY
RECREATION
WORK/SCHOOL
FRIENDS
Extended Family/
Significant Others NEIGHBORHOOD
INCOME
SOCIAL SERVICES/
RESOURCES
NAME: ________________________
MEDICAL/
HEALTH CARE
STRENGTHS:
CONCERNS:
CWTS
CWFT Module 7 Chapter 2
Eco-maps
3
KELLY
FAMILY
Example
HEALTH CARE
EXTENDED
FAMILY
Absent father
WILLIAM
13
VERONA
9
GLORIA
14
SCHOOL
HOUSING:
Homeless
DANGEROUS
NEIGHBORHOOD
CHILD
WELFARE
(foster homes)
MFIP
BENEFITS
JOB TRAINING
Vocational
Rehabilitation
Prog.
Assignment 04EC420 Exceptional ChildrenDirections Be sure to.docx
Assignment 04
EC420 Exceptional Children
Directions
: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Discuss the following concepts and provide an example (not given in the textbook) for each as it relates to the developmental-behavioral approach.
Negative reinforcement
Intrinsic reinforcement
Positive reinforcement
Natural and logical consequences
Withdrawing or withholding reinforcement
Incompatible behaviors
Catch the child being good
Reminders, redirection, reprimands
Sit and watch
Time-out
Part 2
In order to acknowledge and understand the diversity of childrearing beliefs and practices among families, you must first acknowledge and understand your own beliefs and practices about childrearing. Exploring and analyzing your own history and its effects on your behavior may assist you in creating a better understanding and compassion for the families with which you are entrusted to support. Please review the section on Cultural Models and Child-Rearing Practices (pages 75–78) and write a 2-page reflection essay discussing your own child-rearing beliefs and practices and how these beliefs might influence your work with diverse families.
Discuss how these topics do or do not influence you today and how they might have an effect on your work with diverse families. Stay focused on relevant information concerning the implications for your work with young children and their families.
·
History: family history of ethnic origin, language (s), geography, and immigration
·
Growing up: where you grew up, pattern of movement or stability, and your family of origin structure
·
Your current family or living structure
·
Values of independence or interdependence
·
Discipline approaches
·
Attitudes toward disability
·
Influence of racism
·
Family structure
·
Parents’ roles
·
Caregiver-child communication
·
Medical practices
.
Hlt324 (all weeks discussions and assignments) full course
This document provides a full course for HLT324 that includes discussions, assignments, and a quiz for all weeks. It outlines the topics and requirements for each discussion post and assignment. The discussions cover concepts like cultural competency, working with different cultures, death and dying rituals, and immunizations. The assignments involve analyzing cultural models, interviewing family members from different cultures, exploring high-risk nutrition behaviors and nontraditional healthcare practices in various cultures. The quiz at the end tests knowledge of traditional healing practices in diverse cultures.
Hlt324 (all weeks discussions and assignments) full course
This document provides the full course content for HLT324, including discussion questions, assignments, and rubrics for each week. The course covers topics like cultural competency, working with diverse populations, death and dying rituals, and high-risk nutritional practices across cultures. Assignments include analyzing media scenarios, interviewing family members and those from other cultures, examining the Purnell Model of Cultural Competence, and identifying high-risk nutritional behaviors in 10 cultures and their influencing historical and belief factors. Discussion questions address understanding different cultures, communicating with patients, embracing diverse beliefs, and applying culturally competent care.
Recommended
Assignment 04EC410 Cultural DiversityDirections Be sure to m.docx
Assignment 04
EC410 Cultural Diversity
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper discussing six values
that were instilled by family.
The student wrote a
somewhat clear paper
discussing the six values
that were instilled by family
or only discussed four to five
values.
The student wrote an
unclear paper discussing
the six values that were
instilled by family or only
discussed two to three
values.
The student wrote a poor
paper discussing the six
values that were instilled
by family or only discussed
one value.
15 points10 points5 points2 points
The student clearly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student mostly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student somewhat
explained how four or five
(4 or 5) of the particular
values are supported by or
at odds with parts of his or
her personal and/or
professional life.
The student poorly
explained how three or
four (3 or 4) of the
particular values are
supported by or at odds
with parts of his or her
personal and/or
professional life.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
strategies to meet the needs.
Understandingthe threephasesofdeploymentcanassist
There are three phases of deployment for military families: pre-deployment, deployment, and reunion. During pre-deployment, children experience anxiety about the upcoming separation from their parent(s). While the parent is deployed, schools can help keep the deployed parent connected to their child's life. The reunion phase begins before the parent returns, as children experience mixed emotions. It is important for schools to understand each phase and provide counseling support, activities to involve deployed parents, and help the child and family adjust to reunions.
©2014 Walden University 1 CECS RC004 Research and Adv.docx
©2014 Walden University 1
CECS RC004: Research and Advocacy
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Analyze research on advocacy issues impacting children and families.
Learning Objective 1.1:
Describe an advocacy
issue/challenge/ need
and its impact on
children and families.
Description of the
advocacy issue/challenge/
need is missing.
Description details only
one aspect of the
issue/challenge/need
and/or does not explain
the impact on children and
families.
Description is unclear
and/or incomplete.
Description details at least
two aspects of the
issue/challenge/need and
explains how each one (or
how they collectively)
affects children and
families.
Description is clear and
complete.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Implications of the
issue/challenge/need for
the larger field are
discussed and relevant
examples are provided.
Learning Objective
1. 2:
Synopsize research
findings that support a
specific area of the
early childhood field
worthy of advocacy.
Synopsis is not present. Synopsis highlights only
one research finding
and/or research findings
were not relevant and/or
compelling.
Research findings do not
relate to
issue/challenge/need.
Synopsis does not provide
rationale or rationale is
unclear or illogical.
Synopsis highlights at least
two relevant and
compelling research
findings related to the
issue/challenge/need.
Synopsis provides clear
and logical rationale for
the need for advocacy
related to the
issue/challenge/need
previously identified.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Synopsis highlights more
than two relevant research
findings.
Synopsis includes
compelling examples to
support rationale.
Sub-Competency 2: Analyze professional organizations that advocate for young children, families, and the early childhood field.
Learning Objective
2. 1:
Description of organization
is missing.
Description does not
clearly identify the name,
Description clearly
identifies the name,
Response demonstrates
the same level of
©2014 Walden University 2
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Describe how
organizations advocate
for issues that affect
young children,
families, and the early
childhood field.
mission/vision, and
purpose of an organization
that advocates for young
children, families, and the
early childhood field.
Overview of advocacy
initiative in which the
organization in engaged is
vague.
Explanation for how the
initiatives relate to the
issue/challenge/need
previously identified is
unclear, or online one
initiative is addressed.
mission/vision, and
purpose of at least one
organization that
advocates for young
children, families, .
Walden UniversitySocial Work and Human Services MSW Child.docx
Walden University
Social Work and Human Services
MSW Children and Family Concentration Year Field Evaluation (No N/A)
Dear Field Instructor: Below are questions regarding the field experience performance of the Walden University MSW student you have been working with this term. Please complete all of the questions and, if a student receives a rating of 1 or 2 on any items in the section, also please give written feedback on what improvement needs to occur. If you wish to leave the survey and come back to it later, please use the “Save Draft” button at the bottom of the page. Please note that once you submit the evaluation using the “Save Final” button, it will close and you will not be able to make changes. As part of this process you need to review the evaluation with your student. The student can log in under his/her account, review the evaluation, enter comments, and save them. If you have any questions about completing this evaluation feel free to contact [email protected] Thank you again for all that you do.
Please summarize the student's primary responsibilities:
-Completion of Risk Assessments and Crisis Assessment to determine the level of the client’s needs and services
-Apply Family-Centered Practice, Systems Theory, and Strengths Perspective when assessing the challenges of the family
-Develop and implement Treatment Plans for client
-Train and develop foster parents in providing therapeutic foster care to foster care children
-Evaluate state and Federal Policies in Child Welfare
-Link the family to resources with consideration to the family's culture, social-economic status, etc.
-Serve as advocate for client in ensuring equal access to resources, education, community services, etc.
Please rate the student on each of the following competencies using the following scale:
5
Demonstrates a high level of competency
4
Clearly demonstrates competency
3
Demonstrates minimal level of competency
2
Demonstrates inadequate level of competency
1
Fails to demonstrate even minimal competency
Competency 1 - Demonstrate Ethical and Professional Behavior
5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail
Score
Criteria
4
1. Makes appropriate decisions based on the NASW Code of Ethics and other local, state, and federal legal statutes and regulations related to children and families.
4
2. Identifies and manages personal values to provide service delivery to children and families, according to professional values and standards.
4
3. Incorporates professional behavior when engaging children, families, colleagues, and other stakeholders.
4
4. Evaluates the ethical and appropriate use of technology to facilitate delivery of social work services to children and families.
4
5. Integrates principles of supervision and consultation to guide professional judgement and behavior.
4
6. Demonstrates professional devel ...
CWTS CWFT Module 7 Chapter 2 Eco-maps 1 ECO-MAPS .docx
CWTS
CWFT Module 7 Chapter 2
Eco-maps
1
ECO-MAPS
The eco-map helps to identify family resources at-a-glance. Areas of strength and concern are presented to assist in
creating a picture of the family’s world. Information is gathered in circles. Eco-maps are a snapshot in time.
Periodically update changes in connections to resources—especially natural familial and community resources to
maximize usefulness of the tool. The list below helps spur questions and generate deeper discussion about resources
and strengths during the initial visit.
Extended Family Medical/Health Care
Who is in the area that can be a support for you ALL family members: physical illness or disease
What kind of relationship Effects of chemical use
What kind of insurance
Income Effects of chemical use
Financial status Access to medical care
Sources of income Psychological illness, disease
Budgeting
Social Services/Resources
Friends County or Tribal/Financial Services/Child Welfare
Close – Supportive – Conflictive Names of workers
Where located Neighborhood centers
What kind of contact - frequency Agencies / counseling involved with in the past
Positive or negative experiences
Recreation
What do you do for fun Work/School
What do you do for relaxation Employment—past/present
What would you like to do What work are you interested in pursuing
Interests and / or hobbies What type of skills, vocation
What have you done in the past Degree or school until what grade
Positive or negative experiences
Spiritually/Religion
Spirituality and/or religious affiliation growing up Neighborhood
What kind of experiences did you have How long at present home
With what activities were you involved What is your neighborhood like
Current spiritual beliefs and religious affiliations Do you feel safe in your home and neighborhood
Where did you grow up, and what was it like
When showing connections with the ecomap, indicate the nature of the connections with a descriptive word or by
drawing different kinds of lines:
Strong connections: ----------
Tenuous connections: ._._._._
Stressful connections: //////
Draw arrows along the connection lines to signify the flow of energy and resources.
Identify significant people and fill in empty circles as needed. See the example Kelly Family below.
CWTS
CWFT Module 7 Chapter 2
Eco-maps
2
CHURCH/SPIRITUALITY
RECREATION
WORK/SCHOOL
FRIENDS
Extended Family/
Significant Others NEIGHBORHOOD
INCOME
SOCIAL SERVICES/
RESOURCES
NAME: ________________________
MEDICAL/
HEALTH CARE
STRENGTHS:
CONCERNS:
CWTS
CWFT Module 7 Chapter 2
Eco-maps
3
KELLY
FAMILY
Example
HEALTH CARE
EXTENDED
FAMILY
Absent father
WILLIAM
13
VERONA
9
GLORIA
14
SCHOOL
HOUSING:
Homeless
DANGEROUS
NEIGHBORHOOD
CHILD
WELFARE
(foster homes)
MFIP
BENEFITS
JOB TRAINING
Vocational
Rehabilitation
Prog.
Assignment 04EC420 Exceptional ChildrenDirections Be sure to.docx
Assignment 04
EC420 Exceptional Children
Directions
: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Discuss the following concepts and provide an example (not given in the textbook) for each as it relates to the developmental-behavioral approach.
Negative reinforcement
Intrinsic reinforcement
Positive reinforcement
Natural and logical consequences
Withdrawing or withholding reinforcement
Incompatible behaviors
Catch the child being good
Reminders, redirection, reprimands
Sit and watch
Time-out
Part 2
In order to acknowledge and understand the diversity of childrearing beliefs and practices among families, you must first acknowledge and understand your own beliefs and practices about childrearing. Exploring and analyzing your own history and its effects on your behavior may assist you in creating a better understanding and compassion for the families with which you are entrusted to support. Please review the section on Cultural Models and Child-Rearing Practices (pages 75–78) and write a 2-page reflection essay discussing your own child-rearing beliefs and practices and how these beliefs might influence your work with diverse families.
Discuss how these topics do or do not influence you today and how they might have an effect on your work with diverse families. Stay focused on relevant information concerning the implications for your work with young children and their families.
·
History: family history of ethnic origin, language (s), geography, and immigration
·
Growing up: where you grew up, pattern of movement or stability, and your family of origin structure
·
Your current family or living structure
·
Values of independence or interdependence
·
Discipline approaches
·
Attitudes toward disability
·
Influence of racism
·
Family structure
·
Parents’ roles
·
Caregiver-child communication
·
Medical practices
.
Hlt324 (all weeks discussions and assignments) full course
This document provides a full course for HLT324 that includes discussions, assignments, and a quiz for all weeks. It outlines the topics and requirements for each discussion post and assignment. The discussions cover concepts like cultural competency, working with different cultures, death and dying rituals, and immunizations. The assignments involve analyzing cultural models, interviewing family members from different cultures, exploring high-risk nutrition behaviors and nontraditional healthcare practices in various cultures. The quiz at the end tests knowledge of traditional healing practices in diverse cultures.
Hlt324 (all weeks discussions and assignments) full course
This document provides the full course content for HLT324, including discussion questions, assignments, and rubrics for each week. The course covers topics like cultural competency, working with diverse populations, death and dying rituals, and high-risk nutritional practices across cultures. Assignments include analyzing media scenarios, interviewing family members and those from other cultures, examining the Purnell Model of Cultural Competence, and identifying high-risk nutritional behaviors in 10 cultures and their influencing historical and belief factors. Discussion questions address understanding different cultures, communicating with patients, embracing diverse beliefs, and applying culturally competent care.
Hlt324 (all weeks discussions and assignments) full course
This document provides the full course content for HLT324, including discussion questions, assignments, and rubrics for each week. The course covers topics like cultural competency, working with diverse populations, death and dying rituals, and high-risk nutritional practices across cultures. Assignments include analyzing media scenarios, interviewing family members and those from other cultures, examining the Purnell Model of Cultural Competence, and identifying high-risk eating behaviors and cultural influences. Discussion questions address understanding different cultures, communicating with patients, embracing diverse beliefs, and providing culturally-competent care.
Hlt324 (all weeks discussions and assignments) full course
This document provides a full course for HLT324 that includes discussions, assignments, and a quiz for all weeks. It outlines the topics and requirements for each discussion post and assignment. The discussions cover concepts like cultural competency, working with different cultures, death and dying rituals, and immunizations. The assignments involve analyzing cultural models, interviewing family members from different cultures, exploring high-risk nutrition behaviors and nontraditional healthcare practices in various cultures. The quiz at the end tests knowledge of traditional healing practices in diverse cultures.
MHW-642 Sociological Influences WorksheetIt is esse.docx
MHW-642: Sociological Influences Worksheet
It is essential for mental health workers to understand the influence of external factors on family dynamics. This assignment will help you learn this concept.
Citing two to four scholarly sources, answer the following:
Topic 2: Sociological Influences of the Family
List five sociological factors that can influence family dynamics:
1.
2.
3.
4.
5.
Select two of the factors you listed above.
Explain the influence the two selected sociological factors have on family dynamics. (100-150 words)
Explain how these family systems listed below adapt to the two sociological factors you selected above. (50-75 words each)
Single-mother families:
Married couple families:
Single-father families:
Lastly, explain why it is important for mental health workers to understand the sociological factors that influence family dynamics. (100-150 words)
References:
© 2019. Grand Canyon University. All Rights Reserved.
CECS CD003 Culture and Language and Its Influence on Development
Short Answer Assessment Submission Form
Contact Information
Please provide your contact information below.
Your Name: First and Last
Your Email address: Your Email HereInstructions
This component of your competency assessment requires written short-answer responses to a series of activities. This document is your tool for capturing your response to each question.
You will find the short answer prompts below. After each prompt, you will be provided a space to enter your response. Directly beneath that space is the Rubric which will be used by the Competency Assessor to evaluate your response. We recommend you review each question’s Rubric carefully to provide a complete response.
To begin writing your response, begin typing where it reads “Click Here to Enter Text.”
Save this file as CD003_firstinitial_lastname, and upload it to this assignment within the learning platform.
Your responses should:
1. Reflect the criteria provided in the Rubric
2. Follow the conventions of scholarly writing as presented in the Writing Checklist
3. Adhere to the 2-3 paragraphs limit for each questionShort Answer 1
Explain the difference between surface and deep culture. In your response, include an explanation of why it is important for early childhood professionals to learn more about children’s deep culture.
Your Response
Enter Your Response HereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Explain the concept of culture, including surface and deep culture, and how it influences children's development and learning.
Learning Objective 1.1:
Explain the differences between surface and deep culture.
Explanation is not present.
Response vaguely or incompletely defines surface and deep culture using details.
Response includes an inadequate or vague explanation of differences between overt levels of culture most often responded to and more essential covert (deep) levels.
Response clearly define.
H.E.6-Q1-M1.pdf
The document provides information about family resources, including:
1. It classifies family resources into three categories: human resources, material/nonhuman resources, and non-material resources.
2. Human resources include qualities like education, skills, attitude, knowledge, energy, and time. Material resources include money, land, household goods. Non-material resources include time, health, and experience.
3. Good management of family resources means using human and nonhuman resources to attain family goals through cooperation and with the full participation of family members.
DLL_TLE_HE_week2.docx
This document is a daily lesson log that outlines a week-long lesson plan on managing family resources. The lesson plan covers content standards around managing family budgets. It includes objectives, content, learning resources, daily procedures, and reflections. The procedures cover introducing the topic, establishing purposes, presenting examples, discussing concepts like needs vs wants, and practicing skills like budgeting. Formative assessments are built into the lesson through group activities and presentations. The goal is for students to understand budgeting principles and allocate resources properly between needs and wants.
JUST DUE THE JOURNAL FOR THISWEEK…Ashford 6 - Week 5 –DUE JAN.docx
JUST DUE THE JOURNAL FOR THIS
WEEK…
Ashford 6: - Week 5 –DUE JANURARY 9, 2017
Learning Outcomes
This week students will:
1. Analyze the informal curriculum of the family and home environment on young children’s development and learning.
2. Describe how organizations and agencies within a community provide learning opportunities for children and their families, both formally and informally.
3. Generate a list of community resources that support families with young children.
4. Develop strategies to support families in accessing community services, despite physical, economic and other obstacles.
5. Discuss the analysis of data and the impact of findings philosophy and approach to family and community engagement.
Introduction
Students will further explore the learning that occurs in the home and community (also known as the informal curriculum). This week’s discussions center on the impact of the informal curriculum on young children’s physical, cognitive, social and emotional development and learning.
Required Resources
Required Text
1. Scully P., Barbour, C., & Roberts-King, H. (2015). Families, schools, and communities: Building partnerships for educating children (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
· Chapter 8: Influences of the Home
· Chapter 9: Community Influences on Children's Development
Discussions
To participate in the following discussions, go to this week's Discussion link in the left navigation.
1. The Informal Curriculum
In the reading assignments this week, we have learned about the informal curriculum that occurs at home and in the community. The lessons children learn outside of school can have positive as well as negative impact. Read Chapter 8 and Chapter 9 of the required text.
Initial post (Due by day 3, Thursday)
Think back to your own childhood and describe at least two lessons you learned at home and two lessons you learned from your larger community/society.
· How did these informal lessons shape you as an adult? Looking back now, do you feel you learned more from school (formal curriculum) or from your family and community (informal curriculum)? Why?
· Connect your reflections to two outside resources, in addition to your text. Use APA 6th edition format for all citations.
Guided Response (Due by Day 7, the following Monday)
Review the posts of several classmates. Respond to at least two classmates by commenting on at least one ways that the text and course materials support your classmates’ reflections on informal and formal curriculum that they did not share in the original post. Respond thoughtfully by asking questions, comparing your own post to your classmates, or sharing new ideas or resources.
Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion. This will further the conversation w ...
The Homefront Group
The document describes The Homefront Group, a 12-week psychoeducational support group for spouses and family members of military veterans. The group aims to (1) educate family members about a veteran's combat experiences and potential psychological effects, (2) connect families to veteran resources, and (3) build community among veteran families. The group will be held at a community center and led by therapists with experience in group facilitation and veteran/military issues. Topics will include deployment, PTSD, TBI, and reintegration. Evaluation and referrals will assess appropriateness. Legal/ethical guidelines and a marketing plan are also outlined.
Chevening Scoring Guide (unofficial).pdf
This document provides a scoring guide for evaluating Chevening scholarship applicants across four categories: Leadership, Networking, Studying in the UK, and Career Plan. For each category, it outlines the criteria for scoring an applicant as 3 (Outstanding), 2 (Very Good), 1 (Good), or 0 (Not Acceptable). The scoring is based on the depth of evidence and examples provided by the applicant to demonstrate their experience and commitment within each category.
Homework 2, Interview GuideThis assignment helps you focus on.docx
Homework 2, Interview Guide:
This assignment helps you focus on an important course goal--cultural values and how they may influence communication expectations for a manager and leader. It serves as a cornerstone to several course learning objectives.
The assignment has a series of DUE Dates.
See the LEO link for the schedule.
What are the reasons for different due dates?
SEE Section at the end of this guide.
Assignment Page Length:
Expect to write 5 or more pages.
Page length is NOT a requirement of the assignment, but gathering, reporting, and analyzing information are.
Choosing Your Interviewee
Prepare yourself to do an interview of a colleague, whose early life/childhood was spent in a very different location
. For instance, if you lived your early childhood in Nigeria, then you might want to interview a colleague or friend from the Caribbean or the USA--or somewhere else, but
do not interview
someone from Nigeria. If you were born in the US, then you might ask a work or class mate from Nigeria, or the Caribbean or a
place other than the USA
. If you are a part of a family that immigrated to the US, interview someone who is
not
from the country of your family.
If you are in the military or with a contracting group, and have a top security clearance, then email me to discuss your interview plans.
Do not interview your boss or a direct report—the existing work relationships make it difficult to complete the assignment.
Do not interview a very close friend because you are likely to skip some ideas due to being familiar.
Consider choosing a classmate in this course.
You then can exchange interview information quickly.
Note:
Interviewing a classmate is not required.
Your choice of interviewee is important to being successful in this assignment.
If you have questions about the differences between your childhood location and the person you are thinking about interviewing, then send me an email (
[email protected]
)
Do NOT complete your interview by email.
Use f2f, phone or an online chat.
(LEO has a personal chat option).
Adler’s book, Chapter 3 helps you think about exactly how to gather information about culture from the person you are interviewing.
Read carefully.
To make the questions more concise and easier to use, they are adapted and listed here
.
Please use the questions below to make notes about comments from the interview on the following topics:
Career Advancement, Family Background and Cultural awareness.
Survey 1
Adapted from Adler (2008) pages 88-89.
Career Advancement:
1.
What type of education did your interviewee receive?
Public?
Private?
Were the schools led by a religious-based group?
In comparing education, how does your interviewee describe his or her education to peers—others in the community in which s/he grew up?
Was it similar?
Better?
2.
Does your interviewee have advanced degrees?
Describe.
3.
Why did your interviewee choose his or her profession?
Is th.
Assignment 04HE320 Medical SociologyDirections Be sure to ma.docx
This document provides directions for a written assignment on medical sociology. Students are asked to respond to questions from Lessons 1-4 by combining the questions into a single document. They must also select a journal article relating to the course material and objectives and write a 2-page analysis explaining how the article relates to one of the learning objectives. The assignment will be graded based on addressing the parts and questions correctly, writing mechanics, use of APA format, and demonstrating critical analysis of the connection between the article and objective.
Discovering the Components of Strong Family Functioning
Families are among the most enduring institutions in the world, and understanding the key components of strong family functioning can guide programmatic and policy efforts. Some families may be especially strong in certain areas of life, while they are facing challenges in others. This webinar will help staff understand the elements that help build strong family functioning.
essip.pdf
Bluffton-Harrison Elementary School's School Improvement Plan covers 2019-2022 and includes basic information such as the school's address, contact details, and requirements for the plan. It also lists the planning committee which consists of teachers, administrators, parents, and community members. The committee will focus on curriculum, assessment, environment, technology, culture, involvement, and career development.
Program Overview International Peer Mentors
This is the conceptual framework of a new peer mentor program that I co-developed in spring 2013 to enhance international student success in the context of a 2-year public institution. The summary describes the program general objectives, specific student learning outcomes, and an assessment plan to measure the intended student learning.
Post a response to the Identify the significant events.docx
The document outlines a discussion prompt asking students to:
1) Identify significant events that shaped social welfare policies during a chosen time period.
2) Explain two to three values reflected during that time period based on assigned readings.
3) Compare how those values are expressed in current social services.
Students are asked to support their response with evidence from readings using APA citations and a reference list to gain experience applying APA style. Feedback will focus on improving APA citation and referencing skills for future assignments.
Comparison Charts for Social and Behavioral LearningAssignment I.docx
Comparison Charts for Social and Behavioral Learning
Assignment Instructions:
These charts provide a method to compare and contrast theories of social and behavioral learning. Each area (basic principles, stages, classroom application, and criticism) should be addressed for each theorist/theory. Just copy the chart sbelow and insert the appropriate information. Remember to provide in-text citations and references.
Submission Instructions:
Save the file as "Yourname_CCSoBeL_Assignment"
While inside the submission area click the "Browse My Computer" button below to upload your assignment as an attachment.
Once attached, click the "Submit" button.
Social (Cognitive) Learning
Theorist
Basic Principles of Theory
Stages/Components
Classroom Application
Criticism/Problems
Bandura
Vygotsky
Bowlby
(Cognitive) Behavioral Learning
Theorist
Basic Principles of Theory
Stages/Components
Classroom Application
Criticism/Problems
Skinner
Meichenbaum
Scoring Guidelines:
I. Social and Behavioral Learning
Points Available: 40
Theory
Unacceptable
Acceptable
Target
Bandura (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly stated and explained; references and citations are provided (8 points)
Vygotsky (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly stated and explained; references and citations are provided (8 points)
Bowlby (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly staged and explained; references and citations are provided (8 points)
Skinner (Behavioral)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on al ...
Behavior Evaluation Scale _ Fourth Edition
The document describes the Behavior Evaluation Scale - Fourth Edition: Short Version (BES-4:S), which measures behavioral and emotional problems in children ages 4-18. It has five subscales: Learning Problems, Interpersonal Difficulties, Inappropriate Behavior, Unhappiness/Depression, and Physical Symptoms/Fears. Normative data were gathered from thousands of students and the instrument demonstrates high levels of reliability and validity. Each item is rated on a 7-point scale regarding frequency of behaviors. The assessment takes about 20 minutes to complete and provides standardized scores that can be used to compare students and identify needs.
May 29-Fathers, Work and Family Life MFLN Family Development webinar presenta...
May 29-Fathers, Work and Family Life MFLN Family Development webinar presenta...MFLNFamilyDevelopmnt
PowerPoint presentation for a 2 hour webinar on fathers, work and family life where presenters highlight the pressures faced by today’s working father, who are still expected to work hard to succeed in their careers while also being far more involved as parents than dads of previous generations. The presentation covers work-family struggles unique to military fathers. Several strategies dads can use to be more efficient and effective in both roles is also addressed in the presentation. In addition, the presentation explore ways dads can consciously think through their priorities. Finally, presenters discuss ways to help support dads as they cope with work-family conflict.Assignment 04Cultural DiversityDirections Unless otherwise s.docx
Assignment 04
Cultural Diversity
Directions: Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper discussing six values
that were instilled by family.
The student wrote a
somewhat clear paper
discussing the six values
that were instilled by family
or only discussed four to five
values.
The student wrote an
unclear paper discussing
the six values that were
instilled by family or only
discussed two to three
values.
The student wrote a poor
paper discussing the six
values that were instilled
by family or only discussed
one value.
15 points10 points5 points2 points
The student clearly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student mostly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student somewhat
explained how four or five
(4 or 5) of the particular
values are supported by or
at odds with parts of his or
her personal and/or
professional life.
The student poorly
explained how three or
four (3 or 4) of the
particular values are
supported by or at odds
with parts of his or her
personal and/or
professional life.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
strategies to meet the needs
of dual language learners,
and the lesson plan included
all of the following
components: a learning
obje ...
ASSIGNMENT 04Cultural DiversityDirections Unless otherwise sta.docx
ASSIGNMENT 04
Cultural Diversity
Directions: Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
.
TitleABC123 Version X1Counseling Strengths, Needs, an.docx
Title
ABC/123 Version X
1
Counseling Strengths, Needs, and Cultural Assessment Worksheet
BSHS/465 Version 2
1
Complete both parts of this worksheet.
Part A
This week’s assignment continues the scenario of the recently hired human services work. In this assignment, you have been asked to perform a Strengths, Needs, and Cultural Assessment in order to gauge your ability to conduct this type of information gathering. You can either complete the Strengths, Needs and Cultural Assessment on a family member or a friend. Change the name of the individual used as the basis of the assessment to protect his or her privacy.
Fill in information for all the headings.
Family and Culture
Social
Residence/Neighborhood
Financial
Vocational
Educational
Legal
Medical
Spiritual
Behavioral/Emotional/Psychological
Safety/Crisis Intervention
Part B
Devise a treatment plan based on Part A.
Treatment Plan
Copyright © XXXX by University of Phoenix. All rights reserved.
Copyright © 2107 by University of Phoenix. All rights reserved.
Counseling Strengths, Needs, and
Cultural Assessment
Worksheet
BSHS/465 Version 2
1
Copyright ©
2107
by University of Phoenix
. All rights reserved.
Complete
both parts of this worksheet.
Part A
This week’s assignment continues the scenario of the recently hired human services work.
In this assignment,
you have been asked to perform a Strengths, Needs, and Cultural
Assessment in order to gauge your ability to conduct this type of information gathering. You
can either complete the Strengths, Needs and Cultural Assessment on a family member or a
friend. C
hange the name of the individual used as the basis of the assessment to protect his
or her privacy.
Fill in
information for all the headings.
Family and Culture
Social
Residence/Neighborhood
Financial
Vocational
Educational
Legal
Medical
Spiritual
Behavioral/Emotional/Psychological
Safety/Crisis Intervention
Counseling Strengths, Needs, and
Cultural Assessment Worksheet
BSHS/465 Version 2
1
Copyright © 2107 by University of Phoenix. All rights reserved.
Complete both parts of this worksheet.
Part A
This week’s assignment continues the scenario of the recently hired human services work.
In this assignment, you have been asked to perform a Strengths, Needs, and Cultural
Assessment in order to gauge your ability to conduct this type of information gathering. You
can either complete the Strengths, Needs and Cultural Assessment on a family member or a
friend. Change the name of the individual used as the basis of the assessment to protect his
or her privacy.
Fill in information for all the headings.
Family and Culture
Social
Residence/Neighborhood
Financial
Vocational
Educational
Legal
Medical
Spiritual
Behavioral/Emotional/Psychological
Safety/Crisis Intervention
ADHS/DBHS Practice Tool Attachment 1
Child and Family Team Practice
Attachment 1: Guidelines ...
Assignment User FrustrationThe quality of the user experience i.docx
Assignment: User Frustration
The quality of the user experience is very important to the success of an application. In the early days of computing, users often experienced long delays since computing power was poor and networks had comparatively slow throughput. Modern systems have largely eliminated these delays due to increased network and computing power, yet users still report a high level of frustration.
Write a four to five (4-5) page paper in which you:
Describe three (3) reasons users are still frustrated with modern applications.
Suggest one (1) method for reducing the frustrations for each of the reasons you supplied in Question one (1).
Describe methods for determining if user frustration is caused by poor system design or from the natural frustration associated with learning a new software product.
Suggest at least three (3) methods to reduce the frustrations among the disabled population and how this population can be better served.
Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
The specific course learning outcomes associated with this assignment are:
Describe the inherent design issues across HCI environments.
Explain the use of interaction devices.
Use technology and information resources to research issues in human-computer interaction.
Write clearly and concisely about HCI topics using proper writing mechanics and technical style conventions.
.
Assignment Upstream Approaches to Canadian Population HealthAlt.docx
Assignment: Upstream Approaches to Canadian Population Health
Although Canada is contiguous to the United States and has some cultural and historical similarities, Canada’s population enjoys a vastly superior health status. Reasons are many, can be traced historically, and are related to a different view of the role of government. The experience of Canada demonstrates that neither a heterogeneous population, nor a health system that has waiting lines for services, are reasons for poor health. By looking critically at what produces good health in Canada, much can be learned about steps the U.S. might need to take if population health is its goal.
The Canadian Best Practices Portal challenges Canadian public health practitioners and researchers to create upstream interventions aimed at the source of a population health problem or benefit. What is being done to address the influences on population health in Canada?
To prepare
for this Assignment, review your Learning Resources. Search the Internet and scholarly research for examples of Canadian “upstream interventions” that can be put forth as examples of either effective or ineffective efforts to improve population health.
The Assignment (2–4 pages):
Provide a description of an existing intervention in Canada, intended to improve health inequities. Include an explanation of the inequity and how the intervention targets upstream determinants of health.
Describe the organizations involved and/or social policies enacted in the implementation of the intervention.
Explain whether or not the intervention was/is successful and what lessons public health practitioners can learn from that experience that might improve population health in the United States.
Expand on your insights utilizing the Learning Resources.
Use APA formatting for your Assignment and to cite your resources.
.
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Hlt324 (all weeks discussions and assignments) full course
This document provides the full course content for HLT324, including discussion questions, assignments, and rubrics for each week. The course covers topics like cultural competency, working with diverse populations, death and dying rituals, and high-risk nutritional practices across cultures. Assignments include analyzing media scenarios, interviewing family members and those from other cultures, examining the Purnell Model of Cultural Competence, and identifying high-risk eating behaviors and cultural influences. Discussion questions address understanding different cultures, communicating with patients, embracing diverse beliefs, and providing culturally-competent care.
Hlt324 (all weeks discussions and assignments) full course
This document provides a full course for HLT324 that includes discussions, assignments, and a quiz for all weeks. It outlines the topics and requirements for each discussion post and assignment. The discussions cover concepts like cultural competency, working with different cultures, death and dying rituals, and immunizations. The assignments involve analyzing cultural models, interviewing family members from different cultures, exploring high-risk nutrition behaviors and nontraditional healthcare practices in various cultures. The quiz at the end tests knowledge of traditional healing practices in diverse cultures.
MHW-642 Sociological Influences WorksheetIt is esse.docx
MHW-642: Sociological Influences Worksheet
It is essential for mental health workers to understand the influence of external factors on family dynamics. This assignment will help you learn this concept.
Citing two to four scholarly sources, answer the following:
Topic 2: Sociological Influences of the Family
List five sociological factors that can influence family dynamics:
1.
2.
3.
4.
5.
Select two of the factors you listed above.
Explain the influence the two selected sociological factors have on family dynamics. (100-150 words)
Explain how these family systems listed below adapt to the two sociological factors you selected above. (50-75 words each)
Single-mother families:
Married couple families:
Single-father families:
Lastly, explain why it is important for mental health workers to understand the sociological factors that influence family dynamics. (100-150 words)
References:
© 2019. Grand Canyon University. All Rights Reserved.
CECS CD003 Culture and Language and Its Influence on Development
Short Answer Assessment Submission Form
Contact Information
Please provide your contact information below.
Your Name: First and Last
Your Email address: Your Email HereInstructions
This component of your competency assessment requires written short-answer responses to a series of activities. This document is your tool for capturing your response to each question.
You will find the short answer prompts below. After each prompt, you will be provided a space to enter your response. Directly beneath that space is the Rubric which will be used by the Competency Assessor to evaluate your response. We recommend you review each question’s Rubric carefully to provide a complete response.
To begin writing your response, begin typing where it reads “Click Here to Enter Text.”
Save this file as CD003_firstinitial_lastname, and upload it to this assignment within the learning platform.
Your responses should:
1. Reflect the criteria provided in the Rubric
2. Follow the conventions of scholarly writing as presented in the Writing Checklist
3. Adhere to the 2-3 paragraphs limit for each questionShort Answer 1
Explain the difference between surface and deep culture. In your response, include an explanation of why it is important for early childhood professionals to learn more about children’s deep culture.
Your Response
Enter Your Response HereRubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Explain the concept of culture, including surface and deep culture, and how it influences children's development and learning.
Learning Objective 1.1:
Explain the differences between surface and deep culture.
Explanation is not present.
Response vaguely or incompletely defines surface and deep culture using details.
Response includes an inadequate or vague explanation of differences between overt levels of culture most often responded to and more essential covert (deep) levels.
Response clearly define.
H.E.6-Q1-M1.pdf
The document provides information about family resources, including:
1. It classifies family resources into three categories: human resources, material/nonhuman resources, and non-material resources.
2. Human resources include qualities like education, skills, attitude, knowledge, energy, and time. Material resources include money, land, household goods. Non-material resources include time, health, and experience.
3. Good management of family resources means using human and nonhuman resources to attain family goals through cooperation and with the full participation of family members.
DLL_TLE_HE_week2.docx
This document is a daily lesson log that outlines a week-long lesson plan on managing family resources. The lesson plan covers content standards around managing family budgets. It includes objectives, content, learning resources, daily procedures, and reflections. The procedures cover introducing the topic, establishing purposes, presenting examples, discussing concepts like needs vs wants, and practicing skills like budgeting. Formative assessments are built into the lesson through group activities and presentations. The goal is for students to understand budgeting principles and allocate resources properly between needs and wants.
JUST DUE THE JOURNAL FOR THISWEEK…Ashford 6 - Week 5 –DUE JAN.docx
JUST DUE THE JOURNAL FOR THIS
WEEK…
Ashford 6: - Week 5 –DUE JANURARY 9, 2017
Learning Outcomes
This week students will:
1. Analyze the informal curriculum of the family and home environment on young children’s development and learning.
2. Describe how organizations and agencies within a community provide learning opportunities for children and their families, both formally and informally.
3. Generate a list of community resources that support families with young children.
4. Develop strategies to support families in accessing community services, despite physical, economic and other obstacles.
5. Discuss the analysis of data and the impact of findings philosophy and approach to family and community engagement.
Introduction
Students will further explore the learning that occurs in the home and community (also known as the informal curriculum). This week’s discussions center on the impact of the informal curriculum on young children’s physical, cognitive, social and emotional development and learning.
Required Resources
Required Text
1. Scully P., Barbour, C., & Roberts-King, H. (2015). Families, schools, and communities: Building partnerships for educating children (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
· Chapter 8: Influences of the Home
· Chapter 9: Community Influences on Children's Development
Discussions
To participate in the following discussions, go to this week's Discussion link in the left navigation.
1. The Informal Curriculum
In the reading assignments this week, we have learned about the informal curriculum that occurs at home and in the community. The lessons children learn outside of school can have positive as well as negative impact. Read Chapter 8 and Chapter 9 of the required text.
Initial post (Due by day 3, Thursday)
Think back to your own childhood and describe at least two lessons you learned at home and two lessons you learned from your larger community/society.
· How did these informal lessons shape you as an adult? Looking back now, do you feel you learned more from school (formal curriculum) or from your family and community (informal curriculum)? Why?
· Connect your reflections to two outside resources, in addition to your text. Use APA 6th edition format for all citations.
Guided Response (Due by Day 7, the following Monday)
Review the posts of several classmates. Respond to at least two classmates by commenting on at least one ways that the text and course materials support your classmates’ reflections on informal and formal curriculum that they did not share in the original post. Respond thoughtfully by asking questions, comparing your own post to your classmates, or sharing new ideas or resources.
Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion. This will further the conversation w ...
The Homefront Group
The document describes The Homefront Group, a 12-week psychoeducational support group for spouses and family members of military veterans. The group aims to (1) educate family members about a veteran's combat experiences and potential psychological effects, (2) connect families to veteran resources, and (3) build community among veteran families. The group will be held at a community center and led by therapists with experience in group facilitation and veteran/military issues. Topics will include deployment, PTSD, TBI, and reintegration. Evaluation and referrals will assess appropriateness. Legal/ethical guidelines and a marketing plan are also outlined.
Chevening Scoring Guide (unofficial).pdf
This document provides a scoring guide for evaluating Chevening scholarship applicants across four categories: Leadership, Networking, Studying in the UK, and Career Plan. For each category, it outlines the criteria for scoring an applicant as 3 (Outstanding), 2 (Very Good), 1 (Good), or 0 (Not Acceptable). The scoring is based on the depth of evidence and examples provided by the applicant to demonstrate their experience and commitment within each category.
Homework 2, Interview GuideThis assignment helps you focus on.docx
Homework 2, Interview Guide:
This assignment helps you focus on an important course goal--cultural values and how they may influence communication expectations for a manager and leader. It serves as a cornerstone to several course learning objectives.
The assignment has a series of DUE Dates.
See the LEO link for the schedule.
What are the reasons for different due dates?
SEE Section at the end of this guide.
Assignment Page Length:
Expect to write 5 or more pages.
Page length is NOT a requirement of the assignment, but gathering, reporting, and analyzing information are.
Choosing Your Interviewee
Prepare yourself to do an interview of a colleague, whose early life/childhood was spent in a very different location
. For instance, if you lived your early childhood in Nigeria, then you might want to interview a colleague or friend from the Caribbean or the USA--or somewhere else, but
do not interview
someone from Nigeria. If you were born in the US, then you might ask a work or class mate from Nigeria, or the Caribbean or a
place other than the USA
. If you are a part of a family that immigrated to the US, interview someone who is
not
from the country of your family.
If you are in the military or with a contracting group, and have a top security clearance, then email me to discuss your interview plans.
Do not interview your boss or a direct report—the existing work relationships make it difficult to complete the assignment.
Do not interview a very close friend because you are likely to skip some ideas due to being familiar.
Consider choosing a classmate in this course.
You then can exchange interview information quickly.
Note:
Interviewing a classmate is not required.
Your choice of interviewee is important to being successful in this assignment.
If you have questions about the differences between your childhood location and the person you are thinking about interviewing, then send me an email (
[email protected]
)
Do NOT complete your interview by email.
Use f2f, phone or an online chat.
(LEO has a personal chat option).
Adler’s book, Chapter 3 helps you think about exactly how to gather information about culture from the person you are interviewing.
Read carefully.
To make the questions more concise and easier to use, they are adapted and listed here
.
Please use the questions below to make notes about comments from the interview on the following topics:
Career Advancement, Family Background and Cultural awareness.
Survey 1
Adapted from Adler (2008) pages 88-89.
Career Advancement:
1.
What type of education did your interviewee receive?
Public?
Private?
Were the schools led by a religious-based group?
In comparing education, how does your interviewee describe his or her education to peers—others in the community in which s/he grew up?
Was it similar?
Better?
2.
Does your interviewee have advanced degrees?
Describe.
3.
Why did your interviewee choose his or her profession?
Is th.
Assignment 04HE320 Medical SociologyDirections Be sure to ma.docx
This document provides directions for a written assignment on medical sociology. Students are asked to respond to questions from Lessons 1-4 by combining the questions into a single document. They must also select a journal article relating to the course material and objectives and write a 2-page analysis explaining how the article relates to one of the learning objectives. The assignment will be graded based on addressing the parts and questions correctly, writing mechanics, use of APA format, and demonstrating critical analysis of the connection between the article and objective.
Discovering the Components of Strong Family Functioning
Families are among the most enduring institutions in the world, and understanding the key components of strong family functioning can guide programmatic and policy efforts. Some families may be especially strong in certain areas of life, while they are facing challenges in others. This webinar will help staff understand the elements that help build strong family functioning.
essip.pdf
Bluffton-Harrison Elementary School's School Improvement Plan covers 2019-2022 and includes basic information such as the school's address, contact details, and requirements for the plan. It also lists the planning committee which consists of teachers, administrators, parents, and community members. The committee will focus on curriculum, assessment, environment, technology, culture, involvement, and career development.
Program Overview International Peer Mentors
This is the conceptual framework of a new peer mentor program that I co-developed in spring 2013 to enhance international student success in the context of a 2-year public institution. The summary describes the program general objectives, specific student learning outcomes, and an assessment plan to measure the intended student learning.
Post a response to the Identify the significant events.docx
The document outlines a discussion prompt asking students to:
1) Identify significant events that shaped social welfare policies during a chosen time period.
2) Explain two to three values reflected during that time period based on assigned readings.
3) Compare how those values are expressed in current social services.
Students are asked to support their response with evidence from readings using APA citations and a reference list to gain experience applying APA style. Feedback will focus on improving APA citation and referencing skills for future assignments.
Comparison Charts for Social and Behavioral LearningAssignment I.docx
Comparison Charts for Social and Behavioral Learning
Assignment Instructions:
These charts provide a method to compare and contrast theories of social and behavioral learning. Each area (basic principles, stages, classroom application, and criticism) should be addressed for each theorist/theory. Just copy the chart sbelow and insert the appropriate information. Remember to provide in-text citations and references.
Submission Instructions:
Save the file as "Yourname_CCSoBeL_Assignment"
While inside the submission area click the "Browse My Computer" button below to upload your assignment as an attachment.
Once attached, click the "Submit" button.
Social (Cognitive) Learning
Theorist
Basic Principles of Theory
Stages/Components
Classroom Application
Criticism/Problems
Bandura
Vygotsky
Bowlby
(Cognitive) Behavioral Learning
Theorist
Basic Principles of Theory
Stages/Components
Classroom Application
Criticism/Problems
Skinner
Meichenbaum
Scoring Guidelines:
I. Social and Behavioral Learning
Points Available: 40
Theory
Unacceptable
Acceptable
Target
Bandura (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly stated and explained; references and citations are provided (8 points)
Vygotsky (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly stated and explained; references and citations are provided (8 points)
Bowlby (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly staged and explained; references and citations are provided (8 points)
Skinner (Behavioral)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on al ...
Behavior Evaluation Scale _ Fourth Edition
The document describes the Behavior Evaluation Scale - Fourth Edition: Short Version (BES-4:S), which measures behavioral and emotional problems in children ages 4-18. It has five subscales: Learning Problems, Interpersonal Difficulties, Inappropriate Behavior, Unhappiness/Depression, and Physical Symptoms/Fears. Normative data were gathered from thousands of students and the instrument demonstrates high levels of reliability and validity. Each item is rated on a 7-point scale regarding frequency of behaviors. The assessment takes about 20 minutes to complete and provides standardized scores that can be used to compare students and identify needs.
May 29-Fathers, Work and Family Life MFLN Family Development webinar presenta...
May 29-Fathers, Work and Family Life MFLN Family Development webinar presenta...MFLNFamilyDevelopmnt
PowerPoint presentation for a 2 hour webinar on fathers, work and family life where presenters highlight the pressures faced by today’s working father, who are still expected to work hard to succeed in their careers while also being far more involved as parents than dads of previous generations. The presentation covers work-family struggles unique to military fathers. Several strategies dads can use to be more efficient and effective in both roles is also addressed in the presentation. In addition, the presentation explore ways dads can consciously think through their priorities. Finally, presenters discuss ways to help support dads as they cope with work-family conflict.Assignment 04Cultural DiversityDirections Unless otherwise s.docx
Assignment 04
Cultural Diversity
Directions: Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper discussing six values
that were instilled by family.
The student wrote a
somewhat clear paper
discussing the six values
that were instilled by family
or only discussed four to five
values.
The student wrote an
unclear paper discussing
the six values that were
instilled by family or only
discussed two to three
values.
The student wrote a poor
paper discussing the six
values that were instilled
by family or only discussed
one value.
15 points10 points5 points2 points
The student clearly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student mostly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student somewhat
explained how four or five
(4 or 5) of the particular
values are supported by or
at odds with parts of his or
her personal and/or
professional life.
The student poorly
explained how three or
four (3 or 4) of the
particular values are
supported by or at odds
with parts of his or her
personal and/or
professional life.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
strategies to meet the needs
of dual language learners,
and the lesson plan included
all of the following
components: a learning
obje ...
ASSIGNMENT 04Cultural DiversityDirections Unless otherwise sta.docx
ASSIGNMENT 04
Cultural Diversity
Directions: Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
.
TitleABC123 Version X1Counseling Strengths, Needs, an.docx
Title
ABC/123 Version X
1
Counseling Strengths, Needs, and Cultural Assessment Worksheet
BSHS/465 Version 2
1
Complete both parts of this worksheet.
Part A
This week’s assignment continues the scenario of the recently hired human services work. In this assignment, you have been asked to perform a Strengths, Needs, and Cultural Assessment in order to gauge your ability to conduct this type of information gathering. You can either complete the Strengths, Needs and Cultural Assessment on a family member or a friend. Change the name of the individual used as the basis of the assessment to protect his or her privacy.
Fill in information for all the headings.
Family and Culture
Social
Residence/Neighborhood
Financial
Vocational
Educational
Legal
Medical
Spiritual
Behavioral/Emotional/Psychological
Safety/Crisis Intervention
Part B
Devise a treatment plan based on Part A.
Treatment Plan
Copyright © XXXX by University of Phoenix. All rights reserved.
Copyright © 2107 by University of Phoenix. All rights reserved.
Counseling Strengths, Needs, and
Cultural Assessment
Worksheet
BSHS/465 Version 2
1
Copyright ©
2107
by University of Phoenix
. All rights reserved.
Complete
both parts of this worksheet.
Part A
This week’s assignment continues the scenario of the recently hired human services work.
In this assignment,
you have been asked to perform a Strengths, Needs, and Cultural
Assessment in order to gauge your ability to conduct this type of information gathering. You
can either complete the Strengths, Needs and Cultural Assessment on a family member or a
friend. C
hange the name of the individual used as the basis of the assessment to protect his
or her privacy.
Fill in
information for all the headings.
Family and Culture
Social
Residence/Neighborhood
Financial
Vocational
Educational
Legal
Medical
Spiritual
Behavioral/Emotional/Psychological
Safety/Crisis Intervention
Counseling Strengths, Needs, and
Cultural Assessment Worksheet
BSHS/465 Version 2
1
Copyright © 2107 by University of Phoenix. All rights reserved.
Complete both parts of this worksheet.
Part A
This week’s assignment continues the scenario of the recently hired human services work.
In this assignment, you have been asked to perform a Strengths, Needs, and Cultural
Assessment in order to gauge your ability to conduct this type of information gathering. You
can either complete the Strengths, Needs and Cultural Assessment on a family member or a
friend. Change the name of the individual used as the basis of the assessment to protect his
or her privacy.
Fill in information for all the headings.
Family and Culture
Social
Residence/Neighborhood
Financial
Vocational
Educational
Legal
Medical
Spiritual
Behavioral/Emotional/Psychological
Safety/Crisis Intervention
ADHS/DBHS Practice Tool Attachment 1
Child and Family Team Practice
Attachment 1: Guidelines ...
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JUST DUE THE JOURNAL FOR THISWEEK…Ashford 6 - Week 5 –DUE JAN.docx
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Homework 2, Interview GuideThis assignment helps you focus on.docx
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Assignment 04HE320 Medical SociologyDirections Be sure to ma.docx
Discovering the Components of Strong Family Functioning
Discovering the Components of Strong Family Functioning
Post a response to the Identify the significant events.docx
Post a response to the Identify the significant events.docx
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Comparison Charts for Social and Behavioral LearningAssignment I.docx
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May 29-Fathers, Work and Family Life MFLN Family Development webinar presenta...
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Assignment: User Frustration
The quality of the user experience is very important to the success of an application. In the early days of computing, users often experienced long delays since computing power was poor and networks had comparatively slow throughput. Modern systems have largely eliminated these delays due to increased network and computing power, yet users still report a high level of frustration.
Write a four to five (4-5) page paper in which you:
Describe three (3) reasons users are still frustrated with modern applications.
Suggest one (1) method for reducing the frustrations for each of the reasons you supplied in Question one (1).
Describe methods for determining if user frustration is caused by poor system design or from the natural frustration associated with learning a new software product.
Suggest at least three (3) methods to reduce the frustrations among the disabled population and how this population can be better served.
Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
The specific course learning outcomes associated with this assignment are:
Describe the inherent design issues across HCI environments.
Explain the use of interaction devices.
Use technology and information resources to research issues in human-computer interaction.
Write clearly and concisely about HCI topics using proper writing mechanics and technical style conventions.
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Assignment Upstream Approaches to Canadian Population HealthAlt.docx
Assignment: Upstream Approaches to Canadian Population Health
Although Canada is contiguous to the United States and has some cultural and historical similarities, Canada’s population enjoys a vastly superior health status. Reasons are many, can be traced historically, and are related to a different view of the role of government. The experience of Canada demonstrates that neither a heterogeneous population, nor a health system that has waiting lines for services, are reasons for poor health. By looking critically at what produces good health in Canada, much can be learned about steps the U.S. might need to take if population health is its goal.
The Canadian Best Practices Portal challenges Canadian public health practitioners and researchers to create upstream interventions aimed at the source of a population health problem or benefit. What is being done to address the influences on population health in Canada?
To prepare
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The Assignment (2–4 pages):
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Describe the organizations involved and/or social policies enacted in the implementation of the intervention.
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Expand on your insights utilizing the Learning Resources.
Use APA formatting for your Assignment and to cite your resources.
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Assignment Type up an essay on one of two prompts and submit the .docx
Assignment:
Type up an essay on one of two prompts and submit the final draft online.
Choose
only
one
topic:
1.
Symbols are important in Fahrenheit 451. Identify 3 symbols and analyze their references and meanings throughout the novel.
2.
Illustrate how each of Montag's three mentors - a new mentor for each part of the novel - help to spur Montag's ideological progression.
This is the final draft of your individual research paper essay.
1.
Essay must be 7-8 pages typed, not including the works cited page.
2.
Essay must follow MLA format.
3.
Research must include a minimum of 8 sources, 4 of which must be from Library Databases: Proquest, CQ Researcher, Infotrac, Opposing Viewpoints, etc.
4.
Essay must have a complete Works Cited page that cross references correctly to all in-text citations.
Note:
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Schilf-Research-Paper-Final-Draft.pdf
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Format:
Follow the BASIC OUTLINE TEMPLATE ( i have already done this part and attached pictures)
A.
Introduction
: Type up an Introduction with an opening strategy (OS) that grabs the readers attention using a story based example (PE, OPE, HYPO, CS, or HYPO/COMBO) that also supports your chosen topic. End the Intro with the Thesis Statement. (Limit 1 to 2 paragraphs)
B.
Body
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C.
Quoting
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D.
Analysis
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F.
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: Type up a Conclusion that revisits the opening strategy story based example. (Limit to 1 paragraph)
G.
Format
: Essay must follow MLA format with a Works Cited page that cross references correctly to all in-text citations.
H.
Length
: Essay should be 3 to 4 pages typed.
Note:
Please submit your document with YOUR last name first. (Example:
Schilf-Fahrenheit-451-Final-Essay.pdf
)
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Assignment Type:
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Deliverable Length:
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Management utilities can be vendor-specific or vendor-neutral. There are many utilities that are
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Submit a PowerPoint presentation of 8–10 slides that includes the following:
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Assignment Type
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Leadership varies widely by culture and personality. An international organization with locations in several countries must balance the local customs and cultures with those of the primary culture of the organizations’ headquarters. Using the USA as the headquarters, pick two other countries that might be part of a international internet retail organization and research and discuss the differences that leaders would have to navigate in approach and adapting to different standards of behavior and culture within the countries.
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Assignment Two
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History of the Institution
Mission Statement
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Institutions Goals and Objectives
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Assignment Two Objectives • Understand how the.docx
Assignment Two
Objectives
• Understand how the AVL tree works
• Give you further practice with C and data structures
Admin
Marks 10 marks, excluding bonus marks. Marking is based on the correctness and
efficiency of your code. Your code must be well commented.
Group? This assignment is completed individually.
Due Time 23:59:59 pm on Sunday 31 March 2019. 23:59:59 pm on Wed 3 April 2019
Late Submissions Late submissions will not be accepted!
In this assignment, you will implement AVL tree and a set of functions associated with AVL
tree. For simplicity, we make the following assumptions:
1. Each item of an AVL tree contains an integer key and an integer value.
2. No AVL tree contains duplicate items. Two items (k1, v1) and (k2, v2) are duplicates
iff k1=k2 and v1=v2 hold.
3. An AVL tree may contains multiple items with the same key and the number of
duplicate keys is a constant.
A template file named MyAVLTree.c is provided. MyAVLTree.c contains the type definitions of
AVL tree and AVL tree node as well as some basic functions. You can add your own helper
functions and auxiliary data structures for better performance in terms of time complexity.
You need to implement the following functions:
1. AVLTree *CreateAVLTree(const char *filename). This function creates an AVL tree by
reading all the items from a text file or from the standard input (keyboard)
depending on the argument filename. If filename is “stdin”, this function will read all
the items from the standard input. Otherwise, it will read all the items from a text
file with filename as its full path name. (2 marks)
An input text file contains zero or more items where each item is of the form (key,
value). Any characters such as white space between two adjacent items are ignored.
For example, the following sample file contains 10 items:
(2, 50) (4, 30) (9, 30) (10, 400) (-5, -40)
(7, 20) (19, 200) (20, 50) (-18, -200) (-2, 29)
Similarly, when reading from the standard input, each input line may have zero or
more items, separated by one or more white space characters. An empty line
indicates the end of input.
In case of an error in the input, this function will print the error and your program
terminates.
You may assume that the input does not contain duplicate items and thus this
function does not need to check for duplicate items.
The time complexity of this function cannot be higher than O(n logn), where n is the
size of the resulting AVL tree. If your time complexity is higher, you will get 0 mark
for this function. You may assume that each call to a C built-in function takes O(1)
time.
2. AVLTree *CloneAVLTree(AVLTree *T). This function creates an identical copy (clone)
of the input AVL tree T, and returns a pointer to the clone tree. (1 mark)
The time complexity of this function cannot be higher than O(n), where n is the size
of T. If your time complexity is high.
Assignment Topic Exploration and Analysis (Proposal)In Week 6 o.docx
This document provides guidelines for a topic exploration and analysis proposal assignment. Students must select and research two social change movements - one from the pre-modern era (pre-1945) and one from the modern era (post-1945). They must analyze and compare the leadership structure, success in promoting social change, and how the movements paralleled each other. The proposal assignment requires identifying the two topics, outlining the planned paper sections, summarizing initial research findings, and including an initial bibliography.
Assignment To consider three sources about the Fall of Rome and w.docx
Assignment:
To consider three sources about the Fall of Rome and write an analytical essay.
Purpose:
To demonstrate proficiency in integrating historical sources and producing a well-informed analytical essay.
Part 1:
Research
Examine three sources:
1.
The textbook explanation concerning the decline and fall of Rome (chapter 7).
2.
The class presentation lecture on the Roman Empire.
3.
An article on the subject (“Friends, Romans, Countrymen” – see the Reading & Study link).
Write a 1,000–1,300-word essay concerning the decline and fall of the Roman Empire.
The paper should have a clear thesis statement, located at the end of the introduction.
The paper should cover the following:
1.
The various viewpoints given in the three sources (focus on the viewpoints you agree with)
2.
The variables involved (social, economic, military, etc.).
3.
Lessons the United States (our people and our government) can learn from Rome’s decline and fall.
4.
Similarities between the actions and attitudes of ancient Rome in their decline and fall and our American society today
Be careful that you use only the three sources provided. Use of other sources will be penalized.Textbook:
Perry, M., Chase, M., Jacob, J. R., Jacob, M. C., & Von Laue, T. H. (2013).
Western civilization: Ideas, politics, and society
(10th ed.). Boston: Wadsworth, Cengage Learning. ISBN: 9781111831707.
Williams, S., & Friell, G. (1994). Friends, romans or countrymen? barbarians in the empire.
History Today,
44
(7), 34.
http://bb7.liberty.edu/bbcswebdav/pid-22815357-dt-content-rid-159718173_1/xid-159718173_1
.
Assignment topic Rapid Influenza Testing in Children and Adult.docx
Assignment topic : Rapid Influenza Testing in Children and Adults.
When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.
Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process.
For this Assignment, you will consider the
validity
and
reliability
of different assessment tools and diagnostic tests. You will explore issues such as
sensitivity,
specificity,
and
positive
and
negative predictive values
. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight.
To Prepare
· Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI.
· Search the Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather?
· Also, as you search the library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool.
Assignment
(3–4 pages, not including title and reference pages)
:
For the Adult Assessment Tools or Diagnostic Tests:
Include the following:
· A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
o What is its purpose?
o How is it conducted?
o What information does it gather?
· Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting.
For the Child :
Include the following:
· An explanation of the health issues and risks that are relevant to the child you were assigned.
· Describe additional information you would need in order to further assess his or her weight-related health.
· Identify and describe any risks and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this infor.
Assignment Topic 1Choose a contemporary painting, sculpture, o.docx
Assignment Topic 1
Choose a contemporary painting, sculpture, or piece of art that captures your interest. This should be a piece created between the end of World War II (about 1945) and today. You may choose one of the illustrations or color inserts in the textbook, or try a virtual museum (check the links in this week's My Humanities Kit).
Before you begin writing your post, view the “Closer Look” art critiques from the unit My Humanities Kit resources. Consider what features are discussed in the piece you select. Aim for an evaluation that notes small details in a work, considers the purpose of various elements, and perhaps investigates the artist’s life.
In the post, begin by introducing the piece of contemporary art created between 1945 and present. What is the title? Who created it and when? What is the style? How would you describe it to someone who had not seen it? Finally, explain why viewing this work is a valuable experience. Connect the Unit 5 reading material in your response; include APA formatting.
Student 1
Hello Class and Professor,
For my piece of Art I have chosen Andy Warhol’s painting “Diamond Dust Shoes 1980”. I not only love the colors that are presented in the piece but the meaning to me signifies how many shoes women fill in our daily lives such as a mother, a friend, a lover, a daughter and etc. I fell a since of gratitude when I look at this colorful piece.
Andy Warhol was born in 1928; he left a huge legacy behind when he passed away in 1987 (Janaro & Altshuler, 2012, p. 142). From drawings, paintings and prints to videography, publishing and performance, he produced more than art -- he was essentially his own brand. From haunting black and white self-portraits to Polaroid snapshots of celebrities, many of the photos in the collection later became the inspiration for Warhol's most well-known Pop Art pieces (Janaro & Altshuler, 2012, p. 142).
Warhol's focus on consumer goods and pop-culture icons, as well as his own taste for money and fame, suggest a life in celebration of the very aspects of American culture that his work criticized (A & E Television Networks, 1996-2013). When looking at this piece of work you have a sense of what life is everyday!
Please look at the link provided below to take a look at this peice of Art. (The last reference below)
Margaret
A & E Television Networks, L. (1996-2013). bio.true story. Retrieved from Andy Warhol Biography: http://www.biography.com/people/andy-warhol-9523875?page=2
Student 2
Hello Class and Professor,
For some reason many of the illustrations in our text I cannot view. So I decided to search for contemporary art photos. There were quite a few interesting images but I found a sculpture or performance piece by Rook Floro that really caught my eye. Oddly, there is no title; at least I have not been able to locate one. Parts of this three-dimensional art look like it has some kind of wiry texture. The piece seems to be an imitation of human emotion. .
Assignment TitleAssessment Item 03 Case Study Analysis – Engagi.docx
Assignment Title
Assessment Item 03: Case Study Analysis – Engaging and Motivating staff
Length
3000-3500 wordsLearning outcomes
1. Knowledge - Describe and critically discuss key principles and theories of Human Resource Management.
2. Problem Solving Skills - Critically evaluate and synthesize relevant information to solve real world issues associated with Human Resource Management.
3. Change Management - Analyse the role of Human Resource Management in implementing change within a global context.
4. Global Environment - Identify and critically discuss local, global and international workforce trends and assess the implications for human resource managementLecturer Discretion
Lecturers may, at their discretion, ask students to verbally present their assignment submission or rewrite some selected part/s of their answer in a controlled setting.Task Details
Engaging and motivating employees is at the centre of Strategic Human Resource Management (SHRM) practices. It is therefore important to identify the organisational practices that can be used to foster the cognitive, emotional and behavioural qualities that will positively impact on employees and enhance their motivation.
To understand what motivates people to work is essential to this assignment. The focus of the assignment is to identify the motivational theories, the characteristics of a positive work environment and the HR practices that positively influence affective processes (e.g. motivation, commitment, job satisfaction, wellbeing) and behavioural processes (e.g. effort, reduced turnover and absenteeism).
To complete this assignment successfully students at a minimum should:
· Identify the key motivational theories and discuss which of the theories strongly influences employees’ affective processes and behavioural processes.
· Describe the characteristics of a positive work environment and discuss how HR designs jobs to motivate employees.
· Discuss the synthesis of Hackman and Oldham’s (1976) job characteristics and employees’ psychological states in relation to work outcomes, such as intrinsic work motivation, job satisfaction, and high quality work performance.
International Human Resource Management
· Discuss the possible relationship between Maslow’s general components and job characteristics in view of engaging and motivating employees in organisations.
Your assignment must be formatted with heading.
Harvard referencing style must be used.
References
Gallup Consulting 2010, The state of the global workplace: A worldwide study of employee engagement and wellbeing, viewed 20 February 2015
<http://www.gallup.com/services/176300/state-global-workplace.aspx>
Jackson, S & Schuler, R 1995, Understanding Human Resource Management in the context of organisations and their environments, Annual Review of Psychology, vol. 46, pp. 237-264.
Pfeffer, J & Veiga, F 1999, Putting people first for organisational success, Academy of
Management Executive, vol. 13, no. 2, pp.37-48.
Runni.
Assignment Title Knowledge management cycle process in or.docx
Assignment Title:
Knowledge management cycle process in organizations and significance communities of practice
Note:
Each question/concept/ topic must be supported with peer reviewed journal references.
Assignment Structure:
Part A.
1.
Provide brief description about knowledge management processes in organizations. (
1 Mark
)
2. Explain the concept of organizational learning and describe the link between individual and organizational leaning. (
2 Marks
)
3. Describe role of organizational culture in knowledge management. (
2 Marks
)
Part B.
1. Describe the concept of community. Describe its key components. (
1 Mark
)
2. Discuss how communities can be linked to organizational memory in order to foster organizational learning and innovation. (
2 Marks
)
3. Highlight some of the key steps you would need to carry out in order to conduct social network analysis of an organization. What sort of questions could the social network analysis answer? (
2 Marks
)
NO plagiarism/ 700 WORDS
.
Assignment Three Technical Descriptions Due March 2 (1155 PM .docx
Assignment Three: Technical Descriptions
Due: March 2 (11:55 PM on Moodle)Peer:Feb 29
For this assignment you will either be creating a technical description or an extended technical definition. Officially, an extended technical definition is a microgenre of a technical description, but there are some differences worth noting. Technical descriptions are “longer explanation[s] . . . of the physical or operational features of an object, mechanism, or process”(Markel 534). While technical descriptions include technical definitions, an extended technical definition is slightly different.
An extended definition includes the three parts of a basic sentence definition, “[1] the term being defined, [2] the category in which the term belongs, and [3] the distinguishing features that differentiate it from its category” (Johnson Sheehan 155). It also expands the definition by adding more details of an object, process, or idea (Markel 534). It is divided by adding some (all) of the following: examples, partition, principle of operation, analogy, negation, and etymology (Markel 538 – 541).
Technical descriptions need a title/indication of the nature/scope of what the description will accomplish; an introduction that answers the questions in table 20.1 on page 545; a body with appropriate detail that discusses each step or section with detail, creativity, and clarity; and a conclusion that usually explains how the steps work together or summarizes the main steps. Look at the guidelines on page 547 for writing tips and additional help.
What you choose to do this on is up to you. You are free to choose any object, place, or process (and the definition of these can be pretty loose—think about my spider example). If you want to choose something that interests you, something you currently work with, something from your future workplace, or something else entirely—go for it. If you want to do something out of the ordinary you can always ask me if it’s okay.
Requirements
· The description/definition should be between 600 to 1000 words.
· It should be typed in a serif font.
· It must focus on clear writing that uses creative and technical writing techniques.
· It should be written for an audience similar to Wikipedia.
· It should follow checklist on page 571 – 572.
Green Hospitality: Green Hospitality:
Saving the EnvironmentSaving the Environment
A student Webzine from the International Council
on Hotel, Restaurant, and Institutional Education
for Future Hospitality & Tourism Professionals
Vol. 17 No. 1 • ISSN: 1095-7898 Spring 2008
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INTERNATIONAL
CHRIE
The Hospitality &
Tourism Educators
Volume 17, No. 1 | Spring/Summer 2008 Issue2 HOSTEURTM
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Assignment ThreeUNIT 3 – ON LINE CLASSStudent Name __________.docx
Assignment Three
UNIT 3 – ON LINE CLASS
Student Name: ______________________________________________
(Name must be exactly as it is on the e campus roll and the same in WEBCOM 2) Turn in assignment through WEBCOM 2 to Professor on time
Your Section Number _____________ (you must enter your section number)
The Unit 3 Assignment 3: Unit Three in the Textbook.
DIRECTIONS: The assignment is in WORD. Save the document to your computer and write your answers in the spaces given. You may change the spacing as needed.
NOTE: Turn in assignments to me through WEBCOM 2 see the place where you send me the assignment. You may either attach your Word file or copy and paste your entire submission. Be thorough in your answers. You should use the Textbook, Essential Humanitiesthird edition and/or the Study Guide. The Study Guide is not mandatory; however, it is there for your enrichment and it is helpful. The Study Guide is in WEBCOM 2 in the tab labeled Student Resources. You may also want to use additional information for any assignments from the Internet. If you do, please remember to cite your source at the end of your answer. If you add additional information from the Internet, this is great, but then be sure to cite your source at the end of your paragraph. You must cite sources. This applies to photos as well.
DIRECTIONS FOR FULL CREDIT: You will need to show how the architectural structure is significant (importance in history and explain its legacy). You should explain how it fits into the historical period and what it reflects about its time and place. Include names of important individuals connected to the construction and especially the name of the architect, if known. Mention the materials used in the construction and include information about how it was built. Also include location. Use full sentences in your answers and be sure to site your answers if you use photos and the internet if you use google. Do not just write in your site that you used google. You must place exact address. Google is too broad of a site for a reference. Thank you
1. List the major time periods in sequential order. The first period is Prehistoric. Then comes Mesopotamia, and then Egypt etc. Under each period, list the minimum of 3 major accomplishments or achievements of that period. See the WEBCOM 2 Resources tab that has the heading timeline and the Textbook Index in front of the textbook for Unit III which lists the periods of time in order
1. Discuss in written statements at least 2 major differences between the Paleolithic Era (Old Stone Age) and the Neolithic Era (New Stone) found during the Prehistoric Period? (Unit 3, Chapter 3). (SLO 3: ULO 3.4).
EXPLAIN ANSWER FULLY USING THE CHART THAT YOU WILL SEE ON A PAGE IN YOUR TEXT
1. Explain how the Sumerian marble statuettes, sculptures, and Queen Puabi’s Harp that were excavated in modern times help us understand how the Sumerian people’s lived and what their beliefs were during the anc.
Assignment title An Evaluation of the Business Strategy at Mc D.docx
Assignment title: An Evaluation of the Business Strategy at Mc Donald’s.
Word count: 4242
Student name: Shane Sunil Mohan
Student number: A001753898
Subject name: 9050PROJ
AQF Level: 9
Discipline: Strategic Management
Theme: Critical Evaluation of a Business Strategy
EXECUTIVE SUMMARY
This paper was fundamentally about conducting a research and analyzing the findings on an evaluation of the business strategy at Mc Donald’s. Mc Donald’s establishment is a centralized, international organization which competes in the fast food industry by supplying hamburgers, french fries, and other consumable items using standardization. Substantial expansion and branding as the main driving force. As mentioned previously, operating in an open market in the food chain sector, one of Mc Donald’s major competition would be Wendy’s. These two establishments offer the exact same service which tends to make it difficult for Mc Donald’s to gain market share. With this being said, this report outlines different strategic strategies in which Mc Donald’s can gain competitive advantage against Wendy’s by providing substantial evidence on Mc Donald’s weaknesses and how it can be improved by using the case study method to help assist presenting its findings.
Table of Contents
1.0 Introduction 4
2.0 Literature Review: 5
2.1 Application of the literature to Mc Donald’s 6
2.2 Analysis with respect to Neoclassical microeconomics: 7
2.3 Analysis with respect to Evolutionary economics: 8
3.0 Research Methodology: 9
3.1 Case study method: 9
3.2 Data Collection: 10
3.3 Presentation of findings: 10
3.4 Analyzing the data: 11
4.0 Data Analysis and Reflections 11
4.1 Presentation of data 11
4.2 Reflection on findings and implications: 12
5.0 Conclusion and Recommendations: 14
5.1 Addressing social changes with differentiation strategy: 15
5.2 Recommendation: Improved Promotional Strategy: 16
5.3 Conclusion 16
References 18
1.0 Introduction
With the increase in the trend of globalization and the increasing competition in global markets, companies work day and night to come with effective strategies. Some of the multinational companies are known for the strategies they use and practice. In this paper, two of the companies operating in the United States of America will be discussed and compared along with the suggestion of a competitive strategy for McDonald’s. One of the companies that was researched in this paper name is McDonald's. This company operates internationally while the opposition organization which is Wendy’s also known as a fast food restaurant operates in the United States of America. As far as McDonald's is concerned, McDonald's was established in the year 1940 by Richard and Maurice McDonald, in San Bernardino, California, United States. The organization's business structure depends on three basic axes: representatives, franchisees, and suppliers. This business structure made by the founder of the organization, Ray Kroc, is known as "the three-legged sto.
ASSIGNMENT The student will submit a research project that compares.docx
ASSIGNMENT: The student will submit a research project that compares and contrasts two organizations in the same sector (Career Education Corporation and the Apollo Group Inc. or any other that you prefer), including analysis of the following criteria: legal, social, and economic environments; management structure; operational and financial issues; and impact of potential change factors.
1) Student should analyze the basic legal, social, and economic environments of the organization
2) Student should analyze the managerial, operational and financial issues of the organization
3) Student will analyze the impact of potential change factors as they related to the organization.
4) Student should apply appropriate college level writing standard.
the submission should be in APA Format. LENGTH of Paper: 5 Body Pages
.
Assignment Three Case study report – mixed mediaValue 40 .docx
Assignment Three: Case study report – mixed media
Value: 40% of the total marks for the unit
Length: 2000 words, or 5-6 minute video, or audio-narrated powerpoint of 10-15 slides, or photo essay supported with 500 words
Due: Week 12
Task description
Attend the event nominated in Assignment 2.
Briefly describe the event – name, date, location and venue, and attendance numbers and demographics.
Describe and critically analyse the positive and negative impacts of the event utilising the principles of sustainability and the triple bottom line approach.
Describe and discuss how the event’s program elements related to the aims and objectives identified in Assignment Two.
Describe and discuss the marketing of the event and how the promoted experience related to the actualisation and attainment of its aims and objectives (include actual audience details – numbers, demographic composition).
Provide recommendations for future activities which clearly identify issues relevant to event management.
The task is a report on the event nominated in Assignment Two that uses the triple bottom line approach to identify and critically analyse - the attainment of the events aims and objectives; the positive and negative economic, environmental, sociocultural impacts of the event; and recommendations which clearly identify issues relevant to the event management.
The evaluation report should use creativity in the approach to the task style.
The assignment may be presented as a 2000 word essay, or a 5-6 minute video, or an audio-narrated powerpoint of 10-15 slides, or a photo essay supported with 500 words. The process for submission of this assessment will depend upon the format chosen and prior negotiation with the tutor is required.
.
Assignment The Nurse Leader as Knowledge WorkerThe term kn.docx
Assignment: The Nurse Leader as Knowledge Worker
The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book,
The Landmarks of Tomorrow
(1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?
Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.
In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.
Reference: Drucker, P. (1959).
The landmarks of tomorrow. New York, NY: HarperCollins Publishers.
To Prepare:
Review the concepts of informatics as presented in the Resources.
Reflect on the role of a nurse leader as a knowledge worker.
Consider how knowledge may be informed by data that is collected/accessed.
The Assignment:
Explain the concept of a knowledge worker.
Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
Develop a simple infographic to help explain these concepts.
Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.
.
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#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
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https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneWound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
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- 1. Assignment: Resources and Interview Question Military members and their families are moved generally every 3-4 years. This requires families to change schools, jobs, churches, social connections—everything. It can be a challenge even with the assistance programs set up on bases to help families get reestablished. Those who have difficulty making new connections can serve their time on the new base in relative isolation. Submit a 1-2 page paper in which you accomplish the following: Describe 2-4 specifically selected resources for military personnel/families related to PCS/relocation and deployment. These may include resources that address social, emotional, or psychological stressors. Identify potential interview questions that addresses the impact of deployment and/ or PCS on the military family to you will ask the subject of your final paper and explain why you plan to ask these questions.